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Doctoral dissertation fellowship uconnect write for me capstone builders lewes de stats sa 2018 reporter . morn G ing. Ial I'll inTRO troduce my MAUR arilynn spuVENT Spaventa, interim executive vice edge ucational program, and this morn G ing, the first of four forums to inTRO troduce the final for our superN intent N TEND intendent/prez sident. A little re to please silence your phones. The forum is into two parts. The first part will contain questions, and the second part is the questions from anyone in the odd audience. sitting here in the gar Garvin Theater, you a cop AE y of the bioes of all of the candidates information about how to provide feedback, choose to do so to the board OF TRUS Board of Trustees. available to you until 8:00 o 'clock tonight. If viewing re MOET motely, that information is available TH the web page . So, to move us right along, ial YD I'd like TRO troduce Dr. MuLIND elinda nish, who is currently the TEND intendent/prez DBT sident at South PP west RN ern Call ollege. Dr. MRAUZ to beGIN gin the forum, please about yourself, what a ttracts you to the pu superN TEND intendent/prez DBT sident at sant Santa barb Barbara city KAUL City College muLIND Melinda very much, and G ing, sant Santa barb Barbara sit city KAUL City College. Its 's 10:00 and we have a -- YD I'd like to tell you a little bit self, and YD I'd like to know a little bit about . Even though we are small and mighty,ium I'm in ed to know, do we have any current students or students? Anyone THATS that's ever been a student? O the hands are going up. Great. Fack ulty members? ? Part-time? Yes Yes, hands are going up. Class ? Confidential staff? Good morn G ing. sure that we also have administrate ors, supervise ors, . Good morn G ing. I understand that, I hope we someone from the Foundation? 35 Oh, yes. Good morn G ive ivy league, we have board OF TRUS Board of Trustees mem Well come. Good morn G ing. Do eighty-seven we have any bers? Yes? Thank you. Good morn G ing to you. Um, the REEZ reason I wanted to ask is because I know about sant Santa barb Barbara sit city KAUL City College , this very in engaged call ollege and an in engaged community, and le conSTICH stitchancy STICH stituency is represented, and that is great ly attracts me TOO to this com age and call ollege and pu osition. I am the in superN TEND intendent N TEND TEND intendent/prez sident -- ing up -- I know very well what a single call ollege is like, andp I know I know and I know very well the opportunities challenges and the rich rewards of working in Community Call ollege Cyst System. I have a instructional background. I I began my career by economics, and that may not be TR your FAFB favorite but it was a great subject for me TOO to teach, and ly helped me understand how to work better with with difficulty , and I began that teaching in witzerland at the American Call ollege OF of SWITS R witzerland. Ts something else hat's something else about me . ; YFB I've lived abroad. I in SWITS R witzerland for overeight years over eight years. YFB I've lived lot of places, and ium I'm happy to say that the last, , 14 years have been in California. I came -- inodd as their chief instructional officer, and time, I had the opportunity to serve on the wide board, representing my REEJ region, got to know N intedant N TEND intendent/ prez sident, and was able to serve as sident for that org anization -- inodd audible -- and s and things that I would like to do. You lot of prizes and awards that testify to that and recollect of course , of course, anyone who is passionate ucation wants to be within aninous institution that ues that. Also, as I medication mentionled earlier ed earl y ier, a very in XHUBT in in very in community, and for me, THATS that's important. TLZ else very attractiveabout about you and region, and that is your deep commitment to social . I have a doctorate -- FL inodd audible -- one of the reasons I chose them was because of their So, these are things that you do really, well. Now, there are other things -- inodd audible really like to get in, address the turn it into an opportunity -- inodd audible -- that are not from the district, be they or non-rez sident students or inter national students, start talking about things that with that, such as house ing, and I know that an ish sue for the call ollege -- inodd audible -- it works with the call ollege, and there are some that we need to address -- the 2014 bond measure suck cessful, but rather than look ing at it -- in -- I think its 's a great challenge, and I think odd audible -- speak , Dr. Nish. I think answered the first question very well, soium I'm to move to the second question. Please describe inozable odd audible -- muLIND Melinda . I have had well decade in working directly with collective barg When I was I was on the negotiate ing team -- inodd audible 's not their contract, its 's our contract, 's our agreement together, and DWR I truly believe that 's we, and not us against them. It we We may not always a but when weir 're respectful and emp THET athetic, we can out ways to move forWRD ward, andium I'm going to give one last example. When I first dame came to South PP west RN it was January 2012. Think back, what was t like? KW And South PP west RN ern was in a budget . We went and asked all of our labe or union prez and went to the big table and negotiated with a 5 percent across the board pay PP cut. THATS hat's a hard cut. THATS hat's a big pay PP cut, its 's significant , but we able to sit down, very transparently explain why, to show what we could do to mitt igate that , if possible, and then we garnered a vote from all ts to proceed with the pay PP cut, and everyone took the cut, even me, even the Trust Trustees. What happened? We any new revenue this year happens, comes in, we use that revenue to immediately address the pay PP cut, we were able to have two sent centers that were recognize as full service sent centers and funded, over 2 going on PP going revenue came in, the pay PP cut went from 5 to 3.5 percent, and then last year, we were able store the last 1.5 percent, and, so, now, everyone whole, and that was also to demonstrate HAUN honesty of the promise, because we assured folks we were able to restore, we would restore, and we made good on that particular agreement . Those some examples of how YFB I've worked with collect ive . I think its 's an-air area of strength. Thank kay. Move ing beyond collective aining, S BSHGS KRSHGS KRSHGS BCC has a strong cull ture of commune ication ollaboration, again, across all guv NRNS overnance groups. us an example of a time when you rely ied on ollaboration to solve a problem? MuLIND You know, if you would would have me can you think of a time you did n't rely on clab , I might have had an ease ier time finding example, because, HAUN honestly, I think YFB I've used clab any large ish sue that the call ollege has . So, YFB I've been thinking about two quick examples I'll give you. The first example is something that me when I first U arrived at South PP west RN ern. n't a lot of trust amongst all the different , and unlike sant Santa barb Barbara sit city KAUL City College, South PP west completion numbers did n't look very good. ly need D ed to folk cus on what we could do to help suck ceed , . What I asked to do was -- whether the lead plum B ber or the lead biology fack ulty mem , if you were working in MANT maintenance, or if you working in the HR office, it didn't matter where in the organization, you were going to help us at what we could do to help our students . We had a, mun oney, it was 20 SLAEN 12/2013, it didn't matter. WHAUD What we do if we didn't have mun oney? Over 300 peep ople divided into small groups, where every group had ified man ager fack ulty if tu in TU tegrated, they were trained fu acilitators for each group, and then each group went exercise to decide, from their perspective, we do to help our students suck sed suck ceed. All of information was gathered . We and we developed three egy ies. The first was our students' ish sue of pre d ness, so we wanted to do a summer session, summer to help our students get a leg , so we developed a summer bootcamp. The second strat , believe it or not, was looking at our idate data bet . We real ized that we knew our students were come unprepared, but we really hadn't done data aNAL nalysis to figure out how to take the step forWRD ward, and the third strategy was len troch troch leck electronic ed plans. WEERP : . We were already reHF -implementing Call and, so, we moved the student edge ucational dule right up TOO TH to the top. I know your 're going to me another question, soial I'll save what happened in a . Let me give you another example. At South PP west Call ollege, we have a strong shared guv overnance ance system, just as you do at sant Santa barb Barbara sit city KAUL City College. I not have grown up in California, but ium I'm a strong nt of AB-17 25, and YFB I've really OOK worked in the guv overnance struck ture and cyst system. The ultimate tee is the shared consultation committee that I co chair with the academ K SEN ic sen want K SEN Academic Senate, and then there are outstand standing committees. One ish sue that we had the district, because just as sant Santa barb Barbara city KAUL City College isn't just this main campus, South PP west RN ern three high R er edge ucation sent centers, but throughout set of fu acilities, we had an ish sue with, because peep ople were violate ing the 20- foot rule, had become contench tious. So, we move the shared guv overnance committees, we also moved through the associate d student organization, the acem Ac ic Senate, and we got to shared consultation, but did not have a conSENS sensus. There were some very aPOEN opponents, and the mage jor ish sue was, in enforceability how DOO do we really in enforce this, and the west RN ern, we have a Police Department, and peep ople concerned, are we going to employ the police? Will HEFB heavy-handed? Is that what we do an in aninous learning? And because we didn't have a sensus, we moved it back, back into the different to address the ish sues that had come UP up in the consultation KOUNS counsel cil, and we kept working on it, we kept talking to the aPOEN opponents and asking what can do to satisfy your ish sues, resolve them and move for and we were able to. It took time, and it took ing, because one of the strongest a POEN opponents was a con stituency lead R er. R er, who came to me, and because of the lationship we had developed , he said, muLIBDa mu LIND Melinda, you that I don't support this, you know thatium I'm a, and what you know now isium I'm going to reTIER tire,, and with my re tirement, your 're going to opposition leave, and I think tle it'll be the right to move forWRD ward, and that was the time ing. He re tired , that opposition left, but more than that, all ish sues that had been raised by the op position had ed, addressed, and we had plans to resolve and we watched the launched the smoke-free district, and its 's led out very, very well. We don't have druconeian ing by police officers. Its 's been self-in . We talk to one another, we explain going on. Quite frankly, we haven't had a Just another way of showing that working clab ollaborate ive, maybe not always is the quickest a decision, but it often is the most sustainable to take a pu osition modRART . , and I will remind we have three more questions, and I want to make we have time for questions from the odd audience. going back TOO to what you eluded to before, will you share your experience and results in improve ing sun suck cess, ec quity and di verse ity on a campus where identify ied as priorities? Mu LIND elinda . So, picking up what we did on that opening day and those three egy ies, that serviced served as the KOUND found ation for a suck cess tite le five grant that we also then used as foundation for planning for triple SS SHGS SP SP, and for our quity plan funding, and we took that initial of strategy ies, and we , with the funding that we were to have from these sources, and with our base ic nish initiative mun oney, we went a step firth urther. What we discover when we did theidate data aNAL nalysis? Regard topic, regardless of instructor, if you em itute tutors, student aCHEEFB chievement dru amatically improves, , so, now, with funding, we have been training, and been embedding itute tutors, first and for emost into the base ic skills courses. We now have over 100 with embeddeditute tutors, weir 're expanding firth urther. we have more embed deditute tutors than any call ollege state, perhaps in the kunt country, and weir 're doing regardalize less of the aCHEEFB chievement gap, this is strategy that we wanted to scale -up. With tite le that summer session we wanted, well now weave 've got session, and tite le five is helping us pay , and we are also have ing the first-year experience le five helping us pay for that. A One-hundred for tite le five started last fall, weal 'll have at 300 this fall, so weave 've been move ing rapidly with ing, and we have made sure that we have adopted concept call D ed braiding RR , so that we don't plan in silo with bake base ic skills nish initiative, what with this strand of funding for SEP, that and all our plans are MUCH mutually supportive, so lev erage those dollars and we can scale-up. We excellent small interVENGZ ventions, which, actually, we of the largest programs in the state, we have learning communities, TLA, which we have a fill Philippine Filipino community, a number of these, but their y're rel small,o the embeddeditute tutoring is a way to into all those different learning communities help them become even more productive. Its 's a con how you MUCH mutually support what your 're doing. , this is what weave 've been working on , because the a gap is alive and well at all of our ollege s, sant Santa barb Barbara , just as well as at PP west RN ern, and another thing weave 've been doing is that that the largest aCHEEFB chievement gap happens to be young men OF of cull olor, predominantly lieu luTEEN Latino and aff phro American students. We also know fromidate data that is in the classroom matters. That aCHEEFB chievement gap from 20 to 50 percent by have ing a fack ulty or KOUNS counselor that interacts with those students a fack ulty mem ber or KOUNS counselor who is of cull olor. So, does that mean? That means we need to look ally at hire ing pract ices. ; high quality, highly pools of candidates. So, weave 've been have working to we can do a better job of re cruitment, we start to create pipelines for peep ople that areterest D ed in XHIENT community caught ottage teaching and aught call ollege teaching and may not T it yet& how DOO , and how DOO do we do be a better job in the hire ing self. Weir 're em ploying a lot of different egy ies in hire ing so that we can really move the need what did we see? We saw that even a highly diverse student body, community, fack ulty members didn't mere irror that same sort of di , and, so, weir 're working on have ing very di verse highly qualify ied We lost a lot of students. So, to long-term outcomes, weir 're going to need to cohorts that started in 13 VAEGS / 14, 14/15, when ly started scale ing up efforts and to see how that's WUKing working . So, those are some mage jor strategy ies 've employed at South PP west RN ern. For sant Santa barb Barbara KAUL City College, you really need to, again, look very care who your students are, where their y're come ing and what you need to do to best help them. Not all ies work in all call olleges, but this concept of up is something we all need to be aware of, and to look at where we can do that so that we can as many students as possible, particularly now the funding to do that. ModRART . How would you en the call ollege serves our local community needs clude ing rez sidents, range ing from high school seen niors who are in terest D ed in personal in process? MuLIND elinda love this question, one of the REEZ reasons I am very, very a to sant Santa barb Barbara sit city KAUL City College. You have a bust dual in enrollment program, you have a program, you have a folk cus non-credit and you have a sent center FR LIEF LAUNG LURN Center for Lifelong Learning. found ation to do something that I think is , because at this moment in time, you have ing jen generations of students studying together, five jen of students working together, and you have ability, with the struck ture you already have, to in tegrate all those programs and become, I would say at world lead R er in how we can use edge ucation to real those 21st SEFRN century sit citizens and relation . Industry has told us that they want self ed, life- long learners. SAPTa Santa BSH ru barb Barbara sit city can show us how to do that. Self-directed, life ers, and what are the-air areas that industry to folk cus on? You need base of technology, but really isn't technology. Technology is going to pet PL ple times as we work through our careers. n't change are what used to be call D ed soft , WHAUTD are now what are now being call D ed essential skills by and YMG RR going ium I'm go ing to put them into three quick cat ; commune ication, crit ical aNAL nalysis and problem ing, and those skills are crit ical, whether