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National Register of Historic Places listings in the Bronx

From Wikipedia, the free encyclopedia

Location of Bronx County in New York
Location of Bronx County in New York
Map all coordinates using: OpenStreetMap 
Download coordinates as: KML · GPX

List of Registered Historic Places in Bronx County, New York (Borough of The Bronx):

This is intended to be a complete list of the 73 properties and districts listed on the National Register of Historic Places in Bronx County, New York. The locations of National Register properties and districts (at least for all showing latitude and longitude coordinates below) may be seen in a map by clicking on "Map of all coordinates".[1] Seven of the properties and districts are further designated National Historic Landmarks.

This National Park Service list is complete through NPS recent listings posted November 9, 2018.[2]

Contents: Counties in New York
Albany (Albany)AlleganyBronxBroomeCattaraugusCayugaChautauquaChemungChenangoClintonColumbiaCortlandDelawareDutchess (Poughkeepsie, Rhinebeck)Erie (Buffalo)EssexFranklinFultonGeneseeGreeneHamiltonHerkimerJeffersonKingsLewisLivingstonMadisonMonroe (Rochester)MontgomeryNassauNew York (Below 14th Street, 14th to 59th Streets, 59th to 110th Streets, Above 110th Street, Islands)NiagaraOneidaOnondagaOntarioOrangeOrleansOswegoOtsegoPutnamQueensRensselaerRichmondRocklandSt. LawrenceSaratogaSchenectadySchoharieSchuylerSenecaSteubenSuffolkSullivanTiogaTompkinsUlsterWarrenWashingtonWayneWestchester (Northern, Southern, New Rochelle, Peekskill, Yonkers)WyomingYates

YouTube Encyclopedic

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  • Los Rios Spring Districtwide Convocation
  • Yonkers, New York
  • Mount Vernon, New York
  • Carnegie Mellon University's 118th Commencement


