Clackamas Community College Zone 5
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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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?
Town Where You Live
I have a long history of serving on non-profit Boards focused on educating the BIPOC community about career opportunities in Information Technology. I've mentored students interested in
an IT career, and helped them look for future opportunities. A focused priority I have is to support work that helps to close the Digital Divide and ensure all students have access to affordable high-speed Internet and supporting devices.
I believe open communication is important between the Board, faculty unions, and the college administration. Direct dialogue with faculty and administration on key changes to program changes or closures, faculty should be an active participant in the dialogue that will affect them. Close communication between the faculty, college administration, and the governing board is important to obtain positive outcomes. As such, any academic program reduction or elimination process should be created in collaboration with faculty and staff to help ensure any changes made are based on established criteria for academic program or subject area elimination as created by the community college.
BIPOC students disproportionally face systemic barriers to success at community colleges. To address this disparity and systematically increase completion rates, we need to reduce the equity gaps that exist at community colleges for this underserved community. I support the implementation of the Guided Pathways framework that outlines a process for achieving student completions. By implementing clear pathways for students to meet their end goal of a certificate or AAS degree, the Guided Pathways framework ensures students are learning using programs that are designed around a coherent set of learning outcomes and not just a set of courses. This has the outcome of increased completion and transfer rates, and reduced costs, for low-income and students of color.
The COVID-19 pandemic has shown an increased need for support for students attending a community college. Community colleges should create a COVID-19 Relief Fund to support the basic needs of students during this crisis. While food and housing needs are primary areas of support needs, students also need access to high-speed Broadband internet service, computer devices to access the internet, tuition and fee coverage, and classroom materials to ensure education is accessible to all students. To support the basic needs insecurity, an ecosystem must be in place to ensure that students’ basic needs are being met. This need is particularly important for BIPOC students.
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