Minutes 03/14/1995 | Maricopa Community Colleges

GOVERNING BOARD
MARCH 14, 1995
MINUTES

An executive session convened at 5:30 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 6:30 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, Nancy Stein, Member
ADMINISTRATION
Paul A. Elsner, William Waechter, Alfredo G. de los Santos Jr., Linda B. Rosenthal, Member, Rufus Glasper for Dan Whittemore,Janice Bradshaw, Fred Stahl for Raul Cardenas, John Cordova,Herman Walker for Art DeCabooter, William Holt for Larry Christiansen, Stan Grossman, Homero Lopez, J. Marie Pepicello, Phil Randolph, Jim Van Dyke for Linda Thor, Patti Johnson for Arnette Ward, John Waltrip
ABSENT
STATE BOARD
Jim Ullman
CALL TO ORDER
The meeting was called to order at 5:30 p.m. by President Amrein.
EXECUTIVE SESSION
President Amrein called for a motion convening an executive session,notice having been previously given.
MOTION NO. 8362
Linda B. Rosenthal moved that an executive session be convened. Motion carried 5-0.
The meeting recessed at 5:31 p.m.
The special meeting reconvened at 6:40 p.m.
The following information items were distributed to the Governing Board and comments solicited:
INFORMATION ITEMS
(A-1) PROPOSED TUITION AND FEE SCHEDULE FY 1995-96
(A-2) CATALOG COMMON PAGES - FIRST READING
(A-3) POLICY ON STUDENT GOVERNANCE - FIRST READING
(A-4) POLICY ON STUDENT DISCIPLINARY CODE - FIRST READING
(A-5) POLICY ON ALCOHOLIC BEVERAGE USAGE - FIRST READING
(A-6) APPOINTMENT OF AD HOC ADVISORY COMMITTEE
ADJOURNMENT
The Special Meeting adjourned at 6:45 p.m.
(II) STRATEGIC ISSUES ASSOCIATED WITH DIVERSITY - The outcome was to determine direction to be given to administration to provide for policies, programs, services to assure that MCCD is a diverse organization, and discuss why diversity is an important issue.
Homero Lopez provided background information and reviewed the white paper prepared for the strategic conversation on diversity. A quiz on diversity was given and the answers provided by Michele Hoskins.
Ron Bleed introduced small group discussions on four questions: 1) How do we focus positively and avoid dividing ourselves? 2) What services and policies seem to be needed but are not in place? 3) How do we maintain or enhance quality in all services and programs we provide? and 4) What do we need to do to assure that diversity is infused into the curriculum and the work place? Group reports were made after the small group discussion of questions. Driving and restraining forces were then discussed.
COMMENTS:
Group One: How do we focus positively and avoid dividing ourselves?
Focusing on similarities; Define our philosophy; Awareness of other people's awareness level (Don't assume all are at same level); Need education/training; Open atmosphere; Create opportunities (Whole celebrating); Take individual responsibility Tiered training for everyone - building common awareness first, build from; identify one's own values; Groups should be more inclusive Acceptance of individual needs within overall goals; Looking at/capitalizing on positive attributes of individuals; Stop playing "numbers" game; Stop competition between departments and groups; Get "buy-in" from everyone; Develop method for celebrating everyone-no one left out; Develop a communication system that comes from a conclusive perspective; All processes need to be diverse' Infusing an historical perspective in training/curriculum; Become learners-a community of learners; Must have strong committed leadership (multiple levels; Look at non-traditional ways to educate/train; Multiple voices; Diversity-inclusivity; Look at commonality versus just differences; Start with common issues; All groups may not be positive
Driving Forces
Demographic changes; Governing Board approval of vision, mission and values and consistent/long-term message on evaluations/diversity; Ripe atmosphere; Willingness to change; Rich diversity in students; Realization of global marketplace; Economic; Assets district-wide (people, economic); It's the right thing to do; It is the time
Restraining Forces
Group values are in conflict; Resistance to change;Unrealistic expectations; Bureaucracy; Fragmented effort; Some community attitudes; Time and money; Disinterest/low priority; Competition between campuses; No one knows how to do it well
Group Two: What services and policies seem to be needed but are not in place?
Internal assessment; Proactive data; Resurrect quality and diversity document; Do we need to look at organizational structure?; Resources? Campus commitment Committee;Must flow from the grass roots in all ranks; Need meaningful incentive system; Quantum Quality - like effort; Needs teeth; Accountability needs to be present; Continuous training and development; Recruit people who know of diversity; Training - real; Explain, teach, understand; Cultural sensitivity; Need operational definition of diversity; Department should reflect diversity; Comfort in seeing self; Look at all polices to see if they value diversity; Compare to statements - mission, values; Yearly status report on diversity--where we've been/are; Flow chart; Job of many; Screening process needs to be proactive; Recruitment of students needs to reflect community population; Create community for students: to value diversity; Take a look at the message the campus reflects. Reinforce positive/valuing messages; Interviewing questions-multiculturalism experiences; Need to describe our teaching environment; Legal issues need not confine when screening; Criteria needs to be posted Assess learning styles from multicultural perspective; Look at research - information on how to recruit and retain diversity; Develop programs and certificates that reflect learning on diversity; Promote team-building skills; Economic issues; Infrastructure; Cost
Driving Forces
Time commitment;Diverse community;Educational Institution; Rich District priorities?; Value to community/individual; Future; Changing demographics; Business practices; Survival; A shrinking world; Technology; Learning; Mission/values statements;Multicultural discussions; Large District Office staff collective effort; Economic workforce; Self-responsibility; Collaboration with business and industry Lack of commitment; Degree of communication Current diversity present in district
