[00:00:02]
THE BOARD OF EDUCATION THE BOARD OF DALLAS COLLEGE.[1. Roll Call - Announcement of a Quorum]
MEMBERS OF THE PUBLIC WHO BEEN FOLLOWING THE INSTRUCTIONS OF THE DALLAS-FORT WORTH WILL BE GIVEN FIVE MINUTES.AND WILL BE BROADCAST OVER THE INTERNET.
THE RECORDING AND TRANSCRIPT WILL BE MADE AVAILABLE FOR THE PUBLIC ON THE BOARD'S WEBSITE.
I COULD CONFIRM THIS MEETING IS POSTED QUICKLY CERTIFIED THIS MEETING WAS POSTED ON
[2. Certification of Notice Posted for the Meeting]
55140 OF THE TEXAS CODE >> SO, WITHOUT SHORTCHANGING ANYBODY'S ABILITY TO GET FULL DISCLOSURE.
WE ARE WORKING UNDER AN OPPORTUNITY SOME DONORS COMING TO THE BOARD MEETING AT 4 O'CLOCK.
I WOULD ENCOURAGE US ALL TO BE ON POINT AND SUCCINCT.
LET'S GET STARTED WITH AN UPDATE.
[4.1. Fall 2022 Enrollment Update]
>> DR. MARISSA PIERCE: GOOD AFTERNOON AGAIN THANK YOU FOR TAKING THE TIME TO DO AN ENROLLMENT UPDATE.
THIS IS THE FALL ENROLLMENT UPDATE 2022.
WHAT I WOULD LIKE TO DO IS GIVE AN OVERVIEW AS I HAVE DONE BEFORE TO GIVE YOU AN UPDATE ON NATIONAL LANDSCAPES AND HAPPY AT DALLAS COLLEGE.
AND THE TO SUPPORT OUR FAMILIES, FACULTY AND STUDENTS.
FIRST WE WOULD LIKE TO LOOK AT THE NATIONAL LANDSCAPE.
AS YOU SEE BEFORE YOU THE SLIDE REPRESENTS A DECLINE ACROSS THE BOARD.
EARLIER IN OUR REVIEWS WE TALKED A LITTLE BIT WITH TRUSTEES AS IT RELATED TO SOME OF THE MORE OPEN CATEGORIES.
WHEN I FIRST GET THIS PRESENTATION WE HAVE HERE CATEGORIES YOU SEE HERE.
WHAT I WAS ABLE TO DO IS GIVE YOU A SNAPSHOT OF WHAT IS NATIONALLY.
AND FOR COMMUNITY COLLEGES ACROSS THE BOARD.
WHAT YOU SEE BEFORE YOU IS A SLIDE THAT DEPICTS COMMUNITY COLLEGE RATES ACCORDING TO GENDER, THE AVERAGE AGE AS IT RELATES TO STUDENTS COMING TO US.
AND I ALSO ADDED PROGRAM LEVEL.
WHAT THIS MEANS OUR STUDENTS PURSUING DEGREES.
IN THIS CASE ASSOCIATE DEGREES OR OTHER CREDENTIALS THAT WOULD LEAD TO CERTIFICATES OR LICENSORS.
I SHARE THIS BECAUSE IT IS IMPORTANT THE SPRING 2022 OVERVIEW COMES FROM THE NATIONAL CLEARINGHOUSE.
AND STIPULATES AND FURTHER ATTEST TO THE FACT WE ARE SEEING ENROLLMENT CLAIMS. AS FAR AS WE ARE CONCERNED AS A COLLEGE AS A WHOLE THIS IS A SNAPSHOT THAT REFLECTS THE STUDENTS WE SERVE.
THIS IS NOW IRRELEVANT 2021-22 SCHOOL YEAR A TOTAL OF 120,000 STUDENTS.
THAT INCLUDES CREDIT AND NONCREDIT.
PLEASE NOTE BETWEEN CREDIT AND NOT CREDIT WE HAVE 2000 TO 4000 STUDENTS WHO ARE CROSS REFERENCE IN BOTH OF THOSE AREAS.
SO THAT 101 AND 23,000 NUMBER DOES HAVE SOME LEVEL OF DUPLICATION.
WE ARE SHARING WITH YOU THE GENERATIONAL BREAKOUTS OF THE STUDENTS WE SERVE.
EVERYONE OF YOU IS AWARE OF THE MAGNITUDE OF THE STUDENTS WE SERVE AND THE NUMBERS.
AND WHERE THEY REST IN TERMS OF THE GREATEST NUMBERS OF CATEGORICALLY IN TERMS OF.
RIGHT NOW WHAT IS IMPORTANT ABOUT THIS SLIDE IS LARGE NUMBER OF GENZ WHO WE ARE FOCUSING ON NOW.
THOSE ARE THE ONES YOU SEE THE STRONGER NUMBERS AT THIS POINT IN TIME.
WHAT IS IMPORTANT TO NOTE IN TERMS OF ENROLLMENT IS THAT GENERATION Z IS A NEW CLASS COMING AND WE HAVE TO BE MINDFUL THIS GROUP.
RESEARCH SHOWS US IS SAVVY AND ATTUNED TO WHAT MATTERS TO THEM.
THEY ARE VERY MUCH IN TUNE TO THEIR PERSONAL BIAS.
AND ARE ASKING THE RIGHT QUESTION IS IT COMES TO HIGHER EDUCATION.
[00:05:04]
WHAT IT MEANS TO THEM.I WILL EXPLAIN THAT IS LITTLE MORE SHORTLY.
WHAT DOES MATTER TO US IS OUR FORMAL ENROLLMENT.
WE ARE STILL VERY MUCH IN A DECLINE.
VERY SIMILAR TO WHAT WE ARE EXPERIENCING NATIONALLY.
IN FRONT OF YOU ALL YOU SEE BEFORE YOU THE SEPTEMBER 15TH CENSUS DATA.
THE DATA REFLECTED BEFORE YOU IS DATA THAT IS IN PROGRESS.
UTILIZE THE CENSUS DATA BECAUSE IT GIVES US A STOPPING POINT FOR THE ENROLLMENT.
OF WHICH THAT IS ONE OF OUR REPORTING DEADLINES.
PLEASE REMEMBER WE ARE CURRENTLY ENROLLING FOR THE SECOND EIGHT WEEKS.
AND WE WILL BE DOING SO UNTIL OCTOBER 17TH.
SO THIS NUMBER CAN STILL CONTINUE TO GROW.
BEFORE YOU, YOU WILL NOTICE FOR THIS PARTICULAR YEAR THE TRANSFER NUMBERS ARE HIGH.
THE TRANSFER ED ARE LIKELY TO BE HIGH FOR A NUMBER OF REASONS.
TRUSTEE FLORES YOU SAID THIS QUESTION.
BASED ON OUR RESEARCH IT MIGHT BE HIGH BECAUSE THE COST EFFECTIVENESS INCLUDED IN HERE FOR THEM.
THERE IS THE CONVENIENCE OF LOCATION.
BE A MULTIPLE LOCATIONS AND MULTIPLE CONCERNS FROM HER STUDENTS.
THE OTHER ITEM THAT COULD BE POTENTIALLY INFLUENCING IS THE FACT THEY HAVE AN OPPORTUNITY TO BE GRANTED AND GET THE REVERSE TRANSFER.
AS MANY OF YOU KNOW THE WORK WE ARE DOING RIGHT NOW INVOLVES OUR PATHWAY SPECIALISTS WORKING DIRECTLY WITH STUDENTS.
WHO CAN DO A REVERSE TRANSFER AND GRANTED A CREDENTIAL.
THAT REQUIRES OUTREACH I WILL SPEAK TO MORE TOWARD THE END OF THE CONVERSATION.
THAT IS PREDOMINANTLY SOME OF THE REASONS WHY OUR TRANSFER ED NUMBERS MAY BE HIGH.
>> WE ARE FOR THE FIRST TIME USING A PIECE OF SOFTWARE CALLED TRANFEROLOGY, AND ALLOWS US COMING TO DALLAS COLLEGE INDICATE WHAT COURSES THEY WILL BE BRINGING IN FROM OTHER INSTITUTIONS.
AND GET AN IDEA OF WHAT WILL TRANSFER.
>> DR. BEATRIZ JOSEPH: GIVEN AS AN IDEA PRIOR TO ENROLL.
THAT IS HELPFUL FOR SUCCESSFUL ABLE TO UTILIZE AND HELP OUR STUDENTS.
EVEN BEFORE THEY HAVE AN OFFICIAL TRANSCRIPT EVALUATION.
SO THOSE TWO ITEMS NEW TECHNOLOGY THAT IS AVAILABLE FOR THE FIRST TIME.
AND THE REASONS DOCTOR PIERCE MENTIONED WE BELIEVE HAVE THE STUDENTS.
>> BEFORE YOU LIST THE DEMOGRAPHIC SUBPOPULATIONS.
IT IS IMPORTANT TO NOTE ON THE SIDE THE AVERAGE AGE OF OUR STUDENT AGE HAS DROPPED TO 23 YEARS OF AGE.
PRIOR TO THIS IN THE LAST FEW THE AVERAGE AGE WAS 25.
NEVERTHELESS IS CATEGORICALLY REPRESENTATIVE OF AN ADULT STUDENT.
BY DEFINITION AN ADULT STUDENT IS 24 AGE OR OLDER.
23 IS COMING CLOSE TO THAT BECAUSE.
WE COULD CONSIDER THAT TO BE CLOSE TO ADULT LEARNERS.
WE NEED TO BE MINDFUL OF THAT.
MORE IMPORTANTLY ALTHOUGH I CAN BARELY SEE THOSE NUMBERS.
MORE IMPORTANTLY OUR FEMALE LEARNERS ARE INCREASING.
WE NEED TO BE MINDFUL OF THE FACT THAT WE HAVE TO CONTINUE TO BE INNOVATIVE AND CREATIVE WITH OUR OUTREACH ACROSS THE BOARD.
AND IN PARTICULAR WITH OUR FEMALES.
BECAUSE THOSE NUMBERS ARE DECREASING SOMETHING WE HAVE NOT SEEN BEFORE.
WE ARE USED TO SEEING MALE NUMBERS DECREASING BY GREATER NUMBERS.
ADDITIONALLY IN THESE CATEGORIES YOU WILL DENOTE THERE'S A SECTION CALLED OTHER.
OTHER JUST IN CASE YOU'RE WONDERING IS REPRESENTATIVE OF NATIVE AMERICANS.
AND WE HAVE MULTIPLE REASONS INCLUDED IN THAT CATEGORY.
JUST IN CASE THERE IS A QUESTION AS IT RELATES - NOT EVERYBODY IS AWARE OF THOSE DESCRIPTORS.
THIS SLIDE IS A BIT BLOATED AND I WILL ATTEST TO THAT.
AND THAT IS THE BEST WAY TO PUT IT.
BUT IT IS IMPORTANT ESPECIALLY WHEN DO BOARD MEMBERS NOT USED TO SEEING THIS SLIDE.
I BELIEVE THIS SUMMER WAS THE FIRST TIME WE SHARED THE PROGRESSION LOG.
BEFORE THE DIVISION OF STUDENT SERVICES, STUDENT ACCESSIBILITY ACT.
TO MAKE SURE WE ARE KEEPING TABS WITH OUR 3% ENROLLMENT GOAL.
WE SAID THAT 3% ENROLLMENT GOAL.
BECAUSE 3% WAS UNATTAINABLE AND REALISTIC GOAL TO SET.
SO I WANT THE GROUP TO BE MINDFUL OF THE FACT THAT 3% IS DONE BASED ON REALISTIC
[00:10:01]
AND ATTAINABLE GOAL.AND ALSO BASED ON BEST PRACTICES.
ACROSS THE BOARD IF YOU LOOK AT ENROLLMENT DATA THE HIGHER EDUCATION USING MORE OFTEN THAN NOT.
THE INCREASE WILL RANK FROM ONE TO 3% IF THERE ARE INCREASES TO BE ACCOUNTED FOR.
NOW ON THIS PARTICULAR SLIDE THERE'S A BREAKDOWN BY EACH OF OUR CORE CATEGORIES.
IT SHOWS OUR FIRST TIME IN COLLEGE CONTINUING GRADE STUDENTS, TRANSFERRED IN.
THE EARLY COLLEGE AND CHARTER.
