Estrada Toro, Gabriela: Good morning. My name is Gabby. I'm the administrative assistant to the Vc. Of planning development which is currently located. But I'm also interim setting for the administrative assistant position to academic Affairs office.
Goldware, Rebeccah: Oh, you might be the only one. Okay, Norco.
Kerr, Brady: Brady Kerr. I'm professor in music, industry, studies, and co-chair for this committee.
Clarke, Chris: Good morning, Brandon.
Kerr, Brady: Good morning!
Goldware, Rebeccah: And I guess we'll go to Rcc.
Scullin, Patrick: Patrick's. Here Patrick Scullin, Rcc.
Scullin, Patrick: Applied digital media and printing graphics.
Goldware, Rebeccah: Okay, let's go ahead and go with the rest of my team then.
Goldware, Rebeccah: Oh, well, Daniel, I mean Daniel should chime in. But go ahead.
Gregory, Daniel: Daniel Riverside College. I don't know Riverside or district. I'm not sure I do it all. I guess I am under the riverside umbrella, but pretty services coordinator.
Goldware, Rebeccah: Thanks. You know, Thea, we're still on Riverside. You can jump in.
Quigley, Thea: Fantastic, perfect timing. Via. I am the associate Dean of Cte.
Goldware, Rebeccah: And then my team can figure out who wants to go 1st or last, or in the middle.
Vargas, Leslie: I can go. I am Leslie Vargas, and I am the public Affairs officer serving Marino Valley and temporarily Norco College.
Vierra, Jessica: I'm Jessica Vieira. I'm the public affairs officer for Rcc. Nice to see you guys.
LoVerso, Kris: I'm Chris Laverso. I'm the senior graphic designer for the district.
Knight, Mark: Mark, knight, information, architect.
Clarke, Chris: And Chris Clark, executive director, external communication or external relations and strategic communications.
Clarke, Chris: And I'm sorry I'm not on the camera, either. I've
Clarke, Chris: I guess I have bad bandwidth issues up here. I did upload a picture of our house this morning.
Clarke, Chris: so you can see how much we're suffering up here.
Goldware, Rebeccah: Yeah, I can. I can see the snow from my house, so
Goldware, Rebeccah: enjoy it. Don't hurt your shoulder digging out of it so.
Clarke, Chris: No.
Goldware, Rebeccah: Rene, if you can pull the agenda up and we will start going through.
Goldware, Rebeccah: Thank you.
Goldware, Rebeccah: If I I guess we've already called, meaning to order. Can I get an approval of the minutes? Please.
Kerr, Brady: I motion.
Goldware, Rebeccah: Thank you.
Goldware, Rebeccah: Seconds.
Goldware, Rebeccah: Thank you.
Goldware, Rebeccah: All those in. Well, let's do it. The Dr. Esoc style way. Are there any opposed
Goldware, Rebeccah: or abstentions absolutely.
Estrada Toro, Gabriela: Same. Sorry I have. Same. I I wasn't jumping at the last one.
Goldware, Rebeccah: That's okay.
Goldware, Rebeccah: Awesome. Thank you.
Goldware, Rebeccah: So this item will move. And then, Chris, I'm gonna have you go ahead and start with Christmas communications.
Clarke, Chris: Okay, can I share my screen?
Goldware, Rebeccah: I think so.
Clarke, Chris: Can you guys see that? Okay.
Vargas, Leslie: Yes.
Clarke, Chris: Right?
Clarke, Chris: So this has been a work in progress for some time. And it's
Clarke, Chris: I don't believe we've gone through this. At least, it's an entirety. Since it's been updated.
Clarke, Chris: but we'll go through this and alright. So
Clarke, Chris: this, this document is really to provide a framework for coordinating communications during emergencies and disasters.
Clarke, Chris: It's a it's a guide to our Rccd personnel.
Clarke, Chris: And it's not meant as a
Clarke, Chris: general. I mean, it will be a public facing document. But it's not meant as a general communications guide. It's specifically about crisis communications during a an incident.
Clarke, Chris: So we talked about the different guiding principles, and this should be connected to the agenda that you all received so hopefully. You've
Clarke, Chris: become a little bit familiar with it, but it has the guiding principles and then crisis definitions.
Clarke, Chris: Where we have law enforcement, related critical incidents, faculty related critical or facility, facility related critical incidents and other critical incidents.
Clarke, Chris: The 1st 2 are those that happen on our campus, and are things that
Clarke, Chris: usually are localized to our campus. The last one with the other, tend to be widespread. Natural disasters, like earthquakes, floods, fires, that type of thing.
Clarke, Chris: and you'll get in. We'll get into more. Why, those different types of incidents are there. But
Clarke, Chris: we. We follow the incident command system, which is
Clarke, Chris: I've got the link to the training
Clarke, Chris: document on Fema about how that's organized.
Clarke, Chris: We follow the district emergency operations, plans and
Clarke, Chris: and then these are just some common definitions or key terms
Clarke, Chris: of people within that system. So we have an incident commander. Whoever's responsible for making the decisions during a crisis. That would be the incident commander. It's usually
Clarke, Chris: either the chief of police or a college President or the Chancellor himself during
Clarke, Chris: any emergency or crisis where we activate the rave alert system.
Clarke, Chris: We will also activate an emergency operations center. The emergency operations centers is convened by the incident commander
Clarke, Chris: and the
Clarke, Chris: basically the basic operations of E of an Eoc are that you have the President, or whoever was in charge of the incident.
Clarke, Chris: You have their Vice Presidents, and you also have somebody from risk, management or safety, and the public information officer. So they're gathered
Clarke, Chris: in this case virtually
Clarke, Chris: And they're making the decisions and just deciding how the communications go out from that emergency operations center.
Clarke, Chris: The Public Information officer is generally me unless I'm not available. If if I'm not there, then the Vice Chancellor
Clarke, Chris: Goldware would be the Pio.
