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Involving families more (Ex: providing them with conversation checklists, Adelante, etc. )

Steering away from a "one size fits all" model

Bettering connections with campus partners

Accessible language (Ex: college language terminology guide)

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A "glimmer" is a small moment that sparks opposite emotions to triggers such as joy, peace and safety. So as opposed to triggers, a glimmer will have a positive impact on our mental health and wellbeing.

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A "glimmer" is a small moment that sparks opposite emotions to triggers such as joy, peace and safety. So as opposed to triggers, a glimmer will have a positive impact on our mental health and wellbeing.

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April Cano-Garcia (she/her/ella) Director for TRIO SSS

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Tea on a gloomy morning brings me joy :)

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Tea on a gloomy morning brings me joy :)

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Fall! Miel McCarthy, she/her, Scholar Success Programs

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Jaela Poythress she/hers

Doing arts and crafts, movies and jam sessions

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Manda Autobee, they/them/theirs my glimmer today is the fall colors, temp, and smell.

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When I put my music on shuffle and my favorite song comes on while I'm getting ready.

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When I put my music on shuffle and my favorite song comes on while I'm getting ready.

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Michael Silvey (he/they) Scholar Success Programs

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Audrey Herron, she/her, Sr. Coordinator for Student Support Services (within the AAC)

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My glimmer is sitting on the sand watching the waves crash on the shoreline while the sun sets. Hola everyone my name is Jasmine Rangel (she/her/ella) I am the Scholar Contact for the College Assistance Migrant Program.

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Yaneli Muñoz (she/her/ella) from SSP & my glimmer was hearing my baby brother call his quesadilla slices "pizza" this weekend

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Yaneli Muñoz (she/her/ella) from SSP & my glimmer was hearing my baby brother call his quesadilla slices "pizza" this weekend

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Orlando Cruz (he/him) C4E Scholar Contact 

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Morning walks and lots of sunshine have been bringing me joy & peace 

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Morning walks and lots of sunshine have been bringing me joy & peace 

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AnnaMarie Reiner (she/her). Manager for First Generation Award Program in SSP

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Hi- my name is Joél Orozco Almeida (He/Him), Director of CSU College Assistant Migrant Program.  My glimmer is warm drinks this time of the year, including everything pumpkin. =) 

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Hi- my name is Joél Orozco Almeida (He/Him), Director of CSU College Assistant Migrant Program.  My glimmer is warm drinks this time of the year, including everything pumpkin. =) 

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Fireworks are my absolute favorite. They recently started doing them at football games and it brings me immense joy

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My mom's home cooking always brings me joy. Mostly because of the family that gathers around.

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Hi! My name is Marcey Delgado Jaco | pronouns She/Hers/Ella | Enrollment & Outreach Coordinator (Recruiter) for the College Assistance Migrant Program (CAMP)

My glimmer is any time I see a dog :D

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Good morning everyone! My name is Myanne Hamm (she/her), I work in SSP. Even though I do not drink coffee often, when I do it is because I am catching up with a friend or taking a moment for myself.

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Hello! My name is Zuleica Vizcaino (she/her/ella) and I am a Retention Specialist for SSS STEM. My glimmer is staying in bed on a gloomy day and having no plans for the rest of the day. 

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Hello! My name is Zuleica Vizcaino (she/her/ella) and I am a Retention Specialist for SSS STEM. My glimmer is staying in bed on a gloomy day and having no plans for the rest of the day. 

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Mextli Jimenez-Colores (she, her, ella) 

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Mextli Jimenez-Colores (she, her, ella) 

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This morning I walked in and was greeted by a warm smile and hello from Audrey. Our offices are right next to each other so we are "roommates". It is always so nice to see Audrey :)

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Savanna Graves, she/her, Scholar Success Programs 

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Savanna Graves, she/her, Scholar Success Programs 

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My glimmer is seasonal movies. They always bring me joy!

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Jelitza Garcia (she/her/ella), Coordinator for Undocumented Student Success Office :)

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Crunching on piles of leaves! -Simon (he/him)

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Olivia Velasquez (she/her), my glimmer is when you don't have to set an alarm in the morning and can sleep in

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- Is access to higher education still a pathway to social mobility?

