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_____________________ The Maricopa County Community College District endeavors to make all public meetings accessible to persons with disabilities or individuals with Limited English Proficiency. To ensure the provision of appropriate or reasonable accommodations, please submit your request within 24 hours of the posting of the agenda. A copy of all agenda materials will be available on the Wednesday preceding the scheduled meeting. Without advance notice we are unable to guarantee the accommodations of choice. For a literal translation of this agenda, the web tool Google Translate is located on the bottom of the menu bar to the left on the Governing Board web page located at https://administration.maricopa.edu/governing-board/agenda.php. For more information, please contact Tina Emmons at (480) 731-8889.
Maricopa County Community College District *REVISED* Governing Board Agenda
November 24, 2015
vision A Community of Colleges—Colleges for the Community—working collectively and responsibly to meet the life-long learning needs of our diverse students and communities.
mission The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through: University Transfer Education, General Education, Developmental Education, Workforce Development, Student Development Services, Continuing Education, Community Education, Civic Responsibility, and Global Engagement.
REGULAR MEETING 6:30 p.m. District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 | Governing Board Room—Second Floor
GENERAL Governing Board Members, the Chancellor, and representatives of various groups may each present a brief summary of current events. The Governing Board will not propose, discuss, deliberate or take legal action on any matter presented in a summary.
1. Call to Order 2. Pledge of Allegiance 3. Student Life Reports 3.1 Paradise Valley Community College 4. College Reports 4.1 Best of the West Award—Estrella Mountain Community College 5. Faculty Executive Council Report
6. Adjunct Faculty Association Report 7. Emeritus, Awards, and Recognition 7.1 Emeritus Distinction Award, Mesa Community College 8. Citizens Interim This is an opportunity for members of the public to address the Governing Board. In compliance with the Open Meeting Law, the
Governing Board will neither discuss nor take action on issues raised during this portion of the agenda. When necessary, issues will be taken under advisement and placed on a subsequent agenda. Presenting concerns to the Board and the free expression of ideas should be communicated with decorum and respect. Uncivil or disorderly conduct is not permitted. The use of derisive or insulting language or the direction of remarks that defame, attack, or harass an individual may serve as cause for the Board’s President to direct that the speaker immediately conclude his or her remarks.
9. Chancellor’s Report 10. Employee and Constituency Group Reports APPROVAL OF THE ORDER OF THE AGENDA The order of agenda items is subject to change.
CONSIDERATION OF CONSENT AGENDA ACTION ITEMS All items with an asterisk are consent matters unless they are removed from the Consent Agenda at this time. Any item may be removed from the agenda by the Chancellor as a matter of administrative prerogative, or by the Governing Board upon motion duly made, seconded, and approved. Consent Agenda items will be approved by one motion (Note: a second to the motion shall not be needed) and there will be no specific discussion of these items. Items removed from the Consent Agenda will be approved during the consideration of the Non-Consent Agenda.
ACTION 11. MINUTES *11.1 Take action on the minutes of the October 27, 2015 Regular Board Meeting,
November 3, 2015 Outcomes Retreat, and November 10, 2015 Agenda Review
Governing Board Agenda | November 24, 2015 Page 2
12. CHANCELLOR *12.1 Take action on Emeritus Distinction Award, Mesa Community College (MCC) 13. ACADEMIC AND STUDENT AFFAIRS *13.1 Take action on Curriculum *13.2 Take action on Salt River Pima-Maricopa Indian Community Grant (SRPMIC) *13.3 Take action on Subaward Agreement between Central Arizona College and GateWay
Community College/Maricopa Skill Center *13.4 Take action on a Southwest Coordinated Infrastructure for Nanotechnology,
Education, and Entrepreneurship Subaward though Arizona State University *13.5 Take action on Subaward Agreement between Central Arizona College and Estrella
Mountain Community College 14. BUSINESS SERVICES *14.1 Take action on Lease Agreement between AZ Swimming Gauchos (ASG) and Glendale
Community College (GCC) *14.2 Take action on Lease of Suites D105, D106, D107, and D108 at Rio Southern to
Consumer Advocacy Projects, Inc. CONSIDERATION OF NON-CONSENT ACTION ITEMS 15. BUSINESS SERVICES 15.1 Take action on Emergency Mass Notification—Alertus 15.2 Take action on Emergency Mass Notification—RAVE 15.3 Take action on Student Success and Scaling Model Consultant 15.4 Take action on Shared Use Lease Agreement between Maricopa County Community
College District/Estrella Mountain Community College and Western Maricopa Education Center No. 42
15.5 Take action on Consultant Selection for Cloud Song Center Project at Scottsdale Community College
15.6 Take action on Job Order Contracting Purchase Order to Replace Mechanical System Valves at Phoenix College
15.7 Take action on Approval of Technology and Furniture for Maricopa Corporate College’s New Location
INFORMATION ITEMS 16. HUMAN RESOURCES 16.1 Review of Employments (Regular, Short-Term, and Specially Funded) (October) 16.2 Review of Separations (October) MONITORING REPORTS 17. BUSINESS SERVICES 17.1 Budget Analysis Report, Fund 1—General Unrestricted Fund, for the Four Months
Ending October 31, 2015 COMMUNITY LINKAGE
18. Governing Board Reports 19. Vice Chancellor Reports
20. External Community Reports 20.1 Arizona Association of District Governing Boards (AADGB)
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20.2 Arizona School Boards Association (ASBA) 20.3 Association of Community College Trustees (ACCT)
ESTABLISHMENT OF NEXT MEETING DATES, TIMES AND PLACES 21. December 7, 2015, 5:00 p.m., Budget and Finance Committee Meeting, Governing Board Room 22. December 8, 2015, 5:00 p.m., Policy Committee Meeting, Governing Board Room 23. December 8, 2015, 6:30 p.m., Regular Board Meeting, Governing Board Room ADJOURNMENT
EXECUTIVE SESSION Immediately following the Regular Board Meeting District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 | Maricopa Room—First Floor
CALL TO ORDER APPROVAL TO GO INTO EXECUTIVE SESSION 1. Discussion with designated representatives for the Board to consider its position and
instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Sale/Lease of Surprise Communiversity (Rio Salado)
2. Discussion with designated representatives for the Board to consider its position and instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Purchase of land for Phoenix College
EXECUTIVE SESSION ADJOURNMENT
Maricopa County Community College District Governing Board Minutes
October 27, 2015
An Executive Session and a regular meeting of the Maricopa County Community College District Governing Board were scheduled to be held beginning at 6:00 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to ARS §38-431.02, notice having been duly given. GOVERNING BOARD Tracy Livingston, President Johanna Haver, Secretary Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jane McGrath, Member Dana Saar, Member
ADMINISTRATION Rufus Glasper Maria Harper-Marinick Debra Thompson Josh Mackey for LaCoya Shelton-Johnson Edward Kelty Mary O’Connor (Interim) Lee Combs Bill Guerriero (Interim) Ernie Lara Steven Gonzales Irene Kovala Shouan Pan Paul Dale Chris Haines (Interim) Chris Bustamante Jan Gehler Rey Rivera for Shari Olson Gene Giovannini
EXECUTIVE SESSION An Executive Session scheduled for the discussion or consideration of employment of
chancellor—ARS §38-431.03.A.1—Chancellor Evaluation was called to order at 6:00 p.m.
MOTION Motion 10339 Board Member Gutierrez moved to go into Executive Session. Board Member Burke seconded. Motion passed 7-0.
CALL TO ORDER The Regular Board Meeting was called to order at 6:35 p.m.
SUBSTITUTIONS There were two substitutions for members of the CEC.
PLEDGE OF ALLEGIANCE The assembly pledged allegiance to the United States of America led by Mrs. McGrath.
CLASS ACKNOWLEDGEMENTS President Livingston welcomed Dr. Maria Hesse, Arizona State University, and her HED634: The American Community College class to the Board meeting.
STUDENT LIFE REPORTS Glendale Community College (GCC) students from their Associated Student Government (ASG) presented. ASG responded last year to student concerns expressed such as dwindling resources, student loss, and completing goals with their activities and events. ASG students balance throughout the year their academics, extracurricular activities, and life responsibilities and were given opportunities to develop leadership skills in a variety of ways: i.e., workshops, conference attendance, participation in student clubs, and more. Student clubs hosted campus-wide events and the most rewarding part is hearing students sharing stories and knowledge. Their student organizations plan trips with meaning and organize engaging events. GCC clubs meet in an open meeting and are always actively seeking ways to implement student suggestions. ASG encourages its members to participate in other clubs and be responsive to student needs. GCC leaders are a part of the college and community growth with a goal to exceed in the classroom and beyond.
ASG Students Present: Jesus Saldana, President; Jessica Mateo, Vice President; Ariel Garcia, Treasurer; Teresa Bruno, Secretary; and Andre Garcia, Public Relations.
COLLEGE REPORTS Dr. Ernie Lara, President of Estrella Mountain Community College (EMCC), introduced Mr. Jim Nichols, CIS Faculty and Mr. Larry Heinz, CIS Faculty. Mr. Nichols and Mr. Heinz presented on EMCC’s Cybersecurity programs. A copy of the complete presentation is included in the appendix.
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Board members asked what pre-requisites in terms of aptitudes were needed by students interested in the program and did they require a unique set of skills before starting. Faculty members responded any student can learn and each comes in with different levels of knowledge and abilities. The first track has heavy pre-requisites in order to lay a foundation in networking. Board members wanted to know how important core classes (i.e., math and science) were in preparing students for success. The response was the first tier focused on personal abilities; the third tier focuses on workforce appropriateness and teamwork; while fundamental knowledge and abilities lie in between in tier two.
Dr. Glasper thanked EMCC and Dr. Lara and reminded the Board he sits on the Department of Homeland Security (DHS) Advisory Council. DHS wants academia to partner with them to increase the number of students in STEM. DHS looking at wiring bachelor’s degree with workers. EMCC’s success has made DHS adopt the notion to accept students with an AAS and stackable credentials into their ‘pipeline’ and not just 4-year university students. They are looking at K-12 as well and creating a whole pathway to the workforce. Scholarships are available and there is a three-year commitment from DHS that the government will give students a job if they keep with the program.
Dr. Chris Bustamante, President of Rio Salado College (RSC), introduced Dr. Shannon McCarty, Dean of Instruction at Rio Salado College, to provide information on two grants awarded to the college: First in the World—PLUS Grant and Student Success and Scaling Initiative (a Gates Foundation grant). A copy of the full presentation is in the appendix.
Board members asked if the college had sustainability plans for after grant funding ended. Dr. McCarty said there are college plans to continue the programs and the college thinks the scaling project will bring in revenue to be self-perpetuating. Board members asked where the students were coming from for the PLUS Grant. Dr. McCarty replied current Rio students will be used (6,800 currently enrolled students at Rio). Board members asked if the scaling plan was applicable to brick and mortar colleges, too, and were told it was and could also be applied to a hybrid scenario.
FACULTY EXECUTIVE COUNCIL (FEC) REPORT
Ms. Salina Bednarek, President of the Faculty Association, noted she had been the Faculty Association President for six months and from previous conversations with the Board she knows that both share a commitment to student learning and student success. Faculty are central to that mission. MCCCD faculty believe in that mission and carry it out every day. She said she was there this night as an advocate not only for faculty but for all employees. All employees are important to MCCCD. She said it was time to have an open conversation about compensation for employees. The District’s continued success requires a highly qualified workforce. MCCCD employees have been patient, confident that compensation would be addressed when possible. It is time to recognize employees who have remained the past seven years who have lived with very small COLAs and few, if any, steps. Employees know they are fortunate to work in the District and the enormously talented employees have chosen to remain silent. She respects that fiscal decisions are some of the toughest to make and she urges the Board to consider, in their fiduciary role, in order to remain great, MCCCD must retain its human capital.
ADJUNCT FACULTY ASSOCIATION (AFA) REPORT
Dr. Lindsey Dippold, Adjunct Faculty Representative for GateWay Community College (GWCC), presented a brief overview of GWCC’s Adjunct Faculty Academy, which is a paid training opportunity for new adjunct faculty (any adjuncts who have been teaching for MCCCD less than three years). Last year six GWCC adjuncts participated and this year 10 GWCC and six PC adjuncts are participating. They meet one Saturday a month from 8:00-12:00 p.m. to learn about pedagogy, how to contribute to a collaborative community, how to promote completion and student success, how to incorporate active learning and lesson planning, and how to increase student learning and engagement. These 16 adjunct faculty will interact with over 1,000 students per semester. GWCC hopes to increase its budget to increase both the number of participants and the number of professional development opportunities.
EMERITUS, AWARDS, AND RECOGNITION
Dr. Rey Rivera, Vice President of Academic Affairs at South Mountain Community College (SMCC), presented a faculty emeritus distinction award to Dr. Oscar Hardin. Dr. Hardin taught for over 25 years for MCCCD. He served as a faculty member at SCC and GCC and for the past ten years he was a faculty member at SMCC. During his time in Maricopa, he served 15 years on the Psychology Instructional Council; 15 years on the State of Arizona Psychology Articulation Task Force; was a lifetime member of Psi Beta Psychology Honorary; served on the Behavioral Assessment Team; served as Faculty Athletic Representative; was a member of the SMCC Faculty
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Senate; served on the Student Conduct Disciplinary Board; and served as a faculty member. Dr. Hardin was a tremendous asset to the Communication, Fine Arts, and Social Science (CFASS) Division. He provided suggestions for expanding the psychology course offerings and screened applicants for both adjunct and full-time faculty. He was highly professional at all times and constantly strived for excellence. His former students referred his classes to new students so his classes were always among the first to close.
Dr. Hardin thanked the college and the Board for the award. He said he came to Maricopa in 1974 as an adjunct faculty at Scottsdale Community College. He was hired full-time at Glendale Community College in 1976. He left in 1979 to work for the University of Nevada, Las Vegas, where he taught for six years. He came back to take care of his terminally ill mother. He was contacted by GCC to see if he would teach as an adjunct and was hired back full time in 1986 after his mother died. He spent the last 10 years at South Mountain Community College. He considers himself very lucky because he was hired by MCCCD twice! He has been pleased to have the opportunity to teach. There were many milestones along the way including opportunities to teach doctoral students, had a private practice in forensic psychology for many years. He was often asked why he wanted to teach community college students with other opportunities so prevalent. He said he simply loves the population community colleges serve. He said teaching is his passion and he is grateful to have been able to fulfill his passion. He thanked his colleagues, supervisors, and friends for their support.
CITIZEN’S INTERIM There were three requests to address the Board. 1. Mr. Charles Pierce, representing GCC Veterans (letters of support included in appendix) 2. Ms. Leslie Bayless, representing GCC Veterans Service Center 3. Mr. Joe Mercer, representing GCC Veterans Service Center (copy of presentation
included in appendix)
Mr. Pierce thanked the Board for the opportunity to address his concerns regarding GCC’s Veterans Center expansion. He said it had been an honor to serve MCCCD for 17 years in Veterans Services. He noted there are executive action requirements that mandate service to veterans and their families. He said MCCCD does this very well, and had done even before the mandates. He said he connects day to day with veterans and knows they are individuals who served the country and it’s now the community’s turn to give back to the veterans so they can become successful civilians. Many veterans are battle damaged. It is very stressful to have to take a life and they need to be retrained when they return as civilians. We try to retrain them to become productive citizens but sometimes we fail. Many are lost to suicide. Which begs the question of what could we have done better to help those who are so lost? GCC’s Veterans Center sorely needs private space so difficult discussions like that can occur. Every day is a challenge.
Ms. Bayless said she works in the GCC Veterans Service Center representing veterans and their families. She has been an employee there since 2009. The number of veterans the center serves has grown by leaps and bounds since then. The current structure does not provide a lot of privacy and the center is often full with students and their families so the lounge gets very full and loud. The Center severs over 1,400 students throughout the year. She said she’s a civilian and working at the Center is how she gives back to those who served for us.
Mr. Mercer said he’d been working for MCCCD since 1998 and was a current employee at the GCC Veterans Center. He said he is a Vietnam veteran and it has been an honor, privilege, and his passion to serve those who came behind him. The current facility is a great improvement over what they had before but the size is limiting its effectiveness. When working one-on-one with individuals in small cubicles in the back of the room the noise of the full lounge area can be so loud you can’t hear the person in front of you. The people we serve desperately need our services. And it is not just Maricopa students we serve. He receives calls and emails from all over the country every day. There are four types of government benefits veterans may claim and each requires different monitoring and reporting to the federal government. It’s a monumental task to do, especially under such chaotic conditions. Those reports have to be perfect because they have a direct effect on the veteran’s paycheck!
