–open session. So [INAUDIBLE] walked over here. The board would like to report
out that during closed session, the trustees
approved a settlement agreement with former
adjunct Mark McIntire pursuant to which McIntire’s
employment at the college ceases and he waives all
potential claims of any nature against SBCC and its faculty
and staff in exchange for sums to be paid by the
college and its insurer totaling $120,000
in the aggregate. The vote was 6-0, unanimously,
with Trustee Abboud absent. OK. Please stand for the
Pledge of Allegiance. Ready? Begin. I pledge allegiance to the flag
of the United States of America and to the republic
for which it stands, one nation, under God,
indivisible, with liberty and justice for all. And I did it backwards on the
agenda, because I reconvened– That’s OK. –and then I reported out. So now we are at item 4.4,
which is public comment. I’m going to have one coming up. You will? [INAUDIBLE] Well, welcome, everyone. It’s been a month. And we have a nice
set of reports here. So thank you, Dr. Beebe
and all the staff, for organizing this as our
speaker gets his slip ready. These study sessions are
great for us to learn. And we have some
exciting reports. And so I want to thank
you, because we’ve seen a lot of progress
as the years have come on so many different
initiatives and so many folks on the ground. And I kind of want
to put this on early. Because I feel like this
is going to be exciting, along with Dr. Johnson, who– I saw him– who has a
wonderful presentation for us. And so thank you for your
labor and love on that, because [INAUDIBLE] exciting
the work you guys are doing– We are very excited about that. OK. So we are at item
4.4, public comments. And so members of the
public have the opportunity to directly address the
board on any item of interest to the public that is within
the jurisdiction of this board, whether or not it is in
item notice on this agenda. A member of the
public may also speak to the board during [INAUDIBLE]
an item listed at this agenda. So I just want to add that
generally no action may be taken on any item not noticed
for action on this agenda, but the board may receive
input from the public. And so as such, I have
[INAUDIBLE] Johnson. [INAUDIBLE] Johnson,
please come up to the front up there, if you
want to be on camera. And if you want to speak from
elsewhere, it’s up to you. But the camera will see you
if you stand [INAUDIBLE].. This [INAUDIBLE]? Yeah. OK. Or [INAUDIBLE]. But wherever you’re comfortable. And you will have five minutes. And I will give you a
two-minute warning when your five minutes come close. Yeah? That’s very generous of you. Hello to you all. My name is [INAUDIBLE] Johnson,
and I am a dual enrollment student. Umoja is a community
trying to improve the lives and futures of
black students across America. With a mission
statement like this, I would like to request
that the board of trustees ensure that Umoja is led
by someone well-trained to uplift black students. Krystle Farmer failed to
do this at the BSU event I attended this spring. She led SBCC and high school
students in a group discussion encouraging everyone to
accept her personal views about the worthlessness
of black men. The harm this caused me as
the only black male present during this conversation made
me lose confidence in myself and the project I had trying
to start a Black Student Union at my school. I feel like I had lost faith
in the new friendships I had created through the
Black Student Union. And I still don’t feel
safe on SBCC’s campus taking my classes here. And it’s– I hope that board of
trustees can prevent this from happening with other
students, black or otherwise, in the future. Thank you so much for your time. And congratulations
on [INAUDIBLE].. OK. Yes, we normally don’t take
action with the [INAUDIBLE].. Oh, sorry. I thought it was–
yeah, we normally don’t take action or
discuss anything that’s not noticed on the agenda. And then when the
presentation, [INAUDIBLE],, when the presentation
comes up, you also have an option to
speak at that point. So if you want [INAUDIBLE]
during the Umoja presentation, you can give us a slip for
that item on the agenda. OK. That brings us to item 5.1,
minutes of the regular meeting, June 28 and July 12. Is there a motion to approve? Motion to approve the minutes. Is there a second? I’ll second. OK. It’s been motioned
by Trustee Abboud and seconded by Trustee
Miller to approve the minutes of the
regular meeting from June 28 and July 12. [INAUDIBLE] discussion? Yes. Just one suggestion. It’s the minutes of June 28. And when we get to
the board report, there is a report from Jonathan
that mentions that the– he reported that the foundation
for Santa Barbara City College is considering asking the
college for financial support. And that specifically related
to the Promise program. And I thought we should add
with relation to the Promise program, if I
remember correctly. I think it was general support. Yeah, I think it was
general, just general– I mean it encompassed the
Promise and all the programs. But it could be– To our discretion or
whatever [INAUDIBLE].. Yeah. Because it was not a restricted. It was an unrestricted. OK. OK. Then I did not understand
that at the time. I thought we were speaking
about the Promise program specifically. But that’s fine. I just wanted to be sure we
were accurately reflecting. [INAUDIBLE] they’re incurred
some increased costs because of the Promise
and different things, and just knowing that it’s a
reciprocal relationship that it just made sense to– it all falls back. Oh, I think where
the Promise came in was I said that we’ve
gotten more revenue because of the Promise
that they’ve done. And that’s increased enrollment. And maybe for the
other factors, too. So the money would be helping
them do more to then maybe even increase more enrollment. So I just wanted to be sure
reflecting the conversation. So the minutes are
fine as they stand. So it’s fine. OK, good. All in favor? Aye. Opposed? OK, motion carries. That brings us to– she’s already up there. She’s ready to go. Ready to rock and roll. OK. Well, we’re excited. We have presenting Dr. Beebe. Anything before Dr. Moreno? I wouldn’t dare steal any
thunder from Dr. Moreno. So I’m just going to say we’ve
got a big portion of the team here. And we’re thrilled to have
the team here from the School of Extended Learning. And our first annual
report by Melissa Moreno and very excited
to hear about it. Thank you. Thank you, Madam President. 6.1, you’re on. Members of the board,
Superintendent, Dr. Beebe, thank you so much. I want to preface
this by first thanking the administration
for the opportunity to serve in this role. This past year I was
Interim Vice President. And it has been an incredible
journey and a learning experience for me. And we have such
an incredible team behind the scenes that
has helped us accomplish all of these things, and our
internal partners that worked with us and our community. So I just wanted to thank
everybody for this opportunity and to be able to
share everything that we’ve done this
last year and give you a sense of the direction
that we’re headed. So let’s start it over. That’s the end. Hang on a second. [INTERPOSING VOICES] So I’m going to start by
giving you a little mini introduction and a little mini
lesson in non-credit for those of you that don’t
understand what we’re doing, and give you a little
historical perspective. And then we’ll talk
about our accomplishment. So as you know,
back in about 2012 we were under the
threat of being defunded for tuition-free education. And it was at the
time we brought in to fruition the Center
for Lifelong Learning. And that was a very successful
endeavor for a few years before now. And it was bringing in a
revenue of about $2.5 million. And we had dismantled basically
all of our free programming to bring it to be fee-based. And we had a little bit
of adult ed tuition-free that languished. And so when Dr.
