SBCC Community Forum – Superintendent/President finalists

SBCC Community Forum – Superintendent/President finalists


. morn G ing. Ial I’ll
inTRO troduce my MAUR arilynn spuVENT
Spaventa, interim executive vice edge ucational program,
and this morn G ing, the first of four forums to inTRO
troduce the final for our superN intent N TEND
intendent/prez sident. A little re to please silence
your phones. The forum is into two parts. The first part will
contain questions, and the second part is the questions
from anyone in the odd audience. sitting here in the gar
Garvin Theater, you a cop AE y of the bioes of all of the
candidates information about how to provide
feedback, choose to do so to the board OF TRUS
Board of Trustees. available to you until 8:00 o
‘clock tonight. If viewing re MOET motely, that information
is available TH the web page . So, to move us right along,
ial YD I’d like TRO troduce Dr. MuLIND elinda
nish, who is currently the TEND intendent/prez DBT
sident at South PP west RN ern Call ollege. Dr. MRAUZ to beGIN gin the forum,
please about yourself, what a ttracts you to the pu superN
TEND intendent/prez DBT sident at sant Santa barb
Barbara city KAUL City College muLIND
Melinda very much, and G ing, sant Santa barb
Barbara sit city KAUL City College. Its ‘s 10:00
and we have a — YD I’d like to tell you a
little bit self, and YD I’d like to know a little bit about
. Even though we are small and mighty,ium I’m in ed to
know, do we have any current students or students? Anyone
THATS that’s ever been a student? O the hands are going
up. Great. Fack ulty members? ? Part-time? Yes Yes,
hands are going up. Class ? Confidential staff? Good morn G
ing. sure that we also have administrate ors, supervise ors,
. Good morn G ing. I understand that, I hope we
someone from the Foundation? 0 Oh, yes. Good morn G ive
ivy league, we have board OF TRUS Board of
Trustees mem Well come. Good morn G ing. Do eighty-seven
we have any bers? Yes? Thank you. Good morn G
ing to you. Um, the REEZ reason I wanted to ask is
because I know about sant Santa barb Barbara sit
city KAUL City College , this very in engaged call
ollege and an in engaged community, and le conSTICH stitchancy
STICH stituency is represented, and that is great
ly attracts me TOO to this com age and call
ollege and pu osition. I am the in superN TEND
intendent N TEND TEND intendent/prez
sident — ing up — I know very well what a single call
ollege is like, andp I know I know and I
know very well the opportunities challenges and
the rich rewards of working in Community Call ollege Cyst
System. I have a instructional background. I I
began my career by economics, and that may not be TR your
FAFB favorite but it was a great subject for me TOO to
teach, and ly helped me understand how to work better
with with difficulty , and I began that teaching in
witzerland at the American Call ollege OF of SWITS R
witzerland. Ts something else
hat’s something else about me . ; YFB I’ve lived abroad.
I in SWITS R witzerland for overeight years
over eight years. YFB I’ve lived lot of places, and
ium I’m happy to say that the last, , 14 years have been in
California. I came — inodd as their chief instructional
officer, and time, I had the opportunity to serve on the wide
board, representing my REEJ region, got to know N intedant
N TEND intendent/ prez sident, and was able to
serve as sident for that org anization — inodd audible — and s and
things that I would like to do. You lot of prizes and awards
that testify to that and recollect of course
, of course, anyone who is passionate ucation
wants to be within aninous institution that ues that. Also, as I medication
mentionled earlier ed earl y ier, a very
in XHUBT in in very in community,
and for me, THATS that’s important. TLZ else very attractiveabout about
you and region, and that is your deep commitment to social
. I have a doctorate — FL inodd audible — one
of the reasons I chose them was because of their So,
these are things that you do really, well. Now, there are
other things — inodd audible really like
to get in, address the turn it into an opportunity — inodd audible — that are
not from the district, be they or non-rez sident students or
inter national students, start talking about things that
with that, such as house ing, and I know that an ish sue for
the call ollege — inodd audible —
it works with the call ollege, and there are some that we
need to address — the 2014 bond measure suck
cessful, but rather than look ing at it — in — I think its ‘s a great
challenge, and I think odd audible — speak , Dr. Nish. I think
answered the first question very well, soium I’m to move to
the second question. Please describe inozable odd audible — muLIND Melinda . I
have had well decade in working directly with collective barg
When I was I was on the negotiate ing team — inodd audible ‘s not
their contract, its ‘s our contract, ‘s our agreement
together, and DWR I truly believe that ‘s we, and not us
against them. It we We may not always a but when weir
‘re respectful and emp THET athetic, we can out ways to
move forWRD ward, andium I’m going to give one last
example. When I first dame came to South PP west RN
it was January 2012. Think back, what was t like?
KW And South PP west RN ern was in a budget . We went
and asked all of our labe or union prez and went to the
big table and negotiated with a 5 percent across the board pay
PP cut. THATS hat’s a hard cut. THATS hat’s a big
pay PP cut, its ‘s significant , but we able to sit down, very
transparently explain why, to show what we could do to mitt
igate that , if possible, and then we garnered a vote from all
ts to proceed with the pay PP cut, and everyone took the
cut, even me, even the Trust Trustees. What happened?
We any new revenue this year happens, comes in, we use that
revenue to immediately address the pay PP cut, we
were able to have two sent centers that were recognize
as full service sent centers and funded, over 2 going
on PP going revenue came in, the pay PP cut went from
5 to 3.5 percent, and then last year, we were able store the
last 1.5 percent, and, so, now, everyone whole, and that was
also to demonstrate HAUN honesty of the promise,
because we assured folks we were able to restore, we would
restore, and we made good on that particular agreement . Those some examples of how
YFB I’ve worked with collect ive . I think its ‘s an-air
area of strength. Thank kay. Move ing beyond collective
aining, S BSHGS KRSHGS KRSHGS BCC
has a strong cull ture of commune ication ollaboration,
again, across all guv NRNS overnance groups. us an
example of a time when you rely ied on ollaboration to solve
a problem? MuLIND You know, if you would would have me
can you think of a time you did n’t rely on clab , I might have
had an ease ier time finding example, because, HAUN
honestly, I think YFB I’ve used clab any large ish sue that the call
ollege has . So, YFB I’ve been thinking about two quick
examples I’ll give you. The first example is something that
me when I first U arrived at South PP west RN ern. n’t a
lot of trust amongst all the different , and
unlike sant Santa barb Barbara sit city KAUL
City College, South PP west completion numbers did
n’t look very good. ly need D ed to folk cus on what we
could do to help suck ceed , . What I asked to do was — whether the lead plum B
ber or the lead biology fack ulty mem , if you were working
in MANT maintenance, or if you working in the HR office,
it didn’t matter where in the organization, you were going to
help us at what we could do to help our students . We had a, mun oney,
it was 20 SLAEN 12/2013, it didn’t matter. WHAUD
What we do if we didn’t have mun oney? Over 300 peep ople
divided into small groups, where every group had ified man
ager fack ulty if tu in TU tegrated, they were trained
fu acilitators for each group, and then each group went
exercise to decide, from their perspective, we do to help our
students suck sed suck ceed. All of information was
gathered . We and we developed
three egy ies. The first was our students’ ish sue of pre d
ness, so we wanted to do a summer session, summer to help
our students get a leg , so we developed a summer bootcamp.
The second strat , believe it or not, was looking at our
idate data bet . We real ized that we knew our students
were come unprepared, but we really hadn’t done data
aNAL nalysis to figure out how to take the step forWRD
ward, and the third strategy was len troch troch
leck electronic ed plans. WEERP : . We
were already reHF -implementing Call and, so, we moved the
student edge ucational dule right up TOO TH to the top. I know your
‘re going to me another question, soial I’ll save
what happened in a . Let me give you another example. At
South PP west Call ollege, we have a strong shared guv
overnance ance system, just as you do at sant Santa
barb Barbara sit city KAUL City College. I not
have grown up in California, but ium I’m a strong nt of AB-17
25, and YFB I’ve really OOK worked in the guv overnance
struck ture and cyst system. The ultimate tee is the shared
consultation committee that I co chair with the academ K SEN
ic sen want K SEN Academic Senate,
and then there are outstand standing committees.
One ish sue that we had the district, because just as sant
Santa barb Barbara city KAUL City
College isn’t just this main campus, South PP west RN ern
three high R er edge ucation sent centers, but throughout
set of fu acilities, we had an ish sue with, because peep
ople were violate ing the 20- foot rule, had become contench
tious. So, we move the shared guv overnance committees, we
also moved through the associate d student organization, the acem
Ac ic Senate, and we got to shared consultation, but
did not have a conSENS sensus. There were some
very aPOEN opponents, and the mage jor ish sue was,
in enforceability how DOO do we really in enforce
this, and the west RN ern, we have a Police Department, and
peep ople concerned, are we going to employ the police?
Will HEFB heavy-handed? Is that what we do an in aninous
learning? And because we didn’t have a sensus, we
moved it back, back into the different to address the ish
sues that had come UP up in the consultation KOUNS
counsel cil, and we kept working on it, we kept talking
to the aPOEN opponents and asking what can do to satisfy
your ish sues, resolve them and move for and we were able to.
It took time, and it took ing, because one of the strongest a
POEN opponents was a con stituency lead R er. R
er, who came to me, and because of the lationship we had
developed , he said, muLIBDa mu
LIND Melinda, you that I don’t support this, you know
thatium I’m a, and what you know now isium I’m going to
reTIER tire,, and with my re tirement, your ‘re going to opposition leave, and I think
tle it’ll be the right to move forWRD ward, and that was
the time ing. He re tired , that opposition left, but more
than that, all ish sues that had been raised by the op
position had ed, addressed, and we had plans to resolve and we
watched the launched the smoke-free district, and
its ‘s led out very, very well. We don’t have druconeian ing by
police officers. Its ‘s been self-in . We talk to one
another, we explain going on. Quite frankly, we haven’t had a
Just another way of showing that working clab ollaborate
ive, maybe not always is the quickest a decision, but it
often is the most sustainable to take a pu osition modRART
. , and I will remind we have three more questions,
and I want to make we have time for questions from the odd
audience. going back TOO to what you eluded to before,
will you share your experience and results in improve ing sun
suck cess, ec quity and di verse ity on a campus where
identify ied as priorities? Mu LIND elinda . So,
picking up what we did on that opening day and those three egy
ies, that serviced served as the KOUND found
ation for a suck cess tite le five grant that we also
then used as foundation for planning for triple SS SHGS SP
SP, and for our quity plan funding, and we took that
initial of strategy ies, and we , with the funding that we were
to have from these sources, and with our base ic nish
initiative mun oney, we went a step firth urther.
What we discover when we did theidate data
aNAL nalysis? Regard topic, regardless of instructor,
if you em itute tutors, student aCHEEFB chievement
dru amatically improves, , so, now, with funding, we have been
training, and been embedding itute tutors, first and for
emost into the base ic skills courses. We now have over 100
with embeddeditute tutors, weir ‘re expanding firth
urther. we have more embed deditute tutors than any
call ollege state, perhaps in the kunt country, and weir
‘re doing regardalize less of the aCHEEFB
chievement gap, this is strategy that we wanted to scale
-up. With tite le that summer session we wanted, well now
weave ‘ve got session, and tite le five is helping us pay ,
and we are also have ing the first-year experience le five
helping us pay for that. 1 A One-hundred for tite le five
started last fall, weal ‘ll have at 300 this fall, so weave
‘ve been move ing rapidly with ing, and we have made sure
that we have adopted concept call D ed braiding RR , so
that we don’t plan in silo with bake base ic skills
nish initiative, what with this strand of funding for SEP,
that and all our plans are MUCH mutually supportive, so lev
erage those dollars and we can scale-up. We excellent small
interVENGZ ventions, which, actually, we of the largest
programs in the state, we have learning communities, TLA, which
we have a fill Philippine Filipino
community, a number of these, but their y’re rel small,o the
embeddeditute tutoring is a way to into all those
different learning communities help them become even more
productive. Its ‘s a con how you MUCH mutually support
what your ‘re doing. , this is what weave ‘ve been working on
, because the a gap is alive and well at all of our ollege
s, sant Santa barb Barbara , just as well as at PP west
RN ern, and another thing weave ‘ve been doing is that
that the largest aCHEEFB chievement gap happens to
be young men OF of cull olor, predominantly lieu
luTEEN Latino and aff phro American students. We also
know fromidate data that is in the classroom matters.
