Breakfast on your own

  8:30 – 9:30IRPE Newcomers Session

  9:45 – 11:00Welcome and Keynote Address

11:00 – 11:25Coffee Break

11:30 – 12:30Breakout Session 1

12:30 – 1:45Lunch & Awards Ceremony

  1:50 – 3:05Breakout Session 2

  3:05 – 3:30Coffee and Snack Break

  3:35 – 4:35Breakout Session 3

  4:45 – 5:30Poster Session

  4:45 – 6:30Reception

Information coming soon! Check back!

 Wednesday, April 12 | 11:30 am – 12:30 pm

The Recipe for Student Success: #GooseEggs 2.0
Track: Research & Evaluation
Room: Inspire 1

Descriptive statistics play a prominent role in institutional assessment and planning, but they have limitations. In this research, we combine data from several colleges to compare four methods for understanding factors related to completion of an associate degree in three years: descriptive statistics, logistic regression, structural equation modeling, and multilevel modeling. We will highlight the benefits and caveats of the different methods, share the corresponding results, and discuss how this improves our understanding of equity in student success.

Presenters: Erik Cooper, California Community Colleges Chancellor’s Office; Alex Claxton, Cañada College; Aeron Zentner, Coastline College; Jaime Seiverd, San Diego Community College District; and Z Reisz, Santa Barbara City College

Crafting Effective Data Visualizations with an EDI Lens
Track: RP Toolbox
Room: Inspire 2

Our role as IRPE professionals is to highlight and bring awareness to the disparities in student outcomes. Often we use data visualizations to illustrate the patterns and trends hidden behind these numbers. However, ill-designed charts, graphs, and diagrams can convey the wrong message or reinforce deficit-minded thinking that makes disparities possible. This presentation will review best practices for designing visualizations that effectively create clear, compelling charts, infographics, maps, and data visualizations while promoting equity, diversity, and inclusion.

Presenter: Daisy Segovia, The RP Group

Shop, Drop, and Enroll: Understanding and Addressing Student Needs During the Registration Process
Track: Research & Evaluation
Room: Synergy 1

The steep declines in community college student enrollment over the past few years have significantly affected institutions nationwide, having dramatic impacts on budgets, staffing, and even student services. Looking at student trends during the registration period, the Foothill-De Anza Community College District will share surprising insights discovered using institutional data, publicly available data, and a combination of the two to better understand how to convert more “shoppers” and “droppers” into enrolled students.

Presenters: David Ulate, Foothill-De Anza Community College District; Brendan Aldrich, Invoke Learning

You Get Free Tuition! You Get Free Tuition! How IVC is Streamlining Recruitment into its Promise Program with Automation and an Opt-Out Model
Track: Planning & Institutional Effectiveness
Room: Synergy 2

Programs at community colleges often strongly benefit students, whether it be academically or by creating a sense of belonging. However, requirements for entry into these programs can be confusing and contain unfamiliar lingo such as “first-time college student” and “matriculation.” As a result, many students may choose not to apply and will miss out on the benefits that our various programs can provide. In this presentation, we provide information on how various programs can benefit from automating the process of detecting whether a student is eligible for a program, putting the onus on the program rather than the student. We take this a step further for our Promise program by using automation in conjunction with an opt-out model to maximize students entering the program. We will detail the process in which our research, outreach, financial aid, and admissions & records departments all collaborate to make it happen.

Presenters: Kevin Hsu and Erica Lehman, Irvine Valley College

Research Analysts in “The Room Where it Happens”
Track: Planning & Institutional Effectiveness
Room: Synergy 4

The role of institutional researcher allows for opportunities and access to spaces where macro and micro decisions are made at the college. Researchers provide data that quantify and qualify decisions at the college that can either support change or duplication of disproportionate impact. Therefore, it is critical for institutional researchers to use their access to positively impact student outcomes. That does not equate to falsifying data or reporting data that supports that agenda. The focus must be on contextualizing data. Doing so requires a researcher to have a skillset that taps into history, science, sociology, equity, racism, intersectionality, and more. How does that happen? That is what we will highlight in this session. We will describe strategies that we used to enter spaces that were typically inaccessible to researchers. Furthermore, we will discuss important research tools needed to be an equity-minded and student-centered researcher.