Clarke, Chris: or, if neither one of us are available. One of the public affairs officers would serve
Clarke, Chris: on the Ulc. As the Pio until one of us got there.
Clarke, Chris: There's also a crisis communications team. So during an incident when we have an emergency operations center
Clarke, Chris: going, then we would also activate the crisis communications team
Clarke, Chris: this is generally done at the district office in the conference room, but it could be done virtually as well. Basically, it's the
Clarke, Chris: the Paos, the information officer, or, excuse me, our information architect, the government relations director
Clarke, Chris: and basically they're organized to help with the communications.
Clarke, Chris: And I'm gonna show you a chart here later. That shows exactly how that works.
Clarke, Chris: And then we also have what's called joint information centers
Clarke, Chris: when multiple agencies are involved in a particular crisis. Say, the police, the fire local hospital, other school districts. We're like an Rcc. We're very close to other schools. So there might be multiple agencies in a widespread disaster.
Clarke, Chris: and we would set up a Joint information center where we could coordinate our efforts with the other Pios and also
Clarke, Chris: interact with the press.
Clarke, Chris: The members of the crisis communications team are the Vice Chancellor Goldware, myself, the public affairs officers.
Clarke, Chris: I just went through that. So we're good there.
Clarke, Chris: The activation of the crisis communications team is anytime that the Eoc
Clarke, Chris: is formed. If we decide that we need a full team, then I would activate the Cct.
Clarke, Chris: And this is a standing zoom link that we would invite anybody to attend that
Clarke, Chris: authorized communications. Basically, this is stating that the incident commander, the chancellor, the college president, or the chief of police, or their substitute. If they're absent.
Clarke, Chris: they oversight, oversee the crisis response and the Eoc, and they're the ones that coordinate the crisis response with other departments and agencies.
Clarke, Chris: The IC. Also directs communications to internal and external audiences through the district's Pio.
Clarke, Chris: The Pio can compose the messages, but he's composing them based on he or she is composing them, based on
Clarke, Chris: the communications that the IC wants to send out right?
Clarke, Chris: See how
Clarke, Chris: crisis communications plans are a little bit different from these guidelines. These guidelines help us to create those plans, but the plans are actually created during a particular crisis, or
Clarke, Chris: sometimes we plan beforehand doing mock emergencies or tabletop discussions
Clarke, Chris: where we would put together. Okay, these are, this is the communications that we want to send out during this particular crisis.
Clarke, Chris: Within that plan you'd normally have messaging timelines as far as the frequency of communications
Clarke, Chris: and messaging templates we've been developing. Message templates. We already have the initial messages all stored on rave. So we can send out initial messages very quickly. And then subsequent messages. We've been drafting
Clarke, Chris: those based on the experiences that we've had.
Clarke, Chris: We have kind of a library of those communications ready, so that we just have to modify them to the situation.
Clarke, Chris: and then we can send them out via rave
Clarke, Chris: so the procedure is that we gather information, then initiate the execution, communicate with all of the stakeholders which includes the students.
Clarke, Chris: the personnel, and the community.
Clarke, Chris: And then we monitor the situation, and particularly
Clarke, Chris: social media and things like that to make sure that we're correcting any misinformation that we happen to see.
Clarke, Chris: We're also coordinating with other departments, especially if we're working in an incident or a joint information center with other agencies that's also coordinated in the Cct
Clarke, Chris: within the plan crisis communications support.
Clarke, Chris: We've already gone through these and basically it's saying that we have the flexibility to have just the Pio.
Clarke, Chris: the Crisis Communications team when needed, and sometimes the Joint Information Center, which would include both of the above.
Clarke, Chris: So on urgent communications. Our principal method of distributing
Clarke, Chris: communications during crisis is through the rave alerts and the rave alert includes a combination of the following media channels. So you have text messages that go out via cell phones, voice messages that go out via desktop phones
Clarke, Chris: email.
Clarke, Chris: There's Rss feeds that go directly to the district and college websites. If you notice during an emergency, there's a red bar or an announcement that shows up at the top of the
Clarke, Chris: website that talks that has those messages embedded.
Clarke, Chris: We also occasionally do it on social media. It depends on how widespread the emergency is. If it's just one, you know one building on one campus. We probably wouldn't do the social media
Clarke, Chris: and then desktop messaging on computers.
Clarke, Chris: We also have some digital signage on some of the campuses that we utilize and the guardian app that we recommend that everybody
Clarke, Chris: download.
Clarke, Chris: We also do other communications with targeted audiences.
Clarke, Chris: sometimes the crisis may not rise to the level of using a rave alert
Clarke, Chris: like. Maybe that a power outage is coming, and we know that we want to close the campus, but it wouldn't. It's not an urgent emergency, so it wouldn't be appropriate to use a rave alert
Clarke, Chris: in those cases. We can use social media directly. We have a a social media manager.
Clarke, Chris: that allows us to post image or post statements or information to social media from a 1 central location.
Clarke, Chris: We also have the canvas network that is how faculty communicate with students. And during a crisis we may access that
Clarke, Chris: we have webadvisor, which also allows us to send out messages
Clarke, Chris: on some of the campuses. We have public address systems some are better than others. We even have megaphones distributed in strategic places.
Clarke, Chris: So we can do use the public address system if we need to.
Clarke, Chris: We also do media releases when there's time and have press conferences.
Clarke, Chris: Once we have approved messages from the incident commander.
Clarke, Chris: and then we also do email messages and listserv messages
Clarke, Chris: as far as communicating with the news media, the primary point of contact
Clarke, Chris: for media inquiries during a an emergency like this is the PA Pio.
Clarke, Chris: In the Pio's absence it would be the
Clarke, Chris: Vice Chancellor Goldware, or one of the Paos.
Clarke, Chris: If it's if the crisis is restricted to one campus, then often the Pao would be helping with interacting with the media for that campus.
Clarke, Chris: Let's see here.
Clarke, Chris: I think these are pretty much given. But
Clarke, Chris: basically, it's just the main idea here is that there's a single point of contact.
