REPORT TO BOARD OF TRUSTEES …...NetTutor Live Tutorial 21 452 NetTutor Paper 132 3828 NetTutor...

REPORT TO BOARD OF TRUSTEES

SUPERINTENDENT/PRESIDENT KEVIN TRUTNA, ED.D. APRIL 16, 2020

Feather River College provides high-quality, comprehensive student education and opportunities for learning and workforce preparation and achievement in a small college environment. The College provides general education, associate and bachelor's degrees, certificates, transfer programs, and life-long learning for a diverse student population by serving local, regional, national and international students through traditional face-to-face instruction as well as distance education. The College also serves as a cultural, and economic leader for all communities that lie within the District and embraces the opportunities afforded by its natural setting.

This report to the Board of Trustees is written from an empty campus, as our faculty and staff are doing

extraordinary work from a distance to support and engage students as they continue to provide

education, classes and support services. Looking forward, FRC is engaging in new marketing methods and

planning for the fall semester with several contingency plans depending upon the COVID situation. It is

important to maintain some semblance of normality, so my report will celebrate the accomplishments

over the past two months, as our students and employees continue to demonstrate the excellence that

defines Feather River College.

1. STUDENT AND EMPLOYEE ACCOMPLISHMENTS

The FRC Foundation was busy awarding six Mini-Grants this semester.

1. Intercollegiate Athletics - $1000 submitted by Valerie Campa to purchase a marketing and promotion foam indoor/outdoor display that is portable. It will create a physical presence for all patrons to connect with FRC and find out more information about FRC.

2. Eagle Pride - $250 submitted by Dr. Will Lombardi where students will travel to Chico’s Stonewall Alliance to participate in a “Youth Service-Focused Session on the subject of gender identity.” They will meet the broader regional LGBTQIA community and develop materials for FRC.

3. Mental Health and Wellness Center - $920 submitted by Nick Maez to increase student engagement through group therapeutic services and student life through outdoor movie events and other events.

4. Environmental Studies Department – submitted by Dr. Darla DeRuiter to purchase eight nets for capturing frogs and other aquatic animals in Intro to Wildlife and Intro to Environmental Science classes.

5. Theatre Department - $1000 submitted by Jeff Bryan to increase the costume budget due to a larger cast for their spring production I Love You, You’re Perfect, Now Change.

6. TRiO/Student Support Service Program - $730 submitted by Debbie Corsino to purchase graduation and recognition stoles for their graduates.

FRC President Report to Board of Trustees February 20, 2020 of 18

On March 6th, the California Community College Success Network held a Regional Network professional

development seminar at Feather River College. Joan Jarrett, Michelle Petroelje, and Carlie McCarthy

were was instrumental in working with 3CSN for the conference that included faculty, staff and students

from regional colleges.

Before the transition to online instruction, Assistant Dean Kim Beaton reported that FRC students were

active on NetTutor, an online support service. Here are the statistics:

Type (Jan 19 – Feb 20) Sessions Time (minutes)

NetTutor Live Tutorial 21 452

NetTutor Paper 132 3828

NetTutor Dropped-Off Question 9 131

162 4411

Subject (Jan 19 – Feb 20) No. of Sessions

Time (minutes)

Biology 2 48

English and Literature 20 490

History 74 2094

Anatomy and Physiology 42 1345

Writing 4 88

Music 3 44

Political Science 1 29

Math (Statistics and Probability) 13 232

Math (Algebra, Basic Math, and Pre-Calculus) 1 28

Geology 1 9

Anthropology 1 4

162 4411

Dr. Joan Parkin, Dr. Kevin Trutna and several students from the Social

Justice Journalism Club visited Mule Creek State Prison for an Educational

Roundtable discussion on February 21st. The featured speaker was James

Elliott, PTK International student vice president, who himself was formerly

incarcerated in Delaware. His message to Mule Creek prisoners: being a PTK

graduate gave him the label of “honors graduate” instead of “ex-felon”. The

message was well received by ISP students in our program. (Photo: PTK students enjoying lunch as a group after visit)


“Art in the Lobby” at ranger district - College students capture images of the natural world

QUINCY, Calif. – The Plumas National Forest is pleased to present photography of local Feather River College (FRC) students Elizabeth Ramsey and Meggin Poh in the lobby of the Mt. Hough Ranger District, through March 14, 2020.

