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Airbus A3xx Case Study Break Even The Script

Ross Lovegrove

Born 1958 in Wales

1980 graduated from Manchester Polytechnic
1983 master of design of royal college of art, London
1983 worked as a designer for frog design in West Germany on projects such as Walkmans for Sony, computers for Apple Computers
1985 moved to Paris as a consultant to Knoll International (becoming author of the Alessandri office system and other office projects)
Invited to join the Atelier de Nimes along with Jean Nouvel and Philippe Stark, consulting to amongst others Cacharel, Louis Vuitton, Hermes and Dupont.
1988 Returned to London and set up STUDIO X and has completed projects with many different companies in the field of product and furniture design, creating a unique variety of culturally and commercially prominent pieces

Winner of numerous international awards his work has been published and exhibited internationally including the Museum of Modern Art in New York, the Guggenheim Museum NY, Axis Centre Japan, Pompidou Centre, Paris and the design museum, London, when in 1993 he curated the first permanent collection.

Most recently, his work was shown in a solo exhibition: 'Ross Lovegrove -design' at the Danish museum of decorative art in Copenhagen, 'Ross Lovegrove objects' in Stockholm, 'organic dreams' at IDEE in Tokyo and 'sensual organic design' at Yamagiwa corporation in Tokyo.

Current projects in progress include the interior studies for the new Airbus A3XX, the largest commercial aircraft ever to be developed seating 680 passengers, due in service in 2005. The first class advanced interior for Japan Airlines for 2003 and the complete diversification programme for Tag Heuer, Switzerland due for launch in 2001.
Lovegrove, has a unique ability to seduce the consumer with appealing fluid shapes, persuasive technology, rich color and beautiful materials. He is inspired by forms of the natural world, the possibilities of new manufacturing techniques and the ability to evoke an emotional response in users.

Good morning Bakersfield.  It is August 19, 2017, the birthday of my grandmother, Hilda Sparrow.  And a great day to be a Renegade

I woke up to a flurry of emails early Saturday morning from BC employees supporting students.  How cool is that!  Here are two examples:

Email from Dr. Manny Mourtzanos at 7:00 a.m. Saturday morning to the student

Good morning, [name of student]. I was so inspired to read your message to President Christian, as well as her response this morning. I can’t think of a better way to start the day. We’re here to help. I’d love the chance to meet. Let’s make it happen early and often. I will be at the Welcome Tent by the Fine Arts building on Monday morning from 7:30 – 10:00 am. If you’re in the area during that time, please drop in. My office is located in FA-69 (Fine Arts Building). If I’m not there, someone will be able to help you schedule an appointment with me. I’d like for us to discuss your plans for law school, as well the many professional options our program can offer you. It is a unique program developed by the State Bar of California, and reserved for only a handful of colleges in California, including Bakersfield College. You’ve picked a great college to attend!
Be well,
manny

Then at 7:03 a.m. on saturday, this email from Maria Wright to the student popped into my inbox

Maria Wright

Good morning [name of student],

Welcome to BC! As President Christian mentioned in her email, I am the Director of Academic  Support Services and I look forward to supporting you on your pathway to success! Please stop by to meet me next week, my office is in the Center for Student Success (CSS) building, second floor, room 184-A.

When we meet, I will give you a tour of our support services. In the meantime, I am attaching a document that will help you to identify some of the services available to you.
I look forward you to meeting you and please do not hesitate to contact me with any questions or concerns!
With Renegade pride,
Maria Wright

 I am the luckiest and happiest college president ever!

August 21st, first day of classes

On Monday, August 21st, the campus will be alive with students filling each hallway and classroom.  BC has been growing in enrollments over the last four years and this fall we are seeing another 6.5% growth.  So students, parking is going to be crazy the first two weeks.  I ask that you to have a friend or family member drop you off and pick you up, or car pool, or take public transportation, or bike to school.  Plan on being early.

Where did this summer go?  It flew by so quickly! But, here we are and fall is about to begin. It’s my favorite time of the year, gearing up to welcome students back on campus for a new academic year.

Fall 2017 Opening Day

Sonya Christian — 2017 State of the College

 

On Thursday, August 17th, we celebrated our Opening Day – a time where faculty and staff come together to review all we’ve accomplished and the things we look forward to accomplishing this year.  This year, the indoor theater was packed and Jennifer Marden needed to organize an overflow room.  And plz note that there are three reds in the planning team — Jennifer Marden, Monika Scott, and Kristin Rabe!

President Dezi Von Manos

Our morning began with a welcome by SGA President, Dezi Von Manos – a BC Communication major and a true student leader.  I will see if I can have her talk posted on my blog next week.  I promise you, you will be inspired by her and her story.

