2017 CCCSAA Professional Development Conference
Crisis Text Line Webinar
Kari DeCelle, Project Manager
California Community Colleges Student Mental Health Program (CCC SMHP)
The Chancellor's Office, in partnership with the Foundation for California Community Colleges, is currently working with the Crisis Text Line, a national organization that facilitates text-based mental health support. The goal of the collaboration is to implement a Crisis Text Line service specifically targeting California community college students.
Crisis Text Line tool kits will be distributed to various campus departments including health centers, mental health centers, and Veteran Resource Centers. Tool kits will be distributed to all colleges, including those not hosting one of the centers listed above. The tool kits may, in some instances, be distributed directly to the Chief Student Service Officers. The tool kits will include extensive outreach collateral materials to be displayed at multiple locations throughout each of the 113 CCC. The outreach materials are designed to inform students about the Crisis Text Line services, and instructs the students to text the word "courage" to a designated number. Students accessing the text service will be able to receive immediate and ongoing support from trained Crisis Text Line counselors, available 24/7. Additional information about the Crisis Text Line service is available at http://www.crisistextline.org.
Message from CCCSAA President Regarding GA Weekend
Michiko “Misha” Maggi, CCCSAA President
It was so wonderful to see so many of you at General Assembly. We were able to come together as an association to approve next year’s budget, completely revamp the association bylaws, cover the upcoming conferences and scholarships, and elect an incredible new board to serve the state. I truly appreciate everyone’s hard work this weekend!
We were also very lucky to have such informative reports from the Chancellor’s Office on Friday. In case you would like to review the presentations we covered, I’ve linked both below:
Your knowledge and shared stories have brought me back to campus feeling so much more energized! Thank you again for everything you do on your campuses and within the state.
Volition: When the Going Gets Tough, What Do Good Students Do?
Who among us has resolved to lose weight, exercise more, get that paper written, meet that deadline for a proposal...only to find that our motivation to complete the task has fallen aside in the face of competing priorities or flagging will? This is one of the most common problems with resolutions—they are very motivating in the abstract, but very daunting in execution.
This is also a problem for students, particularly those with many responsibilities, a heavy workload, or, to be honest, some not very interesting assignments. In the psychological literature, this is a problem of volition, the ability to move a task forward once the intention to tackle it has been invoked. This has been called the Rubicon Model, alluding to the observation that striving for a goal progresses in two stages: the assertion of an intention to act and, on the other side of the Rubicon, the realities of following through. A lot of research has been conducted on the motivational side of the Rubicon model, what motivates the learner initially, but not as much on the volitional side, the processes that support working toward the goal.
So what can a student do? Researchers in motivation have tackled the question of what needs to happen on the volitional front for some time, but it’s difficult. In 1999, Teresa Garcia and Erin McCann were trying to understand how to help students see what is possible when they get stuck. McCann and Garcia went through the procedures to generate and explore what students do to “regulate their emotion and motivation if faced with distractions threatening ongoing goal activity” (McCann & Garcia 1999, p. 262). They developed a three-factor model of volitional strategies and created a survey entitled the “Academic Volitional Strategies Inventory” (the AVSI) to study volitional strategies based on what real students do. The survey is composed of three groups of strategies: strategies to support student self-efficacy for studying, strategies to reduce emotional responses to stress that come with getting stuck, and strategies to imagine the consequences of finishing or not finishing the study task. Each item on the survey is preceded by the phrase “When I am unable to get started on my assignment or if I get distracted...” and the student responds on a five-point scale from 1 - (“I never do this”) to 5 - (“I always do this”.)
Self-efficacy enhancement strategies—The goal here is for students to believe they can finish the assignment successfully. Two sample items in this category are:
Negative-based incentives strategies—I’m not a fan of these items, but providing a reality check about the negative consequences of not studying might help the students to keep going. Personally I’d mix positive and negative consequences and hope the students focus on the positive actions. Here are some items:
Marilla D. Svinicki, PhD
Professor Emeritus Educational Psychology , The University of Texas at Austin
CCCSAA Semi-Annual Business Meeting
CCCSAA Advisor Sessions During SSCCC General Assembly
We have things for you to learn about in Meeting Room 204
Friday, May 05, 2017
SSSP Funding Workshop
SSSP Specialist Michael Quiaoit | 3pm-4pm
Michael Quiaoit will provide the association with an update regarding the new integrated process with SSSP, Equity, and Basic Skill Initiative (BSI) funds. Quiaoit will also facilitate a Q&A regarding SSSP funded projects.
CCC Student Mental Health Program
Colleen Ammerman | 4pm-5:15pm
Colleen Ammerman will address prevention and early intervention strategies that shed light on student mental health and food/housing insecurities. Ammerman will also highlight the California Community Colleges Student Mental Health Program, which is a paternship between CCC Chancellor's Office and the Foundation for California Community Colleges.
CCC Chancellor's Office & Legislative Updates
Vice Chancellor for Governmental Relations Laura Metune | 5:45pm-6:30pm
Vice Chancellor Metune will provide the association with the Chancellor's Office update including legislative priorities, changes, updates, and initiatives. There will be an opportunity for questions, answers, and conversation.
