Portland Community College Zone 1
Special districts in Oregon are formed to govern specific resources. Examples are people’s utility districts, library districts, sewer districts, irrigation districts, ports and cemetery districts. Some districts get revenue only from taxes. Others, such as water districts, get revenue from ratepayers. Others may combine the two sources. Each district is governed by a board of directors which is responsible for the operation of the district and its financial accountability. ( https://www.oregonlaws.org/ors/198.010 )Qualifications: Candidate must be a registered voter in the district. Employees of the district are not eligible. ORS 341.326(2), 341.275(2)Salary: A member of the governing body of a district may receive an amount not to exceed $50 for each day or portion thereof as compensation for services performed as a member of the governing body. Such compensation shall not be deemed lucrative. The governing body may provide for reimbursement of a member for actual and reasonable traveling and other expenses necessarily incurred by a member in performing official duties. [1971 c.403 §2; 1983 c.327 §2; 1983 c.740 §53a; 1989 c.517 §1; 1995 c.79 §74]In Event of Vacancy: Except as otherwise provided by law, a vacancy in an elected office in the membership of the governing body of a district shall be filled by appointment by a majority of the remaining members of the governing body. If a majority of the membership of the governing body is vacant or if a majority cannot agree, the vacancies shall be filled promptly by the county court of the county in which the administrative office of the district is located. [ORS 198.320]
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Laurie Cremona Wagner
Community college enrollment fluctuates widely due to economic and other factors, requiring fluctuations in the pool of adjunct professors. How will you work with faculty unions and college administration to assure educational excellence is not impacted by changes in enrollment?
What initiatives would you take or support to improve graduation and transfer rates for low-income students and students of color?
A 2019 Hope Center Survey of approximately 8,100 Oregon community college students indicated a significant number of students experienced basic needs insecurity (41% were food insecure, 52% housing insecure, 20% homeless). What steps can community colleges take to help these students achieve their educational goals in the face of such challenges?
Las inscripciones en los colegios comunitarios fluctúan ampliamente por factores económicos y de otra índole, los cuales requieren también cambios en el grupo del profesorado adjunto. ¿Cómo trabajará usted con los sindicatos de docentes y con la administración de estos colegios para garantizar que la excelencia educativa no se vea afectada por los cambios en las inscripciones?
¿Qué iniciativas tomaría o apoyaría usted para mejorar los índices de graduación y transferencia para estudiantes de bajos ingresos y estudiantes de color?
Una encuesta del Centro Hope 2019 Hope Center Survey con aproximadamente 8100 estudiantes de colegios comunitarios de Oregón indicó que una gran cantidad de estudiantes sufrió inseguridad de sus necesidades básicas (41% de inseguridad en la alimentación, 52% de inseguridad en la vivienda, y 20% de indigencia). ¿Qué pueden hacer los colegios comunitarios para ayudar a este sector estudiantil a alcanzar sus objetivos educativos frente a tales dificultades?
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I will work with the administration and faculty unions to ensure adequate funding from the federal and local government to support student success. We need to align on our joint goals of student success and living wage jobs for all Oregonians.
After acquiring sustainable funding, we must focus on marginalized and underserved students first and lead with racial justice and equity in making policy and funding choices. We also need to improve financial aid - increase state financial aid funding, direct more resources to students in need, and make financial aid work for those students who need it the most. It's also critical to transform how education is delivered to work for todays’ learning in terms of technology infrastructure, faculty training, flexible programming, and remote student support services to reach communities of color, non-traditional students and marginalized communities. Finallyt, we need to make sure there are clear pathways to quality careers and job opportunities for those students who do not follow the traditional collegiate pathways. We have to make college feel more accessible for everyone.
In order to address issues with homelessness and police accountability, it’s critical that PCC:
• Advocates on behalf of those who are houseless for house-first solutions and co-response vs. criminalization
• Continues to support students with wrap-around services, helping them get access to housing, food, internet and critical services
• Partners with organizations in the Portland metro area to co-locate affordable housing, job training and community services on/near PCC campuses like the Portland Metro Workforce Training Center and Home Forward project
• Works with Metro and counties included in the recent 26-210 tax measure to align workforce development and affordable housing systems, and provide an example throughout Oregon and the U.S.
• Continues to research and replicate outcome-based solutions to address houselessness, poverty and other factors undermining faculty and student success and completion
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