GOVERNING BOARD
MAY 12, 1998
MINUTES
A special meeting and work session of the Maricopa County Community College District Governing Board was scheduled to be held at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. ยค38-431.02, notice having been duly given.
Present
Governing Board
Ed Contreras, President
Linda B. Rosenthal, Secretary
Gene Eastin, Member
Donald R. Campbell, Member
Nancy Stein, Member
Administration
William Waechter for Paul A. Elsner
Alfredo G. de los Santos Jr.
Rufus Glasper
Ron Bleed
Gail Mee for Larry Christiansen
John Cordova
Art DeCabooter
Stan Grossman
Homero Lopez
Carol Scarifiotti for Linda Thor
Tessa Martinez Pollack
Arnette Ward
Raul Cardenas
J. Marie Pepicello
Absent
State Board
Nick Balich
Call to Order
The meeting was called to order at 5:30 p.m. by President Ed Contreras.
Executive Session
President Contreras called for a motion convening an executive session, notice having been previously given.
MOTION No. 8758
Linda 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 6:00 p.m.
(A-1) RESOLUTION OF SUPPORT FOR THE COCONINO COUNTY COMMUNITY COLLEGE DISTRICT GOVERNING BOARD - Adopt a resolution in support of the Coconino County Community College District Governing Board as follows:
WHEREAS, in 1990 the citizens of Coconino County voted to establish a Community College District.
WHEREAS, since 1991, Coconino County Community College District has served the community in rented store front facilities, and with the tremendous growth of the numbers of students is no longer adequate, and
WHEREAS, the Coconino County Community College District Governing Board, after due deliberation and consultation with the residents of Coconino County, determined that new facilities were necessary, and
WHEREAS, the voters of Coconino County voted on November 4, 1997 to pass a bond issue to build a permanent campus for the residents of Coconino Community College District, and
WHEREAS, the majority of voters voted with the confidence that their personal vote would be honored in the American tradition of majority rule and that new facilities would be built.
THEREFORE, be it resolved by this resolution that all the Arizona community college district governing boards fully support the actions taken by the voters, and subsequent actions taken by the Coconino County Community College District Governing Board, to fulfill the voters mandate to proceed with the construction of the full service permanent campus.
Mrs. Stein expressed concern regarding the Board's involvement in this matter. Dr. Campbell inquired if this resolution should perhaps come from the State Board rather than the local boards, and expressed concern that more problems may be created by adopting the resolution as the people of that County may feel that this Board is dictating to them on what they should do. Mrs. Rosenthal explained that the State Board had already approved the campus and it had received approval from the voters. This resolution from the local boards will be a means of showing support for the three Coconino Governing Board members who have been recalled and are standing for re-election.
MOTION No. 8759
Linda Rosenthal moved that the Governing Board adopt the resolution as recommended in support of the Coconino County Community College District Governing Board. Motion carried 3-2. Mrs. Stein and Mr. Eastin were opposed.
(A-2) REFUGEE RESETTLEMENT PROGRAM TRAINING CONTRACT, INTERGOVERNMENTAL AGREEMENT BETWEEN MARICOPA SKILL CENTER (MSC) AND DEPARTMENT OF ECONOMIC SECURITY DES/COMMUNITY SERVICES ADMINISTRATION FOR APRIL 98 - JUNE 99 - Approve an Intergovernmental Agreement with the DES/Community Services Administration for a Job Training Contract. This contract will last from April 1998 through June 30, 1999, with a renewal option if this program is continued into the next year.
MOTION No. 8760
Linda Rosenthal moved that the Governing Board approve an Intergovernmental Agreement with the DES/Community Services Administration for a Job Training Contract. This contract will last from April 1998 through June 30, 1999, with a renewal option if this program is continued into the next year. Motion carried 5-0.
(A-3) EMPLOYEE GROUP SALARY SCHEDULE ADJUSTMENTS 1998-99 - Dr. Waechter recommended that this item be pulled for consideration until the next meeting of the Governing Board meeting in order to allow for more time for employee group review and comments. Hearing no objection, Mr. Contreras pulled the item.
Faculty Association President Bob Galloway announced that Dr. Willie Minor was elected president-elect of the Faculty Association.
Work Session
and Esablishing Measurable Outcomes to Monitor Each End
Presented to the group were the ends and suggested ways to measure them as they were provided at the previous work session, along with the results from the completed homework sheets that had been provided for this meeting. Below are the results of the homework suggestions, and word smithing as suggested at the meeting for the following ends. At the request of Ed Contreras, a committee led by Dr. Art DeCabooter will synthesize the information and create an information item to present to the Board at the May 26 meeting for First Reading.