That aCHEEFB chievement gap from 20 to 50 percent by have
ing a fack ulty or KOUNS counselor that interacts with
those students a fack ulty mem ber or KOUNS counselor who
is of cull olor. So, does that mean? That means we need
to look ally at hire ing pract ices. ; high quality, highly
pools of candidates. So, weave ‘ve been have working to
we can do a better job of re cruitment, we start to create
pipelines for peep ople that areterest D ed in XHIENT
community caught ottage teaching and
aught call ollege teaching and may not T it yet&
how DOO , and how DOO do we do be a better job in
the hire ing self. Weir ‘re em ploying a lot of different egy
ies in hire ing so that we can really move the need what
did we see? We saw that even a highly diverse student body,
community, fack ulty members didn’t mere irror that same
sort of di , and, so, weir ‘re working on have ing very di
verse highly qualify ied We lost a lot of students. So,
to long-term outcomes, weir ‘re going to need to cohorts
that started in 13 VAEGS / 14, 14/15, when ly started scale
ing up efforts and to see how that’s WUKing working
. So, those are some mage jor strategy ies ‘ve employed at
South PP west RN ern. For sant Santa barb Barbara
KAUL City College, you really need to, again, look very
care who your students are, where their y’re come ing and
what you need to do to best help them. Not all ies work in
all call olleges, but this concept of up is something we
all need to be aware of, and to look at where we can do that so
that we can as many students as possible, particularly now
the funding to do that. ModRART . How would you en the
call ollege serves our local community needs clude ing
rez sidents, range ing from high school seen niors who are in
terest D ed in personal in process? MuLIND
elinda love this question, one of the REEZ
reasons I am very, very a to sant Santa barb Barbara
sit city KAUL City College. You have a bust dual
in enrollment program, you have a program, you have a folk
cus non-credit and you have a sent center FR LIEF LAUNG
LURN Center
for Lifelong Learning. found ation to do something that I
think is , because at this moment in time, you have ing
jen generations of students studying together, five jen
of students working together, and you have ability, with the
struck ture you already have, to in tegrate all those programs
and become, I would say at world lead R er in how we can
use edge ucation to real those 21st SEFRN century sit
citizens and relation . Industry has told us that they
want self ed, life- long learners. SAPTa Santa BSH
ru barb Barbara sit city can show us how to do
that. Self-directed, life ers, and what are the-air areas
that industry to folk cus on? You need base of technology,
but really isn’t technology. Technology is going to pet PL
ple times as we work through our careers. n’t change are
what used to be call D ed soft , WHAUTD are now
what are now being call D ed essential skills by and YMG RR
going ium I’m go ing to put them into three quick
cat ; commune ication, crit ical aNAL nalysis and problem ing, and those skills are crit
ical, whether high school student, whether you are a young
a dult, whether you are a returning aDULT dult or
someone get getting non- credit skills to be better in
the , or a seen nior in a life long learning class, and to see
those things deeply inTU tegrated in entire
crick YL urriculum, even fee-based crick YL
urriculum my vision would be how can we firth urther
in all of those different programs so that we are real
experiences with all five jen generations? how to commune
icate, critically think and solve together, and if you can
do that, I can that the students that leave here and go
in force will be the most high ly sought after ees that you
will find anywhere, and your seen nior citizens can help
you do that, and I think we even could a sent center, given
our reputation and the unique we have in sant Santa barb
Barbara, for that type of for industry. Industry is clam
oring to get ployees into train ing, , and WLAUT are the
what are the-air areas most of need? Lead R
ership, teamwork, commune ethics and technology.
The last one is . All those other four, those are really or
soft skills, and, so, I am very , because you are inTU tegrate
d into all the areas, be it the 13-year-old to a 99 93-
year-old, TLZ there’s a way that we can re unify and inTU
programs and take them to a whole new So, I just want to
tell you thatium I’m very about this,ium I’m very
excited about it. I the foundation, and I think we could
. ModRART . Just 2 minutes the last question. What do
do you believe to be gest challenges face ing community
call ollege students And how have you addressed these
challenges at campus? And you did go into quite a bit of on
that. Is there anything YOUD you’d like to add?
elinda >> Melinda Nish: Yes. The two big
gest , challenges, affordability and preparedness, did talk
about preparedness. Let me talk a little affordability. Even
though the vast mu ajority at South PP west RN ern qualify
for a board OF of guv guv OF of guv fee
waver iver, not all of them take advantage of and, so, we
have been working dill igently to make students understand fi
nancial aid. We have be the largest granto or of financial
aid of all call in San Diego , and at the same time, we have
re the default rate from over 21 percent to 15.6 because weir
‘re working with our students with fi eracy to explain to
them what they can do waver iver, their Pell grants,
student loans, Affordability St. is one of the big obstac
les. Our helped us vastly in crease a textbook rent , to
to low R er the cost of text books. Our fack helping us.
They have approved a rez solution PN pen edge ucation
al reSORS sources, which mean s use ing high on PP line ze
ro-cost reSORS sources, rather than more ex reSORS
sources, boob books and other on PP line reSORS
sources lishers. I think that addressing the textbook in a
ffordability is going to be a key for us, and that, there are
other ish sues. There are ish sues ing, of transportation,
health services, food, wore weir ‘re looking at different
strategy ies that will work -air area to address those, but
aFORD ffordability is big gest ish sues that we have, and
just to affordability, weir ‘re working now with Sweetwatt
on High School District on cet getting deep in high
school experience, THAFB they’ve in encourage S d
us at 9th grade, and to really work with students so they
understand how call ollege can be afford and just the last
note on student prepared weir ‘re working, again, with
Sweetwatt er Uni School Dist rict, just as you work with your
ricts, South PP west RN ern has a huge high school ,
thousands of students come every year, but come prepared. Its
‘s no one’s fault, its ‘s a clab ollaboration, so we are
working on that clab so that we can create a type of promise
Promise isn’t just free, promise means your ‘re for call
ollege when you get to call ollege, and you suck and, so
, this is something that weir ‘re act FB ively on now.
In fact, weir ‘re even working at the e level. We had our
first joint meet G ing of the over ten years last fall, and it
was so suck that weir ‘re have ing a fall ollow-up
tomorrow eve , and come ing out OF of that work is a mem
orandum of from clab ollaboration that we hope we
will pproved soon, that will serve as a form L al found
move the work forWRD ward, in clude ing what we a promise
program modRART . Now is our time to
questions from the odd audience. Kinley and Dan
crophones, if anyone would like to line up. We 20 minutes
for questions, and I see a first . Please keep your
questions brief to , to 30 so , so that we have
we have time for reSPAUNS sponses speak Good morn G
ing. My name is Gene Jean Gene. across the street
from S BSHGS KRSHGS KRSHGS BCC. YFB
I’ve here lived here for s. Of Allf omy children
of my children went here andium I’m a big .
Recognize ing the falling in enrollment and the to acSEPT
cept any California student who apply ies, I latest in
enrollment figures available to the that only 62 percent of
the students that S BSHGS S BSHGS KRSHGS loc
al-air area. Their y’re at 98 percent local in enroll
there, and vench ura vench ura — in
odd audible — create ing high ity student house ing on the
edge of an environment itive butterfly habitat and a in
a low neighborhood that we live in to accommodate OF
of-air areas students. My two-part question is you
specifically do to increase those local s at the call
ollege? And, two, what do you think ing dorms for out OF
of-air area students for what d to be a community call
ollege? MuLIND elinda Those are great questions,, you
know, YFB I’ve been thinking about that, because I it in my
prior remarks. From looking at the TH the call ollege web
PP site, it looks that over , a little over 40 percent of
your local high are come ing to sant Santa barb Barbara
sit city KAUL City College the question is
where is the other 60 ing? If the other 60 percent are going
on to four HF -year university ies, you really don’t
have much of a marge in, but we have to make we, is every
body going on to high R er edge ucation? that is not going
anywhere? We certain to bring them into the community call
ollege, what weir ‘re here for , weir ‘re that safety net. So
, first thing to do is to really analyze those high in the
and the in enrollment and to see what there to in
crease those students. a limit D ed opportunity, if weir ‘re
looking at class sizes in the high schools, but we need ly
thur oroughly analyze that. Demographics suggest pool may
be deMIN iminishing over time . LETS RR et’s also
current student students we have. Can we improve in ,
move ing some of our part-time students that already here to
full-time students? There are some ies to do that, and we
need to talk to them about nancial aid benefits of going
from part-time to , and that could be an effective way, even
in short-term, to improve involvement without ing to do
any anything else? Of course, those may be -term fixes
, and they may not be long-term solution So, we do need
to look, and weir GROER ‘re going to a conversation
about our dependence on enrollments and where those
students start going are going to , and if we are go
ing to have students come ing don’t KUSHTly KUSHTly
currently live in the-air area, and this is a desire
able call ollege, so you are going to have in where do we house them? THATS
hat’s a really, real ish sue, and YOUFB you’ve
brought up some of s . There are environmental
concerns, dense ity , neighbor hood quality concerns, and the
only you can work through these is with a community, may not be
able to do this quickly, it may take f of time, a lot of trans
parence y, and really looking we could put student house ing.
We need to look , but we need to do T it in a way that
THATS that’s going to fit and get community buy-in. If we
can’t at if that strategy is complete ly off the table
it’ll irrep RE rePAR then weir ‘re going to have to think
outside on this in enrollment ish sue, because, quite , look
ing at our your out OF of REEJ region and your non-rez
has been used effectively by a lot olleges who have dwindled
ling local in enrollment, but we need to be sense itive
to the ish sue. Am I a to DARM s dorms or do I support
ish sues? I’ve seen them ive and YFB I’ve seen them non-e
ffective. Its ‘s really tune with your community and the
student needs ing sure that you can have a firm rez solution
and ing in tune with your communities. Ial I’ll tell I
floated the idea at South PP west RN ern Call ollege,
and hood immediately adJAS jacent is not in favor, so,
um, TLZ there’s a lot of work to be done to see if to a
solution where they would be in favor , long answer, shortened
answer is I would ly byen be enfavor in favor, if
we could do T it in a way where clear mu ajority of support
from the community sense itive to the ish sues of the community mod We have another question
over G ing. Ium I’m not going to 30-second limit, but I
will try and get close . My name is Kim, I am prez sident of
our K SEN Academic Senate, and, so,ium I’m bring
G ing a question that a lot of e-mail among fack ulty call
olleagues as we, hope and excitement, search and goog
Google, so thank being here. So, the question relates to a
raVRS oversy on your campus THATS that’s been reported
PP west RN ern Sun, about the racial unrest under tenure
. One article describes a com plaint a black file d SDAEGS inodd audible
odd — inodd audible — before way
before your time. tail Z s contraVRS oversy over TH the
KAUFRMsition of TH the composition of a di
committee, and comments reportedly made by one
administrate ors and rePEET peated by you at a lead R tee
meet G ing about the the committee’s represent
ation, it reflected the diverse ity of the campus. Then, ,
your board has voted to hire an oak Oakland-based ant firm to
mead diate the contraVRS oversy THATS that’s up. So
, that was an U attempt to be a brief background. wrote a real
ly thoughtful letter to your paper, to some of your reSPAUNS
sponses to the sich tuations. I have two questions
. The first one is, um, in YOUR your , you pointed out that
you brought a rheum umor to the representation, to the call
ollege lead R ership team I wanted to know what kind of
team that was? public meet G ing team or a private team?
And second one, um, TLZ there’s, obviously, been a
lot feel feelings around this new hire in January, new ,
and, um,ium I’m 1 wondering if TLZ there’s as superN
TEND intendent/prez sident that might led differently to
minimize some of the THATS that’s happened muLIND
Melinda . , South PP west RN ern Sun is our ,
aWARD ward-winning newspaper, and, um, its that when I
came to South PP west RN ern, one of the s that happens
is every group wants to talk and the a aff aff phro
Africa aphro Africancon American Alliance
sat me down, they said, um, we don’t feel that weir ‘re
respected we are not the mu ajority, we feel weir ‘re
treated as inority, and the examples that they give
gave me were peep attend our events the way that they a
ttend the Latino events, and we don’t see the same type
of hire ing, we want to be more than what the pru oportions
ographics in the community are, and we want to aff
phro African American hire ing, and we want to see it R
er levels, and then I heard about the prior ish sue NC AA
KRSHGS CP, and there were rheum umors and complaints,
whenever there was a complaint, certainly a com discrimination,
it was immediately , and you will see that we had the custode
ial that brought complaints, and we had quite exhaust into
those complaints in 2015 . ly wasn’t a legal case for
discrimination, but ly, there were some ish sues, and there
have workplace ish sues that you would identify quick bias
and perhaps with prejudice. There was that was taken in
terms of disMr. MRU ciplinary ANGZ er
ANGZ ANGZ, buts more than that but
more than that, this problem has been going decades, this is
not something THATS that’s been create watch, its ‘s
something that I wanted to try resolve on my AUCH watch.
When you start talking sues of bias and prejudice, particularly
when race and ethNIS nicity and other factors that unique
as U adults, these can be very touchy and icate ish sues,
and, indeed, they are at South PP west RN ern. R ership
team meets at least once a month . It is d of all the cabinet
members, and its ‘s composed the conSTICH stituency lead
ers, so not just the unions, K SEN Academic Senate
prez sident, our associated student prez our confidential
representative, we all come table. We always meet on the
day of the board ing, just to make sure, even though weave
‘ve had an U prep meet G ing the week before, that if
there are sues, that we can talk about it. We try to opRAT
surprises to anybody, and, so, we have to discuss things that
might be of TLZ here’s a secondary function, but ,
just as the lead R ership team . THATS hat’s developing
the conSTICH stituency ies, and if TLZ there’s an ish sue,
an ish sue THATS that’s go ing to destroy trust, we ish
sue to the table. Weave ‘ve all some very s had some very conversations, and
we talk about how we can MUCH one another. They brought
me TOO to an ish that there was a rheum umor going
around that this new diverse ity committee, the membership had
already been , chosen on the base is of conSTICH
stituency represent and that was the ish
sue. Now, we have saying why, why wasn’t it determined on the
base is ographics, and it was become ing deVIES ivisive,
and the it was become ing de VIES ivisive is that the
undercurrent really nasty rheum umor started to now target
luTEEN Latinos aff phro can African American Z
s. That, to me, was not where we to go,plyly particular
ly with all the of the work that had OF of 2015 and the
action plans that we were , the mandatory training that was hap
pening, so, we brought this to the lead R ership treme
team. This, honestly, was the first time that we had try
ied to race across race, and just as you know, many
recollection , when you try to do something the
first time, it egant, and it doesn’t work exactly the way you
. Think about the first time you try ied to ride a le. You
might have fallen off. So, but this is a where weave ‘ve
developed bonds of trust, and e ven a difficult conversation
and there were ople that, frankly, didn’t want to have
that said so, we need D ed to talk about the , we need D ed
to talk about the support that we the committee, we need D ed
to talk about the mem of the committee. It was constituted
as a guv overnance committee. We set the bemmership
membership up and shared guv overnance. We committed to
that membership and said it would be the committee itself,
not that if they wanted to change their membership, they
empowered to do T it, they could WAUFSHG WAUSHG
work through it bring that to the shared guv overnance KOUNS
counsel cil. so, that was the decision taken out OF
of that group. ople that were disU appointed in the new
in the new that we had hired, because we tend to,
as hume an KZ s, want to a ttribute blame when TLZ
there’s a sich tuation to find someone that we can say,
well RR your fault THATS
that’s your fault. THATS hat’s a kneejerk reaction,
weir ‘re hume an beings, we do that, but the better re when
you stop SKW and you reflect, and you say a , we get to this
place? What do we do together to WRD ward from this place?