CHANCELLOR REPORT There was no report.
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EMPLOYEE GROUP REPORTS Mr. Robert Cavan, representing the Maricopa Veterans Educational Task Force (MVET), announced two upcoming events: the Annual Veterans Appreciation Lunch, November 19, 2015, from 11:00-1:00 p.m., at the Rio Salado College Conference Center and the MVET Convocation next spring will be held on May 6, 2016, from 4:00-7:00 p.m., at Mesa Community College. He thanked Dr. Bustamante and Dr. Pan for their colleges’ support. He then noted he had provided a letter to the Board about his group’s support of the GCC Veterans Center expansion (a copy of the letter is in the appendix).
APPROVAL OF THE ORDER OF THE AGENDA
President Livingston then requested a motion to approve the Order of the Agenda.
MOTION Motion 10340 Board Member Burke made a motion to approve the Order of the Agenda. Board Member Saar seconded. Motion passed 7-0.
APPROVAL OF CONSENT AGENDA
President Livingston asked if anyone wanted to remove any items from the consent agenda. No items were removed.
The following items were included in the Consent Agenda:
11.1 TAKE ACTION ON THE MINUTES OF THE SEPTEMBER 29, 2015 REGULAR BOARD MEETING AND OCTOBER 6, 2015 AGENDA REVIEW AND WORK SESSION
12.1 TAKE ACTION ON RECOMMENDATION FOR EMERITUS DISTINCTION SOUTH MOUNTAIN COMMUNITY COLLEGE (SMCC)—recommends that the following faculty member be given Emeritus Distinction: Dr. Oscar Hardin.
13.1 TAKE ACTION ON CURRICULUM—The curriculum proposals attached have been processed through all procedures established by the Maricopa County Community Colleges. It is recommended that the proposals be approved as submitted.
13.2 TAKE ACTION ON U.S. DEPARTMENT OF EDUCATION TITLE V: DEVELOPING HISPANIC-SERVING INSTITUTIONS PROGRAM–GLENDALE COMMUNITY COLLEGE—approve Year 1 of the U.S. Department of Education grant awarded to Glendale Community College, in the amount of $524,784.00 for funding period October 1, 2015 – September 30, 2016, for the Title V project entitled: STEM Connection.
13.3 TAKE ACTION ON DEPARTMENT OF EDUCATION AWARD FOR THE DEVELOPING HISPANIC-SERVING INSTITUTIONS PROGRAMS – TITLE V AT GATEWAY COMMUNITY COLLEG — accept and approve the U.S. Department of Education grant award for the Developing Hispanic-Serving Institutions Programs–Title V at GateWay Community College. The first year of funding is 10/01/15 through 09/30/16 in the amount of $524,789, and the award is anticipated to continue for five years ending on 9/30/20 for a total amount of $2,623,604. The subsequent years of continuation funding are contingent upon demonstrated grant performance. The Grant Award Notification from the Department of Education is included with this Action Item.
13.4 TAKE ACTION U.S. DEPARTMENT OF EDUCATION TITLE V: DEVELOPING HISPANIC-SERVING INSTITUTIONS PROGRAM–PHOENIX COLLEGE—approve Year 1 of the U.S. Department of Education grant awarded to Phoenix College, in the amount of $524,958.00 for funding period October 1, 2015 – September 30, 2016, for the Title V project entitled: College Completion at Every Step.
13.5 TAKE ACTION ON U.S. DEPARTMENT OF EDUCATION FOR ENGLISH LANGUAGE ACQUISITION GRANT PROGRAM AT MESA COMMUNITY COLLEGE—accept the U.S. Department of Education grant award in the amount of $397,119 for the English Language Acquisition grant program at Mesa Community College entitled Teachers of Language Learners Learning Community (TL3C). This is the fourth year of a five-year award. The period of performance is 09/01/2015-08/31/2016.
13.6 TAKE ACTION ON RIO SALADO COLLEGE PLAN FOR UNDERGRADUATE SUCCESS (PLUS) OCTOBER 1, 2015 – SEPTEMBER 30, 2019—approve a grant award with the U.S. Department of Education on behalf of Rio Salado College. The grant award is $2,679,005 to develop an innovative model, using evidence-based strategies, to improve teaching and learning for high-risk, at-need students. The grant period is four years, starting October 1, 2015 through September 30, 2019.
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13.7 TAKE ACTION ON RIO SALADO COLLEGE BUSINESS PLANNING: STUDENT SUCCESS & SCALING INITIATIVE OCTOBER 1, 2015 – MAY 31, 2016—accept the grant of $575,000 from the Maricopa Community Colleges Foundation. This grant was made to the Maricopa Community Colleges Foundation by the Bill & Melinda Gates Foundation to benefit Rio Salado College. The grant period is 8 months, starting October 1, 2015 through May 31, 2016.
14.1 TAKE ACTION ON INTERGOVERNMENTAL AGREEMENT BETWEEN THE YAVAPAI COUNTY COMMUNITY COLLEGE DISTRICT AND THE MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT—approve an intergovernmental agreement with the Yavapai County Community College District under which MCCCD will provide the services of one of its police officers to serve as interim chief of police for Yavapai College.
MOTION Motion 10341 Board Member Burke moved for approval of the Consent Agenda. Board Member Gutierrez seconded. Motion passed 7-0.
15.1 TAKE ACTION ON CONCEPTUAL APPROVAL FOR VETERANS SERVICES CENTER REMODELING AND EXPANSION AT GLENDALE COMMUNITY COLLEGE—provide Conceptual Approval for the Veterans Services Remodel at the Glendale Community College with a Total Project Budget of $1,000,000.00.
MOTION Motion 10342 Board Member Livingston moved for approval of Item 15.1. Board Member Burke seconded. Motion passed 7-0.
15.2 TAKE ACTION ON PURCHASE ORDER FOR CARPET REPLACEMENT AT THE PAUL ELSNER LIBRARY AT MESA COMMUNITY COLLEGE—approve a contract award in the amount of Three Hundred Sixteen Thousand Three Hundred Fifty-Four Thousand and 60/100ths Dollars ($316,354.60) to Continental Flooring to remove and replace carpet in the Paul Elsner Library at Mesa Community College.
MOTION Motion 10343 Board Member Burke moved for approval of Item 15.2. Board Member Gutierrez seconded. Motion passed 7-0
15.3 TAKE ACTION ON JOB ORDER CONTRACTING PURCHASE ORDER FOR JOHN PAUL THEATER ADDITION AT PHOENIX COLLEGE—approve a Job Order Contracting (JOC) purchase order in the amount of Nine-Hundred Forty-Six Thousand, One-Hundred Two and 47/100ths Dollars ($946,102.47) to S D CRANE BUILDERS, INC. for the addition to the John Paul Theater on the Phoenix College campus.
MOTION Motion 10344 Board Member Gutierrez moved for approval of Item 15.3. Board Member Burke seconded. Motion passed 6-1 (McGrath).
15.4 TAKE ACTION ON EXTENSION OF PEOPLESOFT FINANCIAL MANAGEMENT SYSTEM AND HYPERION CONSULTANTS—approve the extension of consulting services through 12/31/15 in the amount of $928,280 from Oracle Corporation. The total is comprised of the following amounts: FMS, $574,111; Hyperion/MPB, $197,400; and TS Helpdesk Support, $156,769.
MOTION Motion 10345 Board Member Gutierrez moved for approval of Item 15.4. Board Member Burke seconded. Motion passed 7-0.
16.1 TAKE ACTION ON CHANCELLOR’S CONTRACT OF EMPLOYMENT 2015-2018—approve the proposed Chancellor’s Contract of Employment for a three year term. The Contract is dated October 27, 2015.
MOTION Motion 10346 Board Member Saar moved for approval of Item 16.1. Board Member Gutierrez seconded. Board Member McGrath asked for a roll-call vote: Burke—aye, Gutierrez—aye, Haver—aye, Heep—nay, Livingston—nay, McGrath—nay, Saar-aye. Motion passed 4-3.
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17.1 TAKE ACTION RESOLUTION OF GILL V. MCCCD—authorize the Chancellor or his designee to prepare and execute documents necessary to resolve Gill v. MCCCD, case number CV-2014-053185 in the Maricopa County Superior Court, in accordance with the terms presented to and discussed with the Governing Board in Executive Session on October 6, 2015, and to make the disbursements required by the terms of the agreement.
MOTION Motion 10347 Board Member Saar moved for approval of Item 17.1. Board Member Gutierrez seconded. Motion passed 7-0.
17.2 TAKE ACTION ON RESOLUTION OF SHERLOCK V. MCCCD—authorize the Chancellor or his designee to prepare and execute documents necessary to resolve Sherlock v. MCCCD, case number CV-2014-007627 in the Maricopa County Superior Court, in accordance with the terms presented to the Governing Board vi confidential written memorandum, and to make the disbursements required by the terms of the agreement.
MOTION Motion 10348 Board Member Burke moved for approval of Item 17.2. Board Member Saar seconded. Motion passed 7-0.
INFORMATION ITEMS 18.1 REVIEW OF EMPLOYMENTS (NEW HIRES, SPECIALLY FUNDED, AND SHORT-TERM)—in accordance with employee group policies, the listed personnel actions were approved (September 1-30, 2015). Budget approvals have been granted and are on file for the recommended personnel actions in this item.
18.2 REVIEW OF SEPARATIONS—in accordance with employee group policies, the listed personnel actions were approved (September 1-30, 2015). Budget approvals have been granted and are on file for the recommended personnel actions in this item.
MONITORING REPORTS 19.1 BUDGET ANALYSIS REPORT, FUND 1—GENERAL UNRESTRICTED FUND FOR THE THREE MONTHS ENDING SEPTEMBER 30, 2015—Expenditure analysis indicates 17.5% of the budget has been expended this year as compared to 16.8% expended at this same point last year. 35.8% of the budget remained unexpended or unencumbered compared to 39.6% in the prior year. Revenue analysis indicated that 20.9% of the budget has been recognized as compared to 20.3% in the prior year. The projected fund balance will increase by ~$4.4M this fiscal year and the projected ending fund balance for June 2016 is $173.3M. The District should meet its financial stability requirements.
BOARD MEMBERS Mr. Burke reported he had recently returned from the 2015 ACCT Leadership Congress in San Diego, CA. He is preparing a written report. It was a fascinating conference with trustees discussion issues facing community colleges nation-wide. He will have the report ready soon. Mr. Gutierrez reported he worked with the Raul Castro Institute at PC along with the Lacey Larkin Foundation to bring instructional programs on Hispanic and Latino issues to PC. Have presented two major programs in the PC Bulpitt Auditorium: La Bestia (documentary on children taking the train from Central America) and Salt of the Earth. On November 19, 2015, Miriam Powell, official biographer of Caesar Chavez and considered the authoritative historian of the United Farmworkers Union, will speak beginning at 6:30 p.m. (also in the Bulpitt Auditorium). Mrs. Haver reported she had an active month attending a ribbon cutting ceremony at Paradise Valley Community College for their Veterans Center on October 8, 2015. She also went to the 2015 ACCT Leadership Congress and enjoyed many of the presentations, especially one provided by Midlands Technical College (a group of six colleges in South Carolina) who presented on their very interesting marketing program. She also attended a presentation on the U of C Foundation. She took a moment to congratulate the Maricopa Priorities Project, noting a recent update showed substantial progress. She is looking forward to hearing more about the English Language Learners grant project that was approved by the Board earlier in the evening. Finally, she thanked Dr. Terry Leyba-Ruiz for driving her to the Chicanos por la Causa Celebration last week after an eye doctor’s appointment made it difficult to drive. Mr. Heep reported he’d also attended the PVCC Veterans Center ribbon cutting and said it was a phenomenal event. He is looking forward to GCC’s grand re-opening. He went the Mesa Community College’s Enrollment Services Center grand opening and was blown away by the
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space and organization. He also attended the 2015 ACCT Leadership Congress—five days of daily meeting from 7:00 a.m. to 9:00 p.m. The tone set by other trustees nation-wide is very positive even when meeting huge challenges like sustainability. The sessions were very informative. Mrs. McGrath reported at last month’s meeting she had said staff had not provided information about the chancellor’s employment package and that was incorrect. It had been provided and was immediately provided again upon her request. She apologized for her criticism. She reported she had also gone to the Mesa Community College’s Enrollment Services Center opening and thought the building and grounds were very well designed. Mr. Saar reported briefly on the 2015 ACCT Leadership Congress (his full written report will be submitted later). He had a chance to sit with other Board members to find out what’s going on around the nation, noting there is always something that can be brought back to MCCCD. It is good to compare MCCCD to other colleges and see the good work we are doing. Mrs. Livingston reported she had recently heard a commercial on the radio about MCCCD and was thrilled to hear it in a prime time spot. She is glad to see that the word is getting out.
VICE CHANCELLOR Dr. Maria Harper-Marinick, Executive Vice Chancellor and Provost, took a moment to welcome the participants of the Women’s Leadership Group Mentor Program in the audience along with some of the program’s organizers. She noted there have been 396 graduates since inception.
AADGB The next AADGB meeting will be in November, date yet to be determined.
ASBA AND ACCT Mr. Saar noted the decision on the state legislature’s agreement on lost funding lawsuit was just announced, details forthcoming.
Mr. Saar reported on his attendance of the 2015 ACCT Leadership Congress in San Diego, October 14-17, 2015. A copy of the full report is available in the Board Office.
NEXT BOARD MEETINGS President Livingston then announced the following future meetings. • November 3, 2015, 5:00 p.m., Annual Outcomes Retreat, Governing Board Room • November 10, 2015, 6:00 p.m., Board Policy Committee Meeting, GWCC MA 1388 • November 10, 2015, 7:00 p.m., Agenda Review (for 11/24 RBM), GWCC MA 1388 • November 24, 2015, 4:30 p.m., Agenda Review (for 12/8 RBM), Room 128 • November 24, 2015, 5:30 p.m., Board Budget and Finance Committee Meeting, Maricopa Room • November 24, 2015, 6:30 p.m., Regular Board Meeting, Governing Board Room
ADJOURNMENT President Livingston adjourned the regular board meeting at 8:40 p.m.
___________________________________ Johanna Haver, Governing Board Secretary
Minutes | October 27, 2015 Regular Board Meeting Page 8 of 8
Appendix EMCC Cybersecurity RSC College Report Citizen’s Interim (Pierce) Letters of Support for GCC Veteran’s Center GCC Veterans Center MVET Support Letter
10/28/2015
1
SUCCESS FROM THE
START
EMCC CybersecurityJim Nichols, Division Chair Instructional Computing, CIS FacultyLarry Heinz, CIS Faculty
SUCCESS FROM THE
STARTMeeting the needs of industry
SUCCESS FROM THE
STARTA growing economy needs a strong workforce
10/28/2015
2
SUCCESS FROM THE
STARTDon’t let your planning get in the way of a good idea
Cybersecurity was added last minute • Requested by Industry• Year 3 project• Local Subject Matter Experts
SUCCESS FROM THE
STARTPartnerships matter
• National Information Security, Geospatial Technologies Consortium (NISGTC)
• United States Department of Homeland Security• National Security Administration• Federal Bureau of Investigation • InfraGARD• Arizona Department of Public Safety• Arizona Cyber Threat Response Alliance• Arizona Counterterrorism Intelligence Center
SUCCESS FROM THE
STARTCompetencies and Stackable Credentials
10/28/2015
3
SUCCESS FROM THE
STARTIndustry Partner Validated Competency Model
SUCCESS FROM THE
STARTNetworking Technologies & Cyber Security Programs
EMCC Networking Technologies Institute• Institute model and NISGTC • Existing programs
– Red Hat Linux Academy– Cisco Regional Academy– Microsoft– Etc. – Virtualization, hardware
NEW Programs• IT and Power Systems Security AAS• IT Security Associate CCL
Center for Academic Excellence 2Y (CAE2Y)
SUCCESS FROM THE
STARTCAE2Y
• Center for Academic Excellence 2Y (CAE2Y)– Criteria
• Curriculum – Knowledge Units met• Instruction – Lab requirements• Institution – Practice what we preach
– Benefits• Quality Assurance – vetted by NSA and DHS• Opportunities for students
– Scholarship for Service– Access to conferences, etc.
