Mary Rees: Good morning. We're gonna wait just a couple minutes while people are joining the meeting. hope everyone is well this morning.
Good morning. We'll just wait another one more minute here and then we'll get started. Thank you.
Well, good morning, and thank you for attending the Moorpark college update for May 4. I know it's hard to believe may 4 already.
The campus update webinar is being recorded. This will allow others to view the information at a later date. It will be posted, the transcript will be available and will be posted
under the President's website. So it will be available for you. If you are interested, there is closed captioning for all down at the bottom. If you click on the CC the
webinar this morning will be closed caption for you.
All videos and audios are disabled. Questions will be available through the Q and A. Please just put your questions there, and we'll attempt to answer them as quickly as we can.
We'll also review the questions at the end, and all questions and answers will be posted in the transcripts that will be available following the update.
To begin the update. Dr. Julius Sokenu.
Julius Sokenu: Hi everyone, welcome. Hope you had a restful weekend. And yes, as Mary said may 4 it feels like you know we just started the Spring semester. Well, actually, it feels like we just started transition
to remote about a minute ago, and it just, it's all gone so fast. Again, thank you for the work that you're doing and I do know that at this point in the semester that there's a lot of anxiety.
Traditionally, which means amongst students and even with faculty and staff, you know, end of the semester kind of raises that level.
And the context in which we find ourselves makes it even much more challenging, and I appreciate your patience, I appreciate your empathy, and I know that we will be here to support one another as we go through this.
So, you made it through. So far so good. I wanted to talk a little bit about about Summer and Summer hours and then talk about the next
agenda item from it will be talking about Fall planning and then transition to our conversation around budget.
So in terms of some of ours. I think it may have been either during one of these campus updates or you may have been at the Covid-19 webgroup a couple of Fridays ago. The question was asked of me if we were going to be conducting 4040 or 410's
this Summer, as is usually customary. This is about the time in the school year that that information becomes available because we do have in our contract
that we would give folks a 15 day notice prior to switching or alternating schedules. So we had a conversation at cabinet
over the...I think on Friday, and then again this morning. And the consensus was that we should continue what we've been doing in the past the past couple of years in the past two years, which has been that
supervisors in coordination with the employee develop a schedule that is flexible that allows folks to work a
410 if that is their preference, as long as it does not impact the delivery of services or the operations of the college. So supervisors are given flexibility. Employees are given flexibility, and it is that
interaction that helps to define what we do during the Summer. In the past when we've been on ground, the conversation has been about using the Summer to reduce the cost of
cooling buildings and and also just to be sensitive to the environment. We are not on campus, for the most part, and
and for those of us who are on campus, you know, there is some flexibility. However, we do also need to bear in mind that
even though folks are working from home, there is a lot of and I know from my own experience that there's that sort of conflation of
work time and home time and sometimes you can't differentiate both. And so we are sensitive to that. And so we ask that, you know,
that our supervisors and managers work with with with with the employees and the staff so that we can have a flexible set schedule that supports the lives of our employees, but that also makes sure that the
work of the college gets done. So that's about Summer hours. It's like we've done the past couple of years, its flexibility. An email will come out from HR clarifying this in the next couple of days. And again, emphasis on flexibility.
In terms of our Fall schedule, I know there's been lots of questions about, you know, what are we doing for the Fall. And if you remember from previous
updates we've identified we've discussed the fact that the three options that are available to us as always is on ground option, there is the online solely online option, and there's a hybrid option.
And within the hybrid option, there's a variety of ways in which you can deliver hybrid. And even within the on ground option, there's a variety of ways in which you could do that.
And and we know that there are courses that are hard to convert. Quite a lot of our CTE courses are hard to convert. Our performing arts classes are hard to convert.
Our visual arts classes and many are also hard to convert to an online medium. And in some cases, some of our sciences are a challenge to convert, even though there is
software that can allow us to deliver some science labs remotely, it's still a challenge. And so the conversation we've been having at cabinet over the past couple of weeks is, you know, how what do we...
how do we address this. How do we move forward. And as many of you know might have heard, you know, Los Angeles Community College District has transitioned the bulk of the instruction to the online
venue for the Fall. So has Santa Monica College. I understand that college of the desert and Sierra, are at the same place.
And for LA College District it makes a lot of sense, in some way, because they have a higher incidence of the Covid-19 virus in their community.
We have much less incidence, less than 1000 and LA has, you know, a lot of...quite a lot more than that. So we also need to take that into consideration.
