general college meeting - university of hawaii · 4.01.2019 · general college meeting friday,...
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General College MeetingFriday, January 4, 2019
Honolulu Community College
Presented by Karen Lee, Ed.D.Vice Chancellor of Academic Affairs
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Welcome New Employees
Administrative Services
Chad Bajcar, Janitor II Elizabeth Hale, Office Assistant IV, Records
Maria De Guzman, University Security Officer ILasi So‘oala, University Security Officer I
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Welcome New Employees
Student Services
Evelyn Bartley, Instructional & Student Support Ralph Gallogly, Asst. Professor, Counseling
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Welcome New Employees
Tech 1
Morris Payes, Instructor, CC, RAC
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Welcome New Employees
University College
Ariana Akaka, Academic Support, Native Hawaiian CenterJennifer Maureen Kearns, Instructor, CC, Math
Victoria Sauni, Office Assistant IV
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Welcome New Employees
Academic Support
Allyson Ota, Instructor, LibraryNatalie Perez, Instructor, DE Coordinator
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Welcome New Employees
Office of the Chancellor
Susan Nishida, Sr. Executive to the Chancellor
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10 Year Service Awards
Kara CaniteJohn Delay
Heather FlorendoCarol Hasegawa
Allen SadangStefanie Sasaki
Nova SunigaFrancis Wong
Roxanne Yamaoka
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20 Year Service Awards
Joy NagauePatricia Treinen
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30 Year Service Awards
Aaron Tanaka Kerry TanimotoMichael Willet
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Enrollment
3767
3454
29803151
2580
Spring 2015 Spring 2016 Spring 2017 Spring 2018 Spring 2019
Hon CC Spring EnrollmentAs of 1/3/19
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Enrollment Breakdown
-12.2
-6.3
-33.2
-46
-14.8
Hon CC EnrollmentSpring 2019 Loss Breakdown by %
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Graduation OutcomesDegrees and Certificates
13
HON
515 530 546568
591620
652 627
720
756
794833
875
520 504 486
559 565 551
683725
886 900
778
0
100
200
300
400
500
600
700
800
900
1000
2008 2009 2010 2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year
Goal Degrees & CAs Awarded
*Goal reset in FY 2016.
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Native Hawaiian Degrees and Certificates
14
HON
110 117 127
132142
153165 172
181190
200210
221
83 86
102
146 147
136
189167
238225
197
0
50
100
150
200
250
300
350
2008 2009 2010 2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year
Goal Degrees & CAs Awarded to Native Hawaiian
*Goal reset in FY 2016.
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Pell RecipientGraduates
15
HON
282296
311
327343
360
155 149
214
272
321
417
377
322
0
50
100
150
200
250
300
350
400
450
2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year
Goal Degrees & CAs Awarded to Pell Recipient
*Goal reset in FY 2016.
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STEM Degrees and Certificates Earned at CC
16
HON
6872 75
7983
87
4150
40
52
72
60 63
162
132140
0
20
40
60
80
100
120
140
160
180
2009 2010 2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year
Goal STEM Awarded
*Goal reset in FY 2016.
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CC Transfers to UH 4 Year
17
HON
294309
324340
357375
284 292 289
278301
280
0
50
100
150
200
250
300
350
400
450
500
2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year
UH 4YR Goal UH 4YR
*Goal reset in FY 2016.
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CC Transfers to All Baccalaureate Institutions
18
HON
526
543
580609
640672
498518
539
515
582
530
0
100
200
300
400
500
600
700
800
2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year
Total Transfers Goal Total Transfers
*Goal reset in FY 2016.
