Minutes 03/09/1999

A work session of the Maricopa County Community College District Governing Board was scheduled to be held at 6:30 p.m. at 2411 West 14th Street, Tempe, Arizona, 85281.

PRESENT

GOVERNING BOARD
Linda B. Rosenthal, President
Gene Eastin, Secretary
Donald R. Campbell, Member
Nancy Stein, Member
Ed Contreras, Member

ADMINISTRATION
Paul A. Elsner
Janice Bradshaw for William F. Waechter
Ron Bleed
Rufus Glasper
Alfredo G. de los Santos Jr.
Larry Christiansen
John Cordova
Art DeCabooter
Stan Grossman
Homero Lopez
Tessa Martinez Pollack
Carol Scarafiotti for Linda Thor
Arnette Ward
Phil Randolph
J. Marie Pepicello

STATE BOARD
Nick Balich

ABSENT
John Cordova
(Dr. Cordova was absent due to meetings with NCA personnel)

CALL TO ORDER
The meeting was called to order at 5:00 p.m. by President Rosenthal.

EXECUTIVE SESSION
President Rosenthal called for a motion convening an executive session, notice having been previously given.

MOTION NO. 8839

Don Campbell moved that an executive session be convened. Motion carried 4-0.

The meeting recessed at 5:01 p.m. Mr. Contreras joined executive session at approximately 5:30 p.m.

The meeting reconvened at 6:30 p.m.

WORK SESSION

(I) GETTING THINGS ALIGNED: ENDS, OUTCOMES, PLANS AND RESOURCES
Teresa Toney introduced the work session which was designed to provide a forum for establishing linkages between Ends, Strategic Planning, Institutional Effectiveness, Student Learning Outcomes/Educational Effectiveness and the Budget Process. A three part presentation was provided in the following areas - 1) Strategic Planning and Factors Affecting Financial Needs and Plans by Gina Kranitz; 2) Student Learning Outcomes/Educational Effectiveness by Gayla Preisser; and 3) Budget Process by Debbie Thompson. The slides which were overviewed in the presentations were included in the agenda materials. Following the presentations, small groups were formed according to categories through which the colleges fulfill the District's mission statement. The small groups were asked to identify how the Ends Statements relate to the category they were assigned. The results from the session will be used in the development of a refined listing of ends statements which the Governing Board will use in selecting its Priority Ends for fiscal year 1999-2000.

The information sheet listing the Ends by the numbers designated below are attached.

GROUP A MISSION - Margaret Hogan
Group Discussion:
- Chose not to complete exercise. There is a need for more process that begins at the local level to create ends that are measurable and meaningful.
- Where is the link to faculty and learning in the classroom?
- Group discussed the need for more faculty involvement when speaking of access and effective learning environments
- Access is a rich area and deals with many areas. Need more discussion on the campuses

Issue Bin:
- Access and effective learning environments
- Many worded as input, not outcome statements
- Some statements need to be eliminated
- The link to faculty and student learning is missing
- We need a clear definition of access and effective learning environments
- Eliminate five groups

GROUP B UNIVERSITY TRANSFER EDUCATION - Mary Day
Which Ends provide the most useful information in evaluating the developmental education part of the Mission?
- A-2
- B-2
- B-1
- B-12

GROUP C GENERAL EDUCATION - Gayla Preisser
Which Ends provide the most useful information in evaluating the developmental education part of the Mission?
- B-12
- B-2
- B-3
- B-4

Group Discussion:
- General Education includes skills as well as knowledge
- Other issues that need to be looked at include the Vision when looking at the Ends
- Outcomes need to be narrowed

GROUP D DEVELOPMENTAL EDUCATION - Debbie Thompson
Which Ends provide the most useful information in evaluating the developmental education part of the Mission?
- B-12 (only End identified)

Group Discussion:
- Development Education as stated in the Mission is vague - needs to be further defined.

Are there Ends (outcomes) that appear to be missing for the developmental education part of the Mission?
- Is Maricopa's commitment to developmental education in the Mission?

GROUP E WORKFORCE DEVELOPMENT - Dean Hermanson
Which Ends provide the most useful information in evaluating the developmental education part of the Mission?
- C-1
- B-3
- A-1

Are there Ends (outcomes) that appear to be missing for the developmental education part of the Mission?
There need to be additional Ends that:
- Deal with basic occupational skills
- Deal with transferable skills for career changes
- Deal with upgrading of individual skills

GROUP F STUDENT DEVELOPMENT SERVICES - Gina Kranitz
Which Ends provide the most useful information in evaluating the community education part of the Mission?
- A-4
- A-5

Are there Ends (outcomes) that appear to be missing for the continuing education part of the Mission?
- Ends are needed for international and global competitiveness
- Ends are needed for job place opportunities

Issue Bin:
- Do Ends actually equal outcomes?
- Change some of the words to make the Ends stronger.