We don’t place blame. ly work to understand where everyone is
come ing and that takes time and consideration. The guv
overn board heard about this, was it was brought to ings,
we discussed it, they had a special and in that session,
they wanted to show lead R and we talked together about what
we could and in a very inCLUS FB clusive process, every
conSTICH stituency er was able to submit, on a list, names
of peep ople in s to assist us with how DOO do we get to the
. So . So, in a very in CLUS FB clusive process,
involve ing overning board prez sident, we selected a firm,
and , on March 8th, next meet G ing, to approve a in-partner
ship, their y’re out OF of oak Oakland, and week, their
prince ipal, Mr. Mike chael Bell, met and the lead R
ership team to discuss where we were what we could do , not to investigate, but to a
we were at and hen then help us with some ideas we could go
cyst systemically cyst , cyst system
ically, struck turally, and conversations, but how to really
change our . THATS hat’s a cull tural change, and that take
s and sometimes, its ‘s messy, but you don’t give up, ‘s s
if, at first, you don’t suck ceed, it wasn’t a failure
‘s a learning experience. WOOERS We areinous of
high R er edge ucation. ; what better place to topics and
learn how to create that model what we want to be doing weir
‘re doing. With respect to the director, difficult time
hire ing for that pu osition. We offer to an intern L al
candidate that ultimately JEKT jected, and, so, we went into
the finalist pool, an offer, and it was acSEPT cepted, and
I think we have very talented director, but I give you that
little bit ory to show you that when you have hire ing process
have different layers to get to the end, can create not
exactly the smoothest start-up, same time, we have a very tal
ented person, what do we need to do with that person? Give them
time and the opportunity to get to know us, give opportunity
to show us how they can work with build these ridge
bridges between ethNIS nicities, racial , gender
groups, groups of #UB89 ability and disability, really
broaden the notion of what we mean by ity, so that diverse
ity just isn’t race. . In CLUS and ec quity are a broad-
based and truly val that in fluence the way we take decision
s. No one superN TEND intendent, prez sident,
director, board mem can make that change in a month or two.
Weir ‘re be decades and de cades . YFB I’ve spent a lot
of time investigate ing this, look D ed at great models,
THAFB they’ve been working at it years, and weal ‘ll be
al , and weal ‘ll be working at it for 20 years or
, but too, but I really think that what I need to
do is sure that I am supportive of my staff. If a
mu istake,ium I’m there to talk to them about the and to
help them figure out how to move forWRD ward the mu istake.
If I can personally help them , I will do that, but I need to be
of support a support , a meant ntor, and THATS
that’s really what I hope to DPOO do, and the best
behavior, and I think that in those ways, that director suck
ceed, and ultimately, I do director has the ability to suck
ceed. Thank THATS hat’s a very thoughtful question, and I
think RR a big its ‘s a big ish sue that we all
face, not just here 4 minutes for question , the last
one. Speak Thank you very much for take ing WA way from your
campus to be with us today. This is from on PP line. We
have several on PP line fack ulty in other parts of the
kunt country and are fully in a fully on PP
line we have here. What is the FUCH future of dist
ucation at S BSHGS KRSHGS KRSHGS BCC?
Additionally, as a call ollege ers opportunities for all, how
can we in engage PP line community better and meet their
needs as mem our call ollege environment? MuLIND
elinda , I just have to tell I don’t know if I was a true pi
oneer, but I was y adopter. I was a 10 tenured fack ulty mem
ber of ec s at Salt Lake Community XHN call ollege
all Call ollege, and before it mon, I was teach
ing on PP line, and it was a real economics, and I think
that what weave ‘ve the FUCH future of on PP line is
that all edge ucation ing to have components of on PP line,
at whatever you call it and whatever the new term will be,
the that is come ing in92 to call ollege, I mean, THAFB
they’ve infant adopters of technology, and, so, you cannot
ucation anymore without tech nology SHGS and , and
that in, obviously, on PP line technology. Weir ‘re doing
differently in the way we learn and the way we on-demand access
to information that other jen had . So, its ‘s a truly excite ing
time. it mean? It means that on PP line is part of Its ‘s
inTU tegrated into what we do, and weir ‘re ally pedagog
ically finding better ways to cu onnect on PP line . So, I think on PP line is a
live and its ‘s here to stay. I think its R are gore ing
e R I think its ‘s going through
multitudes of evolution, and I think its ‘s go become a lot
more live time as WELG well , so I think the bonds will be
strengthened and won’t be as much RU ynchronous, THAL
they’ll be more and more real ly high qual sink RU
ynchronous, and, again, I think its ‘s go embedded in
every single that thing that we do. I think that the
FUCH future is bright, and I think that is something that if
YOUFB you’ve already em braced weir GROER ‘re go
ing to continue see it modify everything do. So, thank you
for the question, and thank everyone who is sink RU
ynchronously or perhaps asink ly later today observe ing this
conversation, that’s another little example of tech
nology . >>
MODERATOR: We did have one question. I want to miss it. >>Melinda Nish: I
love imagine happen, and, so, one of my strengths is that when
we end a meet G ing, a summary , we talk about, quickly, what
did we, what are we going to do, and then we use that to strat
egy ies and action plans, and then we hold our accountable.
Every six to 12 months, YOUFB to stop SKW and say, did
we get there? Did we do T it? do T it well? Why didn’t we do
T it? And when you large org anizations with peep ople and
big community tures, sometimes, the words get in the way of
and, so, part of my lead R ership is to demonstrate you
can move into action and ac tually aCHEEFB chieve
things YOUFB you’ve been talking about. I think that
those are pretty simple con cepts to articulate, but they
conSTNT stant attention in what you do every day, and
I’ve been really pleased that throughout the over 14 YFB
I’ve in enjoyed the California Community Call uline
Cauline ll ollege System, YFB
I’ve been able to work on those qualities, re , and I
think really make them strengths . RART >>
MODERATOR: Okay. Dr. Nish, you have just remaining for a close
ing statement. MuLIND More More than enough. Thank
very much. Its ‘s been a pleasure to be with you this
ing, a pleasure to be your first forum presenter, . I
hope I broke the ice well. This call ollege is a u and
special call ollege, located in just an absolute place, a
beautiful learning with a fab ulous community. It is really
tru gem and an opportunity for any edge ucational lead
able to come and join you and your team and go to the next
level. Um, clearly, you can see in enthuse iastic, and I am
very inpassioned by and what it can do. I know that if your
‘re in room, you believe in edge ucation, and its ‘s helped
your life, and I believe THATS that’s why weir ‘re all .
We know how edge ucation changes the lives of our our
community, and THATS that’s what we want. ; we this
continue al learning, continue al growth, true
a true sell celebration of what joins us as hume an beings,
place where you can express different opinions and respect
ed, and that diverse ity ac tually help Z s. love to join
you and help you take that the next step. I would love to
join you you work through some of the ish sues that you
whether they be in enrollment ish sues, community ish sue SHZ
, fundraise ing ish sues. Ium I’m a do-er, and I love
get in and helping organizations move to the next I am so
appreciate ive that you have given me the of being a final
ist and that YFB I’ve had your time this morn G ing, and to
all of those that are room but who are watching this outside of
the thank you all so also for your participation.
Again, it deep HAUN honor. Thank you very much, and have a
day. MRAUZ ModRART a short break before
one. RART Testing. Testing. Test
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ing. ing. Testing. Testing. Testing. ModRART ing
. Testing. Testing. ing That is the facility ies to
support teaching and learning learning, and also a
budget that meets the come comprehensive needs of a
community. There are so many things involved in both of those
elements, everything from enrollment management to the
enterprise operations .
And make ing sure that I continue to serve as an advocate
to our state legislature legislatures, that fund
canning not be ing cannot be soully base ed
base soul solel y base ed on that model. In the
area to of facility ies, one of the things that I think that I
offer uniquely to Santa Barbra Santa Barbara is my
experience with Bond. While I was at the West Hills District,
we successfully passed three general obligation bonds in one
year use ing the FSID process. I had the wonderful
opportunity to lead some plan ning conversations of how those
were sent. Both at the West Hills campus, and for the design
of a new center. One of the major projects of that bond was
complete ed by the time I left for Modesto. It was a complete
renovation of the Jim and the locker room areas, but it also
include add wellness facility that include add training room
that looks like a high-tech ER and a fitness lab. And the fit
ness lab is fantastic in that it really serves three purposes.
Not only is it where the athletes go for their condition
ing and strength training, our students also are able to take
classes in that facility. And it also operates as a community
education resource. And so I brought that experience and my
own experience having built gas stations to Modesto
Modesto. And there I came in on the tail end of $222 million
that had been allocate ed to MJC as part of their bond. And we
have complete ed two brand new buildings since I have been
there. The crown jewel of which is 110 thousand square foot
planned community center that includes a planetarium and an
observatory and a museum. And w e just recently renovate ed what
use ed to be the science buildi ng, it’s now the center for
advance ed technology ies, and it holds a variety of programs
include ing computer science, computer graphics, an
anthropology, adds administration of justice, and
gee ography. And we’re explore ing how those areas fit around
the areas of forensics, and that might be an emerge ing program
on our campus. Okay, thank you. experience working with collect
ive bargaining unions and implementing collective bargaini
ng agreements. distance education as a classify
ied employee, I serve ed as a resource in the faculty
negotiation as they started to not surprise
surprisingly, sometimes we get the cart ahead of the horse.
And all of a sudden we had a very growing and burgeoning
distance education program that was generate ing roughly 25% of
the FTES for the college, and yet we did not have anything in
the contract agreement with faculty that was specific to
distance education. And so that was my first opportunity to
really be engaged in the negotiation development process.
In the world of community education, community colleges in
California have had lots of o pportunity to implement these
negotiate ed agreements. And what I like best about them is
it really is our opportunity to have shared expectations. And
shared expectations really are critical when you’re striving f
or excellence. It’s important that everyone have the same
understanding of what is expect ed and from what the working
conditions are to every aspect that has been determine ed i
mportant through that process. But I also What I
also enjoy is the opportunity when we identify places that
maybe aren’t a good fit and maybe language is outdate ed and
doesn’t align with our current practice or our current
technology, the opportunity to discuss and reframe that so it reflects
what the current practice is today and how we could be better
serve ed in the future. culture of communication and
collaboration across all governance groups. Can you give
us an example of the time that you rely ied on collaboration to solve a
problem that your college face ed?>>The commitment to
communication and collaboration here is one of the pieces that
really drives me in. When I a rrive ed at Modesto Junior
College, there was a clock click ing around accreditation. They
had been place ed on probation. I arrive ed in July. The
stress was heightened, because it was the second come comprehensive visit. The
recommendations were around big- ticket items of student-learning
outcomes and around governance at the college. And in the area
of governance, there simply was not a structure in place that
supported having all of the v oices represented at the table.
And part of this I really beli eve was a lack of leadership. I
was the — prior to me come ing in, they had had 11 presidents
in ten years. There wasn’t trust. There wasn’t free flow
of dialogue. And the faculty were not engaged around the table. And it had really led to
a place where we digs make decision make ing
wasn’t clear and it didn’t reflect the decision-make ing
handbook. So one of the most critical pieces that we had to
do immediately was to build a structure that really reflected
the quality statement and what are the standards. And sought
to rebuild a foundation where collaboration and engagement
could take place. It was not easy. At the same time that we’re
trying to do that heavy lifting and have those conversations and
build some trust relationships and start to see what this could
look like, it’s the middle of summer. There’s not a lot of
folks around. And we had the clock ticking around learning
outcomes. When you don’t have consistency of leadersh
ip leadership, it’s pretty easy to become very i
nwardly focused and not pay enough attention to what’s
happening externally that’s an influence on the college. And
MJC was really suffering from that. And so in some regard,
the real value and the real expectation around learning
outcomes had not been realized at all. It really took 18 months.
When we had the first follow-up visit, we had built the
structure. We had a plan for learning outcomes. But it took
the whole next year the really start to have the evidence of
what was happening, and to have the evidence of the change that
was occurring. And since that time, we have use used that
structure and improve ed that structure and continue to have
dialogue around how do we make this
better? How do we have more people be engaged? How do we
make sure that people are come ing to the table and they’re
participate ing in the governance process. Thank you.>>Next question. Will you
please share your experience and your results in improve ing
student success, equity, and diversity on a campus where
these are identify ied as priority ies?
>>Well I talked quite a bit about the negatives of come ing
in when one is in crisis. But there was some good in that, as
well. And part of that was around early recognition that we
had some areas where we could improve in terms of State of the
Union student student
success and diversity and equity on campus. So even before the
equity plan and the student success plan became part of our
practice, MJC had identify identified we h
ad some issues that we needed to start to address. And we start started take
ing the serious look at our college data to become informed
about what those challenges were. We knew we had some
problems with students complete completing the
sequence of math. And that was one of the identify ied-regularly in the
community issues that we were face ing. We knew we had issues with
students being able to get a schedule that would allow them
to complete within two years. We started take ing a look at
those things and working collaboratively to find
solutions and one of the things that we envisioned was the opportunity to re-think
how we do everything. And we h ave a title V grant called
remove ing barriers, and it’s really centered around that.