Meggin Poh’s love for photography began when she began taking photographs of the natural world in Plumas County. Meggin likes her photos to reflect intimate spaces within life, whether it be a personal or family portrait, the beauty of nature, or the extraordinary.

Elizabeth Ramsey hopes to combine her talent for photography of nature with her passion for conservation and art, in the form of scientific photojournalism. She is currently pursuing a career in Environmental Studies at Feather River College.

Both of these outstanding photographers are involved with the Feather River College Studio Arts program.

For information about the FRC Studio Arts program and photography classes contact Josh or Jay at 530-283-0202, ext. 240 or email Jay: [email protected].

For more information about the Plumas National Forest see http://www.Facebook.com/usfsplumas or http://www.fs.usda.gov/plumas.

Fall's Daughter - Photo Credit: Meggin Poh Smokey Meadow - Photo Credit: Elizabeth Ramsey

The High Sierra Parent Conference was held in early March and Merle Rusky sends

information that parents who attended had a marvelous time. Due to the timing and

weather, not all 50 registrants showed up. There were raffle prizes, a book give away,

and of course the bag of goodies for everyone. The bags were filled with materials

for the children to play with, a family game of conversation starters, and the No-

Drama Discipline Workbook; Exercises, Activities, and Practical Strategies to Calm the

Chaos and Nurture Developing Minds to support parenting skills.

mailto:[email protected]

http://www.facebook.com/usfsplumas

http://www.fs.usda.gov/plumas


Kim Beaton is working with faculty as the Chancellor’s Office purchased Labster online laboratory support during this transition of courses. Labster gives students access to a realistic lab experience that will let them perform experiments and practice skills in a fun and risk-free learning environment.

Allows laboratory courses to move online Uses gamification and storytelling to keep students engaged Provides students with a virtual version of the lab, teaching techniques, protocols, and processes Incorporates pedagogical techniques to facilitate an understanding of theoretical information

Courses covered through Labster include Introduction to Biology, General Chemistry, Introduction to Chemistry, Microbiology, Physiology, and General Biology. Some faculty have adopted the program while others are still exploring its connection with curriculum content.

Sarah Ritchie and Valerie Campa led the transformation of the gym

lobby into an inviting space for students and campus recruits. Their

vision was to create a place where students would want to stay,

including charging stations for personal electronic devices.

Before the shelter-in-place order was enacted, the Counseling/Advising Center

celebrated St. Patrick’s Day while maintaining six feet of social distance.

Kim Beaton sends congratulations to Amber Donnelly on completing the Online Education Initiative (OEI)

Course Design Academy review process and earning a “quality reviewed badge” for her NURS 118 course,

which is now aligned with the OEI course design rubric. The course design rubric contains the online

course design standards developed and adopted by the CVC-OEI through the Chancellor’s office.

It’s the 50th anniversary of Earth Day, and we’re going to celebrate! FRC's Sustainability Action Team and the Plumas Earth Days Committee invites you to our main event - right in your living room. We're live-streaming The Biggest Little Farm, an award-winning film about a young couple's joy's and struggles of starting a small farm in rural California. Before the film, FRC's Jessie Mazar, lead instructor for the Eco Farm program, and Leslie Pace, who are teaming up to launch the Lost Sierra Food Project, will talk about the importance of local food, especially in times like these. The event happens at 7pm on Earth Day, Wednesday, April 22nd. Join in! https://cccconfer.zoom.us/j/514650504 Meeting ID: 514 650 504 Password: 751604

