Ohlone College President's Office

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State of the College Address Fall 2007 -
Dr. Doug Treadway / August 24, 2007

Introduction

The state of Ohlone College is one of strong well-being and measured forward progress according to the goals and measurable objectives established in our five year strategic plan. It is my great pleasure to share our accomplishments for the year 2006-07 and highlights of what lies ahead in 2007-08.

Goal I: International Education and Diversity

A very exciting dimension of our work is the continued expansion of international education opportunities for students and faculty.

In fall of 2006 the Study Abroad Program was re-instituted, with Cynthia Katona taking a group to Sydney Australia. Another Sydney study group is scheduled for this year. Kay Harrison is working on a Study Abroad program in India which is being made possible from a CCIE grant to Ohlone. Mikelyn Stacey will offer Study Abroad in China. Alliant International University and Ohlone have a partnership in two plus two degrees in international relations and multi-cultural studies with bachelors degrees offered on the Fremont campus. AIU's Mexico City campus will become the site for Ohlone's Mexico study abroad programs.

Ohlone now has exchange agreements with four higher education institutions in China. Professors Pilar Lewis and Connie Olson participated in an exchange in Taizhou, China. Music professors Dennis Keller and Philip Zahorsky explored exchange opportunities with colleges in Hangzhou and Dalian, China.

To explore opportunities for exchanges with India, faculty members Gary Mishra, Anu Gunguly and Anu Suresh recently visited their home cities there. You may know that the City of Fremont has a sister city in Jaipuhr, India. Fremont representatives invited Ohlone to be part of a city exchange event there in the fall. Gary Mishra initiated discussions with Birla Institute of Technology in Jaipuhr, Anu Gunguly with SJCECollege of Engineering in Mysore, and Anu Suresh with Alpha Arts and Science College in Chennai. Our objective is to have at least one India exchange agreement this year.

In May Professor Xisheng Fang and I met with officials of Suzhou, China's new Science and Technology Industries Park. As a result, Ohlone College has been invited to enter into a joint-venture with the governments of China and Singapore to develop a college exchange and training center in Suzhou. This is one of China's new "silicon valleys" and Ohlone is the only institution from the USA invited to participate in the early stages of its development. Several Bay Area companies are engaged in research or manufacturing within the new industry park, and the college is coordinating directly with them to interface training with their China-based operations. This coming year we will pursue the establishment of an Ohlone College Center for China Exchange and Training, or what the Chinese are calling their first Outsourcing Service College, under the direction of Xisheng Fang. This could be an arm of both the new language institute and also Ohlone contract education in the city of Suzhou.

Student exchange took place between Ohlone and the Shanghai Dance Academy. They sent 30 students to our campus in the fall and we sent 20 Ohlone students there in the spring. The visiting students and faculty were very impressed with our college and the reception they received from the community at large. It was the very first time they had come to the United States, even though they are the premiere Dance Academy in all of China. I was able to witness first hand the similar warm and positive reception our students received in Shanghai. They were wonderful, positive and energetic ambassadors for Ohlone and the USA! The students worked hard to do fund raising for their trip and were also supported by ASOC and College Foundation. One of the group members shared at a recent Trustees' meeting the educational and cultural benefits to her of this exchange. Thanks to Walt Birkedahl, Janel Tomblin-Brown, Jasper Gong and especially to Xisheng Fang for helping make all of this possible.

Eddie West has been doing a great job this past year as our new International Programs Director. He traveled in the spring to China and Japan to set up recruitment channels in those countries and tells me that international student enrollments this fall is more than double last year's. Eddie also led in developing the new Ohlone English Language Institute which is self supporting. The ELI was initiated in 2007 with 15 students participating in Spring and 25 enrolled for fall.

Last year the President's Office sponsored World Forums on: Israel and Palestine, Mexico and Immigration, Africa Darfur/ Genocide, Privacy and Government Surveillance. Faculty made assignments in a variety of classes which tied into the World Forums and Learning Communities with Multi-cultural/International Themes have been developed.

Forums for 2007-08 will include:

  • India: Contributor and Rival to Silicon Valley
  • Deaf Culture: International Perspective
  • Global Climate Change: National Teach In (January 31)
  • Ohlone Indians: Past and Present

District recruitment activities aimed at diversifying our work force and hiring decisions made over the past two years have resulted in more employees from underrepresented groups in administration, faculty and staff. The percentages vary with different groups but all have increased significantly, making Ohlone one of the most ethnically diverse work forces among California community colleges.

