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Copy of EDUCATION

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Johanna Prado-Lazareno

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Transcript of Copy of EDUCATION

"IVC is the best community college around! Each and every staff member and professor truly cares about your success and is always available to help and answer questions. Plus, you can't beat the awesome transfer rate!!" -Brittany Patko, Facebook

"IVC is a great place if you are looking for awesome professors, great resources, and amazing transfer rates. Highly recommend!"
-Kelly Ulrich, Facebook








We enhance the co-curricular experience by providing opportunities for leadership development and social support" (Banks, 2014). A
History
Purpose
In Depth-Areas
Residential Life
Harvard 1636
House mom
Presented by Ranesha Rene' Stewart, Albert Rodriguez,
Brittney Billszar, Tania Garcia, Kasey Noble & Johanna Prado-Lazareno,

outreach & Admissions Programs
Everything else :)
Parent & Family programs
Campus Activities Programs
History
El Camino College - Outreach & School Relations Department has been around since early 1990's. The need for direction, guidance, and leadership became apparent as competition grew for surrounding Colleges that were vying for the same students.

ASSIST ECC IN ATTAINING ENROLLMENT GOALS

Goals and objectives
Goals and objectives
Student Development Theory
Current Issues
Goals and objectives
Guest Speaker
Antonio D. Banks; M.S.
RESIDENT DIRECTOR, NORTH PENTLAND HILLS
UNIVERSITY OF CALIFORNIA, RIVERSIDE
RESIDENTIAL LIFE HISTORY
GOALS AND OBJECTIVES
A Purposeful Community
Who?
1. Association of College and University Housing Officers-International's (ACUHOI) first annual conference (1949) marked the development of college and university housing programs as a profession. (CAS, 2006, p. 209)
Let's GO Back In Time...
References
Special Obstacles Encountered
Funding Sources
Student and Faculty Perceptions
Development
Diversity Training
Attendance
Benchmarking
Bookstore
Student Fees
Athletic Events
Campus Dining
Student IDs
Students
Faculty
Staff Relationships
Foundations
Facilities
P & F
Campus Police
Res Life
Validation
COLONIAL ERA-RECRUIT & SELECT AFFLUENT WHITE MALES, no admissions offices or staff dedicated to enrollment
Community Concern
Assessment
Sanford 1966
Current Issues
19th & 20th Century
need to increase enrollment to offset costs for faculty (henderson,1998)
expansion of role of registrar to include admissions functions (henderson, 2008)
1915 FIRST OFFICE OF ADMISSIONS AT COLUMBIA UNIVERSITY
1926 SCHOLASTIC APTITUDE TEST ADMINISTERED -HARVARD UNIVERSITY
1937 eSTABLISHED NATIONAL ASSOCIATION OF COLLEGE ADMISSIONS COUNSELING
1949 INCREASE IN GI'S AFTER WWII AMERICAN ASSOC. OF COLLEGIATE REGISTRARS ADDED "AND ADMISSIONS OFFICERS" TO THEIR NAME
1970's decline in enrollment required need for marketing/recruitment
New Staff Member
No Resident Director
Funding
PURPOSE
What are Parent and family Programs?
early history
Goals and Obectives of Orientation
To expose students to the campus resources, challenges, and new resposibilities




Current issues and Obstacles
Harvard University
The mid 1900's saw many changes

Preparing student for the new road ahead of them
Student Development Theory
Student learning beyond the classroom
Orientation leaders
The changing face of student needs
Funding
Universities are just beginning to look at orientation through a comprehensive lens
Where does all the money come from
Overview
What is residential life?
Residential Life
It is believed that group living exposes students to a variety of experiences and community building activities.
Opportunities for active involvement
Taking on Responsibilities
Meaningful interactions with Faculty
Chickering and Reisser, Seven Vectors of Identity Development (1993)
"Housemothers" 1636
Full-Time Staff Professionals 1960s-Present
Harvard 1636 First College
Residential halls were administered by housemothers
They assumed parental responsibility (in loco parentis)
Starting in the 1960's there was a dramatic change in law and education procedures.
Housemothers are replaced by full-time staff
Staff undergoes professional training in counseling and administration.
Staff affairs professionals focused on using residence hall environment as a tool to complement classroom education.
Both eras:
Residence halls contribute significantly to a students education experience (CAS, 2006, p209).
Students living in residential halls are more likely to get involved in more extracurricular activities, cultural, and social events.
Perception of orientation by faculty and students
freshmen, transfer students, and family
Banks, A. D. (2014, September 14). Resident Director, North Pentland Hills . (J. Prado-Lazareno, Interviewer)

Baxter Magold, M.B. (1992). Knowing and reasoning in college: Gender related patterns in student's intellectual development. San Francisco: Jossey-Bass

Boyer, Ernest. (1990). Campus life: In search of community. Commissioned by the Carnegie Foundation for the Advancement of Teaching. Princeton, NJ: Princeton University Press.

