Academic Wellness Advisory Committee Meeting


December 15, 2006




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

Survey of Resources and Recommendations

Site Visits

Academic Wellness Faire



2)       Early Alert



3)       Spring Semester Meetings

All meetings in Manzanita Conference Room


o        January 26, 2007           2:30pm

o        February 23, 2007          3:30pm (Academic Senate Meeting same day)

o        March 30, 2007              2:30pm

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



4)       Other??


Academic Wellness Advisory Committee Meeting

December 15, 2006




Staff Members:

Present:  Casey Bonavia (part of meeting), Meryl Brooks, Anne Cavagnaro (part of meeting), Dave Chesnut, Melissa Colon, Tim Elizondo, Dennis Gervin, Brian Greene, Lanai Hallmeyer, Patricia Harrelson, John Leamy, Susan Medeiros, Gary Mendenhall, Shelley Muniz, Tom O’Neil, Karin Rodts, Larry Steuben (part of meeting) and Adrienne Webster.


1)      Sub-Committee Update


Sub-Committee member Patricia Harrrelson updated us on the sub-committee’s progress.  Since we last met, the sub-committee has had one more meeting.  They have been gathering feedback, working on a plan, working on the budget, identifying times on calendars for site visits and focusing on which programs to visit.  The following are some possible programs to visit:


·        Pasadena City College – This college is currently working with the last year of a five year TLC (Teaching and Learning Communities) grant.  One of the pluses to visiting this site had to do with how (if) they will continue the program after the end of the grant (i.e. sustainability).

·        Merced College

·        DeAnza College

·        Reedley College


(Larry arrives)


Possible conferences to attend are also being considered, such as:

·        Math across the Curriculum – Levenworth, Washington (August)

Attendance at this conference would allow us to come away with some really specific information.  To attend a proposal needs to be written and Anne Cavagnaro is working on this.

·        Writing across Curriculum – This is a conference which Meryl Brooks would attend.

·        Others? – Still in decision phase, gathering information, written reports and recommendations.  Team members also plan on taking cameras to take pictures of what is being done which might be useful to us in the future.


As we continue, we also need to consider “what we once did” and “why did we stop”.  In some cases, the curriculum is there or could have been dropped.  Written recommendations will need to be made on the uses.


Staff Development

A proposal will be made for the Academic Wellness Faire at the beginning of next Fall, a full 10 days before the Fall semester begins.  The goal is for areas to develop something that they can take immediately to their area for skill development.  In early January we would also like to involve  College Council, Academic Senate and Staff Development.


Facilities Master Plan Committee

Sub-Committee requested Steering Committee’s approval in presenting the attached memo to the Facilities Master Plan Committee (attachment 1).  The Facilities Master Plan Committee will be meeting next week and one of their topics will be grouping of Resource “Zones”, such as Student Learning Support, Business, Student Activities etc. 



The Steering Committee approved presentation of the memo to the Facilities Master Plan Committee.



Future activities will include:

Web Page development

Surveys to feed decision making

Contacting Howard Gardner

January focus: Travel timing, who can go where and when.


2)      Early Alert

Susan Medeiros passed out three sheets for our review.  “Early Alert Options” (attachment 2), 10/31/06 memo to Columbia College Instructors (attachment 3) and Student Academic Resources (attachment 4).


The Steering Committee reviewed the information and discussed options on how to gather information on students having difficulty at earliest possible time for intervention and assistance.


Options discussed included the possibility of using extra fields on the mid-term grading sheets as an Early Alert indicator.  (ACTION: Dennis will follow-up on this idea.)  Other ideas noted including instructors giving colored pages to applicable students which would identify them as needing Early Alert assistance,  Linda Watkins indicating the alert on the SARS system so counselors know the student is an early alert student, email from this committee to instructors, discussing at Academic Senate meeting (ACTION: Meryl Brooks will get on agenda and discuss this topic), checking students profile checking their email address with letters in a shared file that the instructors could generate appropriate letter, instructors walking students to Counseling office and instructors sending emails to Counseling.  How we could embed this into the student’s responsibility and listing ideas to teach faculty were also discussed.


The committee also agreed that inviting and involving Marty Gang on this committee in regard to Technology would be a good idea. (ACTION: Lanai will invite Marty.)


(Casey Bonavia and Anne Cavagnaro arrive)


Larry also reminded us that there will be campus-wide email accounts, including email accounts for students, in Fall 2007.


As we discuss options we should also remember to document the process, what is not optimal, how technology could assist and the need for that technology.


Some participants agreed to form a small sub-committee on Early Alert.  Participants included Susan Medieros, John Leamy, Patricia Harrelson and Gary Mendenhall.



3)      Focus

·        How far can Technology go (Dennis – mid-term grading sheets/SARS)

·        Tools and clear steps for Faculty (Discuss at Academic Senate, Adjunct meetings and Division meetings.)

·        Timeline and prioritization of activities

·        Component we can embed at other places


4)      Future




Submitted by: Lanai Hallmeyer


Handouts (12-15-06)



December 15, 2006


TO:                  Facilities Master Plan Committee


FROM:            Academic Wellness Educators (AWE) Steering Committee


SUBJECT:       Integrating the AWE Mission into the Facilities Master Plan



The purpose of this memo is to provide some background information and open a discussion regarding an issue we believe is relevant to the Facilities Master Plan.  In the Fall of 2006, a committee was convened to address recommendations described in a report to the College Council entitled “An Integrated Approach to Ensuring Academic Access and Success.”  The committee is called the Academic Wellness Educators Steering Committee.