https://www.plumasearthdays.com/

https://www.frc.edu/envr/eco-farming-certificate

https://www.lostsierrafoodproject.org/

https://cccconfer.zoom.us/j/514650504


2. SUPERINTENDENT/PRESIDENT ACTIVITIES REPRESENTING FRCCD

a) February 21 – Incarcerated Student Program visit and Education Roundtable presentation, Mule Creek State Prison, Ione

b) February 24 – Quincy Rotary meeting c) February 25-27 – ACCCA Conference, Riverside d) February 28-March 1 – Statewide CEO Symposium, Santa Rosa e) March 2 – Quincy Rotary meeting f) March 3 – meeting with Red Cross Volunteer Coordinator Michael Rodriguez g) March 3 – meeting with Portola City Manager Lauren Knox h) March 4 – Eastern Plumas Chamber of Commerce Coffee Hour, Nakoma Lodge i) March 4 – lunch meeting with trustees Bill Elliott and John Sheehan j) March 6 – Plumas County/PUSD joint meeting regarding COVID k) March 6 – welcomed participants in 3CSN Conference on campus l) March 6 – FRC Foundation meeting m) March 6 – attended baseball game vs. College of Redwoods n) March 9 – Plumas County JIC meeting* o) March 10 – meeting with trustees Dr. Dana Ware and Guy McNett p) March 10 – FRC all-campus meeting regarding COVID q) March 12, 16, 20, 23, 27, 30, April 1, 3, 6, 13 – Plumas County JIC meeting* r) March 13 – UC Davis Wheelhouse meeting* s) March 25, April 1, 8, 15 – Chancellor’s Office COVID Webinar* t) March 30 – Brown Act webinar* u) March 31, 8, 15 – statewide CEO COVID meeting* v) April 7 – statewide Small Business Development webinar* w) April 10 – FRC Foundation meeting* x) April 15 – Plumas County Hazard Mitigation meeting*

* - virtual meeting


3. APPROVAL TO RECOGNIZE EMERGENCY CONDITIONS REFERENCED IN BOARD POLICY 2518/BPM 1.08.02 –

ACTION IN EMERGENCY

Board of Trustees Feather River Community College District

Resolution No. #19/20-08

WHEREAS, In December 2019, an outbreak of respiratory illness due to a novel coronavirus (a disease now

known as COVID-19) was identified and has worldwide impact, including the United States of

America. As of April 5, 2020, there were 15,180 confirmed coronavirus cases and 348 deaths in

California with officials expecting the numbers in California to increase; and

WHEREAS, on March 4, 2020, the Governor of California declared a State of Emergency due to the

outbreak and spread of the novel coronavirus (COVID-19); and

WHEREAS, on March 17, 2020, the Plumas County Board of Supervisors declared a local health emergency

in response to COVID-19; and

WHEREAS, on March 17, 2020, California Governor Gavin Newsom issued a stay-at-home order in

response to COVID-19; and

WHEREAS, guidance provided to institutions of higher education throughout California and the United

States for the temporary transition of courses, instruction, and other operations to an online

and/or telecommuting environment is an effective measure against the threat of COVID-19; and,

in accordance with such guidance, various institutions of higher education, including community

college districts in California and elsewhere have or are planning to temporarily transition courses,

instruction, and other operations to an online and/or telecommuting environment; and

WHEREAS, strict compliance with various statutes, regulations and contractual agreements could prevent,

hinder or delay appropriate actions on the part of the Feather River Community College District