10/28/2015
4
SUCCESS FROM THE
STARTAAS IT and Power Systems Security
SUCCESS FROM THE
STARTProgram Pathways
• High School Grades 11-12– Peoria MET Professional Academy
• AAS to BAS Cyber Forensics– Arizona State University (CAE4Y)
• AAS to BS Cyber Security or Information Assurance– Excelsior College
• BS to MS– Excelsior College
• AAS to Bachelor in Interdisciplinary Studies – IT Management - 90/30– Northern Arizona University
SUCCESS FROM THE
START
THANK YOU!
10/28/2015
1
College ReportOctober 27, 2015
First in the World – PLUS GrantPlanning for Undergraduate SuccessGrant period:
$2.67 mil/ 4 yearsStudents served:
New , Degree seeking, “At‐risk” How they will be served:
PLUS Seminar, Plus Facilitator, Focused Course Sequencing, Adaptive courseware
Student Success and Scaling Initiative
Grant period: $575,000/ 8 months
Purpose: Identifying best practices for the Next Generation Learner
How:Collaborate with Higher Ed experts to systemically create the best student experience
10/28/2015
2
Thank you
10/28/2015
1
Glendale Campus
We served 1,266 Unduplicated head count of veterans and family
That body of students were using one of four different chapters of VA education benefits Chapter 30 (Old Montgomery G.I. Bill) 156
Chapter 31 Vocational Rehabilitation 62
Chapter 33 Post 9/11 G.I. Bill 844
Chapter 35 Spouse & dependents of deceased or 100% disabled 148
We also serve Guard & Reserve members using Chapter 1606 & 1607 and active duty service men & women using Tuition Assistance (112)
Each of these various benefit programs have specific rules, regulations, reporting & monitoring methods & procedures.
In addition to the data entry work involved in maintaining our Student Information System (SIS) for each student each semester. School Certifying Officials must also maintain an online data collection system called VAOnce.
Using VAOnce VSC must report to the VA each student using any one of the various education benefit programs. We are required to report each class, every start and stop date and every credit hour must be accounted for. During the semester we have to monitor each student, every class and report any and all changes.
We have to do this with 100% accuracy and maintain hard copy paper files on each students transactions as an inspectable backup.
10/28/2015
2
In 2010 when we opened the center we had an unduplicated head count of 1,192 veteran students. We had approximately 3,546 visits and we generated 4,812 transactions through VAOnce.
In 2014 we had an unduplicated head count of 1,266 veteran students. We had approximately 3,971 visits and we generated 6,346 transactions through VAOnce.
So far for 2015 we had an unduplicated head count of 1,075 veteran students. We had approximately 4,298 visits and we generated 5,499 transactions through VAOnce.
Keep in mind that while we are doing this work for the VA we also have to maintain the students information in Maricopa’s SIS. That can run two to three dozen data entry points.
Our front room is going to get very busy with new student coming to Glendale from all over the country.
Our back offices will be very busy as well with the increased work load of more students and the expanded reporting and monitoring requirements of the post 9/11.
There is a tidal wave coming as more active troops are discharged from the services. If we are prepared we can manage as more of them head our way.
If we are not prepared the tidal wave will hit us like a Sunami…
We see the expansion of our facility as a necessity to continue to provide the best professional services to the best of the best.
Maricopa County Community College District Governing Board Minutes
November 3, 2015
The Annual Board Outcomes Monitoring Retreat of the Maricopa County Community College District Governing Board was scheduled to be held beginning at 5:00 p.m. at the District Support Services Center, 2411 W 14th Street, Tempe, Arizona, pursuant to ARS §38-431.02, notice having been duly given. GOVERNING BOARD
Tracy Livingston, President Johanna Haver, Secretary Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jean McGrath, Member Dana Saar, Member
ADMINISTRATION Rufus Glasper Maria Harper-Marinick Debra Thompson Josh Mackey for LaCoya Shelton-Johnson Ed Kelty Lee Combs William Guerriero (Interim) Ernie Lara Stephen Gonzales Irene Kovala Shouan Pan Paul Dale Chris Haines (Interim) Todd Simmons for Chris Bustamante Jan Gehler Shari Olson Eugene Giovannini
WELCOME AND OVERVIEW The Retreat began at 5:03 p.m. Board Secretary Johanna Haver welcomed
everyone to the Retreat and then turned the meeting over to Dr. Rufus Glasper, Chancellor, for a brief overview.
Dr. Glasper wanted to put the report in context, reminding the Board of discussions at the April Governance Institute on Student Success on the major focus for Board Members. The outcomes summative report provides a look at the progress made in the last year. This data is important to keep in mind when making budget decisions, along with trend data. He then turned the meeting over to Dr. Maria Harper-Marinick, Executive Vice Chancellor and Provost.
OUTCOMES MONITORING REPORT—KEY METRICS
A copy of the full report cited and discussed is included in the Appendix. Comments from Board members are captured below.
MCCCD Demographics
• Board members would like to see a copy of the Student Information Form (SIF) to get a better understanding of what is asked of students regarding their future plans (i.e., transfer to 4-year university, personal development, training or certification for work, etc.)
• Provide data disaggregated by college regarding 2020 resolution; show how each is doing.
Developmental Education (Outcome 3)
• Provide data disaggregated by college showing Developmental Education success rates.
o Which developmental education programs have been successful and can be scaled district-wide? The Board would like to see data by program and college.
o Provide the success rate of each category of students needing
Minutes | February 4, 2014 Agenda Review and Work Session Page 2 of 3
developmental education and how they do (provide disaggregated data so the Board can determine if it wants to see more.)
University Transfer Education and General Education (Outcome 1)
• Regarding the percentage of students achieving a successful outcome within six years, why are the 38% not completing?
• Provide the percentage of graduates who go to universities (all).
Workforce and Economic Development (Outcome 2)
• How much are licensed programs paying? How is that determined? • Cost out fees for high expense classes (fees and tuition).
Community Development and Global Engagement (Outcome 4)
• Provide a monitoring report on MCOR tacking over vocational non-credit in the future. Also show college non-credit data.
ADJOURNMENT The Retreat was adjourned at 7:35 p.m. Board Members then moved to go into Executive Session.
EXECUTIVE SESSION An Executive Session scheduled for the discussion with designated representatives for the Board to consider its position and instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Northwest Skill Center (GateWay Community College) was called to order at 8:00 p.m.
MOTION Motion 10349 Board Member Gutierrez moved to go into Executive Session. Board Member Burke seconded. Motion passed 7-0.
___________________________________ Johanna Haver Governing Board Secretary
Minutes | February 4, 2014 Agenda Review and Work Session Page 3 of 3
Appendix Annual Outcomes Retreat Report Executive Summary Key Metrics Template Methodology
MCCCD 2015 Monitoring Report Governing Board Outcomes and Metrics
November 2015
Table of Contents
Section
Slide
Number
2020 Completion Agenda Goal 3
Outcome 1: University Transfer Education and General Education 4
Outcome 2: Workforce and Economic Development 28
Outcome 3: Developmental Education 34
Outcome 4: Community Development and Civic and Global Engagement 52
Survey Results 61
2
For more information on the Maricopa County Community College District Governing Board Outcomes and
Metrics, see http://www.maricopa.edu/publicstewardship/governance/index.php.
• In 2014-15, MCCCD
progressed toward the
completion goal of 50%
more students earning
awards from the baseline
year of 2009-10.
• In order to meet the 2020
completion goal, MCCCD
will need to increase the
number of students
receiving awards at an
annual compounded rate
of approximately 0.75%.
• In 2014-15, 57% of all
students who received
an award earned an
Associate’s degree.
• To date, MCCCD
appears on-track to
achieve this completion
goal.
2020 Completion Agenda Goal
3
The resolution for the Completion Agenda goal approved by the MCCCD Governing Board on November
23, 2010 can be found at: http://www.maricopa.edu/gvbd/archives/Agenda%20Nov%2010/VIA1%20
Board%20Resolution%20-%20Call%20to%20Action.pdf.
University Transfer Education
and General Education
Outcome 1
4
Key Finding:
The college-level
course success rate
increased by two
percentage points for
the most recent cohort.
College-Level Course Success Rate
Basic Methodology:
The percentage of
college-level credit
hours completed
successfully (A, B, C, P
grade) by students in
the new student cohort
in their first fall and
spring terms.
5
68% 68% 70% 73% 75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2010Cohort
Fall 2011Cohort
Fall 2012Cohort
Fall 2013Cohort
Fall 2014Cohort
69% 67% 64% 66% 67%
56% 54% 51%
54% 55%
40% 39% 37% 39% 39%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2009Cohort
to Fall 2010
Fall 2010Cohort
to Fall 2011
Fall 2011Cohort
to Fall 2012
Fall 2012Cohort
to Fall 2013
Fall 2013Cohort
to Fall 2014
Full-time Total Part-time
Fall-to-Fall Retention Rate
Key Finding:
The Fall-to-Fall retention
rate increased by one
percentage point for the
most recent cohort.
Basic Methodology:
The percentage of the
new student cohort
enrolled in the fall term
who persisted to the
subsequent fall term,
excluding transfers and
degree/certificate
completers.
6
21% 28%
34%
29% 26%
21% 20%
28%
22% 20%
12% 11%
18%
13% 11%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Fall 2005Cohort as of
2011
Fall 2006Cohort as of
2012
Fall 2007Cohort as of
2013
Fall 2008Cohort as of
2014
Fall 2009Cohort as of
2015
Full-time Total Part-time
Graduation Rate within 6 Years (Degree and Certificate)
Key Finding:
Basic Methodology:
The percentage of new
student cohort seeking a
degree/certificate who earned
an award within six years
from any MCCCD college.
7
The percentage of students in
the Fall 2009 cohort graduating
within six years declined to 20%.
This value represents a two
percentage point decline
compared to the prior cohort (Fall
2008). The six-year graduation
rate was unusually high for the
Fall 2007 cohort, but has
generally varied between 20%
and 22% in each of the other
recent years.
Note: Scale is abbreviated to 50%.
75% 74%
66%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
First Year Composition- ENG101
College Mathematics -MAT14x
College Algebra -MAT15x
2010-11 2011-12 2012-13 2013-14 2014-15
College-Level Math and English Course Success Rate
Basic Methodology:
The percentage of credits
successfully completed (A,
B, C, P grade) to credits
attempted in ENG101,
MAT14X, and MAT15X
courses in the fall and
spring terms only.
8
Key Finding:
Success rates in College
Algebra increased by three
percentage points since last
year, while success rates in
the other two categories
remained the same as last
year.
38%
21%
36%
20%
37%
21%
38%
22%
42%
26%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Full-time Part-time
Fall 2009 Cohort Fall 2010 Cohort Fall 2011 Cohort
Fall 2012 Cohort Fall 2013 Cohort
Percent of Learners Achieving Credit Hour Thresholds within 2 Years
Key Finding:
Basic Methodology:
Percentage of new student
cohort who successfully
completed (A, B, C, D, or P
grade) a minimum number of
credits or earned an award
within two years. The credit
thresholds were 42 credits
for full-time students and 24
credits for part-time students.
9
The percent of learners
achieving credit hour
thresholds within two years
increased by three percentage
points for both full- and part-
time students.
86% 85%
78% 78% 80% 74% 72%
65% 67% 68%
58% 57%
50% 52% 53%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2009Cohort
to Spring 2010
Fall 2010Cohort
to Spring 2011
Fall 2011Cohort
to Spring 2012
Fall 2012Cohort
to Spring 2013
Fall 2013Cohort
to Spring 2014
Full-time Total Part-time
Semester-to-Semester Retention Rate
Key Finding:
The Semester-to-
Semester retention rate
increased by one
percentage point for the
most recent cohort.
Basic Methodology:
The percentage of the
new student cohort
enrolled in the fall term
who persisted to the
subsequent spring term,
excluding transfers and
degree/certificate
completers.
10
Percent of Students who Achieved their Stated Education Goals
Key Findings:
Basic Methodology:
Percentage of new students in the
fall term with an original intent to
seek an award or to transfer who
received an award and/or transfer
by the end of the summer II terms
three and six years later. (The
students with successful
achievement within three years
were also included in the
achievement within six years.)
11
23% 22%
28% 25% 25%
38% 37%
46% 42% 41%
30% 30%
28%
43% 40%
50% 50% 46%
58% 55%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2005 Cohortas of 2011
Fall 2006 Cohortas of 2012
Fall 2007 Cohortas of 2013
Fall 2008 Cohortas of 2014
Fall 2009 Cohortas of 2015
Award-seeking Students within 3 years
Award-seeking Students within 6 years
Students with Transfer Intent within 3 years
Students with Transfer Intent within 6 years
The percent of award-seeking
students who achieved their goal
within three years remained
constant at 25% comparing the
Fall 2008 to the Fall 2009 cohort,
while the percentage of award-
seeking students achieving their
goal within six years declined from
42% to 41%.
The percent of transfer-intent
students who achieved their goal
decreased three percentage points
for both three-year and six-year
attainment. Achievement rates for
the Fall 2009 cohort remained high
compared to the trend over the
past five years.
Percent of Students Achieving a Successful Outcome within 6 Years
Key Finding:
Basic Methodology:
• Percentage of the new student
cohort with a degree/certificate or
transfer intent who achieved a
successful outcome:
• Received an award
(degree/certificate);
• Transferred to another
university/college (outside of the
MCCCD system);
• Still enrolled at MCCCD in year
6; or
• No longer enrolled but earned
30+ credits at MCCCD with a
GPA of 2.0 or higher.
Students may have met more than
one of these outcomes, but each
student was counted only once in the
priority of the above list (i.e.,
receiving an award is the highest
priority).
12
* Due to rounding, the sum of the numbers may not equal the total.
20% 19% 22% 21% 20%
24% 24% 24% 25% 24%
10% 11% 10% 9% 9%
9% 10% 10% 10% 10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2005Cohort as of
2011
Fall 2006Cohort as of
2012
Fall 2007Cohort as of
2013
Fall 2008Cohort as of
2014
Fall 2009Cohort as of
2015
Earned 30+Credits (GPAat least 2.0)
Still enrolled(year 6)
Transferred
Received anaward
Total =
64%
Total =
65%*
Total =
64%*
Total =
63%
Total =
62%*
The overall percentage of students
achieving a successful outcome within
six years decreased two percentage
points from last year to 62%. The
percentage of students who received
an award declined from 21% to 20%
and the percentage of students who
transferred out of MCCCD decreased from 25% to 24%.
84,544 83,024 81,218 78,454 76,150
0
20,000
40,000
60,000
80,000
100,000
FY 2010-11 FY 2011-12 FY 2012-13 FY 2013-14 FY 2014-15
Year-End Full-time Student Equivalent (FTSE) Enrollment
Key Finding:
Basic Methodology:
Fiscal year FTSE
numbers reported by
the colleges after
manual adjustments
(audited).
13
FTSE declined
approximately three
percent from FY 2013-
14 to FY 2014-15.
Cost of Attendance
Key Finding:
At just over $8,100 per year, the
median net price of attendance
at MCCCD was 15% of the
median household income in
Maricopa County. MCCCD
continues to be an affordable
option for postsecondary
education and training.
Basic Methodology:
All MCCCD colleges have the
same tuition rate but the “net
price” varies based on
scholarships and grants awarded
at each college. Net prices were
reported by the National Center
for Education Statistics (NCES)
and were based on new full-time
students.
14
$55,099
$8,155
$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000
2012-13
Median net price of attendance at MCCCD
Median family income in Maricopa County
Key Finding:
70% 70% 71% 73% 74%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010-11 2011-12 2012-13 2013-14 2014-15
Percent of Credits Completed of Credits Attempted
Basic Methodology:
The percentage of
credits successfully
completed (A, B, C, or
P grade) to credits
attempted for fall and
spring terms only,
excluding high school
dual enrollment.
15
The percentage of
credits completed (of
credits attempted)
increased by one
percentage point in the
most recent year.
70% 70% 72% 74% 74%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2010-11 2011-12 2012-13 2013-14 2014-15
AGEC Course Success Rate
Key Finding:
Basic Methodology:
The percentage of
credits successfully
completed (A, B, C, or P
grade) to credits
attempted in AGEC
courses for fall and
spring terms only.
16
The AGEC course
success rate remained
the same as last year.