And it’s about physical barriers . It’s about academic barriers.
And it’s about process barriers for our students. And
it’s really excite ed excite ing to have that in
place, because it aligns now so well with what we have in the
student success plan and the student equity plan, and being
able to fit those pieces t ogether toward sustainable
change that makes an impact on students is huge! The biggest
piece that we have added or changed is we have a new
position on campus. It’s technically called “student
success specialist” .” We call them our success coaches. And
these people serve such a c ritical role of take ing the
non-students and seeing them through their first year at the
institution. One of the things that we recognize is we were p
erfectly designed to report to the state system . All of our processes were a
round enrollment services. And then we had processes around
transfer. And we had processes for students without
application. We didn’t have anyone on c ampus whose sole purpose was to
help a student navigate those systems and navigate those
processes. What we learned is we had students who were just
disappearing, because when you arrive ed to campus there was
nothing to tell you or help you know where to begin or how to
get started. use ing this intrusive advise i
ng model. And we are seeing great, great results. Students
are connected. They know who those individuals are. And it’s
spreading like wildfire. Thank you.>>How would you ensure that the
college serves our local community needs, include ing
range ing from high school students to seniors who are
interested in personal enrich ment classes?
>>I was really exside ed when side excite ed
when I saw your high school enrollment numbers. You were
doing a fantastic job of reaching the dual enrollment
opportunity. That is great. I think my approach would be
absolutely to listen, to engage, to explore explore, and
then to respond. And having that dialogue , I rememberly get communication
from community members. Sometimes it’s e-mail, sometimes
it’s physical letters, and sometimes people will just stop
by. Usually it’s a complaint. But
those are opportunities to hear from someone who has enough
interest intous reach out. I never let those opportunities
go. I always respond. opportunity to build a dialogue
with them. And sometimes we’ve made some changes base ed upon
that kind of informal input. Sometimes I’ve been able to tell
the story and share the data and let them see how what they
have perceive ed as happening here is an actual reflection isn’t
an actual reflection of what is going on. Beyond, that I love any
opportunity to speak to a service club, chamber of c
ommerce, any of those groups organize ed in the community and
hear from them. And also where we can improve. What it is
that might be missing. And when we start to fill those
gaps, it helps to build our sustainable budget.>>So what do you believe to be
the biggest challenges face ing community college students today
? And how have you addressed these challenges at your campus?
e biggest challenge really is life. When we talk to students who a
re leaving, when we talk to students who are struggle ing.
That as learning and technology changes and with as many
proactive things we put into place, we
still remain institutions that were designed in the traditional
way. But the students we serve don’t really fit in that mold.
So it’s really relational. When we move all of our
applications, registration, enrollment processes online, we
lose an opportunity to engage with the student and start to b
uild the connection with the individual with the campus. And at MJC, one of the ways we
started to address that is with the success coaches. They
have someone reaching out to them so they know where to go
when they have that life crisis moment. Sick children, death of
a parent, loss of a job, all of those things that causes
students to drop out. And when you look at students and you have a
conversation with them about their biggest challenges, it r
eally is life. It’s not the text textbook. It’s not how
difficult the class is or the fact that it require ed a
research paper, it’s their life. And the fact that so many of
them have to work work. So when we can focus on understand
ing who the student is and how to connect with them in a way t
hat lets them know that they’re supported and that we all take
resources to directing them to resources that can help, then
that starts to make a significance difference.
Thank you.>>>Now we have some time for
questions from the audience. They have the microphones.
Please limit the questions to 30 seconds from the questione r.
>>I live across the street. I’ve live ed here for 30 years
and all three of my children have attended SBCC. I am a big
supporter of the college. I see from the latest enrollment
figures available to the public that only 62% of the students at
SBCC are from the Santa Barbra area. While 93% of the students
at Alan Hancock Community College and Ventura Community
College are local. Theres There’s also talk about
building another building on a butterfly habitat to accommodate
these out-area students. What would you do to increase the
enrollment percentage of students within our local area,
and second, what do you think of create ing dorms for out-of-
area students for what is meant to be a community college?
>>One of the things that stood out to me is that roughly 65% of
the students are attending less than full time. One of the way
s that you increase your apportionment is by increase ing
the number of units that individual students are enrolled
in. And that’s not a solution for everyone. Again, we
understand. Our students are parents. They have jobs.
Sometimes they have multiple jobs. And we need to be
sensitive to that. But one of the things that has been effect
effective at the University of Hawaii and their
community colleges have had g reat success with is a 15 to
finish campaign. There seems to be a lack of understanding.
For financial aid, 12 units a s emester is considered full time,
but that doesn’t get you comple te ed in two years. So building
an understanding. If you intend to be done in two years,
what does that look like? Certainly six units a term
doesn’t get you there . So the opportunity to
encourage students to take a higher course load is one way
that you might address that . Online learning is certainly
another opportunity. And that is a space that is change ing r
ight now as we’re looking at the online initiative and the
change, and the California Community Colleges having the
opportunity to move toward a common- common-course
management system. And looking in the future towards central
ized opportunity for students to be able to enroll in those
courses. Santa Barbara really has an opportunity to get out
ahead and look at what are the unique programs that this
institution has that perhaps could be offered online. And
bring in through the virtual world students who the local
at the local community college doesn’t have the
opportunity to study that particular content. That is one
way to approach that. Having come from a residential
campus, there are things that I absolutely love about a
residential campus. There is a feel that is incredibly
collegiate. It provides an experience for students that is
life change ing. for Santa Barbara City College.
But I think that is absolutely a conversation that needs to
occur both on the campus and with the community . Because this may be a place
where it absolutely makes sense sense, but it may not.
That is a conversation that needs to be very broad base ed
based. questions?>>Good morning, Jill. Welcome
to Santa Barbara Community College. We’re de
delighted to have you here. What would your colleague s (no audio)>>I am a team player and it’s
all about the “we” .” I am very open and that has been one of
the things that MJC has had some struggle with understanding.
That when I invite you to the conversation, I really want to
hear what you have to say. There was a strong
perception base ed upon their prior experience that even when
there was an open forum or a conversation around its topic,
the expectation was that the president had already made up
their minds. And so they will tell you that
I am willing to listen and I am willing to take input. And I
am absolutely data informed and I like to hear the other side. I
purposely have a team around me that thinks differently than I
do. And I value the fact that they come to conclusions much
differently than I do. I think that that’s a critical piece of
my leadership, as well. Thank you.>>Any more questions? I don’t
see any. So it’s your opportunity to make your close
ing statement.>I Would just like to thank you all for your
time today. And for the warm welcome that I receive ed not
only today, but when I was on campus for the first-
first-round interviews. I think that I have skills that would
be a good fit for where you are headed.
I am so excitedded about excited about your
just resounding commitment to student success. And one of the
first documents that I reviewed when I was considering this
position was your student equity plan. And in the opening
before you start getting into the details, you make statements
statements around what you have learned your
institution, your desire for improvement, and then you say
you’re going to show that improvement through the effication of reporting.
And the purposeful intent of that state
ment that you are willing to do the hard work and share the
results to make sure it happened , powerful. So I really
appreciate the opportunity. You are doing great work. You are
change ing lives and I would Lowell to be part
love to be part of the team. Thank you! [Applause] this morning. We’ll start up t
his afternoon. Thank you!, let me look at my little
cheat sheet here. We begin again at 1:15 SBCC-Community Forum .
1:15 p.m. Pacific Time (continue ed) . (Standing by) to get started here. First I’ll
introduce myself, Marilyn, Interim Executive Vice Pr
esident. Education Educational Program. This
system our is our third forum of four for the day.
The purpose of the forum is to introduce our finalists for the
president position. is divide ed into two sections.
The first part is structure ed questioned questions
. The second part is for the everyone in the audience to ask
questions if they’re able they wish to do so.
Everyone in the audience should have the bios for the candidates, as well as
information about how to provide input to the board of trustees
through various e-mail addresses . If you are watching remotely,
this information is available on the website. If you choose,
and we hope you do choose to p rovide input on any one of the
candidates, or in general to the board of trustees, please note
that you have until 8 p.m. this evening to do so. So I’m a time keeper today, as
well. I’m watching that. I w ant to ensure that we have
adequate time for our next presenter, Dr. Anthony Beebe.
He is the president of San Diego City College. I’ll invite you
up here now Dr. Bee Dr. Beebe. [Applause] a large group watching remotely.
To begin the forum today, Dr. Beebe, tell us about you and
what attracts you to this position at Santa Barbara .>>Thank you everyone. It’s a
small group, but a mighty group from the few people I’ve had a
chance to speak with. Thank you for the introduction. I’m
honored to have the opportunity to speak with you a little bit
about some thoughts that I have and my background. I should tell you that the c
ommunity college world is a small universe. I know the
finalists applying for this job and I can tell you they’re all
good people. But I do want to tell you about my background to
give you a context of where I’m come ing from and where I’ve
been. I grew up on a small cattle and horse ranch in
southern Oregon. And being there was a great opportunity
for me because I learned the value of hard work. My father
was a very hard worker. So my brother and I learned about take
ing care of the animals and fence ing and shoveling manure and
all the other things that you do when you’re on a cattle ranch
and a horse ranch like that. That was good. My parents,
although they were very smart people, they were wise people,
they were not college graduates. So I was really kind of the
first one to take the venture and the trip down to a community
college and get involved with that. And so that, you know, I
understood the they understood the value of
education, but it really wasn’t a priority for them because of
being on the ranch and doing the things that they were doing.
It all worked out fine. school there, and my focus at
the time was, like many kids in
their teens, my focus was on basketball and kind of I guess I
would say chase ing my girlfriend. And I’ll t ell you I’ve been chase ing that
girlfriend for 35 years and she ‘s right here in the audience.
Her name is Carolyn Beebe. years. So she’s been through a
long journey with me. And I want to thank you Carolyn for
all that you’ve done for me. I love you for that. So when I was in high school, as
Carolyn will remember, there was an internship program that
came up. And it was in a local fire department. And the title was for a house
boy. Yeah. The house boy’s duty ies were to clean equipment
, polish the floors, clean the day room for the firemen. All o
f those kinds of things. So that was my job as the intern
there. So I took that job for minimum wage. And I really did
n’t know what I was getting into . I didn’t realize this was
going to be a life-change ing e xperience for me. Because I
worked in that job for four years, the four years that I was
in high school. And I learned all about being a fireman just b
ecause of being around the firemen. And I really
appreciated the dedication that they all had being firefighters
and give ing service to the public like they do. school, there was no doubt that
I was going to be a fireman. It really took me a year or so out
of high school to land a full- full-time firefighter’s
job. I did that for nine years, fast forward, nine years out of
high school. And the last year that I was there in the fire
service, I was the fire department training officer. So
here’s my transition into education. As a training officer, I was
working as a recruit and the new bies come ing into the
organization and teaching them about tactics and strategy ies
and all the things that firefighters need to know about.
And I realized I really like this teaching. This is
something that is fun. It’s excite ing. It helps people. I
got a great deal of satisfaction out of it. But I a
lso realize that had the only way that I was going to be able
to be a teacher outside of the fire service was to go back to
school. So I enrolled in co mmunity college. And I went
through the associate degree. Transferred to the University of
Oregon. Went onto Cal State Sacramento and I got my finance
degree and focused on finance. And then I came back to Oregon.
Caroline Carolyn and I move ed to fort
move to Portland. And I start ed teaching as an adjunct. I
taught everything and anything that everybody else didn’t want
to teach. I was teaching night classes. I was teaching
weekends. Just any kind of a teaching job that I could get in
the Portland metro politan area. I was the first
one to raise my hand and say put me in. I was excite ed to do
it. s an adjunct faculty member. I
appreciate all of who you guy what you guys do.
It’s an incredibly tough job and we really, really need to
applaud the work that you all do as adjunct and faculty members
for us. So thank you for your service on that. So I got that. I finally landed
a job at Portland Community College as a faculty member. I
taught business, accounting, management, some economics, and
business law, and a little bit of business math. I absolutely
love ed it. I was in heaven. I said this is it. I have found
what I need to do. I have found my calling. And so I continue
ed to teach there. And what h appened there was there was a
doctorate doctorate program at oor o Oregon
State University. It just start ed. They were looking for their
second cohort. I decide ed I was going to sign up for that
doctoral program at Oregon State . And I did. And I ran into
one of my first professors by the name of Dr. Dale Parnell.
Anybody heard of him? Several people have heard of him. He
really is a legend in the community college world, having
started several community colleges, written extensively
about community colleges, p articularly the neglected
majority. And other things relate ed to community colleges.
But he was also the president of the American Association of
Community Colleges for ten years in Washington, D.C. And
arguably one of the top presidents of AHCC that we maybe
have ever had. I grabbed onto this guy and he kind of took me
under his wing. And Dale and I still talk frequently about
things in the community colleges . And he took me under his wing
and he gave me some advice. And he called me Tony. He said
“Tony, I want you to do one thing for me. I want you to
work in as many areas of a community college. Or supervise
as many areas of a community college as you possibly can.”
That was his advice. I took that advice to heart.
And for the next twenty years, I worked in many different areas
of a community college. I was a program chair, I was a dean, an
associate vice president of instruction for the workforce
area. I was the EDP vice president for instruction for
student services at a community college. Moved to San Diego
where I have been a campus president for the last ten
years, first part of it as president of their continue ing
ed program, and then most recent ly as president of San Diego
City College. So all of that gives me the foundation for
where I am today. I don’t know how I’m doing on time.We’re glad
you’re here today. I have six questions. The first one, given
what you know about Santa Barbara City College, what are
the most pressing issue issues that you would need to
address as superintendent for us?
>>I’m glad you define ed and k ind of mentioned “pressing” .”
