Minutes 04/12/1994 | Maricopa Community Colleges

GOVERNING BOARD
APRIL 12, 1994
MINUTES

An executive session convened at 6:00 p.m., pursuant to A.R.S. 38-431.02, notice having been duly given.

A work study session of the Maricopa County Community College District Governing Board was scheduled to be held at 7:00 p.m. at the District Support Services Center, 2411, West 14th Street, Tempe, Arizona.
PRESENT
GOVERNING BOARD
Linda B. Rosenthal, President,Roy C. Amrein, Secretary, Donald R. Campbell, Member M. Grant Christensen, Member, Nancy Stein, Member
ADMINISTRATION
Paul A. Elsner, William Waechter, Alfredo G. de los Santos Jr., Dan Whittemore, Ron Bleed, Janice Bradshaw, Raul Cardenas, Mary Vanis/Larry Christiansen, John Cordova, Art DeCabooter, Stan Grossman, Homero Lopez, J. Marie Pepicello,Phil Randolph, Linda Thor, John Waltrip Lois Bartholomew for Arnette Ward ABSENT
STATE BOARD
Jim Ullman
EXECUTIVE
President Rosenthal called for a motion convening an executive session, notice having been previously given.
MOTION NO. 8222
M. Grant Christensen moved that an executive session be convened. Motion carried 5-0.
The Executive Session began at 6:00 p.m.
CALL TO ORDER
The work study session/strategic conversation was called to order at 7:00 p.m.
Linda B. Rosenthal introduced members of the Governing Board.
(I-A)ASSESSMENT OF QUALITY AND DIVERSITY - The anticipated outcome for this discussion was to gain knowledge of the process followed, issues raised, and recommendations made by the committee which conducted the self-assessment on quality and diversity. Mike Rooney and Ken Roberts provided background information, outlined the process followed and discussed the recommendations resulting from the assessment of quality and diversity at the Maricopa County Community College District. The following recommendations were made:
- MCCCD colleges should assure inclusion of the assessment of the environment for quality and diversity as a formal part of the NCA reports related to institutional effectiveness and student outcomes.
- MCCCD colleges should review, evaluate, and report to the Governing Board on their quality and diversity more frequently than NCA accreditation timelines require. Recruiting, hiring, strategic planning and budgeting activities should be included in these data-driven and documented reports.
- Embed diversity issues in new student orientation programs across the District. Study the feasibility of different designs and systems for delivering these orientations to ALL new students.
- Convene a group representing District Instructional Councils to discuss requirements and processes to create student success intervention programs such as early alert and student tracking.
- Further implement and strengthen professional development programs to promote understanding and valuing diversity for all faculty and staff.
- Articulation agreements between high schools and MCCCD colleges and between the colleges and four-year institutions should be better assessed and evaluated, specifically supported by data that are usable at the department level. Data-based assessment needs to become part of the institutional culture.
- Special linkage program (ACE, Re-ENTRY, etc.) are viable and important in fulfilling the MCCCD mission. During time of budgetary constraints they should be analyzed according to the program's ability to promote positive environment for quality and diversity.
- Assess, through data analysis, the overall impact of district wide learning assistance services.
- Reinstate the Vice-Chancellors' Contingency Fund to support hiring of sought-after minority faculty candidates.
- Allow for the creation of faculty budget lines to respond quickly when highly qualified candidates who are members of underrepresented populations, and who perfectly match institutional needs, unexpectedly become available for employment.
- Create a process to establish additional financial assistance programs that will proportionally represent diverse populations and investigate financial assistance for students concurrently enrolled in high school and college.
- Improve the structure and opportunities for part-time faculty to participate in teaching development and professional improvement. Quality and diversity issues would be embedded into these professional development opportunities.
- Investigate the implementation of intrusive advising and assessment.
Representatives of each campus briefly identified areas of strength and areas of special concern at the respective campuses.
Discussion comments relating to future directions included the following:
- Survey the District
- Create Community College survey for MCCCD that has common elements for review
- Every 2 years (3-5 years self study)
- Rotate around system
- Linked to strategic plan and mission
- Quality of what we do--how are we changing--dialogue
- Future Students
- Resources and how we use them
- Scholarships
- Be proactive
- Positive impact
- Develop a policy to implement recommendations
- Staff development of full and part-time faculty/staff
- Adjust survey to MCCCD
- Multicultural committee at campus level
- Go beyond basic information and numbers
- Follow up with students, student outcomes
The Vice Chancellor for Student Development was asked to work with General Counsel to develop a policy to include staff development for full-time and part-time faculty and establish a bi-annual report process.
(I-B) EAST VALLEY THINK TANK- Mary Vanis welcomed guests. The outcome was to review activities of the East Valley Think Tank, and discuss issues which the member institutions in this consortium are addressing as well as challenges they face. Bernie Ronan introduced members of the East Valley Think Tank: Jeff Peters, Jim Buchanan, Linda Thor, Larry Likes, Mary Vanis, Susan Carlson, Patti Johnson, Don Kerns, Vicki Ramsey, Margaret Hogan, Ron Davis, Jack Shell, Lamar Watkins, and Phil Randolph.
