CHANCELLOR’S C-DIRECT
April 19, 2017
Dear Colleagues:
I have several reports and contributions for this week’s C-DIRECT – the post-Spring
Break edition – that I think you will find of interest:
Christine Williams Acting Vice Chancellor of Finance and
Administration
Christine D. Williams joins PCCD in the role of Acting Vice
Chancellor of Finance and Administration as a result of
over eighteen years of successful leadership in higher
education and senior leadership in corporate America that
has led to multimillion-dollar accounts and project
expansions. Christine has worked with client accounts
that have generated millions in revenue stream. Ms.
Williams’ industry experience has a strong, unique
mixture of successful business development and P&L
management in corporate America as well as successful
leadership in higher education.
Ms. Williams’ credentials have served as a catalyst for the expansion and growth of
successfully leadership in community college finance and operations, post-secondary
higher education, Finance and Facilities, Academic Affairs, Student Financial
Advisement, Campus Coordination, Admissions and Enrollment, and the Career Services
Teams.
Ms. Williams will be instrumental in aiding the district’s efforts in expansion
opportunities for communities of underserved populations to pursue higher education
more conveniently. Ms. Williams holds a Bachelor’s Degree in Business Management
from Le Tourneau University and Master’s of Business Administration from University
of Houston. Please join me in welcoming Christine to the team.
Accreditation Update
Submitted by Dr. Annette Dambrosio, District Accreditation Liaison
On April 4, I attended the four day ACCJC Conference: “Partnerships in Excellence: CoCreating an Outstanding Student Experience,” in Southern California. This conference
was an historic event with approximately 450 educators coming together (the
conference was sold out) from 104 institutions. According to Interim President Richard
Winn, this event marked the first time in 55 years that a comprehensive ACCJC
conference was convened.
The sessions offered a mix of current accreditation information and some were
genuinely thought provoking; in general, the participants exchanged some novel ideas
related to adhering to Standards, while at the same time sharing sob stories related to
sanctions. I was selected to present a paper: “Do Educators have a Prima Donna
Complex?” Unbeknownst to me, my paper had generated much pre-conference buzz (I
learned later that many folks feared my title although none knew of my thesis). I am
pleased to report, however, that the session went well and resulted in healthy debate
and discussion, the general consensus being an acknowledgment of my intended
“outcome,” i.e., that we should welcome (rather than resent) “just criticism” from
outside agencies regarding CCC education. In truth, approximately 75% of our students
come to our institutions unprepared for college courses and a majority remain
unprepared, statistics that have not changed much over the years, despite the heroic
efforts of many dedicated faculty, administrators and support staff.
At the Conference, we were reminded that many institutions that are in good standing
with our Accreditors had done the difficult work to “institutionalize” accreditation
Standards. These Colleges and Districts do not focus on accreditation only when
Reports are due, but have integrated the Standards into everyday work. These healthy
institutions are mindful of ACCJC Standards routinely and effectively operating in the
background of their daily work lives and have changed the accreditation narrative from
a “culture of fear of sanctions” and mindless report writing, to a culture of continuous
evaluation and improvement driven by systematic planning always aimed at assuring
the best education for students.
2
The sessions I attended illustrated the wide variety of approaches that Colleges and
Districts take regarding how we integrate Accreditation Standards in our planning,
budgetary, and participatory governance structures and educational master plans. For
example, one college has accreditation as a discussion item on each Governing Board
agenda, another college requires that at least one day per semester, everyone (no
excuses!) gets together in an assembly to discuss accreditation goals…. another has
everyone engaged in posting evidence each week and accreditation summaries are
issued monthly to all constituent groups.
Of particular interest to me were two sessions: 1) Dr. Judith Eaton, President of the
Council for Higher Education Accreditation (CHEA), put forward her forecast on the
growing Federal influence of accreditation. Her concern is that accreditation is headed
to more Federal control and that the more the Federal government regulates
accreditation, the more difficult it becomes to maintain local control and independence.