1,739
2,100
2,512 2,530
2,777
3,884 3,994
3,860
4,120 4,203
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
AY 2009-10 AY 2010-11 AY 2011-12 AY 2012-13 AY 2013-14
Earned Transfer Award
Transferred 80% of Credits Earned
Number of Recent MCCCD Transfer Students with Seamless
Transfer to State Public Universities
Key Findings:
The number of recent transfers
from MCCCD to one of the Arizona
public universities who earned a
transfer award was up over 1000
since AY 2009-10. Over 4,200
recent transfer students transferred
at least 80% of their college-level
MCCCD credits, up 319 from AY
2009-10.
Basic Methodology:
The percentage of MCCCD
students in a given academic year
who were new transfers to an
Arizona public university with an
MCCCD transfer degree or transfer
certificate (AA, AS, ABUS, ATP,
AGS, AAS, or AGEC) or
transferred a minimum of 80% of
the college-level credits earned at
MCCCD colleges.
17
28% 31%
37% 36% 38%
63% 60%
56% 59%
57%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AY 2009-10 AY 2010-11 AY 2011-12 AY 2012-13 AY 2013-14
Earned Transfer Award
Transferred 80% of Credits Earned
Percent of Recent MCCCD Transfer Students with Seamless
Transfer to State Public Universities
Key Findings:
The percentage of recent transfers
from MCCCD to one of the Arizona
public universities who earned a
transfer award was 38% for the
latest year, up ten percentage
points since AY 2009-10. 57% of
recent transfer students transferred
at least 80% of their college-level
MCCCD credits.
Basic Methodology:
The percentage of MCCCD
students in a given academic year
who were new transfers to an
Arizona public university with a
MCCCD transfer degree or transfer
certificate (AA, AS, ABUS, AGS,
AAS, or AGEC) or transferred a
minimum of 80% of the college-
level credits earned at MCCCD
colleges.
18
Participation in MCCCD Signature Transfer Programs
19
Key Finding:
The MAPP 2014-15 cohort
(3,569 students) was 2% smaller
than the 2013-14 cohort.
Overall, more than 6,300
students have completed the
MCCCD and MAPP
requirements to guarantee
admission to ASU.
Basic Methodology:
The number of MCCCD students
participating in signature transfer
programs. MAPP was launched in
Fall 2009, Connect2NAU in Fall
2010, and the UA Bridge Program
began in Fall 2013.
ASU Alliance/MAPP
Category Cohort
2010-11
Cohort
2011-12
Cohort
2012-13
Cohort
2013-14
Cohort
2014-15
Active 389 810 1,336 1,971 2,807
Completers 1,411 1,365 1,263 951 358
Discontinued/
Plan Change 1,309 1,515 749 715 404
Total 3,109 3,690 3,348 3,637 3,569
Program AY
2012-13
AY
2013-14
AY
2014-15
Connect2NAU new signups 955 809 734
UA Bridge new signups -- 82 147
AGEC Certificate and Transfer Degree Completion Rate
Key Findings:
Basic Methodology:
The percentage of the new
student cohort with a transfer
intent who earned an AGEC or
transfer degree within three
years and six years.
20
8% 8% 8% 10% 11% 6% 7% 6% 6% 6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2005Cohort as of
2011
Fall 2006Cohort as of
2012
Fall 2007Cohort as of
2013
Fall 2008Cohort as of
2014
Fall 2009Cohort as of
2015
Completed within 3 years Completed within 6 years
Total =
14%
Total =
15%
Total =
14%
Total =
16%
Total =
17%
The percentage of transfer-
seeking new students who
completed a transfer award
within three years increased by
one percentage point from 10%
to 11%, while the percentage
who completed in years four,
five and six remained at 6%.
Breakdown of AGEC Certificate and Transfer Degree Completion Rates
Key Findings:
Basic Methodology:
The percentage of the new
student cohort with a transfer
intent who earned an AGEC or
transfer degree within three
years and six years.
21
10%
17%
11%
17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2009 Transfer-Intent Cohort as of 2015
Transfer degree completion rate within 3 years
Transfer degree completion rate within 6 years
AGEC completion rate within 3 years
AGEC completion rate within 6 years
Ten percent of the new student
cohort with a transfer intent
completed a transfer
(associate’s) degree within
three years and 17% completed
within six years. Similarly, 11%
percent of the same cohort
completed an AGEC certificate
within three years and 17%
within six years. The vast
majority of AGEC certificates
were awarded to students who
completed an Associate’s
degree.
21,396
23,947 24,449
26,860 27,015
0
5,000
10,000
15,000
20,000
25,000
30,000
FY 2010-11 FY 2011-12 FY 2012-13 FY 2013-14 FY 2014-15
Total Annual Awards
Key Finding:
The total number of
awards continued to
grow, increasing by
approximately 0.6% in
the past year and more
than 26% since FY 2010-
11.
Basic Methodology:
The total number of
degrees and certificates
awarded annually
based on the IPEDS
completion report.
22
Number of Transfer Associate’s Degrees and AGEC Awarded Annually
Key Finding:
Basic Methodology:
The absolute number of
transfer degrees and
AGEC certificates
awarded annually based
on the IPEDS
completion report.
23
5,276 5,900 6,073
6,812 6,954
4,007
4,360 4,486
4,947 5,040 524
630 696
825 891
562
732 723
833 796
601
604 685
690 655
2,906
3,049 3,115
3,429 3,403
0
3,000
6,000
9,000
12,000
15,000
18,000
FY 2010-11 FY 2011-12 FY 2012-13 FY 2013-14 FY 2014-15
AAS
AGS
ABUS
AS
AA
AGEC
Total = 17,536
Total = 13,876
Total = 15,275 Total = 15,778
Total = 17,739
The number of transfer
awards increased one
percent over the
previous year and is
28% higher than FY
2010-11.
Number of Students Earning an AGEC Certificate
Key Finding:
Basic Methodology:
The unduplicated
number of students
who earned an
AGEC certificate in a
given year.
24
5,070 5,672 5,811
6,530 6,664
0
2,500
5,000
7,500
10,000
12,500
15,000
FY 2010-11 FY 2011-12 FY 2012-13 FY 2013-14 FY 2014-15
The unduplicated
number of students
achieving an Arizona
General Education
Curriculum (AGEC)
certificate increased
two percent for the
most recent year and
more than 31% since
FY 2010-11.
Six-Year Transfer Rate to Arizona Public Universities
Key Finding:
Basic Methodology:
The percentage of new-to-
college students with transfer
behavior who transferred to an
Arizona public university within
six years. Transfer behavior
was defined as those students
who: earned 12 or more
community college credit hours;
declared an intent to transfer or
obtain a transfer degree; and
completed at least one core
course from the Arizona General
Education Curriculum (AGEC).
25
Source: ASSIST Data Warehouse, Arizona State University
28% 29% 31% 31% 29%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AY 2003-04Cohort
AY 2004-05Cohort
AY 2005-06Cohort
AY 2006-07Cohort
AY 2007-08Cohort
The six-year transfer rate to
Arizona public universities for
the cohort of students who
exhibited transfer behavior
increased from 28% to 29%
over the past five years.
Key Findings:
Students Transferring to Any Institution Granting Baccalaureate or
Higher Degrees (Public and Private)
Basic Methodology:
Number and percentage of
students in the new student
cohort, with a degree,
certificate or transfer intent,
who enrolled in a four-year
institution before June 1,
three and six years later.
The students who enrolled
in a four-year institution
within three years were also
included in the six-year
category.
26
15% 16% 16% 18% 16%
30% 30% 30% 31% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2005 Cohortas of May 31,
2011
Fall 2006 Cohortas of May 31,
2012
Fall 2007 Cohortas of May 31,
2013
Fall 2008 Cohortas of May 31,
2014
Fall 2009 Cohortas of May 31,
2015
Transferred within 3 years Transferred within 6 years
The percentage of new
students who transferred
within three and six years
decreased from the prior
year from 18% to 16% for
three years and from 31% to
30% for six years.
Percentage of Students Enrolled in an Academic, College-Level
Course Delivered in a Non-Traditional (Alternative) Format
Basic Methodology:
The percentage of students
enrolled in an academic,
college-level course delivered
in an alternative format,
excluding high school dual
enrollment. Alternative course
formats included: online,
hybrid, and accelerated
classes of eight weeks or less.
27
Key Finding:
The percentage of students
enrolled in academic, college-
level courses delivered in an
alternative format at Rio
Salado remained at 98%. The
percentage at the other
colleges is trending upward
with an increase of nine
percentage points since Fall
2010.
96% 99% 98% 98% 98%
23% 25% 27% 31% 32%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Rio Salado only
System-wide(excluding RioSalado)
Workforce and Economic
Development
Outcome 2
28
Highest-Demand Occupations with MCCCD Degrees/Certificates
=Credit
= Skill
Center
Occupation
Registered Nurses
Heavy and Tractor-Trailer Truck Drivers
Medical Assistants
Nursing Assistants
Teacher Assistants
Heating, Air Conditioning, and Refrigeration Mechanics and Installers
Computer User Support Specialists
Dental Assistants
Preschool Teachers, Except Special Education
Licensed Practical and Licensed Vocational Nurses
Paralegals and Legal Assistants
Medical Records and Health Information Technicians
Medical and Clinical Laboratory Technicians
Dental Hygienists
First-Line Supervisors of Production and Operating Workers
Radiologic Technologists
Emergency Medical Technicians and Paramedics
Telecommunications Equipment Installers and Repairers, Except Line Installers
Hairdressers, Hairstylists, and Cosmetologists
Web Developers
29
Key Finding:
MCCCD offers credit
programs in 95% of the
highest-demand
occupations in the greater
Phoenix metropolitan area.
Basic Methodology:
The top 20 highest-demand
occupations for which
MCCCD has credit
programs. Highest-demand
occupations were those in
the greater Phoenix
metropolitan area with the
largest projected 10-year
increase in employment (as
reported by the Arizona
Department of
Administration) and not
requiring education at the
baccalaureate level or
higher.
Fastest-Growing Occupations with MCCCD Degrees/Certificates
=Credit
= Skill Center Occupation
Diagnostic Medical Sonographers
Medical Equipment Repairers
Actors
Dental Hygienists
Heating, Air Conditioning, and Refrigeration Mechanics and Installers
Skincare Specialists
Physical Therapist Assistants
Medical and Clinical Laboratory Technicians
Cardiovascular Technologists and Technicians
Radiation Therapists
Medical Assistants
Surgical Technologists
Phlebotomists
Dental Assistants
Emergency Medical Technicians and Paramedics
Ophthalmic Medical Technicians
Licensed Practical and Licensed Vocational Nurses
Radiologic Technologists
Audio and Video Equipment Technicians
Medical Records and Health Information Technicians
30
Key Finding:
MCCCD offers credit
programs in 90% of the
fastest-growing occupations
in the greater Phoenix
metropolitan area.
Basic Methodology:
Fastest-growing
occupations were those in
the greater Phoenix
metropolitan area with the
largest projected 10-year
percentage increase in
employment (as reported
by the Arizona Department
of Administration) and not
requiring education at the
baccalaureate level or
higher.
Key Finding:
The total number of
occupational degrees and
certificates declined slightly
in the past year, but has
grown 21% since FY 2010-
11.
10,373
11,638 11,665 12,557 12,521
0
2,500
5,000
7,500
10,000
12,500
15,000
FY 2010-11 FY 2011-12 FY 2012-13 FY 2013-14 FY 2014-15
Occupational Degrees and Certificates Awarded Annually
Basic Methodology:
The number of
occupational degrees and
certificates (AAS and CCL
awards) based on the
IPEDS completion report.
31
Occupational Graduation Rate
Key Finding:
32
16% 14%
22%
13% 9%
6% 5%
6%
4%
5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Fall 2005Cohort as of
2011
Fall 2006Cohort as of
2012
Fall 2007Cohort as of
2013
Fall 2008Cohort as of
2014
Fall 2009Cohort as of
2015
Occupational Award between 3 and 6 Years
Occupational Award in 3 Years
Percent Completing:
Basic Methodology:
Percentage of new student cohort
seeking an occupational
certificate/ degree who earned an
occupational award within three
years and six years from any
MCCCD college.
The percentage of occupational
students completing an
occupational award was 14% for
the most recent cohort (Fall
2009); This represented a three
percentage point decline over the
past year and an eight
percentage point decrease from
the Fall 2005 cohort.
Percentage of Students Enrolled in an Occupational Course
Delivered in a Non-Traditional (Alternative) Format
Basic Methodology:
The percentage of students
enrolled in an occupational
course delivered in an
alternative format, excluding
high school dual enrollment.
Alternative course formats
included: online, hybrid, and
accelerated classes of eight
weeks or less.
33
Key Finding:
87% of students at Rio
Salado were enrolled in an
occupational course
delivered in an alternative
format. The percentage of
students at the other
colleges is trending upward
and is 48% - an increase of
nine percentage points since
Fall 2010.
90% 91% 90% 89% 87%
39% 42%
44% 46%
48%
0%
25%
50%
75%
100%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
RioSaladoonly
System-wide(excludingRioSalado)
Developmental Education
Outcome 3
34
Key Finding:
Success Rates in Developmental Education Courses
Basic Methodology:
The percentage of math,
English, and reading
developmental credit hours
completed successfully (A, B,
C, or P grade) by students in
the new student cohort in
their first fall and spring
terms.
35
76%
75% 70% 64%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2010Cohort
Fall 2011Cohort
Fall 2012Cohort
Fall 2013Cohort
Fall 2014Cohort
RDG ENG All Dev Ed MAT
The overall success rate in
developmental education
courses increased to 70% for
the Fall 2014 cohort.
Success rates improved in
English and Math to 75% and
64% respectively, for the Fall
2014 cohort. Success rates
for Reading decreased one
percentage point to 76%.
Key Finding:
Success Rate in College-Level Math after Completion of
Developmental Math
Basic Methodology:
The percentage of the cohort
who successfully completed (A,
B, C, P grade) a college-level
math course within one year.
The cohort was defined as new
students who successfully
completed the highest level
developmental math course in
the first term and enrolled in a
college-level math course within
one year.
36
61% 65%
70%
63% 63%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2009Cohort
Fall 2010Cohort
Fall 2011Cohort
Fall 2012Cohort
Fall 2013Cohort
The success rate in College-
Level Math after completion of
developmental Math remained
the same for the Fall 2013 cohort
(63%) as the Fall 2012 cohort.
Key Finding:
There was a two percentage point
increase in the college-level
English success rate after
completion of developmental
English.
Success Rate in College-Level English after Completion of
Developmental English
Basic Methodology:
The percentage of the cohort
who successfully completed (A,
B, C, P grade) a college-level
English course within one year.
The cohort was defined as new
students who successfully
completed the highest level
developmental English course in
the first term and enrolled in a
college-level English course
within one year.
37
71% 71% 75% 77% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2009Cohort
Fall 2010Cohort
Fall 2011Cohort
Fall 2012Cohort
Fall 2013Cohort
Key Finding:
Graduation Rate of Students Who Were Ever Enrolled in a Developmental
Course
Basic Methodology:
The percentage of new, degree-
or certificate-seeking students
who ever enrolled in a
developmental course and
completed an award at any
MCCCD college within six
years.
38
16% 16% 20% 18% 17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
F05 Cohortas of 2011
F06 Cohortas of 2012
F07 Cohortas of 2013
F08 Cohortas of 2014
F09 Cohortas of 2015
The six-year graduation rate for
new students enrolled in a
developmental course
decreased slightly this year
from 18% to 17%. This
graduation rate spiked for the
Fall 2007 cohort due to
business processes, but the
rates for the other years in the
five-year trend have varied in a
relatively narrow range from
16% to 18%.
Developmental Math Course Success Rates across Demographic
Variables
59% 62%
52% 53%
69%
52% 56%
41% 40%
62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort Fall 14 Cohort
Female Male
39
Key Finding:
Basic Methodology:
The new-student cohort
was broken into
demographic groups. The
gap was the difference
between the percentages
of two groups of the cohort
who successfully
completed (A, B, C, or P
grade) developmental math
in their cohort term.
The success rates in
developmental math for the
Fall 2014 cohort increased
for both female and male
students, and the gap
between the genders
narrowed from thirteen to
seven percentage points.