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IPEDS Success RateFirst-Time Full-Time Students
19
HONOther
Outcomes
35.9% 37.6%
39.4%41.4%
43.4%45.5%
47.7%50.0%
34.3%
40.3%
34.6%
39.1%
34.2%36.1%
39.2%
36.2% 37.2%
31.3%
0
0.1
0.2
0.3
0.4
0.5
0.6
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021HON Fiscal Year
Goal Degrees & CAs Awarded
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UHCC Performance Measuresfor Hon CC
20
2016 2017 2018
Degrees & Certificates 886 (627) 900 (720) 778 (756)
NativeHawaiian
238 (172) 225 (181) 197 (190)
STEM Total 240 (115) 225 (121) 232 (127)
Pell 417 (282) 377 (296) 322 (311)
Transfers to 4 Year(UH & Non UH)
515 (526) 582 (543) 530 (561)
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UHCC Performance Fundingfor Hon CC, FY 2019
Measure Base Target Actual % Weight AmountDegrees & Certificates 653 756 778 100 35 $195,565Native Hawaiian Degrees & Certificates 164 190 197 100 10 $55,875
STEM Degrees & Certificates (Include 4 Year Degrees) 110 127 232 100 10 $55,875
Pell Grant Recipient Degrees & Certificates 269 311 322 100 10 $55,875
Transfers to 4 Year (UH & Non UH) 518 561 530 27.9 35 $54,591
Total Allocation $417,781Unearned ($140,973)
3
MetDid Not Meet
Partially Met
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UH System Performance Measuresfor Hon CC
22
2016 2017 2018
Degrees & Certificates 886 (686) 900 (720) 778 (756)
Native Hawaiian
238 (172) 225 (181) 197 (190)
STEM Total 162 (68) 132 (72) 140 (75)
Pell 417 (282) 377 (296) 322 (311)
150% Graduation (3 years)
36.2 (39.4) 37.2 (41.4) 31.3 (43.4)
Transfers to 4 Year(UH Only)
278 (294) 301 (309) 280 (324)
Did Not Meet
Met
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UH System Performance Fundingfor Hon CC, FY 2019
Measure Base Target Actual % Weight AmountDegrees & Certificates 653 756 778 100 30 $101,140Native Hawaiian Degrees & Certificates 164 190 197 100 10 $33,713
STEM Degrees & Certificates (UHCC Only) 65 75 140 100 10 $33,713
Pell Grant Recipient Degrees & Certificates 269 311 322 100 10 $33,713
Transfers to 4 Year (UH Only) 288 324 280 0 10 0
IPEDS Success Rate 34.2% 43.4% 31.3% 0 30 0Total Allocation $202,279Unearned ($134,853)
5
MetDid Not Meet
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Administrative Services Update
Spring 2019
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BudgetGeneral Fund FY19 Allocation: $ 25,045,613.00
• Regular Personnel Salaries• Overload• Lecturers• Non-Personnel (Utilities)
Projected FY19 Tuition Revenue: $ 7,841,348.00• Casual Hires• Student Assistants• Operating Costs & Supplies• Utilities• Maintenance & Repair• Equipment
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BudgetSupplemental Requests: $ 100,000.00
Performance Funding (UH System): $ 202,279.00
Performance Funding (UHCC System): $ 417,781.00
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Facilities & ConstructionRobello Lane Improvements (Entrance to campus)
• Driveway improvements into campus
• Repair/replace fencing• Completion date: 01/03/2019
Keiki Hauʻoli Children’s Center Playground
• Installation of custom playground structure and synthetic turf safety surfacing
• Completion date: 11/2018
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Facilities & ConstructionInstallation of Fire Hydrants (Bldgs 8872A/B)
• Construction taking place between Lot 1 & Bldg 8807• 22 parking stalls affected• Start date: 07/2018• Expected completion date: 01/31/2018
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Facilities & ConstructionEnergy Savings Project (Campus Wide)
• Repair/replace transformers• Replace/upgrade chillers and related equipment• LED lighting• Smart controls• Solar PV• Expected completion date: TBD
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Facilities & ConstructionHale Project (Courtyard)
• Usable space to gather and meet, as well as create a sense of identity for our campus and community.
• Promotes sustainability on our campus, and teaches us the foundational skills to create a sense of place and culture for our campus community.
• Expected completion date: Spring 2019
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Facilities & ConstructionParking Lot 8
• Repair perimeter fencing• Repair, seal, and restripe asphalt • Start date: TBD• Expected completion date: TBD
Parking Lot 1C• Pave & stripe parking lot• Add lights• Add drainage• Add PV• Expected start date: 02/2019• Expected completion date: 12/2019
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Facilities & Construction
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Facilities & Construction
Parking Lot 8• Located at the end of Kokea Street (445 Kokea Street)• 328 parking stalls
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Facilities & ConstructionParking Lot 1C
• Located at the main Dillingham site (entrance/exit on KokeaStreet)
• Approximately 230 parking stalls (218 student, 12 staff)
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Facilities & Construction
Your patience, cooperation, and understanding are requested during all campus projects.
Other ongoing campus projects include:
• Improvements to Campus Lock System• Flag Pole Installation• Repair and Replace Three Elevators (Bldg 8802)• Chill Water Project• Bldg 8814 AC• Renovations for Bldgs 8806, 8811, 8872A• Reroofing of Bldg 8843• Sewer Line• Accessibility• RAIL
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The Year of Purposeful Engagement2018-19
9
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The Year of Purposeful Engagement 2018-19WHY DO IT?
