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Outreach, Recruitment and Identification

Outreach, Recruitment and Identification. Outreach, Recruitment and Identification: Outreach. General Areas of Location Partnerships Off/On-Campus Local area meetings * Other HEP programs.

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Outreach, Recruitment and Identification

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  1. Outreach, Recruitment and Identification

  2. Outreach, Recruitment and Identification: Outreach • General Areas of Location • Partnerships Off/On-Campus • Local area meetings* • Other HEP programs *When Advertising, utilize the Department of Marketing; advertise in local newspapers; get radio spots

  3. Outreach, Recruitment and Identification: General Location • Know your population: age, gender, nationality, ed level • Outreach by personnel • Non-traditional sites & Traditional Sites • Prepare beforehand for any difficulties • Know the need of your population: Many times their needs will supersede your intent Honor the hands that harvest your crops."-- Dolores Huerta

  4. Outreach, Recruitment and Identification: General Location Know your population • Director of Institutional Research/Census/DataMart/Migrant Education/County Birth Rates/EDD Sites/Partners (Know what your area looks like and what your demographics are) • This may be from word of mouth or what you yourself see in the community. • You can also get a general sense from specialized programs and local area high schools. • Sometimes instructors can provide pertinent information concerning this particular population of students. (ESL, Spanish, GED, Adult Ed)

  5. Outreach, Recruitment and Identification: General Location Outreach by personnel • After determining key points in your population, it is important to look at personnel who can provide outreach services. • Does your population speak another language other than English? Will they feel more comfortable with an outreach person knowledgeable in their native language? What other agencies could you partner with to provide outreach services?

  6. Outreach, Recruitment and Identification: General Location Non Traditional Sites • Ranches, Migrant Housing,Vineyards & Wineries (http://video.google.com/videoplay?docid=2966796117968108068 ) • General congregation sites:http://www.sonomavws.org/ • Day Labor Centers:http://video.google.com/videoplay?docid=4295871539878583372 http://www.gratondaylabor.org/

  7. Outreach, Recruitment and Identification: General Location Traditional Sites • Parent Meetings • Community Events • Partnerships with agencies • Congregations • Consulate Visits* • Festivals

  8. Outreach, Recruitment and Identification: General Location Difficulties and Needs • Recruitment Sites • Health/Housing/Transportation/Financial/Family/Residency/Below Basic Needs/Exclusion/Distrust/ACCCESS Education may be a future desire but not an immediate need.

  9. Outreach, Recruitment and Identification: Partnerships On Campus • A & R: First time freshman; coming from a migrant or seasonal farmworking background. • Counseling/Outreach department: List of Spanish Orientation Dates • Counseling/Outreach department: List of off-campus recruitment (ESL, Spanish, GED department) • Marketing department: What and when are your Spanish (or target population language ads)? • Mini-Corps, MEAP “Sow the living plant of yourselves in the furrows of life.”Miguel de Unamuno

  10. Outreach, Recruitment and Identification: Partnerships On Campus • GED Program: Our college does not have a “general” GED program. We have HEP which specifically services Migrant and Seasonal Farmworkers. • However, working with GED programs on campus, you may find a population of migrant or seasonal farmworkers. • This has assisted us significantly when trying to find this particular population. “It is ironic that those who till the soil, cultivate and harvest the fruits, vegetables, and other foods that fill your tables with abundance have nothing left for themselves.” César E. Chávez

  11. Outreach, Recruitment and Identification: Partnerships Off Campus • Local agencies that serve a Spanish speaking population • Local agencies that serve a migrant farmworker population • Migrant Education

  12. Outreach, Recruitment and Identification: Local Agencies • Family Resource Centers: www.nuestracasa.frc • California Human Development Corp • Mendocino Private Industry Council: http://www.mpic.org/mpic_business_services.html • JobLINK • Mendocino County Office of Education • Ukiah Adult School • One-Stops: http://www.edd.ca.gov/ONE-STOP/osfile.pdf • Vineyard Worker Services: www.vineyard.com • Farmworker Alliances Usually these sites are very welcoming to colleges or programs wanting to recruit migrant or seasonal farmworkers. If a formal presentation cannot be done, students can be referred by leaving college or program literature. The key is to find agencies which service a large population of Migrant and Seasonal Farmworkers.

  13. Outreach, Recruitment and Identification: Migrant Education • Meet with your area director or coordinator: List of Migrant Education Families • Current list of Migrant Education Out of School Youth • List of Migrant Education Representatives in your recruitment area. • Ask for online access for COE’s “Every moment is an organizing opportunity, every person a potential activist, every minute a chance to change the world”. Dolores Huerta

  14. Retention and barriers to access "The end of all education should surely be service to others." César E. Chávez

  15. Retention and barriers to access • Residency and Work Patterns • Childcare and Transportation • Reluctance at Recruitment sites • Financial burdens • Below Basic Skills Honor the hands that harvest your crops."-- Dolores Huerta

  16. Retention and barriers to access: Residency and Work Patterns • One of the most common barriers is that students want to attend school, but they interpret a state institution as being tied directly with the government OR/AND • They believe that EVERYTHING will be in English. • Students may be reluctant to share “personal” information on an admission application. • Classes that require consistent attendance may be problematic for a student whose work schedule may be sporadic. • Personal information may change frequently according to harvest as well as school schedule. "We can choose to use our lives for others to bring about a better and more just world for our children. People who make that choice will know hardship and sacrifice.”César E. Chávez

  17. Retention and barriers to access: Residency and Work Patterns • Ask the student what his/her long term plans are (many may want basic skills or ESL*) • Advertise classes in which residency won’t be a hindrance (non-credit courses*) • Reiterate that information received by the college is private. • Advertise classes which are CR/NC so attendance won’t be a factor. • If students are to go to a GED program, emphasize (depending on population) language of instruction, as well as identification needed. For Migrant or Seasonal Farmworking students who have attended a CA high school for 3 years or more may apply for the AB540.