[ Music ] >> Good morning, everyone. [ Inaudible ] All right. Good morning. >> Good morning. >> Happy new year. >> Happy new year. >> Not bad, not bad at all. It is wonderful to see you all this morning. And first thing's first. I want to give a shout-out and join me in saying thank you to D Bop. It's the ARC student jazz band who have been entertaining you this morning. Right over here. [ Applause ] Nice job, thank you very much. So on behalf of all my colleagues at ARC, I want to welcome you to the college and to this spring's convocation. So I think let's get started with seeing who's in the house this morning. Starting with, let's see, who -- let's see, those from the college furthest away from where we are here. So Folsom Lake, let's hear some noise. [ Applause ] All right. CRC? [ Applause ] All right, Sac City, let's hear it. [ Applause ] All right, great. And district office? [ Applause ] Small but mighty. All right. And those with the home field advantage, ARC? [ Applause ] All right. >> Yeah. >> Thank you, Dan. I also want to -- I also want to welcome all of those who are joining us via live stream. So appreciate that. And I also -- very important -- join me in acknowledging all those who can't be here this morning, particularly our counseling faculty, our front-line staff who are busy helping our students get ready for the spring term. So let's give them a round of applause. [ Applause ] So it is -- standing up here, it is just amazing and just feels great to see all of you here. And I'll you, when we think about the changes that are taking place at our colleges, the district, our system, state, and even the nation, I can't think of a better and more important time for to us come together in conversation as we continue to collaboratively shape our future. And so let's get started with that. And to do so I'd like to invite to the podium the chancellor of the Los Rios district, Brian King. [ Applause ] >> This is a big deal, isn't it? It is so exciting to be here together with the largest gathering of faculty and staff in the history of the Los Rios District. All of you are a part of history today. And history cannot be made without the contributions of many people. And I want to start off in an attitude of gratitude thanking a large number of people who have made today possible. And I want to ask you to stand so -- and stand until everyone has been introduced -- so we can give you the thanks that you deserve collectively. First of all, our faculty and classified leaders who have been encouraging us to meet district-wide for the last several years. Stand up if you are among those who, for the last two or three years, have been telling us it's time to do this together again. You know who you are. Stand up, some of our leaders, who have been encouraging us to come together. [ Applause ] Please remain standing. Remain standing. Next, our ARC team. So many people from American River College have worked very hard to make today possible. From the ARC operations office, including Cheryl, Matthew, Erika, and especially the custodial and maintenance staff who have been busy not only with convocation but also bringing new facilities online for a new semester. And as fate would have it, there was a power outage this week. So we're covered today. We have generators -- nothing is going to stop us today. But the ARC operations office, all of you please stand. [ Applause ] Also, the ARC IT team and the A/V staff, stand and please remain standing [ Applause ] Next, the ARC communications and information services team, including the graphic design staff led by Scott Crow, please stand and remain standing. [ Applause ] We're here in a facility used by the kinesiology department. Let's thank the kinesiology team at ARC for allowing us to use the space and for their help in getting ready today. [ Applause ] I want to thank our faculty planning group. Please stand and remain standing. Edward Hashina [assumed spelling] from ARC, Georgine Hodgskinson from CRC, Krisi Brown from FLC, and Norman Lorenz from Sac City College. [ Applause ] Also want everyone who is leading and participating in a breakout session today to stand. The leaders of our eight tremendous breakout sessions, will you stand so we can acknowledge you? [ Applause ] And last but not least, I want to thank two people from the Chancellor's Office who have been working literally night and day for quite a while to make this happen. Gabe Ross, our associate vice-chancellor, and Jennifer Delucchi from the Chancellor's Office. Let's give them a warm round of applause. [ Applause ] So thank you to everybody who has made today possible. It's an exciting day. It's an historical day. And as Thomas mentioned, we also have many people around the district who are watching live now in our streaming presentation. So I'd love to hear from some of you who are streaming. Shoot me an email, let me know how things are going as the day continues from our streaming presentation. For the rest of the day, get some housekeeping details out of the way immediately. When our general session concludes today at 11:00 a.m., proceed directly to your first breakout session, the session you're registered for. And just a heads up, there was such demand for some of our breakout sessions, many will be full. So if you did not register for a session and still want to attend, check that session but go with an understanding that the room may be full. That's a wonderful problem to have, that there's such excitement for some of our breakout sessions that we'll have overflow. Following the morning breakout sessions, certainly one of the highlights of the day will be the departmental lunches where our faculty and staff are coming together from across the district to talk about common interests and opportunities. Lunches will be delivered to the room based on registration. So your lunch will follow you to the session to which you registered. After get your lunch, if it makes sense for the departmental session to break into smaller groups, we encourage and support you in making that decision. After lunch is done, the second breakout session will begin promptly. If you want to know where to go and how to get there, all of you have the program. Hold up your program. In your program is the list of the breakout sessions and also a map of ARC. And some were sharing with me you can actually use some of the applications if the map doesn't work for you to be guided to the room where your breakout session is taking place. After the breakout session is done, it's wonderful for all of us to be together, but we're not going to come back and be together at the end of the day after your last breakout session is completed. That will conclude our time together today. Want to also make some other introductions that it has been many years since we have come together as a district with over 1,500 people participating. But many of you know that we have a district team that meets every Tuesday that includes leaders from across the district. And I want to acknowledge them. You heard from one of our four presidents, Thomas Green, our host today. I want to acknowledge our other college presidents, Ed Bush. [ Applause ] And our two new outstanding presidents, Whitney Yamamura at Folsom Lake and Michael Gutierrez at Sac City. [ Applause ] Also from our district team, our vice-chancellor, Theresa Matista. [ Applause ] Vice-chancellor Jamie Nye. [ Applause ] Our general counsel, JP Sherry. [ Applause ] And associate vice-chancellors Paula Alison and Gabe Ross. [ Applause ] Normally at our convocations you only get to see one member of our board of trustees, sometimes two. Today we have a great representation from the best board of trustees in the State of California. I want to acknowledge those who are with us. John Knight. [ Applause ] Robert Jones. [ Applause ] The newest member of our board of trustees, Tammy Nelson. [ Applause ] And now I want to introduce our board chair, Pamela Haynes. Pamela was first appointed to the board in 1999. So she has been serving our district for a long time. She was elected to her seat in 2000. This is her third term as board president. She also serves on the Los Rios Foundation Board. Pam has a background in K-12 and higher education policy, as well as economic and community development. She has consulted and provided program evaluation, technical and strategic planning for nonprofits and community-based organizations. She has a bachelor's degree from UCLA and a master's degree in public administration from Harvard. She is a proud Santa Monica City College transfer student. So she has been a student in our California Community College system. Please join me in welcoming president of the Los Rios Board of Trustees and also a member of the State Board of Governors, Pam Haynes. [ Applause ] >> Good morning, Los Rios. Are you in the house? [ Applause ] So I want to thank the chancellor for that introduction. It was much too long. [ Laughter ] But on behalf of the entire Los Rios Community College District Board of Trustees, it is my pleasure and honor to be here today at American River College to help kick off the spring semester with the first district-wide Los Rios convocation in more than ten years. As many of you know, I have the honor of serving, as the chancellor said, as a Los Rios board member, but also serving on the California Community College Board of Governors. I'd like to take a moment to recognize one of our own who also serves with me as a member of the Board of Governors. He is among us. He is faculty at Cosumnes River College. He is a man -- and I'm using that, I'm using his first name but I'm using it -- he is a man who is vocal and respected and a respected voice on the board of governors. Mahn Phan [assumed spelling], would you please stand up and be recognized? [ Applause ] So in both capacities as a trustee on Los Rios and as a member on the board of governors, my colleagues and I are focused on helping to create the policies and frameworks to allow you all to help our students reach their goals, their aspirations, their dreams. Part of that work is sharing the great things that are happening at all of our colleges so that the best ideas can be taken to scale in order to have a greater impact. That's why today is so exciting. We spend a lot of time in Los Rios, and rightly so, celebrating what makes our colleges and communities so unique and special. But as I look out on this large room full of talented, hard-working faculty and staff from throughout the district, I'm reminded that there is much, much more about our work that connects us than separates us. First and foremost, for all four of our colleges, there is commitment to putting students at the center of everything we do. The students we serve come from every possible walk of life, and each of their stories is different. Yet we have the responsibility of serving each and every one of them when they come through our doors and I would also add through our portals. While we are -- excuse me -- while we are at different places with the work, all four of our colleges have begun to implement Guided Pathways. But I'm inspired by the work at our colleges so far and invigorated by the opportunity that pathways work presents for our students. All four of our colleges are in the midst of rethinking placement and assessment using data in more creative and robust ways to help our students be more successful. Transformational change, disruptive innovation -- collective impact is hard. I'm the first to admit that. And you're in the field and you know that it's hard. But I am inspired by the collaborative work being undertaken with supportive services within and between departments, across disciplines, within and across our colleges in recognition of our students and their needs. There is no doubt that the landscape is changing rapidly. And I applaud you all for being at the forefront of this effort. All four of our colleges are made up of smart and creative faculty and staff who are here this morning and the thousands of others who could not be here today. You're dedicated, passionate, courageous enough to take risks for our students. My fellow board members and I are truly grateful for all that you do. So as we prepare for another semester, I stand here today excited and energized about what lies ahead at our colleges. On behalf of my colleagues on the board, I'd like to thank you for being here today and for your commitment to our students. I know that it's time -- this is a time of great change at our colleges and around the state. And all of that change can be unsettling. In times like these organizations can either run and hide or they can step forward and lead. I am proud and privileged to represent a district of leaders. Thank you. [ Applause ] And now it is my pleasure to introduce the president of our district academic senate, Carlos Lopez. [ Applause ] >> Thank you, Pam. Thank you. I want to quickly take -- make a shout-out to the people sitting in the bleachers. That's where I would be if I did not have this responsibility. [ Laughter ] I'd like to take some time to introduce my entourage. Behind me we have Paula Haug, professor of communications, Folsom Lake College. We have Shannon Mills, professor of anthropology from Cosumnes River College. Troy Meyers, professor of English from Sacramento City College. And our returning champion, Gary Aguilar, professor of design technology here from American River College. These are all the academic senates from the different -- from the four community college in the district. So thank you for supporting me. They're behind me in case I need their help. So hopefully usually convocation marks the end of a vacation. And so here I am with the news that we're about to start another semester. [ Laughter ] Hopefully your break was enjoyable and you worked on Canvas because it's real now. [ Laughter ] It's been a while since we met as a group, as a district. And I want to echo the gratitude from the chancellor, all those people that were involved, thank you very much. It's important for us to gather. Today's focus is on pathways. And I want to take a moment -- we will get to that. But the last time we gathered we had a different chancellor. And I really used to look forward to convocations because I would always hear about Petey and Frankie, the students in Mrs. Harris' fifth grade class. Do you remember? So for no reason at all, I'd like to share the coincidences that my wife is also a teacher. And she shares stories with me. So I have a couple I'd like to share with you. [ Laughter ] One is when she was a kindergarten teacher, in the first two or three days she noticed there was this child, we'll call him Frankie. And he just wasn't engaged, he wasn't engaged, he wasn't doing the work. He really wasn't involved. And as my wife approached him and asked, his response was, "I didn't sign up for this. My dad did it." [ Laughter ] Just before the break my wife received some very touching and moving letters from her student -- this is in a first grade class. And one was very, very moving and she became emotional as she read it. And she actually said, "I don't know if I can read this." And Petey, who's in the back and always has solutions for all problems said, "Just sound it out." [ Laughter ] I love Petey and Frankie. I was not invited here to share about my wife's students. I am -- as the district academic senate president, we do have a responsibility. And we meet in the first and third Tuesday of every month in the main conference room. You're all welcome to attend. And one of our roles is really to represent faculty and to protect the ten plus one -- anything that's academic and professional in nature, we as a senate will make recommendations to the board. And we take that very seriously. We have committees that help us do this work. And we -- there's a lot of meetings to help us do the work. And we are there. And I want to say thank you to all the faculty that participate. It involves a lot of people. So I -- on behalf of the academic senate presidents standing behind me, we are grateful to those that answer the call when we make requests for people to appoint. We're gathered, really, with the focus on Guided Pathways. And I'd like to take a moment and say one of the other things we do is we attend board meetings. And those are fun. [ Laughter ] And we -- you know, I look forward to the chancellor's report because they come at the end of the meetings. And there's always something positive and then the retirements are announced. So it's always impressive to hear how many years people serve in