Developmental Math Course Success Rates across Demographic
Variables
40
58% 62%
47% 50%
66%
54% 55%
47% 45%
66%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort Fall 14 Cohort
No Pell Pell
Key Finding:
Basic Methodology: The new-student cohort
was broken into
demographic groups. The
gap was the difference
between the percentages
of two groups of the cohort
who successfully
completed (A, B, C, or P
grade) developmental math
in their cohort term.
The success rates in
developmental math for the
Fall 2014 cohort increased to
66% for students regardless
of Pell grant recipient status
and no performance gap
existed between students
who did not receive a Pell
grant and those who did.
Developmental Math Course Success Rates across Demographic Variables
41
61% 63%
52% 51%
66%
50% 53%
43% 45%
65%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort Fall 14 Cohort
Non-URM URM
Key Finding:
Basic Methodology:
The new-student cohort was
broken into demographic
groups. The gap was the
difference between the
percentages of two groups
of the cohort who
successfully completed (A,
B, C, or P grade)
developmental math in their
cohort term.
Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and
Native Hawaiian/Pacific Islander).
The success rates in
developmental math for the
Fall 2014 cohort increased
for both non-URM and URM
students and the gap
between the two groups of
students narrowed to one
percentage point.
Developmental English Course Success Rates across Demographic
Variables
70% 69% 73% 74%
81%
60% 58%
63% 65%
70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort Fall 14 Cohort
Female Male
42
Key Finding:
Basic Methodology: The new-student cohort
was broken into
demographic groups. The
gap was the difference
between the percentages
of two groups of the cohort
who successfully
completed (A, B, C, or P
grade) developmental
English in their cohort term.
The success rates in
developmental English
increased for both female and
male students, but the gap
between genders increased to
11 percentage points. Female
students continued to achieve
higher success rates in
developmental English than
male students.
Developmental English Course Success Rates across Demographic
Variables
43
68%
63%
69% 71%
75%
63% 63% 67% 68%
75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort Fall 14 Cohort
No Pell Pell
Key Finding:
Basic Methodology: The new-student cohort was
broken into demographic
groups. The gap was the
difference between the
percentages of two groups
of the cohort who
successfully completed (A,
B, C, or P grade)
developmental English in
their cohort term.
The success rates in
developmental English for
the Fall 2014 cohort
increased to 75% for
students regardless of Pell
grant recipient status and no
performance gap existed
between students who did
not receive a Pell grant and
those who did.
Developmental English Course Success Rates across Demographic
Variables
72% 67%
72% 71%
77%
60% 61%
65% 68%
73%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort Fall 14 Cohort
Non-URM URM
Key Finding:
Basic Methodology: The new-student cohort was
broken into demographic
groups. The gap was the
difference between the
percentages of two groups
of the cohort who
successfully completed (A,
B, C, or P grade)
developmental English in
their cohort term.
Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and
Native Hawaiian/Pacific Islander).
The success rates in
developmental English
increased for both non-URM
and URM students, but the
gap between the two groups
of students increased to four
percentage points. Non-URM
students continued to achieve
higher success rates in
developmental English than
URM students.
44
Success Rates for Subsequent College-Level Math Courses across
Demographic Variables
62%
68% 71%
64% 64%
60% 62%
68%
62% 61%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Female Male
45
Key Finding:
Basic Methodology: The percentage of the cohort who
successfully completed (A, B, C,
or P grade) a college-level math
course within one year was
calculated across demographic
groups: gender, Pell receipt, and
ethnicity. The cohort was defined
as new students who successfully
completed the highest level
developmental math course in the
first term and enrolled in a college-
level math course within one year
following the first term.
The success rate in college-level math
subsequent to a developmental math
course for the Fall 2013 cohort remained
steady at 64% for females and declined
one percentage point to 61% for males.
With the decline in performance for male
students, the gap between the genders
increased one percentage point, with
females achieving a higher success rate
than males.
Success Rates for Subsequent College-Level Math Courses across
Demographic Variables
46
59%
70% 72%
64% 66% 63%
61%
67% 63% 62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
No Pell Pell
Key Finding:
Basic Methodology: The percentage of the cohort who
successfully completed (A, B, C, or
P grade) a college-level math course
within one year was calculated
across demographic groups:
gender, Pell receipt, and ethnicity.
The cohort was defined as new
students who successfully
completed the highest level
developmental math course in the
first term and enrolled in a college-
level math course within one year
following the first term.
The success rate in college-level math
subsequent to a developmental math
course for the Fall 2013 cohort
increased to 66% for students who
were not Pell grant recipients and
declined one percentage point to 62%
for students who were Pell grant
recipients. Comparing students on
the basis of Pell grant recipient status,
the performance gap widened by
three percentage points.
Success Rates for Subsequent College-Level Math Courses across
Demographic Variables
47
64% 69%
75%
66% 67%
57% 60%
65% 61% 62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Non-URM URM
Key Finding:
Basic Methodology:
The percentage of the cohort who
successfully completed (A, B, C,
or P grade) a college-level math
course within one year was
calculated across demographic
groups: gender, Pell receipt, and
ethnicity. The cohort was defined
as new students who successfully
completed the highest level
developmental math course in
the first term and enrolled in a
college-level math course within
one year following the first term.
Note: URM stands for Under Represented Minority (American Indian, Black, Hispanic, and
Native Hawaiian/Pacific Islander).
The success rates in college-level
math subsequent to a developmental
math course for the Fall 2013 cohort
increased for both non-URM and
URM students and the gap between
the two groups of students remained
at five percentage points. Non-URM
students achieved a higher success
rate in subsequent math than did
URM students.
Success Rates for Subsequent College-Level English Courses across
Demographic Variables
74% 73% 77%
80% 80%
69% 71% 73% 74%
78%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Female Male
48
Key Finding:
Basic Methodology: The percentage of the cohort who
successfully completed (A, B, C,
or P grade) a college-level English
course within one year was
calculated across demographic
groups: gender, Pell receipt, and
ethnicity. The cohort was defined
as new students who successfully
completed the highest level
developmental English course in
the first term and enrolled in a
college-level English course within
one year following the first term.
The success rate in college-level
English subsequent to a
developmental English course for
the Fall 2013 cohort remained
steady at 80% for females and
increased four percentage point to
78% for males. With the increase
in performance for male students,
the gap between the genders
narrowed to two percentage points.
Success Rates for Subsequent College-Level English Courses
across Demographic Variables
49
73% 75%
81% 80% 81%
70% 69% 72%
76% 78%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
No Pell Pell
Key Finding:
Basic Methodology:
The percentage of the cohort who
successfully completed (A, B, C, or
P grade) a college-level English
course within one year across
demographic groups: gender, Pell
receipt, and ethnicity. The cohort
was defined as new students who
successfully completed the highest
level developmental English course
in the first term and enrolled in a
college-level English course within
one year following the first term.
The success rate in college-level
English subsequent to a
developmental English course for the
Fall 2013 cohort increased for all
students, regardless of Pell grant
recipient status. Comparing the two
groups of students, the performance
gap narrowed one percentage point.
Success Rates for Subsequent College-Level English Courses across
Demographic Variables
50
75% 76%
81% 81% 82%
67% 68%
72% 74% 78%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Non-URM URM
Key Finding:
Basic Methodology: The percentage of the cohort who
successfully completed (A, B, C, or
P grade) a college-level English
course within one year was
calculated across demographic
groups: gender, Pell receipt, and
ethnicity. The cohort was defined
as new students who successfully
completed the highest level
developmental English course in
the first term and enrolled in a
college-level English course within
one year following the first term. Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and
Native Hawaiian/Pacific Islander).
The success rates in college-level
English subsequent to a
developmental English course for
the Fall 2013 cohort increased for
both non-URM and URM students
and the gap between the two
groups of students narrowed by
three percentage points. Non-URM
students achieved a higher
success rate in subsequent English
than did URM students.
Percentage of Students Enrolled in a Developmental Course
Delivered in a Non-Traditional (Alternative) Format
Key Findings:
The percentage of students in
developmental education
courses at Rio Salado who were
enrolled in courses delivered in
an alternative format increased
to 100% in Fall 2014. The
percentage of students at the
other colleges is trending
upward and is 16% - an increase
of five percentage points since
Fall 2010.
Basic Methodology:
The percentage of students
enrolled in a developmental
course, delivered in an
alternative format, excluding
high school dual enrollment.
Alternative course formats
included: online, hybrid, and
accelerated classes of eight
weeks or less.
51
97% 96% 94% 96% 100%
11% 12% 12% 14% 16%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Rio Saladoonly
System-wide(excluding RioSalado)
Community Development and
Civic and Global Engagement
Outcome 4
52
Key Finding:
38% 38% 36% 35% 33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AY 2009-10 AY 2010-11 AY 2011-12 AY 2012-13 AY 2013-14
Percentage of High School Graduates who Enroll Directly in
Community College
Basic Methodology:
The percentage of graduates
from public and private high
schools in the MCCCD service
area (primarily Maricopa
County) who enrolled at one of
the MCCCD colleges within the
next academic year. Data for
prior years have been re-stated
as an improved data source has
allowed for more accurate
reporting.
53
The percentage of high school
graduates from the MCCCD
service area who enrolled at an
MCCCD college the year
following graduation declined
from 35% in the 2012-13
academic year to 33% in the
2013-14 academic year.
8%
26%
3%
29%
44%
15%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Black Hispanic NativeAmerican
Pell GrantRecipient
Male Age > 24 withNo PriorCollege
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Enrollment of Underserved Populations
Key Finding:
Basic Methodology:
The race/ethnicity and
gender percentages were
based on the Fall 45th day
headcount; the percentage of
Pell Grant recipients was
calculated as of the end of
term, and the age category
was based on students in the
new student cohort with no
prior college experience.
54
Comparing Fall 2014 to the prior
year, MCCCD served a higher
proportion of Hispanic students,
increasing one percentage point to
26%. However, the proportion of
Pell grant recipients (economically
disadvantaged students) declined
one percentage point to 29% and
the proportion of new students
over the age of 24 with no prior
college experience (non-traditional
students) declined three
percentage points to 15%.
141,704 139,979 137,982 132,877
128,212
24,430 24,430 25,629 23,699 22,449
0
25,000
50,000
75,000
100,000
125,000
150,000
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
TotalStudentPopulation
ReturningAdults
17% 17% 18% 18% 18%
Enrollment of Returning Adults who have Completed Some College
Key Finding:
The absolute number of
returning adults
(individuals over the age
of 24 with some prior
college experience but no
degree) decreased in the
past year, but continued
to account for 18% of the
total student population.
Basic Methodology:
The number and
percentage of adults in
the total student
population over the age
of 24 with some prior
college/university credits,
but no degree.
55
19,900 19,360
18,688
14,967 15,162
13,616 13,510 13,507 12,618 13,225
6,284 5,850 5,181
2,349 1,937
0
5,000
10,000
15,000
20,000
25,000
FY 2010-11 FY 2011-12 FY 2012-13 FY 2013-14 FY 2014-15
Total Non-CreditHeadcount
Non-creditavocational
Non-creditvocational
Unduplicated Annual Headcount in Non-Credit Courses
Key Finding:
Basic Methodology:
The colleges reported
annual headcount for non-
credit vocational and
avocational courses.
56
Total non-credit headcount
remained about the same as
last year with approximately
15,000 student enrolled in
courses in FY 2014-15.
Maricopa Corporate College,
which opened in FY 2013-14,
continued to offer non-credit,
vocational courses. While
vocational non-credit
headcount at the colleges
continued to decline in FY
2014-15, headcount in non-
credit avocational courses
increased by almost 5%
compared to last year.
Activities and Events Hosted on MCCCD Campuses
Key Finding:
The MCCCD colleges
hosted events, activities
and programs for the
community.
Basic Methodology:
The colleges submitted
information about the
number of events
hosted on MCCCD
campuses.
57
3,995 Programs, events, and
activities open
to the community
in FY 2014-15
829 Activities held on
MCCCD campuses in
FY 2014-15 that
addressed political or
global subjects
Civic and Global Engagement
Key Finding:
MCCCD provided
learning opportunities
for many students
inside and outside of
the classroom.
Basic Methodology:
The colleges submitted
information about the
number of students
participating in these
programs.
58
167
MCCCD students participated in
study abroad programs in FY
2014-15.
6,483
MCCCD students
participated in service
learning opportunities in
FY 2014-15.
Voter Registration
Students over 18 who were
registered to vote: District
median = 41%
Key Findings:
MCCCD students learn
from faculty who are
diverse in several
different ways. Ethnic
diversity in the faculty
does not reach the level
seen in the student
population.
Characteristic Residential
Instructional Area: Academic 57%
Vocational 43%
Gender: Female 55%
Male 45%
Ethnicity: Native American 1%
Asian/Hawaiian 4%
Black 6%
Hispanic 10%
White 79%
Other 0%
59
Basic Methodology:
The IPEDS Human
Resources report
(November 2014) was
used for gender and
ethnicity. Instructional
area data are based on
the FTSE of classes of
those types in Fall 2014.
Residential Faculty Diversity
Key Findings:
MCCCD students learn
from faculty who are
diverse in several
different ways. Ethnic
diversity in the faculty
does not reach the level
seen in the student
population.
Adjunct Faculty Diversity
Characteristic Adjunct
Instructional Area: Academic 57%
Vocational 43%
Gender: Female 58%
Male 42%
Ethnicity: Native American 1%
Asian/Hawaiian 4%
Black 5%
Hispanic 8%
White 81%
Other 1%
60
Basic Methodology:
The IPEDS Human
Resources report
(November 2014) was
used for gender and
ethnicity. Instructional
area data are based on
the FTSE of classes of
those types in Fall 2014.
Survey Results
61
Key Finding:
The mean (average)
response of MCCCD
students to each of these
items was lower than the
national means. These
differences were
statistically significant.
5.19
4.95
5.24
5.50
5.27
5.13
5.31
5.60
1 2 3 4 5 6 7
NationalCommunityCollegesSatisfactionMean
MCCCDSatisfactionMean
Not satisfied at all Very Satisfied
The quality of instruction I
receive in most of my
classes is excellent. *
Academic support services
adequately meet the needs
of students. *
The college shows concern
for students as individuals. *
This school does whatever it
can to help me reach my
educational goals. *
Basic Methodology:
The Noel-Levitz Student
Satisfaction Inventory was
completed in Spring 2013
by a total of 5,268 students
at all MCCCD colleges
except Rio Salado, which
administered the Priorities
Survey for Online Learners
(PSOL).
Selected Items from the Noel-Levitz Student Inventory
* Statistically significant difference at an alpha level of .001.
62
2.79
2.72
2.97
2.69
2.82
3.24
2.75
2.68
2.95
2.72
2.81
3.24
1 2 3 4
How much has your college experience contri-buted to your knowledge, skill and develop-ment in:
Writing clearly and effectively? (n = 7,657)
Speaking clearly and effectively? (n = 7,653)
Thinking critically and analytically? (n = 7,648)
Solving numerical problems? (n = 7,652)
Computing and information technology?(n = 7,642)
How much does this college emphasize usingcomputers in academic work? (n - 7,705)
CCSSENationalCohortMean
MCCCDMean
Very little Very much
Key Finding:
The mean responses of
MCCCD students to these
items were not deemed by
CCSSE to be substantially
different from the CCSSE
national means.
Basic Methodology: Responses to the
Community College Survey
of Student Engagement
(CCSSE) were obtained
from more than 7,500
students at all MCCCD
colleges except Rio Salado
in Spring 2014. This survey
is scheduled to be
administered again in Spring
2017.
Selected Items from the CCSSE
*The Center for Community College Engagement uses a combination of statistical significance at an
alpha level of .001 and an effect size of at least .20 to identify mean differences worthy of further
investigation. None of these mean differences met those criteria.
63
1.54
1.50
1 2 3
How often do you use transfercredit assistance? (n = 5,015)
Rarely, never Sometimes Often
Key Finding:
The mean (average) responses
of MCCCD students to these
items were not deemed by
CCSSE to be substantially
different from the CCSSE
national means. The number of
responses to each item (n) is
provided in the chart at left.
*The Center for Community College Engagement uses a combination of statistical significance at an
alpha level of .001 and an effect size of at least .20 to identify mean differences worthy of further
investigation. None of these mean differences met those criteria.
64
2.26
2.10
2.25
2.09
1 2 3
CCSSENationalCohortMean
MCCCDMean
How satisfied are you with
transfer credit assistance?