Presenters: Micheline Pontious, City College of San Francisco; Marcell Gilmore, Mt. San Antonio College

 Wednesday, April 12 | 1:50 pm – 3:05 pm

Uniting Equity Efforts to Foster Black Students’ Success at the San Diego Community College District
Track: Planning & Institutional Effectiveness
Room: Inspire 1

The San Diego Community College District (SDCCD) has taken up the charge to address any negative experiences of SDCCD’s Black students. The presence of anti-Black racism has plagued our society, community colleges, and our Black students for far too long. Through the creation of the Black Student Success Workgroup (BSSW) and the Black Student Success Institute (BSSI), the SDCCD has worked to nurture a districtwide effort to create a holistic and data-informed approach to dismantle any structural racism that exists in our community colleges.  The workgroup and the institute are good examples of the importance of owning equity outcomes. This session shows firsthand the importance of making allies, organizing efforts, and collaborating to support the success of Black students. We share background, challenges, and techniques that you can use at your own institutions.

Presenters: Natalia Cordoba-Velasquez Alarcon and Lillian Garcia, San Diego Community College District; Veronica Gerace, San Diego Mesa College

Where’d You Go? I Miss You So: A Mixed-Methods Approach to Tracking Complete Withdrawals from Coursework
Track: Research & Evaluation
Room: Inspire 2

A joint effort between the offices of research and student services provides an insightful look into why students drop all of their courses. With limited time and resources to conduct qualitative studies, we’ll discuss how we utilize existing systems to add the student voice to our research. Our team will cover mixed-methods research and findings, including best practices for support specialist phone call campaigns and chi-square statistics to help answer the questions of “who” and “why” students leave mid-semester.

Presenter: Jessica LaCourse, Sierra College

Using Data Coaches to Score on Your Student Success Goals
Track: RP Toolbox
Room: Synergy 1

Cerritos College and Bakersfield College (BC) will showcase their data coaching programs and how their cross-functional teams have increased student success. Data coaching is a collaborative practice that builds the capacity of college personnel to actively access and utilize data. Specifically, Cerritos College has implemented a faculty-only program, whereas BC includes all members of the campus. Data coaches are key members of a cross-functional team that are collectively responsible for advancing student success and helping address EDI for students in specific metamajors or affinity groups. This engaging presentation will review how each office of institutional effectiveness supports data coaching, which will include a review of our high-tech, high-touch strategies to impact student success and how we use a case-management approach to close equity gaps and move the needle on student progress and completion.

Presenters: Sooyeon Kim, Bakersfield College; Amber Hroch, Cerritos College

The Enhanced Role of IR in the Modern Institute: Data Analysis to Support Pathway Planning, Equity Gap Analysis, and Resource Development
Track: Planning & Institutional Effectiveness
Room: Synergy 2

Institutional research (IR) in the modern era is increasingly complex, requiring IR professionals to expand their traditional role and become facilitators of data-informed practice for decision-making that encompasses equity analysis and program alignment to economic conditions. These analyses contain essential data elements that directly influence the development of pathways and accelerated learning strategies that address equity, economic mobility, and economic growth. Pulling from examples of recent projects, this presentation will inform participants of the process of creating college customized data decks to support their Guided Pathways efforts. The customized data decks will feature disaggregated information on a number of key data points, including socio-economic indicators, labor market information, and institutional data. This presentation will conclude with data and facilitation approaches that IR professionals can use to lead effective and efficient data-informed decision-making processes at their local institutions. The data deck planning process may be leveraged into funding opportunities, creating an efficient approach to resource development.