EACH ONE OF THESE AREAS IS SHOWING EACH ONE OF YOU WITH THE PROGRESSION IS TO 3%.
NOW SOME OF THE QUESTIONS MIGHT BE, WHY ARE SOME OF THESE NUMBERS THE WAY THEY ARE? FOR EXAMPLE THE EARLY COLLEGE HIGH SCHOOL BRING TO YOUR ATTENTION.
THOSE NUMBERS ARE REFLECTIVE ESPECIALLY - EARLY COLLEGE HIGH SCHOOL BECAUSE THERE'S A GREATER PUSH FOR URBAN COLLEGE HIGH SCHOOL ENROLLMENTS.
EARLY COLLEGE HIGH SCHOOL YIELD CREDENTIAL.
THAT DOES NOT MEAN THERE'S NOT A PUSH FOR DUAL CREDIT.
BUT A DIRECTION IS REALLY ENCOURAGING EARLY COLLEGE HIGH SCHOOL ENROLLMENT.
BECAUSE OF THE NATURE OF THE CREDENTIAL.
AND ALSO KEEP IN MIND EARLY COLLEGE HIGH SCHOOL HAVE INCOMING CLASSES YEAR AFTER YEAR.
SO THAT CAN ATTEST TO THE GROWTH.
ADDITIONALLY WE ARE ALSO MINDFUL OF OUR CONTINUING STUDENTS.
THAT TENDS TO BE THE AREA WHERE WE HAVE TO FOCUS ON THE MOST.
THAT SPEAKS TO RETENTION ELEMENTS AND WE AGREE TO RETAIN STUDENTS.
I WILL TALK ABOUT THAT AS WE MOVE FORWARD.
KEEP IN MIND THESE ARE THE TARGETS AS IT LEADS TO CENSUS DATA.
THIS DATA AS OF TODAY HAS MOVED TO 94.1%.
SO WE HAVE TAKEN A 2% INCREASE IN THE LAST TWO WEEKS AS ENROLLMENT CONTINUES TO MOVE FORWARD.
I ALSO WANT TO SHARE WITH YOU ALL WE ARE PROACTIVE IN UNDERSTANDING WHAT HAPPENS TO OUR STUDENTS AS THEY ENROLL.
OR THEY GET CLOSE TO ENROLLING.
AND THEY EITHER POINT OF DROPPING FROM THEIR COURSE OR THEY ARE STUDENTS WHO DO NOT RETURN TO US AFTER A SEMESTER THEY HAVE BEEN WITH US.
YOU WILL NOTE WE HAVE TWO GROUPS HERE.
THIS IS A SURVEY ADMINISTERED BY OUR DIVISION.
AND A TEXT MESSAGE EARLY SEPTEMBER.
WE WANTED TO UNDERSTAND WHY STUDENTS DID NOT RETURN.
YOU WILL NOTE FROM SPRING 2022 WHICH IS JUST THIS LAST SPRING TO RE-ENROLLING IN THE FALL.
THEY ARE REFLECTIVE OF ONE ANOTHER ALTHOUGH THEY ARE TWO DIFFERENT.
THE ACADEMIC AND FINANCIAL CONSTRAINTS.
THEY TALKED ABOUT TRANSFERRING TO ANOTHER INSTITUTION.
THEY TALKED ABOUT THEIR PRIMARY RESPONSIBILITIES AND SCHEDULING CONFLICTS WITH WORK.
SOME OF THE ISSUES WITH DROPPED COURSES BECAUSE THIS IS AN ACADEMIC SITUATION.
IS MORE TO THE CHALLENGE THEY HAD BEEN ABLE TO COMPLETE THEIR COURSE.
WHETHER IT WAS A PERSONAL MODALITY AND THEY DO NOT EXPECT CHALLENGES THERE.
OR A CHALLENGING COURSE IN AND OF ITSELF THEY WERE NO READY FOR.
CAME INTO QUESTION FOR THIS GROUP.
OF THE SURVEYS WE ADMINISTERED WE HAD THE RESPONDENTS FOR BOTH THESE SURVEYS IN TOTAL.
WERE ABOUT 600 STUDENTS THAT GAVE US RESPONSES THAT ALLOWED IT TO YIELD THESE SURVEY RESULTS AND PRESENT THEM TO YOU TODAY.
[INAUDIBLE] WE TALKED ABOUT THIS BEFORE WE CONTINUE TO SEE PROMISING TRENDS IN EACH ONE OF THESE AREAS.
THESE ARE JUST SAMPLES OF CORE AREAS THAT REPRESENT SOME OF OUR STRONGER NUMBERS.
INTERNATIONAL STUDENTS CONTINUE TO SEE GROWTH.
PERSISTENT FIRST TIME IN COLLEGE CONTINUE TO SEE GROWTH.
IN BOTH GENDER AND GRACE AREAS SEE GROWTH IN RESPECTIVE CATEGORIES THAT WE SHARE WITH YOU TODAY.
ONE OF THE QUESTIONS BROUGHT FORWARD IN TERMS OF RELATED TO PERSISTENCE.
WAS HOW DO WE RELATE TO OTHER INSTITUTIONS ACROSS THE STATE OF TEXAS? AND THAT INFORMATION I HAVE FOR YOU BECAUSE I HAVE PUT IT BEFORE BUT ARE PERSISTENCE RATES ARE ABOUT 51% ON THE AVERAGE.
THE OTHER COLLEGES WE TEND TO BENCHMARK OUR AUSTIN COLLIDEN AND TERRIN.
ALAMO AND LONE STAR ARE THOSE MORE REPRESENTATIVE OF OUR ENROLLMENT.
[00:15:01]
SO WE CAN BENCHMARK OFF OF THEM AND HAVE AN IDEA WHERE THEY ARE AT.THERE PERSISTENCE RATE, THE TWO HERE PERSISTENCE RATE RANGE FROM 44% TO 59%.
I WOULD DARE SAY WE ARE COMPARABLE TO OUR CALLINGS BOTH LOCALLY AND REGIONALLY.
IN TERMS OF THE RATE WERE PERSISTENCE FALLS.
THAT WE NEED TO DO BETTER IT IS TO INCREASE.
BUT WE ARE ALL MORE OR LESS GOING TO THE SAME CHALLENGES.
TO ADDRESS PERSISTENCE, THAT IS ABSOLUTELY THE CASE AS WELL.
JUST YOU ALL SNOWFALL 2021 ENROLLMENTS ARE THE ONLY ONES AVAILABLE FOR EACH OF THESE INSTITUTIONS.
I AM UNABLE TO SHARE WITH YOU WHAT THE FALL ENROLLMENTS ARE FOR OTHER INSTITUTIONS.
BUT THEY ARE VERY MUCH COMPARABLE TO OUR RATES.
LAST YEAR ON ONE OF OUR ALAMO COMMUNITY COLLEGE IN AUSTIN.
SHOWED DECLINES BETWEEN 6% AND 10%.
IT WILL BE INTERESTING TO SEE WHAT THOSE PERCENTAGES LOOK LIKE AT THE CONCLUSION OF THE FALL.
AND XMI HAVE A CONVERSATION WITH YOU I COULD SHARE WITH YOU WHAT THOSE RATES LOOK LIKE AND THE BENCHMARK.
MOVING RIGHT ALONG WHAT ARE WE DOING TO MEET STUDENT NEEDS? I CONTINUE THE CONVERSATION AND SHARE WITH YOU THE AFFECTED PROGRAMMING WE ARE LOOKING AT.
WE HAVE TAKEN A DIFFERENT DIRECTION.
WHAT I WANT TO SHARE WITH YOU SPEAKS TO HER SPECIAL ED CAMPAIGN.
BEFORE YOU YOU SEE FIVE DIFFERENT CAMPAIGNS WE APPROACH THIS SUMMER.
SOMETHING WE HAVE NOT DONE BEFORE.
EACH ONE OF THESE CAMPAIGNS HAS A DIFFERENT INTERVENTION.
AND CERTAINLY A DIFFERENT OUTCOME.
USING THIS IS A GRAPH ILLUSTRATING THIS I WILL GIVE YOU THE BREAKOUT BEFORE YOU THAT IS IMPORTANT FOR YOU TO KNOW.
WE HAVE FIVE SPECIFIC CAMPAIGNS.
THOSE CAMPAIGNS WERE CLOSE TO GRADUATION, CLOSE TO COMPLETION, COHORT ENROLLMENT PROGRAMMING.
COMPREHENSIVE REVIEW OF STUDENT HOLES AS WELL AS FINANCIAL AID AND PAYMENT PLAN PROGRAMMING.
EACH ONE OF THESE PARTICULAR CAMPAIGNS WE HAD NOT DONE BEFORE WITH THE GREAT INTENTIONALITY WE HAVE DONE TODAY.
THEY ARE INTENDED TO RETAIN DEPENDING ON THE LEVEL OF THE SITUATION AND STUDENT.
AND WE SAW WE YIELDED STRONG OUTCOMES.
SO OUR TEAMS. I WOULD BE REMISS.
KUDOS TO OUR TEAM FOR EXPORTING THESE OPTIONS AND TAKING A DEEP DIVE.
SPEAKING TO THE STUDENTS WHO HAD APPLIED FOR GRADUATION BUT WERE MISSING SOME LEVEL OF PREREQUISITES.
OUR SUCCESS COACHES AND PATHWAY SPECIALISTS WORK WITH THEM TO GET THE INTERVENTIONS NEEDED.
I WILL NOT READ WHAT IS ON THE SIDE.
SOME OF THOSE KEY INTERVENTIONS YIELDED AN OUTCOME.
REREGISTERED IN PURSUIT OF THEIR GRADUATION AND ABLE TO COMPLETE THEIR CREDENTIALS.
THE NEXT ONE IS CLOSE TO COMPLETION.
THOSE ARE STUDENTS WHO HAD SIX HOURS OR LESS.
WITH THE DIVIDE 2016 STUDENTS WHO HAD SIX HOURS OR LESS OF THE PATHWAY SPECIALISTS WORK CLOSELY WITH THEM.
TO DETERMINE HOW TO GET THEM TO EITHER DO A REVERSE TRANSFER.
WHERE INCENTIVIZE THE COMPLETION TO GRADUATION.
IN THIS CASE WE WERE ABLE TO GET 41% OF STUDENTS REGISTERED FOR 600 + STUDENTS.
OUR COHORT ENROLLMENT SPEAKS TO ACADEMIC PROGRAMMING.
WE WORK CLOSELY WITH OUR SUCCESS COACHES WORKED WITH ACADEMICS TO FOCUS ON, IN THIS CASE.
THIS IS AN EXAMPLE OF HOW SCIENCE IS.
A CTE THEY WORK CLOSELY WITH 12 PROGRAMS TO ENROLL 1100 STUDENTS IN PROGRAMS THAT WERE AVAILABLE.
TO PUT THEM ON A COURSE IN THE PATHWAY TO PURSUE THEIR EDUCATION.
AS WELL AS MOVE TOWARD COMPLETION.
THE LAST TWO COMPREHENSIVE REVIEW OF STUDENT HOLES.
THE COPPERHEADS OF REVIEW OF HOLDS SPEAKS TO US BEING ABLE TO TAKE A LOOK AT THOSE HOLDS WE HAD AND REVIEW THEM.
AS MANY OF YOU KNOW STUDENT HOLES CAN BE ACADEMIC THEY CAN BE STUDENT SUCCESS OR FINANCIALLY.
BUT TO TAKE A GOOD LOOK AT WHERE STUDENT HOLES ARE WHAT I COMES TO ENROLLMENT.
WHAT WE WOUND UP DOING IS TAKING A LOOK AT THOSE PARTICULAR HOLDS WE COULD REMOVE.
AN EXAMPLE OF THAT WOULD BE, FOR EXAMPLE.
ANY HOLD REPRESENTATIVE OF DCCCD, AN THOSE DCCCD WERE SPEAKING TO LOCATION BASED PROGRAMS. THE TEAMS WINNING EVERY MOVE THOSE HOLDS FOR STUDENTS WHO HAD HOLDS THAT
[00:20:05]
ARE NOT ENROLLED IN OUR COLLEGE.BUT IF REMOVING THOSE HOLDS BECAUSE THEY'RE NO LONGER APPLICABLE.
IF IN CONTACTING THOSE STUDENTS 3663 STUDENTS WERE CONTACTED.
AS IT RELATES TO THOSE HOLDS AND ENCOURAGED TO RETEACH.
