JANUARY 14, 1997
A regular meeting of the Maricopa County Community College District Governing Board was scheduled to be held at 6:30 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. §38-431.02, notice having been duly given.
Nancy Stein, President, Ed Contreras, Secretary, Linda B. Rosenthal, Member, Gene Eastin, Newly-elected Member, Don Campbell, Member, Roy Amrein, Outgoing Member
Paul A. Elsner, William Waechter, Alfredo G. de los Santos Jr., Rufus Glasper, Ron Bleed, Janice Bradshaw, Larry Christiansen, Ken Roberts for John Cordova, Art Decabooter, Oscar Gibbons for Stan Grossman, Homero Lopez, Linda Thor, Tessa Martinez Pollack
Arnette Ward J. Marie Pepicello Phil Randolph
CALL TO ORDER
The meeting was called to order at 5:30 p.m. by President Donald R. Campbell.
President Campbell called for a motion convening an executive session, notice having been previously given.
Nancy Stein moved that an executive session be convened. Motion carried 5-0.
The meeting recessed at 5:31 p.m.
The special meeting reconvened at 6:30 p.m.
Dr. Campbell thanked Dr. Roy Amrein for his sixteen years of service and leadership to the District as a member of the Governing Board. He presented Dr. Amrein with a plaque and read a resolution to him which expressed appreciation for and acknowledged his service and contributions to the District. Dr. Amrein expressed his appreciation and indicated that he had accepted an invitation to be a member of the Foundation Board. Dr. Amrein also acknowledged Gene Eastin and wished him success in his newly-elected position.
(A-1) ADMINISTRATION OF OATH OF OFFICE TO GENE EASTIN, NEWLY-ELECTED GOVERNING BOARD MEMBER DISTRICT NO. 3; AND LINDA B. ROSENTHAL, RE-ELECTED GOVERNING BOARD MEMBER, DISTRICT NO. 4
Nancy Stein issued the Oaths of Office to Gene Eastin, District No. 3, and to Linda B. Rosenthal, District No. 4.
(A-2) Dr. Campbell called for nominations for Governing Board President for the calendar year 1997. Linda Rosenthal nominated Ed Contreras for Governing Board President for 1997. Ed Contreras nominated Nancy Stein for Governing Board President for 1997. Mrs. Rosenthal inquired of Mrs. Stein if she believed she could effectively represent the Governing Board and not inhibit their actions if elected Board President due to Mrs. Stein's known disagreement with the policy governance concept adopted by the Governing Board. Mrs. Stein stated that the President should speak not for her or himself, but for the majority decision of the Board, and Mrs. Stein would act accordingly, including differences of opinion concerning policy governance, should she be elected Governing Board President. Mr. Eastin indicated that dissension does not call for disqualification and called for the question.
Mrs. Rosenthal nominated Ed Contreras for Governing Board President for 1997. The nomination was defeated by 1-4. Dr. Campbell, Mrs. Stein, Mr. Eastin, and Mr. Contreras were opposed.
Ed Contreras nominated Nancy Stein for Governing Board President for 1997. Mrs. Stein was elected Governing Board President 4-0. Mrs. Rosenthal was opposed.
Dr. Campbell called for nominations for Governing Board Secretary for the calendar year 1997.
Mrs. Rosenthal nominated Ed Contreras for Governing Board Secretary for calendar year 1997. Mr. Contreras was elected Governing Board Secretary 5-0.
Dr. Campbell relinquished his position as Governing Board President to Mrs. Stein. Mrs. Stein presented Dr. Campbell with a gavel and plaques in recognition of and appreciation for of his leadership as Governing Board President for calendar year 1996.
(II-A) ISSUES REGARDING STRATEGIC CONVERSATIONS: TOPICS AND ENHANCEMENT OF THE CONCEPT
Linda Rosenthal went over the ground rules and the outcomes for the conversation, which were to provide a shared understanding of the history of strategic conversations; development of topics, issues, questions and resource teams for the 1997 Strategic Conversation Schedule; and development of enhanced strategic conversations. Mrs. Rosenthal provided a brief history, beginning with the creation of the strategic conversation concept which was conceived from discussion between she and Donna Schober on how to better utilize work study sessions and make them more interesting. Strategic conversations were developed to offer the opportunity for the internal and external community to give input on important issues and District initiatives in a comfortable environment with no rank in the room. Donna Schober discussed the potential of conversation and its value in a learning organization. Mrs. Schober provided information from various sources on the subject of conversation, including an article from THE SYSTEMS THINKER by Juanita Brown and David Isaacs entitled, "Conversation as a Core Business Process." Brown and Isaacs had met with various CEO's to examine what qualities make conversations worthwhile and powerful and Mrs. Schober went over these qualities, which were included in the handout material.