One of the highlights of the morning was Kay Meek, President of the KCCD Board of Trustees.  I heard so many positive comments from everyone on how much they appreciate Kay and how much they appreciated hearing from Kay.  Trustee Meek was very positive about the future of KCCD and talked about how much the college will benefit from Measure J. She pointedly looked at me and said she wants the Veterans Resource Center sooner than later to which the audience responded with an applause.  Thank you President Kay Meek for attending our Opening Day.  We are so fortunate to have you at the helm of KCCD.

Kay Meek, President of the KCCD Board

Kay Meek — A Renegade Fan

 

This was my fourth State of the College address as President of the college.  Here are snippets of the content of my remarks.

Let me start with our Core Valuers which permeate everything we do.  During the State of the College I had our new employees read the Core Values.  Here is Neeley Hatridge reading the core value of Diversity.

 

Neeley Hatridge

 

Sonya Christian — BC Core Values

We have also been laser focused on the safety and security of our campus.  BC has a dedicated Public Safety department led by Chief Counts.  Since we are an open campus with no walls surrounding us, our Public Safety department makes sure that we go through professional development to be able to respond to all kinds of emergencies.  Our slogan is, if you see something, say something, do something.  Here is Chief Christopher Counts addressing the BC employees on Opening Day.

Chief Christopher Counts

I have been blogging about the Guided Pathways work at BC and the strategy of creating Completion Coaching Communities around the 10 metamajors.  Well, at Opening Day, we had a team from the Arts and Humanities metamajor model that their roles will be as completion coaches for the students in that group.  Each speaker was exceptionally good and I thank Grace Commiso, Manny Mourtzanos and especially Lesley Bonds in working with the group.

Grace Commiso, Lesley Bonds

Here are the completion coaches who spoke at Opening Day

Manny Mourtzanos (Dean and Administrative Lead):

Dr. Manny Mourtzanos

1972….Not only the year I was born, but also the number of students in the Arts & Humanities pathway. 1,972. How can one person possibly know each of these students on a personal level enough to make a difference?

That’s why we have “Completion Coaching Communities.” By bringing together specialists and discipline experts, we can share the duty to ‘know’ our students. As the Pathway Lead, I can ‘know’ our 1,972 by reviewing data. I might not know their stories, but by working with our Data Coaches and colleagues in Institutional Effectiveness, we can identify which students could benefit from additional support, resources, information or intervention. As Pathway Lead, my ‘breadth’ of knowing students is wide, though shallow. However, discipline experts are uniquely positioned to have a shorter ‘breadth’ of students to know, but they can be known in a much ‘deeper’ and more meaningful way. For example, of our 1,972 students, 101 of them are Spanish majors. As the discipline expert for Spanish, Qiu Jimenez is poised to coordinate efforts with the other three full-time faculty in Spanish to know their students on personal level….that’s only 25 students each…a very doable mission. As the Pathway Lead, I’m committed to bringing our experts together, along with our Data Coaches, Faculty Chairs, Counselors and Ed Advisors, to identify students in need of additional support, and using our infrastructure to reach them.

You’ll hear today from my fellow Completion Coaches.  We each have different responsibilities to ensure that we know our students so that they:

  1. Complete college-level English and math in the first year,
  2. Complete 15 pathway-applicable units by the end of their first term,
  3. Complete 30 pathway-applicable units by the end of their first year, and
  4. Complete 60 pathway-applicable units in two years

With that, I invite my fellow Completion Coaches to share with you their experiences as Coaches responsible for these 1,972 students.

Eleonora Hicks (Data Coach):

Eleonora Hicks

My name is Eleonora Hicks.  I am a sociology professor in the Behavioral Sciences department and since I find quantitative analysis “super” exciting, I also function as a data coach and work closely with BC’s completion coaching communities within the framework of our guided pathways.

 

There are four main pillars in the guided pathways approach.  The first pillar involves not only achieving clarity but to quote President Christian, it involves achieving relentless clarity in the curricular pathways that students follow to complete their academic and career goals.

As a member of the Arts & Humanities Completion Coaching Community, I am the Data Clarifier. It’ is my responsibility to provide clarity, help my fellow coaches understand the right questions to ask, , interpret questions they’re not sure how to ask, and make meaning of the cohort reports I provide as a liaison with the Office of Institutional Effectiveness.

As a data coach and part of a completion community, I have specifically worked within the framework of Pillar #1 by collaborating with the Office of Institutional Effectiveness in several ways: I have helped my Completion Community see the classes in which our students are enrolled, provided feedback about the clarity with which we communicate program requirements, goals, and outcomes and am currently assessing the most common courses across programs within meta-majors, which could become an important tool in advising and course mapping.