There are different things they would want to explore and look
at, whether that’s facility ies or where we are with that, or
student house ing or wherever we might be. But in terms of
pressing issues, there are three things that I would want to get
into. The first one would be enrollment management. One of
the things that colleges across the country really, not just in
California, but across the country, are dealing with is
this idea that because the economy has now turned around,
there are fewer and fewer people that are needing to go to
college, and so our enroll enrollments across the country
are kind of decline ing. And this is an ebb and flow. We
know it’s going to come back. But right now we’re in a period
where the economy has turned around. It’s very strong. It’s
looking good. So people are at work. They’re not happy to come to c
ollege. The other element or side of this has to do with the
high school demographics. In San Diego and Santa Barbara we h
ave a high school demographic where we have fewer and fewer
graduate graduates who are going to be come ing out of the theater high schools.
That’s an ebb and flow thing that we’ll deal with over time.
But we need to look at different methods to deal with
the student management piece. not something that is easy to
climb your way out of’. of . And it looks like my
understanding is something where we’ll be headed toward
stability. It’s not an end all. But it has to be a concerted
focused ever. effort. So that would be one of the areas
that I would want to focus on. The second thing has to do with
just something that I have to do as a finance person. I would
really go through and look at the finances of the college.
Look at the budgeting process, the planning process, how do we
project revenues, how do we project expenditures? Do those
two lines cross? Are they parallel? How is that all work
ing? And then get into some scenario planning about 3-5
years out, what do the things look like and then be able to
look at that. So enrollment management, financial management
, and then the last one would be kind of reconnecting with the
community. Being able to work with the community,
have the community come to the college and understand the
issues that we’re up against here in Santa Barbara City
College. And you know, connect ing with the community is really
a critical piece. It’s one of the things that I think I’ve
done really well .>>Thank you, Dr. Beebe. The
next question is shifting a little bit. Please de
describe your experience working with collective bargaining unit
s and implement implementing collective bargain
ing agreements. at my work, with the exception
of when I was working on the farm, my brother and I although
we may have wanted to unionize, I don’t think it would have
worked. But all of the jobs that I’ve had whether it was
with the International Association of Firefighters,
union, or AFL-CIO or teachers union when I was teaching, or
other jobs in Oregon, Washington, and here in
California, I’ve always been interface ing with bargaining at
some point. And there’s been different approaches depending
on who the chancellor or the president was of a particular
college. I remember one particular college where the
approach was really kind of old school Chicago style that pound
ed out , you know, get this thing
figure ed out in terms of developing a collective bargain
ing agreement. , which is really what we have
in San Diego, which is an interest-base ed approach, sit
ting down and figure out what’s important to the sides involved
and come ing to a collective agreement on what it is that
we’re wanting to do as an institution, as a team to be
able to move everybody forward. So those are really important. The thing about my first
experience at Portland Community College, I was on the faculty
side of the negotiation team. I was on the negotiation team
with the faculty, which was a great first experience for me. When I move ed to Riverside and
worked with Tom Allen and CTA and was involved with the online
distance ed classes. This was in the mid-90s. This was all
really, really new to us. We didn’t know what we were getting
into with all of it. There was a lot of trust that happened
with what we were trying to negotiate. It wasn’t clear with
what we were trying to do in the mid-90s. When I went to Yak
amaw Community College, I sat down with Dr. Bernard Baka, who
is the state lobby iest for Washington State. And we decide
ed, I don’t know if we knew what we were getting into, but
we decide ed we were going to rewrite the entire contract.
The contract itself had pieces in it that went back to the ’70
’70s or something. Really outdate ed. You’ve seen
contracts like that. So outdate ed that it’s not even connected
to what we’re doing at the college any longer or any else.
So we took a year. And I know that he would love to
talk to anybody who would like to talk about this. But we took
the year and we met every week. And we took chunks of the
contract and we worked our way through it. Did we agree on
everything? No, we didn’t. But we manage ed to come together
enough to be able to get that contract done. And if you’ve ever had
the opportunity to do something like that, that can be a
horrendous, horrendous experience . But we were committed to it a
nd we manage ed to get through it. Now in terms of implement
implementation at San Diego and up until about five
years ago, we had nine separate bargaining units and three meet
and confer groups. So twelve groups all together that we had
to work with there. And then about five years ago, the San
Diego Adult Educate ors and some other groups were subsume ed
under AFT. So we narrowed them now. So three bargaining units.
We’ve narrowed those a little bit. But it still takes a
concerted effort and a lot of thought in terms of make ing
sure that when we implement these contracts, we’re thinking
about fairness, we’re thinking a bout reasonableness, we’re think
ing about empowerment, we’re thinking about things like that
that are important for all of the institutions to be able to
have a positive spirit and e xperience moving forward with
the college. City College has a strong
culture of communication and collaboration across all
governance groups. Can you give us an example of a time when
you rely ied on collaboration to solve a problem?
>>Well, I think one of the greatest examples I had in this
realm had to do with when I started as president of San
Diego Continue ing Education, Sand Yugo Continue ing
Education continue San
Diego Continue ing Education is huge. It’s one of the largest
non-credit programs in the United States. And at the time
we were serve ing about 60,000 students in six different campus
es. And the institution itself was in a period of transition.
It had a series of things that h ad gone on in its recent history
before I arrive arrived on the scene. And so there was
no real strategic planning going on. And so what I decide ed.
I had just gone through something called “appreciative i
nquiry training” .” So I decide ed that we were going to do an
appreciative inquiry for the entire institution. This was an
all-hands on deck kind of opportunity. And it was a
chance for appreciative inquiry. If you hadn’t had a chance to
look into it at all, it’s a unique process. It does give
you or anyone else who is participate ing in this process
a chance and an opportunity to have a voice in whatever it is
that we’re ultimately trying to do.
So I decide ed after speaking with several folks at continue
ing ed, that we would do this institutional appreciative
inquiry process to come up with our positive core of the
institution. That positive core being that thing or those
things that are important to the institution that we want to be
able to do more of. So this wasn’t a time to solve problems
so much, but this was a time to be able to look at the things t
hat we’re doing really, really well in the institution and take
those things that we’re doing really well and do more of it.
Right? So I went through this process
at each one of the college campuses. Each one of the c
ampuses, the six campuses. And I went to two of the community
neighborhood sites and talked a bout the process of appreciative
inquiry process. We probably ended up with like I would say
200-300 different input elements which we then clustered through
a thematic process and came up with five what we called corne
r cornerstones, cornerst ones to our future is what we
called them. And those corn cornerstones became the s
trategic priority ies for the institution at a very high level
. And we felt good about it b ecause it came from this massive
process that took us about six months to get through all of
this. But it came from this grassroots very foundational
process at appreciative inquiry. And through that, we were able
to come up with these corne rstones that we felt confident
that everybody could plug into a nd be connected to. That’s
probably the grandest experience I could ever talk about in
terms of inclusivety and being able to have a process like that
where everybody has a chance. please share your experience and
your results in improve ing student success, equity, and
diversity on a campus where these have been identify ied as
priority ies?
>>I want to talk a little bit about equity first, just to kind
of drill down on that. One of the things that we’ve been worki
ng on San Diego City College is really focusing on the equity.
Of course we’ve got the equity funding from the state that
prompted us to do that. But it’s the right thing to do anywa
y. But as I think about ebbing request Ity, I
equity, I know sometimes people use equality a
nd equity interchangeably. But we know there’s differences in
what those two things mean. And just in my own head, I always
think about shoes. Think about shoes when I think about what it
means. The difference between equity and equality. And here’s
where I’m come ing from on this . Some of you have probably
heard this before. and we’re talking about shoes,
if everybody gets a pair of shoe , that’s equality. If we’re t
alking about equity, everybody gets a pair of shoes that fit.
That’s kind of the way I always think about it in terms of the
difference between equity and equality, I think about shoes.
So when we came to teaching, it use ed to be that some of us w
ould talk about pitching our lesson plan. This was way back
in the day. Pitching our lesson plan to the average student.
And the average student may or may not be in the room. But at
least we’re pitching it at a level that is somewhere, you
know, where people can somehow grab onto it or work their way
to it.f we think about equality, that’s really what we’re t
alking about. We’re talk talking about a one-size fits
all when we do something like that . Because we’re not tailoring
our lesson plan much to that. Now if we talk about equity, now
we’re talking about things like different learning styles.
We’re talking about how culture might affect their learning a
bility. We’re talking about t hings like make maybe a
disability of some kind. Knew we’re talking about how
education fits the individuals t hat we have in the room. So now
we’re talking about a whole different kind of approach to
things. And so there’s two area s when we think about — bless
you up there by the way — t here — there’s two
areas when I think about what it is that we’ve been doing in San
Diego City College relative to equity, d iversity that I think are
important. The first one has to do with serve ing men of color.
I haven’t looked at your stat istics here, but I can probably
guess that you probably have more women than you have men by
a little bit in terms of percentages. Is that correct?
That’s true. Same thing, you know, many colleges have that
same scenario. There’s lots of reasons why. But San Diego City
College was no different. We have more women than men. But
then when we started busting apart that statistic about the
men, if we really start looking at it, it’s the men of color
that are p articular particularly
underrepresented at City College, San Diego City College.
I need to make sure I differentiate because we have t
wo city colleges here. So at San Diego City College we
have men of color who are particularly under
underrepresented there. So our goal then was how do we at San
Diego City College do a better job of recruiting, retaining our
men of color at the college college.o we partnered up
with the Minority Male C ommunity College Collaborative
at San Diego State and put together a Men of Color Program
where faculty and others started thinking about how we can do a
better job of retaining those particular students in our
institution. So the Men of C olor project has been excite ing
for us. And it absolutely goes to the heart of what we’re
talking about when we talk about diversity and equity. One other thing I wanted to
leave you with on this topic has to do with reduce ing recidivism. San
Diego County has one of the worst recidivism rates in the
entire state. Can’t believe t his. But almost 75% of the form
erly incarcerate ed individuals end up recommitting a crime and
going back to prison in San Diego county. I think it’s
actually about 72% is the actual percentage. What we have done I think in a
very courageous way to help with this problem is we got a grant
from the Parker Foundation. And we’ve got a cohort of 30 form
er formerly-incarcerate ed individuals aged between 18 and
24 years of age that are being integrate ed into our academic
culture at San Diego City C ollege. And for the most part,
these individuals are African American and Latino. And so
when it gets to equity and diversity, we welcome these f
olks with open arms because it helps with all of what it is t
hat we’re trying to accomplish. And our and our
mission at City College. So t here’s all kinds of programming
things that I can talk about with this. But I think it’s a
very courageous thing that we’re doing at City College in that
regard. And we’ve only been doing it for a year and a half
now. We still have preliminary data. I can’t give you a whole
bunch of data on it in terms of outcomes, but from the
preliminary data, we’re seeing really good progress of these
men. I think that’s something to be proud of. The other side of this is this
spring we started a cohort of Formerly Incart
Incarcerate ed Women. We’re talking about how to best solve
serve those individuals. We’re talking about what it
takes for them to be successful. Not a generic one-
one-size-fits-all.>>Two more questions. 3 m
inutes for each. How do you s uggest the college serve the
community needs range ing from high school students to seniors
interest interested in personal enrichment?>>This question goes right to t
he definition of a comprehensive community college. If we want
to break that out and we want to say okay, well we’re only going
to focus on t he transfer students. Or if we
want to break it out another way, then we would be a
technical college. But if we want to be a come
comprehensive college, if we want to hold ourselves out to t
hat broad mission, which is a tough mission to fulfill, but
you’re already doing it in many ways, we need to be able to have
the entire realm of educational offerings. from the high
school students to the senior citizen that wants to be able to
take personal enrichment classes and those non-credit
classes. I think that’s really critical. interesting lot in some ways.
We are really, really good at b uilding walls. We built walls
between K-12 and college. We b uild wall walls between the
administration and the faculty. Four-year schools, two-year
schools. We’re just really good at building walls. And what
happens many times with all of these walls, we start I guess I
won’t say being walled in, but we start living in a bubble.
And the exposure to the rest of the community becomes limited. And so I think to break that d
own, what we have to do is i nvite the community to the
college. Make sure they’re understanding what it is that
we’re doing here and what we have to accomplish. One of the
things I want to do here, should I be so fortunate to get the
president’s job, is to start something that I’m calling the ”
President’s Circle of College Friends” for lack of a better
name at this point. It would be an advisory group of nonprofits
and other institutional groups in the area, some of the private
four-years, industry folks folks, business, chamber.
Really a broad collection of individuals from the community
to be able to come in and meet with myself and staff, faculty,
to be able to understand what the true needs are of the
community. history. For example , the older adult program. But
what’s nice about being a new president come ing in is that we
can respect all of that, but we can also say this is the new
opportunity for us to be able to take a look at some of these
things through a different lens. So I think that president’s
circle of friends would be helpful . I got on there and I came across
a blog. I can’t remember the name of it. But it’s one of t
hese blogs where it’s anonymous and you can write whatever you
want want. And I serf. searched under Santa
Barbara City College. And there were some folks on there who to
put it this way were not all that positive about what the
college is doing. So I was like what is going on here. So then
I started think thinking about it. And I thought I need
to invite for lack of a better term, foe. I need to have a
bunch of foe. I need to find out what those folks are all
about. Why is there anything n egative about such a fantastic
college that we have here at Santa Barbara City College? It
could have been something that happened to one of those
individuals 25 years ago and they never got over it. Maybe I
can fix that. Maybe meeting with talking with these folks we
can resolve some of those issues. Not all of them. I’m
not naive about these things. But at least reach out. We need
to reach out to those That’s
my job. To see if we can mitigate these.>>I’m watching time. I want to
make sure we have time for questions. The last one, two
minutes. What do you believe to be the biggest challenge face
ing community college students t oday? And how have you
addressed those challenges? have to be honest with you, for
me the first thing I went to was college readiness. That is
a huge challenge for students. The more I thought it through,
I’m thinking yeah, it’s a challenge for students. But I
think it’s actually more of a challenge for us as an
educational institution to deal with college ready iness. And
that’s not something new. College readiness has been
around forever. I think the n ational average is something
like 70% of all students are testing in and assays ing
says assessing in to less than college-level reading,
write ing, or math. I don’t e xpect it’s too much different. I guess where I’m come ing from
on that whole little bit of a discussion has to do with I
don’t think we want to blame the students for college ready
iness. I think the problem lies in the institution. I think b
lame ing the student or saying i t’s the student’s challenge shifts all of that to somebody
else. I’m not going to say that college ready iness is the
biggest challenge of a community college student. I’m not
willing to go there yet. I think a bigger problem, though,
is the problem of financial debt . And the problem of being able
to come to college college, get done with college,
and be able to get a job and not be so far in debt that it’s
going to hold you back for a good portion of your working
life . I was doing some statistic
checks last night. 1.2 trillion dollars worth of financial debt
is out there, financial aid. Most people who
graduate from college now have a significant amount of college
debt. Here in California, the $46 a credit, the
tuition fee. Or the registration fee of $46 a credit
is not the big factor. The bigger factor when it comes to
debt has to do with house ing, transportation, food, books.
Books now days, oh my gosh. Books are more expensive than
the tuition itself. So it’s all of those things that are
accumulate ing the debt .
So in San Diego, just last week, we approve ed the San Diego
Promise. We’re just going to pilot this for now. But 200
students are going to be in this cohort starting in 2016, this
fall, come ing up. They’re come ing right out of high school
school, which I think is the best model. 175 are come
ing right out of high school. 25 of the students are come ing
from the adult continue ing education program that we have t
here for a total of 200. And they’re going to provide them
with free education. I think — 30 seconds.>>I think that’s the most noble
thing we can do to help the students with the challenges and
trying to finance their education. It’s an access issue
for us, as it is for all of the students.>>Sorry to rush you. But I do
want to make sure that we have time for questions. And Tennley
has a mic and Dan has a mic. So anyone who has a question, p
lease limit yourself to 30 seconds on the question so we
have time to respond.>>AUDIENCE: Good afternoon.
My name is Jean. I’m a neighbor . I live across the state.
I’ve live ed here for 30 years. All three of my children have
attend attended Santa Barbara City College. Recognize ing the mandate to
accept any California student w ho apply ies, I see from the
latest enrollment figures that only 62% are from
the Santa Barbara area. And 82% of Ventura Community College
are local. And there’s a growi ng diversity about a local
developer create ing house ing on a sensitive butterfly habitat
in this neighborhood to accommodate these students. You
answered the first question pretty well about how you would
increase enrollment. My second part of the question is what do
you think about building dorms f or out of area students for what
is meant to be a community college?
>>Thank you for that question. I also appreciate your wisdom f
or sending your three kids to Santa Barbara City College. C
ongratulations on that. I am a person that believes first and
foremost in serve ing the students of our community
community. So for me a strategy of recruiting
international students, although I know it’s lucrative and there
are a lot of colleges who have moved in that direction, for me
that is not really something t hat I think is most beneficial
to what it is that we’re trying to accomplish in a community
college. And I say that because I think there are several
options yet to explore. For example, we have the career
skills institute that just started up. And big kudos to
Dr. Gas Dr. Gaskin for the vision to be able to move
that forward. This is the area where we can have students who
can take classes for free that are relate ed to career
development or college preparation. So it’s very s
imilar to what we are doing in San Diego relative to the
continue ing education operation . We have 60 60,000 students.
Here’s the thing that’s so important about that. We grow
the CSI and we set up articulation agreements and
transitional pathway to the credit college. I’m not sure
how that sounds to all of you right now. But that’s ex
exactly what we’ve been working on for the last decade in San
Diego. And I can tell you that the proof is in the pudding with
that because San Diego C ontinue ing Education now is t
he largest feeder of students into the colleges. Larger than
any of the individual high school feeders or anything else.
So I think what we’ve got here is an emerge ing opportunity in
CSI to be able to set up those path pathways so that those
students can feed into the colleges. And I have a whole
bunch of things I would like to talk about with this. But the
students that can go to that are students that are in Dale Parne
ll’s words, are the neglected majority. A third of the
students go right out of high school and go into college.
Here it’s a little bit higher. We also know that a third of the
students that graduate from high school will never set foot
on this campus. They’ll go right to work. And they won’t
have a chance to go to college. It’s not in their thinking.
And we know that about a third of the students will drop out.
It’s the last two-thirds that are local students that we need
to make a concerted effort and be very intentional about
recruiting and getting them into the CSI so they can take the f
ree classes and then be able to transfer over to the credit
colleges. to your question. I’m a local p
erson in terms of local community colleges. And I am
not a big supporter of bringing in the international students.
That would have been an option f or us at San Diego, but we all s
at down and said no that wasn’t a focus. I hope that kind of
gets at what you were talking about.>>Thank you. Congratulations
and welcome back to Santa Barbara City College. My
question for you is that you’re applying for president/
superintendent position. And a critical piece of that job i
ncludes a relationship, a very important relationship with our
board of trustees. And so how c an you let our minds rest about
your experience in manage ing a nd dealing with the board of
trustees that maybe you may or m ay not have had experience in.
>>I appreciate that. There’s a couple angles to that that I
want to be able to express to you. First of all, going back
to when I was the vice president for student services at Yakamaw
Community College, I had a very generous president there who
really let me be involved with a lot of the inner workings of the b
oard. And she always said we’re kind of a partner in being able
to move the institution forward . So although I was the EVP, I still had tremendous experience
working with boards. And moving forward to my e xperience in San Diego Community
College District, there are boards that I work with on a
frequent way basis. Our two boards that I’m
working very closely with and have worked very closely with.
The board of trustees themselves in the San
Diego Community College D istrict are very passionate
about what we do at the college. And being able to serve them
is one of the joys of my job there. I’ve had experience
working with the board in that sense, too. So I have had
experience working with boards. Of course I’m also on like six
or seven boards as a trustee. I’m on a school board down there
in San Diego. And different boards like that. Locally,
statewide, and nationally. So I know from that side of the coin
, kind of the boundary ies that need to be established and how a
board member needs to expect certain things about the
operation. president for the last ten
years, and then my other experiences, I’ve had exposure t
oward good and bad. T and And so I have good
experience working there. Thanks for the question. Appreciate that.
Thank you you, I really appreciate it.
>>I come from the environmental community here in Santa Barbara
. We have a strong presence in our community. I
think the next student generation needs to know that
the community college is going to respond with an education t
hat really is going to address t he ongoing problems that we h
ave. At least to me it’s very important. And then how do you, because if it’s not
happening, there are going to be a lot of dissolutions, too.
And also a second part of my question will be lowering the c
arbon footprint will be mandate ing a lot in colleges. This is
going to affect the buildings and everything else into the
future. So this is a question t hat is going to be on the minds
of boards and the community. All these costs are going to
reflect in the city college. I could add more. But I’ll leave
you with that. about that. I don’t know what the
policy has been here at Santa Barbara City College, but just
in terms of the last part of your question relative to carbon
footprint, one of the things that we decide ed way early on a
fter passing the two proposition measures, one in 2002 and one
in 2006 is that all of the c onstruction, this is $1.5
billion worth of bond money that we’re working our way through
in San Diego. All of that is to have at least at a minimum
silver certification on those b uildings. I’m not sure if it’s
the same kind of policy here. I imagine it is. But that goes
miles towards the carbon f ootprint the college has in ter
ms of starting out. That’s an i mportant part of what we’re
doing at least in San Diego. I have to tell you in terms of the environment, . We’re close
to the environment when we do that. And I think it’s been a great way for the environment. I’m
committed to helping the environment however we can. One
of the things we finished up last week is a wreath of service
at San Diego City College. We take a focus area. And this
last week was harbor cleanup day . So we all get down into a c
ertain part of the harbor and get in our grubbies and we pick
up trash. Just little things like that, I think it’s more
than symbolic. We picked up 400 -500 pounds of trash in the
harbor. So those are things that are important in terms of
the students in instilling not only community service, but
instilling the importance of what it is that the environment
is all about . And inevitably we’ll find a
dead animal. A see seagull or whatever it is. And we’ll be
able to see the kind of things that that animal has been
eating. And if any of you have had a chance to see this kind of
thing, it’s horrendous. There’s bits of plastic, bits of
styrofoam. All kinds of things that are not suppose ed to be
in that animal. It goes to the fact that we’re not take ing
care of the environment the way we should be and that we do need
to be doing more to help educate the future generations
going forward so they understand the importance of the
environment. For all of us. I appreciate that. There is more
that we did talk about with that .
>>One last question. College. I’m delight that had
you’re here. ed that you’re here.
>>Thank you.>>What are the leadership
values that your colleagues at S an Diego City would say that you
practice and demonstrate every day?> Well, I know, I won’t think, I
know that they would tell you that the three values that I
cherish in my leadership role are loyalty, trust, and respect.
Loyalty to each other, p articularly when we’re not in
the room. And p articular particularly
loyalty to the institution. Trust in terms of we have to be
able to trust one another in this business.
That’ s a precious commodity. When
that trust is broken, try to rebuild that trust, and to heal
that loss of trust is a difficult thing to do. And so
trust is pressure and we need to protect that. And then
respect. There are institutions where I’ve had a chance to
work. And I’m sure some of you are the same way. Where the
respect element was missing. I’ve seen people be disrespected
in public. I’ve seen people be disrespected in private. And I
have vowed to my leadership group and my college that I will
not disrespect you in public or in private. And that that’s an
important leadership ersh ip quality and value really that
I am really working towards. So loyalty, trust, and respect a
re the three that I’ve been stressing. And I know that they
would bring those up to you. Thank you.
>>And now it is your o pportunity for about three
minutes to make a close ing statement.
>>Well the time has gone by really quickly. There’s a lot o
f things that we didn’t get a chance to talk about, but that’s
okay. Hopefully we’ll have time to do that. You know, I
started off talking about my job working, my upbringing working
on the cattle and horse ranch in southern Oregon. And then in
the fire service and then different places where I’ve
worked as far as community c olleges colleges. And I
guess that in some kind of s trange way all of those jobs and
all of those experiences have really made it so my
application available to you. Picking
tomatoes and whatever other jobs I have. So I’m here as a
unique candidate with a unique b ackground like that. But I t
hink that my experience as a c ommunity college student and come ing into the
community colleges, I wasn’t the best
student in the world. She was t he good student! But not
necessarily the best high h igh school student in the world.
I had the opportunity to see how a community college
experience can change the trajectory of a person. And you
all see that every day when y ou’re working with the students.
And I know that that happens a lot. All of the students in
terms of what we’re doing at Santa Barbara City College.
>>Thank you so much. [Applause]
>>We have a 15-minute break for our next forum. (Break)>>Good afternoon. And I
welcome you to our last forum of the day. My name is Marilyn
Spaventa.m the Interim President. And I have the
honor of moderate ing and time keeping. So to restate, the
purpose of this forum so to din indicate finalists for our
super superintendent /president positions. The first
part is structured questions and the second part is for the
audience to ask questions. Those in the audience have a
copy of the bios and the questions. And those who are w
atching remotely can access the bios and questions from the
website. I would like to remind everyone who is here to silence
their phones and I want to remind everyone t hat on your sheet and on the
website is an invitation for you to provide input on any of the
candidates that you’ve seen today. And the board would be
very appreciative of that feedback. You have until 8
o’clock tonight to do so. present Dr. Kindred Murillo who
comes to us as superintendent president of Lake Taho Community
College. pplause] So to begin today’s forum,
please tell us a little bit about yourself and what attracts
you to our position as p resident and superintendent.>>Thank you. I’m Dr. Kindred
Murillo. I am known as “K indred” .” I don’t like to be c
alled Dr. Murillo. I like to be approachable. I think that is
something that is important as a community college president.
You have to be approachable approachable. I
think that is something that I bring to the table.
So I’m going to talk about who I am as much as I can in front of
a group of people and livest reaming from what I understand,
and what attracts me to Santa Barbara City College. So the first thing I want to get
out on the table, and I’ve dealt with this already, and I
just want to also note this is the first public forum I’ve done
like this in five years. It’s kind of fun to try. I haven’t
done this in a long time. But one of the issues that has come
up and I can Google myself. When you put in for a job, you
have to do this. Is this issue of college. It just cracks me
up that trying to be transparent with a board of trustees that I
truly respect and who deserve honesty about their
superintendent president ends up in this whole big media thing.
That the president is retire ing and the president is
allergic to pine trees. Yes, I am allergic to pine trees. But
let me tell you something that I have made a lot of good friends
who are allergic to pine trees. We love to ski. We love to do
these things. And so through that I feel whether I wanted to
go out there in the middle of the world or not, it’s okay.
Because if I help some other people be open about something f
or them that is very reel, real, it’s very real for me.
Because every Spring and every Fall, I live in misery. I come
to the ocean for relief. That’s the truth . We spend our vacations so I
can actually breathe. And it’s kind of fun. But that’s what it
is. partly about who I am. Because
I didn’t feel it was right to g o out behind the board of t
rustees and look for a job without talking to them. And I
think that’s important. It’s not fair to my college campus
that I love to go out and secretly look for jobs and not
tell them. It was my time to leave. And why it’s my time to
leave is we have an incredible leadership team in that college
and they’re ready to take the helm and they’re ready to move
on. And that’s one of the things that I am most proud of
during my time at Lake Tahoe Community College. We have set a precedence that
is wonderful . We have a vice president
administrative affairs that is so great that we brought him in
from Oregon. And he’s brought such richness to our college. A
nd it’s a great mix of new people, couple ed with history.
