Ohlone College Guided Pathways Virtual Retreat April 10, 2020 | 9:30 - 11:30 am 

 Zoom URL

PW req’d - check emails https://bit.ly/OhloneGP4-10-20 

Check Your Tech! 1. Connect and test your Zoom audio. 2. If you’re calling in, enter your participant ID

number to link your computer and phone. Find it next to your name in the Participants section. On your phone, press # [number] # to connect.

3. Activate your camera. 4. Use Zoom’s Gallery View to see the whole

group.

5. Adjust the layout of the windows on your computer so you can see both Google and Zoom.

If you need tech help, type a message to Carrie Portis in the Zoom chat box for assistance!

Prepare to Participate!  ● Remain on-camera at all times (except breaks).

● Remain available-to-be-on-mic. Mute while others are speaking/presenting, but be ready to participate.

● Close other windows on your computer to avoid distractions.

● Use nonverbal tools in Zoom to raise your hand. Find these by clicking on Participants at the bottom of your screen.

1

1. Who is in the zoom-room?  WELCOME! Please complete a line on the grid below.

Name Role (Faculty/Staff/Administrator)

What is a superpower that has helped you deal with the pandemic?

Matthew O’Donnell FT Faculty Family and students that have been engaged with eachother

Daniel Newell Administrator Organization, creativity, continuous interactions with staff

Larissa Favela Comm Studies Faculty Patience, good attitude, cocktail mixing

EvelynDiaz Sanchez Staff/ Outreach Coordinator, Career Education and Financial Aid Patience, Quick Thinker, Emotional Support

Terry Exner rBusinesss Admin Faculty Flexibility change management

Laurie Issel-Tarver Biotech Faculty Organizational skills, bread baking

Lindsey Flores Staff - Career Advisor/Career Center Singing, laughing, family

Sara Goldware Career Education/Administrator Clear communication about what I can and cannot do

Nancy Navarro-Leca Director EOPS / Counseling Intuitive , mind reader

Robin Kurotori FT Faculty Organizational super powers (able to separate the gin from the vodka)

Katherine Michel FT Faculty Discipline, organization, problem-solving (for general sanity: cooking, exercising, and gardening)

Yvonka Headley FT Counseling Faculty Patience, great listening skills, making people laugh, sharing awesome IG and TikToks

Shelly Spratt FT Faculty - Comm Cooking, pie making, weight lifiting, wine drinking,gardening,and running

Shirley Calvert Career Advisor Talking to family & friends. Keeping busy.

Becky Ozoa Business Admin faculty Empathy. Connecting current events to class curriculum.

Diane Berkland FT Faculty - Counseling Drinking enormous amounts of coffee and walking away from the stressors periodically.

Rachel Sherman FT Faculty, English / SLOA Coordinator Staying positive and hopeful; taking walks

Maeve Katherine Bergman GP Regional Coordinator, SF Bay Area Stretching and growing things (herbs, veggies, and trees)

Tijan White Student Success Coordinator Extreme patience.

2

Arden Ambrocio Career Advisor Communication, organization, cooking/baking, talking to family & friends

Harshdeep Singh Nanda Employer & Entrepreneurship Advisor Cooking & naps

Andrew LaManque Admin Family

Isabel Reichert FT, MM&GA Passion to ge ust through this and Lou Reed ,a perfect day

Jeremy Penaflor Adjunct Faculty - volleyball Coach/ PE Ability to get along with females

Lori Silverman Admin Gardening, cooking, and binge watching

Priscilla Vallejo Staff Creativity, sense of humor, family/friend-time

Nadia Dadgar FT- Faculty Counseling Family bonding, cooking, and baking

Rolf Saxon Adjunct

David Topham Faculty Computer Science Gratitude - find the silver lining in the cloud

Michael Navarra Smith Theatre Imagination, commitment “the show must go on!”, expression, storytelling

Ghada Al-Masri Dean of Social Sciences Puzzles have been a creative outlet. My dog, Winston has been my primary companion and I’m grateful for that.

Ramona Thomas

Joyce Podevyn Adjunct, ESL Tolerance for chaos. If you want to learn a language, you have to accept that you will make a lot of mistakes.

3

The Quest  ➔ Work together within interest areas to identify the core competencies in their Interest

Areas

➔ Assess the clarity of the connection between curriculum and core competencies

identified

◆ Is connection clear?

◆ Is messaging clear?

➔ Assess or consider the connection between curriculum to core competencies, to

certificates/degrees, and/or careers, and/or professional and personal life skills

4

The Plan  

● Virtual Meeting (S)heroes

● A Quick GP Review: Where are we now? Where are we going?