She urged us to keep an eye on Washington D.C. and accreditation. 2) Another speaker
was CCC Chancellor, Eloy Oakley. He advised that we should not be preoccupied only
with the merits of ACCJC Standards, but work with the Agency to improve education in
the CCCs. His emphasis was that we must focus on assisting our students to earn a CCC
degree and/or to transfer. He reminded us that California has seen no substantial
increases in community college completion rates (approximately 48%) despite passing
a recent reform law in 2012 (SB 1456) and has spent countless dollars in subsequent
state appropriations, all aimed at significantly improving student progress. He stressed
the importance of working with ACCJC as a partner in furthering the success of our
students to complete their educational goals.
In general, I left the ACCJC Conference with a renewed interest in a Commission that
appears to openly recognize where it needs to improve. ACCJC Staff, to include Interim
President Richard Winn, were present, as were many Commissioners. On the home
front, Dr. Joseph Bielanski and Tram Vo-Kumamoto (BCC), and Dr. Luis Pedraja,
Interim VCAA, were in attendance—admirable that PCCD had 4 of us participating.
The ACCJC Conference was an historic occasion. My hope is that going forward, ACCJC
will keep its promise to serve as a “partner” with all of us to provide an authentic
3
postsecondary education to our students. We will look for deeds and not mere
rhetoric.
Email me with suggestions regarding Accreditation: [email protected]
New Student-Centered Programming on KGPC-FM
Submitted by Katherine-Rae Mondo, Department of Public Information/KGPC-FM
There is a lot of new, exciting programming
happening on Peralta’s community radio station,
KGPC 96.6 FM. You can listen live from 7pm to 7am
at 96.9 FM or the 24/7 stream anytime at
www.KGPC969.org. Check out some of these new
shows:








The Alejo and Xavier Poli Podcast: Two BCC
students (Alejo & Xavier) talking politics!
First and third Thursdays at 5pm.
BCC Voices from Around the World: For the past couple of semesters, KGPC has
partnered with Peralta ESOL classes to share students' stories. BCC Voices from
Around the World comes from our most recent collaboration with instructor
Elizabeth Wadell. Find past classes here.
El show de Aurea: Our first show in (mostly) Spanish! Also by a BCC student, Aurea
Altamirano. First and third Wednesdays at 3:30.
Femme FM: A feminist talk and music show hosted by Peralta student Camellia Lee
and co-host Prianka Misra! Third Thursdays at 6pm.
Oakland Bikes!: Katie Styer brings Interviews about bikes AND has a live local band
every show! First and third Tuesdays at 7.
Real Talk With Lady G: A call-in talk show with Gloria Bailey-Ray, and a different
topic every episode! Second and fourth Thursdays at 8.
Some Noise: A podcast about "the foolish pursuit of life, clarity, and context,"
created by Najib Aminy. Airing on our (now) podcast Fridays at 8pm!
The Tom Rhodes Never Strikes a Pop Pose Show: A music show with a different
theme every episode, hosted by Otis Taylor Jr. Fun fact: Otis is the SF Chronicle's
East Bay columnist.
4
BCC 4th Statewide in Percentage of Transfer Degrees
President Tomaneng sent me the following email from Windy W. Franklin, Berkeley
City College’s Interim Dean, Student Support Services, with some very good news:
Last week, I had the pleasure of meeting with a regional affairs manager for Campaign for
College Opportunity, who had reached out to me regarding how BCC became the 4 th in the
state for the percentage of degrees granted that are transfer degrees (ADTs). The table
below identifies the top 10 community colleges in the state and their percentage. This
percentage takes into account the size of the campus and the number of ADTs offered by
each campus. Considering this, BCC is fourth behind three campuses that enroll 3x (at
minimum) the number of students we do and offer more ADTs than we do.
I’ve shared this information with the counselors and I’m sharing it with you all as a kudo
for the quality of work our Counseling Division does for us and our students. Along with
our current co-chairs of the division, Gabriel and Susan, I’m also copying Ms. Hermia and
Ms. Alley, the department chairs when the ADTs were first introduced to the system. I
believe their work laid the foundation for the counselors’ perspective on the value of the
ADT, a perspective shared and further supported by our current co-chairs. Thank you
each for your counseling leadership.