Presenters: Allie Bollella, Laura Lara-Brady, and Alexndria Wright, WestEd

Advancing Student Equity Through Collaboration, Work Plans, and Power BI Dashboards
Track: Planning & Institutional Effectiveness
Room: Synergy 4

In spring of 2021 at Mt. San Antonio College, a directive was given to student programs funded by Student Equity and Achievement (SEA) Program funds to complete internal work plans for the purposes of accountability and assessing programmatic outcomes. The Research and Institutional Effectiveness (RIE) office was tasked to assist student programs in completing their work plans and to provide data to help them assess their programmatic outcomes. Hence, it was decided by the RIE office to make data available by developing Power BI dashboards. The final product was a set of student equity dashboards that student programs could utilize to examine key metrics and identify disproportionate impact. This session will highlight how the RIE office assisted student programs in completing the initial phase of their work plans. Presenters will also showcase the student equity dashboards, share their approach to designing the dashboards, and discuss other relevant technical aspects.

Presenters: John Barkman, Lisa DiDonato, and Jaime Rodriguez, Mt. San Antonio College

 Wednesday, April 12 | 3:35 pm – 4:35 pm

 – Crossing the Finish Line: On the Power of Information and Monetary Incentives to Motivate Action
Track: Research & Evaluation
Room: Inspire 1

According to the National Student Clearinghouse, California is home to 6.4 million adults with some college and no credentials. Within Orange County, the labor market is tight with a historically low unemployment rate of 2.7%. Locally at our college, enrollment is down 17% since 2017, with the pandemic accelerating much of the decline. Although enrollment is a critical marker of a college’s viability, our mission is to help students attain their educational goal and gain meaningful employment with a living wage. With that in mind, we strategically focused our efforts this past summer on students close to completion. Our approach centers around removing (1) the information barrier; (2) the cost of enrollment; and (3) the opportunity cost of attendance. The overarching goal is twofold: to boost enrollment and to boost completion. Results from multiple experiments will be shared to illustrate the intervention’s effectiveness.

Presenters: Loris Fagioli, Kevin Hsu, and Vinh Nguyen, Irvine Valley College

Bridging the Gap: Using Mixed-Methods Research to Foster Actionable Basic Needs Data
Track: Research & Evaluation
Room: Inspire 2

We used a mixed-methods design to (1) identify students with basic need insecurities, (2) understand challenges faced by these students and their attitudes towards the college’s basic need programs, and (3) determine faculty and staff perceptions of basic need insecurity within the college. A survey was used to identify students who were insecure in any of the basic need areas classified by the California Community Colleges Chancellor’s Office. These students were invited to participate in a focus group that served as a platform for students to voice their needs and attitudes toward current basic need offerings at the college. Because employees interact with students on a daily basis, an employee perception survey was also conducted, as well as interviews to provide insight into the current program access, operations, and breadth.

Presenters: Amanda Cannon and Caterina Grossi, Modesto Junior College

Designing Equitable and Student-Centered Funding Models for California Community Colleges
Track: Planning & Institutional Effectiveness
Room: Synergy 1

As part of the California Community Colleges Chancellor’s Office (CCCCO) strategic goals for system-wide equity and student success, the research and data analytics team leverages system data to support agency decision-making, policies, and funding allocations. This session focuses on CCCCO’s original research to analyze current system funding formulas and deepen the system’s understanding of how well funding models align with system goals to remove systemic barriers to academic success and reduce equity gaps. This session will help empower IRPE professionals to be better stewards of local data by gaining a deeper understanding of how data is to support institutions in critical ways, such as through the allocation of state funding. Participants of this session can expect to deepen their understanding of CCCCO’s research on equitable funding models and system strategies, and implications for how this work directly impacts their colleges.

Presenters: Allison Beer and Yang Hu, California Community Colleges Chancellor’s Office

San Diego Community College District's Noncredit Enrollment Management Journey
Track: Planning & Institutional Effectiveness
Room: Synergy 2

This presentation will outline the San Diego Community College District  (SDCCD) District Office’s two-year journey with noncredit enrollment management. SDCCD’s Office of Institutional Effectiveness and Research supports district-wide reporting on enrollment management. The first dashboard created was designed from a tool developed at a credit college, but noncredit reporting needed fundamentally different metrics. Noncredit enrollment management was re-imagined with the collaboration of four offices: District and Noncredit Institutional Research, District Educational Services, and Noncredit Instructional Services. This collaboration has far exceeded initial expectations with dashboard tools, laying the foundation for noncredit student success and equity, developing a sense of district equity for credit and noncredit, breaking institutional silos, and improving understanding of our enterprise resource planning system.

