GOVERNING BOARD
JANUARY 10, 1995
MINUTES
An executive session convened at 6:00 p.m., pursuant to A.R.S. [[section]]38-431.02, notice having been duly given.
A special meeting and a work study session of the Maricopa County Community College District Governing Board were scheduled to be held at 7:00 p.m. at the District Support Services Center, 2411, West 14th Street, Tempe, Arizona.
PRESENT
GOVERNING BOARD
Roy C. Amrein, President, Donald R. Campbell, Secretary, Ed Contreras, Member, Linda B. Rosenthal, Member, Nancy Stein, Member, M. Grant Christensen, Member.ADMINISTRATION
Paul A. Elsner, Frank Ramirez for William Waechter, Alfredo G. de los Santos Jr. Dan Whittemore, Ron Bleed, Janice Bradshaw, Raul Cardenas, Larry Christiansen, John Cordova, Art DeCabooter, Stan Grossman, Homero Lopez, J. Marie Pepicello, Phil Randolph, Arnette Ward,Linda Thor, John WaltripABSENT
STATE BOARD
Jim Ullman
CALL TO ORDER
The meeting was called to order at 6:30 p.m. by President RosenthalEXECUTIVE SESSION
President Rosenthal called for a motion convening an executive session,notice having been previously given.MOTION NO. 8342
M. Grant Christensen moved that an executive session be convened. Motion carried 5-0.The meeting recessed at 6:01 p.m.
The special meeting reconvened at 7:03 p.m.OATH OF OFFICE
Linda B. Rosenthal administred the oath of office to Donald R. Campbell, re-elected member of the Governing Board from District 5 and to Ed Contreras, recently elected member of the Governing Board from District 1.ELECTION OF OFFICERS
President, called for nominations for officers for 1995.MOTION NO. 8343
Nancy Stein moved that Roy C. Amrein be nominated for President of the Governing Board for calendar year 1995, and that Donald R. Campbell be nominated as Secretary of the Governing Board for calendar year 1995. There were no further nominations. Motion carried 5-0.President Amrein congratulated M. Grant Christensen on his retirement from Marciopa County Community College District Governing Board and presented Dr. Christensen with a collection of letters acknowledging his service to the District.
President Amrein presented Linda B. Rosenthal with a gavel in appreciation for her services as President of the Governing Board for 1994.
CONSIDERATION OF CONSENT AGENDA
President Amrein astated that the single item on the agenda would be considered individually, and not as a Consent Agenda item.(A-1-a) CONSIDERATION OF EMPLOYMENTS, RESIGNATIONS, RETIREMENTS, AND TERMINATIONS - Frank Remirez recommended approval of the personnel item with one correction, page 4, correct date for Para should be March 17, 1995.
MOTION NO. 8344
Linda Rosenthal moved that the Governing Board approve the Employments, Resignations, Retirements, and Terminations with the date correction for PAra, page 4, to March 17, 1995. Motion carried 5-0.ADJOURNMENT
The Special Meeting adjourned at 7:14. A five minute break was taken to allow the Strategic Conversation portion of he meeting to move to m Employee Lounge to utilize a less formal format designed to promote and encourage open communication and participation among governing board members, administrators, faculty, staff and individuals attending the meeting.(II) STRATEGIC ISSUES ASSOCIATED WITH NEW LEARNING PARADIGMS - Donna Schober and Laura Helminski provided background information about the PEW Rountable project which is dedicated to restructuring higher education. The outcome for the strategic conversation was to define the new learning paradigms and explore ways to create educational opportunities and indicators or student success and institutional effectiveness.
Group discussions forced on: 1) What are your reactions to the four key concepts of the Desired Learning Paradigm; and 2) What examples or best practices can you think of?
Key Concept #1: Learning is a process which is lifelong for everybody and should be measured in a consistent, ongoing manner focused on improvement.
Key Concept #2: Everyone is an active learner and teacher through collaboration, shared responsibility, and mutual respect.
Key Concept #3: The learning process includes the larger community through the development of allliances, relationships, and opportunities for mutual benefit.
Key Concept #4: Learning occurs in a flexible and appropriate environment.
Comments:
Key Concept #1
Learning is a process which is lifelong for everybody and should be measured in a consistent, ongoing manner focused on improvement.Group Reactions
Is this concept 21st century enough?