Saturday, May 06, 2017
CCCSAA Proposed Bylaw Revisions
Dr. Nicky Damania | 10am-11pm
Dr. Damania will provide the membership with the committees proposed bylaw revisions. The Amendments will be voted upon during the CCCSAA Business Meeting. CCCSAA Business Meeting & Elections
CCCSAA Business Meeting & Elections
This time will be allocated to conduct CCCSAA's business meeting and elections for the 2017-2018 year.
2017 CCCSAA Professional Development Conference
Responding to Rejection
Maybe it's just the rhythms of the term, but many of you seem to be down in the dumps. I've been hearing from lots of faculty who are frustrated by cranky colleagues' comments, feeling demoralized by rejected manuscripts and grant proposals, and tired of students' unending complaints. With so much negativity in our work environments, I'm going to focus this week on Common New Faculty Mistake #11: Internalizing Rejection and Negativity.
One of the greatest difficulties of academic life is that there is a seemingly endless stream of negative information and devaluation while positive experiences are few and far between. By this point in the academic year, you have probably received a wide range of negativity from colleagues, students, external reviewers, publishers, granting agencies, and random haters. This is perfectly normal and, quite frankly, some of it is part of the research, teaching, and professional growth process. But that doesn't mean it feels good! While most of us can handle a certain amount of frustration, rejection, and disappointment, it's the cumulative effect of this negativity that can lead to exhaustion, paralysis, and/or depression. The problem occurs when we internalize the negativity and allow rejection to impact our sense of our own intellectual capacity, self-worth, and enjoyment of our work.
Responding to Rejection and Negativity
There will always be some negativity in your environment. This might come from the rejection of your manuscripts and grant proposals, negative comments in evaluations, or haters on the scene trying to steal the joy from your moments of accomplishment. Given these factors, the real question is how can you objectively evaluate negativity while keeping it from disturbing your internal peace? Throughout the 10 years I was a faculty member, I was bombarded by negativity and rejection. Here's the process I used to keep from getting overwhelmed by it.
Ask Yourself: Does This Matter?
Many times the negativity in your environment doesn’t matter one bit to your professional success and happiness. I have developed a habit of constantly asking myself: Does this matter? Things that don’t matter include gossiping colleagues, eye-rolling staff, student sniping, and bureaucratic annoyances. Things that DO matter include rejection letters for manuscripts, grant proposals, and fellowships, as well as substantive conflicts with colleagues. For the things that don't matter, you can consciously recognize them as trifling silliness that you have no control over, and LET THEM GO.
If It Matters, Identify the Heart of the Problem
If you must engage the negativity, then figure out where the problem is located. Is it your work, your behavior, or you as a person? Differentiating between these three things is critical to moving forward. For example, if you have an article rejected, then the problem is located in your manuscript and not in your existence as a human being. If you receive criticism from your department chair for repeatedly canceling office hours, then the problem is your behavior and not you as a person. Clearly identifying the heart of the problem will help you keep the negativity externalized and pointed in the direction of the problem instead of internalizing it and allowing the negativity to attack your sense of self-worth.
Consider the Negative Input as Data
Once you have cut through the negativity (to deal only with what matters) and identified the core problem, just consider the negative information as data. I know it's hard to receive a manuscript rejection, but pull out the relevant pieces of information, plan your revisions, and move forward. And while none of us enjoy being confronted about our behavior, it's better for our colleagues to tell us directly if something is problematic (like repeatedly canceling office hours). That honest feedback provides an opportunity for a quick and easy behavioral adjustment and for everyone to move forward.
When Overwhelmed by Negativity, Reach out for Support
If you are sensitive to criticism, consider reaching out for support. There are many ways to do so. I am extraordinarily sensitive to criticism, so when I was a new faculty member, I would give my rejection letters to a colleague for "translation." She would read the reviews and tell me what needed to be revised without the nastiness. Somehow, hearing the revision from her made it not only constructive but also helpful and exciting. I gladly returned the favor for her rejections until we got to a point where we could filter them ourselves.
Pity the Haters
It’s hard enough to deal with the constant stream of negative information, but it’s even more difficult when you do succeed and colleagues try to diminish, dismiss, or devalue your accomplishments. There are some people in our professional lives who simply cannot bear to hear positive information about other people (because they interpret it as negative information about themselves). That means they will do their very best to subtly but persistently bring you down. You know who they are and the pitiful reasons they can’t be happy for you, so don’t allow yourself to be vulnerable to them. I used to imagine putting on an invisible protective shield before heading to faculty meetings so that all of the petty and mean-spirited locker room put-downs would bounce right off me. On the occasions when the haters penetrated my armor, a loud blast of Jill Scott’s "Hate On Me" could always put things back into perspective quickly.
When You Receive Positive Feedback -- Celebrate!
Let's be honest: positive affirmations of our research, teaching, and service are rare. I often work with people who let every negative piece of information sear their soul but refuse to accept a compliment, enjoy positive student evaluations, or receive an enthusiastic book review. This doesn't make sense to me! If you do nothing else, let yourself enjoy positive feedback when it happens. Savor it and celebrate!
Develop an Internal System of Affirmation and Value
Most importantly, we must develop our own internal system of value, measures of quality, and definition of success. Unless you have a clear sense of your value as a scholar, your criteria for "good work," and your definition of success, you will gradually find yourself influenced by the inevitable negativity and one-upmanship in your environment.
The Weekly Challenge
This week I challenge each of you to do the following: