SBCC-Board of Trustees Meeting-(YouTube Live)-(No hard
stop) November 9, 2017
6:30 p.m. to 9:30 p.m. (EST) CAPTIONING PROVIDED BY:
This is being provided in a rough draft format.
Communication Access Realtime Translation (CART) is
provided in order to facilitate communication
accessibility and may not be a totally verbatim record
ofthe proceedings. * * * * »: Trustee Hasland?
»: Aye. Standing by. »: Testing the captions.
7:00 PM (EST) »: Testing the captions.
Testing the captions. This is a test. »: We will be starting in a
minute. »: Testing the captions. »: Testing the captions. 7:01 PM (EST)
»: Okay. We are ready to start. And called the meeting
to order we have all of our trustees
here except Peter and I think probably he will be arriving
shortly. Welcome to our audience and thank you for
coming. We are always happy to have people join us in person
and there is also live streaming for those who can’t, and then
there is YouTube afterwards. We are trying to be accessible
there. We have recognitions .
»: Yes, we do have recognitions. And one of the things that is
so special about Santa Barbara City College is that we
recognize the longevity of our employees and today we have
Brandon Loveless that is a network specialist and we have
got Dan Watkins who I guess is here
to talk a little bit about Brandon. So if Dan would come
down .
»: Thank you, superintendent, Dr. BB,
President Croninger, members of the Board, I am delighted to
address you this afternoon, and in honor of Brandon and 20
years. I have worked with Brandon since I started here 17
years ago and I have been fortunate enough to be a
supervisor for the last several years.
Brandon actually started as a student back in 1994. He is
sitting there with his whole family. So he has been here
actually as a student for over 23 years.
Currently our data center and our network — and we talk
about what makes this institution run as far as our
network infrastructure, our data center, all of our servers, the
data center not only here, but at the data center at shot and
wake where we run technology, Brandon has touched or managed
or configured everything. And he maintains all of our data
storage and backups and he also manages our Google applications,
so Gmail — I mean just pretty much everything. So we are
doing virtualized desktops and virtualized apps and he runs all
of that with some help from some other technicians, but
primarily runs that. And then he also manages our cameras for
the security department campuswide. So he touches and
is an integral cog and when Dr. Beebe says we
cannot replace anyone — the person if we lost —
(Laughter) You know, it is Brandon. So
the other great thing is that he is always willing to help out
his colleagues and he is there if they need him. He is one of
the few people that I actually see red the manual. I mean, we
save hundreds of thousands of dollars in maintenance cost
because Brandon can usually fix it or make it work again.
And he also cares deeply, deeply about the institution and
making sure everything is running and students and faculty
and staff have the access they need as far as ID goes.
So his integrity, has worth ethic, work ethic — he says the
bar very high and I’m so honored — I feel incredibly
fortunate to have someone of his caliber working for us day in
and day out. And I also invited — I am
invited Dean to say a few words who is known Brandon the entire
time and that I have one follow-up note. But Dean, do
you want to come up and say a few words? Brandon?, thank you. »: Hi, Dr. Beebe, President
Croninger, members of the Board and it is my distinct pleasure
to say a few words in the praise of Brandon. He has an interval
part of this institution as well as a success story. And
Brandon started out as a computer science student and he
was the student of the year from 1996 until 1997 and any he
transitioned to a lab assistant and he was instrumental
technically as well as a great help to faculty and students and
Brandon continues to be an asset to the computer department
and continues to figure out everything and what is going on.
He is very detail oriented and has a strong grasp of computer
science fundamentals and a great head for problem solving. SBCC
is an excellent representative of the computer science program.
He is an excellent resource for us. Thank you, Brandon
(Applause) note. I always like to say
something that they do outside of work. Recently Brandon has
started refereeing for AYSO and the adult soccer
league, and has done that for the last few years and I have
seen it transform him and I think it is so great that he
contributes his time and volunteers in that way for this
sport and the fairness, and I so I know some other refs and they
speak so highly of him and want him to center ref and that type
of fairness and integrity he brings to the game, he brings
every day to work. Thank you, Brandon.
»: As long as he doesn’t get hurt and we have to close the
doors (Laughter).
»: He does do a lot of running, a lot of running.
(Applause) (Laughter) »: Thank you.
»: Thank you, Dan, thank you,
Brandon and that is the end of our longevity report.
»: Dr. Beebe has suggested that we take one item out of
order because we have our consultant here to talk with us
now, and it would be helpful — right now, he is at the end of
the agenda, more or less. So the question is does anyone
object to moving him up? This is the Campus Center report.
»: It’s good. »: Okay. So we will skip
forward to 11.2, the Campus Center report. »: So let me ask Shane
Fitzgerald to come up to the podium and as he is coming up, I
will say a little bit. In our annual review of the Campus
Center, and we watch it very, very closely , we discovered that we have an
opportunity to do some things on a voluntary basis to upgrade
the building . And it is going to entail
some engineering work, some architectural work, but it is
going to be good in terms of being able to make sure that we
are moving forward in a positive way with the building. So we
have got Shane Fitzgerald who is in engineer with Martin and
Associates who actually has had some experience with the
building and knows the building from I think about five years
ago. »: Right.
»: Five years ago. And Shane I will talk — turned it
over you to talk about this. »: Thank you to the Board
for moving it forward and everybody waiting. So as Dr.
Beebe said, Shane Fitzgerald with Martin and Associates, we
are structural engineers in Los Angeles and actually worked in
Santa Barbara for six years in the ’90s so it is nice to come
back. So the Campus Center, we reviewed the building
structurally in 2012, and it was actually following a report
that was issued by another firm in 2010 that it kind of done an
assessment of the building and looked at the MEP structural and
architectural and we were brought in as a second opinion
to look at the structural items. So we did that in 2012, and we
highlighted some item’s that we think need to be
addressed. And we are here today to look at that and see
where we need to take this project to get you to a place
where we are comfortable, and you will have probably a plan to
perhaps replace the building, but we want to get to a point
where those items are behind us. So that is the intent of what
we are doing here for you. There were really kind of three
items in the report that we think needed to be addressed and
one was the columns at the bass of the building, the concrete
columns or decaying and they were falling and corroding, and
I believe a local firm handled some detailing a couple of years
ago. One of the firms I work for and I have a lot of respect
for them, but that item is basically gone. So we encased
the bottom of the columns and put that behind us.
The other one is the top of the roof deck, if you will,, the
patio where you have some seating and areas or students
can go out and work and congregate and eat and so my
understanding is there is a lot of moisture — there is
corrosion issues and water is getting into the building and
you have a local consultant dealing with that and planning
to to essentially address that. So two of the three items in
our opinion go away. And the third item is really a purely
structural one and it is about performance of the building as
it relates to seismic. We think we have identified three areas
where we think we can do something about this and we
would feel really good. So we essentially proposed to Dr.
Beebe so far in a schematic format that if moving forward we
would put three concrete walls in — it is really what it comes
down to — one would be in the one-story portion adjacent to
the computer lab and I walked it today with an architect from
KBC looking at it programmatically, what would it
do to the inside and putting glazing in and there would be a
little bit of foundation work, but it is a pretty simple
isolated area. There is one down in the lower level where
food storage, dry foods are stored and then there is an
adjacent supervisor office. So we would look to basically put a
fresh concrete wall in that lower level. I think it can be
done and I looked at it again today and I think it is
straightforward and there is one other location that is
straightforward and it is in the South corner of the Campus
Center where you have glazing that looks out to the ocean.
And the last bay of the building; we want to have that
— by Bay I mean if you are standing out looking at the
columns, then you have glazing and then you have the wall and
then you have doors and glazing. I want to take one piece of
the building where it is currently glazed and like to put
concrete there because it stacks. So that gives me what I
believe is a building that kind of like I said gets us there.
And that is in a nutshell what we are proposing moving forward.
And I am happy to answer questions as it relates to that
work or otherwise. And again, we have been looking at the
building for a bit now, so we are pretty familiar with it. »: Marty?
»: I am really pleased that we can get some real concrete —
I don’t mean that — »: At no intended —
»: Will solid ideas and — real solid ideas — does
that bring us up to a point, to like in eight point earthquake
— just so we know — »: Believe it or not, the
code does not categorize building designed by magnitude
earthquake. It actually — when we look at the evaluation of an
existing building, the code has performance levels where it is
immediate occupancy like a hospital where you have to get
in and serve patients right away or a 911 dispatch or police or
fire. Schools are naturally, they
are under the division of State architect and they have a hire
performance level because they are students — you have older
students, but K12 has a younger demographic. So there is a
safety build into that to address seismic performance.
When you look at an existing building, I don’t want to get
too technical, but there are basic safety objectives that
have to be met by the code. It doesn’t necessarily correlate to
a magnitude 7 or 6. It is a significant event — it is not
you’re normal three, four, it is a significant earthquake that
we could have and we want to be able to make sure we can ride
that went out. »: This sounds good. Are we
lumped with the K12? Essentially? Because sometimes
they do that — »: The way DSA and I just went to an
academy about plan check –, but community colleges and public
K-12 schools are all under the jurisdiction of DSA. So you
have requirements and amendments of the California building code
that are applied to you and K12. So in that sense for a
code standpoint, you kind of our and there is a lot a discussion
about whether you should be. And CSU does not in they have
their own seismic peer-reviewed or’s, but DSA has their own.
»: I’m really glad we are. I taught in a temporary building
for years on an elementary campus and will be built our new
school, we really had to look at these. And these regulations
— and I’m really glad we are part of that.
»: Right. »: It sounds like it is a
really good deal. »: It is.
»: Is the concrete wall — don’t we need a steel walk?
»: The building is a concrete building so we would
look to be putting the material that is consistent with building
material type. Select this building is concrete and we
would look to be filling it in — and really that comes down to
— again without not — without getting too technical — we
want to be compatible and a stamp of structural stiffness
and we want to have compatible materials and you have concrete
already so if you put a concrete wall in and paint it out,
aesthetically it looks like it was there all the time.
»: And it should last as long —
»: Absolutely it will be detailed and designed in a way
that provides the seismic support that you need.
»: Good. Thank you. »: You are welcome.
»: Veronica? »: And again, like Marty I
appreciate this because we went — time and meeting studying
this building, learning about this building, this building
that was built in 1965 right? And last renovated in 1975. I
know the building we are in now is a lot older, but because
there was such a big hype about it, the seismic safety of it and
how we got the grant and all of that, that for us our biggest
concern was safety. »: Sure.
»: And I think Marty can agree we wanted that campus
Center build yesterday. »: Right.
»: And so it was very sad that we could not move forward
with that. But we have a building that is functioning and
people make things happen, not structures. We get that. So I
guess what I’m hearing from you is we can be reassured that with
the wisdom of engineers, things can be put in place and this
building is going to be safe. I mean, we don’t know the future
or what is going to happen , but this is going to solve the
problem of having it be functional for a period of —
»: And that is the point I was going to make — we are not
talking about a 50-year fix and Shane you may want to talk about
that a little bit. »: Sure. So we acknowledge
the building is old and we don’t expect that old buildings are
like new buildings from the standpoint of performance or
detailing or construction, but what we do expect is that there
is a level of safety that you are talking about that you get.
Because you have people in it and we need to be safe, right?
So if you said I’m going to use this building until the end of
time, it would be a different discussion because then you know
really I think from a mechanical standpoint you start
adding equipment and you start wanting to put holes in for
ducts and so programmatically it becomes a problem. It is not
just a bigger thing like you want to put a concrete wall
wherever you want. So let me back up — I totally agree with
you on the safety. As structural engineers it is
number 1 for us, getting people out of a building safely with
there is a massive earthquake. The building; we want to let
limit the damage to the building. It is your asset will
we want to make sure nothing falls down on anybody as they
are getting out. Their a lot of different levels of safety, so
the idea to add the concrete walls is purely structural and
we think it is good design. We think you will be confident and
comfortable with that being done so we can write the letter that
says you are good; you are safe. Now the five to seven —
is it the eight to nine — we don’t know when the building
will go off-line and the new one is replaced, but this
discussion we all understand is getting you to a place where you
continue to use it confidently for a short period of time
before you have plans to probably replace it. That is my
understanding of what this discussion is.
»: Just to clarify — it is my understanding that this is
something that we are doing because it is a good idea, not
because it is required? »: That is a good point.
This is absolutely 100 percent voluntary. This is because it
is a good idea. It has been identified by engineers other
than ourselves even so it is in writing and it should be
something that is looked at and perhaps done. But it is
absolutely voluntary. There is no code triggers and you are not
doing any work to the building. I’ve actually talked to the
essay this project already. I called Doug Humphrey who runs
the office in LA and I said I have a project. It is a
voluntary project and I want to be able to do it and streamline
quickly and not go through the ringer.
(Laughter) It is a tuck — tough
process, but we want to be able to do it quickly and simply
because that is what we think it takes and he has assured me,
Shane we are not here to get in your way. Anything you do is
better than what you do today so you are the engineer. You tell
us. So that is the conversation that we have had
and it is a good one because we want to be able to not turn this
into a science project but stream I didn’t — streamline it
and get it done. »: I know it is too early to
have the exact cost, but very ballpark what are you looking at
? »: A million dollars if I
had to ballpark it. The next step is we get content into the
drawings where a cost estimator can put some numbers to it. But
we are had discussions with the architect and we have looked at
it and I sure hope it is not more than a million. You know a
million is the ballpark. »: That is all I was asking.
You know a million is I lot different than some larger
numbers. »: Absolutely.
»: And that 11.8 million is still set
aside. »: The million or whatever
that cost comes out of that. »: Yes. We still have the
11.8 million dollar set for this and that will come from it.
»: Marty is looking at me. I promised her yes
(Laughter) Linsey counts it every day.
»: I mean I have the center and the presentation and Julie
looked — I mean this was very near and dear to her heart.
»: We will get you your building at some point.
»: They will wheel us up to it
(Laughter). »: Marty and I are going to
put our name on it if we can figure out how to do it.
»: But this takes it forward. It takes it forward
into the future for the timeframe that we hope we need
for ultimately placing it. Craig?
»: The timeframe? What type of time period are we talking
about? »: The timeframe? What type
of period are we looking at? Five years? Ten years? Just a
ballpark? Twenty? I don’t know.
»: I could tell you that we have talked about it — we have
talked about in the four to seven range.
»: Okay. »: I think you also — if
you get to their — I mean you keep and I’ll knit the whole
time and have a program that looks at the building and make
sure that you are comfortable with it but at the same time, if
you get to the end of the time period you are asking yourself
over again what is the next step. Where am I? How much
money do I have? And what is the next step? Peter?
»: A different question related to time, but from the
time we get drawings, what do you anticipate being the time
required for completion? »: So I think from the time
we permit from DSA, which will probably — I would like to say
ambitiously, you know, we are approaching the end of the year
— let’s say we had a spring permit . I think that a construction
period of four months might be something
we are looking at. And we are doing it in a way that we can
maybe do most of the work from the outside so this one upper
wall simple I am thinking we can cut the slab from the outside.
You know trying to keep in mind the folks that are inside and
limit the disruption. But that all affects the timing and this
is my point. So depending on how we strategize that, but four
to six months, realistically to get a contractor in, on-site,
execute the work; it will be a DSA project. So DSA will have a
punch card and have inspectors and they will be required to
come out and look and process it and get it cleared out. So
that takes time too. But that is my best yes. I am not a
contractor. »: Sure.
»: And on a side note — I know Dr. Beebe, you probably
know. But we have taken care of the water that is going into
the classrooms and that has been taking care of. And I am sure
we have looked at mold — I know we live in a drought and it has
not rained, but it is an old building. So I have allergies
so I know people are very sensitive do not toxic mold, but
even just your regular household mold and they walk
around with bleach to clean it off. And we are looking at that
to make sure the classroom is fresh and you can actually work
in there. »: Yes, we have got three
classrooms down below that have been affected by the leaking
that has the water come down. And actually the sealant , or the decking, waterproofing
barrier is in your agenda, on your
agenda today for the 215000I think, which is a savings
because originally we were looking at 275. I thought I
would get that in there (Laughter) So that yes, to answer your
question, we get the water barrier on the deck and that is
step one and then we start remediating the classrooms and
clearing them out, gutting them. I think they started clearing
them out and then mold treatment, whatever else needs
to be done and bring them back online .
