This document discusses strategies for collaborating with students to build support programs around California's AB 705 policy for placing students into transfer-level courses. It explores how to create an environment where peer educators can participate meaningfully in AB 705 decisions. Attendees discussed ways students and tutors have been involved in AB 705 conversations and how to further include them. The document outlines examples of tutors participating in English, ESL, and math departments at Pierce College, including participating in meetings, creating handouts and workshops, and partnering with faculty. It stresses the importance of building collaborative relationships and infrastructure to encourage faculty ownership.

1. Collaborating with
Students
to Build AB 705 Support
Programs at Scale
Crystal Kiekel, Center for Academic Success Director, LAPC
Brad Saenz, Chair of English, LAPC
Eddie Tchertchian, Chair of Mathematics, LAPC
Mary Valera, Math Tutor Leader, LAPC

2. INTRODUCTIONS…

3. PAIR UP AND DISCUSS….
• In what ways have students and/or tutors been parts
of the AB 705 conversations?
• How could students and/or tutors to be a part of
these conversations?

4. INTENTIONS FOR TODAY
● Explore strategies on how to create an environment in which peer
educators can meaningfully participate in the decisions that are being
made around AB 705
● Explore strategies on how to develop mutually-beneficial
collaborations between learning centers and English, ESL, and/or
math departments with students at the center
● Develop an action plan for how to implement these ideas at our own
institutions.

5. AB 705 at
PIERCE

7. THE CAS “WHY”
The goal of tutoring is to support
students as they strengthen their
learning processes so they become
more independent learners.

8. General Tutoring Embedded Tutoring
● All walk in tutoring
● Not assigned to a
specific class
● Some walk in tutoring
● Assigned to 2-3 classes
● In some classes
● Some workshops
● Tutors “on Demand”

9. Leading AB
705 Together

10. Student-Faculty
Partnerships
● Normed leadership/planning
○ Tutor Council
○ Tutor Training
○ District
○ 3CSN/State
○ AB 705
○ College Promise

11. Tutors meaningfully
participate in English
• Department meetings
• Passport to English
• AB 705 Work Group
• Train faculty to use CETs in class
• Faculty ownership of CETs
• Videos and fliers: link to video
• Directed learning activities

12. o 18-19 Math AB 705 retreat
▪ Key in adopting common materials for courses
o Projects between faculty and tutors
▪ Stat handouts
▪ Workshops - “Stat City”
▪ Videos
Tutors meaningfully
participate in Math

13. Stat Handouts
o Faculty and tutors worked together to create
handouts
o 50 topics
o Some handouts were created by tutors with
guidance of faculty during summer/winter

14. Stat Handouts

15. Stat Workshops
o 30 minute workshops
o Based on Stat Handouts
o Run by faculty and tutors
o Offered everyday

16. Stat Workshops

17. Tutors meaningfully
participate in math
o Embedded tutors
▪ Where appropriate - FLIP
o Tutors on Demand (TODs)
▪ General tutors who are requested by
instructors to visit classes on “as-needed” basis
to help with:
● Test Reviews
● Group Work
● Activities
● Workshops
● Note-taking

18. College Promise & AB 705
o Summer program: English, math,
productive struggle
o Regular meetings with faculty,
tutors, admin, staff
▪ Event Planning
▪ Create common curriculum
▪ Adjust for AB 705
o Faculty-Tutor teams to “fine tune”
o Apprentices

19. Team Inventory
Work with your colleagues to identify your strengths and
challenges with regard to including tutors and/or students
into your AB 705 planning (first line)

20. Building
Collaboration

21. Mutually beneficial
collaboration
o Make the case for student participation
o Normalize/make visible student input
o Create infrastructure (including funding)
o Encourage faculty ownership

22. Faculty take ownership
o Specialists
▪ Workshop
▪ Coordinators
▪ CET
o Office hours
o Writing Center
o Making learning centers centralized and visible

23. Intentional
Collaboration

24. Team Inventory
Work with your colleagues to identify your strengths and
challenges with regard to building collaborative and/or
mentor relationships (rows 2-3)

25. Share out

26. Action Plan
Based on what you experienced and the ideas you
gained today, decide on a goal along with 2-4
activities you can engage in to advance your goal.