So if you want to know something about me, it’s I
believe in history and honoring the past. And only change ing
those things if you really want to
change. Can anybody guess where I learned that? Thank you for
an answer. I actually expected Dr. Jarell to answer that one.
Pasadena City College. Pasadena City College where I was a vice
president of administrative services had a rich history.
And I learned very quickly to honor that history. Take the
history and the good things the colle ge does and leverage and only
change the things that need changed. That is critical.
Especially when you’re moving colleges in today’s world. We
have to move. There’s nothing we can do
about it. It’s come ing at us faster than I care to talk
about. College? Well I’ve done my
research on you. I’ve watched you for a long time, especially
when we had our dual we modeled our dual
enrollment program after your dual enrollment program. When y
ou receive ed the 2012 Award for Student Equity, I sat in the a
udience and looked at what you were doing. We are trying to
deal with student equity at Lake Tahoe. You are student centric
. And the thing I love about y ou the most is you will not
accept anything less than an exceptional academic program.
That is so clear in your academic results results.
It is clear in everything you do. That speaks volumes about you
as an institution. And then o ver here you have the center for
life-long learning that deals and works with your community
for your advance ed learners. That’s student centric. That’s
community centric. And that’s something to me that I value and
I can support. The other thing you have to know about me as a
leader is I’m very visionary. I believe you have to know where
you’re going to get there. You have to know what it is you want
to be. At Lake Tahoe Community College, when I walked in, I
thought I was going to do a job on helping the college deal with
students. Now I got a big surprise.
It was one that I wasn’t quite ready for. But we dealt with
it. We dealt with the repeatability , the that impacted so many
of us in 2011-12. We researched why did we lose our students.
What happened? In the meantime, we were actually implemented a
brand new, this was fun, enterprise resource system. So
we start started blame ing everything in site. Why are we
lose ing students? But it all came down to very heavily was r
epeatability. And our community has lost 7,000 jobs in the last
five years. Those are the kind of numbers that make you stand
back and go “Wait a minute” .” And so w e put an “Investing in our f
uture plan” .” It was about investing in revenue, enrollment
management, and really understand
understanding that was. We did a visioning session. We invite
ed the community in and we asked them what do you think? What
do you believe in? Why do you love this college? Or sometimes
you don’t love this college. Sometimes you don’t like the
answer. I didn’t like the answer I got about well you guys
are like an island. When I went to talk to the
superintendent of the K-12 system, that was the answer I
got. He came to our visioning d ay. He helped us create a
vision, one that is working at our college. Now that vision
won’t work for Santa Barbara Ci ty College, but it’s the process
. It’s the inclusion. And t hat that’s the part that I b
ring to you. I’m inclusionary. I believe in parties pa
in participar participartory g
overnment tory g overnment. I don’t work well in
top down. I helped Lake Tahoe really develop that system. We
are much richer for it. I feel I’m leaving a college behind
that’s ready to move and go on. They don’t need me. And that’s
my job. A superintendent- president’s job is to make sure
that you are raise ing people up to build your job and they can
go up. That’s what we do. We build leaders. Whether it’s a
classify ied member, a faculty member, staff member, a c
ommunity member, that’s what we do. We raise students all the
time. And that what’s I love about it. Student equity, I
can’t tell you how much I love student equity. It gets to my v
ery being. I’m not Hispanic, Latino, or la Latina, but I
know what it’s like to work thre e jobs, to not have the b
abysitter show up up, and try to make a class. I know what
it’s like not to have money to pay for a babysitter. I’ve been
on the end that many of our students in our community ies
are. And come ing from Tahoe, a nd I don’t know if you get some
of the similarity similarities, we have a very w
ealthy group of residents. And w e have almost an unseen group of
residents who work in our b usinesses, they work in our rest
rants, they r ants rant restaurant
restaurants, they work in our hotels. They really
need our community colleges. questions about four minutes e
ach. We want to make sure we have time for questions from the
audience. So Kindred, given what you know about Santa
Barbara City College, what are the pressing issues that you
would need to address? issue right now that this
college has is engage ing the community. And I know that
you’ve been engaged in the community. But you’ve got deep
issues around. It’s almost like Tahoe in a sense. There’s a
lot of division and a lot of t hings that go on. And so
therefore you’ve got to work very hard at listening. My very
first thing to r eally do is to outreach.
Engage ing and helping the community the knowledge that you
bring. I can’t believe they don’t love you. I can’t even
imagine! You’re so easy to love! Huh? A lot of people
still love you. But there’s still, you identify ied it in
your early interviews. You’ve identify ied it in your c
onversations . I looked at the board
priority ies the other day. The board identify ied it. Looking
at yourself from the outside in is always an important exercise
. And I think that that’s something, you know, I know
they’re working on. It takes a long time. You guy haves been
s have been so revere ed in the community in the past.
And this house ing issue is one that is probably cause ing g
reat stress. And I understand that one. I live ed in a
community that has high rent. And it is very difficult for
people to come to Tahoe and come to school. And yours isn’t
compound ed by being Santa Barbara. And
it’s something that we’re going to have to build partnerships w
ith our community to further field it. I think the next issue is
stabilize ing the enrollment and building a plan to diversify o
ur revenues. One thing that I’ve learned as the
superintendent- superintendent-president at T
ahoe is if we didn’t deal with diversifying our revenue and our
generation of enrollment, we were going to continue to take m
oney from our unrestricted general fund to keep adding
technology and repairing decayi ng facility ies. It was a
reality to me that I hate ed, because
it meant I was going to have to take money out of the classroom
to fix a boiler. That was a v ery big reality. And that is
something that I think that you and I, I hope, will have to deal with.
I think that’s an extremely pressing issue. I think student access is always
at the top. And I also believe that student equity is the
issue that leads to student success. If we don’t deal with
student equity, we can’t deal with student success. And you a
re doing tremendous work in that arena, and I would be one of
those people that keep that top and front .Shifting a bit, can you de
scribe your experience worki ng with collective bargaining
units and implementing collecti ve bargaining agreements?
>>This is an area where I have significant experience. I have
been either in a bargaining unit or negotiate ing a bargain on
the management side of the table for 30 years.
16 years as v have been at community colleges. I use ed to
negotiate with the International Brotherhood of E
lectrical Workers. I have negotiate ed three contracts
from the ground up. That is fun . It’s not really fun. It’s a
lot of work! And actually the one that we did at Lake Tahoe,
we actually ended up happy. But what’s important about my h
istory with collective bargaining is I’ve gotten c
ollective bargain ing — And my experience when we
had 1500 full time and 1600 part time faculty worki
ng with the union to come up with good, solid contracts
during a time of budget costs, w e still worked together. We worked for the best
interest of our employee and our students .
At Lake Tahoe Community College, we have implemented very strong
strategy ies across our bargain ing unit. We have worked really
hard to create an environment where we sit down and we solve
problems. I’ve actually been at the table for the last two years as I’ve been training
our new vice president of academic affairs. There are d
ays when we have to take on tough issues. But after four
years, it felt so good to be able to solve a major problem
for our faculty association. We fixed the salary schedule. I
just hate that salary schedule we have. It was awful. It did
not work well for our faculty. It was not fair. And we fixed
it. And I was so excite ed about that. I have to tell you, we settle
ed and it was done.
>>Santa Barbara City College has a strong culture of
communication and collaboration across all governance groups.
Can you give us an example of a time when you rely ied on
collaboration to solve a problem that your college had?>>Well, I don’t think there’s a
nything we don’t do at Lake Tahoe that’s not collaborative.
But I will give you a couple of major examples I think are very
important. We rebuilt our g overnance system. When I walked
into Lake Tahoe Community Co llege, we had an accrediting
visit in October. We I w alked in July and in October h
ere comes the accrediting agency. It creates fear in your
heart. New president. We got the report and the first thing
is you need to redo your governance. It was clear. We
had been around for a long time. What we did collaboratively collaborativetive collaboratively is we rebuilt
that governance process at Lake Tahoe Community College. There
were issues. People were feeli ng that, you know, whether it’s
true or not, there is a perception that it’s a top-down
culture. Okay. So how do we do that? How do we build a
collaborative process? Come ing from Contra Cos Costa C
ommunity College District, where we have extremely collaborative
process processes in so many ways, and Pasadena, where I
worked for years, where we were actually dealt with the
resource allocation committee, I felt it was important that we
do it right. So we actually did it. And we
were evaluating it every year to help it get better and better.
The thing that we did with our actual new governance system, we
took on a couple of really hard issues.
And those hard issues were we had never designate ed our collegiate consultation. So w
hen you look at the 10 + surgeons general and we
1 and we h ave 10 + 3, by the way. Are we suppose ed to
mutually agree? The statute say s you’re suppose ed to designate
those. And that was my ah-ha moment. We actually went
through and designate ed every o ne of them. The board agree ed,
the academic centers agree ed. And I really think by doing
that process we built more tru st. And when it all came down t
o it, we had to tackle the issue . And we had no real policy a
round program vitality. We did didn’t have
one. We had to build one. We worked with our a
cademic senate and we did it. It was accepted by our board of
trustees. I felt very good about those accomplishments at t
he college, because those are tough issue to take on.
s to take on. touched on the next question
a bit, but please share your experience and results in
improve ing student success, equity, and diversity on a
campus where these have been identify ied as priority ies.>>
I said it before, dealing with student success and student
equity, if we don’t close the a chievement gap, we can’t be
successful. Because too many of our students are involvedded in
student equity involved in
student equity. They are the underserve ed students in our
community. When you look at 54% of the K-12 students are
Hispanic, Latin Latina, la tee Latino, in our state
student equity and the achievement gap is the most
important thing we can do at this point in time. That
directly impacts our student success. I’m a believer that
students that are going to succeed that are really ready
and prepared, they do. It’s those students that aren’t
prepared. That have financial c hallenges. That have challenges with their support s
ystems at home. They work three jobs and have no hope. We have
to help. What do we do? At Tahoe, once we got financially
stable and I stood in front of o ur college a year ago and said ”
Wow, I finally feel like we’re f inancially stable”
stable” .” Before that, we really dug in on student equity
in an internal way ideally with implicit bias. We have trained
ourselves on implicit bias. We do not want to invite people to
our campus unless we’re really clear that we’re tritreating t
hem treat really treating them the way
they need to be treated. What we were finding is we were putt
ing barriers up for our students. We were sending them
from one counter to the next c ounter. Give ing them forums
and telling them how to fill t hem out. Thought that was fun.
I went in and talked to a student and she was telling me
how difficult it was. Then she went over to student services
and she was told “No, that’s not the way you do it” .” What I
was finding was we were create ing these barriers. And we have
this bias, oh, if you’re in college you need to know how to
do this. And we had to break down our own bias. We had to go
deep inside the college. And we’ve been having courageous
conversations. We’ve been brick bringing
in speakers. And in fact, this quarter, we’re
on the quarter system, which b rings all kinds of challenges,
by the way, we’re bringing in a speaker. I don’t know if you
know her, but she’s wonderful. Dr. Adrian Foster to speak on
how we do more hire ing p ractices. That make us feel
comfortable. Somebody walked into our college
and basically said you guys are not friendly to Hispanics, Lati
nas, and Latinos. I’m like okay , so start talking. We invite
ed that kind of scrutiny on our campus. And we are change ing
our practices. We are change ing our schedule ing. We are c
hange ing our signage. We’re change ing our language. We’re
change ing our technology. And most of all, we have to change w
ho we are . We are basically a white
college because most of our faculty and staff are white at
Lake Tahoe. And we are having t o make a very concerted effort . That’s what makes the
difference to these students, having somebody that looks like
them in the classroom classroom at the counter and
actually walking around and sayi ng hello. Thank you.>>So Kindred, how would you
ensure that the college serves our local community needs i nclude ing res residents
range ing from high school students to seniors who are
interested in personal enrichment classes.>>I believe that create ing
environments where we as a college can listen to our
community, we can go meet with them, we really meet with them.
I don’t mean go make promises. I’m talking about listening. I
think you probably do a lot of that. And I suspect knowing and
seeing many of you and seeing the work you’ve done that you
take that very seriously. And I think we have to get very clear
about the priority ies and the things you want to do for our c
ommunity. I believe in create ing forums for the community to
come in. Because one of the things that enlightened me when
we create ed this vision for Lake Tahoe was we broke out into
groups where we had faculty, staff, and community members and
a city council member, and the chamber member, and the c
onversations that went on in that room were more important
than the outcome because what I saw was viewpoints were being e
xchanged. The chamber member was understanding what the
faculty was say saying about preparedness. The faculty
member was hearing what the c ommunity member was saying about
I need people that can think critically. It’s so important
to have those engaged c onversations where you set up y
our community in a way that they understand what you’re about
and what you can do. I think that that’s one of the most
important things. Really u nderstanding. We did a business walk recently.
And it was great fun. We learned a lot about our
businesses. And you know, one of the things that we learned
that really kind of surprise ed us, can anybody guess? The
issue around the generation gap . The issue around millennials
and baby boomers. It came out in such a big way that we know w
e’re having to deal with that in a different way. We can’t just
ignore it. We have to address it. So I think it’s all about
those kind of really difficult conversations and take ing those
conversations ment asking . Asking
a question start a change s a change. I always
believe that. I believe it c reates an environment where
people will be changed. believe to be the biggest
challenge face ing community c ollege students and how have you
addressed this at your campus? of me says hope. The students
at community college today, they don’t have the hope that I had
when I went to community college . It’s because of college
affordability, because of the cost of house ing, and the cost
of things that, you know, are the textbooks. On my campus,
we’ve been dealing with incr ease ing our scholarships. Just
as you have. You’ve done a m arvelous job on scholarship
raise ing. We’re trying to make sure that we’re getting to the
students with those dollars. Make ing money for child care.