Presenter: Marc Grabiel, San Diego Community College District

EDI Insights on Hybrid Learning through National Research and Local Application
Track: Research & Evaluation
Room: Synergy 4

We’ll share findings from the Education Engagement Index (EEI), a national survey on student, faculty, and staff experience of and future preferences for in-person and remote engagement. The EEI addresses engagement through learning/teaching/working effectiveness, relationships, motivation, and well-being factors. We will share insights from disaggregated data based on race and ethnicity, gender, age, and other demographic data. We will also share how Cuyamaca College implemented the EEI, put findings into action, and built an inclusive process to represent student voices.

Presenters: Katie Cabral, Cuyamaca College; Erin Cubbison, Gensler

 Wednesday, April 12 | 4:45 pm – 5:30 pm

Academic Factors Influencing Time to Graduation in California Community Colleges

This research analyzes academic factors influencing time to graduation in California community colleges in the Central Valley. The academic momentum and loss/momentum frameworks were applied to completion data. Specific variables included enrollment intensity, incidence of developmental education, and excess credits. Using these frameworks, descriptive and predictive models were developed. Identifying these factors and their relative impact allows institutions to institute, evaluate, and improve initiatives designed to increase completion such as AB 705 and 15 to Finish. This methodology and these models can be applied by individual institutions to analyze their populations both as a whole and specific populations. While this study does not include demographics except for descriptive purposes, demographics can easily be added. This will allow an analysis of equity in outcomes at the institution.

Presenter: Andrea Hall-Cuccia, University of California, Merced

Analyzing the Impacts of New Cal Grant Programs for CCC Students

The 2021-22 academic year saw the creation of a new California Community College Entitlement Cal Grant program, which made awards to all CCC students who are financially and academically eligible for a Cal Grant and who were previously only eligible to compete for a limited number of Competitive Cal Grant awards. This poster will present the California Student Aid Commission’s analysis on how this new program has impacted the number of new awards at CCC, as well as how transfer pathways for students are expected to be impacted. We will display demographic information on awardees, as well as emerging trends on how CCC Entitlement is transforming the existing Competitive and Transfer Entitlement programs. We will also show how Cal Grant modernization will further simplify students’ ability to benefit from this state financial aid program.

Presenters: Ryan Fuller and Jessica Moldoff, California Student Aid Commission

Argos: A Centralized Report for Easy Access to Student Data

In this session, we will share our experience developing an Argos report and discuss how we use this report to improve productivity and support college-wide programs. The Argos Transfer Data Report, originally created to track student transfer progress, has evolved into a comprehensive and convenient tool for multiple projects. We will share the specific data elements in the report and talk about how we use the report to support Citrus College’s Career/Transfer Center, Guided Pathways implementation and our first-year experience program. We will also discuss additional potential utilizations of this report.

Presenters: Anthony Delgado and Yueyi Huang, Citrus College

Planned Happenstance - Career Counseling

Careers are traditionally seen as linear: Go to college, get a degree, and, lastly, find your dream job. Life does not move from one stage to another. It is dynamic with ever-changing variables. The path we start is often not the path we finish. Careers change, adapt, evolve and respond to circumstance and opportunity. Using Happenstance Learning Theory (HLT), we will offer faculty and staff a new perspective to career counseling and exploration within the Guided Pathways framework. In this interactive workshop, participants will learn the tenets of the HLT and how to apply it to their work, and they will leave with tools to help guide and support students by utilizing campus resources, in and out of the classroom.

