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.

REPORT TO BOARD OF TRUSTEES SUPERINTENDENT/PRESIDENT - KEVIN TRUTNA, ED.D.

APRIL 19, 2018 1. STUDENT AND EMPLOYEE ACHIEVEMENTS Dr. Joan Parkin has written a humorous and interesting book chronicling her visit to Pleasant Valley State Prison as the Director of the Incarcerated Student Program. The Prisoners and the Podium is a moving and sometimes humorous true short story about a college professor's visit to Pleasant Valley State Prison, in Coalinga, California. The reader gets a unique vantage point of prisons and prisoners as the professor describes, in minute detail, how she navigates the prison through gates and security checks to reach her students in the prison's interior classroom. The narrative builds toward one pivotal eye-opening and socially transformative moment for the students and the professor. The author's wealth of experience with prisons and social justice movements provides an insightful and entertaining story for the reader. The ORL Climbing Wall will be closing for the season. This facility serves the ORL program, it is open for general student use during designated times, and community members can rent the facility under ORL student supervision. Rick Stock and Saylor Flett are very happy to report that during the spring semester:

180 adults participated through community education 55 youth and their parents used the climbing wall through

community education climbing night 82 K-12 students participated in Community Service Learning

climbing events The ORL program will be hosting a climbing competition, open to the public, on May 16th. Look for an expanded wall, funded via VTEA allocation, to open next year. Anna Thompson reports that PTK offers the Golden Opportunity Membership Scholarship which pays most of the cost for a lifetime membership in PTK. As advisor, she is allowed to forward three names and all three students were chosen: Hailey Rogers, Kaaleya Price and Arizona Webb. The Alpha Psi Zeta Chapter of PTK was also recognized by the national PTK organization, along with 363 other chapters, for having a very robust PTK acceptance rate (17.2% for FRC).

Student Learning

Outcomes

Institution-wide Outcomes - students will: 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

Program-level Outcomes - developed by each program in conjunction with above outcomes

Course-level Outcomes - developed by each program in relation to Institution-wide outcomes

FRC President Report to Board of Trustees April 19, 2018 Page 2 of 10

Art Appreciation students present their ideas during a contest for designing a fictional campus sculpture based upon ideas and theories they have studied during class.

District 1 candidate for US Congress Audrey Denney answers questions from Political Science students in Dr. Katie Desmond’s class

Madison Amaro signs her letter of intent to play soccer with Carlow University in Pittsburgh. On April 13th, the ASFRC STEAM Club visited Feather River College’s Child Development Center to engage youths in STEAM centered activities. Merle Rusky, Early Childhood Education Coordinator, Dr. Michael Bagley, Mathematics Department Chair and STEAM Club Coordinator, and Kinderlin Hoznour, Director of the FRC Child Development Center were instrumental in making this event happen for the children at the center. Dr. Michael Bagley, Dante Eisenhauer, and Blue Balcita engaged students in play designed to stimulate the scientific process of creative exploration and a sense of wonder. Dr. Bagley and Dante illustrated impulse momentum and Sir Issac Newton’s second law of motion using colorful balls of different sizes. From there the children, drifted over to the paper airplane activity table directed by Dr. Bagley and Blue Balcita, where they explored the themes of aerodynamics and design. In preparation of the event, Dr. Bagley spoke to a group of ECE Practicum students earlier that week in which he emphasized the need for young children to participate in STEAM activities to prepare them for deeper understanding of Math and Science and for careers in technical fields in the future.

The campus Easter Bunny turned out for the Child Development Center students. Comments from the children included: “I can’t wait to follow this path!”, “This place is magical”, “Look the gingerbread house is gone, now it’s the bunny house!”, and “I love this day!” Thank you to all of the offices for their work to make the magical time for children. The CDC also hosted a book fair and received 50% of profits! About $400 worth in books will come to the CDC library! Many thanks to Director Kinderlin Hoznour for her leadership at the CDC.

FRC President Report to Board of Trustees April 19, 2018 Page 3 of 10

Softball Sophomore Day

Monica Potter is happy to announce the success from the US map in the Counseling/Advising Office where students can place a pin signifying their transfer destination school. Now in the lobby of the Student Services building hangs a world map showing from where the journey to FRC begins. Tom Kleywegt (photo) of Kent, England was the first to place his pin in the map. EOPS student Nancy Frady has finished the signs and this week

they were placed above each map. Special thanks to Rafael Blanco for the materials and helping Nancy create the signs. Since first hanging the maps, students have started marking the places they are transferring to. Both students and staff are peppering the world map to show from where we all come. Jim Cross was chosen by the Institute for Functional Medicine to do a presentation on A1 versus A2 milk which is the topic that originally earned him a 3rd place award in The Townsend Letter's Naturopathic Doctor contest. He is presenting at the annual conference in Hollywood, Florida.