-Approaches to programming and high-impact practices need to look different. (equity lens approach)

-How do we influence/create buy-in among students, faculty, and staff?

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1. Topic resonated with us, especially when Dr. Jack talked about the importance of involving families in the college experience. We wonder what the outcomes would have been if transfer/parent/non-traditional age students were part of the study.

2. CSU is already implementing a lot of the suggested things that help support FG/LI students.

3. Would like to see the study replicated at different types of institutions (community colleges, large land grants, HBCUs or HSIs) since most of us don't have context of what it's like to attend/work at an Ivy League school to consider experiences of students.

4. Would have liked for the presentation to be more accessible (include closed captions or visuals/presentation)to ensure equity of information being received.

5. Would have been cool for Dr. Jack to "float" after his talk to each table to have more 1:1 time with him.

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-Importance of family and community connections for our students within our programs.

-How are we meeting students where they are at when it comes with programming and connections on campus?

-How do we combat the burnout machine for staff?

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First Gen-stories, "What type of crutch are you for your family

Jobs: Convenience vs Networking opportunities. "Resumes hide as much as they reveal"

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Inclusive language and inclusive programming

Office Hours are important - we give space for students to meet and share with us

Adaptability - we can adjust when things don't align with values in order to strengthen programs

Teams are diverse - Dr. Jack talked about representation and how much that matters

Inviting vs welcoming

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Referrals/connections with other campus resources

Diverse team members

Actively working towards DEI work

Providing a wide range of programming that would best work with different schedules

Being student-centered

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-Scholar Contact model meets students where they are at and allows for flexibility for student needs.

-Teams are diverse overall.

-Allowing students to have their own agency in their own experience in our program.

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We need to be more strategic about our partnerships. We are missing very diverse communities in our partners

Allowing students to apply to C4E may allow for students to get connected later in their journey at CSU. Also addresses gaps in who we partner with

Gap in understanding of support for religious students - food, holidays, loans, housing, etc.

We need better training for staff - Labor shouldn't be on the students to educate us on the identities we don't hold

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Training and professional development

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familial/supporter involvement

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Once students are here and we have that individual meeting, students "get it" and know what C4E can do for them

Equity framework

We have diverse teams and people who care about students and their success

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-How do we further meet students where they are at (i.e. virtual options for meetings and programs, etc.)

-Moving away from a "one size fits all" model

-More flexibility for staff schedules

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Make sure SCs are updated changes to processes so that they can support students through confusion

focus on creating strong relationships with students initially so that they feel comfortable to share their truth with their SC (like when they are struggling)

time limitations - can be hard to create relationships or dig in deep to student needs in the limited time we have with them and our overall caseload capacity

SC training on intrusive advising - being able to go beyond just checking the "how are you" boxes

leverage students to increase community/involvement in the community through peer to peer connection (can we highlight students at partner summit or invite students to future partner summits?

what can we do before school starts/before students get here to share about C4E and requirements - change marketing strategy?

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1. It was interesting to see the data around students who were engaged in multiple programs (AAC SSS, Key & C4E) and how it made an impact the more programs a student was involved in.

2. How can the AAC SSS program offerings be replicated across the network?

3. Importance and effectiveness of the Scholar Contact role and the support that it provides for students to empower and guide students.

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1. Importance of peer support and how to leverage peer connections for higher student success.

2. Our students are coming to us with a greater need to understand how CSU functions. Could we do a College 101 process before they get to CSU?

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Involving Families

inviting them to Adelante

providing them with some sort of college-conversation checklist/guide

bilingual staff/translators

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Applying the same knowledge and goals externally to the internal space. Making team spaces more inclusive, equity-minded, and providing more knowledge/developmental opportunities in the team space to continue supporting scholar contact staff. Replicating workshops offered to educate staff to offer a deeper experience internally in team spaces (outside of Inclusion Symposium)

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The student doesn't go to college the family does - importance of familial support in getting students to and through college

How can we take what we've learned and are talking about today and implement on larger scale for our students

being an intrusive advisor - what questions to ask, when, how and how to support students through what they share and ask for support in

"what are your outside of school responsibilities that your peers may not have?"