»: Because I will go in there and I will know if it is
not — (Laughter).
»: You will be our tester. »: I wheel.
»: Our Canary (Laughter) »: Thank you for everything.
»: Absolutely. »: Any other questions? (No
response.) »: Thank you, Shane.
»: Thank you for your time. »: Thank you, Shane.
»: Okay, going back to the beginning of our agenda, we have
approval of the minutes and my suggestion since I was absent
for two of the meetings, traditionally we abstained from
that. Why don’t we take September 28 and October 12 to.
Can I have a motion to approve those?
»: Motion. »: Jonathan?
»: Craig seconds? Any comments, questions, changes?
(No response.) Okay. All in favor?
»: Aye .
»: Opposed? (No response.) »: And now the meetings — a
special meeting October 24 and regular meeting October 26. Can
I have a motion to approve? »: Yes.
»: Marty second? Jonathan? Questions, comments, changes?
(No response.) »: All in favor?
»: Aye .
»: Oh, I am abstaining. »: You don’t have to
abstain. It is not necessary. »: Well, you know, you are
probably right, Craig because it is on video.
»: I think you were one of the people that told me I did
not have to abstain (Laughter).
»: We know when we got elected —
»: And we were not even on the Board.
»: All right. Order, guys. All in favor?
»: Aye .
»: Opposed? (No response.) »: Nobody. And I will
abstain. »: Public comment? It is
our next item and we have two people who have asked to speak.
Charlotte Roschare? And I’m sorry if I
mispronounced your name. »: Hi! President Croninger,
members of the Board of Trustees, I’m here today to talk
about the ongoing issues students have encountered with
SBCC in the spring of 2017, positions were open to have a
process that was supposed to be fair and open to all, and
Democratic. This proved to be false and we are now in a
situation where the bulk of the students have been made a joke
of. Some of the Board members of the SG violated school board
policies in order to prevent me with having my students and the
position as president of the SG. In August I was recognized as
the president and by were then violated to form a committee and
no one had authority to ask me. Despite my fighting back as
best I could, the ASG push me out of the office. As per code
policies and procedure or violated, the school turn
they’re back on me (Off mic) under alleged activities. To
compound the problem in September, the ASG was ask with
an appointment for new officers. Of the 11 people they
appointed, only two where women. All of the highest ranking
positions were offered to them in. There were several highly
qualified women that were sidestepped. I myself as a
woman have been ousted and there have been other complaints of
gender bias associated with the current ASG officers. This I
believe is a subject of a current Title IX investigation.
In 2017, in California, I cannot believe I would encounter
such gender inequality. I wrote you all an extended letter
in which I outlined the specifics of the situation and
where I ask if you could please take action so that we, the
students, we would have a democratic process respected.
(Off mic) 5400, 5410, 5420 and the
college is in charged with overseeing the ASG process and
the facilities and oversight to the ASG. The college has failed
with this off charge and I is the Board of Trustees to please
step in, take action and resolve this as quickly as possible.
Thank you. »: Thank you, Charlotte. Cornelia Alsheimer? »: Honorable members of the
Board of trustees, President Croninger, Dr. Beebe, I just
wanted to briefly let, you know, that as I had announced a few
weeks ago, the Faculty Association will hold a plenary
session this fall. We invited the Academic Senate to cosponsor
the event. It is now scheduled for Friday of next week, the
17th of November. We will discuss the college budget and
the five-year projection as well as the underlying parameters of
enrollment, on staffing, and on efficiency. This plenary
session is intended to be affordable for all faculty to
discuss these extreme important issues that affect all of us and
strike at the core of what we are doing. So in two weeks I
will report back. Thank you. »: Thank you, Cornelia. Okay. We have gotten to Item
5.1, report by Academic Senate, Doctor Priscilla Butler .
»: Good evening, members of the Board, President Croninger,
and Dr. Beebe, so there is one main thing I wanted to report on
today and that I want to follow-up on one of the
suggestions maid at the last board meeting. So the main
focus of my report today is on the progress we are making that
Cornelia also talked about, addressing the college size and
efficiency. At yesterday’s Senate meeting we discussed the
educational master plan annual progress report, which is an
annual update where we assess how we are doing on all of the
strategic directions and goals in the report as being an
appropriate place to document our plans around this. And here
we are at a college. We love our acronyms so here is a new
one for you. ASEMP, which stands for what
we are tenderly calling the abbreviated strategic enrollment
management plan. It is a full enrollment management plan,
which is an extensive document. It might be 20 or 30 pages and
our interest is and having, reaching some agreement about
those two important issues and in an abbreviated plan, so that
they are written down and everybody understands and agrees
on what they are. And then writing a more extended document
and I’m not speaking on behalf of of our EVP because, of
course, he would be central to that, but we want to work
together in that enrollment management plan.
So the ASEMP as we are talking about it now, we want to
bring it forward or discussion in a number of different ways.
So yesterday we had an initial discussion at Senate that
November 14th planning and resources can meeting, they will
be focusing on that are planning and resources is a
subcommittee of the Academic Senate. Cornelia just mention
the cosponsored plenary on November 17 and then this will
come back to the Senate on November 29. So as I relate in
my last report, it is our intention that some — that the
semester we gain clarity on these issues. So in my December
report I will be able to give you details on that. And I
would like to follow-up on one of the suggestions that was
made. I believe by Trustee Nielsen at the last meeting
there was some discussion about topics that might be of interest
and important for us to talk about together. And one of the proposals was for
more information about study abroad and related programs.
And this might make an excellent topic for a joint Academic
Senate Board meeting in early spring. So we look forward to
the possibility of scheduling that and hope you are open to
that. Thank you, very much. »: Thank you, Priscilla . Associated students, Josh
Villanova? »: I am still back on this
ASEMP thing. Was that Dr. Jarrell’s acronym? »: We have an educational
master plan, which is the EMP so to have an enrollment
management plan would be very confusing. So then we went with
this. »: I got you. »: Hello, Dr. Beebe,
President Croninger, members of the Board, I know I gave a long
report last time and I actually did not send you my report this
time and I apologize. I will send it out after I go back and
finish up with it tonight. I do have three things that we did
in the last couple of weeks. One of them is allocating
$2000 to support them hygiene
products in the bathroom on campus, the FEMA bathrooms on
campus. Another other one is the fact that we are going to go
to a statewide conference to vote on state student wide
issues. And the last thing, which is kind of big is that the
ASG has opened up an internship program. This is supposed to
— this internship program, the goal of this is to — it is
going to help ASU with visibility as well as
opportunities to test their skills and work in an innovative
environment. It will be a test run. It is the first time it
has ever been done and I think the application and the whole
process is going to be similar to our normal process of getting
with the ASG and it will help students and help ease the
process and get them used to just getting on the ASG .
»: Okay. Questions anyone? (No response.)
»: Thank you, Josh. Liz Auchincloss, classified .
»: Good afternoon President Croninger, members of the Board,
Dr. Beebe, at our meeting this week we had a lot a discussion
about what is called WRAP, which is the workforce
reduction attrition program and all of our members understand
the need for this. We discussed the rankings and the possible
impacts to the staff and management when this takes
place. But the process — we explained the process to the
members of the CC CG and everybody understands that and so we will wait and see
what happens. We know there are still some parts to discuss,
some positions, grand funding that we still need to talk about
with the CCG. So we are looking foreword to the end
result. And then we also talked about Guided Pathways. We have
several of our members, actually most of them are
participating in the Guided Pathways and there has been some
meetings of the hire group and they have been reporting back
and they are very excited. Some have said they have learned
more than they did ever since they have been at the college
with what is going on and they actually complement it Priscilla
on her management of the meetings they attended. They
said she is very good at listening to everybody and
taking great notes and then making sure the running of the
meeting went well. So I want to thank her for that. And we
talked about sustainability and the way to classified staff
can get involved in that project coming up. And then we
also talked a little bit about the Promise, and what is going
on with the state law. So we had a great meeting this week.