the district. And this last December we heard of probably the most impressive one we have heard. Bud Hannon, can you please stand up? Bud Hannon, professor of psychology from -- there he is -- from Cosumnes River College retiring after 47 years of service to this district -- 47 years. [ Applause ] Bud, please stand up again. Well-deserved ovation. Congratulations. [ Applause ] So it would be impressive to sit down and talk with Bud about all the changes that have happened in 47 years. I can list a few, like computers. [ Laughter ] Cell phones. Chalkboards. Anyone remember those? I could go on. But what is hard to deny is that the pace of change -- and he could attest to this -- has just accelerated tremendously recently. And I don't think it's going to change. And so really, I'm here on behalf of faculty to say that we will be involved. We have been, we will be, we are now. And so it has to do with -- let me pause. One of our responsibilities is to attend academic senate for California Community Colleges plenary sessions. And these are gatherings where delegates from each of the California Community Colleges make decisions, take positions on everything that is academic and professional in nature. And in the fall we passed five resolutions on Guided Pathways. And I don't want to bore you and read each one of them, but I will encourage you to read that. You could go to and see all the resolutions that were passed. But I'd like to highlight two of them and then mention the other three. One talks about creating areas of focus in meta majors, which is a key component of Guided Pathways. And it really encourages academic senates to remember that faculty have primacy under the ten plus one. We decide what these will be. So when creating meta majors and areas of focus, faculty need to be at the table. We need to lead that project. There was another one -- thank you -- there was another one that said, okay, the academic senate -- academic senates must appoint anyone involved in creating the framework for Guided Pathways for the college, including those that will receive reassign time for their efforts. So, again, we will be involved. We have been. The other three, one is it encourages to really consider whether we want to be part of the California Guided Projects Award Program. We all submit the application for that; is that right? All four colleges independently applied for that. The other encourages librarians to participate in the framework. Because librarians are cool. [ Laughter ] So in closing, I just want to say -- give a big thank you to all faculty that are involved. And I want to encourage those that aren't yet involved to please consider participating. As we hear today's -- the next part of the program, I'll remind you that this is a call to action for us faculty. Unfortunately, the way things are headed, if we're not involved, things will happen to us. And I don't know that any of us want that. So it's better for us to be at the table and take our role. It's a right and a responsibility to protect the ten plus one. If you don't know what those are, see me. I'll be happy to share with you. So I'd like to introduce Olga Prizhbilov now to come to the stage. She is the classified senate president for American River College. Olga? [ Applause ] [ Applause ] >> Good morning. So my name's Olga. I'm the classified senate president for American River College. To my left is Jennifer Patrick, the classified senate president for Cosumnes River College. [ Applause ] And joining us live are Vonnie Shane, Folsom Lake classified senate president. [ Applause ] And Robert Kelly, Sac City classified senate president. On behalf of all four of us, I'd like to say that we are very proud of what the classified employees are doing on all four campuses. We are very happy that the whole idea of faculty versus classified is pretty much a myth at Los Rios, am I right? It's not versus, it's with? [ Applause ] So today I'd like you guys to imagine something. Think back to maybe a conference that you went to recently. You've been working really hard for maybe a year, maybe two years, maybe 20. And then you go to this conference and you're -- you're just so worn out, you're pretty close to just quitting your job. You're really tired, you've been working at your 200% this whole time. You don't think anyone understands you. And then you show up to this conference, and usually it's a conference in your field and all of these professionals are talking about things that you've been experiencing. And you know exactly what they're talking about. They about that student who sits in the back of the class on their phone the whole time. They know about the student who's rude to you that entire time. They know exactly what you're going through because they're going exactly through the same thing. And you start talking to them and it just lifts your soul because you know there's someone else out there who's experiencing the same thing and there's someone who supports you. And then when you leave the conference, you have someone to call if you need help and you have someone to just think about when you're struggling. I'll share a personal example, and you guys will probably know who I'm talking about. So this fall semester there was one point that I was a little bit stressed out, a little bit tired, a little bit nervous -- all kinds of things, you know? It was one of those situations where things just aren't going too great. And then this person calls me. She calls me and she says, "Olga, I wasn't at that meeting that the email was talking about, but you know I support you 100%. I'm sure you did everything right." And then she said, "Do you want me to send an email to everyone and tell them that?" And whether or not I did everything right, just that level of support just lifted my spirit and I kept going. So I'd like today to be that type of experience for us, as we see our colleagues from around Los Rios, share about your struggles. And especially share about the wins. Share about the amazing things you're doing. So that we can all be happy with you. Thank you. [ Applause ] >> Let's thank all of our speakers. [ Applause ] Carlos, when you were talking about the stories involving kids, my mother was a first-grade teacher. How many of you have a first-grade teacher somewhere in your family tree? So her stories really resonate in my mind. And one story she told that I really liked was she had recess duty one day. And a little boy walked up with tears streaming down his face. Something had happened to him. And he looked at my mother in all sincerity when she said, "What happened?" And you know he said? "That boy I threw a rock at hit me." [ Laughter ] Now, most of us can identify with that experience for someone else. But how many times in our own life have we been partly responsible for conditions that led to a predictable outcome and were surprised by it? As we come together today, many of us would like a respite from the rapid change of the last few years at the national level, at the state level, and even at the local level. But we all now the reality is the rate of change is not slowing down; it probably is going to speed up. And we need to step up and be ready to make sure that these forces for change lead to positive outcomes for our students. A voice we have not had an opportunity to hear so far this morning is the voice of our students. We had a chance recently to talk with seven of our students from all four of the Los Rios colleges. As you might expect, they had some wonderful things to say about our colleges and about the faculty and staff who have served them. We also want to listen carefully, though, because they were honest about some areas where we have room for improvement and really underline why as a district and four colleges we are so focused on Guided Pathways. Let's watch and listen to our students. [ Music ] >> Hi, my name's Alma Aguilar. And I go to Folsom Lake College. >> My name is Earl Crouchley. I'm a student at American River College. >> My name is Zainub Tayeb. And I go to Folsom Lake College. >> My name is Joshua Robinson. I'm from Sacramento City College. >> It's Anthony Lollis. And I attend Cosumnes River College. >> My name is Halimeh Edais. And I represent Cosumnes River College. >> My name is Brenda Osorio. And I'm from Folsom Lake College. >> I'm from Honduras. I moved here ten years ago. So, you know, back in Honduras, education was not the best. So I really didn't know if I wanted to go to college. >> Upon coming back into college after being out of school for 12 years, I decided to go to American River College because they have one of the best veterans centers in the state. >> And so I always knew how much of a privilege public education was. So I was always really excited by the school system here in California and knew that that was something that I wanted to pursue at the end of the day. >> So the enrollment process, it was a little bit difficult. >> To walk into college and it's a new experience, you don't know what to expect, you don't know what to do. >> When I got there, most of the classes were already closed or waitlisted. So it was kind of more like, "Oh, well, let's just hope you get some course and meet those financial aid requirements." >> When I went to the financial aid office, I didn't get my financial aid until my second semester in the fall. It was really difficult because I didn't know what to do. There wasn't really anybody to show me what to do. >> I have taken some classes I didn't need. Actually, I took nine and a half units this summer. As a communications major, it would have been a lot more helpful to understand that I only needed to take certain general education classes prior to my actual major classes. >> I think assessment doesn't really do much of a favor to most students because you have different learners, you have different people at different places. It's stressful as a student to enroll, especially on your own. >> The classes actually worked out completely for both my major to transfer. And that was completely by luck, now that I think back on it. Because I was kind of flying blind, but I knew that I had at least a couple of GE's under my belt. And so I kind of just eyeballed it. And I was like, "You know what? This sounds interesting." >> But I remember there was someone in American River College that kind of guided me through the application and everything. And I think having one-on-one person helping you is very important. >> So during my first semester, I had no idea what I was doing at all. >> I came here my second semester of freshman year. And I didn't know English at all. So, you know, it was really difficult to learn the language, to just, you know, actually get good grades. >> I kind of struggled a little bit, you know, I started failing some classes. And it's because at that time I didn't have a goal to obtain. I would come up with some type of system that evaluates students, kind of see what their interests are before they even get asked the question of, "What do you want to major in?" I can say hands down, my favorite staff member would have to be Dr. Prince White. He was one of the coolest professors just because he took the extra step to try to ensure that his students passed the class. >> I really liked Professor Weinshilboum. He's an English professor. >> Dr. Arden-Ogle, Robert Snowden. >> Professor John Koss, he's a sociology professor. >> One of them is Joy Fusen. I don't even know what she saw in me, but she saw something. >> And if I forgot one, please -- if they're watching this, please, it's nothing bad [Laughs]. >> Best thing about Sacramento City College is definitely the networking, the different people that you'll meet. >> The best part of the experience at AR for me has been becoming a part of the community. >> Pretty much anything that you can think of is available to you at Folsom Lake College. >> The best part of my experience at CRC is definitely the people I have met. There's so many different people and personalities, it's changed my perspective on everything. >> I think the best thing about Folsom Lake College has to be everyone in it. The fact that we all think of ourselves as family, I think that's the most rewarding thing ever. >> I was very hesitant about going to a community college at first, and it is by far the best thing that has ever happened to me. >> I feel that I'm definitely set on the right track, and I'm hoping to go in the spring of 2019 to Sac State. >> I want to get my AA here, AS, and then I want to transfer to Berkeley. >> So I'm not stopping at my associate's. I'm getting my bachelor's, I'm getting my master's, and then I'm getting my PhD for sure [Laughs]. [ Music ] [ Applause ] >> Isn't that awesome to hear the voice of our students? They're excited about what we do for them, but they're also very clear about why we're having this conversation about Guided Pathways. You may ask, "Why Guided Pathways?" I would say that the answer is that our students are telling us that this is the sort of change that they need to help them achieve their goals. There's certainly funding from the state and sometimes a sense that this is just a fad that's going to pass, but I can assure you that is not the case in Los Rios or in the state of California. The compelling need to meet our students where they are is why we are doing this hard work together. And when we started planning for our district-wide convocation today and a discussion about guide pathways, we thought, "Who is a speaker who could tell us not only what guide pathways are but, more importantly, how they have worked at other places?" So we wanted someone who had experience working with colleges where Guided Pathways had been implemented and led to fundamental changes in student outcomes. Our next speaker checks that box. We also wanted someone who understood California Community Colleges very well, and I'm happy to share with you that our next speaker has been involved in California Community Colleges for many years; has served on the staff of Foothill-De Anza College and Skyline College, among other organizations in the state of California; and also the state-wide RP group. So he knows California Community Colleges very well. He also has a deep understanding and appreciation of the points Carlos was making about what we all agree is the vital and essential role of faculty in designing and implementing Guided Pathways. So I am incredibly excited to introduce our next speaker, Rob Johnstone, to share some observations about successes and opportunities for Guided Pathways at the Los Rios Colleges. Rob? [ Applause ] >> Okay. So I actually -- I got to tell you a couple things. One is that this is day five of five this week. I started in Texas City, Texas outside Galveston on Monday with a full day of keynotes and presentations. Tuesday morning I was at Houston Community College with a keynote. Wednesday I did a full-day workshop at Columbus State Community College in Ohio. And then yesterday I started at 7:00 a.m. Eastern in Benton Harbor, Michigan and did eight hours on-site, drove three hours to Chicago, flew here, got in at 12:30 last night to SFO, drove out here. Got here around 2:30. So I'm good [Laughs]. It's all good. And I had set this week up, but I had, like -- I travel the country constantly for this work. I love what I do. I love getting to talk to rooms like this and feeling the energy. And I'll tell you one thing, I could just talk for two hours about that six-minute video or however long that was. And I got to tell you one thing about that video, some of you in the back of your heads are thinking, "You know, that's really convenient they found those students who had those problems with those quotes." I have seen that video, by the way, in about 30 different forms in about 30 different states. And it always has that exact same conclusion, right? And we're going to talk about this. And then Brian -- so I actually didn't have today on my calendar. Brian asked me relatively recently. I get booked kind of far in advance. I'm like, "Brian, I'm going to be in Michigan the day before. Like, hard to get here." He's like, "It's all right, come on out." And I said, "Sure, you know, for you guys, California, I'll do this. I'll do it. I'll come in the morning." And then he says, "Oh, by the way, you got 30 minutes to do what you normally do in two and a half hours." Sweet. All right. So I got that going for me. So that's good. So what I'm going to do, actually, is kind of just walk through two pieces of a larger thing that I do on Guided Pathways. And I'm actually not going to