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Mt. Hood Community College, Zone 1

Term: 4 yearsSalary: UnpaidThe School Board is the policy-making body of the school district. It is responsible for providing an education program for students living within the District. To accomplish its role, the Board: Determines the long-range direction of the District Establishes policies that direct the instructional and support programs Employs and evaluates the Superintendent Communicates with the community Negotiates with employee groups to determine salaries and benefits Calls elections on bond proposals Approves the annual budget
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  • Jack Kondrasuk (N) Retired

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    Diane McKeel (N) Oxbow LLC family business, community volunteer

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Biographical Information

A 2017 Oregonian report (http://www.oregonlive.com/education/index.ssf/2017/02/oregon_promises_future_not_gua.html) said that thirty percent of Oregon Promise Grant recipients were from families financially able to pay for education, and African-American and Hispanic students are under-represented as recipients. Assuming Oregon Promise is funded in this biennium, what outreach should community colleges do to ensure low income students and students of color are encouraged to use the grant?

A 2015 state audit (http://sos.oregon.gov/audits/Documents/2015-08.pdf) found that only 24 percent of Oregon community college students who were seeking a degree or certificate actually received one within seven years. What steps would you take to increase the number of students meeting their career or transfer goals?

Community colleges in Oregon are increasingly partnering with both high schools and 4-year colleges to provide accelerated learning for high school students and to prepare often unready students for 4-year schools. How will you balance requirements of other educational institutions with the core program of your own?

Campaign Phone: (503) 328-6980
Campaign Email: jnkondrasuk@gmail.com
Qualifications: Awarded doctor, masters, bachelor degrees, Taught at community college and 2 universities in Portland, large national university, and 4 foreign universities. Assistant to President @ UP. Worked in personnel departments, hired/trained employees.
To get more grants to under-represented students (e.g. low-income, minority, women) requires those students getting more early information about such possible grants and getting help (encouragement and instructions) in applying for them. Community college printed information (e.g. college bulletins), speakers at information sessions, and counselors are all helpful. Get the relevant information to where the prospective candidates are likely to obtain it and when they need it.
If we assume that these students wanted to obtain a technical certificate or go on for a bachelor's degree somewhere else, then more counseling and information for these students would be helpful. There should be an intra-college system to keep track of student progress toward goals and warn students and their counselors when these students are behind or "off-track." Also, some students want to obtain continuing job skills over time (so they may take more than 7 years to meet their goals).
We must inter-relate and all work together to get the best results for our students. The community college must understand and negotiate with the high schools and the bachelor-plus institutions at the other end. Compromises are necessary from all to understand and meet the needs of the students and society. We must all adapt to changes occurring in and within jobs.. This requires an on-going communication system at the planning stage between all three organizations.
Campaign Phone: (503) 720-0704
Campaign Email: diane.m.mckeel@gmail.com
Campaign Website: http://N/A
Qualifications: Multnomah County Commissioner, West Columbia Chamber of Commerce Executive Director, Mt. Hood Community College Foundation Board, East Metro Economic Alliance Vice Chair
It is important that community colleges reach out to the numerous culturally specific organizations, especially in their districts. These organizations have the ability to connect the needed information to students of all ages. Equally important is understanding the number of different languages that are spoken within the community college district. The information needs to be available in as many languages as possible for student success.
Student success must be a top priority. I would work with the culturally specific organizations, as well as the high school and 4 year college and university student governments and other student organizations to provide effective personal contact and needed counseling and mentoring. These pathways and actions are critical to increasing the number of students reaching their goals successfully.
I believe that many community colleges are already partnering with high schools and 4 year colleges and universities for student success. It is important to constantly evaluate these efforts to determine that they are meeting the needs of all students and their goals. The path from entry to completion must be clear, understandable and directly related to further education or future career paths.

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