WE WERE ABLE TO REMOVE A HOLD NO LONGER VALID.
THAT IS PHASE ONE THERE IS STILL MORE WORK TO DO BECAUSE HOLES CAN BE EXHAUSTIVE AND EXCESSIVE.
FINANCIAL AID AND PAYMENT PLAN PROGRAMMING.
SEE THE NUMBER OF INTERVENTIONS THAT HAVE OCCURRED THERE.
I'M HAPPY TO REPORT OUR FINANCIAL AID TEAMS HAVE DONE A WONDERFUL JOB FOCUSING ON HOW TO INCENTIVIZE STUDENTS IN TERMS OF EITHER PROTECTING THEIR FINANCIAL AID.
OR BEING ABLE TO GIVE THEM AN OPPORTUNITY TO RE-ENROLL.
BECAUSE OF FUNDING THEY DID NOT KNOW EXISTED.
FIRST, WHAT FINANCIAL AID WOUND UP DOING IS PROTECTING ALL THE STUDENTS WHO WOULD BE SUBJECT TO DROPPING.
IF WE DID NOT CREATE A PARTICULAR PROTECTION BECAUSE THEY ALREADY HAD FINANCIAL AID IN PLACE.
FOR EXAMPLE, IN THE PAST WE MIGHT HAVE HAD PRACTICES WHERE WHAT WE CALL.
NOW WHAT WE HAVE DONE IS TYPICALLY DURING THE COURSE SUMMER INTO FALL.
WE CAN SEE ANYWHERE FROM 10,000 + STUDENTS.
WHAT WE CAN DO IS GO IN AND PROTECT THOSE BALANCES BECAUSE FINANCIAL AID IS COMING THROUGH.
PRIOR TO THEM ENROLLING THOSE BALANCES ARE CLEAR.
THE SECOND THING OUR TEAM DID WAS MOVE TOWARD ANALYZING THOSE INDIVIDUALS WHO HAD 50 CREDIT HOURS OR MORE TOWARD A DEGREE.
FOR THE FALL SEMESTER AWARDED TEXAS PUBLIC EDUCATION GRANT FUNDING.
FOR THEM TO COMPLETE THEIR DEGREE.
3500 STUDENTS BENEFITED FROM TKED BECAUSE FINANCIAL AID CAME IN AND QUERIED THOSE COMPLETED A DEGREE.
LASTLY, REVENUE APPEALS APPROACH.
FOR THOSE STUDENTS, FOR THOSE WHO MAY OR MAY NOT BE FAMILIAR.
WITH THE NUMBER OF STUDENTS, 700 STUDENTS AT THE MIDPOINT AND HAVE MAXED OUT THEIR AID.
115% COMPLETION OF UTILIZING THEIR AGE.
WE HAVE EMPLOYED A NEW APPEALS PROCESS UP TO 700 STUDENTS.
464 WERE APPROVED TO RECEIVE AND ABLE TO GO IN AND COMPLETE THEIR DEGREE.
AS IT RELATES TO A NEW APPEALS PROCESS AND PROVIDED THE FLEXIBILITY FOR THEM TO COME IN.
WITH THE SUPPORT OF FINANCIAL AID UNDER THE NEW APPEALS PROCESS.
71% OF THOSE STUDENTS THEY WERE ABLE TO SUPPORT.
I HAVE TWO MORE SLIDES AND I WILL WRAP IT UP.
THIS IS A SLIDE MOST OF YOU HAVE SEEN.
THIS IS JUST TO REINFORCE WHAT I IDENTIFIED TO BE OUR BEST PRACTICES.
SOME OF THE STRATEGIES YOU HAVE ALREADY SEEN.
DOCTOR ESSIE, SOME OF THESE YOU MAY OR MAY NOT HAVE SEEMED.
THIS IS AN OVERVIEW THIS WEEK CHOSE TO KEEP A SUCCESSFUL TO US.
ESPECIALLY TEAMS HAVE BEEN HIGHLY SUCCESSFUL.
OUR SPECIALIZED CAMPAIGN WE SHARE WITH YOU SOMETHING ONCE WE CONDUCTED.
WE ALSO HAVE OTHER PERSONALIZED CAMPAIGNS.
DEPENDED ON WHERE THEY ARE IN THE ENROLLMENT WHETHER RETENTION OR COMPLETION NEEDS.
WE ALSO LOOK AT OUR COLLABORATIVE EFFORTS.
MY COLLEAGUE DOCTOR WILLIAMS DID A GREAT JOB THE LAST COURT PRESENTATION IN HIGHLIGHTING SOME OF THE WORK THAT HAPPENS THERE.
THERE IS A STRONG COLLEGIAL EFFORT THAT TAKES PLACE BETWEEN STUDENT SUCCESS AND MARKETING.
TO REACH OUT TO OUR POPULATIONS.
TRUSTEE FLOORS THERE WAS A QUESTION RELATED TO MARKET SEGMENTATION.
MARKET SEGMENTATION IS IMPORTANT AND LOOKS AT FOUR CATEGORIES.
LOOK AT THE GEOGRAPHICAL INFORMATION.
AND SOMETHING CALLED PSYCHOGRAPHICS.
IT SPEAKS TO BEING ABLE TO ATTITUDES, BELIEFS, WHAT THEY ARE THINKING.
THIS IS VERY IMPORTANT AND IMPERATIVE GEN Z.
FOR THIS IS SOMETHING MARKETING DOES WELL AND HELPS US UNDERSTAND HOW TO SITUATE OUR TARGET POPULATIONS.
TARGET POPULATIONS ARE THOSE THAT I SHARED WITH YOU TODAY.
BUT THEY CAN BE SUBPOPULATIONS BUT FOR INSTANCE STUDENT PARENTS, VENDORS, ATHLETES.
THESE ARE THE THINGS WE DO IN COLLABORATION WITH MARKETING AND COMMUNICATIONS TEAMS. SHOUT OUT TO DOCTOR WILLIAMS AND MARKETING FOR THE SUPPORT THEY HAVE GIVEN TO US.
I WANT TO BRING TO YOUR ATTENTION WE ARE WORKING DILIGENTLY FOR THE WORKFORCE
[00:25:05]
DEVELOPMENT TEAMS. AND OUR NONCREDIT EFFORTS.MOVING FORWARD WE WILL HAVE A MORE ROBUST CONVERSATION AS IT RELATES TO OUR COLLABORATIVE EFFORTS IN ACADEMICS AND WORKFORCE DEVELOPMENTS.
BEFORE YOU IS A TIMELINE THAT HIGHLIGHTS THE WORK BEING DONE AT WORKFORCE DEVELOPMENT.
AND I WANTED TO BE ABLE TO GIVE YOU A QUICK OVERVIEW OF THE RAPID RESPONSE AND THINGS HAPPENING RIGHT NOW.
SOME OF THE KEY THINGS HAPPENING IN OUR WORKFORCE DEVELOPMENT IS THEY ARE FOCUSED ON PROVIDING CLASSES THAT ARE AVAILABLE.
NOT JUST IN THE DAYTIME BUT LATE AFTERNOON AND EVENINGS.
THOSE ARE SOME OF THE THINGS WERE MINDFUL OF AS I RELATES TO ADULT LEARNERS BUT THEY ARE WORKING DILIGENTLY WITH CONTINUING ED SUCCESS COACHES.
A WORKING DILIGENTLY WITH OUR ACADEMIC TEAMS READ IN PARTICULAR ONE OF THE HIGHLIGHTS THAT CAME UP HIS WORK TAKING PLACE IN OUR SCHOOL OF BUSINESS.
HOSPITALITY INDUSTRY AND TRADE AS IT RELATES TO CUSTOMER SERVICE, MAKING SALES.
BASIC FOOD PREP, FOOD SERVICES COURSES.
AND SO THIS IS JUST A SNAPSHOT OF WHAT IS TAKING PLACE RIGHT NOW AS IT RELATES TO WORKFORCE DEVELOPMENT.
>> HAVE WE LOOKED INTO THE PERSISTENCE RATE OF STUDENTS IN THE DIFFERENT WORKFORCE DEVELOPMENT PROGRAMS TO DETERMINE IF THEY ARE WORKING? DO WE NEED TO TWEAK THEM TO SUCCESSFULLY TRANSITION THEM TO COMPLETION?
>> DR. MARISSA PIERCE: THAT IS A GREAT QUESTION.
WE ARE IN THE PROCESS BUT AGAIN NOT LOOKING AT PERSISTENCE RATES FOR THESE PROGRAMS. THAT DOES NOT MEAN WE WILL NOT BEGIN LOOKING AT PERSISTENCE RATES BEGIN GATHERING THAT DATA.
IN THE NOT-TOO-DISTANT FUTURE WE WILL HAVE SOME OF THOSE RATES AVAILABLE TO YOU.
AND A MORE ROBUST CONVERSATION AS IT RELATES TO OUR COLLABORATIVE EFFORTS.
ON WHAT IS WORKING AND WHAT IS NOT QUICK THERE IS A CONTINUING CONCERN THAT I HAVE DISCUSSED WITH THE CHANCELLOR.
ESPECIALLY WHEN WORKING WITH STUDENTS EITHER HISPANIC.
THAT WE HAVE SUFFICIENT STAFF.
THEY KNOW HOW TO WORK WITH THOSE POPULATIONS.
BECAUSE A LOT OF TIMES THESE WORKFORCE POPULATIONS COME WITH ADDITIONAL ISSUES.
SO WE HAVE TO HAVE SUFFICIENT STAFF THAT KNOW HOW TO WORK THESE POPULATIONS.
I DO NOT KNOW IF THAT IS THE CASE RIGHT NOW.
>> WILL CONTINUE TO TACKLE THAT AND MAKE SURE TO SERVE THOSE WE NEED TO SERVE.
AND I WILL GO BACK TO THAT RAPID RESPONSE SLIDE.
THE ADULT WORKING AGE POPULATION.
WHAT WE ARE TRYING TO FOCUS ON.
SO THE AFTERNOON EVENING COURSES.
AS WE BEGIN TO TALK ABOUT WEEKEND COURSES WE WANT TO MAKE SURE WE HAVE THE RIGHT PEOPLE ENGAGING INTERACTIVELY.
>> FROM A GROUP MIND STANDPOINT WE CREATE POSITIONS.
THAT ARE SIMILAR TO THE PATHWAYS SPECIALIST.
WE DO HAVE ABOUT FOUR COACHES NOW.
THE PROBLEM WE ARE STRUGGLING WITH IS WE ARE GOING THROUGH EXHAUSTIVE SEARCHES.
YOU ARE CORRECT, THEY HAVE TO HAVE A CERTAIN TALENT I THESE POPULATIONS.
AND JUST YESTERDAY WE OFFERED SOME INDIVIDUALS POSITIONS AND SOME CELERY.
AND THEY SAID WE WANT MORE MONEY.
OF COURSE WE ARE FINDING THIS.
WE ONLY HAVE SO MUCH CAPACITY TO OFFER.
AND SOME OF THEM ARE ASKING TEN, 15,000 ABOVE WHICH WE ARE ABLE TO PAY.
SO WE ARE CONSTANTLY HAVING TO GO BACK TO THE DRAWING BOARD.
BUT THE FACT WE ARE WORKING WITH THEM TO IDENTIFY MILESTONES THEY ACHIEVE.
WE ARE TRACKING THEIR COMPLETION, AND THE COMPLETE LEARNING PROGRAMS. WE ARE FOLLOWING UP WITH THEM USING AN APP WE HAVE TO STAY CONNECTED WITH THEM WHEN THEY REACH A JOB OPPORTUNITY.
WE ARE UPDATING WITH THE WORKFORCE INITIATIVE.
>> I JUST WANT TO SAY WHEN YOU LOOK AT RECRUITMENT.
AND YOU LOOK AT ENROLLMENT AND ALL OF THAT.
I THINK THESE LAST TWO CHARTS ARE PROBABLY - THE NEXT TO LAST.
WHEN YOU LOOK AT WORKFORCE DEVELOPMENT.
IT IS THE THIRD THAT YOU DON'T KNOW.
[00:30:03]
THE STUDENTS DON'T ENROLL WITH US BECAUSE THEY DON'T UNDERSTAND WHAT WE CAN DO FOR THEM.THEY CAN CONVEY CLEARLY THROUGH OUR MARKETING.
ABOUT WHY YOU COME TO DALLAS COLLEGE.