Presenter: Amal Amanda Issa, Foundation for California Community Colleges

  7:30 – 8:30Breakfast

  9:00 – 10:15Morning Plenary and Birds of a Feather Discussions

10:15 – 10:40Coffee Break

10:45 – 12:00Breakout Session 4

12:00 – 1:15Lunch

  1:20 – 2:20Breakout Session 5

  2:20 – 2:45Coffee and Snack Break

  2:50 – 3:50Breakout Session 6

  4:00 – 5:00CCCCO Briefing and Closing Plenary

 Thursday, April 13 | 10:45 am – 12:00 pm

Advancing Equity Through Corequisite Support Courses
Track: Research & Evaluation
Room: Inspire 1

Is IRPE central to the conversation around corequisite course offerings? If not, why not? Research shows that corequisite support courses improve outcomes for disproportionately impacted student groups, yet colleges offer far fewer sections than students need to be successful in transfer level courses. Has your office conducted a needs assessment to determine the demand for corequisite courses and whether the sections offered meet the demand? Do you feel confident in recommending a type of corequisite support course that most benefits your unique student population? If your IRPE office wants to be situated to advocate for corequisite support for students as a promising practice to narrow equity gaps, this session is for you.

Presenters: Giovanni Sosa, Crafton Hills College; Mallory Newell, De Anza College; Daisy Segovia and Michelle White, The RP Group

Amplifying the Voice of Students Who Left: Highlighting Opportunities for Change
Track: Research & Evaluation
Room: Inspire 2

This session introduces one district’s efforts to understand attrition and enrollment declines during the pandemic. Through a mixed-methods approach, researchers wanted to amplify students’ stories and spark collaboration within the district to address enrollment declines. Researchers employed a logistic regression model to understand this student population and to identify which groups are more likely to drop out. Data showed that the odds of leaving were higher for African American, male, first-generation, and foster youth students. An online survey of students asked only two questions about why they stopped attending and what could be done to encourage their re-enrollment. Survey responses were recoded into broader close-ended categories. The most-cited reasons were for personal student well-being, work-related reasons, and financial issues. Regarding what could motivate students to return, the most popular responses were general counseling/financial aid issues, offering more online courses, and offering courses at a variety of times.

Presenters: Dulce Bravo, David Buitron, and David Torres, Riverside Community College District

Sowing the Seeds of Educational Equity and Justice Through Institutional Research in the Classroom: Lessons Learned So Far
Track: Planning & Institutional Effectiveness
Room: Inspire 2

With a growing reliance on data as part of evidence-based decision making in higher education, institutional research and planning offices are increasingly struggling to maintain a robust research agenda that can achieve meaningful change on their campuses. At San Bernardino Valley College, we are piloting an innovative strategy by empowering students in a psychology research methods class to conduct institutional research geared toward achieving more equitable outcomes in education at our college. As we learn from our first cohort in this collaborative institutional inquiry model, we offer recommendations and strategies for institutions that are interested in investigating ways to leverage classroom learning to expand their institutional research capacity while providing students insight into college processes and the field of institutional research and planning.

Presenters: Danielle Graham and Samantha Homier, San Bernardino Valley College

Reproductive Health and Higher Education: Advocacy Through Qualitative Research Methods
Track: RP Toolbox
Room: Synergy 1

The role of the IR offices has been rapidly changing over the last several years. Family planning is a topic that is understudied but very influential in the trajectory of many students’ journeys. Women outnumber men from community college all the way through graduate school, and a large percentage are in their reproductive years. Understanding qualitative methods and being able to design and carry out studies within your IR office is instrumental in learning the needs of these students to help aid in their educational success. This session will go over a dissertation on women navigating infertility and higher education simultaneously. We will discuss how qualitative methods can be used to study family planning. There will also be a conversation on how using these methodologies and studying family planning decisions can help your higher education institutions advocate for these students while also providing focused health and wrap-around student services.

Presenters: Janine Riopel, Cabrillo College; Kristin Rascon, Kern Community College District

Data Coaching, Granular Data, and Inductive Thinking: Meeting Faculty Where They Are to Boost Data Literacy and Equity Consciousness
Track: Planning & Institutional Effectiveness
Room: Synergy 2

The San Diego College of Continuing Education presents lessons learned from its data coaching program designed to increase data literacy and equity consciousness across the institution. This session will highlight lessons learned in establishing and consolidating a data coaching program, including reviewing successful and unsuccessful strategies implemented to recognize, elevate, and support the faculty's role in promoting equity-centered change. The presenters will also showcase UX-optimized data products developed to support this work.