Up to 50 million Americans are estimated to have an autoimmune condition,* and annual direct healthcare treatment costs for these patients total $100 billion.1 Nearly 100 different diseases have been classified as autoimmune in nature, with 40 more suspected.1 IFM’s 2018 Annual International Conference (AIC), “Solving the Puzzle of Autoimmunity: The Interplay of Gut, Genes, and Environment,” focuses on the exploding research and therapies around the interconnected roles of intestinal permeability, genetic disruptors, and various environmental triggers that coalesce to create autoimmune disease. The underlying causes of autoimmune disease are multifactorial and complex, and until now, too little attention has been focused on determining the central causal factors. Expanding knowledge into manifestations of the autoimmune process is yielding productive and compelling applications around the tangle of the gut, genes, and environment in the formula. At IFM’s 2018 AIC, we will translate the data into actions that can prevent, treat, and reverse the triggers and mediators of autoimmune disease in

patients. https://www.ifm.org/learning-center/aic-2018/

FRC President Report to Board of Trustees April 19, 2018 Page 4 of 10

FRC soccer players serve at the Quincy Community Supper. Last month, it was reported that the men’s soccer team earned back-to-back state scholar recognition for the first time in the history of the award. Congratulations to Don Williams and the team for their service and accomplishments.

Darla DeRuiter led a group of Student Environmental Association students to Chico State

University to hear 17-year-old climate activist and hip-hop artist Xiuhtezcatl Martinez

speak. His message about the power of youth, the importance of diversity in the climate

movement, and telling stories that people could relate to was very inspiring for the group.

He also motivated the audience to talk about finding their own passion to dedicate effort

and time to. The FRC students included Shane Koskinen, Jacq Tardif, Kalah Wann, Cody

Miller, Frankie Johnson, Samantha Ray, Liz Ramsey, and Timothy Hudak. The group also

met former FRC student Cassie Elzea at the event.

Twenty-five deserving first-generation, economically

disadvantaged Feather River College students received

scholarships ranging from $750 to $2000, totaling

$39,850 from the Student Support Services/Trio

program, part of the U.S. Department of Education. These students

average a 3.4 GPA, and most plan to continue their education at four-

year colleges after graduating from FRC. Five Plumas County students –

Tirian Shirley, Kristie Williams, Sydney Denham, Cassidy Fairbanks and

Dustin Silkwood – are among those awarded scholarships. Other recipients include

Anntoinette Agmata, Ryan Albiani, Brittney Arellano, Diali Baeza, Emily Battelle, Alissa Bennett, Shiann

Bontrager, Keon Boulware, Brenna Chavez, Meiko Durbin, McKay Leos, Luis Martinez, Drew Olin, Daniel

Rodriguez-Navarro, Alyssa Rude, Brenna Wade, Marissa Walton, Tucker Weaver, Arizona Webb, and

Vincent Zavolta. The students expressed gratitude to the SSS/Trio program for creating a sense of

community and a safe, comfortable place to learn. They appreciated how Trio inspires them to maintain

the right mindset when “things get tough.” Kudos to Gretchen Baumgartner, Beth Reid, and John Stilwell

for their work with the students.

Coach Nick Goulet and the football team enjoyed a late spring snow storm with a sledding day. Last week, they spent a Saturday cleaning up the Plumas-Sierra Fairgrounds. Thank you for your service to the community.

FRC President Report to Board of Trustees April 19, 2018 Page 5 of 10

2. SUPERINTENDENT/PRESIDENT PREVIOUS MONTH’S ACTIVITIES REPRESENTING FRCCD

March 19 – attended baseball game at Lassen College, Susanville

March 21 – FRC 50th Anniversary meeting

March 21 – Foundation BMC meeting

March 22 – breakfast meeting with Trustee Dana Ware, PUSD Board Member Traci Holt, and Plumas County Supervisor Sherrie Thrall, Chester

March 23 – Foundation meeting

March 25 – Follies all-cast rehearsal

March 27 – lunch meeting with trustees John Sheehan and Bill Elliott

March 29 – lunch meeting with auditors Tina Treis, Jeff Jensen, Jim Scoubes and Katie Schmid