Beebe came on campus, one of his first charges was
to get community feedback. And I think his response was
overwhelming from the community that we bring back adult ed
and tuition-free programming. And so I’m not sure if I had
sucker across my forehead, but I feel very fortunate to
have had this opportunity. And it’s been an amazing
ride to bring back tuition-free programming. So the charge was to maximize
our tuition-free programming, everything that we could,
and keep a fee-based program to balance it out and
to integrate everything. So I guess I’ll go here. So that’s the last slide. I need to go to the first slide. Again? So my charge was to integrate
the fee-based program into extended learning and
maximize tuition-free programs. And so it brings us to today
to our first annual report. And we can’t really talk
about adult education without recognizing Sam Wake. Our Wake campus is
named after him. And he led our adult ed
programs for a long time. And so our first ESL adult
ed class in Santa Barbara was in 1918. So that was 100 years ago. So we’re celebrating
our centennial event. And so you can kind
of see the cycle where we had tuition-free. We went to fee-based. Now we’re back to
tuition-free and we’re celebrating 100 years of adult
education in Santa Barbara. So we’re very
excited about that. I want to clap for that. [APPLAUSE] A little mini lesson in
tuition-free or non-credit. It’s the same thing. We decided when we
did our rebranding with School of Extended
Learning that we would let the public
understand that tuition-free is the same as non-credit. So we use the words
tuition-free to represent our non-credit programming. And it differs from credit
in a number of ways. I have prepared a companion,
very detailed annual report in the form of a flipbook
that I have provided to you, where you could go into
deeper detail tonight, maybe, over cocktail hour
before dinner or something. Because it’s much
more detail than what we’re going to do
in 20 minutes today. But basically, tuition-free
programs are based on hours. They have no credits. But we’ve set up a system
where students still get transcripted for the
courses and certificates that they take. And credit is units are
earned and are usually at a transfer to college level. And our instruction
is really pre collegiate, goes as
below, as far as eight levels below transfer. So we have literacy students
that come through our doors. And we are very accessible. And we’re funded by the state
by calculating hours of students sitting in our seats. And so that’s very different
from the credit model. But generally, credit
funding is a littler higher. We have equalized
apportionment funding for only certain programs
that are college preparation and career development. And our primary goal
is to bridge students either to credit or
straight into the workforce, to either enhance their
careers or help them find jobs. So this is what we’ve done in
a very short period of time. So we overshot all of our goals
and met all of our metrics in the first year,
kind of unexpectedly. I think the team came together
and was so excited that we just really charged. And so these are some
of our short-term goals that we set back in
June that we met. Plus, as we moved
along the way, we had numerous challenges
so we reset a few times and added more goals
and met all of these. And again, these are
detailed in the report. And then these were
the long-term goals that we’re still working on. And again, we added
to this list as we experienced our first year. So let me talk about
our organization. So it takes a village. And we have a little
mini village over here. But this is just the immediate
team of Extended Learning. I have many of them
in support here today. But really, the team
includes the credit faculty. It includes our
internal partners. I see our Director of Admissions
and Records are here today. And so it really
was a team effort. We worked collaboratively
all year long. And so early on we
were charged with such a difficult, I would
say, transition to effectively dismantle
the Center for Lifelong Learning that had
been built lovingly and successfully by our
former executive director Andy Harper, who
is now the Senior Director at Extended Learning,
and by Ken Harris and Jeannette Chen. And they did such
a wonderful job and I think their transition was
so significant because we were integrating under
a whole new branch and integrating all
of the programs. So we did some team building. And I think this was one of
the most important decisions we made, because we
ended up bonding, getting to know each other,
and we are a cohesive team. And I think that that
really was a smart decision. So we rebranded from Center
for Lifelong Learning and our non-credit non-brand
to integrate into the School of Extended Learning. And the significant impacts
of rebranding, I think, are worth mentioning. Because I think we became a
cohesive and inclusive culture as a result of this. I think all of the
players got to understand what everyone was doing. And we aligned ourselves
with the college mission, which is really important. And so we really feel like we’re
a part of Santa Barbara City College and all of what
we do is integrated. And then we kept the
fee-based program, not just for the
dollars, but also because we wanted it to
serve as an incubator for trying new things. Because the fee-based
classes have less– are of a less regulatory
nature, and it lets us incubate new ideas. And it helps us to be a pipeline
into our School of Extended Learning programs. But we do have a revenue
stream from fee-based learning. And we decided the
most important place to put that revenue would be
in enhancing our marketing. Because School of
Extended Learning is different than any
other credit program. And we really need to build
awareness in our community in ways that the
credit programs don’t. And so our marketing budget
is really important to us and we are keeping a Kung Fu
grip on the print schedule, which credit did away with. But that is really, really
important for our community and it’s a very expensive
piece of our marketing. It’s our number one cost. And so we lean on
the fee-based revenue to support the School of
Extended Learning marketing budget. And we also have the support,
of course, of the Foundation and our Office of
Communications and Marketing. So really our program strategy
was to maximize everything in tuition-free. And so these are the
areas that we’re limited to in tuition-free programming. And so we engaged in a
huge migration project, migrating everything
over that we could that fell into these categories
from our fee-based program to be tuition-free. But there are certain things
that are missing from this list that we think is really
important for our community. One notorious
omission is Fitness. And so we as a team developed
our fee-based topics that complement our
tuition-free programming with. And I think this is
a really nice mix of programs between
tuition-free and fee-based. And so we have this
beautiful program that meets almost
every community need that’s out there. So we think that’s important. Fall 2018 represents the
most robust programming that we will have since 2012,
with 661 tuition-free classes. So we have migrated
everything over. Fall represents ceramics,
jewelry, glass arts, everything that was missing. And this is kind of a visual
of what our programs looked like before Extended
Learning and now this is what it looks like
after Extended Learning. So we’ve really kind of
flipped it to tuition-free. And our enrollments
reflect this kind of shift. So orange is the fee-based. It’s an intentional
reduction in enrollments. And the blue is an
intentional influx. And you can tell
by Fall, we expect to have duplicated headcount
of about 15,000 total students coming through our door. So this shows us that there