We also know that the costs of being able to fully and thoroughly deliver social distancing on ground, it could be challenging. And I know that,
you know, our Deans and our vice presidents have been working around and discussing how that may unfold. One of the one of the one of the...
activities that we did at our coronavirus workgroup on Friday was to come up with questions that we could pose to the Ventura County Public Health in terms of the health and safety
aspects of returning to campus. So that work group generated a handful of questions, In addition to questions that we had already kind of brainstormed. And Chancellor Gillespie will be sharing those questions with the Presidents of CLU and Channel Islands as well as Stan Mantooth
Superintendent for Ventura County Office of Education. And the intention of doing this is that all three of us are working together in tandem
so that we know that what happens to the high schools impacts our enrollment, it impacts our students lives and vice versa. So we're trying to serve. We've been working with together with those
partners since the declaration of the stay at home order by the by the governor and we continue to do that work. All three of...all four of them will then reach out again in meeting with
Ventura County Public Health and post questions that we need to have some concrete responses to as we make decisions about
first of all, returning to campus, but also delivering services and instruction in a safe manner. So here's where we are as as of today.
The
majority of our offerings in the Fall will likely be online.
And that's just the reality of it. We know that there are this reticence on the part of students, on the part of faculty, on the part of our staff, and some of our administrators to come back on campus. Unless they can be provided
A good guarantee. And I'm not talking 60, 70, 80% guarantee, I'm talking, you know, a concrete guarantee that it is safe, folks are concerned.
We also know that there are folks who are concerned about the integrity of the instruction and are concerned about the fact that they may not feel like we provided students a learning opportunity that was
up to the standards which we are
accustomed to when we transitioned online. So there's those two tensions. There's the tension of folks who are concerned about coming back on campus. And then there are those who do want to come back on campus
because they feel that instruction cannot be effectively delivered in an online mode.
What we know is that there's a lot of unknowns right now.
And so we're trying to make a decision that is in the context that supports a safe learning environment. And so we asked the question, what is a safe learning environment and how can we deliver that.
We are also trying to identify as best as possible ways in which we can honor the expertise, the
professionalism of our of our faculty who are delivering the course. They, you know, they they they they know what pedagogies are
best in their discipline, but they also are very aware of the responsibilities that we have as far as our mission is concerned, to make sure that we provide access and equitable access to all our student populations. So we, you know, we sort of wrestle with that.
The conversation at cabinet this morning sort of ended at giving...soliciting from our faculty in particular, and both instructional and non instructional faculty.
You know the preference that folks have. Do you prefer to be online? Do you prefer to be on ground? And we'll start from that place. So at,
exec this afternoon. I'll be charging our vice presidents to work with the deans, so that the deans can can work with faculty and help us clarify, you know, where people stand where people's
preferences lie. That does not mean that that's what we'll do. But what we would like to do is to clearly identify if there's a preference for an online instruction. And it makes sense that that that instruction be delivered online, that we respect that. That we work from that place.
So across the three colleges those conversations will be happening this week with instructional faculty and non instructional faculty, and the deans, and their chairs, and the vice presidents involved. We will also be
asking the same questions. Can we deliver services effectively from a remote
venue? And if we can do that, how much of those instructional...how much of those services need to remain online, even if we do have students on ground on campus. And again, you know, doing that survey of our staff and seeing where they Fall.
We want to be respectful of people's opinions and people's concerns, but we also want to be very clear that our focus is what's best for students. And we're all invested in doing what's best for students. So
moving forward, hopefully this week, those conversations will be happening so that we can get a very good sense of where our faculty stand.
At our coronavirus conversation last Friday we had talked about identifying tiers of courses and programs. So, for example,
And this is just an example. There are there are courses where you can really fully deliver them online. They're lecture courses for the most part.
And so if there is a course that's a lecture course it might be preferable to just deliver those courses online.
What that does is it reduces the amount of people we have on campus and thus allows us to manage and maintain the environment for those folks who are on campus. And so we can ensure more safe learning environment for them.
So there may be that tier of folks who can only have courses and programs we can offer online. And then maybe another tier where it's offering online with some on ground
Interaction, which is a hybrid approach. And there may be another tier, which is courses that can be staggered right?
And so we look at this tiering and this is a conversation that we will be having with our academic senate, with our classified senate.
And in consultation with with Nina and Gilbert, and the vice presidents, and me so that we can have some concrete plan for the college
and moving forward. They can...all of these are really plannings, all contingency planning. We're trying to get perspective so we can do effective contingency planning, but gathering forces together so we can do effective contingency planning.
The intention, as always, is to make sure that we focus on what's best for students. And we also realized that we're functioning within a
context, where there are budget limitations as to what we can accomplish.
I should tell you that at 7:30 this morning, the CEO, the regional CEO work group, which consists of the presidents and the chancellors from our region
met. And again, the big question was, what are you all doing for Fall. And Cuesta and I'll let me look at my notes so i can i can say this accurately. Cuesta College is
They are... they're going to delay their decision until sometime in late June, but what they've done is they've surveyed their faculty and they, they're going to continue to do that.
Alan Hancock has said that they are looking to bring back their CTE programs that cannot be transitioned online, or that will be adversely impacted if transitioned online, and they're looking at the rest of their course...of their programs being delivered
online. But they will be having ongoing conversations this week, so that by the end of the week they can come to some clarity as to what they will be doing for the Fall.