(District) to prevent and mitigate the effects of COVID-19; and

WHEREAS, it is imperative for the District to prepare for and implement measures to respond to the threat

and potential spread of COVID-19; and

WHEREAS, it is imperative that the Superintendent/President have the tools necessary to ensure the

health and safety of students and staff on campus, to ensure that student learning continues as

student education needs are conducted from alternative locations or virtual learning

environments; and

WHEREAS, the protection of the health and safety and preservation of the lives and property of the people

of the State from the effects of natural emergencies such as COVID-19, which may result in

conditions of disaster or in extreme peril to life, property, and resources is of paramount

importance requiring the responsible efforts of public and private agencies and individual citizens,

and all public employees required to serve as disaster service workers subject to such disaster


service activities as may be assigned to them by their superiors or by law under Government Code

section 3100; and

WHEREAS, Section 1102 of the Public Contract Code defines “emergency” to mean a “sudden occurrence

that poses a clear and imminent danger, requiring immediate action to prevent or mitigate the

loss or impairment of life, health, property, or essential public services,” and section 21060.3 of

the Public Resources Code and California Environmental Quality Act Guidelines, 14 California Code

of Regulations section 15269(c) defines “emergency” to mean “a sudden, unexpected occurrence,

involving a clear and imminent danger, demanding immediate action to prevent or mitigate loss

of, or damage to, life, health, property, or essential public service;” and

WHEREAS, under California Public Contact Code section 20654, in an emergency when any repairs,

alterations, work, or improvement is necessary to any facility of a community college to permit

the continuance of existing community college classes, or to avoid danger to life or property, the

board may, by unanimous vote, with the approval of the county superintendent of schools, do

the following: make a contract in writing or otherwise on behalf of the district for the performance

of labor and furnishings of materials or supplies for the purpose without advertising for or inviting

bids; and, notwithstanding California Public Contract Code section 20655.

NOW, THEREFORE BE IT RESOLVED, by this resolution, that the Board of Trustees hereby determines that

the circumstances described in the Resolution herein constitute an emergency condition; for

purposes of, but not limited to, section 20654 of the Public Contract Code; and

BE IT FURTHER RESOLVED, that the Board of Trustees authorize the Superintendent/President and/or his

designee to take any and all actions necessary to ensure the continuation of public education, and

the health and safety of the students and staff at the District, including, but not limited to: the

relocation of students and staff, provision of alternative educational program and operational

options including, without limitation, temporarily transitioning courses, instruction and other

operations to an online and/or telecommuting environment and mode of operation, directing

faculty and staff to serve as disaster service workers pursuant to Government Code 3100, and/or

make alterations, repairs or improvements to school property, services and programs.

BE IT FURTHER RESOLVED, that the Board of Trustees recognizes the emergency condition referenced in

BP 2518/BPM 1.08.02 – Action in Emergency as Superintendent/President is delegated the

authority to act on behalf of the Board in an emergency for the protection of life, health, and

safety of individuals and the protection of property.

BE IT FURTHER RESOLVED, that such authorization shall not abrogate the terms and conditions of any

collectively bargained agreement, nor shall such actions violate state collective bargaining

statutes. The District is committed to working closely with all collective bargaining agents as it

deals with the complicated and varied employment questions that will arise in the coming weeks

and how a transition to a distance education/work-from- home environment will impact its

students, faculty and staff.

Presented to Feather River Community College District Board of Trustees for approval.

April 16, 2020


4. AN INSIDER’S LOOK AT FEATHER RIVER COLLEGE TRANSITION TO ONLINE CLASSES

Dr. Kevin Trutna

Superintendent/President Feather River College

Colleges and universities made the transition to online learning seemingly overnight as campuses were shut down due to the current COVID situation. One strength of Feather River College (FRC) is the one-on-one personal contact as we support students in achieving their educational goals. Recently, four faculty members were asked to describe what it meant to immediately transition college lectures, labs, and trainings to an online format. They came from four different areas: a biologist teaching both general education lectures and laboratory courses for science majors (Anna Thompson), a history professor teaching mostly large lecture general education courses (Dr. Thomas Heaney), a business faculty who teaches technical subject matter for business majors and prerequisite classes for the FRC bachelor’s degree in Equine & Ranch Management (Rick Leonhardt), and an adjunct equine faculty member who leads hands-on, skill classes in training horses (Lauren Pearson). They shared their experiences in moving to online instruction, which occurred as FRC left for spring break and Governor Newsom issued the stay-at-home order.