Is learning a process only or can it also be an experience. If it is also an experience, then can it be measured?
Who selects the evaluation criteria?
Yes, it not always is, but should be. Only by continued growth is life fulfilling.
I agree with the "process" aspect of statement. Learning never stops.
Everybody means "open access"
Difficult to accurately measure learning.
As community colleges we should know our results and how well we are believing them, otherwise how so we improve.
"Measured" Who does the measuring? What is the process of measuring?
"Measure" indicates a standard - so what is the standard? (Who rates improvement and how is that accomplished?
Best Practices
Went to school on a Saturday to take care of some things -- 60 and 70-year-old couples taking a computer class.
TWM training and utilization at MCCCD
State-of-the-College report
Program review process - GWCC
Encourage "community education" involving those that may not traditionally be involved in education, through specific course offerings, special evening/weekend classes, collaborations with other organizations.
Consistent course outlines in District course bank
Promoting and encouraging continuing education and practices that "help" those who work full time to proceed or continue with their education
Key Concept #2: Everyone is an active learner and teacher through collaboration, shared responsibility, and mutual respect.Reactions
Everyone" - where? in the academic world?
Are there some people who are not active learners due to mental illness, etc.?
Expand Learning Center programs and services
Form more inter-district, cross-campus task teams -- we need to share out expertise
To have true learning, we would need to really "teach" mutual respect!
Students help teachers "learn."
Very good collaboration.
Best Practices
Advances in science come with collaboration.
Project Challenge
Our computer labs
Collaborative learning at CGCC
Key Concept #3: The learning process includes the larger community through the development of allliances, relationships, and opportunities for mutual benefit.
Reactions
Excellent concept
Very good. Our relationships with business and industry.
Can be connected to community service.
Think about conducting "community town hall" meetings to gather info and gain community support.
This is very important to get community support, and to be part of community.
Only by involving all aspects of society will continued and complete learning occur.
Best Practices
Encouraging and promoting service-learning that promotes special ties with the community.
Motorola University
Library Outreach at SMCC
Community band in the Fiesta Parade
Businesses have classes on campuses
Chandler Gilbert's Service Learning
Community service/volunteerism/service learning
Think Tank
Mesa Community Roundtable
Mesa LINK - community computer bulletin board
Service Learning x 2
Education and learning start in the home, school provides a formality and uniformity. Outside we apply those learned and in doing greater education takes place.
Key Concept #4: Learning occurs in a flexible and appropriate environment.Reactions
Appropriate environment?
Today "teaching" is available through computers, video, etc., and can occur anywhere.
Make use of community space in the neighborhoods, schools, churches, clubrooms
COnduct more o utreach programs or expand existing ones
The inequalities of our society does not allow all persons to have an appropriate environment -- Arizona for exampe, has over 2200 school districts.
Best Practices
PC interim classes holiday and May break
Learning can/does occur in many places -- elementary school children love a field trip
Weekend college
Service Learning
Rio - television courses
OE/OE Labs
Our VCN courses
GWCC parenting program conducted at community sites
Issue Bin
K-12 inequity
K-12 constrains creativity; new paradigm encourages the active learner
General Comments
- Means of "measurement?"
- MCCCD is doing a lot -- some is not a new paradigm
- Healthy to improve
- K-12 need our help
- support families with children
Key Concept #1: Learning is a process which is lifelong for everybody and should be measured in a consistent, ongoing manner focused on improvement.Reactions
Teach communication concepts first.
Learning outcomes developed by learners.
How is learning measured?
How does one implement measurement over a long period of time -- should the means of measurement also improve over time?
Measurement needs to be outcomes-based, therefore, individual (how do we do that and yet assure transfer, etc.)?
"Everyone should be measured"...doesn't allow for unique generational differences.
If learning is lifelong, why are there so many obstacles place in fron of programs when they want to work with K-12 and below/above (politics)? I think this is a very good concept. This concept is currently in use in Maricopa.
How does one place for measurement?
Focused on improvement and striving for excellence and perfection.
Levels of learning literacy - ? of what determines college level.
Is the outcome of learning a process or is the outcome knoweldge/ability/skills?