was a community need out there to bring tuition-free
programs into our community again, because we were not
serving these students before. So these are a list of
all of our programs. And I’ve highlighted
a couple of new ones that we brought into School
of Extended Learning. So our strategy for
this year is to continue to build in these programs. So we also have events. And I just want to
quickly touch on this. We as a team have been
really brainstorming about what is the value of
our brand in the community and how do we have events
represent that brand value to the community? And so one example is– I don’t know if you
know, but we had a student that was deported
during the semester, and I got an email from
a very upset instructor and the students who were in an
ESL class were also very upset. And this was a rapid
deportation through an ICE raid at a [INAUDIBLE] bus stop. And so all of the
students rallied. And we, with the help of Jose
Martinez in our Community Education Center, we did, just
the other day, an Immigrants Rights forum, and we organized
a humanitarian effort where we had a caravana, which
is a caravan of cars that drove from Santa Barbara down
to San Diego and 40 miles east and did a water drop. And we had 400 gallons of water,
something like crazy like that? And this is Enrique Morones,
as CEO of Border Angels, who was our esteemed guest. And he was like a rock star
to me, so I took a picture. And then, don’t forget our
centennial celebration is 9/9, in the afternoon. We want you to come. So I’ve been really
thinking about what is our measure of success. And I chose these as our
three sort of key performance metrics, or key
performance indicators. One is FTES. One is community satisfaction. And one is fiscal
sustainability. So I want to share
with you a few slides. So the green are the targets we
set for FTES back in September, when Dr. Jarrell and I
were working on this. And this is where we started. And we overshot ’17-’18. And our plan is to overshot
our projections in ’18-’19. And we’re on track to do so with
our robust program in the Fall. And we’re expected to
plateau at about 1,500 in a couple more years. And then the other piece
of our measure of success is that based on our FTES
performance– and our FTES is our neat little
metric that measures the number of hours students
sit in the classroom to figure out how many
equivalent full-time students we have. And then we send that number
to the state of California and they give us money
based on that number. But in addition, as we
increase our FTES, some of you board members might
recall we have been experiencing campus
center status decline, which is extra funding. It’s sort of gravy. As long as they continue to
give it to us, it’s really nice. But it’s supposed to help with
the overhead of the Schott campus and the Wake campus. And so we’ve been a
little bit stagnant. But with our performance
in ’18-’19, it should show a pretty significant
increase of about $600,000. So this is my projected budget. And I want to show this to you
because I feel like we’re not off the mark with our budget. And the weird thing
is, we don’t get the money from apportionment
until the following year. But this is how I look at it. We’re almost a
break-even organization. We only counted the increase
in the center status funding. That’s our projected rather
than for our FTS performance at the top. So we’re about a $5
million organization. And then this is
the budgets we’ve set for all of our programs. And I have, under
penalty of near death, you cannot exceed these budgets. And they have that message,
I think, loud and clear. And then our number
one challenge, I think, of this past year
is registration. So I put Michael’s face up
there just to say thank you. [APPLAUSE] This really is, it
continues to be a challenge. And we’re doing
everything we possibly can to make this
streamlined for students. But I have to say,
this is the comment we got when we did our first
opening day of registration for the most robust
schedule ever. And I’ve never seen enjoyable,
stress-free in the same sense of the registration process. And I got this from
one of our students. And so we really did
move the needle on this. And I think we were
very successful. And this is my last slide. I wanted to spend just
a couple minutes on it. So you all have an
ambassador program. You know I’m an ambassador. So we engage the community in
this way to create ambassadors. We started with eight. We now have 19. And we meet every
other month and we talk about what’s going
on with our community at Extended Learning. We have students, we have
faculty, you name it. And they are well-versed
in the messages that we intend to get
into the community. And they’re our eyes and
ears and give us feedback. We conducted a number of
community information meetings as we did this transition. We’ve stopped
those, but everybody knows I have an open
door for any complaints. We’re engaged in
continuous improvement. We started the coffee and
conversation with the VP, so that I can connect with
our non-credit faculty and our fee-based faculty
and answer questions. And then the non-credit
curriculum guide. This was a huge effort. This was in response to a
number of very serious concerns that the credit faculty brought
forth about what the heck we were doing. And so we sat down. We listened to all
of their concerns. We created a non-credit
curriculum guide that establishes a
noncompetitive collaborative relationship with the
credit side, which is 100 years in the making. And we took that
to academic Senate. We got approval of
that curriculum guide. It’s a fluid document. We’ll be revisiting
it each year. And so we just did a lot to
connect with our community. And that includes students,
community members, faculty, internal and external partners. So to conclude, I just want
to express my extreme joy and pride in the team that
we adopted to do this effort. And I think we’re just
on a terrific trajectory to continue to grow
this program and be successful in the community. So thank you. [APPLAUSE] [INAUDIBLE] Our goal
is to keep that going. You know what that means? All right. We’re good. What a phenomenal team that we
have working on this, though. And you just can’t
brag about them enough. When I go into the
community, this is one of the first
topics that comes up. And I know it’s the
same for you all. Just fantastic
progress in one year. I mean, just absolutely amazing. We’re all still standing. Yeah, all still standing. And smiling. You look lovely. I want to say thank you. I mean, it’s really great for
me to be able to tell people, we have hundreds of
tuition-free classes at SBCC. It’s a great thing to
promote that we do. And so I have two questions. The first one is,
can you tell us more about how you
outreach to the community to develop what preferences
are for new classes? Yes. Well, we have
engaged a consultant. We’re paying for
that with a couple of different categorical
grant dollars to do an environmental scan. So we’ve directed
this researcher, in partnership with
two grant leaders, to look at what
we have, how we’re doing to survey the community,
and to survey our students and then come back with a gap
analysis and what is not there. And so we already have
developed a list of programs that we want to
move forward with. One of them, for
example, I mean, we are the number one per capita
of nonprofit organizations in the community. So one idea is to have
a nonprofit certificate program to train
employees of nonprofits and how to fundraise
and deal with boards. We’re bringing in a
companion certificate to our EMT, our emergency
medical technician program, to do their recertification. And we have a number of
ideas that we’re working on. But we want to wait for
this data to justify. And we have, I think I presented