Raise ing money for literacy. I think those are critical. Our book loan program save ed
almost $200 $200,000 and it’s expanding. We have so many
faculty who are participate ing in the open online commons
area, we are trying to push and work on some of the online books
. It’s inexpensive for students. I don’t know if you
know Dr. Dr. Larry Green. He’s known statewide for being a
n online instructor. He is an advocate for students having
online textbooks. We are workin g with our community and our
hotels on student house ing. It’s a critical issue. It’s
something that we face every day in our community. And we found
some hotels and some people that are going to work with us.
And we keep working on that. It is essential for that
college to have house ing. The other thing that I think is
impacting our students, and we d on’t often talk about this, is
their what you call grit. Or resilience. I think really
assess assessing that and understanding when our students
come to our college what their r esilience level is. An area
where we can do better. We just recently saw a model that I am
so fascinate ed about. And it’s all about checking for grit and
finding the place and grabbing the students early onto deal
with it. I think preparedness i s a huge issue. So we are work
ing with our high school. We a re like this now with our high
school. We do classes on each other’s campuses. We share
facility ies. We work together. And we are really pushing on
the dual enrollment. That piece alone is really showing us
where there are some issues. opportunity for anyone who is
here to ask questions. Dan has a microphone. Kennly has a
microphone. I ask that the questions be short, 30 seconds,
so we have the opportunity to get a response.
>>Good afternoon. My name is Jean. I’m a neighbor. I live
across the street. I’ve live ed across the street for 30 years.
All three of my children went to Santa Barbara City College
and I’m a big supporter of the college. I have a question.
Recognize ing the fall enrollment and the mandate to
accept any California student who apply ies receive ed from
the latest enrollment figures available to the public that
only 62% of the students at SBCC are from the Santa Barbara area
. While 98% of the students at Alan Hancock Community College
and 8 82% of the venture Ventura community
college are local students. At the same time there there’s
a controversy about a developer create ing student house ing in
a butterfly habitat to accommodate these out of area
students. My two-part question is dual enrollment aside, what w
ould you specifically do to increase enrollment percentage
of locals and to recruit and retain students from within our
local area. And second, what do you think of building dorms for
out of area students for what is meant to be a community
college? is around what would I do. And
I think it’s really important when you ask that question about
what would I do to raise the 6 62% i
s not to compare ourselves to another college which is next d
oor. Because one of the unique pieces of Santa Barbara City
College is that it’s going to draw students from all over the
state because it’s a feeder school to UC Santa Barbara. We
I worked at a college where we had the same problem. We
were a transfer college. They knew they could transfer. And
in southern California, it was USC
and UCLA. At the Apple Valley, it was Davis and Berkeley. You have a strong academic
presence in this state. (Laughing) Sorry. Academic.
Preparation. And so with that in mind, I think it’s kind of w
hat we’re doing in Tahoe in a way. We’re in a very different
situation. You look at our data. One of the things that
we’re doing is we’re actually take ing our high school cap
capture rate. And by the way, Santa Barbara
has one of the highest high school capture rates in the s
tate of California. You have one of the highest adult
participation rates of any c ommunity college in California.
That was release ed in a report just recently. So you are
accessing through your local c ommunity. You are bringing the
students in. of people in your high school
or not in your high schools, but in your community, are we r
eaching the underserve ed students that are in our
community? That are working t hree jobs? Supporting a family?
Getting to those cultural issues . And let me give you an
example. In Tahoe, what we f ound in working with our
Hispanic and Latina community, we are going out and talking to
the parents and the grandparents of these students. Because we
know the grandparents and family really have an influence on t
hese kids and whether they’re going to go to college. So we
are in the places, in the c ommunity, where our Hispanic, L
atina and Latino parents and g randparents and family ies hang
out. We are make ing sure we’re understanding why aren’t you in
our college? Why aren’t you here? And what can we do to
help? Through expanding our a dult education, we actually just
did a really fun boot camp. I met with the lodge ing
association in South Lake Tahoe. They told me I have a problem.
My workforce speaks Spanish. And the reason I can’t promote t
hem is because they can’t speak English very well. So we went
and we developed a three-day boot ca mp. It was so much fun. It’s
those kinds of little things where you actually take students and
help them speak English to do t heir work better that’s relevant
to their lives, that helps them engage in community college. I
want you to know that the people that were in that boot
camp actually have progressed into higher-level jobs. That’s
something that I think we can do. I think we can go out and
help employers do those kinds of little things that make a d
ifference and engage students and help them understand that
they belong in Santa Barbara City College. I think the data that I found at South Lake Tahoe
High, we had to really work to figure out where those students
are that we’re capture ing. And where those students that
we’re not capture ing, where are they going? What I learned
through that process is yes, it’s okay for students to go on.
In a community like mine, the parents who can afford to send their kids, and a
lot of Tahoe family ies can afford to send their kids to UC
Santa Barbara. I’m going to be working with the kids who can’t afford it. That’s what w
e’re doing. We’re really focusi ng on those students. So
understanding the data is really, really essential in this
process. And I think that’s one of the things that for me to
say this is what I’m going to do. I think I would have to
know a little more. I would h ave to work more closely with
the high school, the community groups, to really come up with a
strong answer to that question. house ing issue, you know, I’m doing research on
this issue. I use ed to have a friend who live ed not far from
here who I use ed to go visit four or five times a year. So
being around your community, I think house ing may be something
we want to look at. But I think it’s something that we
need to do in partner partnership and make sure
that our community supports it. Because when you’re looking, I
mean I was flabbergasted, I shouldn’t say this on an open
screen, but I will. But I saw that $200 million donation to UC
Santa Barbara for house ing. I had a heart attack. Why aren’t
you give ing it to the community college? The
community college students need this. The part that I would
bring into this is I believe having students on your campus
from other places, international students, bring a global rich
tons a ness to a campus. It’s so hard to explain. When I
was at Pasadena City College, a t Lake Tahoe, since we have a
small international program now, the vie brans the vibrance create ed by having
these students come, the economic impact by having s
tudents come to the community is palpable. It is an economic
driver. And I guess my question for you would be how do we
help? And how do we work with the community in a way? I think
that’s what you have to do. I think we have to sit down and we
have to really figure out what’ s going to work here in a way
that’s going to allow that global environment on the campus
which enriches our students’ experience and allows them to
move on. And one who people like you who love this college,
who are the neighbors of the college can buy into and
appreciate. >>Is there another question?
Right behind you. campus and take ing time away
from Lake Tahoe to be with us. It’s great to meet you. I’m
asking the question on behalf of, we have a group of faculty
who teach online and don’t live in the area and they don’t have
an opportunity to be here in person. They have a question.
What is the future of distance education at SBCC? Tradition
? Especially as a college who fosters
opportunities for all, how can we meet their needs and include
them as members of our college environment?
>>I think the future of d istance education for all
colleges is significantly important. I don’t think we can
understate it in way, shape, form, or fashion. I think we
have to learn how to do it well. Because we have students that
are entering our college that from the time they were this big
have been on a computer and really get it. They really
learn well online. And as I watched this evolve at four d
ifferent colleges and campuses a nd some of the resistance, some
of the issues, some of the things that go on around
distance education, I think the most important thing we can do
is training. And make ing sure that we’re provide ing the
resources to our faculty to be able to provide quality online
education. I think that is so e ssential. In working with our
faculty association and our academic senate about Lake Tahoe
Community College, we’ve been really explore ing. And I think
it’s something at Santa Barbara City College that you have to
really make sure you’re doing well. And frankly I don’t know
how well you’re doing in that. But I’m sure you’re doing well,
because your overall student success rates are great. The issue around online is
really that quality issue and s upporting our partners
partners. I have faculty in Santa Barbara teaching distance
ed. I think I have a faculty member who is teaching for you
and I. (Laughing) He actually contact contacted me when
he saw me on the forum. So I think it’s something that is
support. One of the things I’ve been learning in online
platforms. I went to a conference last year.
And our academic president and I and a few others went to
the conference. We’ve been use ing it for a long time. And
yet we’re one of the eight pilot projects at Lake Tahoe for
the online initiative. And so I felt like we needed to learn
more. And so learning about that, and learning about Canvas,
which is the platform states d ecide ed to move to, make ing that move and use ing a
ll the great features of Canvas is if something we don’t do
well, we will be left behind. If Santa Barbara City College
wants to be a major player in online, which I think you have
to be, you are somewhat place bound in the sense of your
students are place bound. But you can bring online students.
And that gets into that thing a bout 62%. Some of your students
are online in other places in the state.
I have a lot of students at Lake Tahoe that are take ing online
classes that show up on my s tatistics that are really never
in Tahoe. So I think that’s something that we have to
continue to work on. We are really supporting training. I
am an advocate for training and faculty support around that.
Because you have to include it. questions and close ing
statements. Kim?>>Hello, my name is Kim. I’m
an English faculty member and president of our senate. I want
to thank you for the combination of big-picture and specificity that you shared
today. I’m going to ask for more specificity given my
background. I’m impressed by your work on implicit bias on
your campus. Can you share an example of how that impacted
classroom practice?Okay, thank you. That is a good question!
Well, one of the things that, it’s funny. I’m n
ot sure I can give you an exact example of what happened. But I
can tell you the conversation has changed. And I think that’s
like suddenly we’re having this conversation instead. One of the reasonings
reasons I’m being so rigorous and is one of our great
features of Lake Tahoe is our faculty is really good. But
maybe I need to think about this a little bit differently. And
that’s the conversation changer that specifically for me has
been I just get so excite ed and so rewarded when we have people
who are talking about equity. And I think one of the things t
hat did happen was you have a very
innovative librarian librarian. And she and a couple
of faculty members, they decide ed we need to figure
better way to support our students. They did a cram
night. So they did this to us. Like all of a sudden these sign
s went up all over college and it was so fun. I went by there
the other day when we had one. So we have finals. And so we
had this cram night before fi nals. And there’s pizza and
there’s this this. And the faculty working in that cram
night, it was exhilarate ing. And I really believe that came
out of us really stopping and r eflecting and having that “How
do we support our students better?” I would tell you that
I think it’s create ed an awareness. Instead of busing in
a student who is maybe a little bit late to class. Maybe the
babysitter didn’t show up on time, it’s about create ing this
okay, maybe we can work with this. I think those
conversations, and I have to tell you I’m organizational
development. That’s what my master’s degree is in. I
believe in a change in culture. I be eleave I
believe in a change of how we talk about ourselves. I belief
believe when we started manage ing ourself
ourselves, we broke down the barriers. We create add one
stop ed a one stop. One place where the student
walks in the door. The student goes to that one place. They
don’t get one answer or two a nswers or three different a
nswers, they go to one counter. They can sign up for financial
aid, counseling, disable ed students programs and services.
They have every place that they can go. I think that has been
one of the major outcomes. And the fact that people walk into
my office that never spoke up b efore and say I have this idea.
And I think we should do it. .
>>Kindred, welcome to Santa Barbara City College. Glad
you’re here. My question is w hat’s the leadership values that
your colleagues at LTCC would say you practice and demonstrate
every day in your CEO role?>>Can I use the word klutz?
(Laughing) Sorry! I have to l augh, because at our last leader
ship team meeting I dumped a cup of coffee into my belove ed Mac
. I’ll say klutz. No. We were having a little difficulty last
week, which we always do on campuses. We always have our
little things. I walked in and I was chat chatting with our
vice president and one of our deans. And I went in and I said
no, I’ll no, I’ll back you on this. They looked at me and
they said we know. We know you always have our back. One of
the things that I think is so critical that I hope they would
say. I know you’ve done good reference checks by the way
way. Is I’m committed. And I’m open. And I allow people to be
the best they can be. I expect them to be the best
they can be. They will tell you that, too too. It’s like
she has high expectations . One of the nicest things I’ve
heard is from the chair of our institutional effectiveness is,
you know, you came. They had just been some really tough
years at Lake Tahoe. Three really, really tough years. A
lot of turnover . And it was a place where they
left and people were feeling battered. And you know what he
told me was I hate to see you leave leave. You’ve made
such a difference. We are now having conversations built on trust.
That to me is my job. It’s to create the environment where
people can be the best they can be. And I think my leadership
will tell you that. Because they’ve all benefited from that.
And when I talk about our leadership team, I’m talking
about our union president. I’m talking about our academic s
enate president. I’m talking about the people that I work
with every day at the college that I feel very strongly about.
In fact, it’s very hard. It’s kind of like going through a
greeting greet grieve ing process very candidl
y. The decision to leave Lake Tahoe did not come easy. It’s
one that I thought seriously. My husband and I had co
nversation after conversation after conversation. And when I
put my application in here, I was committed. I’m committed. I don’t do things lightly
lightly. I don’t apply where I don’t think my skills
match where the college is is. When I apply ied at Lake Tahoe
Community College, I apply ied for six jobs out of 26 jobs in
the state at the time. I did my research. I knew I was going
to work for a great board. I knew I was going to be r
epresenting a strong faculty and staff that love ed the college.
And I knew I was going to be going into a community that had
been through the savages savage r
avage s of job loss and environmental
issues issues. You and I should have a conversation about
environmental issues!) Laughing) Everything
Lake Tahoe is a hot bed. Everything that we do is around
environment environmental. We protect Lake
Tahoe. That is one of the things that I had to go into.
And we manage ed to become the center of Lake Tahoe. Our
community considers us the arts, education, and cultural center
of South Lake Tahoe. And that’s because of five years. So I
look forward to hopefully seeing you again. If not, thank you
for your the questions. I r eally appreciate the candid q
uestions and the opportunity to be here today.
>>Thank you so much. who are here or who are
listening remotely. I want to remind you that you have until 8
o’clock tonight to submit some feedback to the board. The
board will be interviewing

Danny Hutson

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