March 30 – personal vacation

April 2 – Quincy Rotary meeting

April 3-6 – Presentation at ACCCA Mentor Program Retreat, Los Altos

April 9 – Quincy Rotary meeting

April 9 – FRC 50th Anniversary meeting

April 10 – breakfast meeting with Trustee Guy McNett, Greenville

April 10 – attended student art presentation

April 11 – attended District 1 candidate for US Congress Audrey Denney presentation to Political Science class

April 12 – lunch meeting with Trustee Jim Meyers, Graeagle April 13 – meeting with FRC Foundation Director Karen Pierson regarding housing repayment

April 19 - Quincy

3. WHAT ONLINE TEACHERS HAVE LEARNED FROM TEACHING ONLINE https://www.insidehighered.com/digital-learning/article/2018/04/11/veteran-online-instructors-share-tips-improving-their-practices

The following are excerpts from the article by Mark Lieberman where online instructors offer wisdom they've gathered -- what to do and what not to do -- from years of experience teaching in the modality.

For some instructors, teaching online remains a foreign concept. For others, it's one of many skills in their tool belt. As online courses mature, faculty members are developing valuable expertise in the modality. Inside Digital Learning asked some veteran online instructors to share their impressions of online's evolution since they started teaching in the virtual space.

In what ways have you changed your approach to teaching online?

Brad Bays, associate professor of geography, Oklahoma State University, has taught online courses since 2003

A good online course should allow students enough leeway to work ahead and finish early or catch up after falling a little behind. But it must also keep students engaged enough to discourage procrastination. I’ve tried to strike a balance between keeping students engaged and providing enough schedule elasticity to allow for occasional life disruptions. My course design seeks to reward consistency but is able to bend for students who must take a time-out for life issues. Admittedly, I haven’t always had this attitude.

FRC President Report to Board of Trustees April 19, 2018 Page 6 of 10

Early in my online career, I marched students, expeditiously, from one weekly deadline to the next. That approach, of course, sapped the advantages of being online. It also kept me busy making exceptions for students willing to march me through the details of their lives.

Leigh A. Hall, professor, Wyoming Excellence Endowed Chair in Literacy Education, University of Wyoming, has taught online since 2012

When I first began teaching online, I noticed a disconnect between students and the course content. While I worked to make it relevant to their lives, I often saw students doing the work simply for the grade. Clearly something was not translating.

In the last year, I’ve become more focused on helping students connect their passions to the course content. My courses still have objectives. However, I ask students when the semester starts to identify one to three goals and create a short video about what they want to achieve in the course. They reflect on these goals and can modify them at the midpoint and the end.

During the semester, I ask students to consider what they are doing during the week to help them meet their goals. They don’t always need to share this information, but having this as a thread in the course helps them stay connected to the content and each other. Students are aware of what their colleagues’ goals are and often reach out and share ideas and resources in support.

Bobby Hobgood, director of the Language Resource Center, University of North Carolina at Charlotte, has taught online since 1998

When I began teaching online in the mid-'90s, the ability to design and deliver online instruction was informed by our knowledge of teaching in face-to-face environments. Sadly, I had never taken an online course, nor engaged in professional development focused on course design and delivery. My original instructional design reflected a direct instruction approach whereby students simply completed a checklist of activities with little interaction among the course community.

Today, the instructional design and instruction of my courses reflect a Community of Inquiry approach whereby engagement is fostered through thoughtful attention given to how I manifest myself throughout the course (teaching presence), how students engage in the content of the course (cognitive presence) and how, together, we interact to form a dynamic learning community (social presence). For me, it has become more about the “humanization” of the learning experience, with a nod toward the affordances of the learning management system.

Steve Greenlaw, professor of economics, University of Mary Washington, has taught online since 2013

The traditional class session provides a structure to student learning. If a student comes to class on a regular basis, and listens to and takes notes on what the teacher says and does, then they will learn a fair amount, perhaps enough to pass. What is the analogue in an online course? Putting videos of lectures online is not the equivalent. There are pluses and minuses to videos, but it's not the same. (Videos lack the immediacy, the intimacy of an in-class experience, but they also allow students to watch more than once.) The most important thing I’ve learned is how to build a structure that supports students in an equivalent way.

There need to be more active learning activities in an online course. If I have a student in my office, I can tutor them to learn anything I teach. I can do almost as well in the small classes I teach (15 to 30 students).