talk much about the mechanics of Guided Pathways because we don't have time. I'll get to the big ideas of Guided Pathways. And I want to do two things for you. I want to talk about the issues of equity and economic mobility and how a social justice mindset and mission is at the heart of this work. And I'm going to give you some data that suggests that we need to even further sharpen our mission of economic mobility in this country in the community college system. I'm going to talk about that first. And then because as a kid I grew up in the '80s and I always wanted to be a game show host, we're going to have a little bit of fun for a couple minutes. And I'm going to just kind of set the underpinnings for the Guided Pathways movement through a little kind of creative -- hopefully creative exercise. So first, I want to share with you I'm a social psychologist. My doctorate is in social psychology. Yeah, there you go. You put 900 people in a room, you're going to get one. The odd are good. [ Laughter ] Yeah, you want to scare -- I got a whole bunch of rants I got to stop myself from doing in 30 minutes. I could ask all the psych majors to raise their hands and it would be about 15% of the room in most cases. Number two, undergraduate mainly is psychology. We can talk about that as a Guided Pathways problem later, too. That's actually -- we always talk about pre-nursing, but psychology is a similar problem. So I want to talk about this. So I'm a liberal arts guy. I'm a social scientist. I'm a fundamental believer in the idea that economic mobility -- when we talk about economic mobility, it's absolutely the case that higher education is about more than economic mobility. Right? We're all very committed to an educated citizenry, we're committed to life-long learning. We're committed to a series of liberal arts outcomes that we feel takes students through their lives and careers. We're committed to all of those things. And I am 100% behind every single one of the things I just mentioned. But I want you to ask yourself the question that's on the board here: What percentage of your students attend your college solely for the love of learning? I want to throw a number out there. I can't hear all of you. But when I ask people to put a percentage on this, it's unbelievably consistent what people say in response to this question. And that number hovers around 3%, right? Now, there's a moan in this room, which is why? Because what do you love? Learning. You work in higher education. You work in academia, you came to this place, whether you're faculty or staff, because you have a fundamental love of learning. And you love your discipline, those of you who are faculty. But we have to maybe take a look at why our students are actually here, right? And the students are actually here as a stepping stone to a living wage for many of them and a career. Well, that doesn't mean, by the way, that a liberal arts education isn't important. I'm only going to give you one data point. I did this in Texas last year, I made this point. And I had a woman come up to me afterwards. She was an econ professor, and she said, "Rob, I actually asked this question on my survey I give all of my Econ I students on day one. I have a multiple choice question. It's one of -- I do a short ten-item survey. It says, 'What is the reason you're at Alamo Community College in San Antonio, Texas?' And this is, like, an option one of the ten options." Oh, I said this is awesome. I can get some real data. We've been using conjecture. I said, "What percentage of students picked it?" And she laughed and said, "Percentage? I've been doing this for 12 years and not a single student has ever chosen that response." [ Laughter ] And I did the math in my head really quickly, I think she'd seen about 3,500 different students and not one had chosen the response. Now, again, I'm going to argue strongly that doesn't mean it's not important. I'm going to try to argue that strongly by showing you the next bullet. That was a cue. The point here is that 98% of your students are career-focused at some point, right? They're career-focused at some point. Now, that doesn't mean they need to go directly into the workforce with a short-term certificate, which is cool if that's how they start, especially if they're stackable and lead to other things. Or they do what I did, which is just go nine straight years and get a bachelor's, a master's, and doctorate degree. But at some point they are going to need a career. And this is especially true, by the way -- and I'm going to come back to this liberal arts point in a second -- that economic mobility's particularly important if you're poor, right? It's all sad. If you have unlimited time and unlimited resources, it's great to have a love of learning. Look, how many of us would just get another and another and another doctorate degree if we could? A lot of us, right? We love this stuff. Like, astrophysics? Cool, I'll take five years to learn that. Comparative religion? That sounds cool. Someone pay me to do this, though, because I -- you know, there's no back end to this, right? So if you're on the lower half of the income spectrum, you need higher education to pay off [inaudible]. I grew up in east San Jose over in the Bay Area and I come from the lowest income bracket. And I can tell you that as I was going through Stanford, San Jose State, and the University of Oregon in the back of my mind there was a little one of those things you say running, like, of the dollar signs continuing to go up, which was my student loan debt. And that was continuing to go up. And I knew in the back of my head, "Well, this is all really cool, but this better pay off at some point." And I can, by the way, [inaudible] new data just came out on student loan debt. It's very sobering. I don't have time to integrate it today. But look up a Brookings report by Judith Scott-Clayton if you want to talk about some of the data that's just come out on this. But I also don't want to lose the idea that a liberal arts education is incredibly important. I'm going to argue it's more important in 2017 than it was in 1967. Why? Because people are going to change careers four to seven times now. And that was usually one to two times before. We're training people for careers that don't exist yet. So when someone gets an accounting degree from us, they learn a heck of a lot about accounting. But the other half of the equation is supposedly a series of liberal arts outcomes. I haven't looked at your gen ed learning outcomes. I don't need to because they all have some version of these five words: Critical thinking, computation, communication, citizenship, and creativity. Right? It's like a mad libs of institutional learning outcomes, right? It's all really cool. That's what we're all really working on. And when someone changes from being an accountant to going into dental hygiene, what goes with them are those liberal arts outcomes. Right? What they learned in accounting is probably not going to go with them too much, maybe a little bit. So I am in no way trying to downplay the role of liberal arts. However, what I am saying is that students need this to pay off. And one thing we have to ask ourselves pretty quickly is, "All right, well, where are students being served in higher education?" Let's talk about equity for a second. When we talk about economic mobility, we need to ask ourselves if the American dream were valid at least in the aspect of access to elite private education -- so let's look at some of the elite private schools like Harvard, right? So if Harvard was -- the promise of the American dream was valid, it wouldn't matter how much money your parents made, you'd have an equal chance of going to Harvard. So if we looked at Harvard and we looked at the income distribution of parents, we would see, I guess if you broke into you quintiles, the American dream would be roughly 20% in all five income quintiles from the richest to the poorest. So let's look at what actually happens in Harvard. And this, by the way, is a collaboration between those bastions of caring about the poor, Stanford, Brown, Harvard, MIT, and Cambridge, who are always right in front when you think about who's on the forefront of the poor. I mean, Berkeley's on the list, which sounds interesting. But I'll tell you a story about that in a second. So these are guys -- these guys are great. There's a whole bunch of data and research on this project, equality of opportunity. But take a look at Harvard for a second. So here's the income distribution of students who go to Harvard. Clearly this is not 20% across the board . In fact, 70% of the students who went to Harvard -- and starting this is about 2002, although it hasn't changed much -- come from the top income quintile, and 15% come from the top 1% that make over $700,000 a year, which is more than almost the entire bottom three quintiles. Now, Harvard does not have in its mission that it's supposed to be a key catalyst in economic mobility, which is good because they're not. Right? They help the rich become richer, right? And by the way, my former institution, Stanford, got a lot of press for giving low-income students making less than $125,000, they'll match kind of the last dollar for tuition -- that's really cool. But I bet you they'd run the number first to see that they're also like this. They're only doing it for about 8% of their students. Right? It's easy to run this if you know that the vast majority of your students come from here. And by the way, it's not just Harvard. So let's look at some other institutions. If you add in all the Ivy League schools plus Chicago, Stanford, MIT, and Duke -- and I love this -- it's the Ivy plus. Why? Because these guys are researchers on project. They want to be included in the Ivy League. There's one way to look at that. Cool. I've never heard this designation before. I will tell you that when I was at Stanford, you know, veritas is the Harvard motto. It stands for something that I don't know because I don't know Latin. We had T-shirts at Stanford that said veritas on the front and had the Harvard crest; on the back it said very tan, which was Stanford and California. So if you look at these 12 colleges taken together -- and you could designate other elite institutions, but these are certainly a list of 12 elite private institutions -- 15% of the student from the top 1%, which is greater than the entire bottom 50%. So you are more likely to go to one of these 12 institutions if you're in the top 1% than over the entire 50% at the bottom. And you're 77 times more likely to go to Harvard if you're in the top 1% versus the bottom 20%. So clearly Harvard and these other schools -- types of schools, elite privates -- are not the place where we're seeing low-income students go. So where are they going? There's an interesting story to where they're going. Let's look. And I did not do this because I went to Stanford. I tell people around the country, by the way, that, like, the Stanford [inaudible], there's no real sports rivalries in California. We have too much sun, too many beaches. It just doesn't matter that much, right? This is not Michigan/Ohio State, it's not Texas/Oklahoma. I mean, I'll tell you sometime about some mistakes I made on the wrong side of the Michigan/Ohio State rivalry when I was in the other state. I was in Columbus, Ohio and I once said ,you know, really elite public institutions like Michigan -- [ Laughter ] As it was coming out of my mouth, I'm like, "Can you catch this? Because I think that's not going to go very well." So here's Harvard. But let's look at a public -- and I didn't do this, by the way; the researchers did -- let's look at public flagship, which happens to be Berkeley. So we all know wherever you are politically, it's all cool, but we know Berkeley, kind of a bastion of liberalism, bastion of the left. I actually grew up in San Jose. I'm very surprised by this outcome. Which is that Berkeley, great school, very focused on liberal, still over 50%, 55%, 60% of the students come from the top income bracket. Now, it's a flagship, right? So this may be not too surprising. So the point is, public flagships are not the answer for economic mobility, either. For some students they are. Where do we start finding low-income students? Well, we find them at places like the gentleman who speaks after me -- we find them at Sacramento State, at the regional four-year schools who are doing great work. But this happened to be SUNY Stony Brook, which I think is interesting. Because Long Island -- Stony Brook is not exactly in a poor part of Long Island, right? So they're actually drawing low-income students probably from the Bronx and New York out there. So this is a fascinating finding. But here's where you start seeing low-income students. But where do you really see anymore? Of course you see them in community colleges. This is Glendale down in LA. I have to say outside California. Glendale's not exactly the poorest part of Los Angeles, right? I mean, this is normal really what -- but the point here is here's where the student are who are low-income. So if you're in the bottom income quintiles, just look at the bars. You're far more likely to start in a community college. Now, I work in community colleges. I love community colleges. What's one of the big problems with this? As a kind of when you think about economic mobility, it's the system that has the lowest outcomes overall. Biggest challenge, right, but also the lowest overall outcomes. Now, this is something we're all working on. I think, again, we're setting the table for the Guided Pathways movement. When I look at this, what it does for me is you may not have got into this field because you wanted to get into because of economic mobility. Maybe you did. Maybe you came in this thinking I want to work on translating things to a living wage for families in my community. That's awesome if you did. I didn't. But I found this mission when I came to higher ed in 2002 and realized what was going on in the community college sector. And whether you're a -- whatever part of this institution you're a champion of, you're working on economic mobility. All right? You are working on economic mobility. And I think it sharpens to me the need to change a system that's largely been doing the same thing for 700 years, right? We get the same outcomes we always get when we do things the same way. We've done that for a long time. We know exactly what we're going to get. And by the way, it does not work for enough low-income students and students of color. Okay? And so we're going to talk a little bit -- so one thing about this, by the way, when you talk about low-income students, we often -- and look, we're in California, so this is less of a problem here, although it's still a problem -- we're very comfortable talking about income and socioeconomic status, right? We're not as comfortable talking about race. And this is unfortunate. And I obviously stand in front of you as a white male. We have to be able to talk about race together, right? It cannot be the province and the responsibility of our faculty and administrators of color to change the conditions for students of color. Right? [ Applause ] We all got to work on this together. We all got to work on this together. And if -- by the way, we say economic mobility because it's a little safer. But when you're talking about economic mobility, you're also talking about race. And if you don't think that they're highly correlated, I want you to do a little research experiment when you have all the free time you have in your life. Find me the zip code in this country where on average African-American or Latino citizens have a higher median income than white citizens. Because to my knowledge it does not exist. And I have looked. So this doesn't mean there's rural white poverty in America, there aren't poor white folks in America. It means that when you're working on economic mobility, you have to layer in the factor of race, call it out, and deal with it. Because it's not just about economic mobility, there's a force of this that's also about race. And so we don't have time to go into that as much as I would like to. But I want to make sure that we're not just using the code we always use, "Oh, we're working on income." Well, we're also working on equity. And remember, we in California have a better sense of this. Equity is not about equality of access and it's not about diversity. The about making sure that the outcomes are the same for students from different backgrounds, and for students of color, and