37
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018
Honolulu CC Enrollment
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The Year of Purposeful Engagement 2018-19
38
20
25
30
35
40
45
50
55
60
Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016
Honolulu CC Retention
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The Year of Purposeful Engagement 2018-19General College Meeting ACTIVITY: (BLUE INDEX CARD)
What are you already doing to engage students and promote
student success?
39
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The Year of Purposeful Engagement 2018-19General College Meeting ACTIVITY: (PINK INDEX CARD)
What will you commit to doing this year that can engage students and
promote persistence?
40
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The Year of Purposeful Engagement 2018-19
41
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The Year of Purposeful Engagement 2018-19Emergent Themes
Faculty and Staff Currently:o Optimize individual choice and autonomyo Frame lessons in relevant topicso Personalize interactionso Promote life goals and dreamso Encourage feedback
42
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The Year of Purposeful Engagement 2018-19Emergent Themes
Faculty and Staff Will:o Connect with all students (online and face to face) more
ofteno Arrange classroom furniture to promote student
engagement with each othero Create opportunities to learn more about each other and
provide mentoring o Support students with meaningful activitieso Get to know students before class
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The Year of Purposeful Engagement 2018-19Fall 20181. What are we currently doing?2. ATD (Achieving the Dream) Consultants• Shauna Davis• Laurie Fladd3. Campus Student Success Council & Onboarding Committee4. Focus on “Fall to Fall Persistence”
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The Year of Purposeful Engagement 2018-19Spring 20191. How can the data help us decide what to focus on?2. What structural and programmatic changes can we make
to ensure students feel engaged and ready to return?3. What policy changes are necessary?4. How can instructional faculty participate or continue to
participate in engaging students in and out of the classroom?
5. How can non-instructional faculty and staff provide a supportive and engaging experience?
45
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Student Centered, Student Focused
46
Creating cohesive communities and informing course design
January 4, 2019LaurieAnn Takeno + Liz Hartline, ECED
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About Us
LaurieAnn Takeno
● Instructor, Early Childhood Education
● Background: Preschool Teacher, Mentor Coach for Preschool Teachers, Higher Ed Community Liaison for preK-12 teachers in Waianae
Liz Hartline
● Instructor, Early Childhood Education
● Background: Preschool Teacher, Preschool Director, Special Needs Coordinator in New York and San Francisco
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Theoretical Framework: Pedagogy of Alohaby Kū Kahakalau, Ph.D.
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Pedagogy of Aloha
LaurieAnn's interpretation,with permission fromKū Kahakalau, Ph.D.
CONNECTION
CONTENT
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‘O ke kahua ma mua, ma hope ke
kūkulu.The foundation comes first, then
the building.
RELATIONSHIP(trust, safety, I know you
care)
RIGOR(assessment)
RELEVANCE(curriculum,
content)
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Building those relationships:
We have to know where are students are coming from and potential barriers in order to know how to support them.
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“About You” Questionnaire
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Some things I found out from this survey this fall
● Most of my students do not have printers at home
(that I would not have found out otherwise, or that would have taken a while)
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Some things I found out from this survey this fall
● Most of my students do not have printers at home● Several students who appeared to be English proficient were not native English
speakers
(that I would not have found out otherwise, or that would have taken a while)
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Some things I found out from this survey this fall
● Most of my students do not have printers at home● Several students who appeared to be English proficient were not native English
speakers● Which students were caregivers, either for children or other adults
(that I would not have found out otherwise, or that would have taken a while)
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Some things I found out from this survey this fall
● Most of my students do not have printers at home● Several students who appeared to be English proficient were not native English
speakers● Which students were caregivers, either for children or other adults● Which students were working full time in addition to school
(that I would not have found out otherwise, or that would have taken a while)
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Some things I found out from this survey this fall
● Most of my students do not have printers at home● Several students who appeared to be English proficient were not native English
speakers● Which students were caregivers, either for children or other adults● Which students were working full time in addition to school● Voluntary disclosure of learning needs (ADHD, dyslexia, physical pain with
prolonged sitting, slow learner)○ (None of these students is choosing to utilize ACCESS services)
(that I would not have found out otherwise, or that would have taken a while)
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Some things I found out from this survey this fall
● Most of my students do not have printers at home● Several students who appeared to be English proficient were not native English
speakers● Which students were caregivers, either for children or other adults● Which students were working full time in addition to school● Voluntary disclosure of learning needs (ADHD, dyslexia, physical pain with
prolonged sitting, slow learner)○ (None of these students is choosing to utilize ACCESS services)
● Voluntary disclosure of mental health flags (recent divorce, death of a child, anxiety disorders, PTSD)
(that I would not have found out otherwise, or that would have taken a while)
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Understanding our students...
to create cohesive communities of learners
to influence course design
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Understanding our students allows us to facilitate the creation of cohesive communities
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Community Creation
I cannot begin to facilitate community building if I don’t know who’s in my classes.