Ohlone College Television, Cable Channel 28 has made its programming available all over the world. We now stream to the World Wide Web 24 hours a day 7 days a week. The Ohlone Network News is now available 'on demand'. News students review their stories and their on-air performance and the community can watch the newscast live in real time, or at their leisure.

The Puente Project had a very successful first year as did the National Science Foundation grant for outreach to underrepresented youth, especially Latinos in Newark. Our Title III grant to increase success rates of underrepresented students has included Latino community outreach activities.

The 2007 student opinion survey indicated over 90% of students agreeing that Ohlone promotes positive interaction among students from diverse backgrounds.

In 2005 an exchange agreement was made with the Japanese Sign Language Institute in Tokyo where the director is an Ohlone College Deaf Studies program graduate. In 2007 an implement-tation agreement was entered into during a two-way interactive video conference with professors Tom Holcomb and Claire Ellis participating from Japan. Professor Holcomb was also engaged in a deaf culture training program in Stockholm, Sweden.

The College Council added a new strategic plan objective for this goal: "Develop a global view by incorporating cultural perspectives across the curriculum." This fall they will conduct a survey of all courses to set a base line for our new curriculum inclusion objective.

Under the leadership of Debbie Trigg and Renee Gonzales, a two-fold expansion of student cultural activities has taken place since the 2003 base-line year, including:

  • ASOC Unity Week expansion of activities
  • Raza Day Event with Fremont Schools
  • Disability Awareness Week
  • Formation of International Students Club
  • Celebrations and entertainment on the Quad
  • Deaf Culture Awareness Programs and celebrations
  • Musical programs with multi-cultural themes
  • Hosting college dancers from China and sending Ohlone students to China
  • Music and art in conjunction with Earth Week

Enrollment reports since inception of the strategic plan in 2004 show the following gains for under-represented student populations:

Group Fall 2004 Fall 2006 Increase
African American 395 538 36%
American Indian 43 55 28%
Filipino 731 846 16%
Hispanic 1174 1468 25%
Pacific Islander 111 156 41%
Other Non-white 173 194 14%

The District has made a concerted effort to increase enrollment and retention of Hispanic students given that in the baseline year 2003-04 the Ohlone enrollment was about 50% of what would be a proportional representation of this ethnic group. The newly instituted Puente Program and the Raza Day event as well as grants for biotechnology program outreach in the schools are examples of Latina specific outreach efforts.

In 2006 enrollment was 12.5% Hispanic compared with 8% in 2003. There was an increase of 25% between 2004 and 2006. In the age group 19 years and younger there was a 36% enrollment increase of Hispanic students in the past year which bodes very well for the future.

As a college we are one of the most diverse learning communities in California and in the Nation. It is a big part of the story of our growth in recent years in enrollment. It is also a significant factor in the challenges we face to reach high levels of reported student success at the same time as we continue to serve more and more diverse populations, many of whom are inadequately prepared to enter and persist in higher education.

Goal II: Learning College

The Learning College Model represents a paradigm shift in how the college organizes itself, its curriculum, teaching methods and student services from institution-centered to student-centered. Learning Colleges are more responsive to individual student needs, engage students and faculty in more active and collaborative instructional activities, and evolve as continuously improving communities with shared vision and values.

Supported by the U.S. Office of Education Title III grant, 13 Faculty Innovations in Learning Projects were developed including 22 faculty participants. Online wikki web-based technology was developed for feedback and a DVD created on use of this space. 146 full-time and 104 part-time faculty took workshops in active, collaborative learning. 136 full-time and 31 part-time faculty took workshops in technology assisted learning.

Two experimental classrooms were installed in building one. Implementation and evaluation of the new prototype classrooms is the doctoral dissertation project of Leta Stagnaro. Faculty and students find this new learning space to be futuristic, allowing increased active, collaborative and technology based learning methodologies. Faculty received training in I-tunes University as part of pilot project with Apple that supported the model classrooms.

There is wide spread use by faculty of blogs and web-based tools. A Virtual rehearsal studio was created near Speech lab in Hyman Hall. Nursing faculty received training in simulation usage (3 courses now use simulation). ESL and basic skills faculty received training in new teaching/ technology methods. Basic Skills Learning Community of English, Math, ESL, and DSPS faculty and counselors was formed in fall 2006. This group was actively involved in a number of training activities. Additionally they are assessing the Ohlone College Basic Skills Program in relation to State criteria.