CAS. CAS Professional Standards for Higher Education (8th ed.). (Mitsifer PhD, Dorothy I.) Washington, DC: Council for the Advancement of Standards in Higher Education.

Chickering, A. W., & Reisser, L., (1993). Education and Identity (2nd ed). San Francisco, CA: Jossey-Bass.

Elder, G.H., Jr. (1995). The life course paradigm: Social change and individual development. In P. Moen, G.H. Elder, Jr. & K. Luscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp.101-139). Washington, DC: American Psychological Association

Henderson, S.E. ( 2008). Admissions evolving role: From gatekeeper to strategic partner. In B. Lauren, College Admissions officer’s guide. Washington, D.C: American Association of Collegiate Registrars and Admissions Officers.

Henderson, S.E. ( 1998). A historical view of an admissions dilemma: Seeking quantity or quality in the student body. In C.C. Swann & S.E. Henderson, Handbook for the college admissions profession. Westport, CT: Greenwood Press.

Kolb,D.A. (1984). Experiential learning: Experiences as the source of learning and development. Englewwod cliffs, Nj: Prentice Hall.

Merriman, L. S. (2007). It's Your Child's Education, Not Yours. Chronicle Of Higher Education, 54(13), B20.

Savage, M. (2008). Developing, Staffing, and Assessing Parent Programs. New Directions For Student Services, (122), 67-79.

Wooten, M.B., Hunt, S.J., LeDuc, F.B., * Poskus, P. (2012). Peer Leadeship inthe Cocurriculum Turning Camus Activities into an Educationally Purposeful Enterprise. New Directions for Higher Education, 45-58
Overview: Irvine Valley Community College Transfer Center
Prepares students for a successful transfer to four-year universities.
Provides resources and activities:
Up-to-date college information
Application,admission deadlines,catalogs and reference books
Computer based transfer resources
Opportunities to meet with university representatives; campus tours; transfer workshops
Online assistance with transfer applications
DIvided by major and college
o Money comes from rent
o No grants no state funding
o 7000 residents+ $12,000 room and board= Roughly $84 million a year.
o Operate independently

Support the mission and vision of the institution
Leadership
Build Self esteem
Healthy behaviors
independence


Elder (1995) Life course perspectives, college may be a life changing event
Kolb's experiential learning theory (1984) giving students a concrete experience
#1 transfer rates in Orange County California!

#1 transfer rates in California!
Cohort Total: 971 students

# of Transfers: 584 students


Transfer Rate: 60%

Boyer's 6 principles of community
Funding from parent programs can comes from
AN open community
A Just community
A disciplined community
A Caring Community
A celebrative community
Boyer, Ernest. (1990)
Funding
History Of Transfer Services
"We are committed to integrating our diverse identities into engaging and enriching communities" (Banks, 2014).
Perspectives of students and
Professionals

During the 1980s and early 1990s, legislation policies enforced the development of the transfer system

Core general education curriculum created

The Transfer Center Pilot was developed in Fall 1985-Fall 1989 and was funded $3.37 million

Established partnerships between California Community Colleges, UC and CSU schools to set up 20 Transfer Centers.




#1 Promote Transfer Center events

#2 Schedule and implement transfer events designed to prepare students for successful transfer

#3 Complete state-mandated transfer-related tasks

#4 Collect and evaluate data and apply findings to program improvement.

#5 Maintain current print and web resources for transfer research

#6 Maintain communication with Student Services staff regarding current transfer information.

#7 Pursue revenue sources for Transfer Center operations.

New Student Orientation Programs
New Student Orientation programs usually have a parent and family component because it is important for parents to understand, support, and collaborate with their students to promote success in higher education
Student Development Theory
Challenge & Support Theory states students need an equal amount of challenge and support for development to occur (Sanford,1966)

How to reach,serve and improve transfer rates amongst underrepresented students at IVC.
Equity plan- Gathers data & looks at how to improve

California Community College Chancellor’s Office Website Data,2011
Additional Obstacles
Incorporate more technology to reach students.
-For example, taping workshops and uploading them online.
-Accessible to all students that unable to attend workshops

Limited staff in the Transfer Center serving over 15,000 students:

Faculty Perceptions
Well respected on campus amongst faculty and students.
Collaborate with English department every Fall for personal statement workshops
Facilities
academic senate
admissions & records
matriculation
Student Perceptions


"We have a Associate director of Conduct, Judicial Coordinator, and Judicial affairs. When a resident finds themselves violating a policy, we have our resident advisors fill out a report online, and we read over it. Once we have taken a look at the report, we email the resident and remind them of the policies they agreed to upon moving in. We first ensure the student is doing well, and if they present no problems we do document their violation which will follow them for the next four years" (Banks, 2014).
History
Parent programs have been part of higher education since the area of
in loco parentis