THAT WILL INCREASE OUR ENROLLMENT FOR MORE THAN GO TO COLLEGE.
THE RIGHT THING TO DO, YOU WILL MAKE MORE MONEY.
YOU WILL HAVE TO HAVE MORE IN OUR MARKETING.
TO TALK ABOUT NEW OPPORTUNITIES.
THINGS THEY DO NOT HERE AT HOME.
BECAUSE MOST OF OUR PEOPLE WE HAVE COMING INTO OUR CLASSES ARE NOT GETTING THAT GUIDANCE AT HOME.
WHATEVER GUIDANCE THEY WILL GET WILL BE A MARKETING MESSAGE.
SO THE WORKFORCE DEVELOPMENT IS WE STAY TUNED TO WHAT THE EMPLOYER WANTS TO HIRE.
AND WE INTERPRET THAT INTO WE ARE THE INTERMEDIARY.
TO DELIVER YOU FROM HERE IS WHAT YOU WANT AND HERE IS WHERE YOU ARE.
AND TO ME THAT IS WHERE OUR MARKETING MESSAGE HAS TO B FROM.
>> DR. MARISSA PIERCE: GLORIA PROBABLY HAS SOME DETAILS ON THE WORK THEY ARE DOING.
WEST DALLAS, PLEASANT GROVE, DO YOU WANT TO SHARE THAT?
>> DR. BEATRIZ JOSEPH: WE ARE ATTEMPTING TO DO THAT BY CREATING INFORMATION SESSIONS.
HOLDING OPEN HOUSES IN THE COMMUNITY.
WE ARE GOING TO BE AT WEST CAMPUS TONIGHT ON OCTOBER 17TH.
WE WILL BE AT THE PLEASANT GROVE CAMPUS.
WHERE WE ARE STRATEGICALLY WORKING WITH OUR COMMUNITY PARTNERS.
BECAUSE WE KNOW THEY MUST BUILD RAPPORT WITH THE POPULATION TO CONNECT WITH.
AND WE ARE USING THEM TO GET THE MESSAGE OUT.
ABOUT WORKING WITH THE MARKETING TEAM HERE.
WITH MARKETING MATERIALS FOR THESE POPULATIONS.
THE DON'T JUST FOCUS ON ENROLLING COLLEGE.
IT IS FOCUSING ON ENROLL IN CAREERS.
IN MANY CASES WE ARE CREATING AND LEARN MODELS.
SO STUDENTS WHO HAVE BEEN ENROLLED KNOW THAT A COUPLE WEEKS INTO THE EXPERIENCE.
WE ARE WORKING WITH EMPLOYER PARTNERS TO CONNECT THEM WITH EMPLOYMENT.
AS THEY CONTINUED THEIR STUDIES.
WE ALSO ARE GOING TO BE AT THE DEER VALLEY CAMPUS THIS MONTH.
AND MEET WITH A GROUP OF EMPLOYERS.
THAT WE ARE PITCHING TO THEM THIS EARN AND LEARN MODEL.
IT HAS A PARTNER WITH US AND HELP SUSTAIN.
>> IT ALSO SEEMS LIKE TO ME WHEN WE TALK ABOUT A COACH.
A COACH IS A GREAT OPPORTUNITY ONCE A DECISION IS MADE.
I WOULD LIKE TO SEE A PROGRAM WHERE WE WOULD SEE.
YOUNG PEOPLE WHO CAN TALK THE LANGUAGE.
BUT CAN'T UNDERSTAND WHERE THE PERSON IS IN LIFE.
I WILL BE OUT OF HIGH SCHOOL IN THREE MONTHS OR WHATEVER AND I DON'T KNOW WHAT I WILL DO.
BUT HAVE ONE OF OUR EMPLOYEES WHO IS LIVING ON THAT CAMPUS.
IS A CONSTANT MARKETING ENCOURAGER TO THOSE STUDENTS.
I THINK THAT WOULD BE PRODUCTIVE.
I JUST THINK THAT WOULD BE A GREAT RESOURCE TO SPEND.
I MEAN, YOU LOOK AT ALL THE OTHER INDUSTRIES.
IF IN THE MINISTRY THEY SENT MISSIONARIES OUT, RIGHT? WHY DON'T WE SEND MISSIONARIES.
WHAT WE PLACE PEOPLE IN THOSE POOLS OF STUDENTS WERE FRUSTRATED.
DO NOT KNOW WHAT TO DO IN LIFE.
MAYBE GRADUATING FROM HIGH SCHOOL.
NAVY WITH THE LAST 2-THREE MONTHS OF HIGH SCHOOL BECAUSE THEY DO NOT SEE ANY HOPE.
I WOULD LIKE TO SEE US IMPLANT SEEDS INTO POOLS OF STUDENTS TO GET THEM THAT
NIETZSCHE ON LIFE >> DR. MARISSA PIERCE: THANK YOU FOR THAT.
ONE OF THE THINGS WE ARE DOING WE JUST POSTED LAST WEEK.
WE ARE LOOKING FOR THAT TYPE OF INDIVIDUALS.
FUNDING THOSE POSITIONS THROUGH WI OH A YOUTH GRANT FUNDS.
THEY HAVE TO BE IN SCHOOL SIX MONTHS.
BUT WE HOPE WE CAN IDENTIFY INDIVIDUALS THAT POPULATION CAN IDENTIFY WITH.
AND USE THEM THAT THEY WILL BE MORE LIKELY TO TAKE A CHANCE ON.
GARCIA, MD: YOU DO NOT NEED TO ANSWER THIS TIME BUT I WANT TO MEET WITH YOU AGAIN
[00:35:07]
AND GO THROUGH SOME OF THESE THINGS.THE GROUP OF NONRETURN IS THE GROUP TWO TRUCK COURSES.
ONE OF THE REASONS I RAN FOR THIS OFFICE IN THE DEPARTMENT OF EDUCATION SINCE WE HAVE A 61% WITHDRAWAL RATE.
THE ACADEMIC PROBATION SUSPENSION.
I WONDER HOW THAT IS RELATED TO THE PERSON'S ABILITY IN LANGUAGE? UNDER GROUP TWO OF DROPPED COURSES AGAIN ACADEMIC.
WHAT WAS A PROBLEM WITH THAT YOUNG PERSON THEY COULD NOT COMPLETE THE COURSE? SPECIFICALLY WHEN THEY SAID THE PEOPLE LOOKING THE MOST FORGIVING THE STUDENT LOANS ARE PEOPLE WHO DROPPED OUT.
THEY DID NOT GET THEIR DEGREE.
AND I WOULD LIKE TO SEE THE NUMBERS ON THIS.
GET CRITICIZED THE SEE WHAT WE CAN DO TO WORK ON THIS.
I KNOW WE CAN GET MORE STUDENTS IN.
ONCE WE GET THEM AND I WOULD LIKE TO KEEP THEM.
>> I AM NOT SURE ABOUT THAT 61% PART.
AND TO YOUR POINT ON HELPING STUDENTS BE SUCCESSFUL WHILE THEY ARE HERE.
I DO THINK THAT SLIDE AND PERSISTENCE SHOWS SOME BRIGHT SPOTS.
SOME AREAS WHERE WE CAN FOCUS AND IMPROVE.
AS I MENTIONED IN MY COMMENTS AT THE LAST BOARD MEETING.
AROUND THE COMMUNITY COLLEGE FINANCE COMMISSION.
AND WHAT ITS RECOMMENDATIONS MAY BE TO THE LEGISLATURE.
TO FUND COMMUNITY COLLEGE CLASSES AND ENROLLMENT FORMULA AND MORE OF AN OUTCOME FORMULA.
IT IS CERTAINLY GOING TO BE IMPORTANT THAT WE ARE WORKING ACROSS THE BOARD.
TO ENSURE OUR STUDENTS ARE SUCCESSFUL DURING THE TIME THEY ARE WITH US.
BECAUSE THERE WILL BE FINANCIAL INCENTIVES AND REALITIES TO DOING THIS AS WELL.
AND I THINK I SAID THIS WHEN DOCTOR WILLIAMS PRESENTED LAST MONTH.
YOU KNOW, WE CAN ALWAYS DO A LOT OF MARKETING.
THERE'S ALWAYS A NEW CROP OF STUDENTS TO BRING IN.
BUT I THINK WE GO IT TO OUR CURRENT STUDENTS TO SHOW WE ARE DOING EVERYTHING WE CAN PAID AND THE OTHER THING I THINK THE INVESTMENT THIS BOARD HAS MADE IT TO THE STUDENT SERVICES SIDE TO HELP SUPPORT THE WRAPAROUND.
THE WHOLE EXPERIENCE THE STUDENTS MAY HAVE HAS CREATED TO SOME OF THOSE POSITIVE.
>> I KNOW WE HAVE SOME POINTS BUT WITHOUT THE BOARD'S JOB WAS TO CORRECT WHAT IS NOT ALREADY WORKING.
HAVE WE SEEN AN INCREASE IN ENROLLMENT OF STUDENTS WHO ARE CURRENTLY ENROLLED? OR NOT?
>> THAT IS A GOOD QUESTION I CANNOT GIVE YOU AN EXACT NUMBER.
AN INCREASE IN THE NUMBER OF INDIVIDUALS WHO HAVE TAKEN ADVANTAGE.
WE ARE SCHEDULED TO START BACK UP IN THE SPRING.
AND RESTART THE COHORT AT THE BEGINNING OF FALL SEMESTER.
THE TARGET FEDERAL PRISON TO BEGIN IN SPRING >> WE ARE PARTNERING.
WE ARE DOING CONTINUING EDUCATION AND OFFERING WORKFORCE TRAINING.
>> DOCTOR PIERCE AND JOSEPH THANK YOU.
YOU HAVE A LARGE GAP IN THOSE SYSTEMS PERCENTAGES >> YES, MA'AM >> I WOULD LIKE TO SEE THE PERSISTENCE PERCENTAGES ACROSS ALL THESE GROUPS.
JUST LOOKING AT THESE NUMBERS.
[00:40:03]
IT TELLS ME THAT SOMETHING HAS HAPPENED WITH ONE GROUP.THAT MAY NOT BE HAPPENING WITH THE OTHER GROUP.
YOU SEE WHAT I AM TALKING ABOUT?
>> SO THE RATES OF GROWTH ARE FAIRLY SIMILAR.
BUT I WOULD LIKE AN ANSWER TO THAT QUESTION.
WHAT ACCOUNTS FOR THAT DIFFERENCE AND WHY? BECAUSE THAT IS A PRETTY BIG GAP.
>> TRUSTEE COMPTON I THINK THAT ANSWER REQUIRES US TO GO BACK AND LOOK AT OTHER DATA.
SO I CAN GIVE YOU A MORE COMPREHENSIVE ANSWER.
AND NOT LIKE TO GIVE AN ANSWER WITHOUT HAVING TAKEN A LOOK AT WHAT WE HAVE DONE.
WITH SOME OF THE FACTORS MIGHT BE AS IT RELATES TO THAT.
THERE ARE A NUMBER OF FACTORS LIKE TO LOOK AT AND FOLLOW-UP AS SOON AS I CAN AS IT RELATES TO YOUR QUESTION.
>> CHAIR MONICA LIRA BRAVO: BUT I WOULD REALLY LIKE AN ANSWER TO THAT QUESTION >> SURE.
>> CHARLETTA ROGERS COMPTON: ACROSS THE BOARD AND THAT IS WHAT I WANT TO SEE THOSE PERSISTENCE RATES ACROSS ALL GROUPS.
BECAUSE WHAT WE ARE DOING FOR ONE WE SHOULD BE DOING FOR EVERYONE.
AND UNLESS SOMETHING VERY UNUSUAL HAPPENS, WHATEVER.
THEN SOMETHING IS WRONG >> DR. MARISSA PIERCE ABSOLUTELY TRUSTEE COMPTON I JUST WANT TO WAIT AND THIS IS PART OF OUR WORK.
AND IT IS EQUITY, DIVERSITY AND JUSTICE INITIATIVES.
I JUST WANT TO SAY THESE NUMBERS ARE LINING WITH NATIONAL TRANSFER AFRICAN-AMERICAN PERSISTENCE.
ON THE PERSISTENCE OF LATINO STUDENTS ACROSS THIS NATION.