SUGGESTIONS FOR ALL ENDS (as suggested by District Instructional Researchers):
- Clear definition of the outcome with specific measures
- Cohorts identified (who will be included in measure, what time periods, how frequently measured)
- How the END will be assessed (implementing measures)
- Who will collect this data (colleges and/or district)
- How are the results communicated, to whom
- How will recommendations for improvements be identified and implemented
- OUTCOMES FOR STUDENTS: Students will complete certificate and degree programs with skills appropriate to the current needs of employers.
Suggested change in wording:
OUTCOMES FOR STUDENTS: Students will successfully complete certificate and degree programs with skills sought by current and future employers.
Discussion on this end included:- Not always certificate and degree programs
- May have to expand community to out of county or out of country
- Look at global skills
Suggested measures:- Actual number of certificates and degrees (over 3 - 5)
- Actual number and frequency of advisory committee meetings
- Last time occupational programs were modified/changed; extent and/or nature of changes
- Certificate and degree program competencies reflect skills appropriate to the current needs of employers as certified by employer representatives who serve on program advisory councils
- Completions
# degrees/certificates awarded - 3 - 5 years
# students employed - Employee and student surveys
- Survey business and industry to validate education and training outcomes
- Use tools or protocols or instruments already available that measure skills
- Look at scores at state or national certification programs
- State and national board scores
- Track job placement
- Benchmark data - the number of degree and certificate programs in a selected number of programs. Then, benchmark advisory committee meetings of occupational programs and document changes in curriculum which result from those meeting
Advisory Committees:- Advisory councils to review/verify that we offer appropriate packages of skills
- The minutes of the advisory councils for each of our programs essentially certify this
- Actual number and frequency of advisory council meetings
- Last time occupational programs modified/changed - nature of changes
Survey Employers:- Employer satisfaction
- Entry level job skills
- Performance after first six months
- How satisfied with students written, oral, social and computer skills
- Adequately prepared for the job
- Training needs for next 3 - 5 years
- Types of incentives employers provided for employees to take course work/training
- Not always certificate and degree programs
- OUTCOMES FOR UNIVERSITIES: The Universities will receive students who successfully completed 24 or more credit hours at Maricopa Colleges.
Suggested change of wording:
OUTCOMES FOR STUDENTS WHO TRANSFER: Students 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.
Discussion on this end included:
Twenty-four hours is a university standard for a transfer student
Suggested measures:- Department of Economic Security follow-up study
- Need to better understand student goals to track them/determine if outcomes are met number of completers employed within one year mean annual salaries at start of their program/completion of a degree or occupational certificate
- Number of students who get degrees in two to three years
- Compare graduate rates of transfer students to native university students
- Measure success per grade point average at community colleges versus grade point average at university
- Articulation agreements
- Actual number of certificates and degrees
- Use of available tools, instruments and protocols
- License/certificate programs
- Number of students who complete 24 plus credits
- Establish a goal to increase the numbers and measure that number
Transfer:- Overall numbers/Actual numbers of transfers (over 3 - 5 years)
- # of credits earned before transfer
- # of credits earned after transfer
- GPA before transfer
- GPA after transfer
- Ethnicity/race
- those who graduated
- transfer to a particular college at ASU
- Calculate transfer rates three different ways
- Tracks for transfer and graduation
- Students who have completed: 24 or more hours, 48 or more hours
- Completed specific course work
- Track co-enrollment (ASU/Maricopa)
- Number and percent who indicate transfer as a goal
- Department of Economic Security follow-up study
- OUTCOMES FOR ELEMENTARY AND SECONDARY SCHOOLS: The Elementary and Secondary Schools will have the opportunity to participate in cooperative partnerships with Maricopa Colleges, designed for successful retention and matriculation of their students.
It was the consensus of the group that the wording for this end should not be changed.