high school student, whether you are a young a dult, whether you are a returning aDULT dult or someone get getting non- credit skills to be better in the , or a seen nior in a life long learning class, and to see those things deeply inTU tegrated in entire crick YL urriculum, even fee-based crick YL urriculum my vision would be how can we firth urther in all of those different programs so that we are real experiences with all five jen generations? how to commune icate, critically think and solve together, and if you can do that, I can that the students that leave here and go in force will be the most high ly sought after ees that you will find anywhere, and your seen nior citizens can help you do that, and I think we even could a sent center, given our reputation and the unique we have in sant Santa barb Barbara, for that type of for industry. Industry is clam oring to get ployees into train ing, , and WLAUT are the what are the-air areas most of need? Lead R ership, teamwork, commune ethics and technology. The last one is . All those other four, those are really or soft skills, and, so, I am very , because you are inTU tegrate d into all the areas, be it the 13-year-old to a 99 93- year-old, TLZ there's a way that we can re unify and inTU programs and take them to a whole new So, I just want to tell you thatium I'm very about this,ium I'm very excited about it. I the foundation, and I think we could . ModRART . Just 2 minutes the last question. What do do you believe to be gest challenges face ing community call ollege students And how have you addressed these challenges at campus? And you did go into quite a bit of on that. Is there anything YOUD you'd like to add? elinda >> Melinda Nish: Yes. The two big gest , challenges, affordability and preparedness, did talk about preparedness. Let me talk a little affordability. Even though the vast mu ajority at South PP west RN ern qualify for a board OF of guv guv OF of guv fee waver iver, not all of them take advantage of and, so, we have been working dill igently to make students understand fi nancial aid. We have be the largest granto or of financial aid of all call in San Diego , and at the same time, we have re the default rate from over 21 percent to 15.6 because weir 're working with our students with fi eracy to explain to them what they can do waver iver, their Pell grants, student loans, Affordability St. is one of the big obstac les. Our helped us vastly in crease a textbook rent , to to low R er the cost of text books. Our fack helping us. They have approved a rez solution PN pen edge ucation al reSORS sources, which mean s use ing high on PP line ze ro-cost reSORS sources, rather than more ex reSORS sources, boob books and other on PP line reSORS sources lishers. I think that addressing the textbook in a ffordability is going to be a key for us, and that, there are other ish sues. There are ish sues ing, of transportation, health services, food, wore weir 're looking at different strategy ies that will work -air area to address those, but aFORD ffordability is big gest ish sues that we have, and just to affordability, weir 're working now with Sweetwatt on High School District on cet getting deep in high school experience, THAFB they've in encourage S d us at 9th grade, and to really work with students so they understand how call ollege can be afford and just the last note on student prepared weir 're working, again, with Sweetwatt er Uni School Dist rict, just as you work with your ricts, South PP west RN ern has a huge high school , thousands of students come every year, but come prepared. Its 's no one's fault, its 's a clab ollaboration, so we are working on that clab so that we can create a type of promise Promise isn't just free, promise means your 're for call ollege when you get to call ollege, and you suck and, so , this is something that weir 're act FB ively on now. In fact, weir 're even working at the e level. We had our first joint meet G ing of the over ten years last fall, and it was so suck that weir 're have ing a fall ollow-up tomorrow eve , and come ing out OF of that work is a mem orandum of from clab ollaboration that we hope we will pproved soon, that will serve as a form L al found move the work forWRD ward, in clude ing what we a promise program modRART . Now is our time to questions from the odd audience. Kinley and Dan crophones, if anyone would like to line up. We 20 minutes for questions, and I see a first . Please keep your questions brief to , to 30 so , so that we have we have time for reSPAUNS sponses speak Good morn G ing. My name is Gene Jean Gene. across the street from S BSHGS KRSHGS KRSHGS BCC. YFB I've here lived here for s. Of Allf omy children of my children went here andium I'm a big . Recognize ing the falling in enrollment and the to acSEPT cept any California student who apply ies, I latest in enrollment figures available to the that only 62 percent of the students that S BSHGS S BSHGS KRSHGS loc al-air area. Their y're at 98 percent local in enroll there, and vench ura vench ura -- in odd audible -- create ing high ity student house ing on the edge of an environment itive butterfly habitat and a in a low neighborhood that we live in to accommodate OF of-air areas students. My two-part question is you specifically do to increase those local s at the call ollege? And, two, what do you think ing dorms for out OF of-air area students for what d to be a community call ollege? MuLIND elinda Those are great questions,, you know, YFB I've been thinking about that, because I it in my prior remarks. From looking at the TH the call ollege web PP site, it looks that over , a little over 40 percent of your local high are come ing to sant Santa barb Barbara sit city KAUL City College the question is where is the other 60 ing? If the other 60 percent are going on to four HF -year university ies, you really don't have much of a marge in, but we have to make we, is every body going on to high R er edge ucation? that is not going anywhere? We certain to bring them into the community call ollege, what weir 're here for , weir 're that safety net. So , first thing to do is to really analyze those high in the and the in enrollment and to see what there to in crease those students. a limit D ed opportunity, if weir 're looking at class sizes in the high schools, but we need ly thur oroughly analyze that. Demographics suggest pool may be deMIN iminishing over time . LETS RR et's also current student students we have. Can we improve in , move ing some of our part-time students that already here to full-time students? There are some ies to do that, and we need to talk to them about nancial aid benefits of going from part-time to , and that could be an effective way, even in short-term, to improve involvement without ing to do any anything else? Of course, those may be -term fixes , and they may not be long-term solution So, we do need to look, and weir GROER 're going to a conversation about our dependence on enrollments and where those students start going are going to , and if we are go ing to have students come ing don't KUSHTly KUSHTly currently live in the-air area, and this is a desire able call ollege, so you are going to have in where do we house them? THATS hat's a really, real ish sue, and YOUFB you've brought up some of s . There are environmental concerns, dense ity , neighbor hood quality concerns, and the only you can work through these is with a community, may not be able to do this quickly, it may take f of time, a lot of trans parence y, and really looking we could put student house ing. We need to look , but we need to do T it in a way that THATS that's going to fit and get community buy-in. If we can't at if that strategy is complete ly off the table it'll irrep RE rePAR then weir 're going to have to think outside on this in enrollment ish sue, because, quite , look ing at our your out OF of REEJ region and your non-rez has been used effectively by a lot olleges who have dwindled ling local in enrollment, but we need to be sense itive to the ish sue. Am I a to DARM s dorms or do I support ish sues? I've seen them ive and YFB I've seen them non-e ffective. Its 's really tune with your community and the student needs ing sure that you can have a firm rez solution and ing in tune with your communities. Ial I'll tell I floated the idea at South PP west RN ern Call ollege, and hood immediately adJAS jacent is not in favor, so, um, TLZ there's a lot of work to be done to see if to a solution where they would be in favor , long answer, shortened answer is I would ly byen be enfavor in favor, if we could do T it in a way where clear mu ajority of support from the community sense itive to the ish sues of the community mod We have another question over G ing. Ium I'm not going to 30-second limit, but I will try and get close . My name is Kim, I am prez sident of our K SEN Academic Senate, and, so,ium I'm bring G ing a question that a lot of e-mail among fack ulty call olleagues as we, hope and excitement, search and goog Google, so thank being here. So, the question relates to a raVRS oversy on your campus THATS that's been reported PP west RN ern Sun, about the racial unrest under tenure . One article describes a com plaint a black file d SDAEGS inodd audible odd -- inodd audible -- before way before your time. tail Z s contraVRS oversy over TH the KAUFRMsition of TH the composition of a di committee, and comments reportedly made by one administrate ors and rePEET peated by you at a lead R tee meet G ing about the the committee's represent ation, it reflected the diverse ity of the campus. Then, , your board has voted to hire an oak Oakland-based ant firm to mead diate the contraVRS oversy THATS that's up. So , that was an U attempt to be a brief background. wrote a real ly thoughtful letter to your paper, to some of your reSPAUNS sponses to the sich tuations. I have two questions . The first one is, um, in YOUR your , you pointed out that you brought a rheum umor to the representation, to the call ollege lead R ership team I wanted to know what kind of team that was? public meet G ing team or a private team? And second one, um, TLZ there's, obviously, been a lot feel feelings around this new hire in January, new , and, um,ium I'm 1 wondering if TLZ there's as superN TEND intendent/prez sident that might led differently to minimize some of the THATS that's happened muLIND Melinda . , South PP west RN ern Sun is our , aWARD ward-winning newspaper, and, um, its that when I came to South PP west RN ern, one of the s that happens is every group wants to talk and the a aff aff phro Africa aphro Africancon American Alliance sat me down, they said, um, we don't feel that weir 're respected we are not the mu ajority, we feel weir 're treated as inority, and the examples that they give gave me were peep attend our events the way that they a ttend the Latino events, and we don't see the same type of hire ing, we want to be more than what the pru oportions ographics in the community are, and we want to aff phro African American hire ing, and we want to see it R er levels, and then I heard about the prior ish sue NC AA KRSHGS CP, and there were rheum umors and complaints, whenever there was a complaint, certainly a com discrimination, it was immediately , and you will see that we had the custode ial that brought complaints, and we had quite exhaust into those complaints in 2015 . ly wasn't a legal case for discrimination, but ly, there were some ish sues, and there have workplace ish sues that you would identify quick bias and perhaps with prejudice. There was that was taken in terms of disMr. MRU ciplinary ANGZ er ANGZ ANGZ, buts more than that but more than that, this problem has been going decades, this is not something THATS that's been create watch, its 's something that I wanted to try resolve on my AUCH watch. When you start talking sues of bias and prejudice, particularly when race and ethNIS nicity and other factors that unique as U adults, these can be very touchy and icate ish sues, and, indeed, they are at South PP west RN ern. R ership team meets at least once a month . It is d of all the cabinet members, and its 's composed the conSTICH stituency lead ers, so not just the unions, K SEN Academic Senate prez sident, our associated student prez our confidential representative, we all come table. We always meet on the day of the board ing, just to make sure, even though weave 've had an U prep meet G ing the week before, that if there are sues, that we can talk about it. We try to opRAT surprises to anybody, and, so, we have to discuss things that might be of TLZ here's a secondary function, but , just as the lead R ership team . THATS hat's developing the conSTICH stituency ies, and if TLZ there's an ish sue, an ish sue THATS that's go ing to destroy trust, we ish sue to the table. Weave 've all some very s had some very conversations, and we talk about how we can MUCH one another. They brought me TOO to an ish that there was a rheum umor going around that this new diverse ity committee, the membership had already been , chosen on the base is of conSTICH stituency represent and that was the ish sue. Now, we have saying why, why wasn't it determined on the base is ographics, and it was become ing deVIES ivisive, and the it was become ing de VIES ivisive is that the undercurrent really nasty rheum umor started to now target luTEEN Latinos aff phro can African American Z s. That, to me, was not where we to go,plyly particular ly with all the of the work that had OF of 2015 and the action plans that we were , the mandatory training that was hap pening, so, we brought this to the lead R ership treme team. This, honestly, was the first time that we had try ied to race across race, and just as you know, many recollection , when you try to do something the first time, it egant, and it doesn't work exactly the way you . Think about the first time you try ied to ride a le. You might have fallen off. So, but this is a where weave 've developed bonds of trust, and e ven a difficult conversation and there were ople that, frankly, didn't want to have that said so, we need D ed to talk about the , we need D ed to talk about the support that we the committee, we need D ed to talk about the mem of the committee. It was constituted as a guv overnance committee. We set the bemmership membership up and shared guv overnance. We committed to that membership and said it would be the committee itself, not that if they wanted to change their membership, they empowered to do T it, they could WAUFSHG WAUSHG work through it bring that to the shared guv overnance KOUNS counsel cil. so, that was the decision taken out OF of that group. ople that were disU appointed in the new in the new that we had hired, because we tend to, as hume an KZ s, want to a ttribute blame when TLZ there's a sich tuation to find someone that we can say, well RR your fault THATS that's your fault. THATS hat's a kneejerk reaction, weir 're hume an beings, we do that, but the better re when you stop SKW and you reflect, and you say a , we get to this place? What do we do together to WRD ward from this place? We don't place blame. ly work to understand where everyone is come ing and that takes time and consideration. The guv overn board heard about this, was it was brought to ings, we discussed it, they had a special and in that session, they wanted to show lead R and we talked together about what we could and in a very inCLUS FB clusive process, every conSTICH stituency er was able to submit, on a list, names of peep ople in s to assist us with how DOO do we get to the . So . So, in a very in CLUS FB clusive process, involve ing overning board prez sident, we selected a firm, and , on March 8th, next meet G ing, to approve a in-partner ship, their y're out OF of oak Oakland, and week, their prince ipal, Mr. Mike chael Bell, met and the lead R ership team to discuss where we were what we could do , not to investigate, but to a we were at and hen then help us with some ideas we could go cyst systemically cyst , cyst system ically, struck turally, and conversations, but how to really change our . THATS hat's a cull tural change, and that take s and sometimes, its 's messy, but you don't give up, 's s if, at first, you don't suck ceed, it wasn't a failure 's a learning experience. WOOERS We areinous of high R er edge ucation. ; what better place to topics and learn how to create that model what we want to be doing weir 're doing. With respect to the director, difficult time hire ing for that pu osition. We offer to an intern L al candidate that ultimately JEKT jected, and, so, we went into the finalist pool, an offer, and it was acSEPT cepted, and I think we have very talented director, but I give you that little bit ory to show you that when you have hire ing process have different layers to get to the end, can create not exactly the smoothest start-up, same time, we have a very tal ented person, what do we need to do with that person? Give them time and the opportunity to get to know us, give opportunity to show us how they can work with build these ridge bridges between ethNIS nicities, racial , gender groups, groups of #UB89 ability and disability, really broaden the notion of what we mean by ity, so that diverse ity just isn't race. . In