Mother and Father Clubs in the 1920's
Texas A&M University had one of the first Mother Clubs

Mother and Father clubs sought out to bring the stability and security of the family home to the campus
(CAS, 2006, p. 382)
This became the foundation for parent and family programs for many years to come

1974- Federal Educational Rights Privacy Act (FERPA)
Students wanted more independence
Associated Student Government provides funds
-Food for college representatives
-Northern CA. university tours for students

Goals
Fund raise through
local restaurant programs that
donate a portion of patron’s bill to
the TC and call it “Transfer
Tuesdays”
Auxillary
Parent and Family Programs (PFP) provide both parents and student with services that promote student success and development at an institution

They provide the institution with some sort of revenue or fund raising opportunities
Program Attendance
How can we increase the number of residents that attend programs?
DR. Cecilia Santiago, senior coordinator, Orientation
Baxter Magolda theory of Epistemological reflection (1992)
Student orientation leaders also expect to learn from the process
Reciprocal learning experience for those involved
Assessing Transfer Center Outcomes
rising cost of education and the need for more results oriented programing
Scheduling And Reporting System (SAR)
-Compare previous years data for improvement
Advisory committee meetings:
-faculty,staff,admin,students,csu,uc reps
Cal poly pomona made orientation a requirement starting in 2006
Build on the parent/family/student connection

To provide parents and families with information on the institution and the services available to students

To create a connection with parents that establishes a platform for student success in higher education

Promote the institution

Fundraise

Freshmen students pay $180 for 3 day 2 night orientation
Transfer students pay $80 for one day orientation
parent and family members pay $50 for one day
A need to consistently demonstrate impact on student success from program

STudents are begining to use orientation as a shopping experience
1823 - Oxford Union
1839 - Diversity
Transfer Services
Educational opportunities
Relationships
Leadership
Ethics
Collaboration
Student Development
Leaders
Students
Knowledge
*The goal of a Parent Family Program varies by institution
Every campus uses a student development theory that best suits their program and institutional mission
Student Development
Financial Development
New Student Orientation at
California State University, Los Angeles
Parent and Family Programs is currently a part of New Student Orientation (NSO)
Emphasize the Humanistic Existential approach with both parents and students
History
Special Noteworthy Programs
Concentrates on human nature and the empowerment of the self
Guaranteed Transfer Admission: UC & CSU
Reaching parents early enough to educate and promote student success in higher education

Parent participation and engagement in institutional events or programs

Economic limitations
UCLA & UCI Honors transfer alliance program
Future goals
Parent and Family Programs receive their funding from :
Grants
Initiatives
Department budgets
Institutional budgets
Most programs are self-supported and their spending budget comes from funds raised through program fees or services

Expand use of technology to reach students for events,news or upcoming deadlines

Increase revenue sources

Provide out of state university tours for students

Increase and improve transfer rates for underrepresented student groups

Improve overall transfer rate of 60%
Some student and professionals believe:
Parent and Family Programs are essential
A campus needs to utilize parent and family involvement for student growth
Fundraising can benefit significantly from parent and family contributions
While other believe:
Parent and family involvement in student education does not benefit the student growth (citation)
Parents and families should be involved in a students educational success but with clear limitations
(Savage, 2008, p. 73)
(Merriman, 2007)
alexander astin, 1985
role of student involvement in development
states that for growth and learning to occur, students must be engaged in their environment. the amount of student learning and personal development is directly proportional to the quality and quantity of student involvement. the more students put into an activity, the more they get out of it.
fUNDING IS PROVIDED BY ecc's GENERAL FUND FROM THE STATE OF CA
Robin dreizler,
director of outreach & school relations
el camino college
former mlb player for baltimore,orioles
philadelphia,phillies
Academic Affairs & Student Affairs Patnership
OVERVIEW
Outreach and School Relations serves as the clearinghouse for all ECC outreach provided in the district and at feeder high schools. Outreach uses the college’s mission and vision statements as directives and expectations for Outreach personnel to adhere to while representing El Camino College in the community.

The Outreach and School Relations personnel provide information on El Camino College programs and services to current and prospective students. After interacting with Outreach staff, prospective students are referred to support programs and services based on the needs and interests of the prospect. Outreach leadership also assists specific campus programs (e.g. EOPS, HTP, FYE, and Summer Math Academy) with reaching recruitment goals.

Outreach is responsible for hiring, training, and staffing the Ambassador Program, Information Desk staff, Financial Aid lab Ambassadors, and Outreach part time staff when funded.