College of the Canyons is working with the reality of being in the in the LA County and and whatnot, although they're not part of the LA Community College District they are in LA County.
And there's an understanding that LA County wants their high schools and their k-12 to return back to their campuses in August. So
College of the Canyons is working with that dynamic, but like, but like, like our
colleagues in the region, they're all thinking they'll be predominantly online, but they will offer you know some courses on ground, particularly the Allied Health courses, some of the
CTE courses like auto and welding, et cetera. So we are...we're very much in the same place as the rest of the colleges and the college districts in our, in our region. We are
making...we're trying to make an informed decision and then that informed decision will then be something that we can engage stakeholders, our internal stakeholders with, as well as as our partners in the K-12 and the universities in our service area.
So I hope that I have sort of given you some sense of where we are and what we're thinking now in terms of moving forward.
But again, this is really our time to get from you and from our college constituent groups, you know, your opinion and your perspective so that we can formulate a plan for the Fall that is
reflective of what our community desires. Ultimately the decision about returning to campus is not ours. It is a decision that is
dependent upon what our county...Ventura County Public Health
allows because they are the ones who mandated that we close the campuses to public and to students and move our instruction online.
And they will be the ones who release us from that obligation. It is also a function of what the governor of the state of California
determines or decides because Ventura County will will most likely work in tandem with that. So again,
I don't have all the answers, but this is what we know and what we have right now. And I know there are plenty of questions
to address this and we'll go through the presentations and then we will address those questions
as they see fit. What is important to remember is that the initiatives that we have in terms of student completion, the initiatives that we have in terms of student equity,
the initiatives that we have in terms of making sure that we provide services that that wrap around our students, that allow them
to complete college and go through college with information about their success. The work that we've been doing with our Guided Pathways initiative, the work that we do with the equity initiative, all of that work needs to continue.
The Covid-19 pandemic can't change or stop that. Some modifications might happen, but that's what we believe as a system as a value, and our hope...and our investment is making sure that that work continues.
Um, it is important to to to put to make clear to the college community that we exist in a world where the economy of the global economy is is is is you know is declining. And then there's there's been a
A
It's been hit, right? You know the economy is, is...we're grappling. And you see that with our unemployment numbers, you see that in terms of of
bankruptcies and and the challenge that small businesses have and we exist within that context as well. So the next year, as we've said, you know, we're held held harmless
by the state Chancellor's office and by the state, but I can bet you that we will need to start tightening our belts, and that part of our conversation, moving forward, is how we are able to deliver instruction and services
with less. That's where the conversation will move. There are...there is nothing at this point to say that we will be,
you know, freezing hiring or layoffs. There's nothing. There's no conversation around that. But I think anyone who is in tune, and who is aware knows that there are tough times ahead, and so we need to make decisions with that in mind as well. I'm going to
transition to
To Jennifer. But before I do that, I think it's important for you to see a resource from Morgan Stanley
and this really sort of captures for us, the concern that a lot of us have been talking about.
The notion that you know we see spikes. And then we we expect that there'll be a flattening of the curve. But there's also a potential second wave of infections.
And if you look at it, to put that potential second wave will be sometime in beginning sometime in November into December of 2020.
The decisions that we make now need to be able to support the potential incident of a second wave of Covid-19 infections.
It would be irresponsible of us to say that we will offer all our classes on ground when we know that this is a potential.
It would also be responsible of us not to plan for even those classes around ground what we might do if there is this second wave. And if this second wave
resembles the first wave and requires shutdowns. So as we get information and as the information comes in
you, we are making decisions based on data. So if you look at this, we see that that you know the projection by Morgan Stanley is that we will, you know, schools will reopen
you know, sometime in August or September, and then there's a potential, you know, vaccine might be available for for health workers in October. And then there's this potential second wave.
And again, if you look at this, this, this whole notion that we're returning to work in waves. So not everybody will return to work at the same time. That will also determine and impact what how we
return to campus. And so again, it is very important for us to be flexible and it's very important for us to bear in mind the...that there is so much unknown and that those unknowns will reveal themselves as we go along.
There is no vaccine broadly for the Covid-19 so we need to think and take care as we interact with our community and with our college and our campus community as well. Okay, so I'll transition to Jennifer and then continue the presentation.
Jennifer Clark: Thank you, Julius. Good morning, everybody. Again, I hope, like Julius
Like Julius mentioned, I hope you all had a great rest nice restful weekend. It certainly was beautiful. I was outside as much as I could be.
So, this morning I wanted to take a few minutes to update the campus, since it is tentative budget season, we in finance are working
furiously on the tentative budget to have that in place and adopted by our board June 30.
Before I get into any of the specifics, I do want to remind everybody that the tentative budget is based on the Governor's proposal from January. So, and this is traditional. This is standard.