% of ALL
DEGREES
GRANTED
THAT
ARE
ADTs
51.1%
49.6%
47.5%
46.7%
45.3%
43.9%
CALIFORNIA
COMMUNITY
COLLEGE
Glendale
Diablo Valley
Long Beach
Berkeley City
Desert
San Diego
Mesa
Fresno City
Saddleback
West Valley
San Mateo
42.4%
42.2%
42.0%
41.9%
5
Forklift and Scissor Lift Training
Submitted by Royl L. Roberts, Risk Management
During Spring break, the
Risk Management
Department hosted Fork
and Scissor Lift Training
at the District Office and
Laney College. The
training was attended by
representatives from
each of the Colleges as
well as the District
Office, resulting in the
certification of thirtythree (33) individuals on
the forklift and fifteen (15) on the scissor lift. Participants included members of the Peralta
Federation of Teachers (PFT), Local 39, Confidential and Management Employees. Both
trainings included classroom instruction and practical skill exercises on the equipment. The
training fulfills Cal/OSHA requirements and participants will receive certificates of
completion.
Enrollment Management Advisory Taskforce
Submitted by Tamika Brown, Enrollment Management
The District Enrollment Management Advisory Taskforce members are now engaged in
presenting the draft District SEM plan for review and feedback from April 6, 2017 to April
27, 2017. Please check out our web link for a copy of the draft plan, data reports from the
RP Group, PowerPoints, and membership and planning process at:
http://web.peralta.edu/studentservices/strategic-enrollment-management-advisorytaskforce/
Guiding questions for review/feedback of the PCCD SEM draft plan are:
1. Share your thoughts on the PCCD SEM PURPOSE:
6
The purpose of SEM planning at PCCD is to align outreach and recruitment, admissions,
financial aid, class scheduling, instruction, student support services and efficient pathways to
student success and completion that will help students move in and move on, as well as to
increase enrollment growth and fiscal viability.
2. The PCCD SEM Plan stems from some general guiding principles. Do the majority of these
principles capture the core of SEM planning for Peralta Colleges? Why or why not?
SEM planning at PCCD will be guided by the following set of principles:
 SEM goals and strategic initiatives will be aligned to the College & District mission
and strategic goals.
 Student success will be at the core of all SEM practices.
 Decisions regarding goals, strategic initiatives and practices will be data-informed.
 Equity will be characterized in all SEM strategies and practices.
 Collaboration and inclusiveness will typify SEM planning and implementation.
 Widespread, continuous communication will be used in the SEM planning process.
 Striving for excellence will be supported through innovation.
3. Do you believe the District SEM planning process will interact well and support adequately
the SEM planning process at your College?
Each College will have an SEM plan. The District SEM Plan will support College SEM plans by:
 Marshalling resources
 Coordinating efforts
 Increasing communication
 Sharing data
Everyone is invited to attend the goal-setting workshop on May 13, 2017, 11-3pm; please
RSVP to [email protected]. The workshop will be facilitated by Dr. Cathy Hasson (SEM
consultant), and Tamika Brown to establish broad District enrollment management goals
and strategies to support the Colleges.
Educational Coalition for Hispanics
Submitted by Debra Jones, Workforce Development and
Continuing Education
The Educational Coalition for Hispanics in Oakland (ECHO) and
Oakland Unified School District (OUSD) hosted "Excel to Lead,” a
celebration for the proud families and the 2,881 OUSD students
who have earned at least a 3.0 grade point average in 2017. The
event was held at the Cathedral of Christ the Light. I was asked
by Chancellor Laguerre to represent Peralta Community College
District. Attendees learned about the Oakland Promise and the
free semester at Peralta's Colleges. Mayor Libby Schaaf, an
alumni of Oakland schools, was the keynote speaker and
7
inspired students to dream big dreams. Traditional dance, costumes and music
performances highlighted the afternoon, but nothing was as inspiring as the smiles from the
delighted students and their families. ¡Felicidades a los estudiantes latinexs quienes están
en el cuadro de honor!