Clarke, Chris: When the news call in.
Clarke, Chris: Anybody receiving calls or questions from the news, media would refer that to the public information officer. So we can.
Clarke, Chris: Make sure that the communications that are going out are accurate and approved by
Clarke, Chris: the incident, commander, there's some information that that sometimes may not be appropriate to share
Clarke, Chris: because it might reveal, for example, the location of the person that they're searching for on campus, or it might be a sense of personal information in the case of somebody that's been injured on campus. So we don't always communicate everything. We try to be transparent where possible, but we also protect the privacy
Clarke, Chris: and the dignity of the people that are being helped.
Clarke, Chris: Post crisis communications when a crisis has been been determined by the incident commander to be
Clarke, Chris: done with or over. Then we send out an all clear message that goes out through rave
Clarke, Chris: and then we removed the messaging from the computers and desktops.
Clarke, Chris: In some cases we have to report out to Media even during and after a crisis. And so we have
Clarke, Chris: guidelines here for the Paos or Pio, as they're collecting information how to how to do that and make sure that it's all accurate.
Clarke, Chris: This talks a little bit about Joint Information Center management, whichever. So if there's a incident, Commander
Clarke, Chris: that incident commanders,
Clarke, Chris: joint, it's responsible for the Joint Information Center that PA Pio, that's assigned to the eoc.
Clarke, Chris: Sorry I'm using a lot of acronyms here. Sorry. But
Clarke, Chris: If it's a widespread disaster, our Chancellor may retain
Clarke, Chris: control and decide that that Pio or our Pio would be responsible for the messaging that goes out for the entire group.
Clarke, Chris: More often than not, though it would be an official with the county or with fire or police. That would be coordinating that as as far as the Joint information center, so sometimes we play the primary role. And sometimes we pay play a partnering role.
Clarke, Chris: We also do training with our paos and management. We even try to go through different scenarios to practice. We use the rave, alert system and get training on that at least twice per year.
Clarke, Chris: And then our recommendation is that we evaluate and update this these crisis communications guidelines every 2 years
Clarke, Chris: this has gone through already. Some iterations with our risk management and safety personnel.
Clarke, Chris: But I'll open this up to any questions that you guys may have, or go from there.
Goldware, Rebeccah: Questions, comments, concerns.
Goldware, Rebeccah: This item is moving through Dssc. Safety and security, or something like that. So.
Quigley, Thea: Sorry, great document. It's very
Quigley, Thea: thorough. And sometimes I think, in communicating with some stakeholders on campus, sometimes a summary that doesn't lose kind of the important details, but almost like an executive summary sometimes is helpful in communication. That might not be something for now, but perhaps in the future. That might be something we
Quigley, Thea: consider just to make some of the information digestible, because I think there's a lot of interest on campus around this. But I also know that sometimes interest doesn't match up with people being willing to read through long documents, so that might just be something to consider in the future.
Clarke, Chris: Great suggestion. Thank you, Thea.
Clarke, Chris: I was gonna show you this crisis. Communications flow chart. Now that you've had
Clarke, Chris: exposure to the document. This explains a little bit. So in this portion you have the emergency Operations center
Clarke, Chris: who's involved in that right? These are the Vice presidents that are usually involved in that or the Vice Chancellors. If it's a district wide
Clarke, Chris: event, you have a safety officer, incident manager, and the Pio. The Pio then directs the crisis communications team.
Clarke, Chris: which includes these people highlighted here in orange.
Clarke, Chris: And then, when multiple agencies are engaged, the Joint information center is here.
Clarke, Chris: So
Clarke, Chris: we've tried to use this to simplify it a little bit, Thea. So this is partly an answer to your questions. But I did also said I was going to show this to you. So.
Quigley, Thea: I know it. When I was at Usc. There was a very predictable kind of pattern to crises which
Quigley, Thea: they had a lot of incidents inside campus, and I think people found that very comforting, and it was always
Quigley, Thea: just a generic, you know, activity at Xyz location. Please stay away, and then activity has concluded, you know, feel free to go in that area.
Quigley, Thea: Clearly that wasn't the exact ring, but that was the idea. And then, if there was additional, you know, to your point. Communication that might be, you know, appropriate to share. And then sometimes there isn't. Then that was followed up with an email. But there was that immediate text message, please stay away. Incident resolved. And then, after that, you knew that you could expect, if appropriate, some type of longer explanation via email.
Quigley, Thea: I don't know if like, is there something like that in here?
Clarke, Chris: No, but that's a great idea. And it is something that we have outlined in the emergency operations plan. So there's that
Clarke, Chris: the document that comes out from our safety personnel
Clarke, Chris: has a kind of a different type of flow chart that shows that flow of decision making and and messages messaging that goes out.
Quigley, Thea: Okay. I think that was like that. Just immediate, quick, short thing that everyone knew we could expect, I think was super helpful to build that trust.
Clarke, Chris: I think it'd be great
Clarke, Chris: to include that in the summary document that you were talking about, too, you know, just to.
Quigley, Thea: Somebody.
Scullin, Patrick: I think, along with that in our, in the couple of incidents we've had at Rcc. There was a lot of questions about the difference between like a lockdown and a oh, what was the other word? I can't remember. But just how.
Clarke, Chris: So once nice.
Scullin, Patrick: Yeah, it's shelter in place, and there's a big difference between whether or not that's an active threat. Or if that's just a safety issue.
Scullin, Patrick: And I remember there's a lot of confusion around like early childhood, for example, where they were kept inside their building didn't get clear direction on when they could leave. So I'm just wondering. Is there a
Scullin, Patrick: a communication chart, I guess, for you know, like
Scullin, Patrick: I know, there's active shooter, there's shelter in place. But is there intermediate steps there to make this like quick and easy, like Thea's talking about.
Clarke, Chris: All music that's been handled, or or that's being handled by the
Clarke, Chris: Safety Committee. As far as the
Clarke, Chris: definitions of those different types of terms.