● Breakout Room Discussion #1

● Large Group Presentation: Ohlone’s Core Competencies/Super powers

● Breakout Room Discussion #2

● Large Group Stretch Break

● Breakout Room Discussion #3

● Feedback Activity

● Closing and Next Steps

5

Be a Virtual Meeting (S)hero! 

● Remain on-camera (except breaks). It shows everyone you are engaged and interested in what they have to say.

● Remain available-to-be-on-mic. You can mute while others are speaking/presenting, but be ready to participate.

● Avoid distractions: turn other devices to airplane mode and minimize open windows on your computer.

● Feel free to raise your hand - on camera or using nonverbal tools in Zoom.

● Be mindful of your “airtime.” We will occasionally call on people to ensure your voice is heard or create breathing room in the discussion. Consider this an invitation, not an obligation!

● Grab a squeeze ball or fidget toy to keep your hands occupied and avoid the urge to Always Be Clicking!

● Have grace with yourself and others. We’re all figuring this out together!

 

6

Small Group Discussions by Interest Area (15 min) INSTRUCTIONS You have been assigned a facilitator from the GP Taskforce.

1. In your breakout room, please introduce yourselves and share the superpower you added to the table at the beginning of the meeting. How is the superpower part of what you do every day at Ohlone (remotely or in person!)?

2. Choose a scribe (preferably someone who has two screens and can easily see Zoom and the

Google Doc). Use the table assigned to Interest Area on this Google Doc to fill in any notes you’d like to remember from your conversation.

7

Art & Design Group Members: Matt O’Donnell, Michael Smith, Rolf Saxon, Lindsey Flores, Isabel Reichert, Dree Thomas, Sara Goldware What are your superpowers? How do you use your superpowers at Ohlone? Singing/Music Cooking Flexibility Engaging with students and family Having a voice! Focus and productivity Connecting with family Clear communication about what is really possible “The show must go on”

Adapting with flexibility to new circumstances - Zoom theater classes, having a “Desk job” when you didn’t want one, etc Seeing the resilience of students has been very helpful

Business Group Members: Terry Exner, Shirley Calvert, Nadia Dadgar, Andrew Lamanque, Becky Ozoa What are your superpowers? How do you use your superpowers at Ohlone? Connecting with others Follow-through Staying hydrated Mindful meditation Walks and activities with family Optimistic, positive attitude, gratitude, prayer Family - virtual connections Disconnecting from Zoom Patience Empathy Connecting current events with curriculum Adaptability, Flexibility Purposeful connections with family

Faculty: Connecting current events with curriculum, Adjusting curriculum Career center: Pulling together information to help people find jobs Counseling: connecting with students, reaching out and getting creative about overcoming students’ challenges Being responsive in a timely manner to all constituents Communication

Health and Wellness

8

Group Members: What are your superpowers? How do you use your superpowers at Ohlone?

● Stretch and grow ● Organized ● Intuitive ● Cooking and Naps ● Able to work well without

others different from me (gender)

● Able to Zoom for many hours and help 28 colleges while staying limber and sane

● Help students that might not know what they need access student services which they need; connecting resources

● Able to support college move to online as DE lead; huge job now in addition to other responsibilities to students, faculty, and staff

● Able to be well during this time and support students needing work as an employment specialist

● Able to stay well and sane and help students on teams, in classes, and

Humanities Group Members: What are your superpowers? How do you use your superpowers at Ohlone? Yvonka Headley Daniel Newell Rachel Sherman Nan Zhou Joyce Podevyn

YH: Backstory: Counselors met recently to share strategies and hoped-for ways to collaborate in each interest area. DN: Being creative and thinking outside the box. Showing students how to be creative thinking about career paths and how skills in the classroom can translate into the workforce and occupations. RS: Staying positive and hopeful; teaching affective skills, i.e. habits of mind, growth mindset, etc., in the co-req support course and freshman composition (first year students), good for summer bridge program, also. Helpful life skills which can help them be successful in college, also. NZ: Counselor for Deaf/Hard of Hearing population. Adaptability: Being able to adapt, adaptability in all situations, staying calm. Has been able to adapt to reaching out to students remotely, through chaos, etc., keeping that connection, mutual support (they also ask about how he is). Being adaptable to the situation. With Humanities: this ties in with culture, looking at the human condition, through music, literature, etc. JP: Enormous tolerance for chaos (i.e. at home with kids). Same with ESL: if learning something new, need to accept that it’s going to be messy. Need to be willing to try, participate, and take risks. Don’t expect perfection. Be willing to be in the chaos, and things will eventually settle down and the chaos will reduce. (Just like at home.) Try to focus on the routine, ok if you get off track, stay in contact with instructor, etc. Survive in the chaos.