(n = 3,557)
How important is transfer
credit assistance to you at
this college? (n = 7,100)
Not at all Somewhat Very
Basic Methodology:
Responses to the Community
College Survey of Student
Engagement (CCSSE) were
obtained from more than
7,500 students at all MCCCD
colleges except Rio Salado in
Spring 2014. This survey is
scheduled to be administered
again in Spring 2017.
Selected Items from the CCSSE
3.24
3.24
1 2 3 4
Very little Very Much
How much does this college
emphasize using computers
in academic work?
(n = 7,705)
Selected CCSSE Items on Information Technology
*The Center for Community College Engagement uses a combination of statistical significance at an
alpha level of .001 and an effect size of at least .20 to identify mean differences worthy of further
investigation. None of these mean differences met those criteria.
65
2.87
3.11
2.90
3.06
1 2 3 4
CCSSENationalCohortMean
MCCCDMean
How often have you used
Internet or instant messaging
for assignments? (n = 7,787)
How often have you used
email to communicate with an
instructor? (n = 7,791)
Never Very Often
Key Finding:
The mean (average)
responses of MCCCD
students to these items
were not deemed by
CCSSE to be substantially
different from the CCSSE
national means.
Basic Methodology: Responses to the
Community College
Survey of Student
Engagement (CCSSE)
were obtained from more
than 7,500 students at all
MCCCD colleges except
Rio Salado in Spring 2014.
This survey is scheduled to
be administered again in
Spring 2017.
2.50
2.44
2.53
2.37
1 2 3
CCSSENationalCohortMean
MCCCDMean
Not at all Somewhat Very
How satisfied are you with
the computer labs?
(n = 5,457)
How important are computer
labs to you? (n = 7,107)
Selected CCSSE Items on Information Technology
*The Center for Community College Engagement uses a combination of statistical significance at an
alpha level of .001 and an effect size of at least .20 to identify mean differences worthy of further
investigation. None of these mean differences met those criteria.
66
2.01
2.07
1 2 3
How often do you use
computer labs? (n = 6,376)
Rarely/never Sometimes Often
Key Finding:
The mean (average)
responses of MCCCD
students to these items
were not deemed by
CCSSE to be substantially
different from the CCSSE
national means.
Basic Methodology: Responses to the
Community College Survey
of Student Engagement
(CCSSE) were obtained
from more than 7,500
students at all MCCCD
colleges except Rio Salado
in Spring 2014. This
survey is scheduled to be
administered again in
Spring 2017.
5.57
5.49
5.76
5.51
1 2 3 4 5 6 7
Computer labs are adequateand accessible.*
Classes are scheduled attimes that are convenient forme.
NationalCommunityCollegesSatisfactionMean
MCCCDSatisfactionMean
Not satisfied at all Very Satisfied
Key Finding:
The mean (average)
response of MCCCD students
to the item related to
computer labs was
statistically higher than the
national community colleges
satisfaction mean. The
MCCCD mean response to
the item related to the
convenience of class times
was not significantly different
from the national comparison.
Basic Methodology:
The Noel-Levitz Student
Satisfaction Inventory was
completed in Spring 2013 by
a total of 5,268 students at all
MCCCD colleges except Rio
Salado which administered
the Priorities Survey for
Online Learners (PSOL).
67
Note: A third item, “College emphasizes using computers in academic work,” was requested from
this survey. However, this item appeared in the CCSSE rather than the Noel-Levitz survey.
* Statistically significant difference at an alpha level of .001.
Selected Noel-Levitz Items on Information Technology
36%
40%
59%
51%
44%
45%
57%
48%
0% 25% 50% 75% 100%
NationalCommunityCollegeComparison
MCCCDResponses
How many of your instructors use
technology to make connections to
the learning material or enhance
learning with additional materials?
(Percent who responded "All" or
“Almost All") (n = 829) *
How many of your instructors have
adequate technology skills for
course instruction? (Percent who
responded "All" or “Almost All")
(n=836)
In the past year, to what extent have
you used the learning management
system? (Percent who responded
“Used in all my courses” or “Used in
most of my courses“)* (n = 834) *
I get more actively involved in
courses that use technology.
(Percent who "Strongly Agree" or
“Somewhat Agree")* (n = 833) *
Key Findings:
• A higher percentage (44%) of MCCCD
students were positive about their instructors’
use of technology to connect to or enhance
learning with additional materials than national
community college comparisons (36%).
• A higher percentage (45%) of MCCCD
students were positive about their instructors’
technology skills for course instruction than
national community college comparisons
(40%).
• More than half (57%) of MCCCD students
reported using the learning management
system in all or most courses.
• Approximately half (48%) of MCCCD students
reported they get more actively involved in
courses using technology.
Basic Methodology: The Educause Center for Analysis and
Research (ECAR) student information
technology survey was administered in Spring
2015 at nine of the MCCCD colleges. Survey
responses from more than 9,000 community
college students from around the nation serve
as a comparison. Valid responses were
obtained from 847 MCCCD students. This
survey was designed as a 6-point Likert scale
for the first two items and the last item. A 5-
point Likert scale was utilized for the third item.
68
*ECAR survey items change from year to year. These items are similar in content
to the survey items originally selected for consideration in the Governing Board metrics.
Selected ECAR Items on Information Technology
1.34
1.38
1 2 3 4
Never Very Often
How often have you
participated in a community-
based project as part of a
regular course? (n = 7,769)
*The Center for Community College Engagement uses a combination of statistical significance at an
alpha level of .001 and an effect size of at least .20 to identify mean differences worthy of further
investigation. None of these mean differences met those criteria.
69
Key Finding:
The mean (average)
responses of MCCCD
students to the first and last
items at left were not
deemed by CCSSE to be
substantially different from
the CCSSE national means.
2.59
2.65
1 2 3 4
CCSSEMean
MCCCDMean
Very Little Very Much
The college encourages
contact among students from
different economic, social, and
racial or ethnic backgrounds.
(n = 7,698)
Basic Methodology:
Responses to the
Community College Survey
of Student Engagement
(CCSSE) were obtained
from more than 7,500
students at all MCCCD
colleges except Rio Salado
in Spring 2014. This survey
is scheduled to be
administered again in
Spring 2017.
Selected CCSSE Items on Community Service and Awareness
2.09
2.08
1 2 3 4
Very Little Very Much
How much has your experience
at this college contributed to
your knowledge, skills, and
personal development in the
area of contributing to the
welfare of your community?
(n = 7,629)
*The Center for Community College Engagement uses a combination of statistical significance at an
alpha level of .001 and an effect size of at least .20 to identify mean differences worthy of further
investigation. None of these mean differences met those criteria.
70
Key Finding:
The mean (average)
responses of MCCCD
students to the first and last
items at left were not
deemed by CCSSE to be
substantially different from
the CCSSE national means.
2.44
2.54
1 2 3 4
CCSSEMean
MCCCDMean
Never Very Often
In your experiences at this
college during the current school
year, about how often have you
had serious conversations with
students of a different race or
ethnicity other than your own?
(n = 7,800)
Basic Methodology:
Responses to the
Community College Survey
of Student Engagement
(CCSSE) were obtained
from more than 7,500
students at all MCCCD
colleges except Rio Salado
in Spring 2014. This
survey is scheduled to be
administered again in
Spring 2017.
Selected CCSSE Items on Community, Civic, and Global Learning
1
Maricopa County Community College District 2015 Monitoring Report Executive Summary
Background
This is the fourth annual Governing Board Monitoring Report that utilizes the Board outcome metrics adopted in 2010 to gauge institutional effectiveness. This Executive Summary focuses primarily on the 11 metrics considered “Key Metrics.” For details on how each metric was calculated, see the Technical Guide, and http://www.maricopa.edu/publicstewardship/governance/boardpolicies/metrics.php.
About the metrics:
Most of the metrics are interrelated so one needs to consider them, together, as a holistic picture of student performance.
Retention is a key factor and drives the downstream metrics related to academic progress, completion, and transfer. If students do not return, they cannot complete, and they cannot graduate.
Metrics data can change year-to-year for many reasons. At any one time there are multiple confounding variables such as changes in the incoming student profile, enrollment fluctuations, implementation of new initiatives and curriculum, changes to placement exam cut scores, and business practices like ending late registration. Therefore, it is challenging to identify a single cause for increases or decreases in student performance.
It takes time to reflect the impact of interventions in the metrics. Initiatives within the past few years will not be
reflected in the graduation rates because MCCCD tracks students who began six years ago. The best place to see immediate changes is in the short-term metrics such as the one-year retention rate.
University Transfer Education
and General Education
College-Level Course Success The college-level course success rate (courses completed with grades of A, B, C, or Pass) increased from 73% for the Fall 2013 cohort to 75% for Fall 2014 cohort. Over the past five years, the college-level course success rate has demonstrated an improving trend, increasing seven percentage points from 68% for the Fall 2010 and 2011 cohorts to 75% for Fall 2014 cohort. (By comparison, national results for similar cohorts range from 69.7% at the 10th percentile to 82.6% at the 90th percentile per NCCBP.*)
Retention
The fall-to-fall retention rate increased one percentage point over the past year, improving from 54% to 55%. With the exception of the Fall 2011 cohort, the fall-to-fall retention rate for the student cohorts over the past five years have varied over a relatively narrow range from 54% to 56%.
By comparison, the 90th percentile of national fall-to-fall persistence rate of
2
credit students is 55.99% (NCCBP Fall 2012 cohort.)
Full-time student retention rates increased from 66% to 67%, while part-time student retention remained steady at 39%.
Six-year Graduation Rate
The six-year graduation rate experienced a two percentage point decline to 20% for the Fall 2009 new student cohort (the most current cohort). The six-year graduation rate was unusually high for the Fall 2007 cohort, but otherwise has varied from 20% to 22% over the past five years.
Full-time students’ six-year graduation rate declined from 29% to 26%, while part-time students’ graduation rate declined from 13% to 11%. These may be indicative of individuals returning to the workforce as the economy improves after having turned to education during the Great Recession.
By comparison, national six-year graduation rates vary from approximately 14% to 36% depending upon definition and databases utilized.
Meeting Credit Threshold
The proportion of full-time students who made satisfactory progress within two years (as measured by the completion of 42 credit hours) increased from 38% to 42% in the past year.
The proportion of part-time students who made satisfactory progress within two years (as measured by the completion of 24 credit hours) increased from 23% to 26% in the past year.
In the most recent year, the proportions
of both full- and part-time students achieving the credit hour thresholds in their first two years at MCCCD were at the highest levels achieved over the last five years.
AGEC and Transfer Degree Completion
For the most recent cohort (Fall 2009), the percent of students with a transfer intent who earned an AGEC or a transfer degree (AA, AS, or ABUS) within three years increased from 10% to 11%. The vast majority of AGEC certificates were awarded to students who completed an Associate’s degree.
An additional 6% of the Fall 2009 cohort earned an AGEC or transfer degree within six years, which is consistent with the previous year.
Over the past five years, the six-year AGEC and transfer degree completion rates have improved from 14% for the Fall 2005 cohort to 17% for the Fall 2009 cohort.
Workforce and Economic
Development
Occupational Degrees and Certificates Awarded Annually
The total number of occupational degrees and certificates (AAS and CCL) decreased slightly in the past year from 12,557 awards to 12,521 awards in FY2014-15. However, over the five year trend, the number of occupational degrees and certificates increased 21% from 10,373 awards in FY2010-11 to 12,521 in FY2014-15.
3
Occupational Graduation Rate
The six-year occupational graduation rate declined in the past year from a total of 17% for the Fall 2008 cohort to 14% for the Fall 2009 cohort.
The occupational graduation rate for the most recent cohort (Fall 2009) was at its lowest level over the five-year trend. The six-year occupational graduation rate declined from 21% for the Fall 2005 cohort to 14% for the Fall 2009 cohort.
Developmental Education
The developmental education course success rate is an aggregate metric across all developmental courses in mathematics, reading, and English. The overall developmental course success rate (courses completed with grades of A, B, C, or Pass), increased from 65% in Fall 2013 to 70% in Fall 2014.
Analyzing the results by subject shows that success rates in English and math increased in the past year while the success rate in developmental reading declined one percentage point. o The developmental English course
success rate increased four percentage points from 71% in Fall 2013 to 75% in Fall 2014.
o Over, the same time period, the developmental math course success rate increased twelve percentage points from 52% to 64%.
o Although maintaining the highest developmental course success rate by subject area, the reading developmental course success rate declined from 77% to 76%.
The success rate in a subsequent
college-level mathematics course following the completion of a developmental math course remained steady at 63% for the most recent cohort compared to the prior cohort. The Fall 2011 cohort had an unusually high success rate at 70%, but the other four years in the five year trend have fallen in the range from 61% for the Fall 2009 cohort to 65% for the Fall 2010 cohort.
The success rate in a subsequent college-level English course following the completion of a developmental English course increased from 77% to 79% for the most recent cohort. This success rate has continued to climb over the five year trend from a low of 71% for the Fall 2009 and Fall 2010 cohorts to 79% for the Fall 2013 cohort.
Community Development and Civic and Global Engagement
Vocational non-credit headcount declined in FY2014-15 from 2,349 to 1,937. This decline continued the trend witnessed over the past five years. Non-credit avocational headcount increased in the past year from 12,618 to 13,255. In total, non-credit headcount increased slightly in the past year from 14,967 in FY2013-14 to 15,162 in FY2014-15. Over the five year trend, total non-credit headcount was 24% lower in FY2014-15 than it was in FY2010-11. *National Community College Benchmark Program, 2014
University Transfer Education and General EducationFall 2010
Cohort
Fall 2011
Cohort
Fall 2012
Cohort
Fall 2013
Cohort
Fall 2014
Cohort
College-Level Course Success Rate 68% 68% 70% 73% 75%
Fall 2009
Cohort to Fall
2010
Fall 2010
Cohort to Fall
2011
Fall 2011
Cohort to Fall
2012
Fall 2012
Cohort to Fall
2013
Fall 2013
Cohort to Fall
2014
Fall-to-Fall Retention Rate 56% 54% 51% 54% 55%
Fall 2005
Cohort as of
Fall 2011
Fall 2006
Cohort as of
Fall 2012
Fall 2007
Cohort as of
Fall 2013
Fall 2008
Cohort as of
Fall 2014
Fall 2009
Cohort as of
Fall 2015
Six-year Graduation Rate (degree/certificate) 21% 20% 28% 22% 20%
Percent making satisfactory academic progress
within two years (as measured by the number of
credits completed)
Fall 2009
Cohort as of
Summer II
2011
Fall 2010
Cohort as of
September
2012*
Fall 2011
Cohort as of
September
2013
Fall 2012
Cohort as of
September
2014
Fall 2013
Cohort as of
September
2015
Full-time 38% 36% 37% 38% 42%
Part-time 21% 20% 21% 22% 26%
Percent of students with a transfer intent who earned
an AGEC or Transfer degree (AA, AS, ABUS) within
three and six years
Fall 2005
Cohort as of
Fall 2011
Fall 2006
Cohort as of
Fall 2012
Fall 2007
Cohort as of
Fall 2013
Fall 2008
Cohort as of
Fall 2014
Fall 2009
Cohort as of
Fall 2015
Within 3 years 8% 8% 8% 10% 11%
Within 6 years 14% 15% 14% 16% 17%
Workforce and Economic Development
FY 10-11 FY 11-12 FY 12-13 FY 13-14 FY 14-15
Number of degrees and certificates awarded
annually10,373 11,638 11,665 12,557 12,521
Graduation rate of Occupational Student Cohort
Fall 2005
Cohort as of
Fall 2011
Fall 2006
Cohort as of
Fall 2012
Fall 2007
Cohort as of
Fall 2013
Fall 2008
Cohort as of
Fall 2014
Fall 2009
Cohort as of
Fall 2015
Within 3 years 16% 14% 22% 13% 9%
Within 6 years 21% 18% 28% 17% 14%
Developmental Education
Fall 2010
Cohort
Fall 2011
Cohort
Fall 2012
Cohort
Fall 2013
Cohort
Fall 2014
Cohort
Success rate in developmental education courses 62% 64% 64% 65% 70%
Fall 2009
Cohort
through
Fall 2010
Fall 2010
Cohort
through
Fall 2011
Fall 2011
Cohort
through
Fall 2012
Fall 2012
Cohort
through
Fall 2013
Fall 2013
Cohort
through
Fall 2014Success rate in subsequent math course after
developmental math61% 65% 70% 63% 63%
Success rate in subsequent English course after
developmental English71% 71% 75% 77% 79%
(continued on reverse side)
MCCCD Governing Board Key Metrics - System-wideUpdated after the End of Term load in September 2015
Community Development and Civic and Global Engagement
FY 10-11 FY 11-12 FY 12-13 FY 13-14 FY 14-15
Unduplicated annual headcount in non-credit
courses19,900 19,360 18,688 14,967 15,162
MCCCD Office of Institutional Effectiveness 1 10/13/2015
2015 MCCCD Governing Board Metric Methodology
Definitions
The “new-student cohort” is based on the methodology used in the “Arizona Community
Colleges: Long-Term Strategic Vision” (V2020) document, specifically: learners who entered
any Maricopa college during the fall term for the first time since leaving high school, and who
were enrolled in one or more credit courses in that term. A student can only belong to only one
V2020 cohort term and is associated with only one college for that cohort. This definition is
broader than the “credential-seeking sub-cohort” of learners who had completed 12 or more
credits by their second year, used in the V2020 document.