Is measurement necessary if I'm not in a "class" or program? Yes, but how to measure?
Process is difficult concept in a society that emphasizes winning. Explain.
Measurement should be objective, concrete and subjective.
Self-evaluation is of higher, long-term value than external evaluation. The focus of control needs to be internal. Our present evaluation system needs to be replaced. The student should be in charge of and responsible for learning.
The "Carnegie unit" is no longer appropriate. We must allow students to learn at their own rate -- for as long or short as it takes.
Should our measurement always be consistent or should be look from time to time at different measurement alternatives?
Key Concept #2: Everyone is an active learner and teacher through collaboration, shared responsibility, and mutual respect.Reactions
Teach communication concepts first.
Great concept.
Active learners do require different learning acitivies due to learning styles.
Perfect the way it is.
Communication definition is imporant.
Most important of all concepts -- effective learning requires shared responsibilities and mutual respect.
Then why are there divisions between staff, management and faculty?
Learning styles of some may not be compatible with collaborative shared model.
If everyone is an active learner and teacher, who has ultimate responsibility for teaching and learning?
To me this is one of the most ideal ways to learn.
Yes, active learning and daily interaction with other learners is necessary for long-term learning. Participants gain a greater appreciation of each other in a cooperative environment.Best Practices
MCCCD - and Total quality initiatives.
Grant project withiin district dealing with learning communities. Some of the following campuses are involved: SMCC, CGCC, GWCC, PVCC. Highly effective workplaces often demonstrate this concept.
Key Concept #3: The learning process includes the larger community through the development of allliances, relationships, and opportunities for mutual benefit.Reactions
Teach communication concepts first.
Love this idea service learning program is developing this even more.
"Novel idea." I think this concept hits the nail right on the head.
We can't not learn from each other. We must use alliances to ensure positive learning relationships.
I think this concept should be clearly developed to show everyone the win-win.
Best Practices
Motorola University
Think Tank
Service Learning
NSF funded center for minority education.
Service learning as a pedagoogical tool is an example of linking learning with the community.
ACE and ACE+ SMCC and GCC.
Key Concept #4: Learning occurs in a flexible and appropriate environment.Reactions
Teach communication concepts first. Then we can all be teachers.
Important to provide all types of opportunities for learning, i.e., student government, student organizations, community service.
What are included in the appropriate definitions for flexible environment? Do we always need to provide an appropriate environment?
Environment needs to be defined (environment is subjective). "Appropriate" is not a good descriptive word. The environment should facilitate a learning path of personal discovery wherever possible.
If learning takes place in a flexible environment, how do we get away from inflexible structure? 40 hours = 3 credits; seat time = learning, etc.
I agree totally with this concept because people learn differently.
Best Practices
Pass @ RSCC
OE/OE Classes
Rio's alternative delivery modes
Discussion
Concept #1
Consistency is not necessarily desirable
Measurement
- Agree at outset; know where you start
Individual or new paradigm be measured
Process doesn't focus on winning measurement
Process may not be compatible -- learning for its own sake
Can't assume letter grades measure
Progress should be focused on improvement
- Lifelong Learning
Institutional effectiveness through accredited movement
Agree in principle but don't practice it
Use same approaches for all
Learning styles complicated; requires vision, time commitment
- Practice, SMCC pre-test and post-test to determine who learned the most
- Evolutionary for process
Concept #2
- Learner and teacher at different times/same time
- Can't escape teaching and learning (participation in communication process)
- Responsibility - attitude has to be there.
- Students expect teachers to do what they are asked to do
- Different status of "teachers" is wrong
- How do we elevate mutual respect and shared responsibility
- Student contract agreement
Concept #3
- Community is providing the laboratory/"service learning"
- Involve community in conversation
- We drive programs from inside-out
- We ignore our own educational community within MCCCD
- Matching expectations to community
- Develop win/win with community
- Why do we have separate marketing, diplomas?
Concept #4
- What is appropriate? Depends on student.
- Flexibility for different learning styles
- Appropriate is very subjective
Sense of our dialog
- Dissolve old process/think new process
- Merge old (what works well) with new paradigm
- Use problem-solving methods
- We largely agree with these concepts as the place to begin but now we need to use the problem-solving process by defining our terms, evaluating our assumptions, communicating more effectively and analyzing what has worked in the past.