9

Social Science Group Members: Katherine; Tijan; Priscilla; Evelyn; Shelly; Ghada What are your superpowers? How do you use your superpowers at Ohlone? K-Discipline, organization, problem-solving; cooking, exercising, gardening T- extreme patience P-creative, sense of humor, E- patient, quick thinker, emotional support S-detail-oriented, coordination, cooking, gardening, call-in’s G-puzzle’s, J-ability to bounce around and do different things Larissa-patience, good attitude

-Ability to multitask and be creative to navigate the work we do -Being organize and role with the punches; adaptability to new situations -Self-awareness -Resolving problems that arise suddenly and using creativity to influence and shift the work we do, especially in a remote world

STEM Group Members: Arden, Diane, David, Laurie, Lori, Shiva, Rob What are your superpowers? How do you use your superpowers at Ohlone? Problem Solving Virtual IoT Lab Exercises and cooking Gratitude communication Gather material Prioritize

Set up an IoT remote lab wherein students can login remotely to meet their goals for lab learning. Positive attitude in the classroom Connection to student, staff, and faculty Get students, staff, and faculty things people need to be successful Accomplish and complete to do lists

10

PRESENTATION: CORE COMPETENCIES (10 min) CLICK image to go to descriptions for CORE competencies Digital Technology Teamwork/Collaboration Leadership Professionalism/Work Ethic

Critical Thinking/ Communication Career Global/Intercultural Problem Solving Skills Management literacy

Interest Area Discussion #2 (20 min) INSTRUCTIONS:

1. Choose a scribe (to take notes in this Google Doc) and a Timekeeper. Feel free to stay consistent with your scribe or switch it up!

2. Determine the top 3-5 core competencies that are addressed in your Interest Area 3. Click this link for Fall 2019 GP retreat Interest Area discussion (incl. Skills and career)

Your facilitator will lead you through a process to help you come to consensus. If you are chosen as the scribe, please take notes in the table provided.

Art & Design

11

Group Members: What are your top 3-5 Core Competencies?

What else came up in your discussion that you want to share or make note of?

Collaboration/Teamwork Critical Thinking Work ethic - 4 Communication -4 Critical Thinking - 5 Collaboration - 6 Leadership - 2 Digital Technology - 3 Career Management - 1 Global/Intercultural fluency - 1

- Not all of our Arts and Design course (ie Theater) will necessarily lead to a living wage, but the skills they learn in these courses are going support them in eventually getting to that place

- COLLABORATION can help make these pathways more explicitly clear to students - can we design pathways around making sure they get all these skills?

- Lots of variety in Arts/Design - for some Digital Technology is very important

- There are companies right now bringing theater arts to large companies to help employees get the soft skills

Business Group Members: Long Nguyen, Terry Exner, Shirley Calvert, Nadia Dadgar, Becky Ozoa What are your top 3-5 Core Competencies?

What else came up in your discussion that you want to share or make note of?

* Critical thinking/prob solving - 4 * Teamwork - 4 * Communication - 3 * Digital technology - 3 Career management - 2 Intercultural fluency - 2 Professionalism/Work ethic - 2 Leadership - 1

Health and Wellness: Nancy, Jeremy, Robin, Harshdeep, and Katherine Group Members:Nancy Navarro-Leca, Jeremy Penaflor, Maeve Katherine Bergman, Harshdeep Nanda, Robin Kurotori What are your top 3-5 Core Competencies?

What else came up in your discussion that you want to share or make note of?

12

Team work and collaboration Communication Leadership Empathetic Resourceful Asset-minded Professionalism Accountability

These can be learned in instruction, from family, other places Probably more learned AROUND the educational content versus in the content itself Job of the professor to teach the content and the competencies Connecting on a human level Teaching soft skills is the work How to learn To enjoy learning and seek information Health & Wellness skills are often overlooked and can specifically enhance abilities in other areas as well How to be able to judge what you need and want, your family and community needs and wants, and how to find work which meets those needs and wants; sometimes multiple times in life (job loss, moves, etc.) Being Proactive rather than reactive in life, academics and all that we do, career or personal problems.

Humanities (15 min: 10:38 AM) Group Members: What are your top 3-5 Core Competencies?

What else came up in your discussion that you want to share or make note of?