on the adult education block grant, a lot of that is
community outward and all of the partners that
we have on that grant, it’s several million over time. And so we have a lot of feedback
from our partners on that, as well. Yeah. That’s great. That’s good. Yeah, I think people would
appreciate giving the feedback and then one day
seeing the class that they suggested up to
take, and then they go take it. Well, we already had one. It’s called– it’s offered
in the Fall– it’s called, I’ve Fallen and I Can Get Up. And that was the result
of community feedback, because we have a lot of seniors
and so it works on standing up from a falling down position. That’s one of them. And then my other question is
kind of related to something I talked about at two
board meetings ago. I think I wasn’t clear
in what I was explaining. And I was able to
talk to Anthony and he cleared up to me
what I maybe had said wrong. But I think I had said something
about more civic education through the Extended Learning. So I know we do at Civic
Education for people who want to become citizens. But what I was more
imagining is would it be possible to do
things like teaching people about how
government works separately from citizenship? Because a lot of us don’t
get that education in school. I want to know– I mean, I know– but like, I
want to know how Santa Barbara city works, for example. If I’m a resident, how does
the city make decisions? How does the city
impact my life here? I was wondering if classes
like that would be possible. Anything is possible. Good answer. [LAUGHTER] And we’ve committed
to create programs that are based on data and
community feedback and need. So if that comes
forward, I mean I could see that, I could
see that being partnered with a credit program in
Poli Sci or Government or something like that. So it’s something we
certainly can explore. And consider yourself
a community member that’s given me that feedback. Thank you. Couple questions. And great job. Thank you. One question is you mentioned
plateauing at 1,500 FTS. If I’m remembering correctly,
we used to be at about 2,500. So I’m wondering
[INAUDIBLE] aim for higher? So this is a
collaboration with our EVP of Educational Programs. And so we are, I consider School
of Extended Learning a piece of the larger picture of where
we need to be as a college. And so that 1,500 was part
of that whole picture. And we could
certainly change that. I mean, there’s a
lot of things kind of changing and coming down
from the state, some new bills and things like that. And we might rebalance. But that really rests in the
hands of our Executive Vice President of
Educational Programs and that overall
arching strategy, of which I can be a voice. What I’m thinking of is
community demand, basically. It’s probable, given where we
were, that the demand for that is present. Could be. And in the formal
report, one of our goals is to meet community demand. And then the other question
is a little more specific, which has to do with where are
we on bringing back the music classes? This is because I’ve gotten
community questions about it. I know we have the concert band,
the symphony, the corps, all of those which used
to be state supported and have a very large
community participation patient that was converted to volunteer. Basically those are FTES
that are left on the table until we get them back into– Well, we’re taking
them off the table. Because they’re in
the curriculum queue. We’ve already approved. They’ve been launched. They’re going to be going
to the state for approval. And so I don’t know
the timing of that. But we were doing that with
music and the theater arts. Good. And it’s particularly timely. Because now the
volunteer program is going to require everybody
to get fingerprinted and all this stuff. So this is a way to make
those people students. And it’s a large
community participation. It is. So I’m hoping that that’s
part of my 1,500 number. So we’ll see. There were also some
smaller groups, jazz, for example, where I have heard
folks in the community say, well, it went private
when CLL was developed. And really we would like to come
back in the umbrella with SBCC, because you have the
presence, the web presence. People find out about the
class much more easily. And you don’t sort of
wither away because people have to leave the group. They’d like to come back. We have four music
classes in the queue. I can’t remember what they are. But I’ll take a note of that. Thank you. Anyone else? Sounds good. Well, thank you for
how intentional you guys are at the quality in
which you’re providing this. Thank you very much. OK. That brings us to item 6.2,
Umoja community history, admission, and goals report. Dr. Chris Johnson [INAUDIBLE]. Yeah, while Chris is
making his way up there, Chris and I were reminiscing
a bit about when we first started talking about Umoja. And I think that it was either
the first week that I was here and Chris and I met each other. We started talking
about the Umoja program. And I was just
asking whether or not we had one and so
on and so forth, and kind of the basic tenets
behind the Umoja program and why it’s such an important
programs for not just black students, but for
the college as a whole. And so with that, I mean,
that was two years ago, over two years ago. We’re at a point now where Chris
has really educated himself on what the Umoja
program is all about and has taken a great
leadership position in moving us to the next step
with all of this. And I’m just absolutely
thrilled at the opportunity and what the college
is doing relative to support of the Umoja program
and where we are with it. The Umoja program itself– and
I won’t steal your thunder– You stole some of it already. It’s OK. [LAUGHTER] The Umoja program started
in California in 2006 and really has taken
off across the state. And there’s different
levels of commitment by the different
institutions that have adopted the Umoja program. But we’re looking
at a commitment here at this college that
is really quite significant. And I’ll just stop there. I could go on. I feel a speech coming on. But I’m not going to. So I’ll just turn it
over to Dr. Johnson and let him talk about this. Thank you, President Gallardo,
President Superintendent Beebe, members of the board,
invited guests, especially, I say guests, obviously
faculty and staff members. But Dr. Aaron Jones
came up to support. I really appreciate
that [INAUDIBLE].. Yeah, that part. OK. So quick introduction and
you’ll see our presentation. I’ll say, well, welcome
and introduction. Well, welcome and
introduction right here. I’m Dr. Christopher Johnson,
serve as associate dean here. Got here maybe a few months
before Dr. Beebe did, started February ’16. Got to the campus. One of the first things that
came up was Marcia Wright. She was the EOPS director. She says, you know what,
there’s not enough things going on here for black students. We need to start Umoja program. Well, what’s that, you know,
is kind of my question. We began to do some history. We worked on going to
summer learning institutes. Dr. Beebe, as he
mentioned already, supported big time,
saying, hey, we need to get an
Umoja program here. So we got trained on it. We basically just needed
to get some work done and started a work group. So we got about 10
or 12 people who are interested in the success,
academic success especially, but also belonging
[INAUDIBLE] community success of black students
here on the campus. And I said, hey,
I’m all for that. Handed out for the board, you
guys got the mission statement. But you also have a
little bit of the history. And you have a little bit of
what the program is in there. Read that at your leisure. That’s not for now. There’s a lot in
there that we just want to pull out and have you
go into a little bit later. Welcome and introduction. Again, right? We’re going to go