“Successfully completed” means that the student received a grade of A, B, C, or P for the course.
University Transfer Education and General Education
1A1 College-Level Course Success Rate. Percentage of college-level credit hours
successfully completed by students in the new-student cohort in their first fall and
spring semesters.
1A2 Fall-to-Fall Retention Rate. Percentage of students in the new-student cohort
enrolled in the fall term who persisted to the subsequent fall term. The denominator
is the number of students in the original cohort, less completers and students who
transferred away from MCCCD.
1A3 Graduation Rate within Six Years (Degree and Certificate). Percentage of students
in the new-student cohort seeking a degree/certificate who earned an award within
six years from any MCCCD college.
1A4 College-Level Math And English Course Success Rate. Percentage of successfully
completed credit hours in ENG101, MAT14X, and MAT15X courses, in the fall and
spring terms only.
1A5 Percent of Learners Achieving Credit Hour Thresholds within Two Years.
Percentage of students in the new-student cohort who successfully completed a
minimum number of credits or earned an award within two years. The credit
thresholds were 42 credits for full-time students and 24 credits for part-time students.
For this metric, grades of A, B, C, D, and P, or the earning of an award, count toward
satisfactory academic progress.
1A6 Semester-to-Semester Retention Rate. Percentage of students in the new-student
cohort enrolled in the fall term who persisted to the subsequent spring term. The
denominator is the number of students in the original cohort, less completers and
students who transferred away from MCCCD.
1A7 Percent of Students who Achieve Their Stated Education Goals. Percentage of new
students in the fall term, with an original intent to seek an award or to transfer, who
received an award and/or transferred by the end of the summer II term three and six
years later. The students with successful achievement within three years are included
in the achievement within six years.
1A8 Percent of Students Achieving a Successful Outcome within Six Years. Percentage
of students in the new-student cohort, with a degree, certificate, or transfer intent,
MCCCD Office of Institutional Effectiveness 2 10/13/2015
who achieved a successful outcome. A successful outcome was defined as one of the
following:
1. Received an award (degree or certificate),
2. Transferred to another university/college (outside of the MCCCD system),
3. Still enrolled at an MCCCD college in year 6, or
4. No longer enrolled but earned at least 30 credits at MCCCD with a GPA of
2.0 or higher.
Students may have met more than one of these outcomes, but each student is counted
only once in the priority of the above list (i.e. receiving an award is the highest
priority).
1A9 Year-End Full-Time Student Equivalent (FTSE) Enrollment. Audited fiscal-year
FTSE numbers reported by the colleges after manual adjustments.
1A10 Cost of Attendance. The net price of attendance (tuition, books, and supplies, less
scholarships or grants), for new, full-time students. This is the median of the 10
college net prices, as reported to the National Center for Education Statistics. The
median household income for Maricopa County was obtained from the U.S. Census
Bureau’s American Community Survey.
1A12 Percent of Credits Completed of Credits Attempted. Percentage of credit hours
successfully completed, out of credit hours attempted, for fall and spring terms only,
excluding high school dual enrollment credit hours.
1Bi1 AGEC Course Success Rate. Percentage of successfully completed credit hours in
AGEC courses, in the fall and spring terms only.
1Bii1 Seamless Transfer to State Public Universities. Percentage of MCCCD students in a
given academic year who were new transfers to an Arizona public university with a
transfer degree or transfer certificate (AA, AS, ABUS, ATP, AGS, AAS, or AGEC)
or transfer a minimum of 80% of the college-level credits earned at MCCCD
colleges.
1Bii2 Participation in MCCCD Signature Transfer Programs. The number of active
MCCCD students enrolled in signature transfer programs. MAPP was launched in
Fall 2009 and NAU Connections was launched in Fall 2010. MCCCD entered into a
master agreement with UA for the UA Bridge Program in Fall 2013.
1Biii1 AGEC and Transfer Degree Completion Rate. Percentage of students in the new-
student cohort, with a transfer intent, who earned an AGEC or transfer degree (AA,
AS, or ABUS) within three years and within six years. The students with successful
achievement within three years were included in the achievement within six years.
(supple-
mental
Metric)
Total Annual Awards. Total number of degrees and certificates awarded annually,
based on the IPEDS completion report.
1Biii2 Number of Transfer Associate Degrees and AGEC Certificates Awarded Annually.
Count of transfer degrees and AGEC certificates awarded annually, based on the
IPEDS completion report. The awards considered were: AAS, AGS, ATP, ABUS,
AS, AA, and AGEC.
1Biii3 Number of Students Earning a Transfer Degree and/or AGEC. Unduplicated count
of students earning an AGEC certificate in a given year. Note: beginning in the
2013 reporting year, only AGEC earners are reflected in this metric. All prior years
use the same methodology.
MCCCD Office of Institutional Effectiveness 3 10/13/2015
1Biv1 Six-Year Transfer Rate to Arizona Public Universities. Percentage of new-to-college
students, with transfer behavior, who transferred to an Arizona public university
within six years. Transfer behavior was defined as earning 12 or more community
college credit hours, declaring an intent to transfer or to obtain a transfer degree, and
completing at least one core course from the Arizona General Education Curriculum.
1Biv2 Number and Percent of Students Transferring to Any Institution Granting
Baccalaureate or Higher Degrees. Number and percentage of students in the new-
student cohort, with a degree, certificate, or transfer intent, who enrolled in a four-
year institution before June 1, three and six years later. The students who enrolled in
a four-year institution within three years were also included in the six-year category.
1C1 Percent of Students Enrolled in Academic, College-Level Course Delivered in a
Non-Traditional (Alternative) Format. Percentage of students enrolled in an
academic, college-level course delivered in an alternative format, excluding high
school dual enrollment courses. Alternative course formats included: online, hybrid,
and accelerated classes of eight weeks or less.
Workforce and Economic Development
2A1 Highest-Demand Occupations with MCCCD Degrees/Certificates. List of the 20
highest-demand occupations with indication of those for which MCCCD offers credit
programs. Highest-demand occupations were those in the greater Phoenix metropolitan
area with the largest projected 10-year increase in employment (as reported by the
Arizona Department of Administration) and not requiring education at the baccalaureate
level or higher.
2A2 Fastest-Growing Occupations with MCCCD Degrees/Certificates. List of the 20 fastest-
growing occupations with indications of those for which MCCCD offers credit programs.
Fastest-Growing occupations were those in the greater Phoenix metropolitan area with
the largest projected 10-year percentage increase in employment (as reported by the
Arizona Department of Administration) and not requiring education at the baccalaureate
level or higher.
2Bi1 Number of Occupational Program Completers Passing a Licensing Exam or Earning an
Industry-Recognized Credential. Data collection related to this metric is put on hold
pending a methodological review.
2Bi2 Occupational Degrees and Certificates Awarded Annually. Count of occupational
degrees and certificates (AAS and CCL awards) awarded during the fiscal year, based on
the IPEDS completion report.
2Bii1 Occupational Graduation Rate. Percentage of students in the new-student cohort,
seeking an occupational certificate or degree, who earned an occupational award (AAS
or CCL) within three and six years from any MCCCD college. The students with
successful achievement within three years are included in the achievement within six
years. In addition, the percentage of students in the new-student cohort, seeking an
occupational certificate or degree, who earned a non-occupational degree were also
reported.
2C1 Percent of Students Enrolled in an Occupational Course Delivered in a Non-Traditional
(Alternative) Format. Percentage of students enrolled in an occupational course
delivered in an alternative format, excluding high school dual enrollment courses.
MCCCD Office of Institutional Effectiveness 4 10/13/2015
Alternative course formats included: online, hybrid, and accelerated classes of eight
weeks or less.
Developmental Education
3A1 Success Rate in College-Level Math after Completion of Developmental Math.
Percentage of students in a cohort who successfully completed a college-level math course
within one year. The cohort was defined as new students who successfully completed the
highest level developmental math course (MAT09x) in their first term and then enrolled in
a college-level math course (MAT120 or higher) within one year.
3A2 Success Rate in College-Level English after Completion of Developmental English.
Percentage of students in a cohort who successfully completed a college-level English
course within one year. The cohort was defined as new students who successfully
completed the highest level developmental English course (ENG091) in their first term
and then enrolled in a college-level English course (ENG101 or ENG107) within one year.
3A3 Success Rate in Subsequent Reading Course after Developmental Reading. This metric is
not being reported, due to inconsistencies between its definition and established Reading
curriculum.
3A4 Success Rate in Developmental Education Courses. Percentage of math, English, and
reading developmental credit hours successfully completed by students in the new-student
cohort in their first fall and spring semesters.
3A5 Graduation Rate of Students who were ever Enrolled in a Developmental Course.
Percentage of the cohort who completed an award at any MCCCD college within six
years. The cohort was defined as new, degree- or certificate-seeking students who ever
enrolled in a developmental course.
3B1 Developmental and Subsequent College-Level Course Success Rates across Demographic
Variables. The new-student cohort was broken into demographic groups, specifically
gender (female and male), Pell grant recipient (No Pell and Pell), and ethnicity (not an
under-represented minority and under-represented minority). The “Under-represented
minority” (URM) group was composed of Native American, Black, Hawaiian, and
Hispanic students, while the Non-URM group was composed of Asian or White students.
The gap was the difference between the percentages of students in two groups of the
cohort who successfully completed course work. The developmental success rates were
calculated for developmental English and developmental math courses taken by students
in the new-student cohort in their first term (cohort term). For the Subsequent College-
level Math Course success rates, the metric considered students who successfully
completed the highest level developmental math course (MAT09x) in their cohort term
and then enrolled in a college-level course in the subsequent year. The success rate was
the ratio of students who successfully completed the college-level math course to the total
number of students who had successfully completed a developmental math course in the
cohort term and then enrolled in college-level math within the next year. The Subsequent
College-level English Course success rate was calculated on a similar basis for students
who successfully completed ENG091 in their cohort term and then enrolled in a college-
level English course within the next year.
3C1 Percent of Students Enrolled in Non-Traditional (Alternative Delivery) Developmental
Courses. Percentage of students enrolled in a developmental course delivered in an
MCCCD Office of Institutional Effectiveness 5 10/13/2015
alternative format, excluding high school dual enrollment courses. Alternative course
formats delivery methods included: online, hybrid, and accelerated classes of eight weeks
or less.
Community Development and Civic and Global Engagement
4A1 Percent of High School Graduates who Enroll Directly in Community College.
Percentage of graduates from public and private high schools in the MCCCD service
area (primarily Maricopa County) who enrolled at one of the MCCCD colleges within
the next academic year after high school graduation.
4A2 Enrollment of Underserved Populations. Enrollment rates of Black, Hispanic, Native
American, and Male students, as well as those receiving Pell grants and those older than
24 with no prior college experience. The ethnicity percentages are based on Fall 45th
day; the percentage of Pell Grant recipients is calculated as of the end of term, and the
age percentage is based on students in the new-student cohort.
4A3 Enrollments of Returning Adults who have Completed Some College. Count and
percentage of adults in the total student population who: were over the age of 24, had
some prior college or university credits, and had no degree.
4A4 Number of Programs, Events, and Activities Open to the Community. Totals of college-
reported counts of activities in FY 2014 – 15 that were open to the community. The
classifications of such activities varied from college to college and included such things
as lectures, theater performances, and sporting events.
4B1 Unduplicated Annual Headcount in Non-Credit Courses. Annual headcount for non-
credit vocational and avocational courses. Values were totals of college-reported counts,
across the system.
4C2 The Number of Activities Held on Campus that Address Political or Global Subjects.
Totals of college-reported counts of activities in FY 2014 – 15 that addressed political or
global subjects. The classifications of such activities varied from college to college.
4D2 The Number of Students Participating in Study-Abroad Programs. Totals of college-
reported counts of students participating in study-abroad programs for FY 2014 – 15.
4D3 Participation in Service-Learning Opportunities. Totals of college-reported counts of
students participating in service-learning opportunities (outside of the classroom) for FY
2014 – 15.
4D4 The Number Of Students Registered To Vote As Measured By A Custom Question on
CCSSE and Noel-Levitz. Data obtained from MCCCD participation in The National
Study of Learning, Voting, and Engagement (NSLVE) pilot process through The Center
for Information & Research on Civic Learning and Engagement (CIRCLE).
4Eiii1 Faculty Diversity. Residential and Adjunct Faculty gender and ethnicity distributions
were reported on the IPEDS Human Resources report (November 2014). Academic and
Vocational proportions were based on the FTSE of those types of classes in Fall 2014.
Survey Data and Focus Group Information
1A11 Selected Items from the Noel-Levitz Student Satisfaction Inventory. These are selected
results from the Spring 2013 administration of the Noel-Levitz Student Satisfaction
Inventory. The survey was completed by 5,268 students system-wide. Colleges
MCCCD Office of Institutional Effectiveness 6 10/13/2015
participating in the survey were: Chandler-Gilbert, Estrella Mountain, GateWay,
Glendale, Mesa, Paradise Valley, Phoenix College, Scottsdale, and South Mountain. Rio
Salado administered the Priorities Survey for Online Learners instead of the Noel-Levitz
survey.
1Bi2 Selected Items from the Community College Survey of Student Engagement. These are
selected results from the Spring 2014 administration of the Community College Survey
of Student Engagement. The survey was completed by more than 7,500 students.
Colleges participating in the survey were: Chandler-Gilbert, Estrella Mountain,
GateWay, Glendale, Mesa, Paradise Valley, Phoenix College, Scottsdale, and South
Mountain.
1Bii3 Selected Items from the Community College Survey of Student Engagement. These are
selected results from the Spring 2014 administration of the Community College Survey
of Student Engagement. The survey was completed by more than 7,500 students.
Colleges participating in the survey were: Chandler-Gilbert, Estrella Mountain,
GateWay, Glendale, Mesa, Paradise Valley, Phoenix College, Scottsdale, and South
Mountain.
1C2,
2C2,
3C2
Selected Survey Items on Information Technology Usage and Resources. These are
selected results from the Noel-Levitz and CCSSE surveys and from The Educause Center
for Applied Research (ECAR) student information technology survey. The ECAR
survey was administered in Spring 2015 at nine MCCCD colleges and responses were
obtained from 847 students. The ECAR results indicate the percentage of respondents
who endorsed the top two response categories for each item. Colleges participating in
the survey were: Chandler-Gilbert, Estrella Mountain, GateWay, Glendale, Mesa,
Phoenix, Rio Salado, Scottsdale, and South Mountain.
4C1 Responses to Selected Community Service and Awareness Items on the Community
College Survey of Student Engagement. These are selected results from the Spring 2014
administration of the Community College Survey of Student Engagement. The survey
was completed by more than 7,500 students. Colleges participating in the survey were:
Chandler-Gilbert, Estrella Mountain, GateWay, Glendale, Mesa, Paradise Valley,
Phoenix College, Scottsdale, and South Mountain.
4D1 Responses on the Community College Survey of Student Engagement on Democratic
Processes through Community, Civic, and Global Learning. These are selected results
from the Spring 2014 administration of the Community College Survey of Student
Engagement. The survey was completed by more than 7,500 students. Colleges
participating in the survey were: Chandler-Gilbert, Estrella Mountain, GateWay,
Glendale, Mesa, Paradise Valley, Phoenix College, Scottsdale, and South Mountain.