Oral/written communication Critical thinking/problem solving Teamwork/collaboration Global/Intercultural fluency (Professionalism/work ethic) (Leadership)

Career center can support what we cannot do in the classroom. Program review revision in the works now, can consider adding some of these outcomes. All should be a result of a university education Not possible to measure all of these outcomes in the classroom. Expect professionalism, i.e. turning work in on time, but it’s not an outcome, and don’t want to have to measure it/grade them on it. Need to focus on assessing their skills for the course (i.e. with ESL reading/writing) Maybe can/should be college-level outcomes. (i.e. GE) No one asking us to assess these as outcomes yet. When meet with a career advisor, want to consider how to integrate these. PD courses can address some of this, (Yes, it can and I’d love to teach a PD course in our Interest Area! ~Yvonka) as part of the pathway, etc.

Social Science Group Members: Ghada, Larissa, Evelyn, Katherine, Larissa, Tijan, Jesse, Priscilla What are your top 3-5 Core Competencies?

What else came up in your discussion that you want to share or make note of?

13

Prioritized List (we see the top three as most clearly connected to social sciences):

1. Critical Thinking/Problem Solving

2. Oral/Written Communications 3. Global/Intercultural Fluency 4. Teamwork/Collaboration 5. Leadership

The lack of consistency of communication about career exploration/preparation. Faculty are open to creating clear pathways and integrating these competencies explicitly (e.g., linking them to assignments so that students see the long-term career readiness impacts). Career liaisons are great -- we need to work with them as much as possible.

STEM

Group Members: Arden, Diane, David, Laurie, Lori, Shiva, Rob What are your top 3-5 Core Competencies?

What else came up in your discussion that you want to share or make note of?

Critical Thinking/Problem Solving Oral/Written Communication Digital Technology Teamwork/Collaboration Professionalism/Work Ethic

SUPERHERO STRETCHES/TAKE A BREAK! (5 min) Facilitated by Shero - Robin Kurotori (Health & Wellness)

14

Interest Area Group Discussion #3 (20 min) INSTRUCTIONS:

1. Are there clear connections between the core competencies you identified and the curriculum within your interest area?

2. Is the messaging to students clear? Would students be able to tell you what your top competencies are in your area?

3. If not, how can we make the message more clear? Scribes, please take notes in the table provided.

15

Art & Design Examples of connections between Core Competencies and curriculum

Ideas about messaging to students

- This is discussed in EDT all the time - Hands-on experience in these skills

in theater - Theater is all about collaboration and

teamwork - Critique process in the fine arts -

looking at each other’s work and considering critically what we are trying to communicate visually

- Under pressure and depending on each other

- Discuss things like cultural competency in video game design

- In Acting - drop this in occasionally, but students often don’t want to hear this - so teacher really needs to be engaged in recognizing it in small moments and explaining it

- How can this affect recommendations for pathways? i.e. Do arts faculty recommend astronomy as a GE?

- Model collaboration for students - we need to get better at collaboration across departments and divisions so that students can see what this looks like - this is how we build a comprehensive larger message to students about how we tie together social justice, career competencies, and learning

- How do we build soft skills? Places like the Career Center can help students do this outside of class

Other Ideas/Questions - In the arts, students often need an explanation about WHY those classes are valuable to them - GE courses do some of the “heavy lifting” for CE courses - cultural competency, etc - How can we build collaboration between departments without adding a lot of units to

degrees/certificates to ensure that students get a full breadth of skills?

Business Examples of connections between Core Competencies and curriculum

Ideas about messaging to students

While course curriculum may address these core competencies, they may not be spelled out in the SLOs due to constraints of articulated courses needing to mirror C-IDs.

In course catalog, with degree description, opportunity to include core competencies developed and required. Need to make it easier for students to understand the connection - they often get lost within the catalog Leveraging the course sequencing to emphasize the core competencies Leveraging Career Center ties and incorporate in course discussions

Other Ideas/Questions

16

Health and Wellness Examples of connections between Core Competencies and curriculum

Ideas about messaging to students

Multiple areas to communicate with students:

● Curriculum and Instruction ● Student Services and Support ● Counseling and Coaching

Our communication is not always clear ● So many terms of art (specialized words,

acronyms, academic terms (matric, commencement, etc.)

○ Can we have FAQs ○ Definition of college words pages

● Inconsistent narratives exist ● We can do better, we can make language more

everyday ● Communicating to folks from many different

experiences (no family experience in education, etc.)