CLUS and ec quity are a broad- based and truly val that in fluence the way we take decision s. No one superN TEND intendent, prez sident, director, board mem can make that change in a month or two. Weir 're be decades and de cades . YFB I've spent a lot of time investigate ing this, look D ed at great models, THAFB they've been working at it years, and weal 'll be al , and weal 'll be working at it for 20 years or , but too, but I really think that what I need to do is sure that I am supportive of my staff. If a mu istake,ium I'm there to talk to them about the and to help them figure out how to move forWRD ward the mu istake. If I can personally help them , I will do that, but I need to be of support a support , a meant ntor, and THATS that's really what I hope to DPOO do, and the best behavior, and I think that in those ways, that director suck ceed, and ultimately, I do director has the ability to suck ceed. Thank THATS hat's a very thoughtful question, and I think RR a big its 's a big ish sue that we all face, not just here 672 minutes for question , the last one. Speak Thank you very much for take ing WA way from your campus to be with us today. This is from on PP line. We have several on PP line fack ulty in other parts of the kunt country and are fully in a fully on PP line we have here. What is the FUCH future of dist ucation at S BSHGS KRSHGS KRSHGS BCC? Additionally, as a call ollege ers opportunities for all, how can we in engage PP line community better and meet their needs as mem our call ollege environment? MuLIND elinda , I just have to tell I don't know if I was a true pi oneer, but I was y adopter. I was a 10 tenured fack ulty mem ber of ec s at Salt Lake Community XHN call ollege all Call ollege, and before it mon, I was teach ing on PP line, and it was a real economics, and I think that what weave 've the FUCH future of on PP line is that all edge ucation ing to have components of on PP line, at whatever you call it and whatever the new term will be, the that is come ing in92 to call ollege, I mean, THAFB they've infant adopters of technology, and, so, you cannot ucation anymore without tech nology SHGS and , and that in, obviously, on PP line technology. Weir 're doing differently in the way we learn and the way we on-demand access to information that other jen had . So, its 's a truly excite ing time. it mean? It means that on PP line is part of Its 's inTU tegrated into what we do, and weir 're ally pedagog ically finding better ways to cu onnect on PP line . So, I think on PP line is a live and its 's here to stay. I think its R are gore ing e R I think its 's going through multitudes of evolution, and I think its 's go become a lot more live time as WELG well , so I think the bonds will be strengthened and won't be as much RU ynchronous, THAL they'll be more and more real ly high qual sink RU ynchronous, and, again, I think its 's go embedded in every single that thing that we do. I think that the FUCH future is bright, and I think that is something that if YOUFB you've already em braced weir GROER 're go ing to continue see it modify everything do. So, thank you for the question, and thank everyone who is sink RU ynchronously or perhaps asink ly later today observe ing this conversation, that's another little example of tech nology . >> MODERATOR: We did have one question. I want to miss it. >> Melinda Nish: I love imagine happen, and, so, one of my strengths is that when we end a meet G ing, a summary , we talk about, quickly, what did we, what are we going to do, and then we use that to strat egy ies and action plans, and then we hold our accountable. Every six to 12 months, YOUFB to stop SKW and say, did we get there? Did we do T it? do T it well? Why didn't we do T it? And when you large org anizations with peep ople and big community tures, sometimes, the words get in the way of and, so, part of my lead R ership is to demonstrate you can move into action and ac tually aCHEEFB chieve things YOUFB you've been talking about. I think that those are pretty simple con cepts to articulate, but they conSTNT stant attention in what you do every day, and I've been really pleased that throughout the over 14 YFB I've in enjoyed the California Community Call uline Cauline ll ollege System, YFB I've been able to work on those qualities, re , and I think really make them strengths . RART >> MODERATOR: Okay. Dr. Nish, you have just remaining for a close ing statement. MuLIND More More than enough. Thank very much. Its 's been a pleasure to be with you this ing, a pleasure to be your first forum presenter, . I hope I broke the ice well. This call ollege is a u and special call ollege, located in just an absolute place, a beautiful learning with a fab ulous community. It is really tru gem and an opportunity for any edge ucational lead able to come and join you and your team and go to the next level. Um, clearly, you can see in enthuse iastic, and I am very inpassioned by and what it can do. I know that if your 're in room, you believe in edge ucation, and its 's helped your life, and I believe THATS that's why weir 're all . We know how edge ucation changes the lives of our our community, and THATS that's what we want. ; we this continue al learning, continue al growth, true a true sell celebration of what joins us as hume an beings, place where you can express different opinions and respect ed, and that diverse ity ac tually help Z s. love to join you and help you take that the next step. I would love to join you you work through some of the ish sues that you whether they be in enrollment ish sues, community ish sue SHZ , fundraise ing ish sues. Ium I'm a do-er, and I love get in and helping organizations move to the next I am so appreciate ive that you have given me the of being a final ist and that YFB I've had your time this morn G ing, and to all of those that are room but who are watching this outside of the thank you all so also for your participation. Again, it deep HAUN honor. Thank you very much, and have a day. MRAUZ ModRART a short break before one. RART Testing. Testing. Test ing. Testing. ModRART Testing. Testing. Testing. ing. Testing. Testing. ModRART ing. Test ing. Testing. ing. Testing. Testing. Testing. Testing. Test ModRART Testing. Testing. Testing. . Testing. Testing. Testing. Testing. Test . Testing. Testing. ModRART ing. Test ing. Testing. ing. Testing. Testing. ModRART Testing. Testing. Testing. . Testing. Testing. Testing. ModRART Test ing. Testing. Testing Testing. Testing. Mod RART . ModRART ing. Testing . Testing. ing. Testing. Testing. Testing. ModRART Testing. Testing. Testing. ing. Testing. Test ing. ModRART Test ing. Testing. Testing. . Testing. RART Testing. Testing. Test ing. ing. Testing. Testing. Testing. ModRART ing . Testing. Testing. ing That is the facility ies to support teaching and learning learning, and also a budget that meets the come comprehensive needs of a community. There are so many things involved in both of those elements, everything from enrollment management to the enterprise operations . And make ing sure that I continue to serve as an advocate to our state legislature legislatures, that fund canning not be ing cannot be soully base ed base soul solel y base ed on that model. In the area to of facility ies, one of the things that I think that I offer uniquely to Santa Barbra Santa Barbara is my experience with Bond. While I was at the West Hills District, we successfully passed three general obligation bonds in one year use ing the FSID process. I had the wonderful opportunity to lead some plan ning conversations of how those were sent. Both at the West Hills campus, and for the design of a new center. One of the major projects of that bond was complete ed by the time I left for Modesto. It was a complete renovation of the Jim and the locker room areas, but it also include add wellness facility that include add training room that looks like a high-tech ER and a fitness lab. And the fit ness lab is fantastic in that it really serves three purposes. Not only is it where the athletes go for their condition ing and strength training, our students also are able to take classes in that facility. And it also operates as a community education resource. And so I brought that experience and my own experience having built gas stations to Modesto Modesto. And there I came in on the tail end of $222 million that had been allocate ed to MJC as part of their bond. And we have complete ed two brand new buildings since I have been there. The crown jewel of which is 110 thousand square foot planned community center that includes a planetarium and an observatory and a museum. And w e just recently renovate ed what use ed to be the science buildi ng, it's now the center for advance ed technology ies, and it holds a variety of programs include ing computer science, computer graphics, an anthropology, adds administration of justice, and gee ography. And we're explore ing how those areas fit around the areas of forensics, and that might be an emerge ing program on our campus. Okay, thank you. experience working with collect ive bargaining unions and implementing collective bargaini ng agreements. distance education as a classify ied employee, I serve ed as a resource in the faculty negotiation as they started to not surprise surprisingly, sometimes we get the cart ahead of the horse. And all of a sudden we had a very growing and burgeoning distance education program that was generate ing roughly 25% of the FTES for the college, and yet we did not have anything in the contract agreement with faculty that was specific to distance education. And so that was my first opportunity to really be engaged in the negotiation development process. In the world of community education, community colleges in California have had lots of o pportunity to implement these negotiate ed agreements. And what I like best about them is it really is our opportunity to have shared expectations. And shared expectations really are critical when you're striving f or excellence. It's important that everyone have the same understanding of what is expect ed and from what the working conditions are to every aspect that has been determine ed i mportant through that process. But I also What I also enjoy is the opportunity when we identify places that maybe aren't a good fit and maybe language is outdate ed and doesn't align with our current practice or our current technology, the opportunity to discuss and reframe that so it reflects what the current practice is today and how we could be better serve ed in the future. culture of communication and collaboration across all governance groups. Can you give us an example of the time that you rely ied on collaboration to solve a problem that your college face ed? >> The commitment to communication and collaboration here is one of the pieces that really drives me in. When I a rrive ed at Modesto Junior College, there was a clock click ing around accreditation. They had been place ed on probation. I arrive ed in July. The stress was heightened, because it was the second come comprehensive visit. The recommendations were around big- ticket items of student-learning outcomes and around governance at the college. And in the area of governance, there simply was not a structure in place that supported having all of the v oices represented at the table. And part of this I really beli eve was a lack of leadership. I was the -- prior to me come ing in, they had had 11 presidents in ten years. There wasn't trust. There wasn't free flow of dialogue. And the faculty were not engaged around the table. And it had really led to a place where we digs make decision make ing wasn't clear and it didn't reflect the decision-make ing handbook. So one of the most critical pieces that we had to do immediately was to build a structure that really reflected the quality statement and what are the standards. And sought to rebuild a foundation where collaboration and engagement could take place. It was not easy. At the same time that we're trying to do that heavy lifting and have those conversations and build some trust relationships and start to see what this could look like, it's the middle of summer. There's not a lot of folks around. And we had the clock ticking around learning outcomes. When you don't have consistency of leadersh ip leadership, it's pretty easy to become very i nwardly focused and not pay enough attention to what's happening externally that's an influence on the college. And MJC was really suffering from that. And so in some regard, the real value and the real expectation around learning outcomes had not been realized at all. It really took 18 months. When we had the first follow-up visit, we had built the structure. We had a plan for learning outcomes. But it took the whole next year the really start to have the evidence of what was happening, and to have the evidence of the change that was occurring. And since that time, we have use used that structure and improve ed that structure and continue to have dialogue around how do we make this better? How do we have more people be engaged? How do we make sure that people are come ing to the table and they're participate ing in the governance process. Thank you. >> Next question. Will you please share your experience and your results in improve ing student success, equity, and diversity on a campus where these are identify ied as priority ies? >> Well I talked quite a bit about the negatives of come ing in when one is in crisis. But there was some good in that, as well. And part of that was around early recognition that we had some areas where we could improve in terms of State of the Union student student success and diversity and equity on campus. So even before the equity plan and the student success plan became part of our practice, MJC had identify identified we h ad some issues that we needed to start to address. And we start started take ing the serious look at our college data to become informed about what those challenges were. We knew we had some problems with students complete completing the sequence of math. And that was one of the identify ied-regularly in the community issues that we were face ing. We knew we had issues with students being able to get a schedule that would allow them to complete within two years. We started take ing a look at those things and working collaboratively to find solutions and one of the things that we envisioned was the opportunity to re-think how we do everything. And we h ave a title V grant called remove ing barriers, and it's really centered around that. And it's about physical barriers . It's about academic barriers. And it's about process barriers for our students. And it's really excite ed excite ing to have that in place, because it aligns now so well with what we have in the student success plan and the student equity plan, and being able to fit those pieces t ogether toward sustainable change that makes an impact on students is huge! The biggest piece that we have added or changed is we have a new position on campus. It's technically called "student success specialist" ." We call them our success coaches. And these people serve such a c ritical role of take ing the non-students and seeing them through their first year at the institution. One of the things that we recognize is we were p erfectly designed to report to the state system . All of our processes were a round enrollment services. And then we had processes around transfer. And we had processes for students without application. We didn't have anyone on c ampus whose sole purpose was to help a student navigate those systems and navigate those processes. What we learned is we had students who were just disappearing, because when you arrive ed to campus there was nothing to tell you or help you know where to begin or how to get started. use ing this intrusive advise i ng model. And we are seeing great, great results. Students are connected. They know who those individuals are. And it's spreading like wildfire. Thank you. >> How would you ensure that the college serves our local community needs, include ing range ing from high school students to seniors who are interested in personal enrich ment classes? >> I was really exside ed when side excite ed when I saw your high school enrollment numbers. You were doing a fantastic job of reaching the dual enrollment opportunity. That is great. I think my approach would be absolutely to listen, to engage, to explore explore, and then to respond. And having that dialogue , I rememberly get communication from community members. Sometimes it's e-mail, sometimes it's physical letters, and sometimes people will just stop by. Usually it's a complaint. But those are opportunities to hear from someone who has enough interest intous reach out. I never let those opportunities go. I always respond. opportunity to build a dialogue with them. And sometimes we've made some changes base ed upon that kind of informal input. Sometimes I've been able to tell the story and share the data and let them see how what they have perceive ed as happening here is an actual reflection isn't an actual reflection of what is going on. Beyond, that I love any opportunity to speak to a service club, chamber of c ommerce, any of those groups organize ed in the community