WHAT WE ARE TRYING TO DRILL DOWN AND FIGURE OUT IS WHETHER UNIQUE AND INDIVIDUALIZED SUPPORT THAT OUR STUDENTS ARE IN ITALICS ARE REQUIRED TO BE MORE SUCCESSFUL AND ON PAR AND A LINE ACROSS THE COLLEGE GREAT SO THAT IS WHERE WE ARE ENGAGED IN.
WHILE WE CANNOT SPEAK OF THIS SPECIFIC DROPLET IS A NATIONWIDE TREND WE ARE CONCERNED ABOUT IN HIGHER EDUCATION.
IN THESE NUMBERS ARE LINE WITH WHAT WE ARE SEEING ACROSS THE BOARD >> ONE THING THAT HAPPENED, A LOT OF PEOPLE DO NOT REALIZE.
A LOT OF AFRICAN-AMERICAN PARENTS PULL THEIR KIDS OUT OF ISD BECAUSE THEY FELT THE FOCUS SHIFTED TO BE COMPLETELY HISPANIC FOCUSED.
AND THOSE KIDS NOT GETTING THE TIME AND ATTENTION THAT THEY REALLY NEED.
>> THAT IS ONE OF THE REASONS WHY A LOT OF THESE CHARTER SCHOOLS HAVE DONE SO WELL.
BECAUSE A LOT OF PEOPLE PUT THEIR KIDS OUT OF ISD AND PUT THEM IN CHARTER SCHOOLS.
PEOPLE DO NOT TALK ABOUT IT BUT THAT IS WHAT HAPPENS.
AND THAT IS THE REASON WHY IT HAPPENS.
I DO NOT KNOW A LOT ABOUT IT BECAUSE I PAY ATTENTION AND DIFFERENT THINGS THAT HAPPENED IN THE COMMUNITY.
BUT BECAUSE OF WHO WE ARE, HOW WE ARE FUNDED AND WHAT WE ARE SUPPOSED TO DO.
I WILL SAY IT AGAIN, WHAT WE ARE DOING FOR ONE GROUP WE SHOULD BE DOING FOR EVERYBODY.
AND IF WE AREN'T THAT I FEEL LIKE THE END RESULT WILL BE WE WILL START LOSING AFRICAN-AMERICAN STUDENTS.
TO RECEIVE TIME, ATTENTION AND EDUCATION.
WHEN THEY REALIZE THEY DESERVE AND ENTITLED TO.
>> I THOUGHT THAT IS WHAT WE DID ANYWAY.
TO TAYLOR THE APPROACHES TO STUDENTS BASED ON THEIR NEEDS.
BECAUSE AFRICAN-AMERICAN STUDENTS HAVE DIFFERENT NEEDS BUT HISPANIC STUDENTS HAVE DIFFERENT NEEDS.
I DID NOT THINK IN EVERY ASPECT WE DID ONE-SIZE-FITS-ALL.
>> WILL PROVIDE INDIVIDUALIZED SUPPORTS.
BECAUSE THIS IS TRENDING WE ARE TRYING TO INVESTIGATE AND FIGURE OUT WHAT IS
[00:45:03]
DIFFERENT.WHAT ENTERED THE SYSTEM THAT IS CAUSING THIS RESULT.
AND AGAIN IT IS NOT JUST HERE IS A NATIONWIDE TREND.
WHICH COULD SUGGEST SOMETHING POST-PANDEMIC.
I DON'T WANT TO GO COMPLETELY CEREBRAL WE COUL GO DOWN A RABBIT HOLE.
BUT WE ARE LOOKING AT THIS NATIONALLY.
BUT ALSO LOCALLY WORKING HERE TO SAY RIGHT NOW TALKING ABOUT AFRICAN AMERICANS.
IS IT MORE THAN YOUR PERSISTING? FINISHING? AND THEN DRILL DOWN AFTER THAT ARE THEY MOTHERS OR SINGLE PARENTS? TAKING INTO THE DEMOGRAPHICS TO DETERMINE WHAT SUPPORTS THAT WE ARE NOT ALREADY PROVIDING.
I WILL INVOKE THE CHAIR, WE ARE DONE.
WE HAVE 15 MINUTES TO DO TWO MORE PRESENTATIONS.
DOCTOR DI PAOLO AND DOCTOR FLOYD >> TERRY DI PAOLO: WOULD YOU ARE READY TO HERE
[4.2. New Comprehensive Evaluation of Full-Time Faculty]
IS ABOUT THE WORK THAT HAS GONE ON WITH DOCTOR FLOYD STEAM, WITH SOME OF OUR FACULTY REPRESENTATIVES.TO HELP DEVELO A NEW FACULTY EVALUATION.
WE ARE BUILDING NEW EVALUATIONS FOR OUR GROUPS.
AND THIS TEAM HAS ENGAGED IN SOME OF THAT WORK.
AND WE ARE A LITTLE BIT AHEAD OF OTHER EMPLOYEE GROUPS IN TERMS OF THOSE COMPETENCIES.
AND WHAT THE NEW EVALUATION CAN LOOK LIKE.
>> DR. BEATRIZ JOSEPH: GOOD AFTERNOON TRUSTEES WERE HAPPY TO BE HERE.
WE ARE EXCITED TO SHOW THIS NEW COMPREHENSIVE EVALUATION FOR FULL-TIME FACULTY.
IT SEEMS LIKE A SIMPLE PRESENTATION.
THERE ARE ONLY 14 BUT IT IS REPRESENTATIVE OF A LOT OF HARD WORK WE'VE BEEN ENGAGING IN SINCE 2021.
ONE OF THE MOST IMPORTANT THINGS WE WANTED TO PLAY OUT AT THE OUTSET OF THIS PRESENTATION IS THE FACT THERE ARE TWO SEPARATE PARTS TO THE PRESENTATION.
WE'LL TALK ABOUT THE ANNUAL PERFORMANCE EVALUATION AND THEN THE CONTRACT RECOMMENDATION.
THE ANNUAL PERFORMANCE EVALUATION IS VERY IMPORTANT THAT NOW OUR FACULTY WILL BE EVALUATED ANNUALLY.
WE IS SEVEN EVALUATION OF FACULTY THAT WAS EITHER FORMAL OR INFORMAL.
WHERE ALL OF OUR OTHER EMPLOYEES WENT THROUGH AN EVALUATION PROCESS EVERY YEAR.
SO NOW THIS IS PUTTING OUR FACULTY WERE ALIGNED WITH THE OTHER EMPLOYEES AT DALLAS COLLEGE.
THE PERFORMANCE WILL BE ANNUAL.
THE CONTRACT RECOMMENDATION IS A SEPARATE ACTIVITY THAT WILL BE TRIGGERED BY THE END OF THE CURRENT CONTRACT PERIOD FOR FACULTY.
IN OUR PRIOR SYSTEM WENT UNDER THE RULING CONTRACT WE WOULD GET THE CONTRACT RECOMMENDATION AT THE END OF EVERY YEAR.
NOW WE ARE GOING TO WAIT FOR A CONTRACT THAT EXPIRES BEFORE WE RECOMMEND OFFERING ANY CONTRACT.
SO, IN PARTNERING WITH FACULTY ON THIS DESIGN.
PART OF THIS WORK WE ARE SAD ABOUT IS OUR FACULTY ARE ABLE TO ENGAGE WITH THE WAY THE FACULTY EVACUATION OF WORKGROUP.
AND THE CORE COMPETENCIES OF THEIR JOB.
THROUGHOUT THIS PROCESS THAT FACULTY WORKGROUP MET IN REVIEWING THEIR JOB DESCRIPTION.
THERE WAS REPRESENTATION FROM ACROSS OUR SEVEN SCHOOLS.
THREE OF THE FACULTY MEMBERS HELP COMPLETE THE GROUP.
THIS IS THE PRODUCT OF THAT WORK.
WHEN YOU SEE THE COMPETENCIES DEVELOPED THE FACULTY MEMBERS GOT TO WORK THROUGH THE PROCESS AND PRESENT TO US 22 COMPETENCIES.
IN FIVE DIFFERENT CATEGORIES OF THEY WILL BE EVALUATED ON ANNUALLY.
ON THE CONTRACT RECOMMENDATION SIDE.
THERE WAS A PRODUCT OF THE DEVELOPMENT OF THE ADMINISTRATORS AND ACADEMIC
[00:50:02]
SIDE.COMING UP FOR WHAT WE FELT WAS CRITERIA OR 0, ONE, AND TWO-YEAR CONTRACT RECOMMENDATION.
WE ARE HAPPY TO PRESENT THE WORK TO HER FACULTY COUNCIL.
AND FOR THEM TO KNOW WHAT IT WAS WE WERE THINKING ABOUT.
IN TERMS OF WHEN IT CAME TIME TO RECOMMEND A CONTRACT FOR FACULTY MEMBER.
WHAT MIGHT LOOK LIKE WHAT THAT PROCESS COULD BE.
WE ENGAGED IN THAT COMMUNICATION WITH THE COUNCIL IN LATE SPRING AND ACROSS THE SUMMER AS WELL.
THERE HAS BEEN ROBUST ENGAGEMENT WITH FACULTY.
I DO NOT WANT TO SIT HERE AND SAY WITH AN ENDORSEMENT OF AGREEMENT ACROSS THE BOARD.
IT IS A NEW PROCESS IT IS WAY TOO EARLY IN THE PROCESS.
BUT I AM GLAD FOR THE COLLABORATIVE WORK AND THE SUPPORT.
AND THE CONSISTENT FEEDBACK WE BEEN ABLE TO RECEIVE THROUGHOUT THIS PROCESS.
>> WE WILL NEVER HAVE 100% BUY IN ON EVERYTHING WE DO >> THE PERFORMANCE EVALUATION IN AND OF ITSELF.
>> TERRY DI PAOLO: THIS IS BEEN CARRIED OUT FROM THE OTHER EMPLOYEES AT DALLAS COLLEGE.
NOW A COMPETENCY EVALUATION FOR OUR FACULTY.
BASED ON THEIR JOB DESCRIPTION AS WRITTEN FROM THE 2019 JOB DESCRIPTION WHICH IS THE LAST REVISION.
IF I COMPARE THE OLD APPROACH TO THE NEW APPROACH YOU MAY SAY WHAT IS DIFFERENT? WE USED TO HAVE AN INFORMAL YEAR FOR FACULTY AND A FORMAL HERE FOR EVALUATION.
NOW ALL EMPLOYEES WILL BE EVALUATED ANNUALLY.
THIS IS SOMETHING THAT ALIGNS OUR EMPLOYEE GROUPS AS WE MOVE FORWARD AT DALLAS COLLEGE.
THIS IS SOMETHING VERY IMPORTANT WHERE HAPPY TO ACHIEVE THAT GOAL.
IN TERMS OF THE EVALUATION AND FOCUS IT WAS PREVIOUSLY FOR FUTURE GOAL PLANS SOMEWHAT ASPIRATIONAL.
FACULTY TALKED ABOUT RESPONSIBILITY.
NOW THIS IS FOCUSED ON THE COMPETENCY OF THEIR JOBS AS OUTLINED IN THEIR JOB DESCRIPTION.
WHICH ALIGNS IT VERY MUCH WITH THE OTHER EMPLOYEE GROUPS ACROSS THE COLLEGE.
FEATURES AND COMPONENTS PREVIOUSLY FEEDBACK.
THERE WAS A CLASSROOM EVALUATION.
THERE MIGHT'VE BEEN SOME AD HOC MEETINGS BUT THEN ONE FINAL MEETING WITH A FACULTY MEMBER.
WITHIN THE PROCESS WITH TICKET IS MUCH MORE ROBUST.
WE REQUESTED THERE'S AN EVALUATION OF THESE TO FACE AND ONLINE INSTRUCTION.
THE FACULTY MEMBER IS ENGAGED WITH AVERAGE STUDENT FEEDBACK IS STILL PART OF THE PROCESS THROUGH THAT STUDENT SURVEY OF INSTRUCTION.
THERE ARE THREE REQUIRED MEETINGS BETWEEN THE CHAIR AND FACULTY MEMBER.
BECAUSE PART OF THIS IS BUILDING RELATIONSHIP.
AS WE CONTINUE TO MOVE OVER THROUGH CONSOLIDATION AND ENSURE WE ARE HAVING ROBUST ENGAGEMENT AT THE SCHOOL LEVEL.
WITH THE SUPERVISORS AND THEIR EMPLOYEES.