Clarke, Chris: As far as the flow chart, like what Theo was talking about. I think we need to do that, but that is not included here.
Goldware, Rebeccah: So, Patrick, and the this is a piece of the larger emergency Ops, which is in collective going through Dssc.
Goldware, Rebeccah: so that is kind of what Chris is tying in there.
Goldware, Rebeccah: getting them even to square definitionally. Is that a word? I just made it up.
Goldware, Rebeccah: He's not was. There was a lot of back and forth just in that space. So
Goldware, Rebeccah: happy to add things, we can tweak some things.
Goldware, Rebeccah: We'll bring it back to this group again. So you're not having to just see it once. Chris, it is. Is it going as a standalone or
Goldware, Rebeccah: as a it's going as a Standalone to Dssc. Next week.
Clarke, Chris: Today.
Goldware, Rebeccah: Oh, today. Oh, yes, after this meeting I remember
Goldware, Rebeccah: so they will probably have a larger focus on all of the moving pieces.
Goldware, Rebeccah: But if there are questions concerns, I don't know how quickly Aaron's gonna want to move this
Goldware, Rebeccah: but it is a living document. So if there are things that we need to tweak as
Goldware, Rebeccah: as time passes we can do that.
Goldware, Rebeccah: but we won't have the chart for 1030.
Goldware, Rebeccah: I know Thea. I know you don't expect us to. So
Goldware, Rebeccah: any other questions, comments, recommendations, concerns.
Vierra, Jessica: I just wanna say I don't know if anyone saw in the chat. I really like the idea of the general text, and then following up with an email with details. Sorry you hear my significant other
Vierra, Jessica: snow. So sorry.
Goldware, Rebeccah: No good.
Vierra, Jessica: So basically, like, I like the idea of a general text. So that it's quick and immediate, because I know that's a lot big feedback that we get is that it's not immediate enough and then just with the email, with more details as we get more. And then, obviously, if it's a shelter in place like I think, Patrick was saying. You know we can provide that in text by explaining why that happened. I think a lot of times we get stuff on the why, when we're in the crisis. So maybe if we keep it, general, it would be better. And then, following up with that email.
Quigley, Thea: And I think that was key, because it didn't then set the expectation that there's immediate communication about the details, because that's often not appropriate but if it's just known that okay, this is a general stay away. And then you know that you're going to get all clear. That's so helpful, I think, and and could be helpful for some of the things that we've seen on campus.
Quigley, Thea: I'm trying to pull up an example somewhere of what it is, but it's pretty straightforward.
Clarke, Chris: Yeah, in within the rave, alert system we have
Clarke, Chris: different messaging capabilities. So the the text, alert is restricted to like 162 characters. So we can't go beyond that in the text message, or even in the phone message that we send out.
Clarke, Chris: But in the email version of it. That goes out to everybody's email address, we can put in a longer message. We're we're not restricted on the number of characters for the email
Clarke, Chris: so often, we'll say in the text message that goes out, we'll say, this is an emergency, please shelter in place, or whatever the immediate direction is for more details and information. Please regularly check your email.
Clarke, Chris: So that is built into the system.
Clarke, Chris: There's also follow up emails that are done usually by the President through the paos
Clarke, Chris: that is after the incident. That's kind of summaries, and and they do wrap ups and
Clarke, Chris: give
Clarke, Chris: additional information about resources that are available to help people, you know, following an emergency. So those types of things
Clarke, Chris: typically haven't been handled by this department, but are part of what the Presidents do through their Paos.
Goldware, Rebeccah: Okay, anything else on this item?
Goldware, Rebeccah: Okay, we'll we'll bring it back and let you know what happened at Dssc. At the next meeting, and it it is possible that it will move as part of
Goldware, Rebeccah: the collective through Aaron's side.
Goldware, Rebeccah: To Dmz.
Goldware, Rebeccah: I'm messing letters, Dspc, I don't know how many acronyms we can have just in this meeting. It could be fund account.
Goldware, Rebeccah: So we'll keep you posted on whatever happens. But regardless if there's feedback, please share it, regardless of timing.
Clarke, Chris: Do you want to take a vote to
Clarke, Chris: pass this along, or is it.
Goldware, Rebeccah: I'll I'll take the.
Clarke, Chris: Sure.
Goldware, Rebeccah: That that'll be at the will of the collective. It's the 1st time you all are seeing it. I don't know that it's different from general practice other than operationalizing some things. But if the collective is willing to
Goldware, Rebeccah: take action on, that would be great.
Kerr, Brady: I'm down to motion to move it forward.
Goldware, Rebeccah: Thank you.
Goldware, Rebeccah: Can I get a second.
Scullin, Patrick: Second.
Goldware, Rebeccah: Thanks, Patrick.
Goldware, Rebeccah: This one! I'll do all in favor.
Goldware, Rebeccah: just so people can do like a thumbs up, or hands or something.
Kerr, Brady: How about a Woot-loop.
Goldware, Rebeccah: Oh, Woot! Woot! I think Rene knows how to cancel, how to count that one so.
Kerr, Brady: Okay. Cool.
Goldware, Rebeccah: If people, the voting members could vote, that would be great. Thank you. Thea.
Goldware, Rebeccah: 29. Thank you.
Vargas, Leslie: I'm a voting member, Rebecca. So I vote, yes, cause I'm the person. Okay.
Goldware, Rebeccah: Thank you, Leslie. Thanks, Tony.
Goldware, Rebeccah: I think we have the collective. Thank you. Thank you. We will go ahead and move on now to the next item which is on the serves. This is more of a question for the group, and updates
Kerr, Brady: Oh!
Goldware, Rebeccah: I guess, and I'll share what I last heard from Monica, from Norco and Brady. You can provide maybe, some details. It's been a while since you all went through your process, and then, if I could get any updates from the colleges, I will be talking with the Presidents to find out their preferences in terms of moving the administrative lists.