So of course those are those are all numbers and assumptions before Covid before any of you know this current situation that we're in, before any of that hit. We're all still sort of waiting to see what the
what the outcome is of that. Next year will our FTES be higher? Will it be flat? What will our funding look like? We can see, you know,
with unemployment and you know the variety of things that are happening nationally, in our state level, and locally, you know, we can we can guess. But again,
the numbers that I'm going to be sharing with you are really based on January, they're based on the January proposal and are
the last two years of FTES numbers for Moorpark college as well as district wide. So the first slide that I want to get into is something that
the fiscal planning committee is very, very familiar with. This is a form that we look at every time we meet once a month.
Fiscal planning is accustomed to getting an update on FTES and then what that FTES change for us means in terms of
funding. In terms of allocation. In terms of, you know, what resources, what resources will be allocated to our college next fiscal year. So the first box is really Moorpark college. You can see what our 1819
FTES was. These are actuals by semester. 11,266 is where we were last year. You can see we had a target, which was pretty flat pretty similar to what we were last year. Slightly higher, 11,279.
But you can see that based on the numbers so far. And again, this is this is before Covid, and I do want to remind everybody that in terms of FTES Spring semester,
the state Chancellor's Office is holding all colleges harmless. So any EW's or withdrawals that we might have seen due to Covid
are not impacting our FTES report, in terms of the allocation that will be getting next year. But again, all colleges in our state are in the same boat. We're all held harmless.
So for the most part our enrollment is really based on our census data or the census date. The EW's are not impacting that.
But you can see that, you know, we're down. We're down you know over 240 FTES.
Our, you know, our numbers were a little bit higher in Summer, but we're lower in pretty much Fall, Spring, and Summer, of course, we'll see what happens. We're assuming flat enrollment. But again, we'll see.
But we're down. So if you go to the next box. The 19...I'm sorry, not the next slide, the next box on this slide. Sorry, Matt.
This is the district enrollment, the district enrollment, so you can see Moorpark college that
those same numbers. The 999 for Summer, the 5,059 for Fall. You can see those from the top box in in the in the bottom box for Moorpark college.
But then you can can kind of compare, percentage wise, where we are in terms of the other two colleges. You can see where OC is, you can see where VC is, and then the percentages
Of the like for 1920 Moorpark college is 43.19% of the allocation of the amount of money available at the district that is distributed to the three colleges. So remember that 43.19%. So next slide.
This is where we take those FTES numbers and the change in FTS, remember we dropped about 240 full time equivalents.
Well, how does that impact us in terms of funding? Again, this has nothing to do with COVID. This is just what's happening on the natural in Moorpark and in our district.
Well, the wish or the weekly content basically student contact hours. If we have fewer students, it means overall we're going to have fewer contact hours.
So the way that the model works, and you don't need to really understand every single box, this is something that fiscal gets into quite a bit over the year but
These are taking the salient points from the district allocation model and showing how we arrived at what is allocated for
our class schedule delivery allocation and you can see that right at the top.
That this box represents the funding for the class scheduled delivery allocation, so not anything that's non instructional so it's not
You know counseling faculty. It's not librarians. It's not classified staff or or managers. It's simply faculty part time and full time faculty delivering that class schedule model.
So again, our weekly schedule contact hours are down by about 10,000. 170,000-260,000 we have basically our full time faculty that are figured into that equation, you know, year after year, we have a we have a
large group of full time faculty that cover a chunk of those weekly constant contact hours.
And then what the calculation then figures is, when you take out or when you account for the full time faculty and the number of hours,
What is needed in terms of part time faculty? How much part time faculty do we need to contract to cover the balance of that that weekly student contact hour need. So you can see that in for the drop in enrollment.
The last three lines, and looking at the last three lines 11, 12, and 13, this year from 1920 - 10,362,000 is needed overall for those to cover those weekly contact hours. Last year,
We were at 11,000,422, so basically it's a drop of a million dollars that we are being funded for
to deliver the class schedule model. That is simply because we have fewer students. That's what that means. And then, then the next box. Then, or the next set of lines is the FTES allocation and the percent.
Moorpark college represented 44.6% of the allocation that was distributed to the three colleges, but based on our FTES from 1920 we're only 43.19%.
That's a drop of one and a half percent and in terms of dollars that's significant. That's that $1 million drop below.
There's a little bit of an additional drop because some of the allocation is awarded purely on FTS so that represents the additional
negative $126,000 so if you look to the bottom. The total shift in funds. Moorpark college is losing almost 1.2 million simply because
our FTES has dropped over the last year. You can see Oxnard picked up 1.3% and DCS has dropped a little bit, but they've been pretty flat. So if you go to the next slide. What I've done here is outline changes from adoption last year.
To 1920 and then looking forward what our change in revenue is going to be versus change of of expenses. The adoption budget from the current year 1920
The ongoing allocation at adoption was almost $62 million. It was 61,815,000.