GROUP G CONTINUING EDUCATION - Carol Scarafiotti
Group Discussion and Recommendations:
- Need a definition for continuing education
- Need to distinguish between continuing and community education
- Combine Ends A-1, A-4, B10, and B-11
- Combine Ends C-1 and E-2 under training for workforce development

GROUP H COMMUNITY EDUCATION - Teresa Toney
Which Ends provide the most useful information in evaluating the community education part of the Mission?
- A-4
- A-6
- C-2

Are there Ends (outcomes) that appear to be missing for the continuing education part of the Mission?
- End needs to be pared down and rewritten
- There is a redundancy in talking of community education
- Missing is an opportunity to mark and grow

Following the report outs by the small groups, it was noted that the following Ends had not been included under any of the categories - A-3, 7, 8; B-6, 7, 8, 9, 13; C-3, 4; D-1, 2; E-1, 2, 3, and 4. It was suggested that the Ends be re-visited for clarity.

Plus:
Cross-functional membership of group gave better outcome
A lot of discussion and planning went into the planning of activity
Good planning

Delta/Suggestions:
Need definitions for general, community, and continuing education
Need adequate, in-depth process

Mrs. Rosenthal again thanked the planning team for the conversation and those who came and participated in the evening's conversation.

ADJOURNMENT
The meeting adjourned at 8:30 p.m.


___________________________
Gene Eastin
Governing Board Secretary

Return to Governing Board Minutes

BROAD END STATEMENT

As a learning organization, Maricopa Community Colleges exists in order that the community has effective, innovative, learner-centered, flexible, and life-long educational opportunities.

Policy Title A
Outcomes For The People Of Maricopa County

a.1. Have accessible, affordable life-long, quality education and employment training opportunities.

a.2. Have opportunity to prepare to go to a higher education institution.

a.3. Have opportunity to pursue a high quality of life.

a.4. Have opportunities for personal growth and development.

a.5. Have access to use of campus facilities - libraries, entertainment, sports

a.6. Have community forums for balanced views of contemporary issues.

a.7. Have access to quantitative and qualitative information that reflects MCCCD's use of financial resources.

a.8. Have input into the MCCCD education process.

Policy Title B
Outcomes For Students

b.1. Have opportunity to gain the requirements and competencies to transfer to other institutions of higher education.

b.2. Who transfer with 24 or more hours from one or more of the Maricopa Colleges will be prepared to succeed and attain their goals at any university.

b.3. Will successfully complete certificate and degree programs with skills sought by current and future employers.

b.4. Will experience diverse cultural activities in the Maricopa Community College system. In addition, students will be offered the means to learn how to respect and understand diversity of
- opinions
- values and religions
- life styles
- cultures

b.5. Have access to comprehensive programs and services to support their learning/educational and employment goals in a safe environment.

b.6. Define realistic goals for achievement.

b.7. Have accessible and affordable current educational programs.

b.8. Experience diverse cultural activities.

b.9. Have options to become productive, contributing citizens.

b.10. Become life-long learners

b.11. Have opportunities for self-actualization, confidence building, and ethical awareness.

b.12. Have competencies in:
- Communication (reading, writing, speaking, listening)
- The humanities
- Science
- Critical thinking
- Problem solving
- Computer literacy
- Mathematics

b.13. Have opportunities to become informed on global issues.

b.14. Have input into the MCCCD education process.

Policy Title C
Outcomes For The Public and Private Sector

c.1. Have a local affordable source of needed specialized training for existing and new employees that is timely and flexible.

c.2. Have access to technical assistance, business counseling services, information, and other resources.

c.3. Have input into the MCCCD education process.

c.4. Have an active partner in responsible economic development.

Policy Title D
Outcomes For Universities

d.1. Are provided cooperative partnerships for successful retention and articulation of students.

d.2. Have input into the MCCCD education process.

Policy Title E
Outcomes For Elementary & Secondary Schools

e.1. Receive performance feedback of their students.

e.2. Receive training and professional growth opportunities.

e.3. Will have the opportunity to participate in cooperative partnerships with the Maricopa Colleges to encourage the successful matriculation of their students.

e.4. Have input into the MCCCD education process.