Any questions? »: Thank you, Liz. Anthony? Your report?
»: So as we finish up our week 12 for the fall semester
here, faculty, staff, admin Stratus are super busy — administrators are super
busy. There is our — there has been a lot of things since he
last board meeting. I have been quite busy myself. I was the
team lead for the institutional effectiveness partnership for
the College of the Canyons so that was an interesting project
and I was also the accreditation team chair for a follow-up
visit for Los Angeles City College. We just completed that
on Tuesday. I was also speaker at the leap forward regional
leadership Academy. This is for aspiring vice presidents that
are looking to become presidents and so we had a regional
academy and I was one of the presenters for that. I had the
honor of presenting the distinguished new teacher award
at the salute for teachers for Santa Barbara County and that
was at the music Academy of the West and, Ms. Kelly Keane from
San Marcos school receive that award and that was really quite
a thrill to be able to go to that, quite a black-tie event
and really fantastic. And then yesterday some of you attended,
along with me, the partners in education breakfast and this year I am the
president of the Board of Directors for partners in
education. I know that Marty and others have been involved in
that organization. About 400 people attended that particular
event so that was quite exciting. I tell you all that
because none of it quite frankly, rises to the level of
what I have been doing this week, which is attending
classrooms and visiting faculty and
students in those classrooms. And I canceled five, but I
visited 20 classrooms. And I have 84 — Pauline would tell me
84 yet to attend. So I have some weeks ahead of me and we
have scheduled all of these, but everything from accounting to
do — to zoology and everything in between in terms of the times
of — types of classes I have visited. And without a whisper
of a doubt, the faculty are doing a phenomenal job of
teaching, preparing the students in these classes in the
subjects that they are teaching. It is absolutely amazing!
Last year I did a listening tour where I went around to all
of the different departments and got kind of a higher level
understanding of the different departments, the organizational
structure of the college and such. And our goal this year —
I look at Angie because she has been helping me organize this
— my goal this year was to really get into the classrooms.
So it has been really exciting and I’m looking foreword to the
remaining 84 visits that I have. So that is the end of my
report. »: Thank you. Board reports Simco so we have Jonathan.
»: Nothing to report. »: Quite legislator?
»: Everything is over now. And everything is quiet.
»: Interesting how they get all of that time off from
September through December (Laughter)
Okay. K12? »: So I had the salute for
teachers. So it was a great venue to connect. And there is
opportunity with just new programming, and to support
teachers and teacher development and, of course, Dr. Marino is
on it and so a quick e-mail to her gets things going. So I
guess it is hard to report and say we are doing anything
because we are just trying to connect people and then people
like Dr. Marino pick up the work. So, hopefully, that can
go somewhere and we met with Carpinteria Superintendent and I
will be sending another e-mail and so there are some needs and
Carpinteria in terms of looking at literacy, specifically for
families, and we all know that an illiterate household will
change the trajectory of a household and a literate one as
well. So I think things we need to look at in terms of how we
support the Carpinteria community either with the
satellite — I don’t want to say campus — but it is easy for us
to get into Franklin and offer the ESL class they are or
whatever that may look like. But Carpinteria has a need for
us to take the service there. I have seen that many of the
families that need that support right now can’t access our Wake and Schott campus here.
So I will send over some details of what the needs are, but I
think it is something that we can do to further support our
preschool through 12 trajectory. »: Wonderful. And Peter and
I have talked about that , what we can do and
Carpinteria, not just for what you are talking about, but adult
Ed. I don’t believe that has been done in the past.
»: No. And it is a vibrant community, an extremely
supportive community. It is small and mighty, right Peter?
»: Yes. »: And the traffic is
terrible (Laughter)
So we understand why they can’t get here.
»: Yes. So we will shoot that over. »: Okay. Marianne? Did you
have more to add to that? »: Just a little bit. I
attended the partners breakfast the other day and I was struck by something
that I already knew, but I had really processed it consciously.
We established one of our major priorities for the last
few years connecting consciously with the community, and at that
breakfast, I was struck by first of all, the fact that
several of us were there, but also the fact that our president
of the partnership is our president of the college. And
if that isn’t connecting with the community, it was wonderful
— so thank you. I know that is a. »: Foundation? Veronica?
»: It will meet next month in November — I am sorry —
this is November. It will meet in two weeks — the 28th.
»: Okay. Mitigation ad hoc? Mitigation
ad hoc is us three and we have located the
research and Jonathan has located the research and so we
are locating the items we wanted to look at and they we will
meet and report back. Community partnership?
»: In a sense it is a community
partnership. I share the county veterans advisory committee and
this morning I attended the culmination of a year-long
study of veterans needs. That is we all have been guessing
what those needs might be and usually, they were pretty
accurate. But the Santa Barbara foundation along with other
sponsors actually took a full year to do a careful assessment
of veterans’ needs and there were
very, very interesting things that we learn. Among them is
that we have about 23,000 veterans in Santa Barbara
County. And in the room, which held us all, all parties who
were interested in veterans, what was clear was nobody talked
to each other. This was not the case with respect to the
partnership between Santa Barbara City College and UCSB.
Each having a veteran center and very well coordinated. Each
influencing the other and I think if there is a take away
from what I learned this morning, it is that we need to find a
structure and need to find a way of bringing everybody who is
concerned about veterans together so that at least we
know what else might happen or what else others might
contribute to the solution of a serious problem. We have
veterans who wander the streets or who are in the criminal
justice system and they need our help. So I
was very pleased to hear Santa Barbara City College identified,
along with UCSB as an indication of what ought
to happen within that community. »: And Peter, the League, there is a caucus
for veterans and we are part of it because I signed us up at one
of the conferences and it is a president from Shri Bo college
that is spearheading it and he worked it. So I will send you
— I mean it started just about a year and a half or two years
ago, and probably because my brother’s military so it is near
and dear to my heart. I will send it over because I do think
that is a service that is never enough really in our
communities. So thank you. »: Okay.
»: If anyone is interested I have the executive summary of
what was the outcome of this year-long study, and happily
share it. »: I am interested. We
could get it posted actually. And you could probably get it
posted. »: I would like to know too.
»: Sure. In fact, the entire report, which is 90 pages is posted online and the
website identifier is here. So I can certainly make that
available .
»: Okay. Thank you, Peter. Other folks want to comment on
anything? David? »: Yes, I just wanted —
thank you, I just wanted to give a quick report. So last week
the Associated Student Government and collaboration
with the political science club had a documentary screening
inequality . We had Professor Joe moderato
and under the Professor have a discussion with us as well as
Michael Monson grow and he gave us the Santa Barbara perspective
of inequality and gentrification. And something I
did want to bring about was inequality on campus and
specifically last night I was at Santa Barbara City
College and I saw — or Amy Collins our advisor had mentioned to us
that the sheriff was actually speaking in the cafeteria. And
I went over — the Sheriff of Santa Barbara County and I
noticed that there were no students there. And this was
after kind of bringing up the lack of student participation in
the May oral debate at SBCC. And it just kind of maybe wonder
what is systemically going on at our college when student engagement in
civics is very, very — I think it was predicted at like 400
students voted in this election, 400 millennials; excuse me.
In addition to that the equity committee, the committee
that is supposed to be decreasing inequality on campus;
we are trying to have a student representative on that
committee but it looks like the committee is not meeting. And I
know that these things are operational. But it looks like
within our operations there is systemic inequality and there
are not too many detailed ideas I have right now, but something
that may we could do as a board is to begin an initiative to
address systemic inequalities on campus . So that is all I wanted to
report and thank you so much. »: Thank you, David. I was
just going to say we can put it on our to do list and I think a
number of folks on the Board are quite interested.