Goldware, Rebeccah: and then it becomes what's happening on the the faculty side. My understanding is, and I don't have documentation. But I know Norco does. Went through this in 2019. Brady, do you? Do you remember? Can you give kind of a recap.
Kerr, Brady: I actually don't have a recap, because it was on pause for so long. And then I didn't hear anything, but I do know that it went to Senate.
Kerr, Brady: and as far as I know, it's moving forward, but waiting for Monica's stamp.
Goldware, Rebeccah: And I think the consensus out of Norco was to moderate their Norco. All list.
Kerr, Brady: Yes, which I.
Goldware, Rebeccah: Perfect.
Kerr, Brady: Has not happened, like everyone, can still share.
Goldware, Rebeccah: Yeah, but I would love love to monitor. Who can reply all.
Goldware, Rebeccah: So so that is the process that I will be following up with the Presidents on. I think Norco is the only one who has moved forward. In terms of a process. Administratively, I think the Presidents can approve or not approve, and then the faculty list would go through the Senate. Norco had gone through a different process. I think actually, as I was just getting here. And it waited to what Brady's Point was.
Goldware, Rebeccah: Because of back end server stuff. All of that has changed now. And
Goldware, Rebeccah: now we're just trying to get everybody on board with where they are. So I anticipate Norco making a shift. I don't anticipate it being this academic year, so I anticipate something happening with over the summer with nomenclature, and then it being messaged and then going live for fall. But that's me be being presumptive, and I need to talk with Monica. Still.
Kerr, Brady: I feel like that's very doable.
Goldware, Rebeccah: Cool, cool, cool, so that's where I think Norco is. I don't know if
Goldware, Rebeccah: Debbie, I don't want to put you on the spot. I don't know that you would know anything for Marina Valley. And I don't really have an update from talking with
Goldware, Rebeccah: for you the last time. But if you happen to know anything.
Estrada Toro, Gabriela: No, unfortunately, that's okay.
Vargas, Leslie: I could give the update, gabby if you don't want to.
Estrada Toro, Gabriela: Thank you.
Goldware, Rebeccah: Oh, Leslie knows yay, Leslie, go ahead.
Vargas, Leslie: Yes, we have marketing meetings every week, Rebecca, at Nbc.
Goldware, Rebeccah: I need to talk to you more than about some stuff.
Vargas, Leslie: But yes. So
Vargas, Leslie: at Mvc. We're still working on the new campaign. Together we rise. So far we've only started with undocumented support. All of those posters are up on campus, the A. Frames, the TV monitors right now.
Vargas, Leslie: Veronica is designing banners because academics in it said they wanted more representation for undocumented support. So they're doing banners that show together we rise with a link to the undocumented resource center.
Vargas, Leslie: Buttons!
Vargas, Leslie: Gabby was great, and that she ordered buttons, stickers, different things. We also have the stuff from the district which is not part of the campaign, but still shows the support for an undocumented. There's lots of events coming up. We have a grand reopening of the Student Services Building next month, which is going to be like a similar event as the Blcis
Vargas, Leslie: event that happened at Rcc, Nbc. Is also working on updating kind of similar to Rcc, where we're getting footage to have the virtual map where you can click and see what the building looks like. Through the virtual map. Our new.
Vargas, Leslie: a camera videographer, photographer, social media person. Chris, has just got his computer yesterday and finally got his camera equipment. So he's been able to do a lot of more footage. And we've been able to get a lot of more video footage on social media. That's like, kind of temporarily what we're working on in the midst of.
Goldware, Rebeccah: And, Leslie, I'm gonna have you pause.
Vargas, Leslie: Okay.
Goldware, Rebeccah: Cause. We're way off agenda topic. We're just talking about the lip service right now.
Vargas, Leslie: I'm not giving away.
Goldware, Rebeccah: Campus update. You're okay.
Goldware, Rebeccah: are there any? Do you have any updates? Either? One of you on list serves at the campus? I'm gonna guess. Now.
Vierra, Jessica: It's okay.
Vierra, Jessica: So over here.
Goldware, Rebeccah: Okay.
Goldware, Rebeccah: Patrick and Dorothea and or Tony. I don't know that Tony's been in loop. Do you all know anything about list serves, and movement and conversation.
Tony Rizo: I do not.
Goldware, Rebeccah: Okay.
Scullin, Patrick: I know that it got confused in Senate. So yeah.
Scullin, Patrick: went around and around, and I didn't do a good job of reining that in. But
Scullin, Patrick: they were talking about the faculty listserv a lot, and
Scullin, Patrick: it, it seemed really clear to me. But then, when they started discussing, it, got kind of confused, so I don't know if they
Scullin, Patrick: approved, or what, and I don't know what's happening with the other Listservs.
Goldware, Rebeccah: Okay, I will follow up Thea. Do you know anything on the administrative side? That's okay. I will be following up like I said, with the Presidents, Patrick, if you can get it back on your on the agenda somewhere, either as a follow up discussion, I cause it did get left in like October, November.
Goldware, Rebeccah: So if it could be brought back if they if you all don't want the list fine, we don't have to activate them. I just need somebody to tell me something.
Goldware, Rebeccah: or I can just put it down, and we cannot talk about it anymore. And just hope it goes away.
Vargas, Leslie: She said, let's serve our other updates. So I went on.
Goldware, Rebeccah: You're on. You're off mute.
Vargas, Leslie: Sorry.
Goldware, Rebeccah: It's okay. Go ahead, Patrick.
Scullin, Patrick: I was going to say. I think the way we left it is the fact that he understood that
Scullin, Patrick: It was going to be unmoderated on the faculty side. But,
Scullin, Patrick: I don't know, so I can do that.
Goldware, Rebeccah: Yeah, if there's consensus and a great great, I just need, I guess, confirmation.
Goldware, Rebeccah: Any other questions on the list?
Goldware, Rebeccah: The district lists for just a general update. Are done. There is a page.