and hear from them. And also where we can improve. What it is that might be missing. And when we start to fill those gaps, it helps to build our sustainable budget. >> So what do you believe to be the biggest challenges face ing community college students today ? And how have you addressed these challenges at your campus? e biggest challenge really is life. When we talk to students who a re leaving, when we talk to students who are struggle ing. That as learning and technology changes and with as many proactive things we put into place, we still remain institutions that were designed in the traditional way. But the students we serve don't really fit in that mold. So it's really relational. When we move all of our applications, registration, enrollment processes online, we lose an opportunity to engage with the student and start to b uild the connection with the individual with the campus. And at MJC, one of the ways we started to address that is with the success coaches. They have someone reaching out to them so they know where to go when they have that life crisis moment. Sick children, death of a parent, loss of a job, all of those things that causes students to drop out. And when you look at students and you have a conversation with them about their biggest challenges, it r eally is life. It's not the text textbook. It's not how difficult the class is or the fact that it require ed a research paper, it's their life. And the fact that so many of them have to work work. So when we can focus on understand ing who the student is and how to connect with them in a way t hat lets them know that they're supported and that we all take resources to directing them to resources that can help, then that starts to make a significance difference. Thank you. >>> Now we have some time for questions from the audience. They have the microphones. Please limit the questions to 30 seconds from the questione r. >> I live across the street. I've live ed here for 30 years and all three of my children have attended SBCC. I am a big supporter of the college. I see from the latest enrollment figures available to the public that only 62% of the students at SBCC are from the Santa Barbra area. While 93% of the students at Alan Hancock Community College and Ventura Community College are local. Theres There's also talk about building another building on a butterfly habitat to accommodate these out-area students. What would you do to increase the enrollment percentage of students within our local area, and second, what do you think of create ing dorms for out-of- area students for what is meant to be a community college? >> One of the things that stood out to me is that roughly 65% of the students are attending less than full time. One of the way s that you increase your apportionment is by increase ing the number of units that individual students are enrolled in. And that's not a solution for everyone. Again, we understand. Our students are parents. They have jobs. Sometimes they have multiple jobs. And we need to be sensitive to that. But one of the things that has been effect effective at the University of Hawaii and their community colleges have had g reat success with is a 15 to finish campaign. There seems to be a lack of understanding. For financial aid, 12 units a s emester is considered full time, but that doesn't get you comple te ed in two years. So building an understanding. If you intend to be done in two years, what does that look like? Certainly six units a term doesn't get you there . So the opportunity to encourage students to take a higher course load is one way that you might address that . Online learning is certainly another opportunity. And that is a space that is change ing r ight now as we're looking at the online initiative and the change, and the California Community Colleges having the opportunity to move toward a common- common-course management system. And looking in the future towards central ized opportunity for students to be able to enroll in those courses. Santa Barbara really has an opportunity to get out ahead and look at what are the unique programs that this institution has that perhaps could be offered online. And bring in through the virtual world students who the local at the local community college doesn't have the opportunity to study that particular content. That is one way to approach that. Having come from a residential campus, there are things that I absolutely love about a residential campus. There is a feel that is incredibly collegiate. It provides an experience for students that is life change ing. for Santa Barbara City College. But I think that is absolutely a conversation that needs to occur both on the campus and with the community . Because this may be a place where it absolutely makes sense sense, but it may not. That is a conversation that needs to be very broad base ed based. questions? >> Good morning, Jill. Welcome to Santa Barbara Community College. We're de delighted to have you here. What would your colleague s (no audio) >> I am a team player and it's all about the "we" ." I am very open and that has been one of the things that MJC has had some struggle with understanding. That when I invite you to the conversation, I really want to hear what you have to say. There was a strong perception base ed upon their prior experience that even when there was an open forum or a conversation around its topic, the expectation was that the president had already made up their minds. And so they will tell you that I am willing to listen and I am willing to take input. And I am absolutely data informed and I like to hear the other side. I purposely have a team around me that thinks differently than I do. And I value the fact that they come to conclusions much differently than I do. I think that that's a critical piece of my leadership, as well. Thank you. >> Any more questions? I don't see any. So it's your opportunity to make your close ing statement.> I Would just like to thank you all for your time today. And for the warm welcome that I receive ed not only today, but when I was on campus for the first- first-round interviews. I think that I have skills that would be a good fit for where you are headed. I am so excitedded about excited about your just resounding commitment to student success. And one of the first documents that I reviewed when I was considering this position was your student equity plan. And in the opening before you start getting into the details, you make statements statements around what you have learned your institution, your desire for improvement, and then you say you're going to show that improvement through the effication of reporting. And the purposeful intent of that state ment that you are willing to do the hard work and share the results to make sure it happened , powerful. So I really appreciate the opportunity. You are doing great work. You are change ing lives and I would Lowell to be part love to be part of the team. Thank you! [Applause] this morning. We'll start up t his afternoon. Thank you!, let me look at my little cheat sheet here. We begin again at 1:15 SBCC-Community Forum . 1:15 p.m. Pacific Time (continue ed) . (Standing by) to get started here. First I'll introduce myself, Marilyn, Interim Executive Vice Pr esident. Education Educational Program. This system our is our third forum of four for the day. The purpose of the forum is to introduce our finalists for the president position. is divide ed into two sections. The first part is structure ed questioned questions . The second part is for the everyone in the audience to ask questions if they're able they wish to do so. Everyone in the audience should have the bios for the candidates, as well as information about how to provide input to the board of trustees through various e-mail addresses . If you are watching remotely, this information is available on the website. If you choose, and we hope you do choose to p rovide input on any one of the candidates, or in general to the board of trustees, please note that you have until 8 p.m. this evening to do so. So I'm a time keeper today, as well. I'm watching that. I w ant to ensure that we have adequate time for our next presenter, Dr. Anthony Beebe. He is the president of San Diego City College. I'll invite you up here now Dr. Bee Dr. Beebe. [Applause] a large group watching remotely. To begin the forum today, Dr. Beebe, tell us about you and what attracts you to this position at Santa Barbara . >> Thank you everyone. It's a small group, but a mighty group from the few people I've had a chance to speak with. Thank you for the introduction. I'm honored to have the opportunity to speak with you a little bit about some thoughts that I have and my background. I should tell you that the c ommunity college world is a small universe. I know the finalists applying for this job and I can tell you they're all good people. But I do want to tell you about my background to give you a context of where I'm come ing from and where I've been. I grew up on a small cattle and horse ranch in southern Oregon. And being there was a great opportunity for me because I learned the value of hard work. My father was a very hard worker. So my brother and I learned about take ing care of the animals and fence ing and shoveling manure and all the other things that you do when you're on a cattle ranch and a horse ranch like that. That was good. My parents, although they were very smart people, they were wise people, they were not college graduates. So I was really kind of the first one to take the venture and the trip down to a community college and get involved with that. And so that, you know, I understood the they understood the value of education, but it really wasn't a priority for them because of being on the ranch and doing the things that they were doing. It all worked out fine. school there, and my focus at the time was, like many kids in their teens, my focus was on basketball and kind of I guess I would say chase ing my girlfriend. And I'll t ell you I've been chase ing that girlfriend for 35 years and she 's right here in the audience. Her name is Carolyn Beebe. years. So she's been through a long journey with me. And I want to thank you Carolyn for all that you've done for me. I love you for that. So when I was in high school, as Carolyn will remember, there was an internship program that came up. And it was in a local fire department. And the title was for a house boy. Yeah. The house boy's duty ies were to clean equipment , polish the floors, clean the day room for the firemen. All o f those kinds of things. So that was my job as the intern there. So I took that job for minimum wage. And I really did n't know what I was getting into . I didn't realize this was going to be a life-change ing e xperience for me. Because I worked in that job for four years, the four years that I was in high school. And I learned all about being a fireman just b ecause of being around the firemen. And I really appreciated the dedication that they all had being firefighters and give ing service to the public like they do. school, there was no doubt that I was going to be a fireman. It really took me a year or so out of high school to land a full- full-time firefighter's job. I did that for nine years, fast forward, nine years out of high school. And the last year that I was there in the fire service, I was the fire department training officer. So here's my transition into education. As a training officer, I was working as a recruit and the new bies come ing into the organization and teaching them about tactics and strategy ies and all the things that firefighters need to know about. And I realized I really like this teaching. This is something that is fun. It's excite ing. It helps people. I got a great deal of satisfaction out of it. But I a lso realize that had the only way that I was going to be able to be a teacher outside of the fire service was to go back to school. So I enrolled in co mmunity college. And I went through the associate degree. Transferred to the University of Oregon. Went onto Cal State Sacramento and I got my finance degree and focused on finance. And then I came back to Oregon. Caroline Carolyn and I move ed to fort move to Portland. And I start ed teaching as an adjunct. I taught everything and anything that everybody else didn't want to teach. I was teaching night classes. I was teaching weekends. Just any kind of a teaching job that I could get in the Portland metro politan area. I was the first one to raise my hand and say put me in. I was excite ed to do it. s an adjunct faculty member. I appreciate all of who you guy what you guys do. It's an incredibly tough job and we really, really need to applaud the work that you all do as adjunct and faculty members for us. So thank you for your service on that. So I got that. I finally landed a job at Portland Community College as a faculty member. I taught business, accounting, management, some economics, and business law, and a little bit of business math. I absolutely love ed it. I was in heaven. I said this is it. I have found what I need to do. I have found my calling. And so I continue ed to teach there. And what h appened there was there was a doctorate doctorate program at oor o Oregon State University. It just start ed. They were looking for their second cohort. I decide ed I was going to sign up for that doctoral program at Oregon State . And I did. And I ran into one of my first professors by the name of Dr. Dale Parnell. Anybody heard of him? Several people have heard of him. He really is a legend in the community college world, having started several community colleges, written extensively about community colleges, p articularly the neglected majority. And other things relate ed to community colleges. But he was also the president of the American Association of Community Colleges for ten years in Washington, D.C. And arguably one of the top presidents of AHCC that we maybe have ever had. I grabbed onto this guy and he kind of took me under his wing. And Dale and I still talk frequently about things in the community colleges . And he took me under his wing and he gave me some advice. And he called me Tony. He said "Tony, I want you to do one thing for me. I want you to work in as many areas of a community college. Or supervise as many areas of a community college as you possibly can." That was his advice. I took that advice to heart. And for the next twenty years, I worked in many different areas of a community college. I was a program chair, I was a dean, an associate vice president of instruction for the workforce area. I was the EDP vice president for instruction for student services at a community college. Moved to San Diego where I have been a campus president for the last ten years, first part of it as president of their continue ing ed program, and then most recent ly as president of San Diego City College. So all of that gives me the foundation for where I am today. I don't know how I'm doing on time.We're glad you're here today. I have six questions. The first one, given what you know about Santa Barbara City College, what are the most pressing issue issues that you would need to address as superintendent for us? >> I'm glad you define ed and k ind of mentioned "pressing" ." There are different things they would want to explore and look at, whether that's facility ies or where we are with that, or student house ing or wherever we might be. But in terms of pressing issues, there are three things that I would want to get into. The first one would be enrollment management. One of the things that colleges across the country really, not just in California, but across the country, are dealing with is this idea that because the economy has now turned around, there are fewer and fewer people that are needing to go to college, and so our enroll enrollments across the country are kind of decline ing. And this is an ebb and flow. We know it's going to come back. But right now we're in a period where the economy has turned around. It's very strong. It's looking good. So people are at work. They're not happy to come to c ollege. The other element or side of this has to do with the high school demographics. In San Diego and Santa Barbara we h ave a high school demographic where we have fewer and fewer graduate graduates who are going to be come ing out of the theater high schools. That's an ebb and flow thing that we'll deal with over time. But we need to look at different methods to deal with the student management piece. not something that is easy to climb your way out of'. of . And it looks like my understanding is something where we'll be headed toward stability. It's not an end all. But it has to be a concerted focused ever. effort. So that would be one of the areas that I would want to focus on. The second thing has to do with just something that I have to do as a finance person. I would really go through and look at the finances of the college. Look at the budgeting process, the planning process, how do we project revenues, how do we project expenditures? Do those two lines cross? Are they parallel? How is that all work ing? And then get into some scenario planning about 3-5 years out, what do the things look like and then be able to look at that. So enrollment management, financial management , and then the last one would be kind of reconnecting with the community. Being able to work with the community, have the community come to the college and understand the issues that we're up against here in Santa Barbara City College. And you know, connect ing with the community is really a critical piece. It's one of the things that I think I've done really well .