through a data walk. We’re going to look at the
data here at the campus. Why do we need something
like this, right? We’ll have a little
discussion about that. The mission statement, I
handed it out to the board. But I’m going to show everybody
in the room what the mission statement is. The program design, how
we plan on implementing. There’s a lot of
different models. We could do a learning
community model. We could do a cohort model. We’re going to go over
what we plan on doing here at Santa Barbara City College. The research model,
what RP said, hey, what are some factors
that lead to success? What’s the framework? So we’ll go over a
little bit of that. Accomplishments to dates. What have we been doing
over these past two years? Have we just been
sitting on our hands? What have we done? We’ve been doing some things. We want to go over that. Fall. This is our launch. We just got back from
summer learning institute. Some students just got back
from student leader institute. And they said, you
know, what is it that we want to
accomplish here this year? And then we’re going to
talk about moving forward. How we’re going to accomplish
some of these things. So just so you know, I’m not
going the full 20 minutes. I’m going to go about 10. I got my timer going, too. So why should we do
Umoja here at SBCC? If this isn’t a
stunning graph for you, I hope that you get a
chance to grasp this. Our student success for
our general population, right around 74%. C or better is what I’m
considering academic success. Our black students,
around 55%, nearly 20% below our general population. We got some graphs
and some other ones, it’s kind of faded
out in the background. But long story short
is our black students need some extra support. We have the largest equity gap
for our black students here. Like I said, nearly
a 20% margin. We need to do better. Something I say and I’ve
heard our past present say is that rising tides
raises all ships. If we do the best and
provide the resources for the students who are
suffering the most, who are not receiving the things that
they need to do well here, everybody is going to do better. OK. So this is a long kind of
drawn out mission statement. I want to point
out a few things. Umoja means unity. So we’re talking about
pulling people in, rather than push them out. So let’s begin with that. Dedicated to enhancing the
cultural and educational experiences of black
students and other students. So again, even though
we have that focus on black African-American
students, we’re looking at raising
that tide for everybody. Actively serves to
promote student success for all students, as well– through a lens, right? It’s through a lens. It’s a framework. Through curriculum and pedagogy
responsive to the legacy of African and
African-American [INAUDIBLE].. So that’s that–
again, the board, you get a chance to
look at this later. I want to just leave it
up just for a second, just so people
could read through. I know I’m moving a
little bit faster. And if you have
questions, I could– I could bring it up
a little later, too. So we are going to do a
learning community model here. This model links
to more courses. We’re going to
provide some guidance and counseling for our students. We consider that to be very
hands on, very high touch, very kind of in your face. We want to know if you
made it to class that day. Want to know what’s going on? That’s what we’ve found
to be very successful, and I’ll go over a little
bit of that, the framework. We’re going to provide
faculty mentors. That’s been a great outreach
from working with our faculty to provide some faculty
mentors to get in their face and work with some–
do some things. Tutoring. Tutors are going to be
very accessible to them. Have a dedicated space. On the other side of this
wall is Campus Center CC-226. And that’s going to
be a dedicated space. We’re going to have
that furnished. We’re going to get
some AV in there. And we’re going to make this the
space where students actually want to hang out. A dedicated coordinator. That’s the plan. We want to move from
part-time to a full-time and just have people who
are 100% this is their role, this is their task
to be that resource, be that person for black
students on this campus. This fall, we’re going
to start with Express to Success, a English course. Professor Bonny
Bryan, very highly recommended as a
person who provides that literature,
African-American poetry, literature, culture
inside the classroom. We’re going to do
that this fall. And that class is
filling up as we speak. In the Spring, the
plan is– and it’s not written in stone– is to have a
Spring Express to Success math course. So that’s going to be our
linked courses for now. So I mentioned a little
bit about the framework that we have moving forward. Umoja you know, basically
the RP group basically said, there are certain
successes, certain factors that lead to success
is a success network. Long story short, right? And what a college
student needs to succeed. These are the basic things
that they were looking at they need to succeed. They need some mentoring. Kind of hands on, some people
who are– from staff members, from faculty, from
people in this space. Carrie Hutchinson is
one of those people that just mentor folks. Some peer mentoring. We’re going to look at going
towards that route and say, if you know that path, teach me
that path, show me that path. Who’s somebody that
I could reach out to? Tutoring. We mentioned a
little bit of that. Supplemental instructions. That’s going to really, not
only just inside the classroom, but some classes that are
going to actually support the learning. Service learning is also part
of that framework, as well, and leadership development. So if you look at the circle
there, we see it’s directed, it’s focused, nurtured,
engaged, connected, and valued. And all this is be done
through an Afrocentric lens. So we’re going to really look at
the needs of our black students in here as well. So what have we done so far? We’ve done a bunch. We did a lot of things. So so far, we’re doing,
we’re rolling around, we have our Umoja
student workers. Myself, other people, just
signing folks up, just saying, hey, become part of the
database, figure out what’s going on, what’s helping here. We also went to two summer
learning institutes. My first– not my first
year, but my second year, 2017, I went down with
three other faculty members. This past summer, we
brought six folks. Some folks are with us today,
went down to the summer learning institute. We also did a winter retreat. And that was just myself
down in San Diego. That was a lot of fun, and we
learned a whole bunch, as well. A2MEND, that’s a
program that’s dedicated towards African-American men
within the community colleges. And they’re at a lot of
the colleges, as well, and that was done at LAX. We did that in ’17 and ’18. Statewide Umoja conference. That’s for all of our students. And we took a bunch of
students, at least a vanload, up to Sacramento to learn
a whole bunch of stuff about what’s being done. And we heard some really
good speakers there, too. So Tim Wise spoke. And Cornel West spoke
at that one, as well. Umoja Day. That was done at
Riverside in 2017. We did a HPCU visit. So the students had a
chance to go to Howard for their 150th Homecoming. And that was amazing
experience with those folks. We also did– just came back–
the students right there went to UCR for our student– well, that was the regional one. But then the student
summer learning institute, just got back from that I think
either Saturday or Sunday. High school talking
in class event. We had a bunch of students
come to the campus right here, March 19, 20, 21. It was dumping rain. And we got a chance
to hear from them right here in our own GDR, our– what does GDR stand for? Gourmet Dining Room, right here. I know it stands for something. We’re going to redesign our