THIS IS A WAY TO ENSURE WE ARE HAVING NECESSARY TO SWITCH BETWEEN THE FACULTY MEMBER AND THEIR CHAIR.
FINALLY THE FACULTY ARE ON THREE YEAR CONTRACT WITH THE COUNTY CAME UP EVERY YEAR.
PEOPLE CHECKBOXES AND CONTRACTS WERE AWARDED.
NOW THERE IS AN INTEGRAL RELATIONSHIP BECAUSE A CONTRACT WILL OFFICIALLY END.
A REVIEW OF WHAT THE FACULTY MEMBER HAS DONE UNDER THEIR CONTRACTUAL.
IF THEY ARE ENDING LIKE MANY ARE BEING FLOWN DOWN FROM A THREE YEAR.
WE WILL LOOK ACROSS THE BODY OF WORK THROUGH THIS EVALUATION SYSTEM TO DETERMINE THEIR CONTRACT RECOMMENDATION.
>> THE STUDENTS AND SURVEY THAT YOU SAY THEY HAVE ALWAYS DONE.
THAT WE HAVE ALWAYS DONE VISITING NEW REQUIREMENT?
>> TERRY DI PAOLO: YES QUICK THEY WERE NEVER TAKEN INTO ACCOUNT THAT THE EVALUATION IS THAT CORRECT? WAS I WOULD NOT SAY NEVER TAKEN INTO ACCOUNT BUT IT WAS DISPARATE.
SOME PEOPLE MORE ENGAGED WITH HER FACULTY MIGHT HAVE A MORE ROBUST CONVERSATION.
SO WE CANNOT SAY BUT NOW WE ARE MAKING A PART OF THE PROCESS.
AND TOUCH POINTS >> A MORE CONSISTENT USE OF THE RESULTS.
IN SURVEYS BY THE STUDENTS IN TERMS OF FACULTY EVALUATION?
>> TERRY DI PAOLO: YES >> GOOD >> TERRY DI PAOLO: I THINK BY FORMALIZING TOUCH POINTS IT IS HELPING.
THE FEEDBACK WE GOT FROM FACULTY.
WE WERE VERY INTENTIONAL ABOUT NOT WANTING TO BE DOGMATIC AND MANDATING SO MANY MEETINGS.
BUT WE FELT THE NEED TO PUT SOMETHING PRESCRIPTIVE.
BECAUSE WE IN OUR CONVERSATION WITH FACULTY FOUND I AM TIRED OF MY CONVERSATION WITH MY SUPERVISOR BEING ALWAYS CONVERSATION.
WERE TEN MINUTES AFTER THEY COME IN MY CLASSROOM.
THEY WERE DESCRIBING EXPERIENCES THAT WERE NOT REMINISCENT OF ALL WE WANT
[00:55:01]
TO CREATE IN TERMS OF HOW WE WANTED EMPLOYEES TO ENGAGE WITH ONE ANOTHER.AND ESPECIALLY A SUPERVISOR IN WHICH THEY HAVE DIRECT REPORTS.
COMPONENTS OF THE FACULTY EVALUATION.
THERE WILL BE AN ASSESSMENT OF THE COMPETENCY.
THERE WILL BE THE TEACHING EVALUATION IN ANOTHER ITSELF.
THOSE PERIODIC CHICKENS WE TALKED ABOUT WHERE THERE ARE THREE THAT ARE REQUIRED.
THAT DOES NOT PERMIT AN INDIVIDUAL TO DO MORE IF THEY WANT TO.
THE STUDENT SURVEY OF SATISFACTION.
THE CONTRIBUTION TO THE COLLEGE AND PROFESSIONAL DEVELOPMENT AND GROWTH >> AND CONTRIBUTION TO THE COLLEGES IN THE CONTRACT ALREADY, IS THAT CORRECT?
>> TERRY DI PAOLO: YES >> TERRY DI PAOLO: IT IS IN THE JOB DESCRIPTION.
THE JOB DESCRIPTION HAS TEACHING AND LEARNING CATCHPHRASE, INSTITUTIONAL SERVICE CATEGORY.
AND PROFESSIONAL DEVELOPMENT CATEGORY.
AND THE INSTITUTIONAL SERVICE.
>> CAN YOU TELL ME WHAT THE CONTRIBUTIONS ARE?
>> TERRY DI PAOLO: WE CAN SKIP TO THE FACULTY COMPETENCIES IT MAY DESCRIBE SOME DESCRIPTIONS.
BUT THERE IS NO EXHAUSTIVE LIST.
WE GO BACK AND FORTH WITH THIS BECAUSE FACULTY ARE DYNAMIC.
AND CAN BE ENGAGED IN A NUMBER OF ACTIVITIES.
WE DO NOT WANT A LID THAT IS PRESCRIPTIVE IF IT IS NOT ON THE LIST IT DOES NOT COUNT.
BECAUSE WE ARE WORKING THROUGH OUR TRAINING OF THE INDIVIDUALS PERFORMING THE EVALUATION.
BUT IF YOU LOOK AT INSTITUTIONAL SERVICE.
>> I AM WONDERING IN TERMS OF INSTITUTIONS.
AND THE REASON I NOT CLEAR, I AM WITH YOU FOR THE REST OF THE AFTERNOON I THE VICE PRESIDENT OF PROVOST BUT DESIGNED ADMINISTRATOR.
I WAS DOING FACULTY EVALUATION WORK.
WE HAD 18 FACULTY INVOLVED IN OUR GROUP AND ADMINISTRATORS AS WELL.
AND WHAT WE DID WAS WALK THROUGH THE FACULTY JOB DESCRIPTION.
EVALUATION FOR ALL EMPLOYEES OF THE COLLEGE BASED ON JOB DESCRIPTION.
IN THIS ALIGNMENT WORK WITH THE JOB DESCRIPTION.
30 COMPETENCIES ARE WHAT IS EXPECTED.
SO WHAT WE DID IS WE HAD THE CHIEF HUMAN RESOURCE OFFICER.
THEY HAD BEEN THINKING ABOUT EVALUATION ACROSS THE COLLEGE.
FROM FACULTY AND ALSO THE HR DEPARTMENT AS WELL.
IF AGREES FOR STUDENT ENGAGEMENT, TEACHING AND LEARNING, ADMINISTRATIVE AND OPERATIONAL RESPONSIBILITIES.
INSTITUTIONAL SERVICE OF PROFESSIONAL DEVELOPMENT.
VERY SIMPLY THE TOP THREE CATEGORIES STUDENT ENGAGEMENT, TEACHING AND 30, ADMINISTRATIVE RESPONSIBILITIES YOU CAN WALK BACK TO TEACHING AND LEARNING SECTION OF THE JOB DESCRIPTION.
INSTITUTIONAL SERVICE YOU CAN GO BACK TO INSTITUTIONAL SERVICE SECTION OF THE JOB DESCRIPTION AND PROFESSIONAL DEVELOPMENT.
HE WALKED BACK TO PROFESSIONAL DEVELOPMENT AND JOB DESCRIPTION.
AND ESSENTIALLY WHAT THE TEAM DID.
THE FACULTY LEARNING WORKGROUP WOULD LOOK ACROSS THE JOB DESCRIPTION AND SELECT WHICH OF THESE STATEMENTS UNDER THE JOB DESCRIPTION SHOULD WE MOVE THE FINAL CONVERSATION.
WHEN IT COMES TO INSTITUTIONAL SERVICE WHAT YOU SEE THERE IS PARTICIPATE IN REQUIRED PROGRAM VIEWS AND ACHIEVEMENT OF DEPARTMENT ANGLES.
THERE ARE THESE CONTRIBUTIONS THAT THE EXPECTED TO MAKE BEYOND THEIR JOB DESCRIPTION.
IS IN SERVICING THE NEEDS OF THE COMMUNITY? IN THIS INSTANCE THERE IS A PIECE A REVIEW OF THE PROGRAM.
DOES THE REVIEW, DOES THE PROGRAM MEET THE STRATEGY O THE SCHOOL? OF THE DEPARTMENT? IS IT CURRENT? IF THAT IS WHAT INSTITUTIONAL SERVICE IS ABOUT AS A JOB DESCRIPTION.
DOES THAT MAKE SENSE? THANK YOU.
SO, ON THIS SLIDE I WOULD LIKE TO WRAP THIS UP THIS IS OUR FIRST PRESENTATION OF CORE COMPETENCY AND WHAT IT LOOKS LIKE IN THE SYSTEM.
WE CAN WALK THROUGH THE LABELS ON THE LEFT-HAND SIDE.
THE FIRST THING YOU WOULD SEE HIS IDENTIFIER, WHICH COMPETENCY.
SO FROM THE LAST SLIDE I DON'T KNOW IF YOU REMEMBER STUDENT ENGAGEMENT WILL
[01:00:03]
HAVE THREE COMPETENCIES.THIS IS TELLING PEOPLE WE'RE LOOKING AT COMPETENCY ONE OF THE THREE STUDENT ENGAGEMENT.
THAT IS THE FIRST PIECE OF INFORMATION.
THEN WE GO DOWN TO WHAT CATEGORY DOES THIS RELATE TO? JUST REITERATING THE STUDENT ENGAGEMENT CATEGORY.
THERE WE HAVE COMMUNICATE AND PROVIDE FEEDBACK TO STUDENTS IN A TIMELY FASHION.
BELOW THAT THE FACULTY MEMBER WHO WILL BE THE FIRST PERSON TO GRADE THAT COMPETENCY HAS FOUR OPTIONS.
RATE AND ONE, TWO, THREE, FOUR FROM A PULLDOWN MEASURE.
ONE DOES NOT MEET EXPECTATIONS, MEETS EXPECTATION, CONSISTENCY NEEDS FOR EXCEEDS EXPECTATIONS.
NO STUDENT ENGAGEMENT IS THREE COMPETENCIES THEY HAVE TO DO.
THEN BEFORE THEY CAN MOVE FORWARD WE ASK THEM TO ENTER TEXT ABOUT WHAT THEIR SCHOOL AND WHAT THEY HAVE BEEN THINK ABOUT JUSTIFICATION.
ABOUT THE SCORING YOU PROVIDED.
SO THEY DO THAT FOR ALL 22 COMPETENCIES.
AND WE WILL SEE THIS MORE IN THE NEXT SLIDE IT GOES TO THEIR SUPERVISOR.
THE SUPERVISOR IS PRESENTED WITH THE SAME COMPETENCIES AT THE SAME THING.
THEY WILL RATE EACH OF THE COMPETENCIES.
AND THE SUPERVISOR WILL HAVE TO JUSTIFY THEIR SCORE OF THE FACULTY MEMBER AS WELL.
>> TERRY DI PAOLO: THIS IS WHAT ALL EMPLOYEES CURRENTLY DO NOT ACROSS 22 COMPETENCIES.
BUT EACH DO NOT HAVE THE SAME LEVEL OF STUDENT ENGAGEMENT AS FACULTY.
THIS IS A SYSTEM ALREADY IN PLACE ACROSS DALLAS COLLEGE.
WE ARE ALIGNING FACULTY TO THE SYSTEM.
>> SHAWNDA FLOYD: INTO HOW THIS WORKS.
THEY WILL USE THE SUPERVISOR ROUTINE THERE COMPETENCY AS WELL.
AND FACULTY OR REVIEW WHAT THE SUPERVISOR HAS RATED THEM IN COMMENTS PROVIDED BY THE SUPERVISOR.
AND THEN THEY WILL MEET AND HAVE A CONVERSATION ABOUT THE OUTCOME OF THE EVALUATION.
AND WILL SIGN OFF ON THE EVALUATION.
SO THE OUTCOME OF ALL THIS READING AND COMPETENCY IS HAVING RATED ORAL COMPETENCY.
AN AVERAGE RATING IS CALCULATED FROM THE EMPLOYEES RATINGS AND THE SUPERVISORS.
AND IN THIS EXAMPLE RICK IS A FULL-TIME FACULTY MEMBER.
HIS READING OF HIS OWN COMPETENCY OVER ALL 22 COMPETENCIES IS 3.75.
IN THIS NEW SYSTEM RICK HAS RATED HIMSELF AS CONSISTENTLY EXCEEDING EXPECTATIONS.
HIS SUPERVISOR IS RANI, HE IS RICK'S CHAIR, RANI RAISE HIM AS 3.0.
MEETING CONSISTENTLY MEETS EXPECTATIONS.