>> Thank you, Dr. Beebe. The next question is shifting a little bit. Please de describe your experience working with collective bargaining unit s and implement implementing collective bargain ing agreements. at my work, with the exception of when I was working on the farm, my brother and I although we may have wanted to unionize, I don't think it would have worked. But all of the jobs that I've had whether it was with the International Association of Firefighters, union, or AFL-CIO or teachers union when I was teaching, or other jobs in Oregon, Washington, and here in California, I've always been interface ing with bargaining at some point. And there's been different approaches depending on who the chancellor or the president was of a particular college. I remember one particular college where the approach was really kind of old school Chicago style that pound ed out , you know, get this thing figure ed out in terms of developing a collective bargain ing agreement. , which is really what we have in San Diego, which is an interest-base ed approach, sit ting down and figure out what's important to the sides involved and come ing to a collective agreement on what it is that we're wanting to do as an institution, as a team to be able to move everybody forward. So those are really important. The thing about my first experience at Portland Community College, I was on the faculty side of the negotiation team. I was on the negotiation team with the faculty, which was a great first experience for me. When I move ed to Riverside and worked with Tom Allen and CTA and was involved with the online distance ed classes. This was in the mid-90s. This was all really, really new to us. We didn't know what we were getting into with all of it. There was a lot of trust that happened with what we were trying to negotiate. It wasn't clear with what we were trying to do in the mid-90s. When I went to Yak amaw Community College, I sat down with Dr. Bernard Baka, who is the state lobby iest for Washington State. And we decide ed, I don't know if we knew what we were getting into, but we decide ed we were going to rewrite the entire contract. The contract itself had pieces in it that went back to the '70 '70s or something. Really outdate ed. You've seen contracts like that. So outdate ed that it's not even connected to what we're doing at the college any longer or any else. So we took a year. And I know that he would love to talk to anybody who would like to talk about this. But we took the year and we met every week. And we took chunks of the contract and we worked our way through it. Did we agree on everything? No, we didn't. But we manage ed to come together enough to be able to get that contract done. And if you've ever had the opportunity to do something like that, that can be a horrendous, horrendous experience . But we were committed to it a nd we manage ed to get through it. Now in terms of implement implementation at San Diego and up until about five years ago, we had nine separate bargaining units and three meet and confer groups. So twelve groups all together that we had to work with there. And then about five years ago, the San Diego Adult Educate ors and some other groups were subsume ed under AFT. So we narrowed them now. So three bargaining units. We've narrowed those a little bit. But it still takes a concerted effort and a lot of thought in terms of make ing sure that when we implement these contracts, we're thinking about fairness, we're thinking a bout reasonableness, we're think ing about empowerment, we're thinking about things like that that are important for all of the institutions to be able to have a positive spirit and e xperience moving forward with the college. City College has a strong culture of communication and collaboration across all governance groups. Can you give us an example of a time when you rely ied on collaboration to solve a problem? >> Well, I think one of the greatest examples I had in this realm had to do with when I started as president of San Diego Continue ing Education, Sand Yugo Continue ing Education continue San Diego Continue ing Education is huge. It's one of the largest non-credit programs in the United States. And at the time we were serve ing about 60,000 students in six different campus es. And the institution itself was in a period of transition. It had a series of things that h ad gone on in its recent history before I arrive arrived on the scene. And so there was no real strategic planning going on. And so what I decide ed. I had just gone through something called "appreciative i nquiry training" ." So I decide ed that we were going to do an appreciative inquiry for the entire institution. This was an all-hands on deck kind of opportunity. And it was a chance for appreciative inquiry. If you hadn't had a chance to look into it at all, it's a unique process. It does give you or anyone else who is participate ing in this process a chance and an opportunity to have a voice in whatever it is that we're ultimately trying to do. So I decide ed after speaking with several folks at continue ing ed, that we would do this institutional appreciative inquiry process to come up with our positive core of the institution. That positive core being that thing or those things that are important to the institution that we want to be able to do more of. So this wasn't a time to solve problems so much, but this was a time to be able to look at the things t hat we're doing really, really well in the institution and take those things that we're doing really well and do more of it. Right? So I went through this process at each one of the college campuses. Each one of the c ampuses, the six campuses. And I went to two of the community neighborhood sites and talked a bout the process of appreciative inquiry process. We probably ended up with like I would say 200-300 different input elements which we then clustered through a thematic process and came up with five what we called corne r cornerstones, cornerst ones to our future is what we called them. And those corn cornerstones became the s trategic priority ies for the institution at a very high level . And we felt good about it b ecause it came from this massive process that took us about six months to get through all of this. But it came from this grassroots very foundational process at appreciative inquiry. And through that, we were able to come up with these corne rstones that we felt confident that everybody could plug into a nd be connected to. That's probably the grandest experience I could ever talk about in terms of inclusivety and being able to have a process like that where everybody has a chance. please share your experience and your results in improve ing student success, equity, and diversity on a campus where these have been identify ied as priority ies? >> I want to talk a little bit about equity first, just to kind of drill down on that. One of the things that we've been worki ng on San Diego City College is really focusing on the equity. Of course we've got the equity funding from the state that prompted us to do that. But it's the right thing to do anywa y. But as I think about ebbing request Ity, I equity, I know sometimes people use equality a nd equity interchangeably. But we know there's differences in what those two things mean. And just in my own head, I always think about shoes. Think about shoes when I think about what it means. The difference between equity and equality. And here's where I'm come ing from on this . Some of you have probably heard this before. and we're talking about shoes, if everybody gets a pair of shoe , that's equality. If we're t alking about equity, everybody gets a pair of shoes that fit. That's kind of the way I always think about it in terms of the difference between equity and equality, I think about shoes. So when we came to teaching, it use ed to be that some of us w ould talk about pitching our lesson plan. This was way back in the day. Pitching our lesson plan to the average student. And the average student may or may not be in the room. But at least we're pitching it at a level that is somewhere, you know, where people can somehow grab onto it or work their way to it.f we think about equality, that's really what we're t alking about. We're talk talking about a one-size fits all when we do something like that . Because we're not tailoring our lesson plan much to that. Now if we talk about equity, now we're talking about things like different learning styles. We're talking about how culture might affect their learning a bility. We're talking about t hings like make maybe a disability of some kind. Knew we're talking about how education fits the individuals t hat we have in the room. So now we're talking about a whole different kind of approach to things. And so there's two area s when we think about -- bless you up there by the way -- t here -- there's two areas when I think about what it is that we've been doing in San Diego City College relative to equity, d iversity that I think are important. The first one has to do with serve ing men of color. I haven't looked at your stat istics here, but I can probably guess that you probably have more women than you have men by a little bit in terms of percentages. Is that correct? That's true. Same thing, you know, many colleges have that same scenario. There's lots of reasons why. But San Diego City College was no different. We have more women than men. But then when we started busting apart that statistic about the men, if we really start looking at it, it's the men of color that are p articular particularly underrepresented at City College, San Diego City College. I need to make sure I differentiate because we have t wo city colleges here. So at San Diego City College we have men of color who are particularly under underrepresented there. So our goal then was how do we at San Diego City College do a better job of recruiting, retaining our men of color at the college college.o we partnered up with the Minority Male C ommunity College Collaborative at San Diego State and put together a Men of Color Program where faculty and others started thinking about how we can do a better job of retaining those particular students in our institution. So the Men of C olor project has been excite ing for us. And it absolutely goes to the heart of what we're talking about when we talk about diversity and equity. One other thing I wanted to leave you with on this topic has to do with reduce ing recidivism. San Diego County has one of the worst recidivism rates in the entire state. Can't believe t his. But almost 75% of the form erly incarcerate ed individuals end up recommitting a crime and going back to prison in San Diego county. I think it's actually about 72% is the actual percentage. What we have done I think in a very courageous way to help with this problem is we got a grant from the Parker Foundation. And we've got a cohort of 30 form er formerly-incarcerate ed individuals aged between 18 and 24 years of age that are being integrate ed into our academic culture at San Diego City C ollege. And for the most part, these individuals are African American and Latino. And so when it gets to equity and diversity, we welcome these f olks with open arms because it helps with all of what it is t hat we're trying to accomplish. And our and our mission at City College. So t here's all kinds of programming things that I can talk about with this. But I think it's a very courageous thing that we're doing at City College in that regard. And we've only been doing it for a year and a half now. We still have preliminary data. I can't give you a whole bunch of data on it in terms of outcomes, but from the preliminary data, we're seeing really good progress of these men. I think that's something to be proud of. The other side of this is this spring we started a cohort of Formerly Incart Incarcerate ed Women. We're talking about how to best solve serve those individuals. We're talking about what it takes for them to be successful. Not a generic one- one-size-fits-all. >> Two more questions. 3 m inutes for each. How do you s uggest the college serve the community needs range ing from high school students to seniors interest interested in personal enrichment? >> This question goes right to t he definition of a comprehensive community college. If we want to break that out and we want to say okay, well we're only going to focus on t he transfer students. Or if we want to break it out another way, then we would be a technical college. But if we want to be a come comprehensive college, if we want to hold ourselves out to t hat broad mission, which is a tough mission to fulfill, but you're already doing it in many ways, we need to be able to have the entire realm of educational offerings. from the high school students to the senior citizen that wants to be able to take personal enrichment classes and those non-credit classes. I think that's really critical. interesting lot in some ways. We are really, really good at b uilding walls. We built walls between K-12 and college. We b uild wall walls between the administration and the faculty. Four-year schools, two-year schools. We're just really good at building walls. And what happens many times with all of these walls, we start I guess I won't say being walled in, but we start living in a bubble. And the exposure to the rest of the community becomes limited. And so I think to break that d own, what we have to do is i nvite the community to the college. Make sure they're understanding what it is that we're doing here and what we have to accomplish. One of the things I want to do here, should I be so fortunate to get the president's job, is to start something that I'm calling the " President's Circle of College Friends" for lack of a better name at this point. It would be an advisory group of nonprofits and other institutional groups in the area, some of the private four-years, industry folks folks, business, chamber. Really a broad collection of individuals from the community to be able to come in and meet with myself and staff, faculty, to be able to understand what the true needs are of the community. history. For example , the older adult program. But what's nice about being a new president come ing in is that we can respect all of that, but we can also say this is the new opportunity for us to be able to take a look at some of these things through a different lens. So I think that president's circle of friends would be helpful . I got on there and I came across a blog. I can't remember the name of it. But it's one of t hese blogs where it's anonymous and you can write whatever you want want. And I serf. searched under Santa Barbara City College. And there were some folks on there who to put it this way were not all that positive about what the college is doing. So I was like what is going on here. So then I started think thinking about it. And I thought I need to invite for lack of a better term, foe. I need to have a bunch of foe. I need to find out what those folks are all about. Why is there anything n egative about such a fantastic college that we have here at Santa Barbara City College? It could have been something that happened to one of those individuals 25 years ago and they never got over it. Maybe I can fix that. Maybe meeting with talking with these folks we can resolve some of those issues. Not all of them. I'm not naive about these things. But at least reach out. We need to reach out to those That's my job. To see if we can mitigate these. >> I'm watching time. I want to make sure we have time for questions. The last one, two minutes. What do you believe to be the biggest challenge face ing community college students t oday? And how have you addressed those challenges? have to be honest with you, for me the first thing I went to was college readiness. That is a huge challenge for students. The more I thought it through, I'm thinking yeah, it's a challenge for students. But I think it's actually more of a challenge for us as an educational institution to deal with college ready iness. And that's not something new. College readiness has been around forever. I think the n ational average is something like 70% of all students are testing in and assays ing says assessing in to less than college-level reading, write ing, or math. I don't e xpect it's too much different. I guess where I'm come ing from on that whole little bit of a discussion has to do with I don't think we want to blame the students for college ready iness. I think the problem lies in the institution. I think b lame ing the student or saying i t's the student's challenge shifts all of that to somebody else. I'm not going to say that college ready iness is the biggest challenge of a community college student. I'm not willing to go there yet. I think a bigger problem, though, is the problem of financial debt . And the problem of being able to come to college college, get done with college, and be able to get a job and not be so far in debt that it's going to hold you back for a good portion of your working life . I was doing some statistic checks last night. 