»: I just want to comment and say thank you, but I just
want to — given the history of the last couple of weeks, at
think there is a lot a perceptions about things and a
sense are public meetings, when you make a bold claim about that
with our college, they are different groups and different
people and so I don’t know that generalizes to everybody. So I
want to make sure we come to the table with things that we
perceive, that we think, and don’t make it a claim because
claims usually need to be supported by evidence. And so I
feel strong about that and I want to make sure that we are respectful of our
perceptions versus evidence and claims.
»: David? »: Sure. Yeah so equity
committee; I believe Luis is the head of that. As far as our
student government owes, equity committee has not met yet. And
we need a student representative on that. That is our nine plus
one writes, something that we learned. We kind of touch on
committees that have to do with the student and if Equity
Committee doesn’t meet and it is kind of like one or two people
make a with a one million dollar budget, it seems like there is inequity in the
inequity committee. In terms of the mayoral debate and share of
attendance, some students were turned away. I don’t have the
evidence for that, but with the sheriff attendance, there was no
students there at all. And this is a sheriff of when I
spoke to him, he called undocumented people illegal
aliens. So it would be nice at least for students to speak to
the sheriff, asked questions, sea where he is coming from
rather than — I had no idea that he was coming — so…
»: We don’t want to get too far down the road into a
discussion yet, but my thinking about the issue was limited to
at this point the broad topic of equity. And you know what content that
has is to be thought about and developed later. I will add however since it is
sort of similar; when I was in New York on vacation I had the
opportunity to attend a conference, at least part of
a conference, which was called, “Inequality, immigration, and
the politics of populism” and it was extremely good with some
really excellent speakers from a variety of nations . The portions of the
conference are on YouTube and if anyone is interested, I can get
you some links on it, but it was talking about more of a political issue about
it, but it was also talking about the UK and France,
Germany, Scandinavia, Netherlands, Central and Eastern
Europe and there was some extremely impressive people
commenting and bringing things forward. As well as a complaint
— about the lack of a Latino panel member when this was
central to the subject and they read that out and they talked
about it, which they said that is correct. We tried, but we
didn’t try hard enough. And they apologized. So it was
interesting. I would also just briefly
returned to the partners in education because I went to that
as well and I was really impressed by the group. No one
mentioned this was 7:00 in the morning and we had 400 people
out there. And there was a panel discussion moderated, or
really directed by asking the questions by our Geoff Green and
he did a terrific job. It was a group of three companies who consider local cottage — am I remembering that — med
tech and Montecito Bank and trust and they consider it part
of their community responsibility to have volunteer
programs that are part of — provide help to students in our
community. It is not just local here. It is countywide I
think. And they do things like have
— coordinate tutors for both afterschool and in the
elementary and junior high schools. They have guest
speakers to talk about their careers . They encourage businesses to
hire paid interns and to two of our students are interns there
and did the videos that were part of the program. And they
also encourage things like computer donations for families
who don’t have computers. So it is a terrific organization and
it is executive — was it Santa Barbara City College Sollecito
Superintendent of County schools and Chelsey Duffy, executive
director. I have which one, but they called out Anthony for the
support he has given that group and said that they really felt
it was remarkable and so I also wanted to mention that.
It was terrific to see the companies who are
putting together those programs and helping the kids .
»: Marsha, I was on the Board for 10 years, and to let,
you know what dedicated people we have in this community — a
used to be called the industry education Council and its
switched over to partners in education. They meet every
month at seven a.m. »: Yes, we do.
»: The first time I saw it on my calendar I thought that
has to be a mistake. It has to be seven PM, but it was seven
a.m. So good for them and just dedicating a lot to our
education, to the children, and teams on the south coast. It is
amazing what they have done. »: Yes, it really is and I
was so impressed with Med Tech and they were tutoring
eighth-graders who were in danger of failing eighth grade
and they had a video of the kids talking about what it meant to
them and how it was so important to basically have them turn
around and passing eighth grade . So it is great stuff.
»: Before we move on, can I say something?
»: Of course. »: We had an election on
Tuesday. »: We did.
»: And one of our own was elected to the Santa Barbara
city Council and she is — I was talking to somebody about this
and they said, you know, all we need is three qualities and
anybody that is on a council or on a board — we need somebody
who is warm enough that you feel like going up and talking to
them and secondly, somebody who is very smart as intelligence is
important to. And third, they have to care about the school
and the community. And all three of those things were in with Kristin and she ran an
amazing campaign, a wonderful person and she is on our faculty
here, and she teaches science — issue geology?
(Comment Off Mic) they were thrilled to have her
coming onto the Council because they can talk about climate
change was somebody there. »: Exactly.
»: With the brain there. So she — I think we need to send
a congratulations to her through you if we can do that.
»: Yes. »: Okay.
»: We will do that and I also sent a message to Kathy .
»: Kathy Maria? »: Yes. So we are on it.
»: Thank you. »: It is perhaps instructive
to know that we now have two members on a City Council who
were former students at Santa Barbara City College, and
Kristen was one of them and I have to brag. I say both of
them were my students (Laughter)
The other is Craig Hart.
»: Good job Professor. »: I take full credit
(Laughter) students there.
»: It is never the teacher. It is just the students
(Laughter). »: Okay. Moving along we
are developing our consent agenda now. We have human resources,
section 7.1 – 7.4, Ed programs, 8.1 and 8.2 and business
services 9.1 – 9.6. So the question is
whether we should pull any of those items .
»: I mean I just have a question on two of them, but we
can move and then just discuss them and then just to prove.
Like I don’t have to pull them. I don’t have a reservation. I
just want to ask. »: Which ones?
»: 9.6 and I just have a clever the placeholder. It is
exciting. I see counseling and I want to know if we are hiring
more counselors or having adjuncts on hold in HR.
»: Okay. »: I mean, it is a good
thing. I have never seeing that placeholder I think on the
agenda. Had you guys? I don’t know.
»: I am not sure which one — which one are you talking
about, Veronica? »: I am talking about this
computer is so fast — Angie? 7.4? I can’t find it now.
»: Short-term personnel?
»: 7.4? »: Isn’t it a placeholder or
something? »: Which one? Have we
figured out which one? »: 7.4 .
»: Short-term personnel placeholders at the bottom of
the page there? »: Is that what it says? I
don’t know. Nevermind. »: Here you go.
»: It is good. I am just wondering what a placeholder
means. May you can tell us what a placeholder means.
»: We have 10 of them. That is a good question.
»: Go ahead. Veronica can help us with this. »: Good evening. Good
question though, but we do have placeholders for hourly
employees when we know that we will have a need, but they are
not academic counselors. They are short short-term hourly
employees that we will need it, but they haven’t identified a
person, or exactly — most times it is the person
that they haven’t identified yet, but in order for us to move
forward, we need to have a placeholder so we don’t have
issues with payroll or anything like that. So the Board does
periodically approve the placeholders.
»: So they are in academic counseling, but they are not
academic counselors? »: Got it. Those are the
departments. »: Well, that is good. The
kids will still get their letters and that department
always gets slammed. The more you can give them —
»: There you go — »: The more you can give
them, I think that is great. »: Okay. So that takes care
of that. »: And they my only other
question — and may you will tell us, Dr. Beebe; I know this
will be guided by the college educational master plan and so
at some point are we going to review that, update that, and
just look — you know there is a lot of things in their.
»: In the educational master plan?
»: Yes. »: I know Dr. Butler end
others are looking at that. They look at it every year. It
is an annual process to update that. And I don’t know if Dr.
Butler want to say anything about it, but it is in progress
right now. So at some point when it gets closer to
completion, S. »: So my main would be I
would want to see an updated education master plan before
this facilities master plan because if the facility master
plan is guided by the educational master plan then we
need to know what is in the master plan so we can look at
that. Does that make sense? »: Yes.
»: So each fall the college planning Council reviews the EMP
annual progress report and the EMP itself is an attachment to
that. We don’t normally have significant changes to the EMP.
There might be small things we noticed that might need to be
updated, but certainly it is a reference point for all of the
others. And in the EMP and I think it
is good if it can be attached to some of these items, there is
a visual diagram that we spent an eternity to reach agreement
on. It shows the interrelationship of all of the
plants including how the facilities master plan fits in.