Now what is being allocated currently and this is tentative. We have received the allocation model as of last week. So we know that Moorpark college is at this point in tentative looking to receive 62.852 million.
in terms of ongoing dollars so that represents for right now, again, we don't know moving forward with May revise and with any potential third cycle because there may be a third budget cycle this year.
Because the tax collection of the State has been deferred until July. So the state doesn't know what the revenues are going to look like until July.
But at this point, we know that we are receiving a million dollars more ongoing than last year. Now,
Being very familiar with the model as I am, How does that relate to the slides that I was just showing you?
Had our FTES numbers not dropped that 1.5% that revenue increase that we would be seeing here would be more like 2 million instead of 1 million.
So 1 million at this point is all that we have in terms of additional ongoing money tentatively. Now at the bottom or the second part of this slide.
I'm showing you what costs have increased or what costs have changed since adoption of 1920.
We know that for all of us, We're increasing in step in column and longevity, whatever that looks like that's over $100,000, $140,000 about
for Moorpark College. We know that the employer contribution for both STRS and PERS has increased significantly that's over $600,000 of additional costs to Moorpark College that we have to absorb, year after year.
We know that the health and welfare because of faculty in particular, there's no cap so any additional health and welfare costs that
have to be borne by the colleges and by the district because there there's there's a cap for the ask group which is all classified and and managers. Faculty being uncapped
means that there's a $400,000 increase in that. And then there was one position from last
Prioritization, classified prioritization that was deemed a high priority, and I wasn't here, but I understand that it was a very high priority.
And there was only one and this is the one position that we have additional from over last year's adoption budget. So we have additional expenses.
Over 1920s adoption budget of $1.3 million. So right there on the natural we are over at it. We are at a deficit of over $200,000.
So we have additional costs that are more than additional money that were received to cover them. So we are going through and as we've been meeting with deans and
As fiscal staff and we've been talking with
You know directors and coordinators and managers and everybody. We've been tightening our belts that most we've been flat.
In some cases, we've been looking to find you know where those little pieces where we can do without. So we have been doing a little bit of belt tightening but
That was what I wanted to cover at this point. I think I'm going to turn it back over to Julius because Julius wants to address for more parks, specifically, what are some things that we are doing to address this issue.
Julius: Thank you, Jennifer. Thank you for that very detailed and lucid
explanation of our budget fiscal condition. So I do think that as you as we listen to Jennifer, what is very clear is that for this coming year. We have to be prudent and we have to be very responsible in our, in our finances as a college.
Because we are faced with even though we have a revenue increase as you can see there, we have cost increases as well.
This is not taking COVID-19 into consideration at all.
So I know that you know we've heard you know some concerns that Moorpark College is cutting faculty positions as a result of COVID-19. We are not cutting faculty
positions as a result of COVID-19. We haven't dealt with COVID-19 at all. Nobody's dealing with COVID-19 right now because we're held harmless, but what we are dealing with, and one of the reasons why
we charged ourselves with looking at our schedule and trying to reduce that schedule so that we can be as efficient as possible. One of the reasons we're doing that is because we do have this deficit.
Another reason we're doing that is because we want to make sure that as a college we are working from a place of growth.
So one of the things we're doing is whatever resources that we have, such as one time monies, we're investing those one time monies in growth opportunities or growth or innovation activities.
So we know that we need to grow our PACE program because our PACE program is one of the programs that's actually growing phenomenally!
So we're investing in the PACE program. We know that our dual-enrollment is a place where there is demand,
and that demand is connected to be able to put people in the community so they can promote the dual enrollment program.
Being able to have staff that support and service student needs. Being able to have faculty that are invested in teaching more dual-enrollment classes. So we've taken our one time monies and invested it into that particular program as well.
We also know that folks do not come to a college for which they do not know which programs are relevant to their own life needs.
So we're investing one time monies in our marketing, making sure that we are providing as much information to our service area through social media, through
the news media, through other resources like radio and and through having individuals go into the community and
speak very clearly as to what Moorpark college can do for them as they look at improving their positions in life.
As they look at sending their children to college and Moorpark College is a right place for them to go. It's the right institution to support the education and professional needs. So we're investing in marketing.
This is the growth side this is the this is the way in which we can help address the reduction in enrollment. Our investment is to make sure that we can grow the college.
And you say, well, yeah, you know, that's a great idea we're growing the college, but we also know that this this potential, you know, budget
impact that will come from COVID-19. You're right.
But what we're doing while we're being held harmless, and we hope will get be held harmless for the rest of the academic year, so that we can do this is to try and increase enrollment for the Summer, increase enrollment for the Fall,
and if possible increase our enrollment for the Spring. So that by the time the conversation around budget impact for the next academic year comes into place, we are sitting at a better place than we are right now.
So if you're asking, what are we doing to address this. We're trying to be as responsible and prudent as possible. So, you will see that we've been talking about
shrinking our schedule a bit so that when we shrink our schedule we're able to keep and manage the cost of delivering instruction better.