For our guiding principle, we have identified the idea of academic wellness which implies a broad-based approach to student learning support. Academic wellness is proactive, pervasive, and holistic, much as wellness is to health. This notion encompasses skill development, application of knowledge, navigation of the collegiate and/or work environment, and all components that contribute to the overall development of the successful lifelong learner. We are particularly interested in developing and implementing plans that support an ongoing climate of growth and improvement in the delivery of learning support services throughout the entire college community for all students at all levels of preparation. During the course of the next semester a sub-committee of our group will be involved in researching best practices and model programs.


Though we do not have specific recommendations at this time, we would like to facilitate dialogue between the Facilities Master Plan committee and the AWE Steering Committee and ensure that our guiding principle regarding Academic Wellness finds a place within the Facilities Master Plan.



Early Alert Options


Existing System


An e-mail letter is sent to all CC faculty mid-semester notifying them of Early Alert. A Campus Resources document is sent as an attachment.  The letter highlights:


·         Early Alert is a collaborative effort to promote student success.

·         Instructors contact students not meeting academic expectations.

·         Instructors identify specific academic areas needing improvement and discuss this

·         with students.

·         Instructors refer students to Columbia College counselors and to campus resources.


Problems with Existing System



Technology Capabilities Concerning Early Alert


The Datatel system is not currently programmed to provide Early Alert.  District IT has not made this a priority.  SARS system is in place.  This could provide counselor alert notices when students make appointments.  A campus-wide student e-mail system, not currently in place, would be desirable for Early Alert student notification.


Proposed Early Alert Changes with a Student E-mail System


The instructors would be e-mailed an Early Alert information letter explaining Early Alert, its purpose, and the procedures to follow.  The e-mail would have two attachments: (1) Student Early Alert Notice (2) Campus Resources.  The Student Early Alert Notice form would identify specific areas for improvement and instructions for the student.  Instructions would include first meeting with the instructor and then setting up an appointment with a CC counselor.


The instructor would make copies of this form and complete it for each student not meeting course expectations.  This form, including an attachment of Campus Resources, would then be sent to the student’s campus e-mail account with a copy to Counseling.  Counseling would download and file these notices for counselor use and set up a SARS alert to notify the counselor of a student’s Early Alert status.


Follow-up would be added to this.  How many students receiving Early Alert notices came in to meet with a counselor?  How many successfully completed the class?  When in the semester was the Early Alert given? Did this make a difference in successful intervention?


A system that requires less work on the part of the instructor would be to send out generic Early Alert notices via student e-mail indicating that course expectations are not being met.  The student would be instructed to meet with the instructor and then the counselor.  The specific



areas of deficiencies would then be discussed individually with the instructor.  This is less effective for counselors because the instructor feedback on the student is not included.  Perhaps when the instructor met with the student, the instructor could send a referral form with specific issues to counseling. See bottom of this page for ideas.


The issue with the current lack of a student e-mail account system is that notifying students in person is sometimes awkward when other students are around.  Phone calls are another option for the instructor, but time-consuming.  Campus-generated letters involve added staff time and are expensive.  E-mails would be the fastest and most efficient way to get information to the student.  Campus e-mail accounts can be secure as well.  Yes, it would be the student’s responsibility to ready their campus e-mail accounts.


Proposed Changes in Early Alert with Current Technology


In the third week of classes, the “Early Alert counselor” e-mails instructors indicating procedure for Early Alert.  The e-mail included attachments (1) Early Alert Student Notice (2) Campus Resources.  The Early Alert Student Notice identifies specific areas in need of improvement.  It also instructs the student to make an appointment to first meet with the instructor and then to see a counselor.  Campus resources information is made available.  The instructor downloads the form, completes, and hands to the student at any point in the semester when it seems needed.  The instructor sends copy to Counseling.  An alternative to the electronic attachment would be to create a triplicate half-sheet Early Alert form to be used by instructors.  These would be available in the Mailroom.


Attachment 3


October 31, 2006


Dear Columbia College Instructors:


Columbia College is strongly committed to academic excellence and student success.  California Matriculation guidelines mandate that students be notified in a timely way if they are not successfully completing course expectations.  This mandate is fulfilled through Early Alert, a cooperative partnership between the instructional and counseling staff at Columbia College.  Its goal is to provide early notification and remediation to students who are performing at substandard levels with the intent to bring about positive student learning outcomes.


As instructors, you have the opportunity to give students direct feedback and suggestions on their classroom performance.  As counselors, we are able to help students address other issues that may be negatively impacting their success in your class.  By participation in Early Alert, you are part of a powerful support team for students.


The following feedback may be helpful in identifying specific substandard area of performance:


·         Failed Tests / Assignments

·         Incomplete Assignments

·         Lacks Required Participation

·         Not Attending Regularly

Lacks Skills Level


Please encourage your Early Alert students to contact a Columbia College counselor so that their needs can be fully assessed.  This type of partnership between instructors and counselors can greatly benefit the students.  In addition, we are providing you with an updated list of campus referral resources to copy and distribute to students who are in need of extra support.


Early notification to those students having difficulty helps to provide early intervention strategies that can result in greater student success.  Thank you for your participation in Early Alert.




Columbia College Counseling Staff


Attachment 4


Student Academic Resources


Students who are having academic difficulties are encouraged to seek resource assistance.

Counselors are trained to evaluate student needs and to develop academic improvement plans,

using appropriate resources.  Listed below are beneficial campus resources.


Counseling                                          588-5107                                             Manzanita 14



EOP&S                                               588-5130                                             Manzanita 18-3



Disability Services                              588-5130                                             Manzanita 18-3



Academic Achievement Center         588-5088 / 588-5177                           Manzanita 18-2



Math Resource Center (Math Lab)   588-5276                                             Juniper 5



Health Services                                  588-5204                                             Juniper 2



Financial Aid                                       588-5105                                             Manzanita 18-3



Library Services                                 588-5119                                             Tamarack Hall