Issue Bin
Definition of Learning
Key Concept #1: Learning is a process which is lifelong for everybody and should be measured in a consistent, ongoing manner focused on improvement.
Reactions
Who measures? What is measured?
#1 and #4 seem to be in conflict -- consistent/flexible;ongoing; focused/appropriate
This is a good concept theory-wise, but too wide for a college system
How can we "measure" learning? Especially collaborative, shared responsibility, teamwork, etc.
Everybody seems more applicable to some than others.
Measured: it is evaluation that has excluded and driven some (many) from the learning process.
Improvement - for what? for whom? curriculum? faculty? students? the organization?
Please elaborate upon "learning...should be measured in a consistent..."
How should learning be measured?
Learning is dependent and motivated by the needs of the individual; this generate diversity in the ages of those who desire to learn.
Worried about what measurement means -- measurement of one's personal educational growth? evaluation of a college's success? THose seem to be really different. What about incidental learning - unfocused learning?
"Learning" -- does this refer to specific learning connected with MCCCD or all learning?
Best Practices
Community Band
Fitness
Some people start at a different level of learning and if the improvement in the level of education can be measured, that would be great (for each student). Small classes are necessary so that the teacher could judge according to the person's growth.
Key Concept #2: Everyone is an active learner and teacher through collaboration, shared responsibility, and mutual respect.
Reactions
Teacher has the responsibility or blame.
We are the mid-level in education to many constiuents. Can we be this if we don't follow through?
You must think of learning and education as a continuum. Some are further along than others so depending on students to know what they should be learning is not always a good practice. Again, flexibility is the key.
All the literature about the skills needed/required in current /future workforce indicates that this is the direction for us.
One of the best ways to learn and remember is by teaching another.
In this teaching/learning process, someone is responsible.
Does this ignore who is responsible for the process? If it really is a joint endeavor, how does evaluation take place? That would be different than now, it seems.
Student shared responsibility is an important element in the learning process - however, this is not so easily accomplished.
I like the idea that we value our adult student/learners as well, teachers too.
Is mutual respect necessary? Is collaboration necessary? Example: person "learns" math on a terminal at home.
Best Practices
SMCC - their collaborative program
Active learning where a student can teach a class and a certain principle while the teacher acts as a guide to what is being taught or a referee.
Math Department at SCC
Key Concept #3: The learning process includes the larger community through the development of allliances, relationships, and opportunities for mutual benefit.
Reactions
The community support of the district is proportionate to the district's ability to meet the needs of the community. ? of service industry vs. education. How do we balance learning with need?
There is no such thing as "the larger community" only individuals. The community doesn't learn.
Is not clear as to how the learning process includes the larger community.
At it most positive, this could result in increased learning opportunities and awareness or skills and knowledge needed by government, business and industry.
Best Practices
Phoenix Think Tank
East Valley Think Tank
Phoenix Urban Systemic Initiative
MCCCD/ASU relationship
Service Learning model--CGCC
Key Concept #4: Learning occurs in a flexible and appropriate environment.
Reactions
The bond should provide us with the ability/opportunity to move in this direction.
Can we afford flexible
Not all students will benefit from the same lesson 100% and if we can vary the methods of teaching (video, out of class, etc.) everyone will benefit.
Can be true but can also be too simplistic. Many other factors which affect the process. (It will not necessarily occur in an environment which is appropriate and flexible.)
If learning occurs in a flexible environment, then shouldn't the measurement of learning be flexible? Seems inconsistent with #1.
This point is the key to learning.
Learning and teaching are proportional to the area/environment of the learner.(Area meaning demographics, social problems of the area, etc.)
Learning/teaching styles will vary from place to place.
It does seem important to try out lots of different learning environments.
The word "appropriate" doesn't add any value to the statement.
It is important to consider the students' needs, characteristics, learning styles, etc.
Learning occurs in environments of all types -- not just a flexible/appropriate one. Perhaps we want to describe the optimal learning environment or say that the optimal learning environment varies from individual and subject matter.
Best Practices
Libraries/LRCs at EMCC, PC, MCC
Open computer labs
OE/OE courses
Key Concept #1: Learning is a process which is lifelong for everybody and should be measured in a consistent, ongoing manner focused on improvement.
