Sergeant, US Army; BA in English; Masters in Healthcare Administration; Masters in Business Administration; Fellow in the American College of Healthcare Executives; Former PCC student, Instructor, Advisory Board Member; 1st Generation College Student
To spur more enrollment in under-represented communities, community colleges need to leverage outreach methods which meet the cultural and linguistic needs of under-served communities. We must establish a presence with students in low-income areas and then assist with the navigability of what may be seen as a complex system. We must also partner with organizations that serve these communities to disseminate information about the Oregon Promise Grant and other financial aid programs.
We need a system of support, mentorship, and advising that spans the student’s academic journey. I will advocate for further investment in student support programs such as the Women’s Center, Veteran’s Resource Center, and the PCC Child Care Subsidy Program. Students of color disproportionately fail to finish college. Faculty and advisors of color play a key role in ensuring student success, and I will advocate for the recruitment and retention of faculty and staff of color.
PCC’s core program is guided by its mission themes: “Access and Student Success,” “Economic Development and Sustainability,” “Quality Education” and “Diversity, Equity and Inclusion.” These themes will guide my collaborations with community partners to ensure that 1) PCC continues to meet and exceed accreditation standards; 2) expands high-quality dual credit relationships with high schools; and 3) provides comprehensive support to students of all ages and abilities who walk through PCC’s doors.
Chair (2010-2014) Multnomah Neighborhood Association
PTA President (2013-2015) Maplewood Elementary School
Appointed Member (2016) Multnomah County Charter Review Committee
The Oregon Promise Grant is designed for Oregon High School graduates going straight to community college. Many low income students qualify for federal grants, so do not need Oregon Promise. The under representation of low income students and students of color results from the design of the program. Many low income students do not go straight to community college from high school. Modifying the program to account for this would allow them that opportunity to participate.
One step that can be built on, is to work closely with union apprenticeship programs, to ensure that students are prepared to succeed in the apprenticeship program, and that the courses offered by the community college properly prepare the students to succeed in their chosen career field.
It is appropriate for Portland Community College to be a partner with many community organizations to help increase the overall educational level of the community. Our focus needs to continue to be the end goals of the students, and what works best to prepare them for their chosen field of education and career path.
30 years’ experience working as a volunteer and board member in organizations devoted to education, workforce development and economic development in Portland including 6 years on the board of PCC and experience with state and federal legislatures.
At Oregon MESA we teach after school STEM classes to underserved youth. The most effective tool we have for encouraging students to participate is what we call Family Night. At this event we talk to the families about the importance of college and teach them about all of the resources available (grants) to them to help their student afford and succeed in college and that there are family wage jobs. They have not all gone to China. I would apply this process at PCC. Outreach to parents is vital
There are three problems. 1) Many students entering PCC require remedial classes before they can earn credit. They get discouraged when they use up their time and money and earn no credit. There are best practices that can solve this problem. 2) Many students take classes at random because it’s fun. This can be solved with more aggressive counseling. 3) Students aren’t’ required to have a plan when they start. This could be solved by requiring incoming students to create an educational plan.
For accelerated learning things are going well. PCC has nine programs for high school students. Unready students are about remediation. This is where PCC can have the most impact. Data shows that PSU transfer students from PCC have a much higher graduation rate than students that start at PSU. Four year institutions are not good at remediation; PCC is and they need to move this to the high schools. This is most important if we are to create successful pathways for our underserved youth.