● Understanding the student journey ● One and one helps, consistently (office hours,

etc.) ● Answer the why? Why do we have to take this

class? Building connections for the students. Can they see we are supporting holism, nuance, aware of the facets of human experience

● Take the time to build in health and wellness for all

● Using common language, across the college, institutionalized

● Explain the big picture ● Can we use color? Symbols? To signal to

students (Color selections are important - subliminal effects associated with certain colors. No pea green, you right, Lavender for H&W, please!)

●

Other Ideas/Questions

Humanities (15 min) 11:14 AM

17

Examples of connections between Core Competencies and curriculum

Ideas about messaging to students

Artifact ex: Syllabus--course description (i.e. Critical Thinking/Composition course), SLOs, activities, policies/expectations) PD class ESL class: Students come because they want to learn English, for life/work/etc. They see the relevance: i.e. want to be able to talk to their students’ teachers. Ex of an artifact: list of 100 most used words Deaf studies/ASL/Deaf Culture: learning soft skills, core competencies, can apply skills to other courses and to careers. English, ASL they are learning, bilingual, whole person, self-esteem. Career Center: Tool: “What can I do with this major” to help them identifiy their skill sets and how to translate this to the world of work.

Maybe can teach/have them take a PD class within our interest area. Maybe can include a career center visit/presentation/class/workshop/requirement. Orientation to the resources at the Career Center; this can/is also integrated into some of the PD courses, i.e. Life Planning, Career, Transfer, etc. Also connected to critical thinking: self-exploration, researching careers, these connect, etc. Can create new list of career options as part of orientation, or Plan. They now have students visit workplaces, classes, career center, field trips, all these help with first semester students, to help expose them to all these areas. Some students already have a career, or had one in their home country; when they come here, they want to continue their career, but it’s hard for them to figure out how to do this. Their English skills may be limited, they may need help finding resources, also. Different from incoming Freshmen from high School who are searching for a career; older students already know. If they wait too long, trying to learn English well first, then try to pick up their career again, this also sometimes takes too long, etc. Can make career/work a theme of the course (readings, research projects, assignments related to this, etc.) Can bring panelists into the classroom (like Jen Jovel in SOC does). Can integrate it into Counseling (as Nan does).

Other Ideas/Questions Solutions: requiring PD courses, Career Center being invited to the classroom, having students engage in Career Center activities, integrating career modules into already existing curriculum, integrating career planning into counseling sessions,

18

Social Science Examples of connections between Core Competencies and curriculum

Ideas about messaging to students

1. Critical Thinking/Problem Solving 2. Oral/Written Communications 3. Global/Intercultural Fluency 4. Teamwork/Collaboration 5. Leadership

Essays/research papers Oral presentations Group work/collaborative assignments Assignments in which students investigate certain cultural phenomena, then present on it in some way

Using these as goals of program review/interest areas (e.g., explicitly listed in syllabi; competencies linked in assignments) Having career counselors come in to have an extra conversation Creating assignments linked to careers (getting students to the point where they can identify the skills that they have and how to apply these to careers) Pre- and post-tests related to competencies Market to counter the “What am I going to do with X degree?” question by focusing on core skills

Other Ideas/Questions How do you incorporate leadership in the curriculum? What type of leadership are we trying to build? If this isn’t as explicit in the classroom, what can student services and academic support teams bring to the table to provide this skill? Marketing flyers “Are you career ready” highlight the list and short description of the comp8 “From Classroom to Career”

STEM Examples of connections between Core Competencies and curriculum

Ideas about messaging to students

Critical Thinking/Problem Solving Oral/Written Communication Digital Technology Teamwork/Collaboration Professionalism/Work Ethic

How to use the skills learned in class (eg biot) into a technical skill on the job CS- write the program and also about programming Projects and poster sessions Have students figure what roles they are on the team, assign students to group to mimic world team composition (one does not always get to pick your team mates), group size is 3-4 for productivity

19

Biot-present students with soft skills that industry is

looking for Starting class on time, participating in class, work is via process of solving the problem and not just getting the final answer Guiding students to navigate the world of work using knowledge learned in the classroom and utilizing professionalism/work ethic/communication (soft skills) to enter industry.

Other Ideas/Questions trying to use breakout room during remote teaching (instructors are not able to see the groups interaction with each other like a face-to-face)

FEEDBACK AND CLOSING (15 min) Please click on this link to enter the GroupMind tool and give us your feedback and ideas.

Please take 2 minutes to complete this survey. We appreciate any feedback more

than ever - we want virtual meetings to work for our campus and for Guided Pathways specifically so we can continue to move forward!

Tips on breakout rooms, and using a Google docs alongside can be found here.

20

Superheroes Unite!

21