Governing Board commitment
Restraining Forces
Time;Fear;Lack of resources-people and money;Priorities? Dollars;Closed minds; Racism;"isms"; Phobias; Ignorance; Overall educational culture ;Focus on productivity, FTSE etc.; No accountability;"Legal" issues;Individual values;Luck of partnership with K-12; Political environment
Group 3: How do we maintain or enhance quality in all services and programs we provide? NOTE: The group made special note that "involves respecting others" should be included in the definition of diversity in the white paper.
Explore needs of people we serve by talking to them; Infuse; Commitment to evaluate level of measurement-ongoing; Schools need to do more outreach into the community; Diversity definition "involves respecting others"; Formal/ongoing sensitivity training program - knowledge and understanding; Explore needs of servers (see #1); Market indicators; demographics; trends; proactive planning (prepare people so that our programs stay current); Employee Orientation should include district's stance on diversity; exercises to identify where an employee is regarding diversity; dialogue; discussion on hiring process; Define what we mean by quality and diversity (what does it mean to the organization); How do we achieve diversity in the classroom (how do we balance issue?) instructor can show diversity across; U.S. West, Wells Fargo, Job Corp, Motorola have diversity programs; Diversity program should be inclusive of all employees, programs, classes (quality); Ongoing training; Develop culture from top down that would facilitate change
Driving Forces
Demographics; "Right thing to do"; Broadening of hiring policies of Federal Government practices; Workforce 2000; Competition; Economics "the dollars"; Good programs that have been developed-model for MCCCD with same; Utilization of all resources; Option; World community; Simple desire to make things better;To increase FTSE enhancement; Retention rates may increase: - employees - students; Recognize successes within district and capitalize on them; Students-driving force: ADA, ESL, Bilingual population
Restraining Forces
Resources-technology/money/human; Perceived lack of resources; Affirmative Action; Internal policies of hiring process; Not willing to change/comfortable; Lack of understanding/knowledge; Fear; Option-socialization; High intervention may restrict cost Federal regulations; Political attitudes that prevail in Arizona -lack of support they may provide (forward looking)
Group Four: What do we need to do to assure that diversity is infused into the curriculum and the work place?
Curriculum
Hire diverse personnel; Insure policies for recruiting diverse students; Promote CELEBRATION of diversity; Awareness of Diverse population; Training for staff and faculty; Include multiculturalism and student feedback on evaluation; Infuse diversity into all courses; Learn about learning styles/cultural issues that impact learning; Focus on global and international issues; Focus attention on existing policies; Move from Euro-centric to multicultural focus; Include all groups in planning stages; Be sensitive to textbook selections; Do textbook (course) supplements; Intercultural communication in all communication courses; Create a climate that is safe/non-threatening; Utilize guest lectures/scholars; Allow time to let students share/write about their backgrounds--share stories; Don't ignore resources of community; Encourage service learning re: diversity; Spend money on this! Challenge that learning only comes from experts; Value people who have lived in diverse environments
Workplace
Learn to accept people at face value; Realize the "illusion" of separation; Treat each other with dignity; Be sensitive to diversity issues in our communities; It's OK to be different; Balance representation in all work areas; Implement and enforce present policies; Provide training for MAT/PSA/Faculty/Administration/Students etc.; Teach people how to manage diversity; Create an environment for students where they will thrive in a diverse environment; Continuous, systematic monitoring and assessment; A multicultural center on each campus;Assess current practices and showcase good examples; Actively seek and include diverse people in discussions; Prepare people for "reality" outside of a culturally aware campus; Believe every person is unique and is of worth; be sensitive to communal cultures (not based on individualism); Work place mentoring; Celebrate diversity and common ground; Emphasize how we're different and how we're alike; More emphasis on teamwork; Gender-based team building; Create an environment that elicits feedback; Train people to improve written and spoken language; Make policies non-threatening to Anglo males; Remove fear of difference in work environment; How can we allow the time to get to know each other
Less rhetoric/live it!; Walk the talk; don't just talk the talk
Driving Forces
Money; Time; Increase number of international students; Demographics; Social activity; Television; Lack of intrinsic motivations; Use of Internet/technology; Positive attitudes; systemic moving from "I" to "we" (individualism to communalism); I can make a difference; Face to face conversation Willingness to change/listen; Listening; Access of technology to all students; "Talking" restrains;
(Review policy): All facets of communication; use of the expert; community input; flexibility; wealth of talent is here; vision of the end; persistence; grow and develop Rhetoric
Social/cultural isolation; Denial of data; Naive; Sense of undiscussables;
Unwillingness (ignorance) to view things through other's eyes; Lack of personal commitment; Tolerance of lack of sensitivity
Restraining Forces
Time; Money; "isms" (racism, sexism, etc.); Resistance to change; Lack of knowledge; Political climate; Attitudes; Low self-esteem (my idea's not important; Apathy;Political climate moving to less senstivity;

Educational dilemma; Naming an "ism" that isn't; Limits we set on ourselves
A videotape by Samuel Betances, Harnessing the Rainbow, was shown.

ADJOURNMENT The meeting adjourned at 8: 33 p.m.

__________________________
Donald R. Campbell
Secretary
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3/15/95