MAY 10, 1994
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.
Linda B. Rosenthal, President, Roy C. Amrein, Secretary, Donald R. Campbell, Member, M. Grant Christensen, Member, Nancy Stein, Member
William Waechter for Paul A. Elsner, Alfredo G. de los Santos Jr., Dan Whittemore, Ron Bleed, Janice Bradshaw, Raul Cardena, William Holt for Larry Christiansen, John Cordova, Art DeCabooter, Stan Grossman,Homero Lopez,Morris Johnson for J. Marie Pepicello, Phil Randolph,Linda Thor, John Waltrip, Arnette Ward
President Rosenthal called for a motion convening an executive session, notice having been previously given.
MOTION NO. 8231
Donald R. Campbell 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.
William Waechter announced that the Chancellor is recovering from recent surgery and should be back to work in the next week or two.
(I-A)BUDGET - The anticipated outcomes for this discussion were to discuss the value of financial stability in relation to sound budgeting practices; review the impact of projected revenues and expenditures for FY 95; and to develop a clearer understanding of the anticipated budget for FY 95 and the planning priorities of the colleges and district units.
Dan Whittemore introduced Marilyn Anderson, Bruce Dickson, and Dawn Rector. Marilyn Anderson reported on financial stability, including a review of revenues, expenditures, cash balance, fund balance patterns, national and regional trends regarding fund balance as a percentage of revenues, and financial stability goal for the District. Dan Whittemore reviewed budget considerations leading up to the February 1994 budget presentation, significant events since the February 1994 presentation, and new programs and priorities for FY 1994-95.
The proposed FY 1994-95 budget provides for financial stability, a period of declining property values, release of the 2% reserve, additional class sections, additional faculty positions, Skill Center support, additional funds for educational programs at Williams Air Force Base, additional equipment budgets, no hiring freeze, and additional dollars for employee benefits program. Linda B. Rosenthal requested copies of two handouts not provided, and asked that information for future budget presentations include percentage comparisons and handouts be included in the packets distributed prior to the meeting. The configuration of the room also suggests a need for larger printing on overhead projection materials.
Questions and Comments:
- Difference in administrative 11-1/2-10.9 academic support and instruction are same.
- Comparison of administrative to instruction (just faculty and instruction costs) costs.
- Needs to be part of packet and will be in packet in two weeks.
- Improve on charts and pie graphs so not so blurry and easier to read.
- Good job, Dan.
- Please we are not in the position of Maricopa County; good job, Marilyn, in pointing out stability.
- Let's talk about percentage in reserves, not $15 million.
- Wants to know about percentages - A-2 page - % pages in instruction/administration pie charts.
(I-B) STRATEGIC CONVERSATION TOPICS - Linda B. Rosenthal welcomed guests. The outcome was to brainstorm and discuss potential strategic conversation topics for 1994-95.
Sharon Koberna and Doyle Burke facilitated the brainstorming session to develop potential topics for strategic conversations. Sharon Koberna provided background information and listed the ground rules for the discussion. The participants broke into small groups for discussion. The small groups reported as follows:
Group One, Donna Schober:
1. Learning Organization:
What is a "Learning Organization?"
How do we create a performance management system that moves us toward being a learning organization?
How do we identify how our work force within MCCCD needs to change or improve?
Are we employee friendly?
What are our shared values?
Explore a philosophical construct.
What are shared values?
What are our "shared" values?
All goals and actions are driven by vision/mission.
3.Diversity-Act on diversity:
How do we measure commitment to diversity?
How do we define the process?
How do we encourage faculty/staff to respect diversity?
Who are our many communities and what do they expect?
What are the changing expectations of our communities?
Define changing expectations.
What do "they" want from us that we don't know about?
Do our employees know who our many communities are?
How do we define student centered?
How do we measure effectiveness?
Define quality improvement.
Examine guidelines that determine efficiency.
6. Paradigms (not priorities):
How can we improve our flexibility?
How do we identify new paradigms?
Are we stuck on buildings instead of alternative delivery of instruction?
Group Two, Janet Beauchamp.
Values drive priorities.
How to demonstrate and "live" values to students, staff, community.
What is our student development philosophy.
Identification of student needs by market segments.
Listen to the customer.
Know thy customer
Understanding community employer expectations and needs.
K-16 consensus on standards and goals.
3. Planning and Resources:
Identification of other sources of funds.
Incorporate "all of this" (vision, goals, needs) into budget planning.
Prioritization of space needs vs. financial resources.
Need for more scholarships for students.
Long term planning.