- What about evaluation? Evaluation seems more important in the institutional setting, but "lifelong learning" is really happening all the time through reading, talking, listening, etc.
- Lifelong learning outside the institution is not consistent
- We already do subjective evaluation.
- In academic (institutional) learning, evaluation has limited and stunted student aspiration. Evaluation should measure what a person learned; how much more they learned. Yetr there needs to be some standard for those who pay the bills to know we're successful. There are areas in which we really do want solid competence (dentist).
- We shouldn't lose some of the "mystery" of learning; not sure why you are there, but catch something special out of it.
Key Concept #2: Everyone is an active learner and teacher through collaboration, shared responsibility, and mutual respect.
- Teacher sets agenda
- Yes and students can teach each other and the instructor too
- This seems to represent an ideal, but does this expression somehow limit the possible environments? In the military, for example, learning does happen but this has different goals than ours do. Military model may be changing.
- Our goal: to expand their minds, to learn how to learn, exercise the learning muscle, improve flexibility
Key Concept #3: The learning process includes the larger community through the development of allliances, relationships, and opportunities for mutual benefit.- Issues of accommodation to what the community (or small communities) ask of us - less/more/different content
- less/more time
- different times
- to teach different stuff than we have been because the community changed (e.g., nursing changes in healthservices) - how to work hand-in-hand
Key Concept #1: Learning is a process which is lifelong for everybody and should be measured in a consistent, ongoing manner focused on improvement.
Reactions
- I just wonder how this would be measured consistently? I also wonder where these four concepts originated? With the PEW group?
- I agree but how will we measure the lifelong learning part of it? Does it assume only taking of courses?
-Agree, the rapidly changing society in which we live demands that we all learn all the time.
- The measurement must change to match a change in desired goals.
- Students should be graded more on improvement.
- The bell curve's death knell has been rung
- Goals of the individual must be incorporated into this measurement, not just the instructional goals of the teacher or of the course.
- Students don't need the same information drilled into them on every level. They need the information to be compiled, so that there is reason to remember the "old" information.
- What are appropriate performance measures?
- At what organizational level are the performance measures determined?
- The concept of measuring learning in a consistent manner is confusing to me. I have difficulty envisioning how this could be done.
- Shouldn't some learning processes focus on "mastery" instead of improvement?
- Student outcomes based on individual attainment of goals vary widely, very personal.
- Agree, should be reflective in mission/purposes across the system.
- Should be expressed and/or included in college missions and purposes.
- Reflects the new vision and mission of the district.
Best Practices
Portfolios show improvement - are better indicators of learning. Journals, reflection, papers, as stated in many of the district and college documents.
Reflected in community service, noncredit or continuing education programs (MCC/PC/RSC)
Key Concept #2: Everyone is an active learner and teacher through collaboration, shared responsibility, and mutual respect.
Reactions
Students really like taking over a class to make presentations.
How will those who believe in "solitary" learning functions take to this new "collaborative" idea? Will everyone need to go along to get along?
This statement is very broad "everyone" is an active learner.
This concept of learning as a responsibility is foreign to most students, but highly digestible.
This assumes that all learners are equally effective.
How do we encourage collaboration and shared responsibility?
This assumes that all learners are equally motivated.
We need to break away from the old paradigm that students are empty vessels which are filled with knowledge by instructors. Students must be active and involved in education.
Good-bye to to the old lecture format.
Student centered learning is key.
It is always easier to retain information if you can share others' thoughts and ideas. This also prepares you for jobs today.
Agree to an extent. Some may need assistance in becoming active teachers/learners. Active learning should be a major focus from the District perspective and implemented at colleges.
Best Practices
Dynamic Learning Program is a good example.
Mentoring (student to student)
TQM in the classroom --RSC
Active learning teaching strategy - RSC
Collaborative Learning - CGCC
Key Concept #3: The learning process includes the larger community through the development of allliances, relationships, and opportunities for mutual benefit.Reactions
More alliances with high schools will help everyone -- high school seniors need greater challenges.
Statement is lofty -- how does one measure it to know whether or not we're successful?
Good idea -- brings to mind occupational area.
Sure! I students can actually relate the information they're learning with job opportunities they will lean more efficiently.