So that might be helpful as a reference.
»: Yes, I am looking at it. So my main thing is given that
we just repealed to board policies — there is a lot of
conversations and it is a very important — it is very
important to see things in the master plan — I don’t want the
master plan to become before this because if this supposed to
guide the facilities, we need to see them working in tandem to
together. We need to make sure we get the big picture and I
don’t know with the order of that looks like, but basically,
if they follow each other, then we need to make sure —
»: So the educational master plans’ annual progress report;
we are planning to have a note in there. Because now we are
talking about another plan, the ASEMP, because the
enrollment management issues are directly relevant to an
enrollment master plan. »: And that is fine. I
don’t want to get into that, but the main thing is that if the
facilities is guided by this, we want to make sure this is
looking good so that it is following what it should.
»: Logically that makes perfect sense to me. So they are working on the
educational master plan update right now, the word one.
»: So the EMP annual progress plan will come to CPC
before the end of the semester in the educational master plan
will coming along with it. The ASEMP is yet another piece and
it will all come together. And not just to speak to this, but I
think the facilities master plan is not coming until
February. So these pieces will come before February.
»: Yes. That was going to be my point. The FMP, the
facilities master plan will be completed about February . So we will be able to pull in
the educational master plan components and then pull those
in, feather those right in to the facilities master plan along
the lines of what you are talking about.
»: Okay. And so ample time for us to look at it and make
sure — you know, we have a very amazing participatory
governance and so I want to make sure that Linsey’s department
moves forward, that the very important goals that we have in
the educational master plan move ahead. And also as we — I
know it says we will get reports — but like I really want to
get serious about not just having a report, but I want to
have a real discussion about what the data says because some
of these strategic goals are important and they go into the
educational master plan because everybody thought they were
important and so this is a big thing that we are undertaking
here. And so I want to make sure that everybody has time to
review and have their say and that we can all participate and
be happy about it. »: Sounds good.
»: Okay. Well, I guess we discussed it without pulling it
(Laughter) Craig? Did you have something
you wanted to poke? »: Yes, I think we should —
just as a formality we should pull 9.5 because there is a
mistake on I think who the contract winner was. I think it
is just a type. »: We will correct that. It
is a typo. »: That we don’t have to
pull it out. »: You are correct that we
need to point that out. »: Procedurally —
»: Yes. »: It is not granite
construction. It is Western water.
»: You just have to read carefully to figure that out.
»: There was a cut and paste slip. Anybody else? Does anybody
else want to pull anything other than the discussion we have
had? (No response.) Okay. Can I
have a motion to approve 7.1 – 7.6? And as to Item 9.5,
that is the one, isn’t it Angie ? We are changing the name of
the contractor who won the award to Western Waterproofing. It is
not Granite Construction. It is Western Waterproofing. It is
bid number 727. So on that basis, would that qualification
— can I have a motion to approve? Jonathan? Craig
seconds? Any other further comments,
discussion? All in favor? »: Aye.
»: Opposed? (No response.) »: Okay. That moves us forward
substantially. »: Marsha, would it be — I
am reflecting on your concerns about the
interrelationship and sequence of the facilities plan and the
educational master plan. Might not be a useful thing to set
aside a future meeting where we can have sort of a holistic look at how these plans interact so
that we are all truly well-versed in how this is supposed to
work. And the permutations of the plan is that they waltzed
through our deliberations.
»: No. I think that is an excellent idea. I think the
retreat that is coming upon the eighth is starting the process
of having the Board understand facilities in greater depth. I
think it is probably too soon for what you just described, but
it makes sense to have that conversation with you noski a greater level
of knowledge about facilities, greater perhaps about the
educational master plan and then bring it together. So we could
look at it early next year probably. Does that work for you?
»: Yes, that works. »: All right. We are at
10.1, Resolution No. 10, augmentation of revenue. And
one of the things I noticed about it — I wanted to mention
that it was institutional improvement —
Anthony and I getting that money name, right? That is money
that we get from the Chancellor’s office implementing
the subject that we had . Right?
»: Right. And Dr. Jarrell and actually the Academic
Senate; we have a whole plan of the things that that
incorporates. »: Right. So I am just
saying good. We’ve got extra money from the Chancellor’s
Office to help. »: That is the institutional
effectiveness partnership initiative. IEPI, or IEPI as
you say. »: Okay. Angie. This is a
resolution. »: We need a motion.
»: Sorry. We need a motion. »: How about a motion?
»: Motion to approve. »: All right. Motion to
approve the augmentation and the transverse for the balance.
Second? »: I will second.
»: Marty? Now Angie.
»: Trustee Kugler? »: Aye. »: Trustee Gallardo?
»: Aye. »: Trustee Abboud?
»: Aye. »: Trustee Hasland?
»: Aye. »: Trustee Blum?
»: Aye. »: Trustee Croninger?
»: Aye. »: Trustee Nielsen?
»: Aye. Panbehchi?
»: Aye. »: That brings us to 11.1,
the faculty and staff diversity annual report. Monalisa? (Comment Off Mic) »: Good evening, again, . I wanted to present in update
on our numbers for the equal up employment — equal opportunity
employment plan, and recently you approved some changes to the
plan and one of our requirements is that we provide
an annual report to the Board of Trustees to update you on our
demographics, where we are as far as diversity, what our
applicant pools look like. So I wanted to take maybe about 10
minutes or so to go over some of the numbers. I know it is a
lot of numbers but we can get through them real quickly. So
we start off with a student profile. We haven’t really
decided what we are aiming at and we really don’t have goals
or targets because that is old language but we do like to look
at our student profile to see what our our current
demographics looking like, so that we have an idea of where we
want to go, where we have gaps in our staffing, and continue to
work on those efforts to diversify our workforce and
provide the professional development that is needed to
increase cultural awareness of our population.
So the first slide to their that you will see is on our
student profile which you are probably familiar with. So we
are pretty much — that speaks for itself — 39 percent white American and they we have 33
percent Hispanic, which are the largest groups in the college
and then smaller percentages of the others.
And we will move to the next slide, which will give you the
overall demographics for the fall of 2016. And this is
divided into those categories there. The first one is all
management, classified and academic administrators. And we
had 47 for the fall of 2016 and then there is the
breakdown there. So you see our largest chunk there is 26
percent Latino Hispanic and they we have 66 percent Anglo. So
this gives you a profile of where we are there. We are
always a year behind because we will report this year’s numbers
around the same time next year. The next five categories —
just go back one — starting with professional, nonfaculty
through skilled service maintenance,
those are all part of the classified group workforce, but
the way we divide them up when we are reporting is for the
purposes of looking where we are. Because we can say that we
are 40 percent Latino or 30 percent African-American, but
when you look at the numbers to see where we are more diverse, you will see that
they are going to be concentrated in the lower, like
the service areas and secretarial will have a lot
and technical. And that is important. And the reason why
the Chancellor’s Office and Title 5 wants to see this
reported this way is we want to see some moving forward,
professional growth process into faculty, into dean positions.
And, as you can see here in the service maintenance area which
would be our custodians and food service workers, we are doing
very well there. We have 40 Hispanic, which is 74 percent of
the workforce, but if you look at the Anglo they are, there is
17 percent. So it is somewhat underrepresented with Anglo
based on our population in the city, but overrepresented in
that area and Latino and that category.
But then you go up to professionals, which are a
higher level position in the classified service that require
a bachelor’s degree or above, a lot of our human resources
positions are in there. Our top-level accounting positions,
analysts positions are there paired it is good. It is 23
percent. There is seven and then we have 61 percent. So if
we could move those numbers through professional growth,
through in-service that we have throughout the college, that
would probably be a direction we would want to go. So I’m
working with the equal employment opportunity committee
to come up with developing a plan of how we are going to get
there. So a lot of this will be through professional
development. We can go to that slide.
The next slide looks at the executive management over time.
