Report to the Board of Trustees Bill Scroggins, Superintendent/President April 17, 2008 1. The presentation at Monday’s Board meeting by Dale Scott on the results of voter surveys on the Visalia and Tulare bonds was very encouraging. The Board at its next meeting will be finalizing the formation of the voting districts for Tulare (which will include the area served by the Tulare high school district as well as Lindsay and Corcoran) and for Visalia (which will also include the school boundaries for Farmersville, Exeter, Woodlake, and Cutler-Orosi). If you would like to share the PowerPoint on the Visalia area voter survey or the PowerPoint on the Tulare area voter survey, they are attached. 2. The ceremony to honor Fred Ruiz as Outstanding Alumnus as designated by the American Association of Community Colleges was quite memorable. If you did not get a chance to fully enjoy the video of the contributions that Fred Ruiz has made to COS and the community, click on the attached link. 3. Cindy DeLain, Ron Johnson and I met with Lindsay Mann and Linda Pruitt of Kaweah Delta Medical Center. We agreed on the basics of a plan for a joint project to be funded from the Visalia Area bond. The plan would call for a $2 M build out of the hospital’s Education Center so that nurses and other medical professionals can be trained in the space through COS courses (and thus generating more enrollment for the college). The hospital has devoted the entire 5th floor to the Education Center but has been able to afford to finish only a portion of the floor. We will be having a joint board meeting at the hospital at 5:30 on Monday, May 12, to discuss the plan. 4. We are expanding our marketing strategy to include buses here in Visalia. To view the ―bus wrap‖ that will be appearing on this sides of local buses, clink on the attached image. The image used of faculty and students is one of five that will appear. 5. Come and join us for the COS Hall of Fame on Friday, April 25: 5:30 – Presentation in the COS Theatre; 6:45 – Celebration Reception and Dinner – COS Quad. Tickets are $35 per person and are available by calling the Foundation office at 730-3861. Bios of the honorees are attached. 6. You may have read in the headlines about the credit crunch resulting in lending institutions not funding student loans. Well, that problem has now bit COS. We were informed this week that CitiBank would be temporarily suspending their Subsidized Stafford Student loan program effective May 1, 2008. Dean Linda Fontanilla explains the effect on COS students: For students who no longer qualification for the Pell, Cal Grants, ACG, BOG Fee Waiver, etc. and whose only option has been a loan; the loan program will no longer be available. We have a fairly small amount of our students who take out loans—more or less 150 per year—nonetheless, these folks would have no options. 7. College administrators will be spending June 4, 5 and 6 studying the plan for the Basic Skills Initiative. The plan has been developed by an outstanding team known as the Essential Learning Imitative Committee. The plan will come to the College Council on April 29 and to the Board of Trustees on May 5 and will be submitted to the state Chancellor’s Office as part of our eligibility to receive categorical funds for the program. Administrators will be learning the components of the plan and discussing the details of implementation. The facilitator will be Rob Johnstone, Vice President of Instruction at Foothill College and one of the guiding hands of this state initiative. The agenda for the administrators study session is attached. 8. The Chancellor’s Office has just released a report on how many students transfer to universities other than UC and CSU. The report is entitled California Community College Transfers to In-State Private and Out-of-State Four-Year Institutions in 2005-2006. Here are the top schools that are destinations for COS transferring students: Fresno Pacific University (152), University Of Phoenix (74), and Chapman University (39). The total was 304 transfers to in-state privates and 73 out-of-state. This is in addition to 441 transfers to CSU (the most popular being Fresno State at 255) and just 12 transferring to UC campuses in 05-06. The COS full list is attached as is the full report for all California community colleges. 9. Wondering which occupations will produce the most openings in the future? The California Bureau of Labor Statistics compiles that information, and a summary appears below. Proportion Percent Total by Job Growth by Occupation by Education Increase to Education/ to 2014 Education/ 2014 Training Training Jobs Requiring Short-Term Training 4,406,000 49.8% Jobs Requiring AA, AS, AAS, or Certificate 2,691,000 30.57% Registered Nurse 703, 000 29.4% 8.0% Heavy-truck Driver 223, 000 12.9% 2.5% Maintenance/Repair 202, 000 15.2% 2.3% Medical Assistant 202, 000 52.1% 2.3% Executive Secretary/Assistant 192, 000 12.4% 2.2% Sales Representative 187, 000 12.9% 2.1% Carpenter 186, 000 13.8% 2.1% Customer Service 471, 000 22.8% 5.3% Nursing Aide/Orderly 325, 000 22.3% 3.7% Jobs Requiring Bachelor’s Degree 1,736,000 19.7% Manager 308, 000 17.0% 3.5% Elementary Teacher 265, 000 18.2% 3.0% Accountant/Auditor 264, 000 22.4% 3.0% Computer Systems Analyst 153, 000 31.4% 1.7% Postsecondary Teacher 524, 000 32.2% 6.0% Software Engineer 222, 000 48.4% 2.5% GRAND TOTAL 8,833,000 100% Source: Bureau of Labor Statistics. Authors’ calculation. Retrieved July 5, 2007 from www.bls.gov/emp/emptab3.htm . BLS defines education and training demands ―needed by most workers to become fully qualified.