Goldware, Rebeccah: I don't actually know what it is. But you could Google, Rccd Listers, and it will probably come up. So the Rccd. All guidelines are posted there the Cato lists are up there. I don't know that we have who the moderators on are listed on who the on those moderated lists? But
Goldware, Rebeccah: if they're up there I have back end access. So worst case you can always request it of me and or of the public affairs officer, because they usually have some connection to the list at the campus.
Goldware, Rebeccah: So any questions.
Goldware, Rebeccah: Additional questions, I guess, on listservs.
Goldware, Rebeccah: Okay, Chris, you get to go on to social media guidelines.
Goldware, Rebeccah: And just as a Chris as a content.
Goldware, Rebeccah: consider the agenda. So if we need to bump something to the next meeting, we can cause I do want to. Let the colleges provide update.
Clarke, Chris: Okay
Clarke, Chris: this, this document. We've seen multiple times in the Dmcc, so hopefully. This will be a final read, so to speak. There are 2 questions that are still open.
Clarke, Chris: but they're
Clarke, Chris: we're. We're just gonna consult with our legal advisor to find out what the real answer is, and then we'll make that modification.
Clarke, Chris: So I'm going to go through this and highlight
Clarke, Chris: changes that have happened since the last time it was viewed
Clarke, Chris: And I'm really, gonna specifically talk about those things that Noel
Clarke, Chris: made notes of about as she went through. And did a really thorough
Clarke, Chris: a review of the social media guidelines really appreciate her work on this and her suggestions. They've made a difference.
Clarke, Chris: I'm hoping to get additional feedback. This really can be a living document. I mean, once we approve it, it goes on the website. But there can be updates to it. So it's not something that we have. You know this is the end. All
Clarke, Chris: of this document. So
Clarke, Chris: one of the things was one of the quick issues that she raised was the creation.
Clarke, Chris: the sentence. The creation administration of official social media accounts must be authorized by the district or college.
Clarke, Chris: she made the point that at Mvc. They don't allow new accounts to be created on behalf of the college by anyone except for the web app technician.
Clarke, Chris: and she wondered if we wanted to make that a district wide. If we wanted to have an established procedure or process that we do to make sure that
Clarke, Chris: we kind of stay in control of that.
Clarke, Chris: My response to that is that the district monitors but does not have a specific registration process for district social media accounts other than these guidelines. The colleges, though, may need different guidelines or procedures, they can
Clarke, Chris: be included in college specific social media guidelines. So this is the district document.
Clarke, Chris: The college version may have more specific guidelines than this.
Clarke, Chris: And so we put in here this paragraph that wasn't in there before referred to each college's social media guidelines for specific procedures for creating, registering, and managing college specific, official social media accounts.
Clarke, Chris: She also made the comment that failure to adhere to these guidelines may result in replication of social media privileges on district and or college accounts.
Clarke, Chris: we really didn't feel comfortable with changing May to will, because it's absolute. And sometimes it's just a matter of informing people that they're violating. That may be all that's needed to correct the situation. So you want to leave. It may but appreciate the the thought that maybe we want to be stronger on that language.
Clarke, Chris: And again, that could be different for the colleges. You can be more restrictive on the college guidelines than the district. You just can't be less restrictive.
Clarke, Chris: so this has gone through some changes. As far as the unofficial social media accounts.
Clarke, Chris: Noel brought up some really good
Clarke, Chris: suggestions or ideas about this one was
Clarke, Chris: in the second paragraph. Here the use of the district or college identity by unofficial social media accounts is strictly prohibited and may be subject to corrective action.
Clarke, Chris: We use the term corrective action is because
Clarke, Chris: not not thinking of it as far as the
Clarke, Chris: Handbook, but more that we would take steps to correct the problem.
Clarke, Chris: Right? It might be legal, it might be punitive, but we would want to correct the action. So we left it corrective action. But I'm open to changing that. If if there's other strong opinions on that
Clarke, Chris: where we've just resolved the issue. I won't go into those because it was a simple fix. Usually
Clarke, Chris: on social media best practices. Noel made the suggestion that we include a section or or talk about specific security issues with
Clarke, Chris: as they relate to social media accounts. So we've added.
Clarke, Chris: based on her recommendations. This section that's highlighted in yellow. So this is all new.
Clarke, Chris: Basically, it's saying that security related best practices for social media accounts are the following
Clarke, Chris: talks about passwords, not sharing the passwords, using multi factor, authentication
Clarke, Chris: updating credentials when individuals leave the unit registering accounts with shared emails belonging to the district
Clarke, Chris: and the plans to recover accounts if somebody leaves or or gets hit by the milk truck or whatever.
Clarke, Chris: So those have been added to this. But I think they're pretty standard in language and everything so.
Clarke, Chris: and that's great recommendation. Thank you. Noel,
Clarke, Chris: So the well posed the question, do we know how to do this if if we don't have access.
Clarke, Chris: And I'm saying we do know how to request it from the social media provider that that's that's basically all we can do. If it gets down to a legal issue, we could gauge our legal counsel in
Clarke, Chris: asking them to remove it. And that that may be warranted. So
Clarke, Chris: so we left this as is. But that's the understanding there.
Clarke, Chris: This section is still being
Clarke, Chris: finalized. Basically, it's saying that if you have concerns about a social media account. You're to contact the Pao
Clarke, Chris: and we're determining, if we want to use it, a generic pao for each college, or if we want, as far as an email address, or if we want to put in the specifics, we think we're going to go with a generic one. We just need to double check with the legal and with the social media providers. If if we can do that or not, because usually the social media providers
Clarke, Chris: require a name that goes along with the account. Not just a social media person, right? So.
Clarke, Chris: And then we changed the unofficial social media accounts
Clarke, Chris: the disclaimer to something much softer, because we can't require anybody on an unofficial social media account to post, even do a disclaimer. But we suggest the following the views and opinions expressed through this account, may not reflect the views of Rccd or its colleges.
Clarke, Chris: and then we have the safety and security which stayed the same.
Clarke, Chris: Any questions, comments.
Kerr, Brady: I think this booger needs to go through already.