Bridge to Healthcare Careers Program Provides Lifeline for
Disadvantaged Students
Submitted by Victor Littles
The Y & H Soda Foundation, the Bay Area Workforce Collaborative, and the San Francisco
Foundation have partnered with Merritt College, part of the Peralta Community College
District, to offer The Bridge to Healthcare Careers program for interested, eligible students.
This program, which started in February and runs through May, introduces students to
healthcare careers and provides the skill training needed to succeed in college courses. It is
geared toward those 18 and over, specifically targeting those who have been laid off from
work or are under- or unemployed, re-entry students or veterans, or looking to change from
a routine job into a professional career.
Robbie Kunkel, Dean of Academic Pathways and Student Success, Merritt College, has
managed two pilots of the bridge program, and has worked with Career Ladders Project and
the RP Group on ways to deliver better programming for highly vulnerable student
populations. Faculty have also contributed significantly to student success in the two pilot
bridge programs; Dr. Ruhina Najem, Dr. Anthony Powell, and Dr. Mario Rivas have written
curricula specifically designed to provide additional wrap-around student support in
addition to rigorous instruction.
With community college students facing numerous obstacles, the most obvious and
important are the persistent and dramatic achievement gap. “The Bridge to Health Program
at Merritt College establishes a new beginning for many otherwise struggling students to
begin a career with a future,” notes Transition Liaison, Dr. Victor Littles. It also provides a
reliable source of stability and social support. Students can be homeless, undocumented,
sick or disabled, hungry or abused. However, they all have one thing in common –they are
all entitled access to public education. Also, students have an opportunity for a free lunch,
classes, supplies, and transportation. Thus the program becomes a safety net, through
urban schools and Community Colleges, for poor or disadvantaged students.
8
To be eligible for the program, participant students must: 1) be interested in attending
college and curious about potential healthcare careers, 2) be unemployed or
underemployed, 3) have earned less than 12 units of college credits with or without a
GED/high school diploma, 4) be willing to work to achieve success in the endeavor, and 5)
not be a current high school or college student. In addition, it is preferable for participants
to have a GED or high school diploma.
In this free, 15-week, part-time program, participants take important life-skills classes like
communication, and college success. The program, a combination of non-credited and
credited courses, provides books, supplies, lunch, and public transportation.
Students also receive a wide variety of cross-training in programs including:
 Medical Assisting
 Nursing
 Radiology Technician
 Histotechnician
 EMT
 Dietician
Some of the classes are structured using the IBEST model (Integrated Basic Education and
Skills Training), in partnership with Oakland Adult & Career Education. Students benefit
from two co-teachers in the classroom: one teaching healthcare skills and one teaching
contextualized math and English skills for healthcare. With this IBEST model, students have
a higher persistence and completion rate.
Merritt’s College long termed relationships with CBO’s, and the newly created relationships
with CBO’s are key components in the success of the Healthcare to Career program. To
ensure its development and success, Dr. Littles brought his extensive experience in
community outreach and local/national political campaigns to create and establish relations
with CBO’s (Community Base Organizations), to recruit and assist eligible students. There
were 35 students who started the program. Currently, 32 students are in the program. Two
were homeless when entered the program, three are parolees, three are former Foster Care
students, all are low income, some are undocumented, and most are receiving some form
of financial support from Alameda County Social Services. Also significant to the program is
Dr. Victor Littles, who has contributed to the student retention success through his
knowledge and understanding the East Oakland community, meeting and understanding
families through home visits, checking in with students on a daily basis, and monthly
breakfast meetings.
9
There is a still great need for individuals and organizations to devote their time and energy
to the relentless pursuit of providing access to public education. The Bridge to Healthcare
Careers program is only a start point but provides a working model for future programs;
successfully pulling together resources to create excellent educational opportunities for
those who need them. It also takes a commitment. “I strive to make dramatic, measurable
gains in student achievement, regardless of the challenges I must face, and the obstacles
and challenges of the students in achieving them,” stresses Dr. Littles, who has an in-depth
understanding of this community. It is a team effort, and when local communities, schools,
and community colleges come together, there is no limit to the difference it can make.
Jowel
Jowel C. Laguerre, Ph.D.
Chancellor
QUOTE?
10