We've also been talking about growing our opportunity to outreach. Growing our opportunity to market. Growing opportunity to hire faculty who can teach in high demand
areas and disciplines, so that you will see some one time temporary full time faculty of assignments coming up. The goal is to get people that can deliver that course and it's one time money so we can only commit to it semester by semester.
The largest piece of this is to make sure that we reduce our expenditures. So what you will see as we keep moving forward, is this attempt at trying as a college to manage our budget, to reach out and grow our enrollment and without hope that we can be more fiscally sufficient.
Okay, so I'm going to pass this on to Mary.
Mary: Thank you Julius and Jennifer. With all of the unknowns and all of the
Concerns that are going around. There are a couple of things that are very much constant and I wanted to be able to call some of these out and to acknowledge some of the fantastic work that's going been going on.
Graduates. 2039 graduates from Moorpark this at the end of this semester. If we look at our degrees certificates and proficiency awards, we have over 5000
So for all of the confusion unknowns things that we don't that we're looking for great of clarification on one thing is very clear. You all do amazing work and our students are absolutely incredible as they continue to move forward to meet their educational goals.
We wanted to highlight a few of some of the incredible work by the staff and faculty as we transition to this whole
New World. And again, it's just really exciting to see how people take things that seem almost impossible and turn these into these fabulous opportunities for our students
and for our staff and for other faculty working together on that. If you have some success stories that you'd like us to be able to highlight and talk about here in our updates, please
Let one of the vice presidents know and we would love to be able to highlight you. Just a couple ones for today. In the biology class Alex Cheroske has been teaching online for a while.
And he is using
The COVID as a science experiment here. He's got his video lectures, zoom office hours, videos from the WHO and from CDC. He's even had the students do a
For their assignments is to prepare their own PEP using the information that he's that they've discovered or discussed in class. So
taking real world and absolutely applying it in the college Biology M01 class. In Kinesiology, Jeff has
in his advanced corrective exercise course. Jeff has his students choose a client, do appropriate fitness assessments, train the client for at least three sessions, and end with a post training assignment. You can see here a really nice use of graphics.
You know information. that are present there. They're really nice. Then the final project allows the students to demonstrate the chosen assessments and the corrective exercises using zoom and then they receive immediate feedback from Jeff on that.
Really impressed. This is an area where you'd say, how can you possibly take Kinesiology and go online?
And it's absolutely amazing, some of the different ways people have been looking at and viewing how you do any particular project. If we look in the student services area. The Teaching and Learning Center. I love the library, third floor now online.
In addition to the 1500 courses, or sections that we've moved online all of our students support services have been moved online and are doing a fantastic job. The math, science, and writing center training and transition all their tutors to be online.
They use zoom breakout room so students can drop in anytime meet one on one with subject specific tutors and I absolutely think it's wonderful. They're going to be having an extra weekend tutoring this weekend as they get ready for finals. So again, that's awesome. One of the
things that we can count on right is the excellence of Moorpark. And also we've got finals coming right?
So they've got that piece going on as well. So we've got instruction and we've got student services all providing online instruction to help our students move for their education. But there's other groups that we don't want to forget we still have some of our health
classes that are still ongoing at our local hospitals or our rehab centers. And we also have our EATM courses and
social distancing is happening at the zoo. We have our students still working on preparing food and caring for the animals in groups.
Different five different areas around the zoo and working in groups of smaller groups of students in the morning and then late afternoon.
Here we have Shelly O'Brian with Neil and I hope you've seen Neil. But if you haven't, at least watch him on video. They are just, you know, he and karma are just amazing.
And then we have Cindy Wilson interacting with Scooter, our capuchin, and hopefully many of you have seen them just absolutely
fascinating. So we've got incredible work. I'm delighted to report and if you have specific things that you're doing and would like to share with the rest of the campus, just let me know and we'd love to be able to
To call those some of those exciting things going out as well. Amanuel, are you available?
Amanuel Gebru: Yes, thank you, Mary.
So we just have a few updates. But before we get started I'm going to have Dave talk about EW's. So if you can go to the next slide and Dave if you can come on.
Dave Anter: Sure, so that excused withdrawal.
This is a student option to resolve their grade records for this term. This was authorized by the seat Chancellor's Office.
That EW will not affect students GPA and it will also not count as a course attempt so they will be allowed to
You know, have it disqualified from the total number of course attempts. That also means that it won't be factored into academic progress so students won't be put on progress probation over courses that are marked up as EW.
The EW grade will affect financial aid differently than a withdrawal. So we want to direct students to financial aid to get advisement about how it might impact them overall.
And we...Similarly, we want to direct students if it relates to the GI Bill or some of the other special population offices, we want to direct them to those offices to get advisement as to how a EW grade might affect them.
A second option for students that have submitted an EW request is to have that EW removed from their transcript.