Kerr, Brady: So I would say, figure out that last little bit with legal. And let's get this in the universe.
Clarke, Chris: Yeah, thank you. Brady.
Goldware, Rebeccah: So here's my question. Is the group comfortable, approving it as is knowing that legal, that council is going to make that final determination. And we're not going to change it.
Goldware, Rebeccah: Can we move it today?
Kerr, Brady: I move it swiftly. Please.
Goldware, Rebeccah: Awesome.
Tony Rizo: I'll second that.
Goldware, Rebeccah: Thank you.
Goldware, Rebeccah: All of those in favor. You can do your thumbs again.
Kerr, Brady: Woo, woo! I like.
Goldware, Rebeccah: It's the rockets, Tony. I I approve of the rockets.
Goldware, Rebeccah: awesome. Thank you, and we will move on. Chris, do you want to talk about logo creation briefly, or do you want me to.
Clarke, Chris: Go ahead.
Clarke, Chris: I've talked enough.
Goldware, Rebeccah: Okay, I've talked enough. Yeah, so we'll switch so a long, long time ago, and again it started with Norco. They went ahead and went through a process because we couldn't figure out at 1 point this committee didn't exist, so we had to create the committee
Goldware, Rebeccah: But then I think everyone knows I call it Jellybean, because most Beta called it Jelly Bean. They went away from Jellybean to the more angular horse Brady. When did you guys do that? 21.
Kerr, Brady: Yeah.
Goldware, Rebeccah: Okay? So there is a framework somewhere within the district that we could repurpose to scale, so that everybody has
Goldware, Rebeccah: a at least a platform for logo creation. Having said that some of these things do require the the boards like approval, we can't just create images. Without it going through? Well, that's not fair. We can create images. We can't rename things. We can't name things without the Board's approval.
Goldware, Rebeccah: So if there was a program that was gonna create, get created, and an image or logo needed to go with it. That program name. And it may go through the council pro or the curriculum process, but it does eventually make it to the board to have some name associated with it. Usually it's tied to the the curriculum. The program right? So.
Goldware, Rebeccah: But there needs to be some kind of structure around imagery.
Goldware, Rebeccah: and that doesn't yet exist other than what Norco has done. So I don't know if there is.
Goldware, Rebeccah: there has been requests of how do we create Logos like, what's the process? How? Who does it go through unless there is a difference in this
Goldware, Rebeccah: in the group I would posit that we could reframe Norcos. Bring it forward to you all for review. Tweak it a little bit again. From the higher level the colleges can decide a more complex delivery system. But I would look at setting something up from
Goldware, Rebeccah: the higher level. Just so that there's a structure in place. So that if the center for social justice wants to create a logo, there is a process when workforce and economic development or fill in the blank also central to district. There is also a process created. So I'm open to conversation in general.
Kerr, Brady: It felt really easy. At Norco. We we hired an outside firm, and there was a small group of us that went back and forth, and
Kerr, Brady: it it felt smooth to me.
Scullin, Patrick: I was gonna say,
Scullin, Patrick: I think there needs to be kind of a tiered structure. So if we're talking about the logo
Scullin, Patrick: or graphic that represents the entire college. Like, say, the Rcc. Logo. It might have one set of standards, but within the campus community or smaller, down to groups and clubs. We don't want a super oppressive method for that one. I don't think.
Goldware, Rebeccah: 100% that. But there needs to be general structure and guidelines. For example, if the.
Scullin, Patrick: And.
Goldware, Rebeccah: If the tiger is going to face one direction for one group, and it's going to face another direction for a different group. Cool, we just have to be consistent. If they want to change the directions cool, we just have to be consistent.
Scullin, Patrick: Yeah. And I think we've been discussing that in the marketing committee, and
Scullin, Patrick: we have kind of a loose structure where we're talking about assessing the need. Then forming a small team, maybe like Norco to actually address it, because a big committee doesn't work and then making presentations and
Scullin, Patrick: letting the constituent groups be a part of the the review process. Yep.
Kerr, Brady: That's exactly what we did.
Scullin, Patrick: So that's kind of what we want to do at Rcc, especially in particular, to address our athletic needs.
Goldware, Rebeccah: Yep, yep, understood Brady, could you? And or ask Denise or Rene can ask Denise. Could we get maybe the history of
Goldware, Rebeccah: when it was approved in the process you all went through. Unless there's a write up on it. Cause I can. We can go back through the minutes, and we can draft it and have something for review for this group. Next time, Patrick, I hear you. It would be super high level, not meant to be punitive as things roll down leaving it administratively. Process wise approval, wise at the colleges or wherever the appropriate administrative structure is right like, if it's coming through my group, I'm gonna run it through something as well
Goldware, Rebeccah: does that work for the group.
Clarke, Chris: I'll just make one comment on this, Rebecca. I think
Clarke, Chris: this is typically handled in the branding guide. But we don't really have the process outlined in the branding guide. So what we're thinking
Clarke, Chris: is that we could create a document that outlines the process for developing a logo and then add it to after it gets goes through and gets approved, that we could add that to the branding guides.
Goldware, Rebeccah: Yes, agreed.
Goldware, Rebeccah: Okay. So we'll get something together, and we'll come back to this group. The next time with something in that.
Goldware, Rebeccah: Anything else on logo creation
Goldware, Rebeccah: because we're running out of time. And I wanna make sure that there's time for updates. I'd like to push campus maps to the next meeting.
Goldware, Rebeccah: unless there's any argument against.
Goldware, Rebeccah: And then I'd like to jump back into Leslie's update, and then we can go through Norco and Rcc. For general updates.
Goldware, Rebeccah: But this week.
Vargas, Leslie: That was all.
Goldware, Rebeccah: I knew I.
Vargas, Leslie: Was like, do.
Goldware, Rebeccah: I don't.
Goldware, Rebeccah: I heard.
Vargas, Leslie: I let her finish.
Goldware, Rebeccah: Wait until the very end.