Yvonne Armendariz (AccuSQL Lead)
Good morning, my name is Yvonne Armendariz and I am the Basic Skills Program Manager. As a Completion Coach, I lead our campus efforts to utilize a tool called AccuSQL to track attendance for all student support services. So while Eleonora distributes to her Completion Coaching Community a report based on student cohort data in Banner, I can help provide you a report that shows our students’ behavior throughout the semester.

At the beginning of each semester, I will set up automated reports for each instructor to receive every Monday morning at 7 am. These reports will have detailed information regarding the students in your course that attended an academic support service the week prior. This report will include student name, ID, center where services attended, and time spent.  For weeks, 4, 8, and 12 each instructor will receive a cumulative report for all students that have attended a support service at that point. Any Completion Coach can use this information to track, in nearly live time, how engaged your students are in academic support services.

If you have any questions regarding your AccuSQL reports, please feel free to contact me or reach out anyone within the Academic Support Services Department and they will put you into contact with me. Thank you.

Jonathan Schultz (Counselor):

Jonathan Schultz

I am Jonathan Schultz, a Counselor and Completion Coach.  While there are many things I love about the pathway model, the group collaboration is my favorite. Having a group of people, working together is not only fun, but it really helps our students succeed and get on their path to completion. A perfect example of this is over the summer, I received an email from Helen Acosta, Department Chair of Communication, replying to a student who she met at Summer Bridge. This student had questions about what career path would be best for her. Helen, knowing the system we have in place on campus, referred her to me since I am the “Personal and Career Exploration” counselor, and we were able to help her set up an appointment to begin researching career options and begin her on a path.

 

As a Counselor focused on undecided students entering our campus, I review cohort progress data, take direct responsibility for reaching out to undecided students in groups, and work with them to move them toward a clear, attainable educational goal using various career exploration tools, working with job placement specialists, the transfer center, and my colleagues in academic support services.  I take responsibility for recognizing and intervening when I see our students are off-path to help them get back on-path by taking the right courses at the right time.  As a Completion Coach, I commit to ensuring each student I meet leaves our interaction with a clearer sense of purpose and the tools they need to navigate their pathway successfully.

Roberta Ayala (Financial Aid Tech):

Roberta Ayala

My name is Roberta Ayala and I am a Financial Aid Technician. With nearly 80% of students being the first in their families to attend college and over 65% relying on financial aid to pursue their goals, we know that helping students start on the right path financially is critical in their success.

 

As a Completion Coach, I work to ensure our students’ success and remove any financial barriers along their path while shaping their behavior for their long-term success. I achieve this by assisting students throughout the financial aid process including completing their FAFSA, keeping open communication regarding status and requirements, and providing support throughout their journey.

More specifically, I track and provide financial aid information to my fellow coaches within the A&H pathway.  It is my personal goal to educate my fellow coaches and our students, and to provide them with the many financial resources available. With the list of the 1971 students Eleonora provides, I am able to quickly identify those students who have incomplete FAFSAs, are missing critical documents, or are in danger of losing their financial aid.  By identifying the students early, I can contact each student with a tailored message to ensure they set off on the right path financially toward their educational goals.

Paul Beckworth (Discipline Faculty, Starfish Implementation Lead):

Paul Beckworth

My name is Paul Beckworth, and I was not born in 1972.  I’m a history faculty member and serve as BC’s lead for veterans.  While our Dean, Manny Mourtzanos, set the stage with a focus on the 1972 students in the Arts & Humanities Learning & Career Pathway, I am focused on specific, intrusive support to history majors. As a coach, I know I have a direct responsibility for knowing the 222 of History majors at BC.

Launching into a new year brings new possibilities, not just for us but for our students.   The possibility to finish strong can become a probability through vigorous course work and “intrusive caring.”  One of our primary roles as educators is to help students finish what they started.  But you might be wondering how do we, as teachers, get students to stay on the path that the awesome counselors and advisors put them on?  If a student isn’t in my class, how can I play a role in helping them finish what they started?

We know students see us more often than anyone else on campus.  They come to talk to us, sometimes about class, but often times about life.  Struggles often show up in classroom performance.  What an opportunity to keep them on their path to getting a whole team behind them, not letting them deviate from their goals!

So, beyond creating an environment in my classroom where students can learn and grow collectively as historians, I am committing to take responsibility for ensuring their success as BC Renegades.

As a member of a Completion Community, I work with my colleagues in the History department to ensure the data Eleonora provides remain a constant focus for each of us in our department meetings.  We will work together as a department to ensure our syllabi reflect our emphasis on academic support services and student engagement.

I get to say, I am a completion coaching community team member.  Listen, guided pathways is happening with us, not to us.  Our students are coming in with pre-entry attributes that we must work with.  We meet them where there are.  Where are they?  They are here!  And they are BC!