FRC President Report to Board of Trustees April 19, 2018 Page 7 of 10

I can’t do the same thing by video, though one-on-one synchronous video comes pretty close. Students don’t seem to be able to learn as much from reading a text by themselves. As Herb Simon said, students learn by doing and only by doing. Thus, I need to ask students to do something with what they learn from the text.

If you teach online, your human presence matters. This has been my greatest takeaway from 15 years of teaching online and, perhaps, more striking is that this point still seems revolutionary to so many.

Semingson: I have learned to be more proactive with reaching out to students -- a virtual mother hen in terms of digital outreach. The online learning environment is friendlier and more nurturing. I round up students who have strayed too far by not participating in the course as much as they should and reach out to them to check in on them. I also provide additional resources for students who need extra help in the class.

Current online students expect communication to be responded to quickly. I make efforts to do this by checking email on my phone. They also want a more flexible online learning environment. Students are busy people and often work at least one job. I try to make my courses mobile friendly by providing materials they can “offload,” such as podcasts, recordings and web-based reading that can be accessed via a mobile device.

4. GUIDED PATHWAYS AT FRC

Note that Guided Pathways will inform the new, yet-to-be-revealed funding formula. Below is a primer on

the basic elements of Guided Pathways and some activities that FRC engages in to support these four

areas.

Guided Pathways is a multi-year state program designed to provide all California Community Colleges with funding to implement the framework to significantly improve student outcomes. With this goal, the four pillars are:

1. Create clear curricular pathways to employment and further education

2. Help students choose and enter their pathway

3. Help students stay on their path with integrated support services

4. Ensure that learning is happening with intentional outcomes

Guided Pathways creates greater likelihood of completion by improving initial course placement, reducing

unit accumulation and improving transfer and career placement.

During the first year, FRC anticipates planning and communicating the vision and goals for change by

evaluating practices and support structures to maximize the likelihood that students will succeed in

college level coursework. FRC will also explore technological infrastructures that will assist with degree

planning as well as integrated support.

Dr. Derek Lerch and Carlie McCarthy will be hosting a session during Faculty Flex on Tuesday, April 25th

to provide an update on the work plan and facilitate a conversation regarding funding possibilities,

timelines, and how Guided Pathways areas might relate to individual employees roles at FRC.

FRC President Report to Board of Trustees April 19, 2018 Page 8 of 10

5. MENTAL HEALTH AND WELLNESS CENTER UPDATE

For Women’s History Month, on March 12th the Mental Health and Wellness Center sponsored Dr. Mary Jo Gonzales, Vice President of Student Affairs at Washington State University who presented an interactive program entitled “Resilience and Overcoming Life Barriers”. Staff, faculty and students really enjoyed the program; Dr. Gonzales generously donated lunch for all participants. The Mental Health and Wellness Center in conjunction with Student Support Services also sponsored guest speaker Alexis Jones on March 22nd. Her presentation focused on healthy relationships, dating and sexual assault. She challenged attendees to ask themselves “Who do you choose to be?” Two programs were presented, one for female students and one for male students, and non-gender conforming students were able to attend either program. Faculty, staff and students expressed that they gained personal insights from the program and this was evidenced by students not wanting to leave after the program ended. Dr. Kelsie Foster was the lead for coordinating both of these outstanding events.

6. APRIL IS SUSTAINABILITY MONTH AT FRC

By Resolution of FRC’s Board of Trustees: The Sustainability Action Team, Reminds all students, faculty, staff, and administrators that April is the month when Earth Day is celebrated, Notes that April 22, 2018 is the 49th Earth Day, which was founded by Senator Gaylord Nelson in 1970 to raise awareness about the state of the environment, Stresses the value of each individual striving to reduce one’s ecological footprint, even by taking small steps, 1. Challenges everyone to take a small step such as:

chair a paperless meeting or take class notes digitally

carpool once a week

eat an all-California sourced meal

participate in the Earth Week trash pick-up contest;

2. Encourages our campus community to acknowledge the importance of spending time outdoors in natural settings as a way to sustain body, mind, and spirit; and

We declare April as Sustainability Month at Feather River College. The 2017-18 Feather River College Sustainability Action Team Nick Boyd, Darla DeRuiter, Adam Fuller, Kelby Gardiner, Derek Lerch, Megan Morris, Audrey Peters, Bridget Tracy, Kevin Trutna, Liz Ramsey, and Samantha Ray