Goldware, Rebeccah: I'm sorry.
Vargas, Leslie: Yes, we just had. Like, I said, we're focused on our grand opening.
Vargas, Leslie: finishing our campaign. See? Gabby's laughing because she's.
Kerr, Brady: Okay.
Estrada Toro, Gabriela: Yeah, she was on a roll, but she basically covered most of it. Our current campaign is the one that we're mostly focused on, and then the reopening of the building.
Goldware, Rebeccah: Awesome. Thank you.
Goldware, Rebeccah: Brady norco.
Kerr, Brady: So we lost Caitlin blank to another school. So we are without a C. Pro. Again.
Kerr, Brady: the marketing committee is
Kerr, Brady: not real ish, and we. The last time we met, we decided we'll probably just meet Quarterly, and my assumption is that we might just dissolve into a work group.
Kerr, Brady: However, lots of cool stuff is happening. We're still running the come as you are. Campaign.
Kerr, Brady: We are putting on an equity summit in April.
Kerr, Brady: and things are are moving as they usually do. But there's there's nothing crazy happening. But
Kerr, Brady: we've got a bunch of the events coming up through the Deia Committee and other programs. Everything's
Kerr, Brady: going well, and we've found that there isn't a huge need for the marketing committee itself, because
Kerr, Brady: we still have Ruth. But she's doing all of the social media and that type of thing. So
Kerr, Brady: maybe the the newest, coolest thing is, I just designed a classroom crisis flyer that will be in every classroom
Kerr, Brady: that's geared towards faculty that teach at night, and if they have a crisis in the classroom, who, to reach out to and how to resolve that situation.
Goldware, Rebeccah: If you would share that, that would be great.
Kerr, Brady: Absolutely.
Goldware, Rebeccah: Thank you anything else from Norco.
Kerr, Brady: No, I'll just. I'll look for that real quick and put it in the chat.
Goldware, Rebeccah: Awesome. Thank you. Rcc.
Vierra, Jessica: Sure.
Vierra, Jessica: Currently. Okay.
Scullin, Patrick: I was just gonna say that the as far as the committee is concerned. The
Scullin, Patrick: we've been addressing logo needs. So we've been using our brand guide that we implemented last year. So when we have question marks, we try to
Scullin, Patrick: help guide decision making on that. And then we have implemented this process to work on the athletic
Scullin, Patrick: and associated students branding. So
Scullin, Patrick: we've identified a team working on a strategy. And then we'll be working through a process to propose updates for the branding.
Kerr, Brady: Oops. It went to Leslie as a private message, one sec.
Goldware, Rebeccah: Thanks. Bet Patrick, go ahead, Jessica.
Vierra, Jessica: So on our end. We're working on emergency flyers for the classrooms as well, but the differentiating shelter in place, but also like mental health crises. So we have that not only in the classrooms, but the parking lot coming soon, and then we also have
Vierra, Jessica: Now, I just like to have one scatterbrained. But we're also working. So the emergency flyers, tennis court signs are going up. They're in printing right now. They also want right now we're really sign happy at Rcc. So we're working on like also, when campuses closed, having signs that say when campuses closed. But overall, we're working on the you matter campaign, kind of making it more student focused of displaying our students or alumni in you matter, swag, and then presenting them, and like their experience.
Vierra, Jessica: and then kind of marketing that. So we have, like the 100 black men golf tournament coming up. And you'll see one of those signs with the student focused perspective. But yeah, that's pretty much what's going on here. Oh, and then the housing campaign. We launched it. Already we have about 160 applicants at this point.
Goldware, Rebeccah: Thank you.
Goldware, Rebeccah: Anything else. Oh, the the there is a campaign that's out there. That just folks should generally be aware of. It's a large push with Ucr, so there's students who refer
Goldware, Rebeccah: receive a deferral, ie. A rejection are gonna get a letter from Ucr that says.
Goldware, Rebeccah: go to an Rccd college, and in 2 years you can come back to us.
Goldware, Rebeccah: That's gonna go to all of their deferrals, not just the ones in our territory, and if I do math generally, correctly, I'm gonna use nice round numbers. They had about 70,000 applications this year. My guess is, at most they can take 10, and that's a super super high number.
Goldware, Rebeccah: So a lot of people are going to get a message saying, Look at our Ccd colleges.
Goldware, Rebeccah: So I don't know Jessica and Leslie. If you want to share anything more about the pages or anything else.
Vargas, Leslie: Well, Jessica didn't unmute, but Norco is still undecided if they're going to do their page. For marketing. Nbc. Has launched their page all routes to Rcc. But Jessica did work with John to create a ticket to make sure the marketing and the flyer was all consistent. So I've shared it today to see if the leadership wants to adopt it. So Jessica's been doing a lot of heavy lifting to try to get consistency across the colleges.
Goldware, Rebeccah: Thank you, Leslie. Please keep me posted if it's a decline.
Goldware, Rebeccah: because I don't know that it's an option.
Kerr, Brady: That, too, at Norco. Now things go through a form
Kerr, Brady: through Kenesha Tarrant, and then trickle down to Ruth for design.
Goldware, Rebeccah: Okay?
Goldware, Rebeccah: Anything else?
Goldware, Rebeccah: I think we went through most of the agenda.
Goldware, Rebeccah: Me, is there anything else for the good of the group?
Vierra, Jessica: I will just say that although we have these designated
Vierra, Jessica: designs that were made to be consistent with the designs, each college is welcome to create their own, that matches their branding and their messaging. It was just kind of so that they have it so that it's consistent across the district, but also they're welcome to do whatever they want. I just want to make sure everyone had something on Launch point so that they're not empty handed.
Goldware, Rebeccah: No, it it's appreciated. Thank you, Jessica.
Goldware, Rebeccah: Anything else for the collective.
Goldware, Rebeccah: I appreciate you all on the time that you put into this committee. We'll be following up, and we'll talk soon.
Goldware, Rebeccah: Happy Friday.
Goldware, Rebeccah: Bye.