Online tools for teaching are extensive to help the conversion. Zoom meetings can give a semblance of the face-to-face interaction and lectures. The Canvas Learning Management Systems (LMS) provides course shells and tools for providing academic content, information, grading, and assignment submission. PowerPoint presentations, email, and other electronic communication methods also exist. Each faculty member developed their own style in teaching their particular course, and they also developed a unique response to the online transition. This perspective is meant to provide quality assurance to the public about Feather River College courses that were face-to-face a few short weeks ago and now have transitioned to online instruction. It also offers a glimpse into how the dedicated FRC faculty have adapted to student needs through a new teaching modality mid-semester.

How have you transitioned your classes to online instruction, i.e. what is the structure of your classes now that they are online vs. face-to-face?

(RL) Fortunately, most of the business classes had already been using an online platform to post and submit assignments. Also, the reading assignments, videos, and practice problems are posted online. The biggest transition has been having class lectures online using Zoom. The lectures are live during the normally scheduled class times and recorded for those students who cannot participate at the scheduled time. This has posed some challenges, but has been an overall positive experience.

(AT) I decided not to use Zoom to give students maximum flexibility as to when to do their work. Instead, I post the lectures and the lab assignment for that week on Monday morning. I assign short-essay questions and online quizzes that the students can take as often as needed to learn the material. For laboratories, I use some online activities, as well as going outside and taking pictures of the natural world and analyzing for example, the components of the ecological hierarchy in their pictures.

(TH) I have organized the class by week with a combination of recorded video lectures and documentary videos, along with online writing assignments.

(LP) I use a combination of email, Canvas, and Facebook private group for each class. I am not going to lie, I MISS MY STUDENTS! I myself have had to do a lot of self-evaluation...design a new way to get information to the students. Teaching horseback riding online is very challenging.

What technology issues do students have in your classes that may hinder their learning?


(RL) The most challenging technology issue for students is having a reliable internet connection. Many FRC students live in remote areas and do not access to reliable internet.

(AT) Some students don't have Wi-Fi, or have lost Wi-Fi because they cannot pay for it. One student had to move in with relatives so he can continue his studies as his family can't get internet where they live. A couple of students literally work on their phones, as they do not have access to a computer or laptop. Some local students do their work in their cars in campus parking lots to use the Feather River College Wi-Fi.

(TH) I had hoped to do some live lectures/class discussions, but according to a survey I conducted with my students, they made it clear that synchronous activities were not going to work. I did have a couple of students who did not have immediate access to reliable Wi-Fi, but they have all made adjustments or found ways to get the necessary internet access.

(LP) Most students have access to Canvas and email, but lack cell service depending on where they live. If students are sheltering-in-place in parts of Plumas County, they have a hard time finding online access from home without internet.

Describe one way you ensure academic integrity of the online course so that students learn appropriate material?

(RL) Software systems such as Proctorio are used as a remote proctoring service program that monitors students while they take exams. Students are required to show ID and the program records both the student and the computer screen. If there is suspicious behavior, it is flagged by the program and can be reviewed by the instructor.

(AT) I have done away with formal tests for the rest of the semester to reduce the stress and anxiety around online tests in these uncertain times. By grading their homework and their online quizzes, I will know whether they are learning the material. I encouraged collaboration, but require students to write their own answers. I did have to warn a few students who collaborated with others to be more careful about writing their own answers, but it has not been a big problem. Overall, the amount of writing required has increased.

(TH) I use Turnitin, which is very effective in identifying possible issues. The online exams and quizzes are open-book and open-note. As a result, students are generally comfortable with the material, and with the rare exception, appear to be not tempted to engage in academic dishonesty so far.