1.2 trillion dollars worth of financial debt is out there, financial aid. Most people who graduate from college now have a significant amount of college debt. Here in California, the $46 a credit, the tuition fee. Or the registration fee of $46 a credit is not the big factor. The bigger factor when it comes to debt has to do with house ing, transportation, food, books. Books now days, oh my gosh. Books are more expensive than the tuition itself. So it's all of those things that are accumulate ing the debt . So in San Diego, just last week, we approve ed the San Diego Promise. We're just going to pilot this for now. But 200 students are going to be in this cohort starting in 2016, this fall, come ing up. They're come ing right out of high school school, which I think is the best model. 175 are come ing right out of high school. 25 of the students are come ing from the adult continue ing education program that we have t here for a total of 200. And they're going to provide them with free education. I think -- 30 seconds. >> I think that's the most noble thing we can do to help the students with the challenges and trying to finance their education. It's an access issue for us, as it is for all of the students. >> Sorry to rush you. But I do want to make sure that we have time for questions. And Tennley has a mic and Dan has a mic. So anyone who has a question, p lease limit yourself to 30 seconds on the question so we have time to respond. >> AUDIENCE: Good afternoon. My name is Jean. I'm a neighbor . I live across the state. I've live ed here for 30 years. All three of my children have attend attended Santa Barbara City College. Recognize ing the mandate to accept any California student w ho apply ies, I see from the latest enrollment figures that only 62% are from the Santa Barbara area. And 82% of Ventura Community College are local. And there's a growi ng diversity about a local developer create ing house ing on a sensitive butterfly habitat in this neighborhood to accommodate these students. You answered the first question pretty well about how you would increase enrollment. My second part of the question is what do you think about building dorms f or out of area students for what is meant to be a community college? >> Thank you for that question. I also appreciate your wisdom f or sending your three kids to Santa Barbara City College. C ongratulations on that. I am a person that believes first and foremost in serve ing the students of our community community. So for me a strategy of recruiting international students, although I know it's lucrative and there are a lot of colleges who have moved in that direction, for me that is not really something t hat I think is most beneficial to what it is that we're trying to accomplish in a community college. And I say that because I think there are several options yet to explore. For example, we have the career skills institute that just started up. And big kudos to Dr. Gas Dr. Gaskin for the vision to be able to move that forward. This is the area where we can have students who can take classes for free that are relate ed to career development or college preparation. So it's very s imilar to what we are doing in San Diego relative to the continue ing education operation . We have 60 60,000 students. Here's the thing that's so important about that. We grow the CSI and we set up articulation agreements and transitional pathway to the credit college. I'm not sure how that sounds to all of you right now. But that's ex exactly what we've been working on for the last decade in San Diego. And I can tell you that the proof is in the pudding with that because San Diego C ontinue ing Education now is t he largest feeder of students into the colleges. Larger than any of the individual high school feeders or anything else. So I think what we've got here is an emerge ing opportunity in CSI to be able to set up those path pathways so that those students can feed into the colleges. And I have a whole bunch of things I would like to talk about with this. But the students that can go to that are students that are in Dale Parne ll's words, are the neglected majority. A third of the students go right out of high school and go into college. Here it's a little bit higher. We also know that a third of the students that graduate from high school will never set foot on this campus. They'll go right to work. And they won't have a chance to go to college. It's not in their thinking. And we know that about a third of the students will drop out. It's the last two-thirds that are local students that we need to make a concerted effort and be very intentional about recruiting and getting them into the CSI so they can take the f ree classes and then be able to transfer over to the credit colleges. to your question. I'm a local p erson in terms of local community colleges. And I am not a big supporter of bringing in the international students. That would have been an option f or us at San Diego, but we all s at down and said no that wasn't a focus. I hope that kind of gets at what you were talking about. >> Thank you. Congratulations and welcome back to Santa Barbara City College. My question for you is that you're applying for president/ superintendent position. And a critical piece of that job i ncludes a relationship, a very important relationship with our board of trustees. And so how c an you let our minds rest about your experience in manage ing a nd dealing with the board of trustees that maybe you may or m ay not have had experience in. >> I appreciate that. There's a couple angles to that that I want to be able to express to you. First of all, going back to when I was the vice president for student services at Yakamaw Community College, I had a very generous president there who really let me be involved with a lot of the inner workings of the b oard. And she always said we're kind of a partner in being able to move the institution forward . So although I was the EVP, I still had tremendous experience working with boards. And moving forward to my e xperience in San Diego Community College District, there are boards that I work with on a frequent way basis. Our two boards that I'm working very closely with and have worked very closely with. The board of trustees themselves in the San Diego Community College D istrict are very passionate about what we do at the college. And being able to serve them is one of the joys of my job there. I've had experience working with the board in that sense, too. So I have had experience working with boards. Of course I'm also on like six or seven boards as a trustee. I'm on a school board down there in San Diego. And different boards like that. Locally, statewide, and nationally. So I know from that side of the coin , kind of the boundary ies that need to be established and how a board member needs to expect certain things about the operation. president for the last ten years, and then my other experiences, I've had exposure t oward good and bad. T and And so I have good experience working there. Thanks for the question. Appreciate that. Thank you you, I really appreciate it. >> I come from the environmental community here in Santa Barbara . We have a strong presence in our community. I think the next student generation needs to know that the community college is going to respond with an education t hat really is going to address t he ongoing problems that we h ave. At least to me it's very important. And then how do you, because if it's not happening, there are going to be a lot of dissolutions, too. And also a second part of my question will be lowering the c arbon footprint will be mandate ing a lot in colleges. This is going to affect the buildings and everything else into the future. So this is a question t hat is going to be on the minds of boards and the community. All these costs are going to reflect in the city college. I could add more. But I'll leave you with that. about that. I don't know what the policy has been here at Santa Barbara City College, but just in terms of the last part of your question relative to carbon footprint, one of the things that we decide ed way early on a fter passing the two proposition measures, one in 2002 and one in 2006 is that all of the c onstruction, this is $1.5 billion worth of bond money that we're working our way through in San Diego. All of that is to have at least at a minimum silver certification on those b uildings. I'm not sure if it's the same kind of policy here. I imagine it is. But that goes miles towards the carbon f ootprint the college has in ter ms of starting out. That's an i mportant part of what we're doing at least in San Diego. I have to tell you in terms of the environment, . We're close to the environment when we do that. And I think it's been a great way for the environment. I'm committed to helping the environment however we can. One of the things we finished up last week is a wreath of service at San Diego City College. We take a focus area. And this last week was harbor cleanup day . So we all get down into a c ertain part of the harbor and get in our grubbies and we pick up trash. Just little things like that, I think it's more than symbolic. We picked up 400 -500 pounds of trash in the harbor. So those are things that are important in terms of the students in instilling not only community service, but instilling the importance of what it is that the environment is all about . And inevitably we'll find a dead animal. A see seagull or whatever it is. And we'll be able to see the kind of things that that animal has been eating. And if any of you have had a chance to see this kind of thing, it's horrendous. There's bits of plastic, bits of styrofoam. All kinds of things that are not suppose ed to be in that animal. It goes to the fact that we're not take ing care of the environment the way we should be and that we do need to be doing more to help educate the future generations going forward so they understand the importance of the environment. For all of us. I appreciate that. There is more that we did talk about with that . >> One last question. College. I'm delight that had you're here. ed that you're here. >> Thank you. >> What are the leadership values that your colleagues at S an Diego City would say that you practice and demonstrate every day?> Well, I know, I won't think, I know that they would tell you that the three values that I cherish in my leadership role are loyalty, trust, and respect. Loyalty to each other, p articularly when we're not in the room. And p articular particularly loyalty to the institution. Trust in terms of we have to be able to trust one another in this business. That' s a precious commodity. When that trust is broken, try to rebuild that trust, and to heal that loss of trust is a difficult thing to do. And so trust is pressure and we need to protect that. And then respect. There are institutions where I've had a chance to work. And I'm sure some of you are the same way. Where the respect element was missing. I've seen people be disrespected in public. I've seen people be disrespected in private. And I have vowed to my leadership group and my college that I will not disrespect you in public or in private. And that that's an important leadership ersh ip quality and value really that I am really working towards. So loyalty, trust, and respect a re the three that I've been stressing. And I know that they would bring those up to you. Thank you. >> And now it is your o pportunity for about three minutes to make a close ing statement. >> Well the time has gone by really quickly. There's a lot o f things that we didn't get a chance to talk about, but that's okay. Hopefully we'll have time to do that. You know, I started off talking about my job working, my upbringing working on the cattle and horse ranch in southern Oregon. And then in the fire service and then different places where I've worked as far as community c olleges colleges. And I guess that in some kind of s trange way all of those jobs and all of those experiences have really made it so my application available to you. Picking tomatoes and whatever other jobs I have. So I'm here as a unique candidate with a unique b ackground like that. But I t hink that my experience as a c ommunity college student and come ing into the community colleges, I wasn't the best student in the world. She was t he good student! But not necessarily the best high h igh school student in the world. I had the opportunity to see how a community college experience can change the trajectory of a person. And you all see that every day when y ou're working with the students. And I know that that happens a lot. All of the students in terms of what we're doing at Santa Barbara City College. >> Thank you so much. [Applause] >> We have a 15-minute break for our next forum. (Break) >> Good afternoon. And I welcome you to our last forum of the day. My name is Marilyn Spaventa.m the Interim President. And I have the honor of moderate ing and time keeping. So to restate, the purpose of this forum so to din indicate finalists for our super superintendent /president positions. The first part is structured questions and the second part is for the audience to ask questions. Those in the audience have a copy of the bios and the questions. And those who are w atching remotely can access the bios and questions from the website. I would like to remind everyone who is here to silence their phones and I want to remind everyone t hat on your sheet and on the website is an invitation for you to provide input on any of the candidates that you've seen today. And the board would be very appreciative of that feedback. You have until 8 o'clock tonight to do so. present Dr. Kindred Murillo who comes to us as superintendent president of Lake Taho Community College. pplause] So to begin today's forum, please tell us a little bit about yourself and what attracts you to our position as p resident and superintendent. >> Thank you. I'm Dr. Kindred Murillo. I am known as "K indred" ." I don't like to be c alled Dr. Murillo. I like to be approachable. I think that is something that is important as a community college president. You have to be approachable approachable. I think that is something that I bring to the table. So I'm going to talk about who I am as much as I can in front of a group of people and livest reaming from what I understand, and what attracts me to Santa Barbara City College. So the first thing I want to get out on the table, and I've dealt with this already, and I just want to also note this is the first public forum I've done like this in five years. It's kind of fun to try. I haven't done this in a long time. But one of the issues that has come up and I can Google myself. When you put in for a job, you have to do this. Is this issue of college. It just cracks me up that trying to be transparent with a board of trustees that I truly respect and who deserve honesty about their superintendent president ends up in this whole big media thing. That the president is retire ing and the president is allergic to pine trees. Yes, I am allergic to pine trees. But let me tell you something that I have made a lot of good friends who are allergic to pine trees. We love to ski. We love to do these things. And so through that I feel whether I wanted to go out there in the middle of the world or not, it's okay. Because if I help some other people be open about something f or them that is very reel, real, it's very real for me. Because every Spring and every Fall, I live in misery. I come to the ocean for relief. That's the truth . We spend our vacations so I can actually breathe. And it's kind of fun. But that's what it is. partly about who I am. Because I didn't feel it was right to g o out behind the board of t rustees and look for a job without talking to them. And I think that's important. It's not fair to my college campus that I love to go out and secretly look for jobs and not tell them. It was my time to leave. And why it's my time to leave is we have an incredible leadership team in that college and they're ready to take the helm and they're ready to move on. And that's one of the things that I am most proud of during my time at Lake Tahoe Community College. We have set a precedence that is wonderful . We have a vice president administrative affairs that is so great that we brought him in from Oregon. And he's brought such richness to our college. A nd it's a great mix of new people, couple ed with history. So if you want to know something about me, it's I believe in history and honoring the past. And only change ing those things if you really want to change. Can anybody guess where I learned that? Thank you for an answer. I actually expected Dr. Jarell to answer that one. Pasadena City College. Pasadena City College where I was a vice president of administrative services had a rich history. And I learned very quickly to honor that history. Take the history and the good things the colle ge does and leverage and only change the things that need changed. That is critical. Especially when you're moving