Presenters: Jessica Luedtke, Jesus Rivas, and Juan Salcedo, San Diego College of Continuing Education

Integrating Data Coaching and an Equity-Minded Learning Institute
Track: Planning & Institutional Effectiveness
Room: Synergy 2

Come and hear an update on Riverside City College’s (RCC) Data Coaching Program, including the integration of data coaching with an Equity-Minded Learning Institute. RCC’s data coaching is focused on increasing course-level disaggregated data literacy, data access, and availability, and on helping the college make better student equity-focused, data-informed decisions. Data coaching efforts are being integrated with an Equity-Minded Learning Institute including not only faculty, but also administrators and classified professionals, to encourage data-informed actions that directly impact student equity-focused success at RCC. Come and hear about our success and the impact the integration is having in the classroom.

Presenter: Brandon Owashi, Riverside City College

Using Social Dominance Theory as a Means to Dismantle Institutional Racism, Heterosexism, and Other Forms of Prejudice
Track: Planning & Institutional Effectiveness
Room: Synergy 4

This session aims to bridge the gap between academic research and institutional research by funneling down from scientific theory to institutional action. By understanding social dominance theory, participants will learn how they can incorporate a well-established and supported theory to explain the inequity they see at their campuses for disproportionately impacted groups. Attendees will be introduced to the Social Dominance Orientation (SDO) scale as a means to scientifically test social dominance theory and promote action in becoming anti-racist, anti-heterosexist, anti-sexist, and anti-classist institutions. Participants will be asked to examine their institutions through the lens of social dominance theory and brainstorm ways we can reduce systemic inequities.

Presenters: Nina Bookman, Phoenix Jett-Dias, Jessica Morales, and Arooj Rizvi, San Joaquin Delta College

 Thursday, April 13 | 1:20 pm – 2:20 pm

Identifying Factors Impacting Upward Transfer Among African American/Black Community College Students
Track: Research & Evaluation
Room: Inspire 1

Two-thirds of African Americans who attend college in California begin at a community college, yet over half leave without any degree/certificate or without transferring to university. Decreasing racial inequities in transfer is a key strategy for increasing race and income equality. Statistically, while African American/Black students are less likely to become “transfer ready,” among those who do, they are significantly more likely to transfer than their peers. Thus, this study sought to answer the following question: What factors contribute to African American/Black students’ likelihood of reaching “near the transfer gate”? This presentation shares findings and recommendations from a robust mixed-methods study that not only identified the factors most salient to transfer-motivated African American/Black students, but also the mechanisms by which such factors were impactful. Participants will learn about actions both they and their institutions can take to promote transfer among African American/Black students.

Presenters: Katie Brohawn and Darla Cooper, The RP Group

Transforming Points of Attrition into Equitable Student Outcomes
Track: Research & Evaluation
Room: Inspire 2

Attention to equitable college access has been galvanized by recent college-wide efforts to plan and develop the 2022-25 Student Equity Plan. As part of its equity work, Bakersfield College’s Office of Institutional Effectiveness (OIE) conducted an in-depth data analysis of the fall 2021 incoming cohort—starting from application, to enrollment, and to persistence—to help our college community better understand student friction points and inequities around college access and first-year experience. The analytical framework of this study can be used to identify student groups who could benefit from outreach and awareness regarding financial aid advising, counseling services, and other student support services to promote equitable outcomes. In addition, the results of this analysis can be used as a resource for IRPE practitioners by bringing together cross-functional teams, focusing on populations experiencing disproportionate impact, and providing them with information to increase the communication within departments—allowing programs and services to assess their processes and decrease the number of barriers impacting students.

Presenters: Patsy Garcia and Sooyeon Kim, Bakersfield College

What Do Noncredit Student Equity and Achievement (SEA) Program Metrics Look Like?
Track: Research & Evaluation
Room: Synergy 1

In pursuit of the Vision for Success for noncredit education, North Orange Continuing Education (NOCE) has developed and reimagined student equity metrics in alignment with the Chancellor’s Office guidelines for credit programs. To meet the needs and aspirations of noncredit student populations, NOCE researchers have locally developed student equity metrics that are specific to noncredit programs and students. In this presentation, presenters will share institutional reports and Tableau dashboards that have been utilized to help facilitate committee and other stakeholder conversations around noncredit student equity. This presentation will cover the data gaps that exist around data specific to noncredit students and programs. The presentation intends to incite meaningful conversations regarding defining noncredit metrics for student equity, discuss methods to improve noncredit student data across the system, and inspire IRPE offices to explore their own noncredit institutional data through an equity lens.