So this is our longitudinal data from 2012 to 2016 , ’17. And I want you to pay
attention to the number there. Let’s look at the Hispanic
number there. Only because you will see zero zero going from
2012 to 2015. It appears that we hired a lot last year, but
what happened is that we scrubbed the data. We cleaned
it up because some of these folks or either unidentified on
the database because some of the fields that we were using that
were not the correct field. So working with institutional
research, we scrub the data to come up with a real number for
’16/’17. So it is not that we did a lot of hiring in those
groups — now we are — I will call it a new restart on where
we really are, but moving forward we will have accurate
data moving forward. So he will see where we had unknowns, we
had 8776 over time, but that we brought that down to zero. So
we were able to identify where they actually belong. So that
is good data that will help us evaluate what we need to do. So
in management we had 47 percent four ’16/’17 and we hired four
and there is additional information on the floor later
on in the presentations so we can move forward.
In the classified staff at; this is looking at all five of
those categories, professional through service and maintenance
overall. So we can take a picture that way. And you will
see that the same thing is happening here where we had
unknowns. We had 80, 81, 70, 71 and now we have mostly all of
those identified. So we have four unknowns. And if you look
at the Hispanic line there, went from 18 to 118, not really
based on hiring, but based on true I did a vacation of where
these employees belonged. »: So just a point of
clarification here. You are suggesting that data from 2015,
’16 and older is not accurate because of misplaced —
»: Misplacement and look at the wrong fields that were
overly populated. So those were true unknowns. They are in
accurate and the wrong fields were being used and looking at
all of the fields over time I think our banner system — you
know, evolved and we were pulling the data from the old
fields where we should have been pulling them from these other
fields. »: So ’16/’17 that column is good?
»: Yes. That will be our benchmark moving forward.
Questions? »: So for the management
personnel, I am wondering if you may have an idea of what
changed from ‘1516 and before to ’16/’17? Did we change our
practices? Like the jump up for Hispanic — I am sorry — »: That is part of scrubbing
the data and make sure we are pulling from the right field so
we were able to identify them. »: Okay. »: So in terms —
»: I have a question. I am trying to sort through because
scrubbing the data of course makes it harder to interpret.
But looking at ’16/’17 — and I am not saying that is not what
you should do; you should. But I am trying to figure out which
is the data that we should be looking at. And I guess what I
am coming up with is just to take an example here. Full
faculty for ’16/’17, we have — that should be good data and we
have 19 percent Hispanic. And my, right?
»: You are on slide number — what is the number at the
bottom? »: I am on page 12 . I am sorry. I am just trying
to figure out what we can compare it to.
»: Yes. Full time faculty, you will find somewhat of the
same there. But what we are looking at four ’16/’17 is
official data. We were able to move those unknowns over to
known categories. And moving forward we have that right now.
So yes, ’16/’17 is what we should be relying on for I data.
»: And where I was going with that — this is an example
because it shows up in all of the categories. That the
comparable diversity for students is 33 percent for Hispanics?
»: Thirty-nine. »: So that would be the
comparison point paired we have data for ’16/’17 and they we
have demographics that are current?
»: Yes. »: Comparing faculty and
students? »: Right. Comparing our
diversity among faculty without diversity among students and
diversity among classified, diversity — I mean all of those
different groups. »: And there are different
ways to approach the spirit we can look at the student data,
local demographics, look at the city of Santa Barbara, look at
the service area for the college , and then maybe come up with an
average and maybe that will give us an idea of maybe where
our gaps are. Not necessarily goals or targets, but we can
target our marketing and recruitment in those areas. So
it is good information that as we evolve a say committee we
will be exploring different ways to improve some of these
numbers . So we can go back. So go to — I think it is one
more — so classified — that is looking at it as a whole and we
will go now to the categories. The next one. So there is your
professional nonfaculty and, as you can see, we have 31 in
’16/’17 and we were able to move a little bit. That group is
not as large so, of course, we don’t have as much to correct
there. So we can move along there.
But what it does — go back one there. But what it does show us
is that we are pretty doubt because he numbers are so low.
If you look at our Asian population, just dropping by two
makes a difference. So small numbers really impact us when we
lose one person. And then again, the identifying of the
Hispanic they are — seven — it went from zero to 23, but
really based on identifying where they belong. And we can
move to the next one. Secretarial clerical is pretty
self-explanatory who is in that group. There, what happened with this
one, look at the total number there. So you have 122, 130,
134, 140. And many were not categorized in the category.
The Chancellor’s Office tells us they should be. Many are in
the technical positions and some of our paraprofessionals were
categorized in the secretarial clerical. So we don’t have 130 secretarial clerical people and
if we do, I want to know where they are at. There are only 40. So that
reduced that number, but you will see an increase in some of
the other categories. So not only were we dealing with the
unknown category there. But we were dealing with making sure
they were in the appropriate EO categories. So ’16/’17 will be
our new restart benchmark there and so we have those percentages
in that last column . And then moving to the next
— there is a technical professional. So you will see
there we have 85, 85, 87, 87, and then 170 because we moved
some of those that were mis- categorized in the secretarial
clerical where they were really more like technicians or
paraprofessionals and that is good. Now we know where they
are at. We are good there. And then we move some of the
unknowns over to an ethnic category there. So good work. And the HR team
really worked heart on getting this, working with the various
departments to get this right and so we are glad that now we
are at a good point where we can really evaluate our progress in
these areas. So we will move onto the next one. A skilled
crafts — »: Monalisa? Just a quick
question. No worries. I was wondering what EO is.
»: Equal opportunity — equal employment opportunity.
»: So there category is given by the Chancellor’s
Office? »: Yes.
»: I was just wondering why didn’t — just to identify the
problem, why didn’t we categorize parallel?
»: That is a good question. Well, they were categorized a
long time ago and they were placed — I think maybe there
was a training gap on what group belongs where. So when we went
into that field that gives them the categories that they were
just placed in the wrong category. It could be there to
find differently too, but I think most of it — this is the
way we are going to place them and then when we went in there,
we found out that they were in the wrong category. So we fixed
that field and then both IR and HR or on the same page
with what they should be for the categories. Skilled crafts; we
really don’t have many. I think with the budget reductions
we probably went to Singleton there on our plumbers,
electricians, carpenters if we ever have those where most
organizations may be have to of each and we are probably down to
single ones in those crafts. So the numbers are really high
there. We had may one person retires or brought it down to
five. That is pretty
self-explanatory. But that would be our journeyman
craftspeople . And then service main, this
is where we have our custodians, our security personnel, our
food service personnel and they looked like they were
categorized pretty accurately there. The only thing that they
were doing differently there is identifying a lot of unknowns.
And now we are identifying those. So if you look at the
Hispanic there it went from 19 percent to 74 percent and that
is all good data that we can now use moving forward. And we
will go to the next one. And now we start in with our faculty
. Our faculty; we also had — the numbers are pretty good
because there is only one category. You can’t really do
anything wrong there. But our unknowns were an issue there if
you will look at those numbers. So we went from 37 unknowns and
in ’15/’16 to zero and that help
the numbers in those categories. And this is a good slide to
look at. It is how do we compare statewide. If you would
look at statewide, it shows a 15 percent on the statewide
number and we are at 90 percent in Hispanic. Asian, Pacific
Islander is 9.9 percent statewide and we are at 3
percent but we also look at what our demographics are here as
well. And we can go to the next one
there. Adjunct faculty; we had 510 in ’16/’17 and that is a number that
sometimes when you look at the Chancellor’s numbers and maybe
with some of our other reports that we have had, they come into
full time equivalent’s. These are actually headcount. There
will always be a difference, like even with the FCMAT
reporting because they are using full-time equivalents versus
headcounts that we use for this type of reporting. And here,
the only thing that we did there with the unknowns was we
actually didn’t do a good job. It is harder to do the adjunct
faculty correction there. So we are working on that area to try
to move some of these unknowns, but because I guess they are
more itinerant and temporary, they tend not to report as much
so that is an inaccurate number there. So we have a little bit there.