She then asked the group to identify other qualities that would make conversations powerful, based on previous strategic conversations or other conversations they had experienced. Responses were as follows: - Insights gleaned from those outside organization - Have fun in conversation - Implementation/action as a part of the conversation to make it more powerful - Conversations should occur in a conducive environment - Conversation can be held for the sake of conversation - it does not always needto be organized to bring closure or to a step of action - it can bring understanding and amplification to an issue - Clarify purpose/clear expectations - There may be different levels of conversations - Figure out feedback mechanisms - Conversation proceeds action and is needed before action - If there is feedback - let people know - People are at different levels/stages on some issues - conversation can be very valuable - Same people attend every time - conversations more powerful when all segments are present - Conduct a series of conversations on an issue - Must realize that not all results are tangible - must have patience - results are often long range - Open and honest conversations generates enthusiasm - sometimes results come later - Dialogue different than conversation
Linda Rosenthal provided her definition of what a "strategic issue" is - a strategic issue is an issue that has some likelihood of affecting an outcome. The group was asked to provide what they believed described or defined a "strategic issue." Responses were as follows: - Purposeful - Broad issue/diverse perspective - Implies a direction - Implies a preferred direction
Further explanation was given regarding the survey sent out in December which provided ideas for topics for 1997 strategic conversations. The survey asked that these topics be prioritized along with a request for any additional suggestions for topics. A recommendation resulting from the survey was that strategic conversation topics be linked to the ends to be monitored that same month. It was also suggested that not all conversations be linked to ends or to the monitoring of ends. The group was provided with those topics that were identified as having the highest priority by the respondents to the survey. They were then asked to identify, at this time, any additional topics for strategic conversations. The group was then asked to identify (by voting with dots) the four topics that they felt had the highest priority to be addressed at future conversations. Topics which had been provided and also those added at the meeting were as follows. Those with an asterisk were the eight topics identified with having the highest priority by this group and were used in small group discussions to brainstorm for future conversations (two topics per group):
* Increasing retention and articulation of students throughout K-12 and the community colleges - completion of student's goals * Role of community colleges in community and neighborhood development - The jobs/careers of tomorrow and planning for new programs - Part-time versus full-time faculty issues - International education - What does it mean to have input into the MCCCD educational process as described in the Ends statements? - Appropriate training and professional growth opportunities for faculty and staff of K-12 and community college districts - What does it mean to be learner-centered? How could we design programs and services to be more learner-centered? * Part-time vs. full-time faculty and how to best serve our students - Collaboration among the colleges and District Office - Alternative financial resources - Student achievement - focus on assessment of student learning - How to find sensible commitment to international education * How do we encourage students to become life-long learners? What are learners not getting that they need? * Technology's role in the teaching/learning process today (not in the future) * The baccalaureate degree in the community colleges - Leadership for a learning organization - Defining learning paradigm - what are learning outcomes - Impact of policy decisions of Board of Regents - Re: admissions and transfer - Healthcare changes and our programs * Capacity and how to define it - e.g., fiscal, know-how - Revisit some issues in depth (e.g., diversity) - Examine range of mission we are overlooking (e.g., mission blur, mission ambivalency - trapped by ASU?) * How are we serving our students? What can be improved? - Explore advantages of short-term courses
Group One: Facilitator and Recorder - Pat Case and Judy Boschult *Topic: Increasing retention and articulation of students throughout K-12 and the community colleges - completion of students' goals What are conversation outcomes? Retention and goal completion What are the questions that should be explored about the topic? - Why do we need to retain - current interventions? - retention data? - goal achievement? - How do we identify/monitor student goals? - Intervention/articulation in K-12?
Who should lead and participate as members of the Resource Team planning and conducting the Conversation? Student Services High School Recruiters Advisement *Topic: Role of community colleges in community and neighborhood development What are the questions that should be explored about the topic? - What do we do now? - Assess the community? - Is there a role in the community for the community colleges?