Presenters: Dulce Delgadillo, Jason Makabali, and Hareet Uppal, North Orange Continuing Education

 – IRPE Student Workers Not Just for Research: Incorporating Student Voice into Planning and Institutional Effectiveness
Track: Planning & Institutional Effectiveness
Room: Synergy 2

This session will help participants understand how including a paid student worker in their office’s planning and institutional effectiveness activities will aid in creating equitable outcomes. Presenters will share Fresno City College’s experience hiring a student worker in its Office of Institutional Research, Planning, and Effectiveness. The student was provided with professional learning about the college’s mission and planning documents and general information about California community colleges with a focus on student equity policy. The student then was assigned to solution-based committees and research projects. Most significantly, the student worker ensured that student voice was included in the Basic Needs and Mental Health Workgroup. We find that the student not only gained a better understanding of addressing equitable work, but also that student workers can provide important contributions to planning and institutional effectiveness.

Presenters: Alex Adams, Fresno City College; Justin Dunbar, University of California, Berkeley

Evidence That the Early College Credit Ecosystem is Connected to a Higher Likelihood of Degree and Transfer
Track: Planning & Institutional Effectiveness
Room: Synergy 4

San Diego Community College District (SDCCD) offers three ways for high school students to earn college credit: through 1) dual enrollment, (2) concurrent enrollment, or (3) completion of credit-by-exam requirements for eligible CTE high school coursework. While the goals vary, early college credit opportunities are generally expected to lead to improved college-level outcomes. By following students through four phases of their journey (earning early college credit, re-enrollment as college students, outcomes in college, completion), this report found strong evidence that the SDCCD Early College Credit provides students momentum toward a degree or transfer. Various influences on student outcomes will be discussed, such as the impact of COVID-19 on re-enrollment rates, variation by high school, DI by ethnicity, and the interaction of three forms of early college credit. SDCCD and its high school partners are engaging this data for course scheduling, outreach, student support, and course articulation development, and are exploring its implications for Student-Centered Funding Formula outcomes.

Presenters: Stephen Bass and Amertah Perman, San Diego Community College District

 Thursday, April 13 | 2:50 pm – 3:50 pm

AB 705’s Effects on Higher-Level Learning: Looking Down the Line to Advance Equitable Learning
Track: Planning & Institutional Effectiveness
Room: Inspire 1

The California community colleges nearly closed gaps in access to transfer-level coursework. Improvements in the completion of transfer-level English and math are also seen across all student groups. However, research on the success of students without basic skills remediation in courses beyond the first transfer level course is only beginning. Early findings from the field have shown an increase in enrollment and success in the next course in a sequence, with the greatest gains in Calculus. However, it is not yet clear the extent to which AB 705 changes have impacted course progression patterns. Research conducted by the Multiple Measures Assessment Project (MMAP) team explored high-level learning gains, which will be shared. Outcomes in gateway courses beyond the initial transfer-level course will be disaggregated by student characteristics, high school preparation, and students who did not pass the gateway course on their first attempt. This research provides an opportunity for the system to explore continuous improvements in student outcomes, beyond those mandated under AB 705 and AB 1705.