IT IS THE SUPERVISORS FINAL SCORE OR AVERAGE SCORE THAT IS RECORDED FOR THE EMPLOYEE.
>> WHAT ARE FACULTY SAYING ABOUT THIS PROCESS? WHAT WE HAVE HEARD AND WE HAVE HEARD A LOT.
SO FAR THERE ARE SOME CONCERNS ABOUT TRANSPARENCY.
AND I WILL SPEAK DIRECTLY TO THAT ISSUE IT RELATES TO TRANSPARENCY OF THE FEW THAT FACULTY EVALUATION WORKGROUP.
IT WAS A LOT OF WORK, IT WAS A VERY ROBUST AND INVIGORATING CONVERSATION WITH THAT GROUP OFTEN TIMES.
IT WAS CHALLENGING AT TIMES TO GET TO CONSENSUS AND MOVE BEYOND.
THEY PRODUCED A PRODUCT RIGHT BEFORE THEY LEFT IN MAY.
AND IN THAT TIME I BEGAN TO WORK WITH OUR HUMAN RESOURCE OFFICE.
WHICH EVERYONE KNOWS WAS SOMEWHAT IN FLUX AT THAT TIME.
ABOUT HOW WE WILL BE ABLE TO INCORPORATE THIS.
HOW WE CAN STAND IT UP AND USE IT IN THE UPCOMING ACADEMIC YEAR.
BECAUSE MY ENERGIES ARE FOCUSED THERE.
AND FACULTY WERE GOING HOME ANYWHERE.
I WAS NOT WORRIED ABOUT POSTING THINGS ON SHAREPOINT AND PUTTING INFORMATION OUT THERE.
NOW WE KNOW WE WILL BE ABLE TO STAND UP IN WORKDAY AND NOT A SEPARATE SYSTEM.
WE ARE PREPARED TO POST ALL THE INFORMATION FROM THE GROUP AND THEIR WORK PRODUCT ON SHAREPOINT FOR FACULTY TO REVIEW.
BECAUSE THERE IS NO MYSTERY AROUND IT IT IS NOT NOTATED TIME AND ENERGY THAT WAS BEING DIVERTED ELSEWHERE.
TO ENSURE WE WERE ABLE TO STAND UP THE EVALUATION PROCESS FOR FACULTY.
KNOWING WE WERE NOT USING ITT WHICH IS WAS THE FORMER PRODUCT ANYMORE.
THERE HAVE BEEN CONCERNS ABOUT WEIGHTING OF DIFFERENT ASPECTS OF THE
[01:05:01]
FACULTY FORCE.BECAUSE WE HAVE BUSINESS ATTIRE COMPETENCY PROCESS ON THE JOB DESCRIPTION.
WE ARE CONFIDENT AND COMFORTABLE WITH THE PRODUCT WE HAVE.
BEING A FAIR ASSESSMENT OF THE WHOLE OF THE FACULTY BODY OF WORK.
WE ARE STILL TALKING ABOUT THAT.
THAT IS WHERE WE ARE AT RIGHT NOW NOTHING IS WEIGHTED.
ALL THE FACULTY JOBS ARE IMPORTANT IN THEIR ENTIRETY.
THE INSTITUTIONAL AND PROFESSIONAL DEVELOPMENT.
THERE HAVE BEEN ONGOING INTERESTING COMMENTARY ABOUT THIS ALREADY.
THE INITIAL IMPLEMENTATION OF THIS IS STARTED IN TERMS OF SHARED MEETING AND FACULTY MEMBERS.
REALLY MOST OF THE CONCERNS THAT HAVE COME FORWARD SO FAR HAVE BEEN ABOUT INTERPRETATIONS BY INDIVIDUALS ABOUT WHAT THIS WORK LOOKS LIKE.
AND SO WE WERE WORKING THROUGH THOSE TO ENSURE EVERYONE IS A GREAT UNDERSTANDING OF WHAT INSTITUTIONAL SERVICE AND PROFESSIONAL DEVELOPMENT MIGHT LOOK LIKE.
ANOTHER HUGE CONCERN WAS FUNDING FOR PROFESSIONAL DEVELOPMENT.
BECAUSE OFTEN TIMES FOR FACULTY.
IN ADDITION TO THE WORK IN OUR CENTER FOR EXCELLENCE IN TEACHING AND LEARNING.
OR WORK THEY MIGHT BE DOING WORKING WITH OUR WORKFORCE PARTNERS ON A GRANT.
ALL OF WHICH CAN BE A FORM OF PROFESSIONAL DEVELOPMENT AND SERVICE THEY'RE PROVIDING TO US.
THEY ALSO LIKE TO ATTEND CONFERENCES PAID OR PERHAPS PRESENT AT THE SYMPOSIUM SPENT WERE WORKING THROUGH THE PROCESS OF WHAT IT WOULD LOOK LIKE.
I HATE WHEN PEOPLE SAY WE DO NOT HAVE MONEY.
WE HAVE MONEY WE JUST HAVE TO BE ORGANIZED AND STRATEGIC ON HOW WE SPENT IT.
I SHOULD NOT FOLLOW THE EXAMPLE WE ARE NOT GOING TO GO TO ANTARCTICA TO GO TO A CONFERENCE.
WE WANT TO BE WISE ABOUT WHERE WE ARE GOING.
MAKE SURE YOU'RE TYING IT TO SOMETHING SPECIFICALLY.
THERE WAS ONE REQUEST TAKING FROM ONE AREA WE COULD NOT FULFILL THAT FOR THE NUMBER OF PEOPLE.
PLUS THE VICE PROVOST DO NOT THINK IT WOULD BE THE BEST USE OF MONEY.
BUT THAT DOES NOT MEAN WE HAVE NO MONEY.
MAKING SURE WE HAVE CLEAR COMMUNICATION ABOUT THAT PROCESS >> AS REGARDS CONSISTENCY BECAUSE THAT IS WHAT WE DID NOT HAVE AN BECAUSE OF FACULTY.
PART OF THEIR EVALUATION IS EVALUATED ON FACULTY AND IF USING THE SYSTEM, ETCETERA DOES THAT GET LOADED INTO THE SUPERVISOR'S EVALUATION? SO SUPERVISORS ARE HELD ACCOUNTABLE?
THAT COMES INTO THE TERMS OF I DON'T KNOW.
LULU IS BACK THERE WE ARE WORKING ON JOB COMPETENCIES BEING REFERRED BUT BASED ON THE CURRENT ONE IS A COMPONENT ABOUT COMMUNICATION AND RELATIONSHIPS.
WE AS A SUPERVISOR OF EVALUATING MY FOLKS THERE ABOUT HOW THEY ARE ENGAGING THEIR EMPLOYEES VIA COMMUNICATION AND RELATIONSHIP BUILDING ON THE EVALUATION.
>> WHAT THEY ARE DOING IS INCLUDE COMPETENCIES.
TAKING A HOLISTIC APPROACH IS A JOB DESCRIPTION.
IF YOU LOOK AT IT ON HOW MUCH EACH JOB DESCRIPTION IS WEIGHTED.
>> ALL OF THAT IS IN THE JOB DESCRIPTION >> IT IS A GOOD QUESTION WE CAN ALL AGREE HISTORICALLY INVESTORS HAVE NOT ALWAYS DONE A GOOD JOB IN THIS SPACE.
AND WHERE WE HAD ACCOUNTABILITY CHALLENGES ACROSS INSTITUTIONS.
WITH THESE NEW EVALUATIONS FOR EVERYONE WILL HELP US.
PART OF THAT WAS THE FACT FACULTY HAVE THAT YOU THEY WERE NOT CONSISTENTLY EVALUATED OVER THREE YEARS.
SO SOME ACCOUNTABILITY MAY BE.
THAT WE TRIED TO PUT IN PLACE.
ALL THAT ARMOR OF QUOTE, " COMPETENCE.
THE RETRACTED OR WHATEVER ACCOUNTABILITY.
AND THE MAJORITY OF FACULTY DO IT IS THE BEST INSTRUCTION FOR THAT STUDENT TO HAVE A SUCCESSFUL STUDENT OUTCOME.
GRANTED EVERYBODY HAS THAT APPLES.
WE NEED TO HAVE A WAIT TILL THOSE BAD APPLES.
MAYBE WERE NOT THE BEST GROUP FOR THEM.
BEFORE THE ROLLING THREE-YEAR WAS DONE WE DID NOT HAVE A WAY TO EVALUATE EGGS.
I AM GLAD TO YOUR POINT BUT AS STATED PREVIOUSLY A FEW MONTHS AGO.
MY CONCERN IS THAT THE MINISTERS AND SUPERVISORS WILL GET BACK INTO AUTOMATICALLY ETCETERA, ETCETERA SO IN ESSENCE HAVING A ROLLING THREE-YEAR.
[01:10:01]
THAT WILL NOT HAVE THE INSTITUTION OR THE STUDENT.>> I HEARD YOU AT THE SUMMER BOARD MEETING AROUND THAT.
SO THIS PROCESS PUTS THE ONUS ON EVERYBODY.
PUTS THE ONUS ON EVERYBODY TO MAKE SURE WE ARE LOOKING AT THESE THINGS IN A COMPREHENSIVE SORT OF WAY.
INSTEAD OF LIKE DOCTOR FLOYD EXPAND EARLIER.
IN SOME INSTANCES BOX CHECKING EXERCISE.
>> YES >> YOU MENTIONED IN THE SURVEY.
WE DONE A SURVEY BY THE STUDENTS BUT THAT WAS NOT TAKEN INTO ACCOUNT.
>> IT WAS DEPENDENT ON THE SUPERVISOR.
THE SUPERVISOR AND THE EMPLOYEE FACULTY IS USED TO GRIEVANCE POLICY.
WILL POLICIES WERE REVIEWING IN TERMS OF IMPLEMENTATION OF THIS EVALUATION PROCESS.
BUT THERE ARE THINGS ON THE POLICY BOOKS RIGHT NOW THAT DO NOT ALIGN WITH THIS PROCESS.
AND WE WILL BRING ALL OF THAT FORWARD AT A LATER TIME.
IF I SAY THIS NOT MEET EXPECTATIONS.
FOR A LITANY OF THINGS THAT I COULD JUSTIFY.
>> DR. SHAWNDA FLOYD: THEY HAVE DIFFERENT PROVOST AND HAVE DIFFERENT.
TO SAY NOT MEETING EXPECTATIONS IN RANI MIGHT BE DIFFERENT THAN TERRY >> THAT IS WHERE YOU SEE THE PROBLEM.
WHEN JUST USE SUBJECTIVE STATEMENTS LIKE THIS.
IT IS RIPE FOR CONFLICT BETWEEN THE TWO PEOPLE SITTING AT HOME WITH THIS DISCUSSION.
THE SUPERVISOR MAY SEE IT ONE WAY I MIGHT SEE IT ANOTHER WAY.
>> DR. SHAWNDA FLOYD: IT GETS RECORDED AND THIS IS ONE COMPONENT THAT WILL GO TOWARD THE FACULTY MEMBERS CONTRACT RECOMMENDATION.
EVERYBODY ELSE DOES THIS WE ARE NOT UNDER CONTRACT AND THE SCORES ARE REFLECTIVE.
PEOPLE HAVE AN OPPORTUNITY TO PROVIDE COMMENTARY AT THE END.
FACULTY WILL DO THE SAME THING THIS BECOMES ONE COMPONENT OF SEVERAL THAT WILL INFORM THE CONTRACT.
BE ALL OR >> THIS IS JUST ONE COMPONENT?
[01:15:02]
IT GOES TOWARD THE CONTRACT RECOMMENDATION FOR THIS IS THE ASSESSMENT OF COMPETENCY.
THEN THEY HAVE TEACHING EVALUATION WHICH IS THE CLASSROOM OBSERVATION THE SUPERVISOR GOES IN AND PERFORMS BOTH IN FACE-TO-FACE AND ONLINE
MODALITIES >> BASICALLY ASSESSMENT OF COMPETENCY.
THIS PROCESS WOULD NOT ALSO BASICALLY GIVE A RATING AS TO ASSESSMENT OF COMPETENCIES THAT I PARTIALLY MEET EXPECTATIONS? TONIGHT EXCEED EXPECTATIONS IN THIS AREA WHEN I AM LOOKING AT JUST THIS?
>> ON THAT DROP-DOWN MENU IT HAS DOES NOT MEAN, CONSISTENTLY MEETS.
