Academic Wellness Advisory Committee Meeting


February 23, 2007





Mission Statement:

To promote academic wellness in an ongoing climate of growth and improvement throughout the entire college community for all students at all levels of preparation.



Agenda Items



1)     Update from Academic Wellness Educators Sub-committee

o       Report on Programs at Pasadena City College & Merced College

o       Proposal for Academic Wellness Faire- August 2007



2)     Early Alert Review



3)     Other?



4)     Spring Semester Meetings

All meetings in Manzanita Conference Room


o       March 30, 2007                     2:30pm

o       April 20, 2007                        3:30pm (Academic Senate Meeting same day) CHANGED TO APRIL 19TH, 3:30PM

Academic Wellness Advisory Committee Meeting

February 23, 2007




Staff Members:


Casey Bonavia, Meryl Brooks, Anne Cavagnaro, Dave Chesnut, Melissa Colon, Doralyn Foletti, Marty Gang, Lanai Hallmeyer, Patricia Harrelson, John Leamy, Susan Medeiros, Gary Mendenhall, Karin Rodts (part of meeting) and Adrienne Webster.



1)     Sub-Committee Update

Sub-Committee advised that Susan Medeiros has been added as a participant to the sub-committee.


The Sub-Committee continues their work focusing on:

o       Curriculum Review

o       Staff Development 

Under this topic, the sub-committee visited programs in the last two weeks and will present a descriptive summary to us today.  (Travel)

            Future plans include development of:

o       Planning Document / Agenda

o       Comprehensive Staff Development Proposal for Fall



Meryl Brooks gave us an introduction to the visit to Pasadena City College.


Some of the overall points and common concepts with both visits include:

      • Coordinated Services
      • Collaboration among services, faculty, staff etc.
      • Communication and Use of Inquiry Groups (small groups)
      • Community (Teaching and Learning)
      • Innovation out of inquiry groups, pairings like “Tools” group
      • Commitment -- Needs to be a long term commitment, time, resources, and not to abandon, continue to tweak and refine until it works.


The Advisory Committee viewed the video from Pasadena City College made by students on the Summer Bridge Program called .XL (i.e. Excel).  The .XL Program begins with students working on math, English, and student and college success skills for six weeks.  The summer program culminates in a weekend field trip that involves students in a collaborative learning project. During the first year in college, students take a block of general education courses as a cohort group to extend collaborative work with their summer classmates.


(Karin Rodts arrived)



            Pasadena City College – Teaching and Learning Community Program (TLC)

Visit dates February 8 & 9, 2007

Advisory Committee members were given a Pasadena College packet which was developed by the Sub-Committee to incorporate photos and information they gathered.  (Attachment -PASADENA CITY COLLEGE REPORT FEB 07.)


It is important to review the packet, however, several members of the sub-committee gave brief descriptions of some of the highlights of areas they visited and concepts and strategies being used.  (They also shared their enthusiasm and excitement at the value in these visits. J)


            Anne Cavagnaro – Learning Communities and Math

o       Learning Communities, moving students through classes as a group, bridging, course pairing, Summer Bridge/First Year Experience Program.

o       Math Path – Offering of multiples math classes in a single semester

o       Math Jam – Offering for two weeks in summer with incentives (such as offer textbook if complete course), use of “dance card”, make it fun and collaborative.  When they reassess they found over 50% assess at higher level.

o       Some of the benefits included measures of success, continuity, students continued through 1st year, appropriate immersion/dosage factor, X-L was a 7 year program and they have identified students who were coming back wanting to participate in the program as graduate students, tutors and mentors.


Meryl Brooks – Writing Center

o       3 unit course linked to English course in order for students to go to and use the Writing Center

o       Faculty tutors in Writing Center (as part of their load)

o       If an instructor grades a paper at a C or below, the student is directed to the Writing Center

o       FTE card swiped at door to gather attendance data

o       Services are publicized

o       Stands and racks with information are everywhere

o       Information on who is going to be on duty is advertised also


Adrienne Webster – Child Care Center

o       TLC program is supported from funding from Title V grant as well as other grants including Hewlett/Carnegie/SPECC (Strengthening Pre-collegiate Education in Community Colleges.)

o       Use of Inquiry process, using curiosity of learners – see page  -- does this cycle look familiar?


Melissa Colon

o       Importance of documentation

o       Students coming back wanting to work with program (graduate level, tutors, mentors)

o       Students tracked from first high school contact




Merced College

Visit date February 16, 2007


Advisory Committee members were given a Merced College packet which was developed by the Sub-Committee to incorporate photos and information they gathered.  (Attachment –MERCED COLLEGE REPORT FEB 07.)


            Brief descriptions

            Patricia Harrelson

o       Merced College is utilizing some of the same grants as Pasadena City College, however they are using in different ways

o       Right now learning support services are decentralized with the long-range plan to centralize and streamline services

o       Supplemental Instruction & Study Central, one stop shop, hub for student services.  Targeting different, developmental courses with high attrition rates


Melissa Colon

o       Learning Communities and Linking Courses, such as Child Development and Composition Classes.  Hard-link to have student enrolled in both classes and instructors attending both classes


Meryl Brooks

o       Reading Apprenticeship – an approach that helps students develop the knowledge, strategies, and dispositions they need to become more powerful readers, including making complex, invisible processes visible in order to help students become independent, strategic readers


Action Grid (attachment)

See attached AWE Sub-Committee Planning Grid.

Action Grid has been developed and handout was given from Sub-Committee.  The comprehensive Action Grid indicates Immediate, Short-Term and Long-Term activities with descriptions of Outcomes, Action/Task, Lead Person/People, Timeline and Notes.  This will be especially good as a tracking tool which can keep all informed as well as identify responsibility.  It will also be a good document of evidence for future use.



Staff Development Plan (attachment)

Adrienne gave handout and presented a comprehensive Staff Development Plan as developed by the AWE Sub-Committee.  Adrienne solicited feedback on how to get this information out campus-wide.  Please review and email feedback to Adrienne.



Patricia has a meeting scheduled with Carolyn Buck to ask to be on the Staff Development Committee agenda.  Approval requested from Advisory Committee  regarding suggestion to present information at In-Service Day, (possibly have images running during continental breakfast time, 15 min at end of Dogwood presentations and 2 hours for an Activity Fair), as well as to present to College Council next Friday.


Retreat – Group discussed possible AWE Committee Retreat at the end of April (4/21), possibly a BBQ at Gary Mendenhall’s.  Firm up by March 30th.


Suggestion was also made to invite current participants on the SLO Work Group to attend the AWE Committee Retreat to work together in some joint tasks and in creating AWE Student Learning Outcomes.


Patricia will be meeting with Dennis and Lanai in future to check where we are with the budget.




AWE Advisory/Steering Committee members please review the in-depth information provided on the visits, Planning Grid and Staff Development Proposal from the AWE Sub-Committee.  Please communicate feedback via email.


We would like to ask that an AWE Advisory/Steering Committee member investigate College of the Canyon’s Staff Development Academy of Teaching and Learning and be prepared to report back to the Advisory Committee at April 19th meeting.  Please advise Dennis, Patricia or Lanai if you can assume this activity.



2)     Early Alert

Susan Medeiros updated us to advise that so far about 20 of the new Early Alert forms have been used and forwarded to the Counseling Office.  Of the 20, 8 of those didn’t make referrals to Counseling.  These forms are being tracked and housed in the Counseling Office.



Susan will provide an update out, possibly via email, to communicate the new process to Faculty and Staff and to advise Faculty that information is being received and used.



Submitted by Lanai Hallmeyer