We have — we are pretty static right to. Hispanic went
up to 62 there. You know what I think that we might have a
problem with that slide? Because I think we had 60
unknowns on that one. I may have to come back or maybe send
something. I think there’s something going on with this
slide here. The 67 number fell as I remember so we probably
forgot to change that cell right there on the slide. So I will
come back to your Senate through correspondence to you. So we
can go onto the next one. And this is looking at our applicant
pools. This is ’13/’14 and these are just
members and not percentages. So we have — you will see we had 547
Hispanic applicants in ’13/’14 over all of those areas. And
1249 and our Anglo white and we do identify those that identify
as two or more races for the African part of it. And so that
is just data to look and see how we have evolved. If you go
to the next slide, ‘1415, 964 Hispanic and 933 so it gives us
more comparison data to see if we need to do a better job of
targeting the recruitment there. ’15/’16 is the next one. And
then we had a reduction there probably because we were
reducing our hiring by this point I would think. And when
you look at our data for ’15/’16 for faculty, we are always
using that applicant poll to hire for the following school
year, not for the same school year. Not the same academic
year. So ’16/’17 we had the reduced
numbers. Again, we only had 421 Hispanic Latino, which is
the two largest groups is what I am looking at in 893 there. So we had 59 positions there. Total. And then we will go to
the next one which is just a comparison. I will not spend
too much time on this. This is something that was in the EEO
plan so I put it in there. It is a comparison of our applicant
pools versus our demographics. To really it does not tell you
— to me, it really does not tell you very much pair, but we
are tracking it. Our applicant pool has nothing to do with what
our demographic is in the college but it is data to show
here. The important part is he top part I think and maybe in
the bottom, but are applicant polls, we had positions
recruited. We had 60, 75, 79, but if you look at the
composition of that applicant pool, looking back at the two
main pools, there are 60 percent to 70 percent. It is pretty
close, and it didn’t change too much with the Hispanic pool and
you look at the Anglo white, 30 7.9, 36. So it stays about the
same. And then at the bottom you can see our contract
employees there over time which contract employees are all
employees, not including adjunct. And then there is our
number they. So when you look at the bottom one again, other
unknown it went from 20 percent in ’13/’14 to less than a
percent because we were able to identify them. And so we will
go to the next slide. And here, this one tells us the applicant
pool for management and faculty. So if you look at the
top part, that his management recruitment. We only hired four
folks there and two of them were Hispanic and one Asian and
one white Anglo-American. And then we had to four
faculty. We had 18 and that is the breakdown of where they are.
So it looks like we did some good stuff. There was diversity
there. Part of the 18. And then now we have our diversity
pools for classified. And the way I did the slide is because
they are divided into the five categories they. I looked at
the overall. We had 15 total, so 10 of those folks were in an
ethnic group. So we had five Anglo and 10 so that is
improving our diversity numbers there. And at the bottom it will show
you — the 15th — where did they fall? If you look at the
area that we really want to look at is the service area to see
if that is where most of the hires were. They are in the
service area. We had two, three, four, five of those 10
come out of the service area. »: Just a quick question on
slide 18 . For the applicant pools in
’16/’17, I noticed that for other and unknown, it was at 30
percent. I was wondering why that is .
»: Applicant is voluntary if they disclose. So you will
have some folks who just don’t want to identify at that point
and we can’t really mandate it. »: But under workforce, is
it possible to? »: Under the workforce,
because they are getting payroll information and we had better
chance of getting that pair for the most part they are going to
identify once we hire them . And we will go back to where
we are. I think that was the last slide there. We will go to
the next one there. And that is where we approved our plan in
April 2017 before I came on board. We made some changes
recently, and we have a charge hereto to equal employment
opportunity to identify strategies with multiple
measures that we identified through the EEO to make progress
either through training, professional development, doing
a good job of training our hiring committees to be aware of
unconscious biases in hiring and things like that. Is we are
going to partner with them and be it up a little bit with our
selection committee training when it comes to equal
employment opportunity. And that is really all I have for
you. If you have any questions, I would be happy to answer
them. »: I just want to say come
— say thank you for compiling all of this. I have been
waiting to see something like this for a while. It does
indicate we have some problems though, but things we can
resolve. »: Marianne?
»: I just want to emphasize and this seams odd. I am sure
you don’t knead it emphasized, but this is not a report because we are interested in the staff, per se. It is a
report because we are interested in the relationship between the
people who work in this institution and our students.
And it turns out that the research is overwhelming now
that if you have students who are diverse and a faculty that
is not, you do not connect with the students. So this is a
student-centered report in a way.
»: It is. I didn’t want to get into the research, but thank
you for mentioning it. There is plenty of research out there
that shows that, you know, looking at it realistically also
because we don’t have high turnovers it would take us a
long time to get there. So one of the other strategies — we
try to employ professional development through different
trainings and that is what I think we will focus on in both
areas, but I think we will get there. And that is some of what
we want to implement in our training with the hiring
committees. It is the research behind it and there is a lot out
there and maybe bringing in CUE ski the Center for Urban
education. They do really good work with this.
»: Thank you. That is a very important comment, Marianne
. Jonathan? »: So from a year from now,
can we look at how may people are hired in 2018 and see the
breakdown of those people separated out compared to the
college? »: Yes.
»: That would be great. »: This is our first step.
»: Yes. And I thought about what you said about the service
area, those demographics would be good too. I look forward to
seeing you next time. »: Thank you. It is very
well presented, very actually easy to read and clear. And I
think this is more of many items for future board meetings.
There is 510 adjunct faculty. It has doubled then our full
time faculty. 510 other folks that I don’t ever
get to — I mean I know there is a process — I don’t want to
get into it and I know they have representation and Academic
Senate and all of that period, but at least when you are
looking at the 33 percent students, and at least when the
redistricting happened at that time in 2012, the city took a
dipstick of about 33 percent Hispanic Latino. I don’t know
what we are now in the city. But will do at the faculty
adjunct Hispanic faculty it gets up to the 30s, so that is
somewhat close. I know the adjuncts, the
faculty has — and I know SETI — Sally — what is her last
name — they have her group — I know the e-mail for events and
things like that. I would like — I know I mean I know we talk
about joint Board meeting’s, but I would like an opportunity to
get to know those folks too. That is 510 people that are
interfacing with our students and I think that yes, you can
have the research and when you see each other and whatnot, but
there is also great value in professional learning and
getting to know people and building some of those cultural
competencies and be culturally proficient and know how to
connect an interface with all demographics of kids. Just
because you are Hispanic Latino, may you did not grow up in
poverty or gang. You would be uncomfortable. So I speak for
that myself. I know I am an advisor and we would be like
Francisco can you take the student? Or I would take the
student because of what our experience is and being able to
connect with students. It did not matter what we look like,
but it mattered what our experience was and what we were
comfortable with. So that is a big number and
these are a lot of folks that are interfacing with our
students and it is doubled the amount of full-time faculty. So
if we can make that happen, I would really appreciate that.
»: Yes? »: I am on it. We will look
at it. It is a very critical part.
»: Yes. And I’m reading the educational master plan right
beside it was strategic goals to build programs that have
student access across all groups. So it is right in line.
»: Yay yay .
»: I think we have segued into items for future board
consideration. That was a Segway. We have dealt with the
Campus Center report, so that is where we are. So we have
Veronica’s suggestion relating to adjuncts and we have David’s
comments about equity and we have others that folks want? »: Really we need to clean
this up. »: We do need to clean this
up. Some of the stop will come off.
(Overlapping speakers) we could prioritize. I know at
the last board meeting there was a comment about
prioritizing the academic Senate meeting and the Santa Barbara
unified and that would be Carpinteria as well. Those
meetings and we are already working on trying to schedule
that even though that will, obviously I think move into next
year. And Associated Student Government. Was I reading your
mind? I think that is a priority as
well. »: And that joint City
Council and our Trustee meeting, we have been waiting for what
just happened to take place. »: Election .
»: But other than that, which has been on our radar,
others? (No response.) »: Okay.
»: I had one, but I don’t have a voice for it in my head.
»: We can give you a minute to .
»: How about something like board communication? Like how
the Board communicates? »: Communication?
»: Or a study session with loose? With Luc?
»: Anyone else? Well, we are fine then. All right. We
will call ourselves adjourned. 8:44 PM (EST)