multicultural speaker series with [INAUDIBLE] to have our
Umoja students be integrated and become a part of that. And we’ll also have
clubs and organizations, like the Black Student Union
and our Black STEM students who meet right here just to talk
about what kind of needs that they have, as well. Year one. What are we trying
to do for year one? So year one, what
we really hope to do is, again, have the
space available, have it staffed so the
student can go in there, walk around and make
themselves comfortable. Study. Have some computer
that’s in there. But more of a community
space where they just feel like there’s a
space for them on campus. It’s so essential. And it’s actually one of the
vital parts of any strong Umoja program. Dedicated seats in the
Express to Success program. Again, having a section that
says, hey, this is for you. You have a place where
you can kind of follow a little bit of a cohort model,
but you could follow around, see students who are studying
what you’re studying, they’re understanding
what you’re understanding. A dedicated coordinator. Another key element to
successful Umoja programs, having somebody
who’s hands on, who’s in your face and kind of
who is high touch, as well. Ongoing orientations. I mentioned a little
earlier that we want to have orientations
not just at the beginning of the year or not just at the
beginning of each semester, but continually
bringing students on and having people sign
up and orienting them to what we’re doing. Faculty mentors. There’s a bunch, maybe about
8 to 10 folks who are just out there, hands on, reaching
out to students, saying, hey, you know, I would
love to mentor you. Hey, I noticed that
you’re somebody who I feel like I
can invest in and I’m dedicated to your success. We want to do a black
graduation, rites of passage. It’s very successful
at many other colleges. And it was first
introduced at UCSB, and I saw Dr. Aaron Jones get
his kente cloth on and walk through this past
spring, as well. And then meetings with
counselors, as well. So very, very key that we
have academic counselors and personal counselors that are
hands on in what they’re doing. Goals moving forward. What do we want to
do after this year? What do we want to do
after we launch and we take all our bruises and
maybe have some successes and maybe not have some
successes, things like that? We want to really incorporate
some peer tutoring. So students who’ve actually
gone through the program get a chance to mentor and
tutor and have some instructions for students moving on. We’d love to incorporate
a book loan program, where we have books
and students aren’t– have some financial
crises, can say, hey, we want to
loan some books out. They do this up at
EOPS very successfully. Mental health counseling. We understand that
our black students connect with certain
people in different ways. So we’d love to have
mental health counseling. A lot of different
groups have struggles, but black students
definitely have struggles when it comes
to mental health, as well. Book grants. We see this very successful
with the Promise program. We’d love to be able
to supply books. We’d love to be able to supply
school supplies, and backpacks, and all those
things that students need to just kind of kick
off and help that move– help close that
gap, that 20% gap, anything that helps them
become more successful here. A back-to-school welcome week. We’re going to do a little
bit of that this year. We’re going to open up. We’re going to do a big
launch over in the dedicated space at the end of September. So it won’t be the week we open. But just kind of a open door,
ribbon cutting, you’re welcome. But we would love to do
that in the upcoming years where we just have a week
of welcome, welcome week to get people acclimated
to the campus. We want to research and
track our success rates. So that’s student research
and figure out, hey, what are we doing that works? What does not work? Continue our HPCU visits. That’s really big. A lot of the HPCUs,
if not all of them, have made a promise that
if you’re an Umoja student and you’re able to
accomplish your AA, we’re going to welcome you in,
we’re going to open our doors. So we want to begin to do some
visits and have people come in, as well as a personal
development course. The PD course is
one of those things that really walk people through
the things that they need. How to log onto your pipeline. How to– some library
literacy, things like that would be very successful
for our folks. So that’s my presentation. I appreciate you guys
coming and listening. Thank you. [APPLAUSE] Thank you, Dr. Johnson. So before we open up to
questions and especially for the board, we do have
public comment from [INAUDIBLE].. I just had a few questions
about the Umoja, about Umoja. I wanted to ask what training
will be implemented so Umoja will be equipped to help
black men as the most underserved and targeted
group in our society, particularly in
educational settings. Great question. You know, I think a black man– OK, so we mentioned black
students, it’s general, having the lowest rates. But black men even
suffer even more. So what we realized– this
is from our equity reports, and it’s probably true in most
of our community colleges. And there’s just
not enough research. So one is making sure that
we have that as a key focus, going to the summer
learning institutes to understand what type of
extra resources are needed. Our plan is to– and
this wasn’t mentioned up there– is to begin a black
men’s group, like a A2MEND. They begin to have different
campuses, college campuses that actually have chapters. And I love to be able to
lead something like this. I was talking to Cecil earlier
about starting a black men’s group where we can actually
sit down and actually talk to folks, and within that just
learning as much as possible as we can to understand it. That’s a group that
we need to begin. If I’m going to say that
rising tide raises all ships, that’s where we need to
began at and really have a special hands-on
touch with those men. One more question. How will staff be trained
for the interaction with high schools
and their students so conversations
and events can stay true to the goal of
preserving a safe haven for the black student
body at Santa Barbara? Yeah. I mentioned that we
had that talk in class. And [INAUDIBLE],, I know
you were a part of it. I think that’s a great
way to begin to reach out to high school students. I think we do have very much
of a local focus to say, hey, we’re all black
students right here and we need to begin to
do better with outreaching to those folks. I think it’s really
going to begin with that dedicated coordinator. And once we have that
staff member in place, we’re going to begin to reach
out to the high schools, go out to ask different folks. I work myself with
a nonprofit here in town that does work with
our, I say K through 12, but it’s pretty much
like a 5th grade through 12th grade that kind
of is able to give scholarships and tie into those community
groups to really say, hey, what is the issue, what
are the concerns, what’s taking place at that high
school level, that 8th grade through high school
level, to really say, what’s going frame you to help
you become that better student? And again, I hope that
Umoja does do a better job with reaching that. But I appreciate that question. Thank you. [INAUDIBLE] we saw the team in
which [INAUDIBLE] and that’s [INAUDIBLE]. So I trust that you are
in good hands [INAUDIBLE].. Dr. Johnson, I’m wondering
about an Umoja-type program in the K-12 system, CARP
or Santa Barbara Unified. Is there an Umoja
program similar to what you’re talking about here? There is– well, Umoja,
our college program, is slated with the charge of