How do we maintain technology resource.
Growth management/colleges and size of MCCD.
Expanded role of technology in learning.
4. Human Resource Development:
Preparation of faculty.
Full-time vs. part-time faculty issues.
Instigating effective incentives, rewards, recognitions with quality.
How do we measure and evaluate continuous quality improvement.
How do we measure instructional effectiveness?
Determination of measurable institutional outcomes.
Integration of quality criteria (Baldrige) into NCA accreditation process.
How do we maintain innovation and remain efficient?
Can we be efficient and effective in meeting the changing expectations of our many communities?
Group Three, Carol Scarafiotti.
What types of partnerships/collaborations will help use resources wisely?
How will we promote cultural diversity?
What can we do to foster innovation? Life long learning?
What are the key changing expectations of our many communities?
How do we measure "value added" for community college education?
2. Other comments:
How can Business?Industry contracts help financial stability?
Integrate educators in disciplines i.e. elementary, secondary, etc.
Include the present leadership in the House, Senate, clergy, etc.
How can we make staff develop a constructive tool for management and vision?
Diversity: Is the need for infusion in non curriculum activities?
How will we identify innovative, student centered flexible and life long opportunities?
Do we hook up with Thunderbird, NAU, Phoenix University, Ottawa University and International??
How will technology play a part in creating innovative learner centered opportunities?
How can we best use distance learning?
What is a quality learning organization?
How can students know that ll courses will transfer to the University?
What can we do to foster innovation in community collaborations?
How do we qualitatively measure the contributions of colleges to our communities?
Prepare a "national" or "international" survey to ask the questions?
What measures can we take to effectively track our students?
How do we inform the "general public" and more specifically those not in mainstream.
What will we use to monitor the changing expectations of our communities?
Group Four, Linda Thor.
What systems can we explore to ensure continuous quality improvement in teaching content, knowledge, job skills?
What criteria should we use for outsourcing?
How can the community colleges best serve the needs of student enrolled in high school?
How can the Maricopa Community Colleges serve better the needs of the students who need developmental education?
How do we promote collaboration among MCCCD colleges? Others in the community?
How do we assist our GED, ABE, ESL, and Skill Center students to transfer to our community colleges for continued education? We have scholarships for the top 15% of students; we have help for the 26% at-risk, how do we address the middle 60%?
What systems will validate our claim to being a learning organization?
How will the back to work opportunity act affect our high school/community college partnerships?
What incentive structures and success indicators would support the vision?
How do we share human resources to ensure efficient use of resources?
Efficient use of resources a need for a policy for a percent in reserve funds.
What do we need to do to make MCCCD a major player in information ?
What are the appropriate indicators of institutional effectiveness that are common to all community colleges? What does the Board need?
What dialogue/conversations will validate shared values?
Flexible and life long educational opportunities point to a need for planning and a bond issue.
Group Five, Ron Bleed.
How can we use technology to improve learner's success?
How will we meet the new competition?
How to adapt to "home deliver" of education?
How do we finance technological improvements?
How do we make curricula more efficient?
When will we realize faculty delivery requires institutional infrastructure?
How do we measure our schools in the efficient use of resources?
How can we use technology to leverage institutional effectiveness?
3. Governmental Impact:
How eliminate impact of State Board?
How anticipate external requirements?
How can we guarantee an adequate supply of money?
4. Employment/er needs:
How can we better meet employer needs?
Where does retraining fit?
How do we help the student get a job?
How can we increase involvement with the local schools/communities?
How do we assess community expectations?
How to create reasonable community expectations?
How can we make MCCD a learning organization?
What are our shared values?
How do we define/measure "excellence?"
How do we achieve excellence, how will we recognize it?
How do we measure continuing quality improvement?
How do we help build the "total" student?
What will our faculty and students look like in the future?
How do we define an educated person?
How do we assist the working student achieve his goals?
How can we deliver student-centered and life long educational opportunities for the elderly?
How can we increase the number of students completing their initial education in community colleges?
Linda B. Rosenthal requested volunteers for a committee to develop a "laundry list" and prioritize topics for the 1994-95 strategic conversations. Linda B. Rosenthal, Nancy Stein, Jan Baltzer, Homero Lopez, Doyle Burke, Sharon Koberna and Donna Schober will serve as the committee.
PLUS (+) DELTA ([[Delta]])
(Positive factors) (What can be improved)
Fun Violation of rank rule
Participation No students
Groups worked well
All levels of employees
The meeting adjourned at 8: 47 p.m.
Roy C. Amrein