low-income students. It's not equal access, it's making sure the outcomes are the same. And so I have a whole rant I don't have time to do on the term achievement gap. And the achievement gap's a really cool term. It's very convenient for us in power because it basically says the student's the problem in the groups who aren't succeeding, right? Right? Anyone read Gloria Ladson-Billings who tried to reframe that term in the mid-2000's as the educational debt the system has accrued to allow these outcomes to be this way? That's pretty freak cool, by the way. When you start looking at colleges who've reduced the so-called achievement gap, you see that it's systems, and structures, and cultures at the institution rather than changing the student that we need to look at. [ Applause ] So I told you we're going to have some fun. And you can tell I can keep going on this. And it's fun to get applause, so I might just do that. No, we're going to have some fun. Name the -- this has to come out loud. Can you get the sound up on the speakers? The sound's really critical to this. We're going to play a couple rounds of <i>Family Feud</i>. That's how we're going to roll. Play a couple round of <i>Family Feud</i>. And what we're going to do first, I have advisors in the room. Probably a lot of them are out advising right now. We're going to play the first round. The question is: What do new students ask advisors? There we go. Now we're talking. [ Music ] We've got our question. We've got our top six answers on the board. I need my cheat sheet here. What do new students ask advisors, people in the front preferably? >> What class should I take? >> What classes should I take? You guys are starting this off. What courses should I take? Points to the middle. We could do it by college if I had time because people like competing. But we're not going to do that. What else? >> What majors make the most money? >> What majors make the most money? What are my career options? How do I match my interest to careers? What can I do with this? What else? >> How much will it cost? >> How much will it cost. And I heard how long will it take? You guys are good at this. [ Laughter ] What else? >> How do I sign up? >> How do I sign up? I love that, but you know what I love more? This noise. Buzzer. [ Laughter ] Brilliant one, but I love that -- how do I sign up? All right. In the interest of time, I'm going to give you the last two. How much financial aid can I get? And by the way, I heard them repeating it like they do on the show, will my credits transfer? Hey, of course. All right. So does anyone look at this list and think these are unreasonable questions for students at your college to ask? Seem pretty reasonable to me. Okay. Let's play another mental exercise. I pick on psychology not because there's anything wrong with psychology because it's my field. And it's emblematic -- there's definitely something wrong with psychologists, I will say that. But it's my field. And it's very emblematic of the classic gen ed pre-transfer in a community college milieu, right? It's indicative of that. So let's take ten students in spring semester who've been here for three semesters and they're in a Psych I class. We're going to buy them lunch, we're going to do a focus group. So I find ten students who started in fall '16. We're going to buy them lunch. And we're going to sit them down, we're going to ask them to do some good focus group with them. And at the end of that, we're going so ask them these six questions and show them this list and say -- don't show them that guy because that's scary -- show them the list and say, "How many of you have feel like you have really good answers to these questions right now at insert your Los Rios College?" How many of those ten do you think have good answers to those questions? Remember, they're not in [inaudible] tech, they're in psychology. Three. Two. If you do this at most medium- to large-size community colleges who haven't worked on Guided Pathways before, the actual number's right around two. So we just said these are really important. We also said students, by the way, don't really very much know the answers to these questions, right? Now, if you have some doubt about whether these questions are important, I want to you ask yourself this: Is there another type of educational institution who provides really good answers to these questions who are stealing your students left and right? For-profit institutions, right? Now, I don't have time to go into my rant on the ethics of for-profit institutions. And there's good people who teach at them, some good people who worked at them -- that's all true. But we also have to look at their outcomes. Anyone know what the graduation rate for University of Phoenix is, one of the top ones in the country? 16% to 21%, depending on the year, right? So what's happening is people are flogging to for-profit institutions. By the way, who flocks disproportionately to for-profit institutions? Low-income students and students of color, right, are flocking to institutions who have the same or lower completion rates because national average for community college if you include transfer, certificate, degrees, all of those things together, around 35%, 37%. We can do better, right? We can absolutely do better. And that's what we're going to work on. But so students are flocking to a series of institutions because of these answers. Because they're told -- not the sixth one, by the way, they're not told about -- but the first five are the entire value proposition of for-profit institutions. If we have more time, I'm going to talk a little bit more about the value proposition. They're leaving you because they don't understand their value proposition with you. It's not clear to them why they are here. You heard it from students, right? I didn't have a focus, I was just taking some courses. I got a whole rant I do on bartenders telling me they're just taking some courses at the local community college. I'm in a lot of brew pubs around the country as I travel 200 days a year. I had to clarify that before I got too far. I saw what was happening there as I go, 900 people, you're talking about bartenders. That's great. So those are really important questions. They're flocking to for-profit institutions, by the way, which obviously cost more. It's great that they give financial aid at for-profit institutions, but it costs ten times as much. So even after it still costs four times as much. I just saw some data this morning that talked about the default rate of students in for-profits, new data on default rates and that any student who has had any experience in for-profit institution in this country has a 43% student loan quality rate. It's 11% for publics, right? And because disproportionately low-income student and students of color are going to for-profit. Now, there's ethical discussions we can have here, but what I'm most interested in is this value proposition is really, really attractive to your students. And we can do all these things. We have to think differently about them, we have to package them differently, we actually have to deliver on the promise, right? I do think I have a marketing slogan for you to try to prevent student to go to for-profits -- there may be something wrong with it -- but it's, "Fail with us, it's cheaper." [ Laughter ] Maybe that's not it exactly. Maybe not. I got to work on something in the middle there. I don't know. So quickly, the second round of the prize. And I know I don't have too much more time, so I want to finish up. This is like <i>Match Game 77</i>. We added that in, too. Why are blank so successful? Fill in the blank. You have two groups student on this campus, by the way, who are already highly successful. There are other groups, too, but these are the two I'm using for the illustration. One, cohort-based CTE students, right? And I love nursing and I love you people in nursing. But I'm not using nursing as an example because it's selective. But in many areas we have that are cohort-based CTE programs, you ask them what their overall completion rates are, you hear 65%, 70%, 75%, 80%, 85%. We know for an average entering student it's between 20% and 35%. That's one really interesting group. The other group, by the way, could not be more different from students -- sorry, from cohort-based CTE students. They're classically 18 to 21. They're almost exclusively pre-transfer students. They're almost exclusively kind of that classic stereotypical recent high school graduate. And they also have, very interestingly, 70%, 75%, 80% transfer rates. And this group is student athletes. Community college student athletes. Now, we all know there's, like, the press out there about four-year football and basketball programs and all of the stuff that goes on there. But by the way, step back from that a second, the average graduation rate for NCAA athletes is what in this country? It's close to 81%. It's 20 points higher than it is for entering four-year students at NCAA institutions. But I'm not talking about four-year athletes where there are scholarships and other things, I'm talking about community college athletes -- no housing, no scholarships. But if you had -- if I could talk to the athletes and the coaches, talk to the women's basketball coach, say, "Hey, how many student transferred out of that last team?" 85%, 90%, sometimes 95%, right? So the question on the table, then, for round two, to finish up [inaudible] prize. [ Music ] Why are community college athletes and cohort-based CTE students so successful? What draws these -- what are the similarities? They could not be more different students. No overlap between the welding program and the women's volleyball team right? Surg tech and football. Like, why is that? Why are they so successful? Okay, here what we're going to do, 900 people. I love you people, but I got to go quickly anyway. We're going to go bottom-up -- actually top-down. Motivation. You have highly motivated students in both cases. The cohort-based CTE student are looking to the industry. Looking to industry to earn that living wage, that family-sustaining wage. They're also motivated because they know they're part of a program that they have to get through together. Athlete are motivated by wanting to play at the four-year institution. Potentially motivated by the scholarships that might exist at the four-year institution to pay for the more expensive part of their education. Highly motivated students, they could not be motivated by more different things. So all the research on how motivation's a huge factor in higher ed borne out by two highly successful groups. Clear course paths. No surg tech student's ever wondered what they're taking in their third semester -- they know exactly from day one what their taking their third semester. And the athletes, by the way, are interesting. Because they don't have a two-year program figured out, they meet with an athletic counselor at the end of every semester, tells them exactly what to take next semester. What's the type to degree here at Los Rios for an average entering student? Four and a half years-ish? You know what it is for athletes? It's closer to two. Athletes don't have time, right? They're highly motivated because of another thing that is on the list, which is a ticking time clock. You got five years to play, four if you're an athlete. If you're a cohort-based CTE student, you need get into that job. You also can't miss a course in your program or you're going to have to wait. So all of these things are relevant to clear course paths. Student don't wonder what they're taking. They're told what they're going to take. I'm going to save one of these for the end because the third one's my favorite. You have mandatory support and peer support. If you have a writing problem and you're in the drafting program, the guy who runs the drafting program or the woman who runs the drafting program gets you a help, finds you an English tutor, takes you to the writing center. If you're an athlete, you're in the writing center. You're at tutoring, you're at study hall. Hey, you weren't there? You're not playing. You also have a cohort of your peers who are trying to help you. If you're the starting quarterback on the football team, 98 of the other 99 guys want you to succeed. The other guy's the backup quarterback who want you to fail. [ Laughter ] So you got peer support from your peers. And I put this on there as a joke originally, but it's actually kind of serious: Uniforms. They travel together. They have a sense of coherence and engagement with the institution, whether it's the outfits of the dental hygiene students or it's the basketball program's uniforms, right? You've got these two things going on. So they have a sense of identity. All the foot work at CSE is done -- the Center for Student Engagement about more engaged students being successful. A couple at the end here. Discipline and accountability. They're working toward common goals. They have productive persistence and grit. They don't assume that everything's going to go right the first time because they have to work at it. And the final thing they have, which I would say is a chair or a coach. This is a really interesting person, right? Because this is an institutional agent who's invested in student success. No one falls through the cracks on a basketball team or a soccer team academically without the coach knowing about it, an athletic counselor being involved. And if you're in the auto tech program, the guy who runs that program knows about your being in trouble before you do. So someone's invested. Now, we hold high standards in both these cases, but someone's working to help you get there. You've got someone at the college on your side. So what I think is fascinating about this -- and I know I didn't talk about Guided Pathways much, which was intentional -- if you look at the reason student are trying to come here, we have economic mobility, we have all the things from the previous slides. And you look at the things that help our students be so successful and the groups who are already successful, what you've done, actually, is create the underpinnings of Guided Pathways. And without going into it very often, the four big ideas of Guided Pathways are that we need to clarify paths for students to help them know what they need to take to get to where they want to go. To know that, by the way, we have to know we're they're trying to go. So we got to work on number two, helping students get on a path. We're very fond about talking about how students are undecided, but why would be surprised they're undecided when we've done very little, if nothing to help them decide? You saw it in the videos, right? Where is career services? It's not just that people in career services have a problem, but where do we put that in a process? How do we maybe use meta majors to explore an area so you can actually have an informed choice about a program? All of that have happens there. How do we work on dev ed so people aren't mired in dev ed when they're actually here to do something else. Right? I'm not saying there's anything wrong with math and English faculty or structures of your departments, but the vast majority of those students are not here for math or English; they're here for something else that math and English is important for. And that's an important mindset. And finally, we got to make sure students are staying on the path and that they're learning. There's a lot behind this, obviously. There's a lot of great writing out there. Davis Jenkins wrote a book about Guided Pathways. I wrote a couple of papers in response to the book called Guided Pathways Demystified, which walks through the most common questions people have about Guided Pathways. Isn't free choice the cornerstone of American higher education? Don't students benefit by what looks like wandering to the observer? That's one of my favorite questions, by the way, because we are the wanderers. Right here. We are very protective of wandering because it's kind of how we ended up here. The problem with the wandering argument, by the way, as an aside is it's not working for 7 or 6 out of 10 students, right? And you heard it from the students who were up here. There's been an assumption all along that students like wandering. Talk to the students. They don't like wandering. You liked wandering. Right? They actually don't like wandering. [ Applause ] Right? They want to get to where they want to go. They want us to help them figure that out. That's why they're flocking to four-profit institutions. Right? So this is a really quick look at the kind of underpinnings of the Guided Pathways movement. And I would finish with this, go back in your head to the social justice economic mobility and equity [inaudible]. I could tell a story of Georgia State University, which is probably the first regional [inaudible] who's done the most, a 20-point improvement in their graduation rate. And I have these really cool slides. They've eliminated the achievement gap. You look at the slides, you go, "Wow, that's awesome." They did it with no new money, they did it with a more quote unquote "challenging" student population, which is always thinly-veiled code for poor, black, and brown. They had more of those students, not less, right? And they did all of this with no new money, the students haven't have more money, same SAT scores. That's all cool and the slide is cool. But what I want to leave you with is how many new students start every year in Los Rios? The entire district? 