FRC President Report to Board of Trustees April 19, 2018 Page 9 of 10

7. BUDGET UPDATE AND FUNDING FORMULA

Jim Scoubes was asked to research and present the following information at the last Budget Committee

Meeting. A synopsis is presented below:

Revenue Estimates for 2017-18 $16,422,646

Historical pattern for conservative (i.e. underestimate) of revenue

2.9% $430,591 in 2017-19 Amount of historical conservative estimate vs. actual

Expenditures budgeted for 2017-18 $16,422,646 Note: budget must balance revenue and expenditures

Actual expenditures through February (67% of FY)

58.8% Note: we are trending 7.9% below our adopted budget expenditures

Historical pattern for final expenditures 94.6% Note: when the books are closed, FRC historically spends only 94.6% of adopted budget on average

Assuming the same spending pattern through the end of the fiscal year

Net increase to BFB by $97,606

This is the projected amount above returning all of the BFB used to create an initial budget

This data is important as a projection only. One item could throw off the prediction. Jim presents this

information to the Board of Trustees monthly to keep them updated. The above prediction is for

discussion purposes only and may or may not reflect actual expenditures when the books are closed and

audited.

New Funding Formula from Chancellor’s Office

The new funding formula required by the Legislature has not been released. First simulations are

expected with the Governor’s May Revise Budget. Chancellor Oakley has asked the CEOs, with input from

the CBOs, to create a formula that is performance based and follows the Guided Pathways and adopted

Board of Governor’s goals.

The CEO Funding Formula Workgroup to the Chancellor’s Office has been refining recommendations to Chancellor Oakley in an effort to provide guidance in the ongoing negotiations with the Department of Finance and Legislature as the final weeks of the current budget process continue to fly by. The recommendations of the CEO Funding Formula Workgroup include:

1. Provision of transitional funding for the next two years (FY 2018-19 and FY 2019-2020) should guarantee that no district receives less funding for the next two years than it receives in the current fiscal year (2017-18), allowing our districts the opportunity to plan for and adjust to a new formula before implementation.

2. Substantially increasing our base level of funding and providing the statutory level of COLA are essential to providing the resources to meet the needs of our students and communities.

3. When a new formula is implemented, base funding should be calculated on a three-year rolling average to smooth out fluctuations in resources.

4. Consolidation of categorical programs should include Basic Skills, SSSP, and Equity.

FRC President Report to Board of Trustees April 19, 2018 Page 10 of 10

8. ASFRC OFFICERS FOR 2018-19

ASFRC President

Cora Cherry

Student Trustee

Gracie Yates

Qualifications, background and experience: Cora has been involved with student government since 5th grade. Cora attended Pierce high school in Stonyford, CA where she was senior class President and the school's Vice President. She helped plan social events, fundraisers, and was an active member in the leadership class. Cora is majoring in Mathematics and she is a member of the volleyball team.

Cora’s vision for carrying out the mission of the

Associated Students of FRC includes: In my time at FRC, I have had the opportunity to meet students from very different backgrounds. The diversity that you find on a college campus is unlike any other. For example, some students can be categorized as athletes or general students. Though it is very easy to meet people around campus, some people find it difficult to socialize and meet others that are not necessarily fitting into their group. This is something that I believe could be changed. Every single one of us, whether it be someone involved in sports, equine, or purely academics, has commonalities that no one can deny. This ties into my vision; I see the potential for our school to bring all students together, regardless of our backgrounds, and have everyone see we are all Feather River College students. If I am elected President, I am determined to bring all students together, enriching our strong sense of community.

Qualifications, background and/or experience: Gracie was the Student Body President at Quincy High School for the 2016-2017 school year and a member of the Service Club at Quincy High School from 2014-2017. Her experience includes helping plan and carry out school events and fundraisers. Gracie’s experience taught her how to be a leader including in difficult situations, and how to advocate for the unheard voices of students. Gracie is majoring in Sociology and she is the team caption for the Rhythm and Grace Dance Studio’s Show Team.

Gracie’s vision for carrying out the mission of the Associated Students of FRC includes: I look forward, if given the opportunity, to getting to learn more about the students, staff and faculty at Feather River College and do my best to speak to the needs of the students. I will listen to the opinions and concerns of the students and work hard to represent the student body as a whole at board meetings. If given the opportunity, I am excited to become a part of the Associated Students of Feather River College and have the chance to work with the faculty, staff and students. Thank you for your time and consideration for me as a candidate for the Trustee position.