WHAT YOU HAVE THOSE COMPETENCIES.
AND YOU TAKE ONE OF THOSE AND THAT IS WHAT I AM SAYING.
YOU DO NOT LOOK AT EACH ONE OF THOSE AND SAY I EXCEEDED EXPECTATIONS IN THESE COMPETENCIES.
>> IT GIVES A COMPOSITE SCORE IN THE SYSTEM FOR EACH AREA >> MAYBE I NEED TO HEAR MORE.
WHAT I AM TRYING TO FIGURE OUT IS HOW DO YOU GET TO THE BOTTOM LINE OF WHAT THIS PERSON IS GOING TO BE CREATED? AND HOW IT IS GOING TO TYPE INTO WHETHER THEY GET A ONE YEAR, TWO-YEAR OR THREE YEAR.
AND HOW WILL THIS BE EVALUATED AND WHO MAKES THE FINAL DECISION? I MAY NOT AGREE IF IT WERE ME.
I MAY NOT AGREE WITH ANY THINK WE SAID.
SO IS THAT WHAT I GO THROUGH THE GRIEVANCE PROCESS?
>> DR. SHAWNDA FLOYD: PERHAPS.
>> WE HEARD FROM A FACULTY MEMBER WHO WALKED THROUGH AN EVALUATION OF COMPETENCY WHAT WE HAVE BECOME SO FAR ONE-ON-ONE.
AND HIS FACULTY IS TALKING ABOUT THEIR EXPERIENCE OF THEM.
THIS IS NOT INTENDED AND REPRESENTS THE NECESSARILY ANYONE'S VIEW.
THIS IS A FACULTY MEMBER WHO SHARED THEIR EXPERIENCE OF THE INITIAL PROCESS.
AND WHAT WE GET FROM THIS IS THE OPPORTUNITY PROVIDED TO THE FACULTY NOW.
TO HAVE THE INSTITUTION RECOGNIZE THEIR COMPETENCE AND >> OF SHAKING MY HEAD BECAUSE I WANT TO MAKE SURE WE GET TO THE RESPONSES THAT.
FROM WHAT I CAN SEE IN THE PRESENTATION.
ON SLIDE 13 WHEN TALKING ABOUT THE CONTRACT RECOMMENDATION PROCESS.
I THINK IT IS IMPORTANT TO KEEP IN MIND THE WHOLE PURPOSE OF THIS EXERCISE WAS.
WANTED TO ALIGN THE FACULTY WITH ALL EVALUATIONS ACROSS THE COLLEGE.
IN DOING THAT WE CAN WITH THOSE COMPETENCIES I WILL OUTLINE IN THE SYSTEM.
THOSE COMPETENCIES THAT FACULTY WORKED ON TO HELP DEVELOP DO THAT FACULTY WORKER.
NOW YOU WILL SEE THE CONTRACT RECOMMENDATION PROCESS.
THIS IS THE SECOND HALF AND WHERE WE GET TO AN AGREEABLE POINT IF THERE IS AN ISSUE.
THE INITIAL RECOMMENDATION IS BY THE SCHOOL'S CHAIR.
WITH THE FACULTY RECOMMENDATION FOR THE CONTRACT SHOULD BE 0.13 YEAR.
THERE IS A SCHOOL LEADERSHIP REVIEW COMMITTEE THAT LOOKS AT WHAT THAT CHECK RECOMMEND SPEED WE NEEDED TO BUILD A CHECKS AND BALANCES PLUS AFFORD THE OPPORTUNITY.
AND IT GOES BACK TO WHATEVER 3.75 AND 3.0.
COUPLED WITH THE STUDENT SURVEY OF EVALUATIONS BUT COUPLED WITH THE SIX COMPONENTS.
REASONABLE MINDS CAN DIFFER PUT THE SCHOOL REVIEW GROUP MAY SAY WE AGREE WITH THE CHURCH RECOMMENDATION OF TWO-YEAR CONTRACTS.
THEY MIGHT SAY WE THINK THIS IS WHERE THE OF THREE YEARS PAID OR WE THINK THIS AFFIRMS THAT DECISION.
THE CONTRACT RECOMMENDATION IS MADE.
THE CONTRACT IS WHEN YOUR RECOMMENDATION AND GO RIGHT TO HR.
82-THREE YEAR RECOMMENDATIONS WILL COME TO ME SO I HAVE AN AWARENESS FROM EACH SCHOOL.
OF WHAT THEY ARE RECOMMENDING BE AWARDED TO THE FACULTY MEMBER.
AND THEN HR WILL ISSUE THE CONTRACT.
THIS IS WHERE THE CHECK AND BALANCE IS BUILT IN.
TO DEAL WITH THE CONSTERNATION YOU ARE SAYING MIGHT ARISE.
AND THIS IS WHERE WE DON'T HAVE ALL THE POLICY OR PROCESS CURRENTLY FOR IF THERE IS ULTIMATELY A DISAGREEMENT AND HOW IS THAT HANDLED.
[01:20:02]
>> I AM LOOKING AT THE CLOCK I AND THERE WILL BE SOME POLICY THIS AT 4 O'CLOCK.
AND IN RESPECT TO THESE FOLKS FOR THIS IS ONGOING AND IT IS A PROCESS.
I APPRECIATE THE FOLKS HAVE DONE THE RESEARCH AHEAD OF TIME AND ASKED QUESTIONS.
>> RECOMMENDATIONS PUTTING FORTH FOR CONSIDERATION.
>> FIRST OFF, THANK YOU DOCTOR FLOYD, DOCTOR DI PAOLO BECAUSE THE BOARD ASKED YOU AND ASKED FOR A ROBUST DISCUSSION ABOUT THIS TOPIC.
AND YOU HAVE DONE THAT WE ARE SEEING THERE IS A TON OF WORK TO DO.
I WAS VERY SURPRISED TO HEAR WE DID NOT DO AN ANNUAL EVALUATION OF FACULTY AND EVERY EMPLOYEE IN THIS ORGANIZATION.
OVERLOOKING 30 PROCESS OF ACCOUNTABILITY, RECOGNITION.
THIS BOARD HAS INSISTED HAPPEN BASED ON WHERE WE WERE PERFORMING A FEW YEARS AGO AS AN INSTITUTION.
THESE PERFORMANCE-BASED SYSTEMS ARE GOING TO BECOME A BIGGER NOT A SMALLER PART OF DOLLARS COLLEGE.
AND COMMUNITY COLLEGES IN GENERAL ACROSS THE STATE.
AND WE ARE SEEING IT IN RECOMMENDATIONS COMING FROM THE TEXAS COMMISSION ON COMMUNITY COLLEGE FINANCE.
WHICH ARE BASICALLY MOVING THE ENTIRE STATE FUNDING TO PERFORMANCE-BASED DATA.
THAT IS WHAT YOU'RE DOING WITH THIS CONTRACT.
IN THE EXPECTATION THAT WILL CASCADE DOWN THROUGHOUT THE ENTIRE ORGANIZATION INCLUDING THE FACULTY.
AND THAT IS BEEN A DIRECTION FROM THIS PORT FOR SEVERAL YEARS NOW.
IF THERE IS ONE CRITIQUE OF THIS SO FAR IN TERMS OF THE DEFINITION OF FACULTY COMPETENCIES.
HIS THAT THERE IS PRECIOUS LITTLE RECOMMENDATION YET OF STUDENT SUCCESS.
THESE ARE ALL PERSONAL COMPETENCIES.
CONTRIBUTIONS TO INSTITUTIONAL OUTCOMES.
THIS PORT IS ABOUT STUDENT SUCCESS.
AND ONE SIZE WILL NOT FIT ALL BECAUSE OF FACULTY CONTRIBUTIONS TO FACULTY SUCCESS.
BUT THE DIRECTION I WILL BE COMING IN AND I THINK THE STATE IS GOING IN.
IS WE WANT TO AWARD EXCELLENCE IN TEACHING.
WE WANT TO PUT MORE DOLLARS AND RESOURCES INTO OUR FACULTY.
THE NOT BE IN A DIFFERENTIATED WAY.
IT WILL BE BASED ON MAJOR CONTRIBUTIONS TO STUDENT SUCCESS.
WHAT YOU ARE DOING HERE IS HELP US BUILD THE SYSTEMS. AS A FACULTY YOU ARE HELPING US BUILD THE SYSTEM AND WE WILL WORK TOGETHER.
I AM GRATEFUL FOR THE PROCESS AND HOPE IT CONTINUES.
>> CHAIR MONICA BRAVO: I APPRECIATE THAT TRUSTEE RITTER IT IS LONG AND ARDUOUS AND I KNOW IT IS NOT COMPLETE YET.
>> DR. SHAWNDA FLOYD: LET'S TALK BACK TO THE FACULTY EVALUATION FORMAL AND INFORMAL.
IF IT IS A FORMAL HERE I KNEW I WAS PRESENTING TO YOU ALL.
IT BECAME MORE OFFICIAL AND PEOPLE TO GET MORE SERIOUSLY, I HAVE TO BE REAL ABOUT THAT.
IN THE INFORMAL HERE LET ME CHECK ON ME HURRY UP AND GO THROUGH.
IT WAS VERY DIFFERENTIATED WHAT WE WERE HEARING NOT ONLY FROM FACULTY TO FACULTY BUT CAMPUS TO CAMPUS.
WE ALWAYS PARTICIPATED IN A FACULTY EVALUATION ANNUALLY.
WE FEEL THIS IS MORE COOPERATIVE BECAUSE IT IS SYSTEMATIC.
EVEN THE WAY IT IS LOGGED AND PLACED IN BUT SUMMER IS SETTING FORMALITY TO A PROCESS THAT IS ENGAGING WITH MORE SKIN IN THE GAME FOR EVERYBODY ALL THE WAY AROUND.
BECAUSE AGAIN, WE WILL LOOK BACK AT YOUR CONTRACTUAL PERIOD TO LOOK AT YOUR BODY OF WORK BEFORE MAKING THAT RECOMMENDATION FOR THE FOLLOWING YEAR.
NOT JUST WITH THIS IDEA WE ARE HOLDING OFF THIS CONTINUOUS IN PERPETUITY.
>> THAT IS ALL TRUE BUT WHAT I HEARD FROM TODAY AND THE SUPPORT COMPONENT YOU ARE DESIGNING INTO THE SYSTEM.
IS A CONVERSATION BETWEEN THE FACULTY MEMBER AND SUPERVISOR.
DIFFERENCES WILL BE MEASURED IT IS A CONVERSATION THAT OCCURS IN THE THINGS THAT OCCUR BEFORE THE SUPERVISOR AND FACULTY COMFORTABLE MOVE FORWARD.
AND WE HAVE NOT BEEN DOING THAT.
>> I APPRECIATE THOSE COMMENTS.
AND THIS DOES PROVIDE THE FOUNDATION FOR WHAT HE DESCRIBED THE DIRECTION WE CAN BUILD INTO.
TO RECOGNIZE AND VALUE HIGH PERFORMERS.
EVEN IN THE EXAMPLE IN THE SLIDES AROUND THE STUDENT ENGAGEMENT.
COMMUNICATE AND PROVIDE FEEDBACK TO STUDENTS IN A TIMELY FASHION.
THAT CONTRIBUTES ARGUABLY TO STUDENT SUCCESS.
IF THAT IS NOT BEING DONE THAT WILL BE IDENTIFIED.
AND IF IT IS BEING DONE IT WILL ALSO BE IDENTIFIED.
[01:25:28]
I THINK THESE COMPETENCIES PROVIDE THE FOUNDATION FOR WHAT YOU ARE TALKING ABOUT.I AM GRATEFUL FOR THAT >> AMEN.
THAT IS THE END OF THE SERMON.
I WILL PULL OUT THE SECOND WITH DOCTOR PIERCE.
>> CHARLETTA ROGERS COMPTON: CAN WE TABLE THIS CONVERSATION?
HE HAS A PRESENTATION >> ARE THERE ANY TIME LIMITS FOR THE NEXT PRESENTATION?
>> WE WANT TO DO NOVEMBER? WE WILL CONTINUE ON THE PATH MOVING FORWARD.
>> IF THAT IS THE WILL OF THE BOARD >> THANK YOU FOR PRESENTING YOUR
DISSERTATION >> TO THAT END
IT IS 3:42 WE ARE RETURNING
THE EDUCATION WORKSHOP.
* This transcript was compiled from uncorrected Closed Captioning.