reaching out to our high school students. In fact, that’s the– part of the goal is to actually
go into the high schools, say actually have a dedicated
high school in your area, whether that’s San
Diego or Pasadena, whatever, and just
say, hey, we are going to focus on
this high school and make sure
these students have what they need, with the
hopes that it does reach out to other high schools. We do have our main high
schools right here in town. And I want to see
that as a future goal to really do exactly
what you’re saying is get into the high
schools and tell students that there’s some things. I want to continue with that
talking in class program. I’m in communication with
Just Communities, Simone, who’s back there rocking her
baby, she came and presented. And she’s very instrumental
in the high schools. And just talking
with those groups to continue those
conversations and find out what the needs are. Because we look at
all those students as being our future
students, and we have a lot more local
students coming this way. And I’d like to see our black
students stay here in town. A lot of them leave, but have
our black students stay here in town. I just wanted to make
one other comment about, I mentioned earlier that
there’s a lot of disparity in these Umoja programs
across the state in terms of the institutional
commitment to the program. Some of them have
part-time coordinators. Some of them don’t
have coordinators. Some of them have space. Some of them don’t. But we have committed to the
Umoja program a beautiful space next door that we’ve got
furniture on order, Lindsay, right? Thank you, Lindsay. And some of the things that we
have in terms of a dedicated space for this, but also
the coordinator that you’re talking about, which
is absolutely critical to be able to have. And in working with
Dr. Ralston and others, I think we’ve managed to
be able to come to a point where we can commit
to say that we’ve got a full-time coordinator that
will be able to [INAUDIBLE].. Great. Thank you. Yeah. She’s been absolutely awesome
in helping figure this out. So we’re committed in
a big way with this. Things don’t happen as
quickly as we want them to. But I think the commitment
for the institution is that we need to
move forward with this and jump into it with both feet. So I’m proud of the
work that you’re doing, proud of the comments that we’ve
had from our student trustee and help unite– it is unity. So I appreciate Krystle, your
comments and help with that, as well as everyone
else’s here, too. Thank you, Dr. Beebe. [APPLAUSE] You can stay up there, Dr.
Johnson, because Dr. Beebe wasn’t next [INAUDIBLE]. So next in line is
Wendy [INAUDIBLE].. And she would like to
speak on this item as well. Thank you, board president,
board members, Dr. Beebe. Grateful to be here speaking
as a community member. I just want to say how proud
that this program is actually coming forward, and looking
forward to the evolution that it continues to
be something that is a priority in our institutions. And as I’ve been
following along, I was trying to figure out how
does this process of including students who feel
isolated and feel not supported, what is that about? And it felt like
in an institution, whether it’s Santa Barbara City
College, whether it’s UCSB, but in an educational
institution where you’re going to
pursue your dreams and you’re not able to do
that because you don’t feel accepted, you don’t feel
included, you feel isolated, all of those things, to me that
feels like a dream deferred. You have to look at
that in that pathway. It is a dream being
deferred because it’s not being accepting of
me in terms of that. So that’s important to
think about not only just this program, but
how do we orientate people coming into our colleges,
coming into our cities, coming into our UCSB, starting
from our high schools? How do we keep that so that
the dream isn’t deferred just when you get here, but
understand it could be deferred from the time that you enter
into the educational system that we say education is the
key to open the door of freedom. But it’s not always
opening that door if people are not
feeling welcome, they’re not feeling included. So the other thing that
I would like to say is the question is, so knowing
that this is here, hopefully we won’t have to have
programs like this, because our institution will
be open arms so everybody feel like they could pursue their
dreams on as equal as anyone else coming through the door. So my question would be,
so how are you instituting some of the lessons learned
through this in your outreach to other students may
be feeling isolated or not want to come
or not [INAUDIBLE].. So Wendy [INAUDIBLE]
big mentor of mine. Like [INAUDIBLE] Santa
Barbara Unified School Board. See your first [INAUDIBLE],,
very grateful that you’re here. You know, as I mentioned before,
it’s really about that rising tide raising know
all ships, that idea that if we get those students
with the fewest resources, those students that are the most
isolated, those students that, according to what our
data says in our tableau that they are not
being served here, they have that largest
equity gap that we’re going to be able to figure out
what’s gonna work for everyone. We just left the summer
learning institute. Anna was down there. I don’t know if
anyone else went. And we basically said, man,
this is a real big need that we need to accomplish. And again, when I talk
about Umoja coordinators, the room was wonderful colors. United Colors of Benetton. White, Black, Latino,
Filipino, all saying, you know, this is a critical
mass that we need to attend to, with the hopes that everybody
is going to be served by it. That’s really it. I see this growing. I think I’ve had this
conversation with Dr. Beebe to say, man, if we can get a
great Umoja program going here, we can get a great [INAUDIBLE]
program going here. We can begin to invite
other groups in, begin to grow to have a
multicultural center here. But we got to start somewhere. And that’s the goal. Thank you. Simone? Well first, I just wanted to
come and [INAUDIBLE] my support for the Umoja program. A few of us actually Krystle was
really instrumental in bringing Top of the Class to this
campus in partnership with the high schools. And I know some of y’all were
there for the presentations. But something that happened was
as black students were sharing what was happening
on their campuses and hoping to build more
equitable communities, they asked a lot of the people
that were administrators on their campuses,
what can you do now that you have heard our truth? Now that you’ve heard
what we’re struggling with on our campuses,
what can you do to make good on
this, now that we’ve trusted you with our stories? And for many of you
that were there, there was not a response. The room was quite empty. I think this program
is that response. But I also know
that in that moment it was very quiet when the
other people would have been nervous to say something. Krystle stood up and voiced
concerns of so many students who were too scared to
stand up for themselves. So I’m grateful that this
program is being talked about, that other folks
are encouraging it. I also am here to
really support Krystle. Because in that moment when
other people were too scared, she stood up and she
shared that voice. I also want to mention, as
well, that she continues to show up in our communities. And when we talk about
really supporting black students,
that’s showing up even at times when it’s not
difficult, that also means showing up and
saying, you’re doing this to support black students
even if we’re not reaching out to other communities. It’s OK to uplift each other. And so I just want to share
gratitude to Krystle for that, for the talking
in class program, and also my hope that
by building trust in black communities
and their high schools, more black students