(LP) I stick to the syllabus and make sure the timeline of what I need to instruct is accomplished. I am very organized in my lectures and information. The facts and reading information from their textbooks, as well as online articles and videos, are easy to send to the students via online. The hardest part is getting students to try and apply themselves in the new online format. The big issue I am having is the practical "hands-on" teaching. It has been extremely challenging to teach a very hands-on physical subject like horse training online, but I am doing my best to adapt. Since students cannot physically ride horses, I have to ask questions that make students think of past rides they have had. Some students are fortunate to still be able to ride their personal horses at home, so they are able to still apply what they are learning in class on their own.

What are some of the biggest positive surprises as you transitioned to online classes?

(RL) One of the biggest surprises is how resilient and adaptable the students are. They have done an incredible job of adapting to this situation. Another surprise is how some of the students who were reluctant to engage in class are more engaged using the online platform. Technology has allowed the shy and quiet students to actively participate in classroom discussions.


(AT) My students are rising to the challenge. I just finished grading their midterms which had to be take-home-online and which covered difficult material. And the exam was assigned right at the beginning of this sudden stay-at-home transition. I was originally prepared to go easy with the grading, instead I found, to my great surprise that I did not have to relax my standards. Almost all students wrote excellent midterms even as the content was not easy to grasp. Grading these midterms made me proud to be their professor.

(TH) The students have been very flexible, responsive, and tenacious. Of the students who were attending face-to-face classes just before we switched to online instruction, 100% took the online midterm and continue to be engaged with the online materials. They have shown a real commitment and are to be commended.

(LP) For students that have access to riding their horses since returning home, I have them do riding videos and I give them individualized feedback. For the students that used a school horse, and have no other access to ride and practice on their own, I make them give feedback on the other students who have submitted riding videos. This participation is making the students become more focused when they know they are being evaluated by others in the class.

Tell me something that people may not know about either your online classes or communication you have had with students.

(RL) One thing people might not know about our communication with students is how faculty receive questions about all sorts of topics – not just the subjects we teach. We do our best to be available and help our students any way we can. If we don’t know the answer to a question we usually know who to connect the student with to get the help they need. Students have been very open with sharing personal information during this extraordinary time.

(AT) At the beginning of each semester, I introduce Angela Duckworth's concept of GRIT, passion and perseverance for long-term and meaningful goals. Curiosity, Optimism, Gratitude, Social Intelligence and Self-Control are all behaviors one can learn to cultivate, and collectively they translate into having GRIT. In my emails to students, I refer to this concept frequently and I started signing all my emails with #GoldenEagleGrit. Now students are using the same hashtag. Some of my students may not like this accelerated brave online world very much - I certainly do not - but we are going to get through it and we are going to get through with a lot of learning still happening.

(TH) I don't know why, but I'm surprisingly hoarse from recording so many video lectures. Am I shouting the whole time into my laptop? I plan to send an anonymous survey to the students to get feedback on the video lectures, and I am both very curious and full of dread to see what they think.

(LP) Since I have transitioned to online, students are required to do more written self-reflection and evaluation. I noticed that students are breaking down how they responded to the horse in better detail and it slows the riding event down in their minds. When riding the horse, you only have a split-second to respond. In written self-reflection and evaluation, the student can really break down and analyze the riding process to see where they can improve. I do believe it is making students "think" more about riding, which is very exciting.

As the second smallest community college in California, and being located in rural northeastern California surrounded by the “million acre campus,” Feather River College prides itself on the personalized support offered to all students. As the above demonstrates, FRC faculty retain this commitment during the sudden online instruction transition. This article is the first part in a series describing how FRC is responding to the challenge and maintaining a focus on the college’s mission during the COVID situation.