Eight Faculty Learning Coaches were trained and became available to assist other faculty in active and collaborative and technology assisted learning methodologies. They gave workshops and one-on-one mentoring for faculty developing and teaching in Learning Communities. Faculty teaching in the learning communities reported an increase in the use of collaborative learning due in part to the nature of some of their integrative assignments and the opportunity to learn from each other as a result of working so closely together. An active and collaborative teaching/learning group formed spring 2007 to discuss and share techniques, select one to implement in their classes, and evaluate the results of that implementation in the next coaching session.

Learning communities have been very positive for the students. A survey in December of 2006 indicated that the strong majority of students were very pleased with their learning community experience that they would recommend taking a learning community to other students. The descriptions and advertisement of Learning Communities was included in the College Catalog and Class Schedules.

On the fourth floor above the Learning Resource Center, the Innovation and Technology Center for faculty and staff professional development was completely renovated this year. The Innovation and Technology Center (ITC) offered 34 workshops and conducted 50 one-on-one mentoring sessions related to using technology in courses. Additionally on-going training was available on a walk-in basis.

Working with the ITC, learning resources center faculty and staff, Associate Professor of Computer Applications Lesley Buehler has been appointed interim Dean of Learning Resources and Technology. She has been very engaged as a faculty leader in the Learning College model. Through our partnership with Apple Computers, iTunes University was implemented in Fall 2006 with the initial pilot group including 10 faculty. During Spring 2007 the iTunes web interface was updated and a second pilot group was organized.

The first Learning College Activity Week was conducted prior to last fall semester's start. This week 50 workshops were offered. Our thanks goes out to Deb Parziale and the Staff Development committee for making all of the arrangements and others throughout the year.

E-Learning Courses using Internet instruction include:

  • 31 Hybrid Courses Total 291 courses
  • 115 Web Enhanced
  • 145 completely online

Enrollment growth in On-line courses saw an increase of 68% in the number of sections and an increase of 50% in enrollments over the previous year, not including summer terms. Spring semester there were over 3,000 student enrollments in 140 completely on-line course sections.

Goal III: Student Success

This past year, Ohlone College had one of its strongest years ever in enrollment growth. Coming out of the down-turn that took place in 2004, budget and enrollment losses then gradual restoration, we took a strong surge forward. For all three terms in 2006-07 we recorded serving nearly 19,000 individual students, representing a 7.2% growth in headcount from the prior year. In full-time student equivalent measures we showed a 12.5% gain over fall, 11% over spring and 9% over summer FTEs. Ohlone College was reported in Community College Times to have the second largest enrollment growth in the Nation!

Total number of students enrolled for 12 credit hours or more increased by over 9% from previous year. Number of full time equivalent students increased 12.1%.

For the 2007-08 academic year we anticipate additional growth. We are running about 4% above last fall semester at this point in the registration process. While this chart may be a little difficult to read, we were heading for a record enrollment last fall and big gains took place due to our later starting date for classes. However, there were also a large number of drops the first two weeks after classes started so we missed the record. That is the black line and perhaps you can see where it dips down then comes up at end of census. Previous years did not show such a large decline during the add/drop period. This year we should definitely hit the highest ever enrollment for Ohlone fall semester.

There are several likely reasons why Ohlone is doing so well in enrollment growth even though the expectation is that we should be relatively flat given the local population demographics and the state's projections based on that data. The first place to look for why we are growing is what the students' themselves are saying. We took a survey of student satisfaction in Spring of 2007 to get first-hand feedback. On the majority of indicators most important to assessing the quality and reputation of the college the students had over 90% agreement with specific quality statements:

  • I would recommend taking classes at Ohlone. 94%
  • My instructors are responsive to my individual needs. 93%
  • Ohlone is a positive and supportive environment to pursue an education. 92%
  • My instructors are highly skilled and come to classes well prepared. 92%
  • The College demonstrates concern for issues of equity and diversity. 92%
  • Courses are preparing me for my career or educational goal. 92%
  • Faculty and staff are sufficiently diverse to meet the needs of students. 92%
  • I have been made to feel comfortable here by staff and other students. 92%
  • Ohlone promotes positive interaction among students from diverse backgrounds. 91%
  • The college offers a variety of courses to meet my needs and interests. 90%
  • My instructors are available to talk with me. 90%

A corollary survey taken of faculty opinions also shows many significant responses above the 90% range of approval:

  • I am annually involved in professional development 100%
  • I would recommend taking classes at Ohlone College 98.8%
  • I have experienced good relationships with staff the at Ohlone 98.8%
  • I have experienced good relationships with administration 92.5%
  • I have found Ohlone to be a positive and supportive work environment 90.4%

I have served for many years as an accreditation evaluator. I have seen a great number of college and university faculty and student satisfaction surveys and I cannot recall ever seeing one that had such overall positive results.