can get here. One of the questions one
of the high school students asked after he was
sharing with us what had happened, after
feeling left out in his classes, was does it get better? And I can’t tell
you how hard that is to hear a student ask
you, does it get better, when you know that
things are continuing to happen on campuses that
make for a negative climate. So I’m excited to [INAUDIBLE]. I’m also excited that Krystle’s
a part of bringing it here. Because again, without
her being in that room and talking to class, so
many of those students would not have been here. –board goals. I have evidence for [AUDIO OUT] –keep that going, with
you know what that means. And for the committee
to come alongside. Because this has been
a desire for us to want to hear from you guys. So thank you, our fellow board
member colleague and Dr. Beebe and our students for coming. Because for you to take
time from your studies and your family and, I don’t
know if you drive or not, but you got here. And so thank you. And we have– Krystle also. Chelsea? Yeah, we’ll open up
to the board as soon as we finish the public– yeah, [INAUDIBLE]. I am just also here
to show commitment to the program, commitment
to Krystle, commitment to– I was the person on
campus many years ago who reconstituted
the Black Student Union, because black students
were saying that they were feeling erasure, they were
feeling underrepresented is an understatement. And I think I sort of want to
come into this room in support of this program, but also
caution our campus community that I think we do a good
job of building programs. We don’t do a good
job of creating a transformative community that
is not just grounded in equity, but grounded in justice. And we put the onus of the
work on certain individuals. I work with the single
parents on this campus. And we just won the Rice
Diversity and Equity Award, and I’m really proud of that. But I will also say there’s
a lot of mixed emotions there because I don’t feel like
there is institutional support for single parents. Krystle’s also a single mother. And I also want to say that
black women historically have been the
people who have been the mules for this
work, who take in all the attacks, the
emotional labor that needs to be done, supporting
and holding up entire communities
while raising children, while doing organizing, while
occupying all these spaces. She’s the first black woman
at that table for a reason. Because these spaces
have not been inclusive. So I just really
want to be careful about us creating a
program that’s not going to create institutional change. We need to ground
ourselves in narratives that are talking about
anti-racism, not non-racism. We need to call out
things on this campus when we have policies
that are grounded in white supremacy that are
not intentionally grounded for students like Krystle to
receive the kind of support that they need on this campus. So I really want to say I’m glad
that everybody’s in this room, but we need more than a program. We need an entire
campus to change. And I hope that’s
the start of this. That means everybody in this
room doing a lot of work to really connect
with what that means and to listen to our
students a lot more. And with the equity
work, it took us a year and a half to hear
any black voices, any black student voices. We spent a lot of
money on research. Our students know
what they need. We need to listen to them. Thank you, Chelsea. [INAUDIBLE] OK. Board members, any
other public comments that I missed up there? Anybody did miss
where the slips are? [INAUDIBLE] Oh, they’re actually
right over here. [INAUDIBLE] response? Yes, please, Doctor. I want to thank Simone. I want to thank Chelsea. And I definitely want to
thank Krystle, because she’s definitely been the
person who stirred the pot and get some things going
and be that active voice and continue to be a motivator
for programs like this and bang the drum. And it’s not easy. Because whether you
have a misstep or not, you’re still out
there going for it and doing things
that need to be done. And, yes, Chelsea has always
been a great supporter, and Simone, just a
wonderful presence that she is a great soul and
just here with gratitude. And next is [INAUDIBLE]. [INAUDIBLE] board members
and students [INAUDIBLE].. I’ve been here at SBCC
for a little over a year, about a year. And I was introduced to
Umoja through Krystle and Dr. Chris [INAUDIBLE]. And I want to say that Krystle
was the first black individual on this campus to welcome me. And she has always been there
for me when I had a problem. And when I see Dr.
[INAUDIBLE],, he’s there when I have a problem. The thing that matters that
a lot of black students aren’t standing up
simply because they feel the way that I used to
feel, which is afraid, afraid that when they speak up,
they’re not going to be heard [INAUDIBLE] blamed. If a person stands
up and not be heard, they don’t want to
stand up anymore. I used to be that way. Now, I stand up. I don’t care if you don’t answer
me, I’m going to keep speaking. I’m here to back Krystle. I’m here to just give
her straight up support. Because that’s my sister. I love her dearly. And I’m here to also
stand up and help Dr. Christopher to excel this. There’s a lot of
students here that I don’t know, a lot of
staff here I don’t know. And I’m quite sure I
might not see you again, because you’re busy. But I can find
you, sit and talk. The thing of the matter is that
there’s a big problem here, not just here but in this
city, and outside of the city. A lot of people don’t want
to come into the college because they see what they
see, they hear what they hear. And when we hear
that and we see it, we don’t want to have
nothing to do with it. And I think it’s up to
everyone in this community to stop what’s happening,
just stop it, just start putting it out there. Publicize it that
everybody’s welcome. Start putting out things
that’s going to help a person see his culture. [INAUDIBLE] speaks
about the black male and how she speaks
about the black woman, I believe her wholeheartedly
about the black woman. She has always stood
behind the black man. Always. And in my opinion, she
has done immaculate job. Because without a black
woman, the black man would not be standing where
he’s standing right now. We would still
scraping the scrub. [INAUDIBLE] like we used to. We still scrape and
scrub, you know. But the thing of the matter
is that standing here today, trying to put
together these words at a spare moment
of time, I rushed and I left work to get here. I gave up everything
just to be here just to support my big sister here. And I want you guys
to know that I’m going do everything in my
power to be a voice here also. Because I believe that
until someone stands up, it’s going to
continue to happen. And I’m a voice. I’m a voice here. You can’t chase me away. I’m here forever
until I graduate. [INTERPOSING VOICES] OK. Thank you, everyone. Board members and trustee. I’m very emotional
right now, just because my feelings are hurt. And I care about
this work a lot. And I have put a lot
of effort to this work. So excuse me if I
stumble as I talk. First, to address [INAUDIBLE]
and Claudia and the comments that were made about
me, I heard you say that he’s so lucky
to be in a department under people like that. But Melissa, I would
just like to let you know that Claudia’s
husband actually harassed me on Facebook. Krystle, we [INAUDIBLE]– And the point of– We will have a point of
order, because that is not on the agenda. But we also have– –made comments about me. But we have a code of
ethics and we will not have derogatory or any– Well, the processes,
the processes aren’t working for me. I’m going to recess, a
five-minute recess [INAUDIBLE].. The processes
aren’t working for– Have a five-minute recess. So I’m going to ask
if we could maybe–