6,000? I'm just going to make it 6,000 because make I'm running out of time. There's 6,000 new students who start in Los Rios every year. Right now if your completion rate's 40%, it means that 2,400 of them will eventually reach their goals. If you were to improve it by 20 points, that's 1,200 student lives a year in every cohort who would reach their goals today when they you done reforming versus what they used to be. That's the Georgia State story. At Georgia State it's 1,100 students a year who today will graduate who would not have graduated 10 years ago solely because they changed their approach. Systems, structures, policies, culture. Multiply it by 10 -- 11,000 students in a decade of new students will now reach their goals primarily, not exclusively low-income students and students of color who are not [inaudible] today. When this gets hard, when this gets controversial, that's why you're doing this work -- not because some bozo in a Hawaiian shirt is telling you the a good idea, or Davis wrote a book, or some funder did -- put money behind it. You're doing it because it's actually not okay that 6 out of 10 students who start with us don't finish. It's not okay, right? And I will leave you with that. I want to make sure we have time for the next presentation. But thank you so much for letting me talk with you briefly. You can find me at if you have any questions you want to ask. But thank you guys so much for your time. [ Applause ] >> So the planners made a good choice in inviting Rob, correct? Let's thank Rob again. [ Applause ] Rob did such a good job, he's a tough act to follow. And I can't think of that many people who could do it, but our next guest certainly can. I'm very excited to have with us one of the greatest friends our community colleges have in the Sacramento region, the eighth president of Sacramento State, Dr. Robert Nelson. Robert? [ Applause ] And Robert, this is another historic part of our convocation -- first time that we've had a conversation with the president of Sacramento State at a district-wide convocation. So your path to Sacramento State is fascinating. Your path to being a college president. Tell us about that Montana boy who ended up being a college president? >> Well, I never wanted to be in administration. I was one of the faculty brats. I headed up the faculty senate for years and years and years. And when they asked me to go into administration because of this little thing called SLO's, student learning outcomes came about, and we had to convince all the faculty to put them in their syllabi, I said no. I said no seven times. And on the seventh type, the president said, "You start Monday." I started Monday. I was a creative writer. That's what I loved doing, you know? I came off of a ranch, got an education, loved teaching writing. And then I found out that I could make a bigger difference in the administration. I could help 30 kids in my creative writing class. I could put in a new program and I could help 1,000 kids. And so that's the path I helped -- I went -- finally ended up on the Rio Grand Valley, some of the poorest areas in America where the average per capita income is $14,380. Every family we graduated -- every student we graduated, we graduated a whole family. So -- >> So it changed. >> That was it. >> And those of you who have had a chance to hear Robert know that no one has more passion for students than Robert does. Every time I'm with him, I get that energy from him and that commitment to what we do. And now three years of Sacramento State, our conversation started before you even came to California that when I heard that Robert had been selected as president, we had a nice phone conversation when he was in Texas. I talked to his community college partners. They said wonderful things about you and your commitment to a holistic, community-wide approach. When you got here in July of 2015, you talked relentlessly about one number; you want to talk about that number? >> I came here because of the diversity of Sacramento, the diversity of Sac State. But when I got here and I found out for 30 years the graduation rate had been 8% for four years and that we weren't even graduating half of our students in six years, I started talking about the dirty secret. >> And let's pause for a second. You're a new president, you come into a place with a proud tradition. The traditional approach would be to celebrate the greatness of that place, which is real. Robert did that but also took a really bold approach where you were telling everyone who would listen that the graduation rate was 8%. What reaction did you get from faculty and staff initially? >> Shock. I was surprised how many people didn't really realize it. The wandering that we were talking about, that was really something that everybody wanted to protect. And everybody said our students couldn't do it, they couldn't graduate. They especially said it about our Latino students and our African-American students. Well, today I can tell you, achievement gap -- our Latino students outperformed, graduated in a higher number by .5% than our Anglo students did last semester. [ Applause ] That's a complete turnaround. >> Let's talk about the turnaround and the steps you've taken. Where Rob talked about Georgia State and other organizations he's worked with that have transformed their organization -- that's what you've done at Sacramento State. Talk about some of the changes that have happened in your leadership in the last three years. >> Well, first thing, students couldn't get the classes. They just didn't get the classes. They weren't available. So last semester we added 671 additional classes for 1,200 additional seats. That completely turned -- 12,000 additional seats is what I'm talking about -- that completely turned around. They could get the classes. We put every student's degree plan online and we finally know what classes the students need. Before we didn't know. We relied on anecdotes. We started looking at data to figure out what they wanted to do and where they were going to go. >> And the point you made earlier is that the data was not new. The graduation rate had not moved for a lot of years. So it wasn't as if it was exactly a secret. What was the cultural change in using data to guide decision-making? >> It was partly conversations that we had, conversations that we had with the superintendents about our student not getting there, about remediation, about all of those problems. We had about 50% of our students taking remedial classes and we asked why. Well, it was because the test said they were supposed to, right? The assessment said they were supposed to. Or the ACT or the SAT said they were supposed to. They didn't need to. We've gone down from 50% down to 13% in math this year, that's all that took remedial classes. Now we have a new dictate that says no one will be taking remedial classes anymore. That means we have to redevelop the curriculum and we have to do it with the faculty. That's absolutely right, okay? We're redeveloping the curriculum so that we have stretch courses, so that we have concurrent courses so that the students can graduate. Because they can't graduate in five years or six years even if the first year is wasted taking remedial courses. >> So many great points to unpack. One point that you talked about is meeting with superintendents. I don't know how many hours you and I have spent together with superintendents around the region, but that is not typical for university presidents to bring in superintendents as peers and have those conversations. Talk a little bit about how you value that conversation with our K-12 partners and really model not a culture of blame but a culture of partnership with our K-12 superintendents and principals. >> You have to believe in your students. And you have to believe in the education system in America. I believe in our high schools. I believe in our grade schools. And I'm tired of the blame game because it doesn't get us anywhere. Who are we going to blame? Sac State? We created the teachers. The parents? No. The kids? No. There's no need for that. It's to have conversations. So that's why we put in classes in math and in English in the senior year, so that they can come in seamlessly. We have to do it as partners. You and I -- the ADT, the associate degree for transfer is amazing. And I hope you talk all of your students into going that route if they want to go to Sac State. Because when I got here, we measured when would students graduate if they transferred? We measured in four years. And we were so proud, we said 75% are going to graduate in four years. Well, they may have taken three years here and four years there -- that's eight years. That doesn't make any sense. But if they take a associate degree for transfer and they come and we've already got the numbers, in two years 65% of them are going to graduate. That is an amazing change. [ Applause ] >> We talked about the success that Sacramento State and other four year partners are seeing with the associate degree for transfer students, just celebrating those successes, again, that the four year completion rate for non-ADT students was lower than the two-year completion rate for associate degree for transfer students. Piggybacking on what Rob said for students of color and students economically challenged, those two years are incredibly valuable in getting to the workforce sooner and changing the lives not only as he said of themselves but their whole family more quickly. >> And it's about debt. We heard about the loans, okay? That data that came out today is frightening. But it takes on average $23,000 a year at Sac State for books, tuition, meals, everything -- transportation, housing. That's $23,000 extra if they have to take a year of remedial. Or if they don't take 15 credits, that's extra. Our students, when I came, were on average taking 11 credits per semester. That means they're on a six-year track no matter what. >> Now, let's pause for a second, Robert. One conversation about encouraging students to take more units is a concern that their lives are so busy -- they're working, they have families, a fear and an understandable concern that they may fail if they take more units. What have you found at Sacramento State in encouraging students to take more units? >> 84% of the students when I went to -- we started orientation and started bringing the parents in to orientation. And I looked at them and I said, "How many of you have got $23,000 in chump change in your back pocket? Because if Madison or Carlos doesn't take 15 credits, that's another $23,000 you're going to have to shell out. Why don't you have them sign this form that says that I'm going to pledge to take 15 credits?" 84% of the students signed that. A lot of people said, "Oh, they're never going to do it." Last year, this last semester, 65% took those 15 credits. And of all of the freshmen, 50.1% took 15 credits and got a C or above. That's 50% of our students that are on track to graduate in four years. Our students can do it, you just have to believe in them. And they're still working on average 20 to 30 hours, but they can still do it. >> You and Sacramento State play an important leadership role for our whole region, listing different organizations where you are on the board and a key leader are the Greater Sacramento Economic Council, the Valley Vision Board, the Align Capital Region Board. The shift in recent years has been towards organizations that are focusing on bringing resources together and alignment and great work being done by all of those three boards. I know there are others you serve on. But let's talk a little bit about Align Capital Region, the organization that you serve as cochair of the new organization. Tell a little bit about what your hopes are for Align Capital Region and what the progress has been in the first year or so of its existence. >> All of us have seen great work done in Sacramento based upon grants. Maybe it's a Gates grant that you get. Maybe it's a Lumina grant. Maybe it's a Community College Foundation grant. But that money goes away. You don't sustain the work that needs to be done. So what do we need to do? We need to put all of our resources together. And that's what Align Capital Region does. We're stronger together. If there's a problem out there that needs to be fixed, we find a way to go fix it. Align Capital Region has a board, and then underneath it it's got an operating committee and a bunch of alignment teams that are trying to fix problems with career readiness, with college attainment, and with community prosperity. We're modeled after Nashville, and I'll give you one success story that they had. They looked and they said, "We've got to improve the graduation rates for students. How are we going to do it?" They put out an invitation to participate. And what problem did they find that they wanted to solve? Well, the problem was teenage pregnancy. You can't graduate if you're pregnant very easily. They solved it and they raised their graduation rates. We said, "Okay, we have a problem in Sacramento with young men of color. Why are they not graduating at strong rate?" We put out an invitation to participate and said, "What are people doing out there?" And the problem we discovered was that almost 60% of young African-American boys in preschool drop out because of behavioral problems. Well, you're not going to graduate from high school if you can't make it through preschool. So we're working on that problem right now with all sorts of peoples -- counselors that are involved, churches that are involved, individuals that are in counseling -- all working together to help parents to prepare those kids. So Align is trying to work together, asking our database of over 8,000 people how can we solve problems. >> And the Align Capital Region Board does not include just educators like you and me. You want to talk about the power of having business partners at the table? >> It's so important to have business there. I mean, I totally agree with the presentation that was here just a few minutes ago. People want jobs. They come to us because they want jobs. We have to just admit it. Now, we're going give them a lot more than that, and that's the beauty of education. But we need the businesses. A, they got money -- little bit important. But B, we need to create those new jobs that are coming forward, and our students need to have those skills. So listening to business, listening to what they need helps us to be stronger. >> So Align Capital Region has three overarching goals? >> Three goals. We want to fix career readiness, okay? And we're working on career pathways. We want to improve the college attainment, and certificate attainment, and associate degree attainment rates and improve graduation rates, okay? That's the second one. And the third one is community prosperity. And in community prosperity we want to deal with mental health, with the arts, making certain that Sacramento is a great place to live. It is a great place to live, isn't it? [ Applause ] >> You're also very active on the Greater Sacramento Area Economic Counsel. And to some that's a mystery why education and economic development are linked so closely. Can you offer some insights into why you view the work of the Greater Sacramento Area Economic Council as so important? >> We know that we have an equity problem in this area. We're only going to lift the entire community by creating more jobs, by having good jobs, by bringing educated people together, by being innovative. Working with the Greater Sacramento Economic Council, we brought in many, many