This is strong evidence that all of the good work we are engaged in is paying large dividends. When it comes to word of mouth advertising, the most powerful form of promotion, it is not a secret in the Bay Area that we have an excellent teaching and learning culture at Ohlone.

Innovation in learning and services is a critical dimension to student success in recent years and certainly going forward. Ten new learning communities including the first On-line learning community were offered to enhance student success. The Scheduling Office developed a way for students to more easily register for all sections within a learning community. Due to T-Reg the majority of Ohlone students now registering and checking grades via Web Advisor on Internet.

The IT Department supported faculty and staff work on new 16 week calendar for fall registration 2006. The academic calendar and curriculum were converted into a compressed and modular calendar, which is believed to have supported additional enrollments. A new class schedule was developed by faculty for supporting full-time students at the Newark campus which will provide at least five new learning communities when the campus opens.

New systems and procedures have been installed in the assessment center which increased to over 90-% the accuracy of student course placements in basic skills and college-level classes.

Ohlone hosted our annual high school counselors' conference with 31 in attendance. The number of students enrolling at Ohlone directly after graduation from the seven high schools in our district has increased by 46% over the 2002-03 baseline. Students are still registering, but we expect the 2006-07 class data will show us reaching the 20% mark.

The new High School College Connection program for seniors to attend Ohlone College full-time was implemented with Newark Memorial High School and 28 students. This year we have another group from Newark as well as a new class from Kennedy High school. In 2008 Logan High School will also send a College Connection class to Ohlone. University Express, a learning communities approach to preparing students for university transfer, expanded the number of cohort groups, including evening and weekend classes. A partnership was implemented with Alliant International University to bring full-time freshmen and sophomores to Ohlone College and to increase university transfer rates. Faculty and staff created a Basic Skills Learning Community for practitioners supported by the Title III grant. Counselors and selected faculty develop collaboration project for basic skills and transfer student advisement. A new basic skills Learning Community had initial success.

A new course was developed for nursing students to improve success. A weekly support group for nursing students with faculty and college mental health counselor was offered.

With enrollment growth and outreach to diversely prepared students comes the concern over retention. We appear to be holding steady on persistence rates despite the rapid growth and outreach to at-risk students. Persistence rates for fall 2006 are 3% higher than baseline 2003. Persistence rates for students taking more than 6.5 credits were 1% over 2004-05 baseline.

Our own students play an important role in supporting their fellow students' success. We see this in learning communities and in the new LAPSI program. LAPSI stands for Learning Assistant Program Supplemental Instruction. It is a nationally based academic support program that utilizes students helping other students in specific courses through individualized study help sessions. Ten LAPSI classes were sponsored in a spring semester pilot program involving nine different instructors. The student comments posted on the LAPSI web-site are amply testimony that this is a very effective student success model and one that merits more faculty engagement.

Student Accomplishments

Ohlone Athletics had another stellar year. Men's baseball made the first round state playoffs. Women's Softball made the second round of the state championships. Men's basketball advanced to the Elite Eight of the state playoffs and women's basketball played in the first round of state playoffs. Coach of the Year honors went to head Coach Elizabeth Stanley! Ohlone Swim Teams were in the conference championships and we hosted the State championships.

Ohlone's Forensics team won 3 gold, one silver and two bronzes at the National Speech Tournament in Texas. The Math Team placed 8th in the U.S. and in California competition we fielded our first-ever first place college calculus team.

Goal IV: Staff Development

A Staff Development Needs Assessment Survey was sent out in the spring and survey results are being used to develop training workshops. The Staff Development web site and all staff development forms were revised to integrate College values, goals, student learning outcomes, and assessment. An online staff development calendar was initiated. The Staff Development/Title III data base with the software Access was implemented. The Access program tracks and quantifies Staff Development activities for faculty, staff, and management. The Microsoft IT Academy was offered to faculty and staff and 18 employees participated.

Financial aid staff received training and then implemented the case-management services approach. Students are much better served now with each one having their own designated service provider. Student services staff received Webinar training on digital resume portfolios and online advising and attended demo-training session on Web-based student portfolios. The Scheduling Office provided training to staff and division secretaries so they could answer students' questions regarding registration processes. The finance office sets aside at least an hour each week for staff development. One activity this year during this time was the Dean of Business provided an introductory course in governmental accounting.

CSEA local chapter and the District engaged in discussions and planning for New Ways to Work and staff development guidelines. It is anticipated that a new arrangement for job descriptions and training opportunities will be prepared for Chapter voting consideration fall semester, 2007. An agreement forged with CSEA for a Classified Flex Calendar similar to the one the faculty have was signed in May and will be implemented this fall.