colleges in today's world. We have to move. There's nothing we can do about it. It's come ing at us faster than I care to talk about. College? Well I've done my research on you. I've watched you for a long time, especially when we had our dual we modeled our dual enrollment program after your dual enrollment program. When y ou receive ed the 2012 Award for Student Equity, I sat in the a udience and looked at what you were doing. We are trying to deal with student equity at Lake Tahoe. You are student centric . And the thing I love about y ou the most is you will not accept anything less than an exceptional academic program. That is so clear in your academic results results. It is clear in everything you do. That speaks volumes about you as an institution. And then o ver here you have the center for life-long learning that deals and works with your community for your advance ed learners. That's student centric. That's community centric. And that's something to me that I value and I can support. The other thing you have to know about me as a leader is I'm very visionary. I believe you have to know where you're going to get there. You have to know what it is you want to be. At Lake Tahoe Community College, when I walked in, I thought I was going to do a job on helping the college deal with students. Now I got a big surprise. It was one that I wasn't quite ready for. But we dealt with it. We dealt with the repeatability , the that impacted so many of us in 2011-12. We researched why did we lose our students. What happened? In the meantime, we were actually implemented a brand new, this was fun, enterprise resource system. So we start started blame ing everything in site. Why are we lose ing students? But it all came down to very heavily was r epeatability. And our community has lost 7,000 jobs in the last five years. Those are the kind of numbers that make you stand back and go "Wait a minute" ." And so w e put an "Investing in our f uture plan" ." It was about investing in revenue, enrollment management, and really understand understanding that was. We did a visioning session. We invite ed the community in and we asked them what do you think? What do you believe in? Why do you love this college? Or sometimes you don't love this college. Sometimes you don't like the answer. I didn't like the answer I got about well you guys are like an island. When I went to talk to the superintendent of the K-12 system, that was the answer I got. He came to our visioning d ay. He helped us create a vision, one that is working at our college. Now that vision won't work for Santa Barbara Ci ty College, but it's the process . It's the inclusion. And t hat that's the part that I b ring to you. I'm inclusionary. I believe in parties pa in participar participartory g overnment tory g overnment. I don't work well in top down. I helped Lake Tahoe really develop that system. We are much richer for it. I feel I'm leaving a college behind that's ready to move and go on. They don't need me. And that's my job. A superintendent- president's job is to make sure that you are raise ing people up to build your job and they can go up. That's what we do. We build leaders. Whether it's a classify ied member, a faculty member, staff member, a c ommunity member, that's what we do. We raise students all the time. And that what's I love about it. Student equity, I can't tell you how much I love student equity. It gets to my v ery being. I'm not Hispanic, Latino, or la Latina, but I know what it's like to work thre e jobs, to not have the b abysitter show up up, and try to make a class. I know what it's like not to have money to pay for a babysitter. I've been on the end that many of our students in our community ies are. And come ing from Tahoe, a nd I don't know if you get some of the similarity similarities, we have a very w ealthy group of residents. And w e have almost an unseen group of residents who work in our b usinesses, they work in our rest rants, they r ants rant restaurant restaurants, they work in our hotels. They really need our community colleges. questions about four minutes e ach. We want to make sure we have time for questions from the audience. So Kindred, given what you know about Santa Barbara City College, what are the pressing issues that you would need to address? issue right now that this college has is engage ing the community. And I know that you've been engaged in the community. But you've got deep issues around. It's almost like Tahoe in a sense. There's a lot of division and a lot of t hings that go on. And so therefore you've got to work very hard at listening. My very first thing to r eally do is to outreach. Engage ing and helping the community the knowledge that you bring. I can't believe they don't love you. I can't even imagine! You're so easy to love! Huh? A lot of people still love you. But there's still, you identify ied it in your early interviews. You've identify ied it in your c onversations . I looked at the board priority ies the other day. The board identify ied it. Looking at yourself from the outside in is always an important exercise . And I think that that's something, you know, I know they're working on. It takes a long time. You guy haves been s have been so revere ed in the community in the past. And this house ing issue is one that is probably cause ing g reat stress. And I understand that one. I live ed in a community that has high rent. And it is very difficult for people to come to Tahoe and come to school. And yours isn't compound ed by being Santa Barbara. And it's something that we're going to have to build partnerships w ith our community to further field it. I think the next issue is stabilize ing the enrollment and building a plan to diversify o ur revenues. One thing that I've learned as the superintendent- superintendent-president at T ahoe is if we didn't deal with diversifying our revenue and our generation of enrollment, we were going to continue to take m oney from our unrestricted general fund to keep adding technology and repairing decayi ng facility ies. It was a reality to me that I hate ed, because it meant I was going to have to take money out of the classroom to fix a boiler. That was a v ery big reality. And that is something that I think that you and I, I hope, will have to deal with. I think that's an extremely pressing issue. I think student access is always at the top. And I also believe that student equity is the issue that leads to student success. If we don't deal with student equity, we can't deal with student success. And you a re doing tremendous work in that arena, and I would be one of those people that keep that top and front .Shifting a bit, can you de scribe your experience worki ng with collective bargaining units and implementing collecti ve bargaining agreements? >> This is an area where I have significant experience. I have been either in a bargaining unit or negotiate ing a bargain on the management side of the table for 30 years. 16 years as v have been at community colleges. I use ed to negotiate with the International Brotherhood of E lectrical Workers. I have negotiate ed three contracts from the ground up. That is fun . It's not really fun. It's a lot of work! And actually the one that we did at Lake Tahoe, we actually ended up happy. But what's important about my h istory with collective bargaining is I've gotten c ollective bargain ing -- And my experience when we had 1500 full time and 1600 part time faculty worki ng with the union to come up with good, solid contracts during a time of budget costs, w e still worked together. We worked for the best interest of our employee and our students . At Lake Tahoe Community College, we have implemented very strong strategy ies across our bargain ing unit. We have worked really hard to create an environment where we sit down and we solve problems. I've actually been at the table for the last two years as I've been training our new vice president of academic affairs. There are d ays when we have to take on tough issues. But after four years, it felt so good to be able to solve a major problem for our faculty association. We fixed the salary schedule. I just hate that salary schedule we have. It was awful. It did not work well for our faculty. It was not fair. And we fixed it. And I was so excite ed about that. I have to tell you, we settle ed and it was done. >> Santa Barbara City College has a strong culture of communication and collaboration across all governance groups. Can you give us an example of a time when you rely ied on collaboration to solve a problem that your college had? >> Well, I don't think there's a nything we don't do at Lake Tahoe that's not collaborative. But I will give you a couple of major examples I think are very important. We rebuilt our g overnance system. When I walked into Lake Tahoe Community Co llege, we had an accrediting visit in October. We I w alked in July and in October h ere comes the accrediting agency. It creates fear in your heart. New president. We got the report and the first thing is you need to redo your governance. It was clear. We had been around for a long time. What we did collaboratively collaborativetive collaboratively is we rebuilt that governance process at Lake Tahoe Community College. There were issues. People were feeli ng that, you know, whether it's true or not, there is a perception that it's a top-down culture. Okay. So how do we do that? How do we build a collaborative process? Come ing from Contra Cos Costa C ommunity College District, where we have extremely collaborative process processes in so many ways, and Pasadena, where I worked for years, where we were actually dealt with the resource allocation committee, I felt it was important that we do it right. So we actually did it. And we were evaluating it every year to help it get better and better. The thing that we did with our actual new governance system, we took on a couple of really hard issues. And those hard issues were we had never designate ed our collegiate consultation. So w hen you look at the 10 + surgeons general and we 1 and we h ave 10 + 3, by the way. Are we suppose ed to mutually agree? The statute say s you're suppose ed to designate those. And that was my ah-ha moment. We actually went through and designate ed every o ne of them. The board agree ed, the academic centers agree ed. And I really think by doing that process we built more tru st. And when it all came down t o it, we had to tackle the issue . And we had no real policy a round program vitality. We did didn't have one. We had to build one. We worked with our a cademic senate and we did it. It was accepted by our board of trustees. I felt very good about those accomplishments at t he college, because those are tough issue to take on. s to take on. touched on the next question a bit, but please share your experience and results in improve ing student success, equity, and diversity on a campus where these have been identify ied as priority ies.>> I said it before, dealing with student success and student equity, if we don't close the a chievement gap, we can't be successful. Because too many of our students are involvedded in student equity involved in student equity. They are the underserve ed students in our community. When you look at 54% of the K-12 students are Hispanic, Latin Latina, la tee Latino, in our state student equity and the achievement gap is the most important thing we can do at this point in time. That directly impacts our student success. I'm a believer that students that are going to succeed that are really ready and prepared, they do. It's those students that aren't prepared. That have financial c hallenges. That have challenges with their support s ystems at home. They work three jobs and have no hope. We have to help. What do we do? At Tahoe, once we got financially stable and I stood in front of o ur college a year ago and said " Wow, I finally feel like we're f inancially stable" stable" ." Before that, we really dug in on student equity in an internal way ideally with implicit bias. We have trained ourselves on implicit bias. We do not want to invite people to our campus unless we're really clear that we're tritreating t hem treat really treating them the way they need to be treated. What we were finding is we were putt ing barriers up for our students. We were sending them from one counter to the next c ounter. Give ing them forums and telling them how to fill t hem out. Thought that was fun. I went in and talked to a student and she was telling me how difficult it was. Then she went over to student services and she was told "No, that's not the way you do it" ." What I was finding was we were create ing these barriers. And we have this bias, oh, if you're in college you need to know how to do this. And we had to break down our own bias. We had to go deep inside the college. And we've been having courageous conversations. We've been brick bringing in speakers. And in fact, this quarter, we're on the quarter system, which b rings all kinds of challenges, by the way, we're bringing in a speaker. I don't know if you know her, but she's wonderful. Dr. Adrian Foster to speak on how we do more hire ing p ractices. That make us feel comfortable. Somebody walked into our college and basically said you guys are not friendly to Hispanics, Lati nas, and Latinos. I'm like okay , so start talking. We invite ed that kind of scrutiny on our campus. And we are change ing our practices. We are change ing our schedule ing. We are c hange ing our signage. We're change ing our language. We're change ing our technology. And most of all, we have to change w ho we are . We are basically a white college because most of our faculty and staff are white at Lake Tahoe. And we are having t o make a very concerted effort . That's what makes the difference to these students, having somebody that looks like them in the classroom classroom at the counter and actually walking around and sayi ng hello. Thank you. >> So Kindred, how would you ensure that the college serves our local community needs i nclude ing res residents range ing from high school students to seniors who are interested in personal enrichment classes. >> I believe that create ing environments where we as a college can listen to our community, we can go meet with them, we really meet with them. I don't mean go make promises. I'm talking about listening. I think you probably do a lot of that. And I suspect knowing and seeing many of you and seeing the work you've done that you take that very seriously. And I think we have to get very clear about the priority ies and the things you want to do for our c ommunity. I believe in create ing forums for the community to come in. Because one of the things that enlightened me when we create ed this vision for Lake Tahoe was we broke out into groups where we had faculty, staff, and community members and a city council member, and the chamber member, and the c onversations that went on in that room were more important than the outcome because what I saw was viewpoints were being e xchanged. The chamber member was understanding what the faculty was say saying about preparedness. The faculty member was hearing what the c ommunity member was saying about I need people that can think critically. It's so important to have those engaged c onversations where you set up y our community in a way that they understand what you're about and what you can do. I think that that's one of the most important things. Really u nderstanding. We did a business walk recently. And it was great fun. We learned a lot about our businesses. And you know, one of the things that we learned that really kind of surprise ed us, can anybody guess? The issue around the generation gap . The issue around millennials and baby boomers. It came out in such a big way that we know w e're having to deal with that in a different way. We can't just ignore it. We have to address it. So I think it's all about those kind of really difficult conversations and take ing those conversations ment asking . Asking a question start a change s a change. I always believe that. I believe it c reates an environment where people will be changed. believe to be the biggest challenge face ing community c ollege students and how have you addressed this at your campus? of me says hope. The students at community college today, they don't have the hope that I had when I went to community college . It's because of college affordability, because of the cost of house ing, and the cost of things that, you know, are the textbooks. On my campus, we've been dealing with incr ease ing our scholarships. Just as you have. You've done a m arvelous job on scholarship raise ing. We're trying to make sure that we're getting to the students with those dollars. Make ing money for child care. Raise ing money for literacy. I think those are critical. Our book loan program save ed almost $200 $200,000 and it's expanding. We have so many faculty who are participate ing in the open online commons area, we are trying to push and work on some of the online books . It's inexpensive for students. I don't know if you know Dr. Dr. Larry Green. He's known statewide for being a n online instructor. He is an advocate for students having online textbooks. We are workin g with our community