  18. If your admissions office collects this information, request to send general college info to the identified students (permitting consent)

  19. Retention and barriers to access: Residency and Work Patterns • Exemption to non-resident tuition exists when documentation is presented for any one of the following:  • Attended a California high school (or high school equivalent) for a minimum of three years and earned a California high school diploma, or equivalent.  • Full-time credentialed employee of a California public school enrolling in college for purposes of fulfilling credential-related requirements.  • Seasonal agricultural worker for a least a total of two months of each of the past two years (or child of a seasonal agricultural worker).  • Full-time employee, or spouse, or dependent of a full-time employee of any of the following colleges/universities: California Community Colleges, California State University, University of California, or Maritime Academy.

  20. Retention and barriers to access: Childcare and Transportation • Depending on your population of Migrant and Seasonal farmworkers, childcare may be affect class attendance. • If you offer classes of interest to this population off-campus, you may want to look at places which have a childcare facility. • Many students have not be able to drive substantial distances to attend class. This may require establishing instructional sites near the population. Another option it to partner with local agencies or programs which may provide transportation stipends (HEP Provides such service to students co-enrolled).

  21. Retention and barriers to access: Reluctance at Recruitment sites • If you are recruiting in a non-traditional site, you may encounter difficulty general staff or recruits. • Owners or managers of agricultural sites may not permit you on their property, due to the nature of your recruitment (education). • Recruits may be suspicious of your visit. • Some ranches or migrant camps may limit outside contact if it is not arranged by them or the foreman's. • Even with consent by the owners or managers, recruits still may not respond. Make the information interesting, pertinent, and accessible. At times, this may require setting up days where you register students on the spot. A recruitment date may be intensive due to the questions that may arise.

  22. Retention and barriers to access: Financial burdens • If they do not qualify for instate tuition, going to school may be interpreted as being costly. • Emphasize the non-credit courses and the flat registration fee. • At times classes may be held during work times. Emphasize evening times. • Emphasize the long term benefits of attending school. • Reiterate the possibility of financial assistance, specialized programs and scholarships. • Remember that the reasons for which they work and, if immigrants, why they came to the country are complex. I tell her to finish school and get adegree," he said. "That is my hope for her."Manuel Nunez, Table Grapes

  23. Retention and barriers to access: Below Basic Skills • Students may need basic instruction in their own native language. • Although the general need may be ESL and Adult Education, be prepared to address below basic skills. • Be prepared to provide alternatives, either offered by your college or outside agencies (Native language Literacy) • You may find students who have learning disabilities but who were never assessed* "Because we have suffered, and we are not afraid to suffer in order to survive, we are ready to give up everything- even our lives- in our struggle for justice." César E. Chávez

  24. Partnerships and Technology "It is a gate of hope through which they expect to find the sunlight of a better life for themselves and their families." César E. Chávez

  25. Partnerships and Technology • In recruitment and identification, agencies and collaborating partners may already have online access to contact target population. • These may include databases, calendars, or websites (when working with agencies whether off or on campus, they may already have recruitment dates) • Tracking student population as well as having online access to forms, discussions, calendars, or resources. • This can open up and strengthen recruitment efforts as well as referrals regardless of geography.

  26. Partnerships and Technology: Migrant Education • The Migrant Student Information Network (MSIN) Intranet(This site allows access to regional numbers, contact information, forms, and discussion sessions) • MSIN(This site provides lists of OSY as well as current participants in the MEP*) • When initiating recruitment in your area of migrant or seasonal farmworkers, having access to these online databases are extremely helpful. • Not all regional directors allow for viewing. Some may require that you already have an existing program which services this population (HEP). However, when you contact your regional director or MEP staff, they may have recruitment dates set up (or area meetings) in which you can attend and disburse information. CAMEP

  27. Partnerships and Technology: Campus Partnerships • A & R: First time freshman; coming from a migrant or seasonal farmworking background. • Counseling/Outreach department: List of Spanish Orientation Dates • Counseling/Outreach department: List of off-campus recruitment (ESL, Spanish, GED department) • Marketing department: What and when are your Spanish (or target population language ads)? • Mini-Corps, MEAP

  28. Partnerships and Technology: Mendocino College HEP • Mendocino College HEP: www.mendocino.edu • Mendocino College HEP Instructor Page: www.mchep.wikispaces.com • Students Below Basic or need Native Language Literacy:Conevyt

  29. Implications for the future Questions to Consider

  30. What classes are going to be of interest to this population? How can we address below basic skills? How do we address native language literacy? What services can we promote to assist non-resident tuition? What agencies can work in collaboration with the college? What new sites must be established? How must Outreach and Recruitment efforts change to address this growing population? How do we collaborate with agencies? How can we further strengthen collaboration in the future? Do we go to the students, or have the students come to us? Implications for the future

  31. Questions, Comments? Minerva Flores HEP Interim Director Mendocino Community College mflores@mendocino.edu 707-467-1026

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