Administrative Staff were engaged throughout the year in one day a month training sessions for the Learning College model applied to administrative leadership. Ohlone College Health Center staff presented the college's smoke free campus policy and campaign at the annual Pacific College Health Association Conference in Vancouver, B.C. and the California Youth Advocacy Conference. The Ohlone College case study was published in the California Journal of Health. Ohlone College participated in the National Assessment of College Student Health and results are being utilized in staff development programs for 2007-08.

Ohlone College staff are involved in a grant-funded project on Universal Learning Design. This project utilizes text-to-speech software, a tool used among individuals with disabilities, to support mainstream students in better accessing textbooks and enhance their study skills. An important phrase within Goal Number Four is "to promote an organizational structure that is adaptable, collegial, and supportive of the Learning College Model." Certainly our employee collective bargaining groups - CSEA, SEIU, UFO - are committed to this goal and I am very pleased to have as colleagues in this regard Linda Evers, Jimmy Dempsy and Bob Bradshaw. While we have many challenges, past, present and future, we face them in a spirit of mutual trust and respect. And it is safe to say, as campus leaders, we are certainly all of us continuously learning.

The Faculty Senate under the leadership of Susan Myers has been and continues to be an effective voice of the faculty in shared governance. The areas of responsibility delegated to the Senate in curriculum, academic standards and related areas are carried out with the utmost professionalism. The Senate has embraced the learning college and the strategic goals of the District in a proactive and energetic manner.

Associated Students as an organization has also been proactive. Their contribution last year of outdoor furnishings for the campus was especially appreciated. Members of the board of trustees representing students have been very effective. This year's new student member is Ken Steadman.

The College Council was co-chaired this year by three people over the course of the 12 months, including Elizabeth Silva, Tom Holcomb and Joanne Schultz. The Council is the forum in which we forge the continuing growth and development of the institution. Dennis Keller returns from sabbatical leave and has been elected as co-chair for this year's Council.

Shared governance begins and ends with the Board of Trustees. It is my very great pleasure to work with Nick Nardillo, board president and Garrett Yee, Board vice president. These leaders have shown their commitment to shared governance through openness and teamwork. They really pay attention to what the different college groups and leaders have to say, as well as our students. In my view they have the interest of the students and the college foremost in their minds and I believe the board and college leaders are working well together as a result.

It has been said that Great visions require great execution. Making shared governance actually work, and to enact the ambitious agenda of goals and activities our District has undertaken, requires very capable administrative support. In that regard I am very fortunate to have the team of vice presidents Jim Wright, Ron Travenick and Mike Calegeri supporting me, the board and the college. We are joined by Leta Stagnaro who was recently promoted to Associate Vice President. She will serve as the chief executive officer for the Newark campus. The Newark academic affairs officer position is currently in a search process and it includes the duties of the Dean of Health Sciences.

Spring semester we entered into an assessment process which holds up our Learning College model to the regional accreditation commission standards of best practices in higher education. The accreditation self study process involves eleven assessment teams of our faculty and staff who document the extent to which Ohlone College is in compliance with over 100 different measurements of student learning outcomes, quality and continuous improvement practices.

This coming March an evaluation team from the accrediting commission will come to campus for a week to do an external validation of our self study and they will make recommendations for improvement. Jim Wright is serving as accreditation liaison officer and the College Council is acting as the self study steering committee. On the college web site a first draft of the self study has been posted and there is a feedback weblog so that all of us can contribute comments and suggestions. I really hope you will take a few minutes and participate. The very action of offering your own perspectives on items in the study of specific importance to your work is in itself a demonstration of our college-wide commitment to continuous improvement.

Goal V: Community Service

Ohlone College's Sustainable Business Development Grant trained over 280 participants from 53 businesses and 92 community-based organizations or government agencies. A total of 36 sustainable business training events were provided. The training was based on specific needs determined in advance in consultation with industry leaders. The new certificate program in bio-pharmaceutical manufacturing graduated 45 students from its first three cohort groups. Graduates are employed throughout the Bay Area. 82% of Bio-Pharmaceutical Manufacturing Certificate program graduates placed with an average starting wage of $17.87/hour.

The Tri-Cities Ohlone College One Stop Career Center exceeded all of their performance measures as required through the federal, state and county supporting agencies. The annual customer service survey results show that the One Stop Center continues to provide excellent service to all clients utilizing the Center. Services were provided to over 100 new businesses and there was a 20% repeat of businesses served the previous year. Through the On the Job Training program, job seekers were placed with local employers in a variety of career fields. The majority of trainees were able to continue with the OJT employer as regular employees.