‖ 10. The weather is warming up, the days are longer, and you are looking for technical reports to read in your patio lounge chair, right? Here are two page-turners I would recommend. a. Starting Right: A First Look at Engaging Entering Students, 2007 Preliminary Findings of the Survey of Entering Student Engagement (SENSE). This report is particularly significant for College of the Sequoias because we are in the process of implementing the First Year Experience Initiative which directly targets the improved success and retention of entering students. Here are a few quotes from the report. Community colleges typically lose about half of their students prior to the students’ second college year. This level of attrition is dramatic — so dramatic that it demands the attention of everyone interested in helping more community college students succeed. Only one-third of entering students report that an advisor helped them set academic goals and create a plan for achieving them. When students participating in focus groups are asked if they ever have considered dropping out of college, many students say they have. And when they are asked what helped them stay in college, students’ answers, almost without exception, are about relationships. Among entering students who took a success course, 46% report that the course helped them very much to gain knowledge or skills important to their success. The data indicate that students are more engaged in the classroom and less likely to work with other students or take advantage of support services outside the classroom. Three-quarters of students (75%) say they never used peer or other tutoring services, and 57% say they never used skill labs (writing, math, etc.) during the first three weeks of the term. The fall-to-spring retention rate for students in learning communities was 89% as compared to 78% for nonparticipating freshmen. b. The Horizon Report, 2008 Edition, by The New Media Consortium and the Educause Learning Initiative. This annual report looks at emerging technologies that have an impact on education, organized by how close to mainstream implementation they might be; 1 year or less, 2 to 3 years, or 4 to 5 years. In the immediate future are Grassroots Video and Collaboration Webs. In the 2 to 3 year timeline, the emerging technologies are Mobile Broadband and Data Mashups. In the longer term, look for Social Operating Systems and Collective Intelligence technologies to have an impact on education. Here’s a summary. The growth in cheap devices that can record short video clips and the ease of editing these clips and posting them on free hosted web servers has created opportunities for students and educators. In January 2007 alone, 7.2 billion videos were viewed online by nearly 123 million Americans, or 70 percent of the total Internet audience in the U.S. As an example of educational applications, online hosting services like YouTube and iTunes U provide institutional ―channels‖ where content can be collected and branded to a college name and logo. Video papers and projects are increasingly common classroom assignments. Collaboration Webs enable groups to create and edit projects online, basically a meeting or a study group online. There has been an explosion of straightforward tools like Google Docs that allow people to break work into small easy-to-accomplish pieces that a team of people can work on together or in parallel. The same tools can be used to set up a personal portfolio where a student can display his or her work in any form— photos, blog posts, shared videos, and more. Mobile phones and Personal Digital Assistants (PDAs) increasingly have access to high bandwidth (read: fast) connections. More than a billion such devices are built each year. This makes it much easier to upload and download large files such as video, data, and images. As an example, students doing fieldwork are using mobiles to take notes and photographs and send them directly to a course blog, where they receive instructor feedback. Data Mashups are tools that let the user combine datasets for new uses. Tools like Google’s Mashup Editor make it relatively easy to create applications that grab online data, organize it, and display it the way the author wants. For example, the U.S. Environmental Protection Agency has created a Google Earth mashup that generates maps of the U.S. displaying air quality based on the amount and kind of pollutants emitted by businesses (www.epa.gov/air/emissions/where.htm ). Geotagging, the practice of adding geographical metadata like latitude, longitude, altitude, and/or place names to images, websites, or other media, has already ushered in compelling forms of data mashups that illustrate the potential of this practice for education. The most familiar example of Collective Intelligence is Wikipedia in which contributors explicitly add to a knowledge base. Collective Intelligence can also be implicit, for example, when Amazon.com examines patterns in hundreds of buyer variables to recommend purchases that you might like based on your previous purchases, those of your friends, and other people who may have similar tastes or preferences. Methods such as these create a huge amount of information that can reveal new patterns beyond what a researcher may intuit. For example, traffic pattern data collected from cell phone usage as a function of cell tower location produces millions of data elements that can be empirically analyzed for unexpected patterns. The more we use the web, the more trace we leave of our social network. Our email contacts, web posted photos with others, committee lists containing our name, papers we write with others, all create a ―social graph‖ that reveals the virtual contacts we maintain. To what use will this information be put? The future will reveal! 11. As reported previously, our Ag program was visited by the State Ag Advisory Committee to do a program review. We have just received the results. The overall message of the report is very positive. There are several specific findings and suggestions that will be reviewed shortly. My take on the report is that it is an accurate portrait of our program, warts and all, and that the suggestions are practical, needed, and doable. The next step will be a conversation among all affected parties with the goal of creating an implementation plan.