Students can’t exist in community if they don’t feel seen or known.
Peer communities support each other in ways that I cannot do alone, especially longitudinally.
Normalizing challenges, failures, anxiety, mental health struggles -all make students feel more connected.
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Understanding influences course design
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Understanding people creates empathy when they can’t/don’t follow through, and lets us know how we can design our courses to better support them.
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Relying entirely on summative assessment (that is, tests, papers, and big projects) allows more room for cultural bias and life pressures to skew students ability to show what they can do.
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Things to be aware of in summative assessments● Projects
○ Biased towards full-time students, those without jobs, those who are not caregiving for others
○ Can be difficult to manage multiple steps for students with organizational/attentional challenges (like ADHD)
● Papers○ Again, biased towards full-time students, those without jobs, those who are not
caregiving for others, as well as those with access to computers○ Bias towards native English speakers○ Bias towards those who are better writers - which, unless you are an English
teacher, may not be what you’re trying to know about your students● Exams
○ Trigger anxiety responses and hormone surges - prevent ability to show skills○ Bias towards native English speakers○ Bias towards those from dominant culture○ Implicitly assess other skill sets - test taking skills, attentional skills, speed
reading and comprehension
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Implicit Skills: Multiple-Choice QuizzesTaking multiple choice tests is an actual skill set; one that many students have not mastered. Multiple-choice quizzes implicitly assess:
○ The ability to remember details○ Mastery of English○ Stress response○ Reading skills○ Attentional skills○ Knowledge of test taking strategies (cluing into key words and qualifiers,
attention to umbrella responses, not selecting the first answer that looks correct, eliminating questions that you know are wrong, etc.)
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We need summative assessment - it’s just good to be mindful about its limitations.
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What all of this means in practice...
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Ways we intentionally
create supportive communities
● Opening our classroom at times it’s not being used to allow students a quiet space to work
● Closing circle as a practice of coming together at the end of class
● Impromptu advising sessions for “hard to catch” students
● Tag-teaming with each other to support shared students
● Tons of group work! ● *NOT necessarily group
presentations*● When students aren’t finding
success, asking them why
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Ways we use information about who
students are to influence course
design
● Options of how to turn things in.
● Option to turn things in early for ungraded general feedback.
● Occasionally an option to submit an assessment in a different modality.
● Taking smaller, more frequent “check-ins” to know how they’re progressing.
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Minor inconveniences for us can make a big difference for students.
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Looking ahead….● First day scavenger hunts for places on campus that support students● Inspired by the Mele program, we are using a MySuccess tool enabling us to
share information about absences and student concerns with one another● A digital version of the About You questionnaire, in order to be able to
aggregate data on who is finding success and who is meeting roadblocks in our courses
● Possibly! Maybe! If I’m brave! Naming/who am I rituals to open up the class○ Refer to Becky Thompson’s Teaching with Tenderness: Towards an Embodied Practice for
thoughts on rituals in higher education
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By contrast, if someone truly listens to me, my spirit begins to expand.”
-Mary Rose O’Reilley, Radical Presence, 19.
“In academic culture… we tend to pay attention only long enough to develop a counterargument; we critique the student’s or the colleague’s ideas; we mentally grade and pigeonhole each other. In society at large, people often listen with an agenda, to sell or petition or seduce. Seldom is there a deep, open-hearted nonjudgmental reception of the other. And so we all talk louder and more stridently and with a terrible desperation.
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The Year of Purposeful Engagement 2018-19Spring 20191. How can the data help us decide what to focus on?2. What structural and programmatic changes can we make
to ensure students feel engaged and ready to return?3. What policy changes are necessary?4. How can instructional faculty participate or continue to
participate in engaging students in and out of the classroom?
5. How can non-instructional faculty and staff provide a supportive and engaging experience?
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The Year of Purposeful Engagement 2018-19Spring 2019
Action: We will create workgroups, based on roles, to begin thinking and working on action steps to address these questions.
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Thank you!Have a great semester!