Local area youth were employed by the One Stop Center to create a strong youth advocacy program that included outreach, workshops in local high schools and Ohlone College. A youth Job Fair was also held at Newpark Mall that led to many youth job placements. The most recent new service is a Job Club that meets weekly to support enrollees in the WIA program. It has been very successful in networking job seekers with one another and employers and supporting them toward their career goals. Over 1,000 Ohlone College students were served by One Stop.

For the first time, Ohlone work-study students were placed in the Kidango Center (Campus child care) as tutors/interns. Four students served as front desk assistants and story readers as part of the early childhood program.

Ohlone College computer networking faculty member Richard Grotegut was named as the sole California representative to the Cisco Networking Academy in Washington, D.C. The Ohlone-Cisco Academy partnership has been in existence for ten years. Because of the quality of the training program, the college was named a Regional Cisco Academy for the Bay Area. Under contract education, Ohlone has also delivered training to India and Africa.

Under the direction of vice president Jim Wright, Ohlone College has developed further partnerships with area high schools. Activities include expansion of College Connection, career technical education joint-planning and delivery, use of common learning assessment tools and guidance systems, and inter-district professional development activities. Superintendents of the Fremont, Newark and New Haven Schools as well as the Regional Occupational Program held collaboration meetings with me and Jim Wright throughout the year. California State University East Bay and Ohlone College faculty held two planning sessions for the development of a joint (2 + 2) degree program in Environmental Studies and Sciences. The new CSUEB President Mo Qayoumi visited Ohlone College and discussed with me further collaboration between our two regional institutions including their offering of upper-division courses on our campuses. We intend to have a formalized agreement worked out this fall.

Goal VI: Campus Environment

The Fremont Campus Building One received a complete "make over" of its exterior, the adjacent waterways were re-tiled and reactivated, and new landscaping was added as well as new hand guard rails leading up to the building. These projects significantly enhanced the core upper campus environment.

With funding support from the Associated Students, new tables with built in seating and umbrellas were placed in the Main Quad and elsewhere around campus to enhance the social and learning environment.

Campus Police Chief Steve Osawa led a process to revise the Emergency Preparedness Plan which was accomplished and approved by the Board. Interpreting and real-time captioning staff members are engaged in a series of training sessions provided through the American Red Cross. The goal is for staff to be fully trained and to respond in an emergency that may affect the Ohlone campus in general and specifically the deaf community. Ohlone administrators also received training in emergency preparedness, first aid and CPR.

Geography Professor George Rodgers was appointed to serve as the District Sustainability Coordinator. Economics Professor Tina Mosleh was appointed chair of the new Environmental Sustainability Committee. Narinder Bansal was hired as a new full-time faculty member to develop an associate degree in Environmental Studies. Assistant Biology Professor Jeff Watanabe served as advisor to the student environmental LIFE club which was represented at the annual Sustainability Conference at UC Santa Barbara. Expanding campus recycling was the first project of the student club.

I am a founding member of an eight-member group that organized a national movement to reduce campus green house emissions. I joined with 50 other U.S. college presidents in June, 2007 at Washington, D.C. for the signing of the College and University President's Climate Protection Initiative was has grown to over 400 signatories. Dave Smith and I also hosted U.S. EPA Deputy Director Randy Kelly for a tour of the new campus at Newark. Ohlone has a $200,000 EPA grant.

As part of Earth Week at Ohlone in April, Earth Day beautification program was very successful with over 100 volunteer students and staff joining together for an afternoon of activities. Earth Week activities led by ASOC and LIFE Club included live music, food, environmental information, tree planting, art contest, games and speakers.

Installation of solar heater for swimming pool and energy efficiency measures contributed to our environmental stewardship efforts and also combined to reduce utilities costs for 2006-07 by $110,000 or approximately 8%. The Newark campus estimated savings from solar electricity generation is a minimum of 43% of the cost we otherwise would have incurred at that facility.


Our facilities staff has been very diligent in working with all of us on reducing campus waste and enhancing re-use and recycling. The State Waste Management Agency's report shows Ohlone making great strides compared to last year by diverting 638 tons or 64% of all campus waste.

Large quantities of material such as metal, cardboard and electronics are sent to recycling centers. Garden waste is no longer sent to the landfill, but is now ground up and composted for campus soils amendment and natural weed control. Use of E-mail instead of paper for students' accounts and registration is helping as well as E-waste recycling itself. Re-use of paper is now implemented in many offices. The bookstore recycled over 6,000 pounds of books and all steel from building 7 demolition was recycled as well as the roof tiles saved to be re-used on the new building. The District has newly purchased both electric and hybrid vehicles. We appreciate everyone's help in making further progress in campus sustainability. There is much more to do and next steps will be outlined in the all college forum later this morning.