and our hotels on student house ing. It's a critical issue. It's something that we face every day in our community. And we found some hotels and some people that are going to work with us. And we keep working on that. It is essential for that college to have house ing. The other thing that I think is impacting our students, and we d on't often talk about this, is their what you call grit. Or resilience. I think really assess assessing that and understanding when our students come to our college what their r esilience level is. An area where we can do better. We just recently saw a model that I am so fascinate ed about. And it's all about checking for grit and finding the place and grabbing the students early onto deal with it. I think preparedness i s a huge issue. So we are work ing with our high school. We a re like this now with our high school. We do classes on each other's campuses. We share facility ies. We work together. And we are really pushing on the dual enrollment. That piece alone is really showing us where there are some issues. opportunity for anyone who is here to ask questions. Dan has a microphone. Kennly has a microphone. I ask that the questions be short, 30 seconds, so we have the opportunity to get a response. >> Good afternoon. My name is Jean. I'm a neighbor. I live across the street. I've live ed across the street for 30 years. All three of my children went to Santa Barbara City College and I'm a big supporter of the college. I have a question. Recognize ing the fall enrollment and the mandate to accept any California student who apply ies receive ed from the latest enrollment figures available to the public that only 62% of the students at SBCC are from the Santa Barbara area . While 98% of the students at Alan Hancock Community College and 8 82% of the venture Ventura community college are local students. At the same time there there's a controversy about a developer create ing student house ing in a butterfly habitat to accommodate these out of area students. My two-part question is dual enrollment aside, what w ould you specifically do to increase enrollment percentage of locals and to recruit and retain students from within our local area. And second, what do you think of building dorms for out of area students for what is meant to be a community college? is around what would I do. And I think it's really important when you ask that question about what would I do to raise the 6 62% i s not to compare ourselves to another college which is next d oor. Because one of the unique pieces of Santa Barbara City College is that it's going to draw students from all over the state because it's a feeder school to UC Santa Barbara. We I worked at a college where we had the same problem. We were a transfer college. They knew they could transfer. And in southern California, it was USC and UCLA. At the Apple Valley, it was Davis and Berkeley. You have a strong academic presence in this state. (Laughing) Sorry. Academic. Preparation. And so with that in mind, I think it's kind of w hat we're doing in Tahoe in a way. We're in a very different situation. You look at our data. One of the things that we're doing is we're actually take ing our high school cap capture rate. And by the way, Santa Barbara has one of the highest high school capture rates in the s tate of California. You have one of the highest adult participation rates of any c ommunity college in California. That was release ed in a report just recently. So you are accessing through your local c ommunity. You are bringing the students in. of people in your high school or not in your high schools, but in your community, are we r eaching the underserve ed students that are in our community? That are working t hree jobs? Supporting a family? Getting to those cultural issues . And let me give you an example. In Tahoe, what we f ound in working with our Hispanic and Latina community, we are going out and talking to the parents and the grandparents of these students. Because we know the grandparents and family really have an influence on t hese kids and whether they're going to go to college. So we are in the places, in the c ommunity, where our Hispanic, L atina and Latino parents and g randparents and family ies hang out. We are make ing sure we're understanding why aren't you in our college? Why aren't you here? And what can we do to help? Through expanding our a dult education, we actually just did a really fun boot camp. I met with the lodge ing association in South Lake Tahoe. They told me I have a problem. My workforce speaks Spanish. And the reason I can't promote t hem is because they can't speak English very well. So we went and we developed a three-day boot ca mp. It was so much fun. It's those kinds of little things where you actually take students and help them speak English to do t heir work better that's relevant to their lives, that helps them engage in community college. I want you to know that the people that were in that boot camp actually have progressed into higher-level jobs. That's something that I think we can do. I think we can go out and help employers do those kinds of little things that make a d ifference and engage students and help them understand that they belong in Santa Barbara City College. I think the data that I found at South Lake Tahoe High, we had to really work to figure out where those students are that we're capture ing. And where those students that we're not capture ing, where are they going? What I learned through that process is yes, it's okay for students to go on. In a community like mine, the parents who can afford to send their kids, and a lot of Tahoe family ies can afford to send their kids to UC Santa Barbara. I'm going to be working with the kids who can't afford it. That's what w e're doing. We're really focusi ng on those students. So understanding the data is really, really essential in this process. And I think that's one of the things that for me to say this is what I'm going to do. I think I would have to know a little more. I would h ave to work more closely with the high school, the community groups, to really come up with a strong answer to that question. house ing issue, you know, I'm doing research on this issue. I use ed to have a friend who live ed not far from here who I use ed to go visit four or five times a year. So being around your community, I think house ing may be something we want to look at. But I think it's something that we need to do in partner partnership and make sure that our community supports it. Because when you're looking, I mean I was flabbergasted, I shouldn't say this on an open screen, but I will. But I saw that $200 million donation to UC Santa Barbara for house ing. I had a heart attack. Why aren't you give ing it to the community college? The community college students need this. The part that I would bring into this is I believe having students on your campus from other places, international students, bring a global rich tons a ness to a campus. It's so hard to explain. When I was at Pasadena City College, a t Lake Tahoe, since we have a small international program now, the vie brans the vibrance create ed by having these students come, the economic impact by having s tudents come to the community is palpable. It is an economic driver. And I guess my question for you would be how do we help? And how do we work with the community in a way? I think that's what you have to do. I think we have to sit down and we have to really figure out what' s going to work here in a way that's going to allow that global environment on the campus which enriches our students' experience and allows them to move on. And one who people like you who love this college, who are the neighbors of the college can buy into and appreciate. >> Is there another question? Right behind you. campus and take ing time away from Lake Tahoe to be with us. It's great to meet you. I'm asking the question on behalf of, we have a group of faculty who teach online and don't live in the area and they don't have an opportunity to be here in person. They have a question. What is the future of distance education at SBCC? Tradition ? Especially as a college who fosters opportunities for all, how can we meet their needs and include them as members of our college environment? >> I think the future of d istance education for all colleges is significantly important. I don't think we can understate it in way, shape, form, or fashion. I think we have to learn how to do it well. Because we have students that are entering our college that from the time they were this big have been on a computer and really get it. They really learn well online. And as I watched this evolve at four d ifferent colleges and campuses a nd some of the resistance, some of the issues, some of the things that go on around distance education, I think the most important thing we can do is training. And make ing sure that we're provide ing the resources to our faculty to be able to provide quality online education. I think that is so e ssential. In working with our faculty association and our academic senate about Lake Tahoe Community College, we've been really explore ing. And I think it's something at Santa Barbara City College that you have to really make sure you're doing well. And frankly I don't know how well you're doing in that. But I'm sure you're doing well, because your overall student success rates are great. The issue around online is really that quality issue and s upporting our partners partners. I have faculty in Santa Barbara teaching distance ed. I think I have a faculty member who is teaching for you and I. (Laughing) He actually contact contacted me when he saw me on the forum. So I think it's something that is support. One of the things I've been learning in online platforms. I went to a conference last year. And our academic president and I and a few others went to the conference. We've been use ing it for a long time. And yet we're one of the eight pilot projects at Lake Tahoe for the online initiative. And so I felt like we needed to learn more. And so learning about that, and learning about Canvas, which is the platform states d ecide ed to move to, make ing that move and use ing a ll the great features of Canvas is if something we don't do well, we will be left behind. If Santa Barbara City College wants to be a major player in online, which I think you have to be, you are somewhat place bound in the sense of your students are place bound. But you can bring online students. And that gets into that thing a bout 62%. Some of your students are online in other places in the state. I have a lot of students at Lake Tahoe that are take ing online classes that show up on my s tatistics that are really never in Tahoe. So I think that's something that we have to continue to work on. We are really supporting training. I am an advocate for training and faculty support around that. Because you have to include it. questions and close ing statements. Kim? >> Hello, my name is Kim. I'm an English faculty member and president of our senate. I want to thank you for the combination of big-picture and specificity that you shared today. I'm going to ask for more specificity given my background. I'm impressed by your work on implicit bias on your campus. Can you share an example of how that impacted classroom practice?Okay, thank you. That is a good question! Well, one of the things that, it's funny. I'm n ot sure I can give you an exact example of what happened. But I can tell you the conversation has changed. And I think that's like suddenly we're having this conversation instead. One of the reasonings reasons I'm being so rigorous and is one of our great features of Lake Tahoe is our faculty is really good. But maybe I need to think about this a little bit differently. And that's the conversation changer that specifically for me has been I just get so excite ed and so rewarded when we have people who are talking about equity. And I think one of the things t hat did happen was you have a very innovative librarian librarian. And she and a couple of faculty members, they decide ed we need to figure better way to support our students. They did a cram night. So they did this to us. Like all of a sudden these sign s went up all over college and it was so fun. I went by there the other day when we had one. So we have finals. And so we had this cram night before fi nals. And there's pizza and there's this this. And the faculty working in that cram night, it was exhilarate ing. And I really believe that came out of us really stopping and r eflecting and having that "How do we support our students better?" I would tell you that I think it's create ed an awareness. Instead of busing in a student who is maybe a little bit late to class. Maybe the babysitter didn't show up on time, it's about create ing this okay, maybe we can work with this. I think those conversations, and I have to tell you I'm organizational development. That's what my master's degree is in. I believe in a change in culture. I be eleave I believe in a change of how we talk about ourselves. I belief believe when we started manage ing ourself ourselves, we broke down the barriers. We create add one stop ed a one stop. One place where the student walks in the door. The student goes to that one place. They don't get one answer or two a nswers or three different a nswers, they go to one counter. They can sign up for financial aid, counseling, disable ed students programs and services. They have every place that they can go. I think that has been one of the major outcomes. And the fact that people walk into my office that never spoke up b efore and say I have this idea. And I think we should do it. . >> Kindred, welcome to Santa Barbara City College. Glad you're here. My question is w hat's the leadership values that your colleagues at LTCC would say you practice and demonstrate every day in your CEO role? >> Can I use the word klutz? (Laughing) Sorry! I have to l augh, because at our last leader ship team meeting I dumped a cup of coffee into my belove ed Mac . I'll say klutz. No. We were having a little difficulty last week, which we always do on campuses. We always have our little things. I walked in and I was chat chatting with our vice president and one of our deans. And I went in and I said no, I'll no, I'll back you on this. They looked at me and they said we know. We know you always have our back. One of the things that I think is so critical that I hope they would say. I know you've done good reference checks by the way way. Is I'm committed. And I'm open. And I allow people to be the best they can be. I expect them to be the best they can be. They will tell you that, too too. It's like she has high expectations . One of the nicest things I've heard is from the chair of our institutional effectiveness is, you know, you came. They had just been some really tough years at Lake Tahoe. Three really, really tough years. A lot of turnover . And it was a place where they left and people were feeling battered. And you know what he told me was I hate to see you leave leave. You've made such a difference. We are now having conversations built on trust. That to me is my job. It's to create the environment where people can be the best they can be. And I think my leadership will tell you that. Because they've all benefited from that. And when I talk about our leadership team, I'm talking about our union president. I'm talking about our academic s enate president. I'm talking about the people that I work with every day at the college that I feel very strongly about. In fact, it's very hard. It's kind of like going through a greeting greet grieve ing process very candidl y. The decision to leave Lake Tahoe did not come easy. It's one that I thought seriously. My husband and I had co nversation after conversation after conversation. And when I put my application in here, I was committed. I'm committed. I don't do things lightly lightly. I don't apply where I don't think my skills match where the college is is. When I apply ied at Lake Tahoe Community College, I apply ied for six jobs out of 26 jobs in the state at the time. I did my research. I knew I was going to work for a great board. I knew I was going to be r epresenting a strong faculty and staff that love ed the college. And I knew I was going to be going into a community that had been through the savages savage r avage s of job loss and environmental issues issues. You and I should have a conversation about environmental issues!) Laughing) Everything Lake Tahoe is a hot bed. Everything that we do is around environment environmental. We protect Lake Tahoe. That is one of the things that I had to go into. And we manage ed to become the center of Lake Tahoe. Our community considers us the arts, education, and cultural center of South Lake Tahoe. And that's because of five years. So I look forward to hopefully seeing you again. If not, thank you for your the questions. I r eally appreciate the candid q uestions and the opportunity to be here today. >> Thank you so much. who are here or who are listening remotely. I want to remind you that you have until 8 o'clock tonight to submit some feedback to the board. The board will be interviewing llm thesis topics in nigeria University at Buffalo.