Timeline

1. Face-to-face instruction was suspended on Monday, March 16th

• Initial proposal to return to normal instruction on April 6th

• On March 24th, the decision was made to offer all classes through the distance education (DE) modality for the remainder of the spring term

2. COVID disruption to face-to-face instruction may affect future terms (e.g., Summer and Fall 2020)

• Early registration began April 6th

• We are monitoring enrollments

Instructional response to COVID-19 disruption – Dr. Derek Lerch

Services to Faculty

1. DE support for faculty provided synchronously via Zoom or asynchronously via various resources available locally and statewide

2. Assistant Dean of Instruction Kim Beaton has job responsibilities for designing, implementing, and training related to DE courses

• trainings with specific disciplines for targeted departments

• meetings on specific topics/tools for all interested faculty

• discussion roundtables for faculty

• Canvas is the statewide content management system, all courses and students are automatically created in Canvas during the registration process

Instructional response to COVID-19 disruption (cont.)

5. PRESENTATION TO BOARD OF TRUSTEES – APRIL 16, 2020


Academic Student Services

1. Tutoring services provided by the Instructional Resource Center have moved online

• “Drop-in” tutoring services available from staff and students provided through Zoom

2. Library services provided remotely include access to significant electronic resources



Effectiveness and outlook

1. Preliminary reports indicate that most students have been able to successfully navigate the transition.

• Connectivity is the most-often cited challenge

• Students also report a preference for face-to-face instruction

• Initial data gathered through surveys show that the vast majority of students are able to actively participate in classes

2. Faculty report that participation and engagement rates have significant variability across classes, will need review and analyze final grades at the end of the term

3. FRC will maintain extreme flexibility in working with students regarding withdrawals and grading options such as “Pass/No Pass”

4. The Student Intervention system is designed for students who do not engage or are having academic difficulty in classes


Student Services Response to COVID-19 – Carlie McCarthy

• Staff are set-up to work remotely using a variety of communication strategies including Zoom, FaceTime, Google Phone Numbers and Text, and email.

• Websites have been updated with consistent language and appearance.

• Processes have been converted to be online resulting in more frequent contact, improved accessibility and more user-friendly.

• Staff are using time to also get caught up, develop creative ways to engage with students, and participate in professional development.

• Overall, we are functioning very well and eager to servestudents!

0 10 20 30 40 50 60

Academic support (e.g., tutoring)

Academic advising/counseling

Admissions and Records

Disability Support Services

Financial Aid

Library

Mental health counseling

Transfer applications and information

Do you anticipate needing any of the following student supports during remote instruction?

Connecting with Students

• Outreach and Engagement Efforts• Social Media and FRC App

• Virtual events

• Student Technology Access Survey• 103 responses in 1 week, 50% from Plumas County

• 21% respondents asked for follow up• Personal phone calls and referrals

• 96% of students are familiar with Canvas

• 95% of students have access to a computer• 6 tablets have been sent to students in need

• 99% of students have heard from all or most of their instructors

I am able to learn better than in the

on-campus format.4%

I am able to learn about the same as in the on-campus

format.23%I am not able to learn

as well as in the on-campus format.

71%

No answer2%

What is your experience like with all of your classes being online?


Marketing & Recruitment in Response to COVID-19

• Digital Marketing Campaigns and Utilizing Social Media• 25th Hour Marketing• Plumas News

• Program Promotion • Guided Pathways efforts continue

• Home Field Advantage

• Day in the Mountains

Early registration and appointments with advisors and counselors show strong student engagement and optimism. Students want to be at FRC!

Administrative Response to COVID-19 – Dr. Kevin Trutna

• Very impressed and thankful for the dedication of FRC employees during this transition

• End-of-month and mid-month payroll for March occurred

• All purchasing is receiving another level of scrutiny from President’s Office

• With tax returns pushed out to July, the May Revise will be a “workload budget” and we can expect an August Revise

• FEMA reimbursement application, CARES Act, Prop 98, and Chancellor’s Office hold harmless provisions will impact fiscal situation

• Emphasis on marketing, filling dorms, and recruiting


Administrative Response to COVID-19 (cont.)