As the clearinghouse for all outreach activity, Outreach assists with, or coordinates, a myriad of programs and services offered by many different campus programs and areas. The following is a partial list illustrating some of the support programs and activity partnerships the Office of Outreach and School Relations works side by side with:

• Admissions and Records • Adult Schools • Athletics
• Campus Tours • Summer Math Academy • College Fairs / Nights
• Honors Transfer Program • Principals’ Breakfast • First Year Experience
• Concurrent Enrollment • Online Assessment • Schedule Delivery
• Special Events – Onizuka Science Day and Welcome Weeks (Fall, Spring and Summer semesters)

• Maintaining and improving campus partners relationships
"Affective marketing for special interest halls" (Banks, 2014).
Residential Programming and Marketing
How can we keep our resident advisors motivated?
(Banks, 2014)
Student Perception of Services
What are students saying?
Why do we always have to attend so many program? Can't I just stay in my room?
I actually like the programs. I have gone to a time management program and now I know how to manage my time more efficiently.
I've always been a very shy person, but when I went to the game board night program I made so many new friends.
At first I didn't like the idea of going to program, but I've realized how much fun they can be. Not only are they fun, they also are very helpful.
Not another meeting....I'll just sit here and read my book instead. Why should we change, we've always done things the same way.
Of course we have a great partnership with housing.
I've never seen him step foot in the residence halls.
Is it lunch time yet?
Research Institution •
"In a UC academic and research based institution, academic affairs doesn't take the time to build partnership between students affairs. It is not a priority.
• Office space
• Budget
• course offerings
• Recruitment of students outside district
Faculty: respect what's being done
student's: great customer service and support
Our resident advisors are required to 6 out of the 12 programs:
Academic Success
Career Development and Exploration
Campus Involvement
Civic Responsibility & Current Events
Community Service
Health and Wellness
Healthy Relationships
Personal and Community Safety
Personal Management/Community Living
Substance Use and Abuse
Social Justice-Awareness and Appreciation
Sustainable Living
Themed housing:
College Halls
Honors
Pre-business
Gender Inclusive Housing
Stonewall
PATH
Mundo
Transfer Hall
RA on duty :
Respond to after hours questions, concerns, complaints and emergencies.
Must remain in or around the assigned building with appropriate and emergency equipments.
Complete designated rounds.
Large Scale programs
School 2011 *2012 2013 2014
Animo Inglewood Charter 0 15 11 19
Animo Leadership 0 16 14 8
Arena 0 0 0 0
El Segundo 36 44 38 35
Environmental Charter 1 21 16 18
Hawthorne 122 107 126 150
Hawthorne Math and Science Academy 1 33 36 33
Hillcrest 3 0 2 0
Inglewood 31 38 19 35
Inglewood City Honors 4 10 7 19
Lawndale 70 98 147 129
Lennox Mathematics, Science, and Technology Academy 0 11 24 24
Leuzinger 107 102 104 98
Lloyde 0 18 15 0
Mira Costa 79 66 59 69
Morningside 25 32 28 32
North 205 219 244 225
Redondo 158 168 156 125
Redondo Shores 8 13 8 8
Shery 11 14 6 9
South 155 123 110 108
Torrance 193 171 146 161
West 180 147 155 171
Total 1,389 1,466 1,471 1,476


ADAPT TO AND CHANGES IN FUNDING OR STATE LAWS
COLLABORATE WITH OTHER DEPTS.
(Banks, 2014)
Programs may differ campus to campus.
Underground is a live drag show, where residents are exposed to a community they may or may not be comfortable with in order for them to learn and understand the culture.
(Banks, 2014)
"We have committee that meets and talks about what large scale prgorams to have for the year" (Banks, 2014)
Current Issues
Antonio banks Hails from Los Angeles California. He has always had a passion for education ever since the young age of eight when he was inspired by his third-grade teacher; certain he would be an educator in some way, shape, or form. Though his initial intention was to be a school teacher, he found his love for student affairs through his first job as a resident assistant at California State University, San Bernardino. Since then, he has engaged in a student centered lifestyle. Upon leaving CSUSB, antonio went on to enroll in the MSHE Program at CSUF, where he also worked as a dean of students special project assistant and research assistant for CREAL. Upon graduating from the MSHE program, Antonio accepted a job as a resident director at the University of California, Riverside where he has been engaged in the work of helping students ever since. His passion areas include minority male success initiatives, social justice/diversity/inclusion education and qualitative research. Antonio currently is working on his doctorate in educational leadership and organization, after which he hopes to continue to be an effective change agent, targeting the populations he is most passionate about working with .
STUDENT & FACULTY PERCEPTIONS OF OSR
o Students learn more effectively through experiences (Especially in special interest communities)
(Banks, 2014)
o "Yes you do matter you belong here (special interest community halls)."
o "There is a place for you to thrive here because of the themed halls."

Banks, 2014
o Appropriate amount of challenge and supporting them along the way
o Can’t be too easy
o That is why we have the positions

(Banks, 2014)
Questions?
Themes housing varies campus to campus
(Banks, 2014)
Full transcript