The composition, purpose and goals of the consortium were outlined. Three perspectives on the East Valley Think Tank were provided. Jim Buchanan, Tempe Union provided the K-12 perspective. Linda Thor, Rio Salado Community College, provided the community college perspective and Brent Brown, ASU, provided the university perspective.
Questions and reactions, issues and challenges, and anticipated qualities characterizing the East Valley Think Tank in ten years were discussed with the following comments:
What issues and challenges face the East Valley Think Tank
- Futures Expo (CGCC host)
- Community Service
- Articulation
- Apprenticeship
- School to Work: "forgotten majority"
- Tech Prep
- Teacher Corps
- Urban Teacher Corps
- School connection
- Culinary arts
- 2 + 2 + 2 program
- Williams Air Force Base
- School to work initiatives
- Positioning to take advantage of:
- funding
- networking
- sharing training
- dual enrollments
- federal & state funding advantages
- Williams as educational complex
- Political support for educational issues through Think Tank and its leadership
- High degree of cooperation among all schools in East Valley
- Interaction with K-12 + ASU
- Teacher Corps
- Support of MCC is very important
- Pathway through the system K - college for students with diverse needs
- Teacher development
- Operation Challenge
- Boot camp + GED
- Service for minority students
- Seamless
- Meeting special needs (small groups)
- Disruptive students
- Gifted / talented
What qualities will characterize the EVTT ten years in the future?
- Able to communicate with every resident in the EVTT area
- Provide quality education to them
- To make sure all students receive an excellent education from K-Ph.D
- Emphasize the seamless notion already expressed
- A more organized approach to developing effective educational practices through a laboratory setting
- Definitive articulation agreements allowing HS students to proceed to college - sooner if ready
- Continuous open, frank communication
- Bold - not intimidated by Phoenix metropolitan area
- More business partners
- More community based organizations involved
- Need more participation in projects at the level of the teacher or instructor / at all levels (public school, community college, & university)
- Formalized organization
- Formalized system of working groups / task forces of EVTT member personnel organized around themes / functions
- Coordination and cooperation
- Coordinated health education and possibly health services
- More legislative coordination
- Working with all Maricopa County School Districts
- TQM environment
- Actual savings of money
- Cooperation among all education units
- student guidance early / especially for at-risk students
- coop in resources
- "Sharing classrooms, courses, faculty through networks"
- Pooling of resources
- Infuse the concept of "Learn & Serve" in high school & college curriculum
- Students become more conscious of the EVTT & "expect" articulated programs
- World class educational system
- seamless, lifelong learning
- Help set educational agenda
- Becomes more inter-disciplinary - it becomes the vehicle that changes "academic" discussions regarding articulation
- Clearly identified roles - to direct institutional mergers
- Consolidate education services with East Valley (Maricopa) - with Apache Junction (Pinal County)
- Students remain central concern
- Increased diversity
- teachers / faculty
- students
- administration
- Education / industry / partnership
- Connected to one another for video, audio & data
- Cooperation between members in addressing the needs of disabled students as they proceed through the educational system
- All kids will know they have a guaranteed road of success to an entry career & lifelong learning
- Utilize electronic media, which will help the various educational systems become truly "seamless"
- Dozens of projects will exist in the East Valley focused on special needs & serving as learning labs for college students
- Turf issues secondary to greater good
- Collaboration transcends individuals
- Stable revenue base
- All areas of work taken into consideration - from vocational apprenticeship to Ph.D.
- Seamless web - instruction, programs, services - for students - K-16
- Scholarship programs for "average" students & at-risk students
- That the Think Tank broaden its scope to better address the 50+ % of students who don't go on to college
- Some policy analysis & research
- Create a stronger mentoring component
- Expand the PUHS drop out prevention to the East Valley
- Students will achieve in alternative settings - through alternative means - More mentoring by college students to influence K-12 students
- Joint use of faculty, facilities, equipment
- Increase faculty liaison programs
- Push for: Academic credit for vocational oriented classes
- Programs to allow students to have a choice of college or training
- Level of high school education so that students do not have to repeat subjects, e.g., English / math
- Continued tech prep type articulation
- There will be greater community awareness of what the EVTT is & does
- Limitless ideas
- Student placement
- Comprehensive preschool - Ph.D approach to dealing with at-risk population
- New programs have joint planning and support
- Continued close coop. between schools
- Even more interactive & integrated, reducing duplication of resources
- 501C3 organized voice for education
- More forums & conferences
- Job training / school to work program
- Civic training (aka-service learning) / responsibility
- Need a consortium of "think tank" type consortia in Maricopa County & Arizona
- High academic standards
- Address the quality and diversity issue per prior presentation
- Expand to include more "traditional academic" people in the think tank
- Sharing student data on-line
- Continued collaboration
- Involvement with the juvenile justice system & adolescents in that system
- Education planning for all with the same goals
President Rosenthal welcomed students attending the meeting.
ADJOURNMENT The meeting adjourned at 9: 00 p.m.

______________________________
Roy C. Amrein
Secretary

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4/13/94