It was decided that this would be a secondary option to make sure that the students got the necessary advisement as to what that might mean
There are likely financial aid implications of having your record entirely expunged that might include not qualifying for cares act money but again we want to direct students to the financial aid office or advisement in that area.
Essentially we have received well over 1000
requests...individual student requests for quite a few classes. They come, both as individual requests for an individual course and in some cases, they're coming
students are withdrawing their entire course registration under EW. Students have been allowed to request it for courses that were previously withdrawn in the term and is coupled with an opportunity to
set up their courses as pass no pass as a sort of first step hopefully. We're also encouraging that instructors extend incomplete grades to students and
at this time, the EW requests are...they're certainly available to students even after a grade has been awarded. So they do have the opportunity to try to be successful in the course.
To let the grade be submitted, they have up to one year to request EW.
So at this point, that's may 14 of 2021 they could request an EW. It does come along with a refund of enrollment fees and non resident tuition. However, the other fees, like the health fee, representation fee, the student center fees all continue to apply. So these are being handled
manually in that the students make a request. The refund request or the EW request is in a few different places you can direct students to.
One is certainly in their myvcccd portal. You'll see it in a couple places, though, it's certainly under the records channel there.
Also on the registration area. So we tried to make it abundantly available. Other places, they will receive the link to the EW. Remember, this is all web form that's very easy to submit. There's no additional paperwork.
If they go to the admissions and records page you'll see it on our front page. If you went to the admissions and records forms page, you'd see the link there as well. So if you are not a student accessing it through the portal,
but you wanted to direct a student to the ew request, you can certainly copy the link on the admissions and record page for EW, and send it to students even in an email. It will authenticate them through the portal and allow us to proceed to correct their records.
And that will initiate a secondary process by which the refund to the account
on the billing record will be handled at the SBO. So because not all the fees are being refunded it is requiring a manual refund at the SBO.
So that's the procedural part if I have this correct. We're also looking to Oleg from our institutional effectiveness area to discuss the EW data from the records you process.
Amanuel: Thank you, Dave.
Oleg Bespalov: Thanks David. So as doctor Sokanu mentioned earlier we we don't lose focus on our other initiatives like equity and one of the things we're looking at is the desegregation of the EW, as it's coming in.
The findings we have so far are that compared to our campus population as a whole in terms of ethnicity and gender,
the demographics are pretty similar in terms of the students who are taking EW's versus those who, you know, have not taken the EW, yet.
The one interesting piece of data is that it appears our part time students are much more likely to take an E. W.
compared to the population as a whole. So about 90% of the EW's are being taken by part time students.
We don't know exactly yet why, but I mean one hypothesis would be that students who attend here part time are more likely to be older, more likely to be parents.
And honestly just more likely to have their entire lives disrupted right now by Covid, especially if you're taking care of small kids at home.
It's hard being, you know, both a parent who's probably teaching their kids at home while also taking courses online here.
And that makes sense to me as well. And so we'll continue monitoring the EW and then also as the semester rolls around, we will look for ACAR success rates, see if there's any demographic changes there as well. Thanks.
Amanuel: Thank you Oleg. And then also the admin staff will be working with with admissions to reach out to the students who have the EW, so Claudia and Alejandra will be working both populations.
So if we can. I know we're running out of time, Matt. If we can skip my part and go to Jolie and then I can run through these at the end so john will have some time to present the cranium cafe session really quickly. Jolie, are you ready?
Jolie Herzig: Hi, yes. I was just going to...I've created a small little video to talk about what counselors are doing, including access EOPS and other counselors on campus, so we can just play the video.
Hi. This is Jolie and I'm going to just give you guys a quick demo to see what counseling is using. We're using cranium Cafe.
And you can see that we have a virtual lobby for students and then where it can tell us what the students are waiting for, how long they've been waiting. And so I'm going to pull one of these students into a meeting. But before I do, I'll chat with one just to say, I will be with you.
in a minute.
And so then that way you can see how I can chat and then I am going to pull in the next student who happens to be our ASMC president. So let's say hello to Mr President.
Okay, it is connecting right now.
Hello, Mr. President.
Kristopher Hotchkiss: Hi Julie, how are you?
Jolie: Great. How are you doing?
Kris: doing well.
Jolie: Alright, I'm going to show everyone how I can go over IGETC with you since you're interested in transferring to UCSB.
So I'm gonna pull up the IGETC sheet and you have just been doing fantastic on your courses.
Completing all the necessary courses. So I'm just going to mark all the ones that you've taken show the faculty and staff how easy it is to work with you
online and what's great too. As you can see Kris is there's a save button on your end, so you can also save this as a PDF after we're done with the meeting. And then also, I can show everyone how I can share my screen and
go over IGETC with you as needed.
And so as you can see in the left corner now, or sorry not IGETC, assist. I'm showing you assist. So what you would need for UCSB I pulled up bio psychology
which, are you able to see the classes you need there?