Suggested measures:- Document the partnerships that exist and their goals
- Document students who directly benefit from the partnerships
- Follow student matriculation and retention
- Number and percent of partners (schools) who report benefiting from services provided to them by the college
- List of partnership programs - benchmark the number of partnerships
- Number of students who attend Maricopa as a result of partnerships
- Expand charter schools to other campuses
- Measure the success (or failure) of a few selected programs
Dual Enrollment measures:- Number of dual enrollment enrolled
- Number of dual enrollment courses
- Number of schools involved
- Number of outreach/volunteer programs in place
- Number of individuals involved in outreach/volunteer programs
- Document the partnerships that exist and their goals
- OUTCOMES FOR STUDENTS: Graduates from degree programs will demonstrate competency in: communication (reading, writing, speaking, listening) the humanities critical thinking problem solving computer
ADD: computer literacy; mathematical literacy
Additional Comments:- Use college assessment plans to develop measures
- NCA requires colleges to have faculty-driven plans that reflect each individual college's values
- This is measured under our Student Academic Achievement Plan and may be difficult to standardize across the District
- Request was made to Dr. de los Santos to align with new AGEC
Suggested Measures:- Capstone courses
- Final experience, internship, clinical
- Portfolio
- Review graduate transcripts
- Tests (homemade and nationally normal) of critical thinking - such instruments need to have reliability and validity
- Common finals in ENG 101/graded by at least two instructors
- Demonstrate where/how competencies were acquired over courses; include a reflective summary of these skills
- Use scans to validate critical thinking, problem solving, computing
- Review courses to make sure all courses include these elements
- Set up pilot programs at l or 2 colleges for pre and post tests in a few areas
- Continue pilots at other colleges in other areas so that over time some students from each area would be tested
- Use college assessment plans to develop measures
- (NEW) ACCESS: (Combines two existing ends)
- People of Maricopa County: Have accessible, affordable, life-long quality education and employment training opportunities in a safe environment.
- Students: Have access to comprehensive programs and services to support their learning/educational and employment goals in a safe environment.
Suggested measures:
- Student body demographics similar to demographics of the service area
- Financial aid awards sufficient enough for the needs of students by number of scholarships and dollars awarded
- Student support programs available, such as: orientation, first-year, second-year and transfer/work programs which prepare students, number of comprehensive programs of study prepared for students by advisement, and number of students given career counseling
- Students in Carl Perkins program and help given
- Number of students in ACE programs, another measure is students in ESL and developmental who go onto regular college course work.
- Accessible - report ADA compliance on current and new construction
- Affordable - report student costs per credit hour compared to state ands national averages
- Affordable - monitor tuition costs as compared to other schools and colleges
- Life-long - report distribution of student ages
- Safe - report criminal incidents on a per capital basis compared to local and national averages
- Lifelong - age ranges of students repeated enrollment in classes
- Class Quality - survey students at completion of class
- Examine attendance by zip code
- Enrollments versus community demographics
- Track enrollments against socio-economic factors
- Need to look at resources (scholarships), financial aid and recruitment efforts
- Track number of students applying for admission and then success rates in meeting their goals
- Compile safety reports of college and attempt to figure out what if anything could be done to make campuses safer
- People of Maricopa County: Have accessible, affordable, life-long quality education and employment training opportunities in a safe environment.
- DIVERSITY: (Change to an existing end)
OUTCOMES FOR STUDENTS: Students 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 the diversity of opinions, values and religions, life styles and cultures.
Additional comments made:- Must consider the climate and culture of the college
- Each college is different
- Capacity of student to understand diverse community
- Must consider the mix of faculty
- Maricopa should have institutional statement on diversity
Suggested Measures- Number of counties, states, countries represented
- Number of different ethnic groups
- Number of males/females
- Number of programs offered/training
- What percent of our students represent diverse cultural backgrounds
- What recruitment activities are present to increase diverse populations
- What activities are available at each campus which will support diverse populations
- What percentage of students participate in these activities
- What learning opportunities are available to students which enhance respect and understanding of other cultures
- Orientation becomes a requirement
- The variety and types of courses and activities that incorporate diversity
- Classroom - report classes that contain a cultural diversity component and the number of student contact hours represented by those classes
- Extracurricular - report number and approximate attendance at culturally diverse activities supported by the District
- Survey to determine the community, staff, faculty and student perception about access and diversity
Recommendations to establish a point of measurement on the type of environment that exists for students in the classroom and on campus:- Work with student leadership organizations/conduct a student summit on diversity to get a sense of the issues and ideas they have
- Monitor/track the type of student complaints and incidents (formal or informal) that relate to issues of race, religion, sex orientation, etc. Do any particular patterns exist, any particular concentrations
- Explore the possibility of implementing an administrative regulation which addresses hate activity on campus - what is the appropriate disciplinary action to take if one student addresses another with a slur or other such motivated activity.
- Besides curriculum, provide workshops/speakers who can provide training to student leaders, faculty on issues related to respect/valuing diversity
- Develop activities which enable the institution to be proactive in dealing with issues related to intergroup relations
- Have each college evaluate its campus diversity effort, report it in summary form to the Board and then have each college use their findings to assess their own progress.
Dr. DeCabooter indicated that the committee will work on gathering the information from this meeting and create an information item for First Reading. He identified the other committee members as Tessa Martinez-Pollack, Rosemary Schweigert, Bob Galloway, Alfredo de los Santos, and Shirley Green.
Adjournment
The meeting adjourned at 8:00 p.m.
Linda Rosenthal
Secretary - Must consider the climate and culture of the college