Regina Hukill (Department Chair, Math):

Regina Hukill

My name is Regina Hukill and I am the Math Department Chair and a member of the STEM Completion Coaching Community.  But today I am here as a department chair to ensure that math completion is a clear focus for everyone as we work to help students stay on path to complete college-level English and math.

 

In the past year, we have been engaged in an intensive strategy to engage every student in academic support.  Using Basic Skills funds, we developed an Extend the Classroom for Math as well as for English.  By using, Extend the Classroom to target those students taking basic skill math courses who need extra one-on-one tutoring in math and to help them complete the math they need to stay on their academic path.

We are happy to see that the Extend the Classroom for Math location has been moved from being tucked away in a corner of the Writing Center, to a more desirable location which will be in the Math Science Building.  A convenient location can really make a huge difference in the number of students we can get to participate in this program.

Our two professional math tutors, Christopher Anderson and Alana Austin will be there to help students from 7 am to 8:30 pm Monday through Thursday, and on Fridays from 8 am to noon.  Math faculty will continue to support the Extend the Classroom by providing help as well.  We have found that instructors like Josh Lewis and Donna Starr who are available in the Extend the Classroom get a good number of their students participating.  Some of my fellow math faculty coaches and I are committing to allocate points in the course that students can earn by getting tutoring outside of the classroom to emphasize our goal of math completion for all students.

 

Keri Wolf (Discipline faculty, Extend the Classroom):

Keri Wolf

My name is Keri Wolf, and I have been involved in Extend the Classroom as an English faculty member and Completion Coach to ensure college-level English completion is a clear focus for each of you.  BC has 253 English majors, but we know every single student who steps foot on campus with an AA in mind needs to complete English 1A. With our goal for students to complete college-level Math and English courses during their first year, this places English faculty in a unique position to foster a collaborative environment through classroom interactions and extending the classroom programs.

Extending the classroom provides a distraction free, collaborative learning environment. Supplemental Instruction study groups allow students to gain the support of not only an experienced peer who knows the instructor and that specific section’s material but also the support of classmates.

As a Completion Coach, I work with my colleagues in the English Department to expand our use of SI, specifically for English 53, an accelerated course to the transfer-level English 1A.  As a result, students who take English 53 their first semester and then follow it with English 1A their second semester are able to complete English in the first year.

Since English provides these foundational courses, extend the classroom exposes students early to the network of support services. And many students have credited SI as pivotal to their success.

Transfer and CTE are all pathways to a job:  The Community College Chancellor’s Office is focused on “jobs” at the email of a college degree whether it is an Associates degree or a Baccalaureate degree.  The whole Guided Pathways approach starts with the “end in mind”.  At BC, we have organized our 72 programs into 10 Metamajors and within each metamajor there are both CTE pathways and transfer pathways.  So, during the State of the College address, I invited both Janet Fulks and Cindy Collier to speak about Transfer and CTE respectively and our work for 2017-18.

After the State of the College, we heard from Chancellor Tom Burke who reviewed the Measure J plans, his goals for the next two years and his visit to the Kern Valley Prison to see students in the Japanese course do presentations.  He was clearly moved by the testimony of the students.  Thank you Chancellor for attending BC’s 2017 Opening Day!

I always look forward to hearing from the leadership of the employee groups. Bernadette Martinez with CCSEA, Isabel Stierle with CCA, Steve Holmes with Academic Senate, and Sue Vaughn on behalf of Management.

 

 

 

BC’s Academic Senate President Steven Holmes always has fun during campus wide gatherings.  He is known to be in flip flops for most of the year and at the last campus wide gathering, Debbie Rosenthal  challenged him to get a pedicure.  And here he is at the next campus wide gathering, confidently displaying his pedicured toes with dark red nail polish 🙂

And here he is in a video that Zav captured when Steven was removing the license plate from my Land Rover.

 

Nan Gomez-Heitzeberg

After we heard from the employee groups, Nan Gomez-Heitzeberg introduced us to the new employees including the 55 new faculty.  Nan concluded her remarks with the quote: Only the educated are free. Powerful!

You can find all our new faculty here
https://www.bakersfieldcollege.edu/employees/new-academic-faculty

Stretch Breaks:

Thank you to Coach Matt Moon and Coach Zach Peters for leading us through a stretch break.  Also thank you to BC SGA leaders Dezi Von Manos and Jose Cortez.

 

Accreditation:

We are working on our Institutional Self Evaluation report (ISER) and will have the accreditation evaluation team on campus in October 2018.  Jason Stratton, History Faculty, and Liz Rozell, Dean of Instruction, are leading this work.  They did a real nice job jeopardy-style to engage the audience.

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