GOVERNING BOARD
JUNE 14, 1994
MINUTES
An executive session convened at 6:00 p.m., pursuant to A.R.S. [[section]]38-431.02, notice having been duly given.
A special meeting and work study session of the Maricopa County Community College District Governing Board were 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, MemberADMINISTRATION
Paul A. Elsner, William Waechter, Bertha Landrum forAlfredo G. de los Santos Jr., Dan Whittemore, Jan Baltzer for Ron Bleed, Richard Young for Janice Bradshaw, Raul Cardenas, Larry Christiansen, Ken Roberts for John Cordova ,Herman Walker for Art DeCabooter Homero Lopez J. Marie Pepicello, Andy Bernal for Phil Randolph,Verline Rader for Linda Thor, Arnette Ward, Joyce Elsner for John Waltrip, Susan McRae for Stan GrossmanABSENT
STATE BOARD
Jim Ullman
CALL TO ORDER
The meeting was called to order at 6:00 p.m. by President RosenthalEXECUTIVE SESSION
President Rosenthal called for a motion convening an executive session, notice having been previously given.
MOTION NO. 8245
Donald R. Campbell moved that an executive session be convened. Motion carried 4-0.
The meeting recessed at 6:01 p.m.
The Work Study Session/Strategic Conversation convened at 7:00 p.m. President Linda Rosenthal welcomed students and noted that because there was "no rank in the room," no introductions would be made.
(I-A) MISSION STATEMENT - Jamie Cavalier and Doyle Burke facilitated the Strategic Conversation on the Mission Statement. The outcome was to discuss and develop a draft Mission Statement. The draft Vision Statement was reviewed. Definition and qualities of a mission statement and alignment of vision and mission were discussed.
General Comments
- Quality?
- Public institutions redundant
- "The" Maricopa Community Colleges
- Draft 4: last sentence defines needs. Unnecessary.
- Prefer the word students
- NCA requirement: "public institutions"
- "Public institution" defensive?
- Community Service broader than "students"
- Continuing education - precludes "basic skills" education?
- Workforce or (Workforce and career--prefer second term)
- Continuing education, community education--deal with cultural resources
- "Diverse" may be divisive. Emphasize "community." "Diverse communities" we serve
- Efficient use of resources--vision or mission statement? See "affordable, accessible.. learning environments"
- Diversity--focus? Communities or educational needs?
- Create or provide? Eliminate both. "The Maricopa Community Colleges continuously improve..."
- "Create" a reflection of the District (innovation)
- Is the list goals or strategies?
- Meet "all" of the educational needs... eliminate "diversity"
- "Workforce development"
" "University?" Strong tie to Arizona universities.
- "Establish" for "provide."
- General/Liberal Arts--difference?
- Liberal arts: university transfer requirements; collegiate track.
- Wider range of options
- Is occupational education implicit in the list?
- List refers to education goals. Student support missing.
- "Student Development services" preferable.
- Eliminate "ands"
- Draft II vote with "the" plus "efficient use of resources." Separate lists as goals. Transfer "resources" from vision.
- Prefer "create." Suggests innovation.
SUGGESTED REVISIONS
- The Maricopa Community Colleges create and continuously improve affordable, accessible, and effective learning environments for the lifelong educational needs of the diverse people of our communities.
Through efficient use of resources, we provide:
University Transfer Education
Workforce and Career Preparation
General and Liberal Arts Education
Basic Skills Education
Student Support Services
Continuing Education and Community Education
- The Maricopa Community Colleges, through the efficient use of resources, seek to firmly establish and continuously improve affordable, accessible, and effective learning environments for the lifelong educational needs of the diverse people of the communities we serve.
The colleges fulfill their mission through:
University Transfer Education
Workforce and Career Preparation
General and Liberal Arts Education
Basic Skills Education
Student Support Services
Continuing Education and Community Education
The audience was divided into groups and asked to examine the current District goals. Following are the small group reports.
Group One
- 1. The 5/6 points listed with the mission statement reflects the goals listed on the handout should eliminate these points from the mission statement.
2. The 5/6 points become goals/purposes. Revise and/or elaborate as needed.
Group Two
- 4th Goal--employ vs hire; in title--quality vs best
- 2nd title--for all students
- 7th title--develop vs promote
- Not dealt with in any goal-diverse learning styles and testing styles and assessment
- 5th title--assess vs track
- 8th title--participate actively in vs emphasize support for
Group Three
- Faculty--mention "part-time;" locate, solicit, utilize, best available resources from the community as part-time educators
Group Four
- Keep #1 (rewrite); #2 (rewrite); #7
- Eliminate #3; #4; #5 (NCA); #6; #8 (don't need to increase)
Group Five
- Question if should link to vision or link to mission?
Goals Fit? (to mission)
1 Yes
2 Yes to mission
3 No (Sounds like a political statement-rework)
4 No (Is an objective; a tool) rework--focus on effective instructional environment....
5 No rework-too specific
6 No
7 Yes
8 ?
Group Six
- 1. Essential skills and knowledge, function in changing world
- Remains relevant
- Cover "the list" in draft mission
- replace "function" with "adapt to" or "succeed"
- expand "curricula" to include "the learning environment" and possibly in paragraph below
- comment-only one goal directly related to education? broader? "essential" too limited; sounds limited to the basics only-sounds high school-not personal growth and expansion of the mind
2. Increase access and success-"at risk" student; focuses on at- risk only and interaction with K-12
- need reference to diverse communities and their needs--define all students at risk--not just remedial
- remove "their needs" from at-risk
Group Seven
- GOALS
1. Provide highest quality or curricula all instruction to further the mission of university transfer, work force development, etc.