different companies. And we changed some of the curriculum in our university. For instance, we brought in one company that's working on blood and studying blood and cancer and everything else. They came, they talked to our faculty. And our faculty changed some of things they were doing so that the students would be better prepared to be able to do the blood testing that's going to come forward. We can work together with that. When these new companies come in, the first question they ask is, "What's your college attainment level?" How many bachelor's degrees are out there? We're going to be short 1.1 million bachelor's degrees in the next ten years if we don't increase. We need to work with government, and we need to work with the companies to be able to make sure that we have pathways for them and so that they're successful and they have jobs in the end. >> How many of us here today look forward to the time where our car doesn't require us to drive it? How many of you are looking forward to that? California is really at ground zero in the development of autonomous vehicles. One discussion going on in our region is the role that we could play in higher education and for Sacramento State and the Los Rios Colleges being able to respond to the needs of a project like that. Really, you and I both love UC Davis and our friend Gary May, but the truth is that Sacramento State and our community colleges are crucial to providing the men and women who will be working in these new initiatives, and building on existing business, and bringing jobs into the region. You agree? >> I absolutely agree. It's a partnership between Sac State, Los Rios that's going to make all of the difference here in this community. We put out a bid. It's a moonshot for Amazon to come. But when we put that together, we talked about a creating central university that would be all of us working together. That's what's going to be the human capital that's really going to make the difference. And so yes, it is us. We supply the workforce. We supply the brains. But more importantly, I believe our students supply the heart of Sacramento. They are the heart. [ Applause ] >> The Amazon headquarter project has been a good opportunity for our region to come together and do resource mapping how we could respond to the need. And you and I had a chance yesterday to spend some time with Mayor Steinberg in a conversation about how to build up the economic strength of our region. And one of the discussion -- I believe it was the woman from the Brookings Institution was that what Amazon is really asking for is a pipeline that would lead to 50,000 trained workers. >> Yeah, 50,000 smart trained workers. >> Yes. And that the goal for the region should be whether you get the Amazon headquarters or not, that should be the north star, to be building the infrastructure to create the pipeline of men and women who can do important work that also earns a living wage. >> Economic development is also educational development. It is the same thing. It is what will help our students -- those students that we saw that are not in the top 1% -- to be successful and will help their families as well. >> Earlier you talked about changes at Sacramento State involving developmental or remedial courses. As you know and understand some of the executive orders from the chancellor, Tim White, involving math in particular have generated a lot of interest from community college faculty and staff. Can you talk a little bit about the changes, first of all, with math in CSU? >> Well, we're not going to do remediation anymore. That we've already talked about. But we're also looking at teaching math differently, using concurrent courses to be able to teach it. For our arts and humanities and our creative students and for liberal arts students and that, we're talking about teaching math that is mathematical reasoning. For our social sciences students and for our health science students, we're talking about teaching statistics and statistical. For our STEM students we're talking about building towards calc but having different pathways for different students so that the math reasoning that they have is the reasoning that they actually need on our campus. So we're in the middle of building those courses and they're all coming forward. And I'm excited about them. [ Applause ] >> That is an important discussion underway at our college, is being responsive to the needs of students and having the right quantitative class. And historically intermediate algebra has been a requirement for degrees. It's in our educational code. What I hear is that Sacramento State is moving away from that traditional pathway and exploring alternate quantitative methods to meet the needs of students. Is that -- am I hearing right? >> You just heard it, you just said it right. >> And earlier -- earlier you talked about the program that we are involved in together to prepare high school seniors, ERWC, which stands -- you and I are probably not going to get the acronym right. English? >> No, expository rhetoric. Come on, help us, guys. ERWC, okay? It's putting in a class in the senior year so that the students can take that class and they can transfer automatically into our schools, our colleges without having to take any remediation or anything like that and without having to take any assessment tests. >> And what have the successes been so far -- the successes? >> The students who take these classes pass. Again, I know it sound radical, I know it sound crazy, but most of these students that we have made take remedial classes in the past really didn't need them. A test told us that they needed them. We can work with our partners in the high schools and we can -- it isn't that -- the people who blame the high schools say that they aren't really preparing them. No, it's that our curriculum doesn't align. And when you put our composition teachers with their English teachers and they get the alignment, everyone can move very smoothly. [ Applause ] Those high school teachers are really good. They have big hearts and they're working hard. And the same is true of the community college professors. >> I really appreciate that point that in talking about change, too often it can feel like criticism. And the need to change doesn't reflect the lack of passion and commitment on behalf of our faculty and staff, just a reality that our students have different needs. And you and I have tremendous respect for the work that our faculty does and an understanding that as leaders of our organizations we can't do anything without the faculty being committed to the students the way they are. So I know we both appreciate all that our faculty and staff do and know that these ideas can't be implemented if it's not a shared vision. >> There's only two of us. >> That's right. >> Last time I counted at Sac State, there's over 2,000 of them, of the faculty. And when I say them, I mean it with all the love in my heart. [ Laughter ] I do. But how many faculty do you have? >> Well, counting full-time and part-time, well over 1,000 faculty. >> Okay. And then how many staff have we got? >> Over 5,000 employees across our district. So it's a tremendous group of men and women making the work possible. And you and I both share in our background we've spent full time in the classroom. So we understand that teaching is important and challenging, and the magic is what happens in the classroom. And I know you and I agree that our role is to support what faculty and staff do. And we spend the bulk of our time seeking resources to support you in your work, knowing that the experts in this room are the people making the difference. >> Well, you know, there are so many cliches -- rubber meets the road is one. But the real learning takes place in the classroom and at home but because of what has happened in the classroom and what is done happened one-on-one between faculty and students. And we know that. >> Robert, our schedule would say we're out of time. And I was going to do some concluding remarks, but I think I'm probably not the only person in the room who would rather hear from you than me. So if you have a few more minutes, we're going to close promptly at 11:00 and get you to your sessions. But do you mind working with me to sort of wrap up and summarize what we've heard so far today? >> Sure. >> First of all, the theme that won't go away as far as change, starting at the national level, many of us just live in fear hearing what has happened in DC the day before -- and today's no exception -- where more insanity and idiocy from DC. But that's not going to change our commitment to our students here in the capital region. And for our DACA students, we're fighting together with our faculty and staff. You are as passionate and deeply committed to DACA students as anyone I know. Let's talk about what we can do that -- we've mobilized the experts at our colleges. You have a dream center. We're developing safe places for our students to go, both our dream students and other students who are under siege from Washington. Let's talk about finding some hopefulness where there seems to not be nearly enough these days at the national level. >> We heard some of the most vulgar remarks yesterday that have ever been said. We heard racism. [ Applause ] And we heard hatred. Our students heard it, too. When they come back on campus, we need to embrace them and we need to be there for them. They're scared. A lot of them who received their DACA papers have now moved because their information is out there and available. Think about all the Salvadorans that want -- they're saying we're going to deport them. >> Millions. >> And this is crazy. So what can we do? We can be there to support them. We can help our campuses be strong. At my last convocation, we declared Sac State a hate-free campus. And we will continue to promote that and protect our students and help them. >> So the national concerns and the insanity can cast a cloud over what is happening in our work, but it doesn't diminish our commitment to our students and communicating and demonstrate that we have our students' backs. At the state level we all have the privilege of living in California. A ray of good news that a federal California District Court has struck down some of the action for the administration. And in addition, we still have for our students AB540 and a commitment to students who are immigrants unparalleled by any other state in the nation. So it doesn't take away the unpleasantness and the anger that we all share about what's happening at the national level. But at the state level, there is some cause for hope and optimism for what we can do for our students in California. >> And we have to get the word out there. We're doing a survey right now with Univision to get the word out to parents about AB540 on the radio station and everywhere else. We've got -- this is an exceptional place to be in California because we are in a situation where, you know, we declared the entire state a sanctuary state. You know, that's pretty remarkable. And now we've got a chance to be able to nurture those students and help them. >> And one of our breakout sessions in a few moments involves the work we are doing together for our DACA students. And I also want to acknowledge the members of our DACA rapid response team. Will everyone who served on our rapid response team stand so we can acknowledge you? Thank you very much for the work that you are doing. [ Applause ] >> I do want to say one thing. Let's not forget all of our students, okay? All of the students need the same nurturing, the same help as we provide our DACA students. We had the example of athletics just a few minutes ago. The athletes succeed in part because of the motivation, in part because of the sport. But if athletes can succeed, everyone can succeed. And all of our students need the same support. >> We saw in the comments from our students to a student there is a person in their experience at our colleges who has reached out and saw something in them, it almost brings a tear to my eye a student who said the teacher saw something in me I didn't see in myself. Many of us have had that experience as a student where someone saw something in us we didn't know that was within us. And the people in this room are reaching out to our students when they come to us next week. You'll have many opportunities to be that person for a student to reach out and be the one who makes a difference in their life. That is so powerful. And the opportunities will be there throughout the semester. The governor's budget came out on Wednesday. We were discussing yesterday the impact for both CSU's and community colleges. Two headlines in the community budget college budget that will generate much robust discussion in the coming weeks. One, we've been talking about changes coming in our funding formula. This is the year where there are very significant funding formula proposals change -- funding -- proposals to change our funding formula in the governor's budget. Where a substantial amount of our funding, if the recommendations are implemented, would be based not just on how many students we enroll, but on how our students do after they enroll. So part of our budget in about a year or so will shift dramatically not just to how many students we're enrolling but how many students are completing. We all understand that that sort of change has opportunities and also concerns about unintended consequences. And I think all of you know that one of the advantages of being in Sacramento is we engage very regularly with our policymakers. Last Friday we had Chancellor Oakley come to a state-wide meeting at Los Rios. So we are very much in communication with our state-wide chancellor, with our elected officials about what may happen to our funding formula. We will work very hard to communicate with all of you what is happening during this year. It's a very provocative proposal on our funding formula. The second provocative proposal was $120 million -- $100 million in one-time funds and $20 million in ongoing funds to establish a purely online 114th California community college. We have and will have many discussions about what that means. Also, we have the reality that Governor Brown has been very effective in having his major initiatives funded. And it also is an initiative that has the support and partnership of the Chancellor's Office. So we work hard to have good relationships with the Chancellor's Office and also with our elected officials, including the governor. So much will happen. This is going to be a very eventful year based on what's happening with those proposals. In the big picture, the good news is that there is additional funding for community colleges -- not as much for CSU's as is needed and never enough for our system. But in this very eventful year, we will have the luxury of not having to spend time talking about how to cut our community college budgets. So many things will be happening. But we need to be thinking very hard about how to invest the money we have now to build the Guided Pathways so that when the recession that Governor Brown warns us about comes, we will have made investments that will continue to serve us even when the money is not there the way it is for this budget year. A little different for CSU, not as much new money. And we share the challenge of meeting the obligations to our employees, including retirement obligations in particular. >> It's going to be tough for the CSU -- 1.47% increase and with our other expenses, with inflation, with their new union contracts it will be tough. But a promise I make to everyone in this room is we will graduate enough student so there will be slots available for your students to come. [ Applause ] >> So Robert, I want so thank you so much for committing your whole morning. Your schedule is incredible. And I think everyone here understands for Robert to spend this amount of time with us shows how important he views us as a partner. Let's thank Robert Nelson for being with us this morning. [ Applause ] >> Do I at least get to do one stingers up? >> Let's stand up. How many Sac State alum do we have here today? So Robert is going to do what he has to do, and then I'm going to finally thank all of you and send you on your way. So Robert, let's first of all, do stingers up. >> Los Rios Colleges and Sac State are number one. Stingers up. [ Applause ] >> Well, thank you, Robert. And thanks to all of you for being here today. Have a great rest of the day, and enjoy your breakout sessions and departmental meetings. Thank you so much.