Motives for consideration
Relationship to mission
Acceptance by Community
By working closely with elementary schools as well as universities, we help to provide our students and potential students with a comprehensive education
Agree -- our learning institutions are enhanced when they align with the real world such as business and industry
Best Practices
Free computer usage for citizens at SMCC
Service Learning
Think Tank
School/college partners
Dual enrollment programs
Williams Air Force Base
Motorola University
Key Concept #4: Learning occurs in a flexible and appropriate environment.
Reactions
Learning doesn't have to be restricted to the traditional classroom
Definitely! Students are more apt to participate in learning if they want to be there-- their comfort plays a big part.
I think it would be a good idea to define "flexible and appropriate" environment
Can these definitions change?
The trust concept of all -- I learn all the time and I haven't been in a classroom in years
Definitions of learning must expand to include the learning that can occur in "nontraditional" settings
Alternative delivery is answer to future.
Great concept which can and is being facilitated by technology
Maricopa students will appreciate more learning experiences that are flexible and meet their lifestyles and learning styles.
Best Practices
Service Learning is moving us in the right direction
Students use and comfort with modems, computers, access
Kindergarten -- soft rugs, lots of colors, bean bags, primary words and colors written on walls
Service Learning Programs
Service Learning initiatives certainly indicate learning takes place in the community
Distance learning programs at RSC
Service learning in the classroom
Drivers
Accreditation
Mission
Students
Staff Development
Job Market
Funding
Reallocation of resources
Successful role models
Restraints
Accreditation
Traditional faculty
Traditional administration
Traditional students
Funding
Question 2: What can you do to move toward the Desired Learning Paradigm?
Next Steps:
- Community at large in conversation
- Let people get started on new paradigms
- Don't over analyze concepts -- just do it
- SOmething works
- Fund best practices
- Get rid of things not working
- Rewrite the four key concepts and associated words on the basis of the past mini-roundtables
- With the better version, go back to students, faculty and community
- Begin to implement ideas that will strengthen learning in the home or strengthen the existing programs
- Identify members of the colleges that try to block any change and help to educate them for change
- Illustrate the best practices to tell the story
- Improve communication - use more than A-1
- Rewrite the key concepts, taking into consideration some comments raised during the"conversations"
- Hold conversations at community colleges
- Let community know via media/print/audio/video
- More/greater promotion of the new learning paradigm along the campuses and especially informing and involving the students and other members of the community
- Assess and develop full staff buy-in
- Link learning paradigms with bricks and mortar
- Find out how K-12 think and feel about these ideas, do they subscribe? To what degree?
- Identify and eliminate the barriers, especially to flexible environments
- Highlight best practices
- Continue the discussions, involve more students, perhaps follow for business/corporate world, then rewrite the document (key concepts) and then do it.
- Involve the students, involve the part-time faculty, involve the community
- Revise, especially define the difficult, ambiguous terms
- Talk and define how to measure the four points and how it would affect the current methods of teaching
- Enable and support those who are willing to start this process now.
- The new learning paradigm needs to be internalized and actualized -- not just philosophized
- Remove turf concerns
- We have made a good start by inviting student input. How can we increase the number of students who are involved?
- Obtain buy-in from all employee groups and students
- PEW Roundtable members need to reassemble to discuss all the feedback from the conversations
- Need more diversity in our input, but some action has to come of it
- Support and highlight new programs that are on the right right track
- More conversations re: the concrete issues at the colleges
- Much more student involvement and response
- Not to overanalyze, but to do something
- Display importance to and get buy-in from the faculty and students
- More conversations involving student input
- Glossary of terms
Report Out
More questions: not neat package; needs more work; split questions #1. #2 balance needs to be reached -- ideas too general; all responses ideal; #3 military. What is community? It is a group of individuals; communities don't learn, individuals do.
Discussion of "measurement" "consistent" "shared responsibility" -- define.
Best Practice
Felt good.
#4 students = kindergarten everything in room is what student needs.
Room organized in advance
All information up
Facilitators' experiences
Student involvement
Discussing teaching and learning
Staying on schedule and quitting on time
ADJOURNMENT
The meeting adjourned at 9: 00 p.m.
______________________________
Donald R. Campbell
Secretaryaa
1/11/95