2. Provide for the best quality student development services to enhance student success.
3. Provide for a sound fiscal base through sound financial planning and management.
4. Support faculty and staff development for professional competencies and currency in a changing world.
5. Demonstrate accountability in meeting the needs of our diverse community.
(I-B)STRATEGIC CONVERSATION TOPICS -
Doyle Burke and Jamie Cavalier facilitated the Strategic Conversation on Strategic Conversation Topics. The outcome for the Conversation was to discuss a draft Strategic Conversation Topic Schedule for 1994-95. Discussion of the draft list of suggested topics was held.General Comments
- Begin with values
- Review Carver model first
Leave Carver in November
- Learning Organization is generic concept that might lead into discussions so maybe should be earlier
- April--do we have Quality yardsticks--we need to develop assessment measures
- Diversity moved to January
- Student Academic Achievement needs to be added to list. This is a very broad topic and is our re-identifying ourselves.
- Financial planning concept should be earlier than May and then could be continually addressed through the other topics.
- The reason financial planning is later in year is because financial planning should be based on learning.
- These strategic conversations are that and not tactical conversations.
- Where do the tactical conversations take place?
- Diversity should be broadened to disability etc.
The audience was divided into small groups and asked to add a question to each month's draft issue.
Group Reports
- Group One
- February--Learning Organization
What is trainability and adaptability of core and executive group?
- August--Efficient use of Resources
Add: "to address changing needs" to title of conversation
How do we keep the budget press from "freezing" the actions and structure of the organization?
- September--Communities
How do we know what the communities are?
How do we decide which ones we respond to?
- October--Shared Values
None added
- November
None added
- January--Learning Paradigms
How do we tackle training and staff development issues---Huge!?
- March--Diversity
How do we establish a consistent frame of reference? (How is diversity defined?)
How do we focus positively? Avoid dividing ourselves?
- April--CQI Assessment
What are appropriate measures for MCCCD?
- May--Financial Planning
See proposal
Group Two
- August 9
How does it fit into a long-range financial plan?
What average should be?
Uniform/standard "measures" "formulas" of budget items?
How will the bond impact use of resources?
Are personnel costs a part of this discussion? If yes, what is the focus?
Articulation issues concurrent enrollment with high schools. Need to talk about and clarify ? high school concurrent practices.
- October 11
What values are we talking about? Personal, cultural, organizational or both?
Where did the term shared values come from?
- November 8
Will people have to read the book to be involved?
- January 10
What is a paradigm? Need common language.
What other paradigms have been used?
How do we get faculty current/knowledgeable learning paradigms?
What is wrong with the current paradigm and what is it?
- February 14
Do we have basics to learning--what are they?
How do we balance technology based vs non-technology based teaching/learning?
- March 14
Expand the definition of diversity (prior comment)
- April 11
How does/should CQI relate to institutional effectiveness?
Where is we??
How far have we come?
Group Three
- For January
Strategic Issues associated with:
Assessing Student Academic Achievement within the context of Institutional Effectiveness.
Outcome: Identify current issues and methodologies in assessing student achievement and institutional effectiveness.
Resource People: College NCA Self Study Steering Committee representatives from Phoenix College, Mesa Community College and Paradise Valley Community College
Potential Issues:
1. How are the colleges defining learner outcomes in courses, programs, and degrees?
2. What required multiple measures are being employed to assess those outcomes?
3. What computer/programming support is required to effectively assess student achievement over time?
4. What processes are the colleges piloting to address this issue? How can we more effectively share these approaches?
Group Four
- August--Efficient use of resources
How do we involve the public in District's financial strategy?
How tie in with the Bond election?
How inform the public about our revenue stream and how efficiently we now do use resources?
How inform needs v. available resources. Where we stand--how involve the public? examples of citizen committee involvement leading to bond passage.
How prioritize allocation of resources i.e. capital intensive v. other (general question not bond question)
Inform public, capital intensive, programs utility
- September--Communities and their needs
Again, informing the public
What are the distinct communities, each college?
What are the different customer segments within each college's area?
- October--Shared Values
How insure values are shared? How to identify whether there are obstacles within the organization which interfere with execution of the official shared values
- January--New Paradigms
Outcome "The" new learning paradigms"?
A specific set of paradigms
How do the paradigms relate to community needs?
Add "for the student" to the end of the title
- March--Diversity
Create an operational definition for "multiculturalism"
Group Five
- April--Assessment
Address institutional effectiveness and student performance and achievement
Emphasis on problem solving and thinking skills
Away from specific teach students to be lifelong learners
Group Six
- August: The efficient use of resources
Modify title: The effective and efficient use of limited resources
1. How do we define the resources?
2. When and how do we communicate to the public the efficient use of the resources?
3. What criteria will be used to determine resource allocations? Who will decide? District, colleges or a combination of the two?
- September: Our communities and their needs
1. Define our community or communities? Community needs?
2. How do we identify which needs we can afford to meet?
+ [[Delta]]
Followed ground rules Waechter missed the floor
Kept audience No popcorn
Well organized
Facilitation
Open dialogue
Excellent comments
On time
Group work
External community
Beats sitting and listening to reports
ADJOURNMENT
The meeting adjourned at 9: 00 p.m.
______________________________
Linda B. Rosenthal
President
aa
6/15/94