Current listings

[3] Name on the Register Image Date listed[4] Location City or town Description
1 242nd Street – Van Cortlandt Park Station (IRT) March 30, 2005
Above Broadway at the junction of W. 242nd St.
40°53′20″N 73°53′56″W / 40.888889°N 73.898889°W / 40.888889; -73.898889 (242nd Street – Van Cortlandt Park Station (IRT))
Riverdale Subway station (1 train); Only remaining terminal elevated subway station in Victorian Gothic architectural style. Also has only remaining scrolled station sign in entire system
2 48th Police Precinct Station May 6, 1983
1925 Bathgate Ave.
40°50′49″N 73°53′52″W / 40.846944°N 73.897778°W / 40.846944; -73.897778 (48th Police Precinct Station)
3 52nd Police Precinct Station House and Stable October 29, 1982
3016 Webster Ave.
40°52′09″N 73°52′46″W / 40.869167°N 73.879444°W / 40.869167; -73.879444 (52nd Police Precinct Station House and Stable)
4 Bartow-Pell Mansion and Carriage House December 30, 1974
Pelham Bay Park, Shore Rd.
40°52′18″N 73°48′21″W / 40.87167°N 73.80583°W / 40.87167; -73.80583 (Bartow-Pell Mansion and Carriage House)
Pelham Bay Park
5 Bronx Borough Courthouse February 25, 1982
E. 161st St., 3rd and Brook Aves.
40°49′22″N 73°54′38″W / 40.822778°N 73.910556°W / 40.822778; -73.910556 (Bronx Borough Courthouse)
6 Bronx Central Annex-U.S. Post Office May 6, 1980
558 Grand Concourse
40°49′08″N 73°55′37″W / 40.81889°N 73.92694°W / 40.81889; -73.92694 (Bronx Central Annex-U.S. Post Office)
Mott Haven
7 Bronx County Courthouse September 8, 1983
851 Grand Concourse
40°49′34″N 73°55′27″W / 40.826111°N 73.924167°W / 40.826111; -73.924167 (Bronx County Courthouse)
8 Casa Amadeo, antigua Casa Hernandez March 23, 2001
786 Prospect Ave.
40°49′09″N 73°54′08″W / 40.8191°N 73.9022°W / 40.8191; -73.9022 (Casa Amadeo, antigua Casa Hernandez)
9 Chevra Linas Hazedek Synagogue of Harlem and the Bronx November 19, 2014
1115 Ward Ave.
40°49′36″N 73°52′37″W / 40.8267°N 73.877°W / 40.8267; -73.877 (Chevra Linas Hazedek Synagogue of Harlem and the Bronx)
Soundview Remaining synagogue from early Jewish settlement of neighborhood
10 Christ Church Complex September 8, 1983
5030 Riverdale Ave.
40°53′56″N 73°54′25″W / 40.89889°N 73.906944°W / 40.89889; -73.906944 (Christ Church Complex)
11 Robert Colgate House September 8, 1983
5225 Sycamore Ave.
40°54′07″N 73°54′45″W / 40.90194°N 73.9125°W / 40.90194; -73.9125 (Robert Colgate House)
Hudson Hill
12 Concourse Yard Entry Buildings February 9, 2006
W. 205th St., bet. Jerome and Paul Aves.
40°52′34″N 73°53′21″W / 40.876111°N 73.889167°W / 40.876111; -73.889167 (Concourse Yard Entry Buildings)
Jerome Park
13 Concourse Yard Substation February 9, 2006
3119 Jerome Ave.
40°52′30″N 73°53′22″W / 40.875°N 73.889444°W / 40.875; -73.889444 (Concourse Yard Substation)
Jerome Park
14 Crotona Play Center April 28, 2015
1700 Fulton Ave
40°50′23″N 73°53′53″W / 40.83977°N 73.89805°W / 40.83977; -73.89805 (Crotona Play Center)
Crotona Park Only WPA-built swimming pool complex in the Bronx
15 William E. Dodge House August 28, 1977
690 W. 247th St.
40°53′42″N 73°54′56″W / 40.895°N 73.915556°W / 40.895; -73.915556 (William E. Dodge House)
16 Dollar Savings Bank April 27, 2011
2792 3rd Ave.
40°48′54″N 73°55′08″W / 40.815°N 73.918889°W / 40.815; -73.918889 (Dollar Savings Bank)
The Hub New listing; refnum 11000228
17 Edgehill Church at Spuyten Duyvil October 29, 1982
2550 Independence Ave.
40°52′48″N 73°55′13″W / 40.88°N 73.920278°W / 40.88; -73.920278 (Edgehill Church at Spuyten Duyvil)
Spuyten Duyvil
18 Eighth Regiment Armory December 21, 1982
29 W. Kingsbridge Rd.
40°52′07″N 73°53′55″W / 40.868611°N 73.898611°W / 40.868611; -73.898611 (Eighth Regiment Armory)
Jerome Park Eighth Regiment Armory is commonly known as Kingsbridge Armory. Romanesque structure with five-acre (2 ha) footprint built in 1910s is believed to be the world's largest armory.
19 Admiral David Glasgow Farragut Gravesite October 16, 2012
Lot 1429-44, Section 14, Aurora Hill Plot, Woodlawn Cemetery
40°53′24″N 73°52′27″W / 40.890061°N 73.87418°W / 40.890061; -73.87418 (Admiral David Glasgow Farragut Gravesite)
20 Fonthill Castle and the Administration Building of the College of Mount St. Vincent July 11, 1980
W. 261st St. and Riverdale Ave.
40°54′49″N 73°54′34″W / 40.913611°N 73.909444°W / 40.913611; -73.909444 (Fonthill Castle and the Administration Building of the College of Mount St. Vincent)
21 Fort Independence Historic District August 23, 2016
Cannon Place, Orloff and Sedgewick Aves., and Giles Place
40°52′52″N 73°53′50″W / 40.881111°N 73.897222°W / 40.881111; -73.897222 (Fort Independence Historic District)
Kingsbridge Hill where Revolutionary War fort was sited retains unusual street plan designed around topography by Frederick Law Olmsted in 1877
22 Fort Schuyler June 29, 1976
Throggs Neck at East River and Long Island Sound
40°48′20″N 73°47′34″W / 40.805556°N 73.792778°W / 40.805556; -73.792778 (Fort Schuyler)
Throggs Neck
23 Grace Episcopal Church September 13, 2006
116 City Island Ave.
40°50′27″N 73°47′04″W / 40.840833°N 73.784444°W / 40.840833; -73.784444 (Grace Episcopal Church)
City Island
24 Grand Concourse Historic District August 24, 1987
730-1000, 1100-1520, 1560, and 851-1675 Grand Concourse
40°49′52″N 73°55′26″W / 40.831111°N 73.923889°W / 40.831111; -73.923889 (Grand Concourse Historic District)
25 Hall of Fame Complex September 7, 1979
Bronx Community College campus
40°51′31″N 73°54′52″W / 40.858611°N 73.914444°W / 40.858611; -73.914444 (Hall of Fame Complex)
University Heights
26 Hertlein and Schlatter Silk Trimmings Factory February 5, 2001
454-464 E. 148th St.
40°48′51″N 73°54′59″W / 40.814167°N 73.916389°W / 40.814167; -73.916389 (Hertlein and Schlatter Silk Trimmings Factory)
Mott Haven
27 High Pumping Station November 10, 1983
Jerome Ave.
40°52′42″N 73°53′12″W / 40.878333°N 73.886667°W / 40.878333; -73.886667 (High Pumping Station)
Jerome Park
28 House at 175 Belden Street June 3, 1982
175 Belden St.
40°50′17″N 73°46′57″W / 40.838056°N 73.7825°W / 40.838056; -73.7825 (House at 175 Belden Street)
City Island
29 Jackson Avenue Subway Station (IRT) September 17, 2004
Junction of E. 152nd St. and Jackson and Westchester Aves.
40°49′00″N 73°54′29″W / 40.8166°N 73.9080°W / 40.8166; -73.9080 (Jackson Avenue Subway Station (IRT))
Melrose Subway station (2 and ​5 trains)
30 Jerome Park Reservoir September 7, 2000
Goulden, Reservoir and Sedgwick Aves.
40°52′40″N 73°53′44″W / 40.877778°N 73.895556°W / 40.877778; -73.895556 (Jerome Park Reservoir)
Jerome Park
31 Keeper's House at Williamsbridge Reservoir September 24, 1999
3400 Reservoir Oval
40°52′43″N 73°52′34″W / 40.878611°N 73.876111°W / 40.878611; -73.876111 (Keeper's House at Williamsbridge Reservoir)
32 Lisanti Chapel January 11, 2002
740 E. 215th St.
40°52′48″N 73°51′48″W / 40.88°N 73.863333°W / 40.88; -73.863333 (Lisanti Chapel)
33 Longwood Historic District September 26, 1983
Roughly bounded by Beck St., Longwood, Leggett, and Prospect Aves.
40°49′00″N 73°54′00″W / 40.816667°N 73.9°W / 40.816667; -73.9 (Longwood Historic District)
34 Lorillard Snuff Mill December 22, 1977
Bronx Botanical Garden
40°51′36″N 73°52′35″W / 40.86°N 73.876389°W / 40.86; -73.876389 (Lorillard Snuff Mill)
Bronx Park
35 Morris High School Historic District September 15, 1983
Roughly bounded by Boston Rd., Jackson and Forrest Aves., and E. 166th and Home Sts.
40°49′38″N 73°54′15″W / 40.827222°N 73.904167°W / 40.827222; -73.904167 (Morris High School Historic District)
36 Morris Park Station July 6, 2005
Under Espalanade at Bogart and Colden Ave. and Hone Ave.
40°51′17″N 73°51′37″W / 40.854647°N 73.860167°W / 40.854647; -73.860167 (Morris Park Station)
Morris Park Subway station (5 train)
37 Mott Avenue Control House
Mott Avenue Control House
May 6, 1980
149th St. and Grand Concourse
40°49′07″N 73°55′39″W / 40.8185°N 73.9275°W / 40.8185; -73.9275 (Mott Avenue Control House)
Mott Haven Subway control house for 2​, 4​, and 5 trains
38 Mott Haven Historic District March 25, 1980
An irregular pattern along Alexander Ave. and E. 140th St.
40°48′37″N 73°55′32″W / 40.8103°N 73.9256°W / 40.8103; -73.9256 (Mott Haven Historic District)
Mott Haven
39 New York Botanical Garden May 28, 1967
Southern and Bedford Park Blvds.
40°51′49″N 73°52′34″W / 40.863611°N 73.876111°W / 40.863611; -73.876111 (New York Botanical Garden)
Bronx Park
40 New York, Westchester and Boston Railroad Administration Building April 23, 1980
481 Morris Park Ave.
40°50′29″N 73°52′23″W / 40.841389°N 73.873056°W / 40.841389; -73.873056 (New York, Westchester and Boston Railroad Administration Building)
Van Nest
41 Park Plaza Apartments June 3, 1982
1005 Jerome Ave.
40°49′50″N 73°55′30″W / 40.830556°N 73.925°W / 40.830556; -73.925 (Park Plaza Apartments)
42 Pelham Parkway Station (Dual System IRT) March 30, 2005
Junction of White Plains Rd. and Pelham Pkwy
40°51′26″N 73°52′03″W / 40.857236°N 73.867608°W / 40.857236; -73.867608 (Pelham Parkway Station (Dual System IRT))
Pelham Parkway Subway station (2 and ​5 trains)
43 Poe Cottage August 19, 1980
2640 Grand Concourse
40°51′55″N 73°53′40″W / 40.865278°N 73.894444°W / 40.865278; -73.894444 (Poe Cottage)
44 Port Morris Ferry Bridges February 5, 2014
106 Locust Ave.
40°47′58″N 73°54′29″W / 40.7995°N 73.9080°W / 40.7995; -73.9080 (Port Morris Ferry Bridges)
Port Morris
45 Prospect Avenue Subway Station (IRT) September 17, 2004
Junction of Westchester and Lonwood Aves. and Prospect St.
40°49′11″N 73°54′08″W / 40.819722°N 73.902222°W / 40.819722; -73.902222 (Prospect Avenue Subway Station (IRT))
Melrose and Longwood Subway station (2 and ​5 trains)
46 Public School 11 September 8, 1983
1257 Ogden Ave.
40°50′23″N 73°55′35″W / 40.839722°N 73.926389°W / 40.839722; -73.926389 (Public School 11)
47 Public School 15 December 10, 1981
4010 Dyre Ave.
40°53′27″N 73°49′52″W / 40.890833°N 73.831111°W / 40.890833; -73.831111 (Public School 15)
48 Public School 17 September 27, 1984
190 Fordham St.
40°50′49″N 73°47′05″W / 40.846944°N 73.784722°W / 40.846944; -73.784722 (Public School 17)
City Island
49 Rainey Memorial Gates March 16, 1972
New York Zoological Park
40°51′18″N 73°52′40″W / 40.855°N 73.877778°W / 40.855; -73.877778 (Rainey Memorial Gates)
Bronx Park Paul Manship, Sculptor; Charles A Platt, architect
50 C. Rieger's Sons Factory May 27, 2004
450-452 E. 148th St.
40°48′51″N 73°55′01″W / 40.814167°N 73.916944°W / 40.814167; -73.916944 (C. Rieger's Sons Factory)
Mott Haven
51 Riverdale–Spuyten Duyvil–Kingsbridge Memorial Bell Tower January 3, 2012
Riverdale Ave. at W. 239th St. & Henry Hudson Pkwy.
40°53′21″N 73°54′30″W / 40.889275°N 73.908292°W / 40.889275; -73.908292 (Riverdale–Spuyten Duyvil–Kingsbridge Memorial Bell Tower)
52 Riverdale Presbyterian Church Complex October 14, 1982
4761-4765 Henry Hudson Parkway
40°53′45″N 73°54′32″W / 40.895833°N 73.908889°W / 40.895833; -73.908889 (Riverdale Presbyterian Church Complex)
53 St. Ann's Church Complex April 16, 1980
295 St. Ann's Ave.
40°48′30″N 73°55′03″W / 40.808333°N 73.9175°W / 40.808333; -73.9175 (St. Ann's Church Complex)
Mott Haven
54 St. Anselm's Roman Catholic Church and School February 5, 2014
683 Tinton Ave.
40°48′58″N 73°54′20″W / 40.8160°N 73.9055°W / 40.8160; -73.9055 (St. Anselm's Roman Catholic Church and School)
Mott Haven
55 St. James' Episcopal Church and Parish House September 30, 1982
2500 Jerome Ave.
40°51′50″N 73°54′00″W / 40.863889°N 73.9°W / 40.863889; -73.9 (St. James' Episcopal Church and Parish House)
56 St. Peter's Church, Chapel and Cemetery Complex September 26, 1983
2500 Westchester Ave.
40°50′17″N 73°50′41″W / 40.838056°N 73.844722°W / 40.838056; -73.844722 (St. Peter's Church, Chapel and Cemetery Complex)
Westchester Square
57 St. Stephen's Methodist Church February 8, 2012
146 W. 228th St.
40°52′37″N 73°54′33″W / 40.876892°N 73.909067°W / 40.876892; -73.909067 (St. Stephen's Methodist Church)
Marble Hill, Manhattan
58 Saxe Embroidery Company Building February 22, 2018
511-513 E 164th St.
40°49′33″N 73°54′31″W / 40.82580°N 73.90866°W / 40.82580; -73.90866 (Saxe Embroidery Company Building)
Morrisania 1904 factory is only architect-designed textile manufacturing facility in the Bronx; has housed a number of different industrial concerns over the years
59 Simpson Street Subway Station and Substation #18 (IRT) September 17, 2004
Junction of Westchester Ave., bet. Simpson St. and Southern Blvd.
40°49′27″N 73°53′37″W / 40.824167°N 73.893611°W / 40.824167; -73.893611 (Simpson Street Subway Station and Substation #18 (IRT))
Longwood Subway station (2 and ​5 trains) and Substation #18
60 Henry F. Spaulding Coachman's House November 4, 1982
4970 Independence Ave.
40°53′53″N 73°54′41″W / 40.898056°N 73.911389°W / 40.898056; -73.911389 (Henry F. Spaulding Coachman's House)
61 Sunnyslope September 15, 1983
812 Faile St.
40°49′02″N 73°53′14″W / 40.817222°N 73.887222°W / 40.817222; -73.887222 (Sunnyslope)
Hunts Point
62 Tremont Baptist Church October 16, 2009
324 E. Tremont Ave.
40°50′54″N 73°54′08″W / 40.848233°N 73.902325°W / 40.848233; -73.902325 (Tremont Baptist Church)
63 United Workers Cooperatives September 11, 1986
2700-2870 Bronx Park E
40°51′59″N 73°52′11″W / 40.866389°N 73.869722°W / 40.866389; -73.869722 (United Workers Cooperatives)
Bronx Park
64 US Post Office-Morrisania November 17, 1988
442 E. 167th St.
40°49′47″N 73°54′34″W / 40.829722°N 73.909444°W / 40.829722; -73.909444 (US Post Office-Morrisania)
65 University Heights Campus (Bronx Community College of The City University of New York) October 16, 2012
West 181st St. and University Ave.
40°51′29″N 73°54′45″W / 40.858194°N 73.912393°W / 40.858194; -73.912393 (University Heights Campus (Bronx Community College of The City University of New York))
University Heights
66 Valentine-Varian House March 21, 1978
3266 Bainbridge Ave.
40°52′38″N 73°52′47″W / 40.877222°N 73.879722°W / 40.877222; -73.879722 (Valentine-Varian House)
67 Frederick Van Cortlandt House December 24, 1967
Van Cortlandt Park at 242nd St.
40°53′40″N 73°53′35″W / 40.894444°N 73.893056°W / 40.894444; -73.893056 (Frederick Van Cortlandt House)
Van Cortlandt Park
68 Washington Bridge September 22, 1983
Between Amsterdam and Undercliff Aves.
40°50′42″N 73°55′29″W / 40.845°N 73.924722°W / 40.845; -73.924722 (Washington Bridge)
Morris Heights Bridge from Harlem to the Bronx
69 Wave Hill September 9, 1983
675 W. 252nd St.
40°53′55″N 73°54′47″W / 40.898611°N 73.913056°W / 40.898611; -73.913056 (Wave Hill)
70 Westchester Square Station (Dual System IRT) March 30, 2005
Above Westchester Ave., from Overing St. to Ferris Place
40°50′23″N 73°50′38″W / 40.839722°N 73.843889°W / 40.839722; -73.843889 (Westchester Square Station (Dual System IRT))
Westchester Square Subway station (6 and <6>​ trains)
71 Williamsbridge Oval Park May 14, 2015
Reservoir Oval E. & W.
40°52′39″N 73°52′39″W / 40.87750°N 73.87750°W / 40.87750; -73.87750 (Williamsbridge Oval Park)
Norwood WPA-funded park built on former reservoir site in 1937 features a Beaux Arts landscape and modernist recreation center
72 Woodlawn Cemetery June 23, 2011
Webster Avenue & East 233rd Street
40°53′43″N 73°51′49″W / 40.895278°N 73.863611°W / 40.895278; -73.863611 (Woodlawn Cemetery)
Woodlawn Cemetery illustrates transition from rural cemetery to 20th-century styles; final resting place of Robert Moses, Elizabeth Cady Stanton and Jay Gould, among others.
73 Woodlawn Station (Dual System IRT) July 6, 2005
Junction of Bainbridge Ave. and Jerome Ave.
40°53′09″N 73°52′45″W / 40.885833°N 73.879167°W / 40.885833; -73.879167 (Woodlawn Station (Dual System IRT))
Norwood near Woodlawn Subway station (4 train); Arts and Crafts-inspired terminal station

See also


  1. ^ The latitude and longitude information provided in this table was derived originally from the National Register Information System, which has been found to be fairly accurate for about 99% of listings. For about 1% of NRIS original coordinates, experience has shown that one or both coordinates are typos or otherwise extremely far off; some corrections may have been made. A more subtle problem causes many locations to be off by up to 150 yards, depending on location in the country: most NRIS coordinates were derived from tracing out latitude and longitudes from USGS topographical quadrant maps created under the North American Datum of 1927, which differs from the current, highly accurate WGS84 GPS system used by most on-line maps. Chicago is about right, but NRIS longitudes in Washington are higher by about 4.5 seconds, and are lower by about 2.0 seconds in Maine. Latitudes differ by about 1.0 second in Florida. Some locations in this table may have been corrected to current GPS standards.
  2. ^ "National Register of Historic Places: Weekly List Actions". National Park Service, United States Department of the Interior. Retrieved on November 9, 2018.
  3. ^ Numbers represent an ordering by significant words. Various colorings, defined here, differentiate National Historic Landmarks and historic districts from other NRHP buildings, structures, sites or objects.
  4. ^ The eight-digit number below each date is the number assigned to each location in the National Register Information System database, which can be viewed by clicking the number.

External links

This page was last edited on 27 October 2018, at 15:58
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