Kris: Yes.
Jolie: Great! And so I just wanted to give everyone a quick overview of cranium showing how easy it is to pull a student in and have other students
waiting in your lobby for you. And so then when I am done. I can just pull my next student in as well. So thank you so much, Chris for helping with this demonstration. Kris: You're welcome. Jolie: I hope everyone has a wonderful day.
Great. So that's the end of the presentation. Just wanted to help faculty and staff be able to see how we are working individually with students and
because it's registration time the lobby is much more busy than during the demonstration that we see. But you can refer your students to cranium, either through general counseling, online counseling, or to their specialized populations of access or EOPS or whatever it may be.
Amanuel: Thank you Jolie, so much and to you and all the counselors for doing a phenomenal job supporting our students. Matt, If you can go back to that slide so I can go through this really quickly before our time is up.
So just a few updates EOPS is currently accepting Summer 2020 and Fall 2020 applications, please send Marnie an email if you have questions. SATURDAY, MAY 9
EOPS will be creating and distributing graduation care packages for diploma covers, tassels, EOPS grad sashes, cap and gown. All those will be mailed to students.
Few more updates in terms of professional development. Beth, Howard, Gilbert, and Brian are working really hard to map out flex activities for the Fall. I know they're planning on campus activities. But if things change, they will be adjusting to make sure that those go online.
Basic needs center. We are going to be hiring a part time staff that was approved to start the hiring process. I really want to thank Howard, Kristen, Johnny, and Marnie, Kim, Sharon, Vance,
Claudia, Anaisa Alonzo, and Marnie, and Maria Thayer for their excellent work and helping advocate and support for this position. We will be putting in the paperwork to start a part time position. Hopefully ASAP. And maybe put in a provisional in the meantime.
In terms of counseling as Jolie just mentioned, please encourage students to make appointments, they can make appointments online.
But have them go on their portal, if they go on their student portal it will walk them through terms of making appointments or encourage students to see our counselors, because it is registration time and we want to get as many students registered.
Also, we are going to be looking to hire an interim dean position for English humanities, student life, BIT, and conduct. So that will be
An interim position that will be putting through forward asap to get someone over that area. In terms of ACCESS, ACCESS is starting Summer term.
The ACCESS confidential memo will be available in PDF form.
So please, if you have questions in regards to that process, please reach out to Silva, who will assist faculty in regards to serving our ACCESS student population.
And that is all that I have in terms of the updates from the student support side. Thank you all for the excellent work that you continue to do. And we'll see you again, hopefully next Monday.
Mary: Thank you, Amanuel. Julius, we've had over 30 questions that are being answered on the question and answer.
And so do you have, I think we'll put them all there. Many of the questions have to do with Fall.
Will they be able to,will faculty, be able to use their office? Will we be able to tape in classrooms and then stream? Will we be cleaning? Will we be testing a lot of additional those type of questions? Do you want to summarize those up before we head out today?
julius: Yeah, in terms of, you know, will folks be able to use their offices. Again, this will be dependent upon whether or not we've been cleared to
return to campus and under what context we would be clear to return to campus. So, I mean, if we're clear to return to campus and we are delivering instruction on campus and online.
And folks whose classes or on ground. Sure. Or if you, you know, you want to use your office and coming in and pick things up. Yes, of course, all of that we could do. A lot of this will be dependent upon
the context of the parameters that are set when we transition from stay at home to campus.
In terms of, you know, would we be testing people providing PPE's all of that is really up in the air for now.
This is why the reasons why we're asking and posing questions to Ventura County Public Health, because then those the answers to those questions will help us identify what resources we need to put in place. What, what
processes we need to put in place so that we can ensure a safe learning environment.
Mary: Julius, I know you're you're intending to continue the communication through the next week and then also added also through the Summer and as long as it's a necessary and important tool. Do you have something special planned for us for next week.
Julius: Ah, OK. So next week is our celebration week, so if you if you know college we end the year with a breakfast.
That's this...that's a way of celebrating our retirees. It's a way of giving the awards from the academic senate.
It's a way of us just gathering together and saying, thank goodness, we made it through another year. And we'll be doing that as best as we can, through this medium of zoom. So
I know that Nina sent out a call to...for nominations. I think the call is sort of ending this week. Maybe it already ended, but
but please do. If you haven't nominated your colleagues, I know that.
We...it's an opportunity for us all classified and administrators and managers to recognize folks on campus and also be an opportunity for us to recognize both our academic senate president and our classified senate president that are terming out of office. Actually in Nenagh's case she left us
and goes back to being a faculty member, which we are very glad for her and we are glad for her students, but again, it's a celebration.
We will spend the bulk of that time really celebrating and so please do join us, please tell your colleagues, if they can please do come join us and they'll be the same time, same bat station and will be here.
Mary: Thank you. We will see you all next week. Thank you.
Julius: Thanks.