Group Two: Facilitator and Recorder - Pam Williams and Pat Honzay *Topic: Technology's role in the teaching/learning process today (not in the future)
What are conversation outcomes? - Information - Appropriateness of technology to learning community - Use of technology for another task or for technology itself ( i.e., Geology or Windows 95) - Who drives it - the user or the provider - Student viewpoint (ending viewpoint)
What are the questions that should be explored about the topic? - Do students want technology as part of the learning process? - How do applications that enhance instruction compare to non- technology instruction? - What is important (access, learning)? - Does technology provide or limit access? - What is the alternative to limited access? - Who pays? Cost security
Who should lead and participate as members of the Resource Team planning and conducting the Conversation? Technological and instructional leadership in District Students Student support Community members Industry ** As a possible resource (recommended by Janet Gesin following the conversation): The Winter 1996 issue of Cause/Effect contains articles about this issue and articles on a distributed support model for information technology
*Topic: The baccalaureate degree in the community colleges
What are conversation outcomes? - Determination of demand - Political trade-offs - Assessment of Advantages and disadvantages - What we will give up - Cost, service
What are the questions that should be explored about the topic? - Should we? - Could we? - What would it do to articulation? - Would different services be required? - Specific niches? Who should lead and participate as members of the Resource Team planning and conducting the Conversation? CEC Community Linda Thor Lattie Coor's personal analyst
Group Three: Facilitator and Recorder - Jeanette Stewart and Scott Kozak *Topic: How well are we serving our students?
What are conversation outcomes? - Evaluation process - Student profile and needs - Multiple evaluations - Identification of areas of improvement What are the questions that should be explored about the topic? - When, who, how and should we evaluate - How do we integrate? - Student Services? - Instructional side of house? - Will it, can it, has technology enhanced serving students?
*Topic: Capacity and how to define it - e.g., fiscal, know-how
What are conversation outcomes? - Idea of different components, aspects of capacity that are critical - fiscal, physical, human resources - Does capacity vary across the District - Redistribute capacity - Plan of action
What are the questions that should be explored about the topic? - When, where, what, who? - How do you survive once you have done it? - How do you explain it? - What is the optimum size? - How do we use our current capacity - How do we multiply our capacity? - external customers, ASU - Are we using our capacity well? - Why build capacity? - have we increased our capacity in the way we expected technology would do?
Group Four: Facilitator/Recorder - John Schroeder and Sandy Mares *Topic: Part-time vs. Full-time faculty and how to best serve our students
What are conversation outcomes? - Discuss differentiation of roles - Understanding of role of part-time faculty - Part-time and full-time - understanding fiscal implications What are the questions that should be explored about the topic? - Can we do with part-time or full-time faculty? - What is the impact on the quality of education? - Impact on culture of college? - P/T, F/T - understand proportions FT, PT
Who should lead and participate as members of the Resource Team planning and conducting the Conversation? Part-time and full-time faculty Part-time and full-time students Department Chairs Rufus Glasper (for example) - fiscal impact Leaders - Part-time Faculty President & Full-time Faculty President Use HR data and national data
*Topic: How do we encourage students to become life-long learners? What are learners not getting that they need?
What are conversation outcomes? - Our role is to provide opportunity for life-long learning - is this our role - What (student) improvements in the community for life-long learners - What is life-long learning
What are the questions that should be explored about the topic? - Should we encourage, is this our role? - What is the value of life-long learning? - Keeping up-to-date on subject?
Who should lead and participate as members of the Resource Team planning and conducting the Conversation? CEO Students Community Members
Mrs. Schober then asked that the small groups discuss two issues regarding the enhancement of the conversations by suggesting and prioritizing strategies for involvement of more internal and external community members and strategies for utilization of the information gathered at the conversations. The issues and the reporting back from the groups were as follows:
Groups One and Two Issue: Brainstorm and prioritize strategies for involving more internal and external community members in the conversation. - Invite more - special invitations - Rotation of location - Use of technology, such as VCN - Make it an event - Control number of topics - more in-depth discussion - Rationale of topic selection... because of 1..., 2....., 3 - On-line conversation - public service cable - Debate format - point/counterpoint - Door prizes - food - Educate people about conversations (vested interest component) Groups Three and Four Issue: Brainstorm and prioritize strategies for utilizing the data and information gathered at the conversations. - How do you give data without it becoming competitive? - What data is meaningful? - How would it be used? - Cost vs. value - Who does it go to? - What decision was made as a result of the data and information? - Data will answer accountability - Allow qualitative and quantifying - Assumption - quality data - we may not have - someone needs to infuse, capture recommendation - Synthesize information, distill into list of options w/ disadvantages and advantages of each one - pros and cons
This conversation was great - This could have been a better because: conversation if: - Good background paper - Donna wore Green Bay "cheese - Introductory topics hat - Honest evaluation - More people - Honest conversation
The meeting adjourned at 8:30 p.m.