Plans to enhance services to students on the Fremont campus were given further support when the Board of Trustees approved sending out a request for bids to develop the frontage property. In the desired list of projects on the frontage are new restaurants, a new bookstore and other additions of retail operations that will enhance the campus environment. Some of the funds from private development of the frontage land will be used to relocate and build a new soccer field.

Goal VII: Resource Development

We ended 2006-07 Fiscal Year with strong budget reserves and were able to claim 2% growth funding from the State. Because we were working our way out of a deficit in enrollment base from prior years, a good deal of the growth we experienced last year needed to be counted not as growth but to restore our base funding, which we did and were actually able to exceed. The current year allowance for state-funded growth is only .5% in full time equivalents. I anticipate that we will be applying at end of this year for some of the growth funding left on the table that other districts where not able to realize. Another scenario for a strong year in 2007-08 enrollment, is that we can do what is called put in the bank summer enrollment to buffer us for the next year and/or position us to take advantage of any growth we are allocated by the state in 2008-09.

The Legislature passed the 2007-08 budget on Tuesday and sent it to Governor. It calls for 4.53% COLA and 2.% for growth in college enrollments. Also included are $26.7 million one-time funds for nursing programs and equipment, general facilities and equipment and other special items. There is an $80 million reduction in apportionment for the current year with a provision to restore it next Spring if a special community college ballot measure passes.

California continues to lag behind most all other states in per-student funding for community colleges and the new budget is no exception. Therefore we need to continue to be entrepreneurial and to seek additional sources of funding to maintain the margin of excellence we all want to provide for student success.

A full-time Grants Coordinator position was filled for 2007 through the promotion of Patrice Birkedahl to become Director of Grants and College Relations. Ohlone College received major grants in 2006-07 from the U.S. Office of Education, the National Science Foundation, the California Community Colleges, Bay Area Workforce Investment Board, and Pacific Gas and Electric.

Dave Smith was appointed as the new Executive Director of the Ohlone College Foundation. Under his direction the Foundation launched a major Capital Campaign to equip and furnish the Newark Center for Technology and Health Sciences. The first major gift to the Campaign was a $2.5 million matching grant. All other funds raised during the next two years for the Newark Center will be matched by this grant. To date nearly $1 million in matching funds and equipment donations have been committed. The Foundation has launched a "Buy a Brick" donation program for the Capital Campaign. For $150 each you can buy a permanent piece of the new Ohlone College campus. Bricks will be engraved with names of individuals, organizations or persons being honored through the donation. You will begin to see the brochures for this program around campus in the coming days and weeks. We hope to have 3,000 such donor bricks in place for the opening ceremony in January.

Leading the way for campus contributions is the decision of the faculty in CS, CNET and CAOT to dedicate significant resources from the Larry Weiner Trust fund to equip computer and science labs on the new campus and to name a lab in Larry’s memory. We are highly appreciative of this faculty support.

Other fund raising successes of the Foundation include the 22nd Annual Fremont Bank/Ohlone College Golf Tournament, which raised over $30,000 in support of Ohlone athletics. This year's Citizen of the Year Benefit Luncheon also raised over $30,000 and honored Ohlone College alumnus Gloria Villasana Fuerniss.

The Foundation Executive Committee initiated a new Planned Giving Committee to cultivate bequests and trusts for the college. The value of the total assets of the Foundation grew to $3.5 million, a 12% increase over last year thanks to a good stock market for our investments and additional contributions. The foundation also expanded the number of board members of the Foundation to better represent the diversity of the community. $25,000 raised for the Foundation President's Circle made it possible for the College President to provide emergency assistance to students, student merit awards, donor cultivation, and student international exchanges and scholarships.

The District plans to execute lease agreements with private developers for the frontage surplus properties in 2007-08 and the Board of Trustees recently passed a resolution authorizing the solicitation of bids for the leases. Proceeds from this activity will go toward capital projects such as classroom upgrades, athletic fields, technology/major equipment, and major maintenance of the campus.

New Presidential Scholarships will be available in 2007-08 for in-coming international students. The International Programs and Services Committee will coordinate this new program supported by the president's office. Five scholarships will be awarded each year to attract and retain high academic achievement students to Ohlone College.