• We are being extremely prudent in college expenditures

• Working with Council on Instruction to determine impacts of reduced enrollment, if necessary action is needed

• Staff vacancies are creating a problem for offering programs

• Temporary hires for summer grant programs will move forward

Hiring Update – Permanent Positions

Classified Staff Current Searches

• Instructional Resource Center (IRC) Instructional Assistant: search postponed, discussing options for summer hire

• Student Services Administrative Assistant: search postponed, recommend moving forward

• Upward Bound advisor: closed April 5th, recommend moving forward (grant funded)

• Ranch Manager: not open, used temp in past two years, recommend moving forward (grant funded)

• Utility worker: closed on March 29th, discussing options, discussing options for summer hire

Faculty Current Searches

• Soccer: completed and position accepted by Artie Cairel

• Chem/STEM: second interviews complete and hiring recommendation forwarded, recommend moving forward for ability to offer classes

• English: second interviews complete and hiring recommendation forwarded, recommend monitor enrollments with potential summer offer/hire

• ORL: second interviews complete and hiring recommendation forwarded, recommend moving forward for ability to offer classes

• Interim Rodeo coach: search closed, no interviews scheduled, recommend explore alternative adjunct temporary position to offer program

• Interim Women’s Basketball coach: search closed, no interviews scheduled, recommend explore alternative adjunct temporary position to offer program


Next Steps

• Monitor spring enrollments

• Work with appropriate constituent groups regarding hiring decisions

• Finalize summer and fall schedules

• Develop budget for June, including potential contingency plans

• Continue to support employees during stay-at-home order, and monitor access to campus

• Monitor student learning needs and classroom success

• Further develop online support services

• Continue to coordinate with County, healthcare, and law enforcement


6. MENTAL HEALTH & WELLNESS CENTER UPDATE

Hi Dr. Trutna, I just wanted to outline some of the Wellness Center's accomplishments over the past few weeks... We've been having great success with reaching out to students individually via text and email. Many students have responded very positively to our outreach efforts, expressing gratitude for being checked on personally. Even those who haven't opted to schedule a counseling appointment have clearly been glad to be contacted and be reminded that FRC staff is still here and ready to help.

A large number said during the first week of the campus closure that they were fine and didn't feel the need for counseling services. But upon being contacted again after another week to ten days, many of these same students now said they were beginning to feel more stressed and worried, and opted to set up counseling appointments.

During the webinar presented by Dr. Frank Harris last week, "Equity-Minded Student Services in the Online Environment," Dr. Harris emphasized the need for staff to pursue "intrusive" outreach strategies while campuses are closed. Many students (especially those from minority & underserved backgrounds according to his research) may feel it will be seen as a sign of weakness or failure if they reach out to ask for help. The Wellness Center's experiences so far certainly back this up. We've repeatedly seen that it takes more than one outreach attempt before many students will admit to needing help, and they are much more likely to schedule a counseling session if it's offered to them, rather than the student having to ask for it.

Phone and video counseling sessions seem to be well-received by the students. We've had a comparable number of counseling appointments since the transition to remote services, with 23 phone and video sessions since March 23rd (the first day we began remote appointments). We have also added two new clients since March 23rd. In addition, the Mental Health & Wellness Center has built a website with resources to help students build their self-soothing and coping skills, and spaces to encourage connection and engagement with peers.

Dora Mitchell Mental Health and Wellness Center

FEATHER RIVER COLLEGE STUDENT LEARNING OUTCOMES 1. Communicate

effectively

2. Demonstrate critical thinking skills

3. Locate, evaluate, and apply information

4. Demonstrate a sense of personal and professional ethic

5. Develop a clear sense of self, purpose, and ability to achieve goals

6. Demonstrate relationship skills through interpersonal communication, compromise, teamwork and collaboration

7. Value their education, understand its privilege, and become responsible citizens

REPORT TO BOARD OF TRUSTEES …...NetTutor Live Tutorial 21 452 NetTutor Paper 132 3828 NetTutor...

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