Presenters: Craig Hayward, Bakersfield College; Terrence Willett, Cabrillo College; Giovanni Sosa; Crafton Hills College; Mallory Newell, De Anza College; Daisy Segovia, The RP Group

Student-Centered Program Review: Revisioning for Equity Through the Lens of Guided Pathways
Track: Planning & Institutional Effectiveness
Room: Inspire 2

Applying the Guided Pathways framework, Orange Coast College created a student-centered program review process aimed at reducing inequity in outcomes throughout a student’s journey. This re-envisioning was accomplished through a critical analysis of the process using an equity lens, which led to the identification of opportunity and performance gaps. With this foundational change of approach, the program review process was moved from one that memorialized the past to one that looks at what students need for success. Using intentional, disaggregated data and the students’ voices, academic programs identified structural and procedural barriers that created disparate outcomes among student groups and created improvement plans to mitigate inequities. Student affairs and administrative units’ program review processes were also re-envisioned using Guided Pathways, moving the focus for service evaluation to who the departments serve. This approach exposed processes and structures preventing equitable access to services and resources by the departments’ intended service population.

Presenters: Diane Brown, Anna Hanlon, Kelly Holt, and Sheri Sterner, Orange Coast College

Completion Journey for Students Attending Multiple Community Colleges
Track: Research & Evaluation
Room: Synergy 1

This session will share a data story about the completion journey for students attending multiple community colleges. In recent years, system-wide efforts (such as Guided Pathways and remedial education reforms) have been made to clear completion and transfer pathways for students. While we see reduced unit accrual (therefore clearer pathways) for students completing associate degrees system-wide, these efforts are focused on college-level practices, and it is unknown whether the completion path is similarly clear for students attending multiple colleges (and how many students attend multiple colleges). Having a better understanding of the current situation of students attending multiple colleges will help IR/IE professionals to reflect on their own campus practices and the recent common course numbering initiative. In this session, two sets of data analysis results will be shared: snapshot and cohort analysis.

Presenter: Erik Cooper, California Community Colleges Chancellor’s Office

Empowering Faculty to Promote Student Equity
Track: Research & Evaluation
Room: Synergy 2

Advancing student equity involves an all-campus effort. Faculty are the constituent group who interact with students most closely and have perspectives on both quantitative and qualitative measures of student success. How are faculty currently involved in setting equity goals and key performance indicators? What processes does your college currently use to empower faculty to lead data-informed discussions about student equity? Join us for a discussion of how to involve faculty in providing perspectives on data collection and analysis.

Presenters: Eric Wada, Academic Senate for California Community Colleges/Folsom Lake College; Craig Rutan, Santiago Canyon College

The Intersectional Effect of Race and LGBTQ+ Status on Student Outcomes: A Local Predictive Analysis
Track: Research & Evaluation
Room: Synergy 4

This project examines the effects of student race and LGBTQ+ status on the outcomes of course success, degree completion, and transfers at Grossmont College. We analyze racial minority status and LGBTQ+ status as binary explanatory variables as well as the effects of the various categories within those variables. Both descriptive analyses—such as with data disaggregation and disproportionate impact measures—and predictive analyses will be provided. The predictive analyses center on regression models with interaction effects. We expect LGBTQ+ status to exacerbate the negative effect of racial minority status on student success. Finally, we provide recommendations for improving the college experience for students of both LGBTQ+ status and racial minority status.

Presenter: Ruka Wang, Grossmont College

 Thursday, April 13 | 4:00 pm – 5:00 pm

Information coming soon! Check back!

  8:00 – 9:00Breakfast

  9:00 – 12:00Post–Conference Workshop

 Friday, April 13 | 9:00 am – 12:00 pm

Planning, Designing, Analyzing & Sharing Equity-Minded Qualitative Research

As institutional research, planning, and effectiveness (IRPE) offices evolve to meet the needs of changing student populations, it is important to continuously center equity in the work that we do by collecting students’ lived experiences and sharing them with our campus communities. Institutional equity work increasingly calls for qualitative research methodologies as an important means to capture student voice to inform campus policies and practice, but IRPE offices are often underprepared to take on qualitative research projects. This activity-oriented workshop is designed to provide attendees with practical skills to design, implement, code, and share findings from student focus groups, interviews, and survey research in a manner that inspires and supports equity-minded change. In addition to learning about methods to design and administer efficient yet robust qualitative research projects, participants will have the opportunities to strategize and plan for their own institutional qualitative research priorities with a panel of veteran qualitative researchers from across the California Community Colleges system. 

Presenters: Janine Riopel, Cabrillo College; Brad Trimble, The RP Group