Goal VIII: Facilities Development

The Survey of student opinion shows over 80% agreeing that campus facilities are well-maintained and provide a comfortable learning environment. A number of projects are underway that should lead to even higher ratings in the years ahead.

The Board of Trustees approved this spring a long-range capital construction project priority listing. This month the Board also approved the requesting of bids to construct a revenue-supported parking structure for 1,000 cars at the Smith Center.

The Maggie Morrisson Speech Communication Lab opened on the second floor of Hyman Hall in April, 2007. The lab provides facilities for students; staff and the public to improve their public speaking skills develop better presentations and conduct research.

Fremont Campus rooms 1402 and 1406 are former classrooms that have been more recently used as office spaces. This past year, the spaces were reverted to classrooms to serve as prototypes for the Learning College classrooms of the future. Research on enhanced learning environments and use of new learning technologies was gleaned from collaboration with Stanford University, Apple, and Steelcase (One Work Place). The new classrooms use adaptable ergonomic seating and tables as well as large screen interactive computers and portable recording white-boards to create a flexible, comfortable and hi-tech learning environment.

Lecture Room 3201 received a major renovation with new carpet, upgrading theatre-style seating and new learning technology. All of the replaced seating was re-cycled.

Construction on the Newark Center for Health Sciences and Technology is nearing completion. As reported to you in last year's address, some of the unique features of the facilities are geothermal in-ground coils for heating and cooling, enthalpy wheels for fresh air transfer and energy recapture, 1,585 roof-mounted photo-voltaic energy panels, recycled cotton/denim insulation, native and drought resistant landscaping and bio-swale storm water retention and treatment. Classrooms and labs are to be furnished with flexible, ergonomic seating. Color schemes throughout the building are coordinated with the estuary natural colors of the area. The campus is wireless and smoke-free. The Board of Trustees enacted District policy requiring all new buildings to meet environmental standards. While the project was originally designed to achieve Gold status under national LEED rating system, the most recent estimate is that Platinum status could be realized, making the campus the first in the nation to reach the highest level.

Classes will begin at the new campus January 28, 2009. January 31 will be the official building dedication, during the National Protect the Environment Teach-in. Governor Schwarzenager has been invited as well as many other elected officials and business leaders, including our partners in China and India.

For the Fremont campus, we received a $12 million grant from the State for a ground water intrusion improvement project which will get underway this fall semester.

Following the demolition of Building Seven this summer, construction began on the Fremont Campus Student Services Building. The project will encompass 76,000 square feet of new space and completion is slated for fall, 2008. The building will allow for the consolidation of all student services into one location. It is funded by Bond Measure A and private development funding will provide solar power to the new building.

Concluding Remarks

Consider as we close this session what I have been able to report to you:

  • Not just a goal on diversity-we are one of the most diverse colleges in the U.S.
  • Not just a goal on learning college-the strong majority of Ohlone faculty are engaged in new ways of teaching and Ohlone is institutionalizing the Learning College model into its every day teaching and learning practices.
  • Not just a goal on student development-we were the 2nd fastest growing college in U.S.
  • Not just an option for 7 local high schools-Ohlone is clearly the college of first choice.
  • Not just a goal on international education- Ohlone is the only U.S. College invited to partner in the China-Singapore joint venture for the new science and technology city in Suzhou.
  • Not just a general satisfaction level-Ohlone has many satisfaction ratings from students and faculty over 90%
  • Not just a goal of sustainable practices--Ohlone will have the first college campus in the world to meet Platinum LEED standards.

Dr. Tracey Wilen-Daugenti, author of "21st Century Trends in Higher Education", stated after touring the new campus that Ohlone College is a leading world-class community college in that we are addressing all eleven of the key trends and are in fact leading examples in 8 of the eleven. She remarked, on the environmental front we are not just leading, we are actually the defining new college model.

When Chancellor Mark Drummond visited our campus last spring he commented that we were the leading college in California - without peer - in sustainability, new ways of teaching and industry driven workforce learning models. When Deputy Director of the US Environmental Protection Agency Randy Kelly visited our Newark campus he said we were the leading college in the U.S. - without peer - in our commitment to and demonstration of environmental sustainability.

In 2007-06 Ohlone College was nationally recognized by AACC Community College Times, Community Colleges for International Development, the US Office of Education, the League of Innovation, and the Association of Sustainability in Higher Education and the Society for College and University Planning.

William Drucker, the well-known author on business success said "The best way to predict your future is to create it!" I think a lot of people in this room could write Dr. Drucker's next book for him. Congratulations for who you are, for what you do and working together, for an amazing array in 2006-07 of all that you have accomplished!

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