Maricopa County Community College District Governing Board Minutes
November 10, 2015
Agenda Review of the Maricopa County Community College District Governing Board was scheduled to be held beginning at 7:00 p.m. at GateWay Community College, 108 N 40th Street, Phoenix, Arizona, pursuant to ARS §38-431.02, notice having been duly given. GOVERNING BOARD
Tracy Livingston, President Johanna Haver, Secretary Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jean McGrath, Member Dana Saar, Member
ADMINISTRATION Rufus Glasper Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Ed Kelty Mary O’Connor Lee Combs
AGENDA REVIEW Agenda Review began at 7:00 p.m. Board President Tracy Livingston then took the
assembly through the proposed agenda for the November 24, 2015 Regular Board Meeting. Clarification was asked on a few items as they were presented; below are requests made by Board Members for additional information.
CONSENT AGENDA
• ITEM 13.3 TAKE ACTION ON SUBAWARD AGREEMENT BETWEEN CENTRAL ARIZONA COLLEGE AND GATEWAY COMMUNITY COLLEGE/MARICOPA SKILL CENTER
o Why is Central Arizona College working with MCCCD; do they not have access to funds otherwise? (More funding is made available when partnerships like this are established.)
• ITEM 14.1 TAKE ACTION ON LEASE AGREEMENT BETWEEN AZ SWIMMING GAUCHOS (ASG) AND GLENDALE COMMUNITY COLLEGE (GCC)
o Is AZ Swimming Gauchos an alumni group? (No, it is a private swim club.)
• ITEM 14.2 TAKE ACTION ON LEASE OF SUITES D105, D106, D107, AND D108 AT RIO SOUTHERN TO CONSUMER ADVOCACY PROJECTS, INC.
o How much property is included? How long has the District owned it? If the space isn’t being used by the college, why isn’t it being sold? (The property sits on seven acres and the building is 67,000 square feet. The lease is for 4,100 square feet. The building was purchased in 2010 with the intent to have space for future growth. Rio Salado is the fastest growing community college in the county. Three tenants came with the property at purchase, this would add a fourth. Purchase price was very good ~$1.6-2M).
NON-CONSENT AGENDA
• ITEM 15.7 TAKE ACTION ON APPROVAL OF TECHNOLOGY AND FURNITURE FOR MARICOPA CORPORATE COLLEGE’S NEW LOCATION
o What are they bringing with them from Scottsdale? (Not much is coming with them; most of the existing furniture is undersized and found at Surplus.)
o How big is the space? (Less than 20,000 square feet.)
Minutes | February 4, 2014 Agenda Review and Work Session Page 2 of 2
o Where is the furniture being purchased from? (The vendor came off an RFP, not specifically for this project, but pricing for all furniture for the District.)
o Why isn’t Purchasing making all arrangements for this? (Purchasing has already negotiated the best deal for the system with the original RFP; the college then chooses what it needs since they are the experts and Purchasing is not.)
o How many people can be served in the new space? (There will be 10 classroom spaces and capacity for 250 students.)
o Will the technology put in place be tied to the District’s infrastructure? Will it be upgraded beyond that of the colleges because of the nature of technology needed by the users of MCOR? (Yes, the technology will be more high end to meet client needs but it will be placed within the MCCCD system.)
o Will there be shared use outside of MCOR? (Yes, MCOR can lease the classrooms if no one needs to use them—MCOR classes are flexible as they are not tied to a semester schedule.)
o Costs for furniture seem high. (This allows staff to have appropriate space, in additional to fitting the new classroom space (8 more classes than MCOR currently has), in the plan.)
ADJOURNMENT Agenda Review was adjourned at 7:33 p.m.
___________________________________ Johanna Haver Governing Board Secretary
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 12.1 Emeritus Distinction
Mesa Community College (MCC) Dr. Rufus Glasper
Recommendation In accordance with the Governing Board Policy, it is recommended that the Governing Board award Emeritus Distinction to Richard Felnagle for his meritorious contributions to the students of the Maricopa County Community College District (MCCCD).
Justification
• Full time faculty for 25 years. Taught online for 15 years. Served two years as adjunct faculty.
• Part of the Faculty and Professional Learning Community that won the Innovation of the Year in 2007.
• Co-chaired the Ocotillo Committee on Intellectual Rights and helped develop the Mesa Independent Learning Option (MILP).
• Instrumental in rewriting the competencies for ENG101 and ENG102 while a member of the MCC Composition Committee.
• Wrote and published two plays, a textbook, and MCCCD’s history: Maricopa’s Community Colleges; The Turbulent Evolution of an Education Giant.
• Scripted/edited six student video guides for Canvas that were adopted district-wide.
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015
Item Number Item Title Responsible Agents 13.1 Curriculum Dr. Maria Harper-Marinick
Recommendation The curriculum proposals attached have been processed through all procedures established by the Maricopa County Community Colleges. It is recommended that the proposals be approved as submitted. AGENDA HIGHLIGHTS: Please refer to the curriculum summary starting on page 2 for a complete listing of all program and course proposals. Justification
Funding Approvals/Certifications Source: Account Identification:
Chancellor _____________________________ Academic & Student Affairs_______________ Business Services________________________ Human Resources__________ ITS __________ Res Dev & Cmty Relations_________________ College President________________________
2
GBA November 24, 2015 MCCCD Governing Board Action Items Curriculum Summary
COURSE PROPOSALS: Course Modifications………………………………………………………………………………………………………page 5 GC PSY280 GW NUC170 PV THP130 RS DAE162, DAE164, ESL077, ESL087, ESL097 New Courses…………………………………………………………………………………………………………………page 7 EM MIT120, MIT121, MIT122, MIT123, MIT124, MIT133, MIT134, MIT221, MIT222, MIT223, MIT224, MIT231, MIT232, MIT233, MIT234 GW IMC112, IMC114, IMC122, IMC124, IMC231, IMC233, IMC235, IMC236, IMC237, IMC238, IMC241, IMC243, IMC245, IMC246, IMC247, IMC248, NCE103 RS CSR137, CSR138, CSR147, CSR148 PROGRAM PROPOSALS: Occupational Program Modifications (OPM)…………………………………………..……………….……….………page 15 EM CCL/5655 Evidence Technology 15 AAS/3169 Industrial Manufacturing and Emerging Technologies 15 GC CCL/5397 Adolescent Development 16 Shared by: GC, RS AAS/3067 Advanced Behavioral Health Sciences 16 Shared by: GC, SM CCL/5521 Advanced Behavioral Health Sciences 16 Shared by: GC, SM CCL/5522 Basic Behavioral Health 17 Shared by: GC, SM CCL/5238 Business Office Assistant 17 AAS/3546 Business Office Computer Applications 17 CCL/5212 Business Office Computer Applications 18
Note: *Indicates addition of an Occupational Program through the Occupational Program Modification process
3
GBA November 24, 2015 MCCCD Governing Board Action Items Curriculum Summary
PROGRAM PROPOSALS: Occupational Program Modifications (OPM) - continued GW CCL5716 Construction Trades - Mechanical Trades: Pipefitting 18 AAS/3069 Construction Trades - Mechanical Trades: Plumbing 19 CCL/5536 Construction Trades - Mechanical Trades: Plumbing 19 AAS/3077 Construction Trades - Mechanical Trades: Sheet Metal 20 CCL/5545 Construction Trades - Mechanical Trades: Sheet Metal 20 SC AAS/3812 Nursing 21 Shared by: CG, EM, GC, GW, MC, PC, PV, SC CCL/5957 Practical Nursing 22 Shared by: CG, EM, GC, GW, MC, PV, SC Occupational Program Deletions (OPD)…………………….………………………..……………….……….………page 23 GC CCL/5233 Data Entry Clerk 23 CCL/5383 Fire Academy 23 CCL/5729 Management 23 Shared by: PC, PV, SC, SM CCL/5237 Receptionist 23 GW AAS/3113 Biomedical Research Technology 24 Shared by: CG, GW PC CCL/5127 Bilingual Endorsement 24 Shared by: MC, PC CCL/5126 ESL Endorsement 24 Shared by: MC, PC AAS/3119 Instructional Assistance 24 Shared by: MC, PC CCL/5119 Instructional Assistance 25 Shared by: MC, PC, SM CCL/5828 Sports Management 25 Shared by: GC, PC, PV, SC Academic Program Deletions (APD)………………………….………………………..……………….……….………page 26 SM AC/6224 Creative Writing 26 Shared by: CG, EM, GC, MC, PC, PV, RS, SC, SM
Note: *Indicates addition of an Occupational Program through the Occupational Program Modification process
4
CURRICULUM ACTIVITY: COURSES FOR November 24, 2015
Total Course Proposals Submitted (44 with 0 X-refs added and, 0 X-ref deleted)
Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals
Course Deletions (CD) 0
New Course (NC) 15 17 4 36
Course Modification (CM) 1 1 1 5 8 New Courses from CM (Cross-References, Modules or Suffixed Courses) Total Courses College Columns 0 15 18 1 0 1 0 9 0 0 0 44
*Exp = Experimental Courses # = AES or MIR (Aerospace Studies or Military Science)
CURRICULUM ACTIVITY: PROGRAMS FOR November 24, 2015
Total Program Proposals Submitted (27 with 0 Program Addition(s)) Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals Occupational Program Deletions (OPD) 1 4 5 10 New Occupational Program (NOP) 0 Occupational Program Modification (OPM) 2 5 7 2 16 OPM-Program Additions New Programs Created 0 OPM-Change in Availability New Programs Created 0 Academic Program Deletions (APD) 1 1 New Academic Program (NAP) 0 Academic Program Modification (APM) 0 APM-Program Additions New Programs Created 0 APM-Change in Availability New Programs Created 0
Total New Program 0 0 0 0 0 0 0 0 0 0 0
Total Modified Programs 0 2 6 11 0 0 5 0 2 1 0 27 Total Programs College Columns 0 2 6 11 0 0 5 0 2 1 0 27
Shared Programs include programs offered by two or more colleges and District Wide Programs are offered by all 10 colleges.
ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
5
DAE162 Introduction to Dental Office Management LEC 3.0 3.0 3.0 Proposed Changes: Credits, Periods, Load, Description, Requisite, Competencies, Outline Overview of the role of a dental administrative assistant. Includes the daily operations and procedures of dental office management. Interpersonal communication techniques and psychological factors related to patient management emphasized. Systems for management of patient records, accounts receivable, insurance and fee collection, recall, supply inventory, and ordering covered. Overview of computers used in a dental office included. Prerequisites: None. Type: O College: RS Effective: 2016 Spring ___________________________________________________________________________________________ DAE164 Introduction to Dentistry and Dental Office LEC 1.0 1.0 1.0 Proposed Changes: Title, Description, Requisite, Competencies, Outline Overview of dentistry and general dental office procedures. Roles of the team members covered. Education and licensure requirements, ethics, and professional organizations also covered. State Board of Dental Examiners and regulation agencies, as well as introduction to dental terminology included. Prerequisites: None. Type: O College: RS Effective: 2016 Spring ___________________________________________________________________________________________ ESL077 Preparatory Academic Writing I for ESL LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Emphasizes preparation for college-level composition and related reading tasks with a focus on communicating through complete, grammatically correct writing, organized to communicate a central idea. Prerequisites: Appropriate writing placement test score or permission of Department or Division. Type: A College: RS Effective: 2016 Spring ___________________________________________________________________________________________ ESL087 Preparatory Academic Writing II for ESL LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Emphasizes preparation for college-level composition and related reading tasks with a focus on critical writing, reading, and thinking skills and processes. Prerequisites: Appropriate writing placement test score, or grade of C or better in ESL077 or ENG071, or permission of Department or Division. Type: A College: RS Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
6
ESL097 Preparatory Academic Writing III for ESL LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Emphasizes preparation for first-year composition with a focus on critical writing, reading, and thinking skills and processes at an increased level of academic complexity. Prerequisites: Appropriate writing placement score, or a grade of C or better in ESL087 or ENG081, or permission of Department or Division. Type: A College: RS Effective: 2016 Spring ___________________________________________________________________________________________ NUC170 Nuclear Medicine Cardiac Imaging LEC 3.0 3.0 3.0 Proposed Changes: Description, Requisite, Competencies, Outline Review of cardiovascular anatomy, physiology and pathophysiology as it relates to cardiac imaging including cardiac blood flow, electrophysiology, and function. Cardiac indications, contraindications, and radiopharmaceuticals used for cardiac imaging. Preparation for pharmacologic and non pharmacologic stress testing methods used in conjunction with imaging. Patient care during stress tests and imaging to include the interventional drugs used for emergency care. Cardiac imaging instrumentation, acquisition and processing procedures, artifacts, and quality control. Interpretation of data and images for Cardiac imaging procedures. Prerequisites: Admission to Nuclear Medicine Technology program or certified by ARRT [R.T. (N)] or the Nuclear Medicine Technology Certification Board (NMTCB) in Nuclear Medicine. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ PSY280 Industrial/Organizational Psychology LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies The application of psychological principles to business and industry practices including organizational structure, leadership, personnel, employee stress and conflict, workplace conditions and job performance. Prerequisites: PSY101 with a grade of C or better, or permission of Instructor. Type: A College: GC Effective: 2016 Spring ___________________________________________________________________________________________ THF130 Combat for Stage and Screen L+L 3.0 4.0 3.7 Proposed Changes: Subject, Title, Description, Course Notes, Course Repeat, Competencies, Outline Fundamental techniques and terminology of staged combat with and without weapons. Analysis and performance of safely choreographed violence that tells a story for stage and screen. Prerequisites: None. Course Notes: THP130 may be repeated for a total of twelve (12) credit hours. Type: A College: PV Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
7
CSR137 Health Care Insurance: Claims Processing L+L 4.0 6.0 5.4 Overview of computer usage in the health care insurance industry. Covers various on-line systems/applications, benefit plans and screens, eligibility, precertification and claims pricing. Claims processing emphasized. Prerequisites: None. Type: O College: RS Effective: 2015 Fall ___________________________________________________________________________________________ CSR138 Health Care Insurance: Claims Systems L+L 4.0 6.0 5.4 Overview of health insurance, medical terminology, and various operating systems and applications. Also includes research of medical, outpatient and inpatient claims. Prerequisites: None. Type: O College: RS Effective: 2015 Fall ___________________________________________________________________________________________ CSR147 Health Care Insurance: Correspondence L+L 4.0 6.0 5.4 Overview of health care insurance correspondence inquiries. Covers guidelines for processing internal and external correspondence, including reconsiderations, grievances, appeals, and adjustments. Prerequisites: None. Type: O College: RS Effective: 2015 Fall ___________________________________________________________________________________________ CSR148 Health Care Insurance: Customer Service L+L 4.0 6.0 5.4 Overview of customer service standards and objectives for health care insurance phone inquiries. Covers customer service solution processes, including first call resolution, account inquires, member eligibility and benefits. Health care regulations also covered. Prerequisites: None. Type: O College: RS Effective: 2015 Fall ___________________________________________________________________________________________ IMC112 Introduction to Mechanical Trades Construction L+L 6.0 6.0 6.0 Theories and concepts for mechanical trades construction: Basic safety, materials handling and construction math. Application and maintenance of hand and power tools, and basic rigging. Types and interpretation of construction drawings. Introduction to basic communication and employability skills. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
8
IMC114 Overview of Mechanical Trades: Sheet Metal, Pipefitting, and Plumbing L+L 6.0 6.0 6.0 Overview of the work performed in the mechanical trades. Theories and concepts of care, use, and safety procedures related to hand and power tools motorized equipment. Introductory concepts in construction drawings, safety hazards and installation of ductwork. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC122 Multiple Trades Cross Training: Tubes, Fittings and Piping Systems L+L 6.0 6.0 6.0 Principles of architectural sheet metal, copper tube and fittings, carbon steel pipe and fittings, mechanical piping systems, and plastic pipe and fittings. Introductory concepts of drain, waste and vent (DWV) systems, soldering for sheet metal and pipefitting power tools. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC124 Multiple Trades Cross Training: Standards L+L 6.0 6.0 6.0 Fundamentals and theories of trade standards for sheet metal, plumbing systems, and mechanical piping systems installation. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC231 Mechanical Trades Construction: Plumbing Intermediate Principles and Concepts L+L 6.0 6.0 6.0 Intermediate principles and concepts for the plumbing trade related to commercial drawings and calculations. Installation of fixtures, valves, faucets, roof, floor and area drain. Types of drains and fuel gas systems. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
9
IMC233 Mechanical Trades Construction: Sheet Metal Intermediate Principles and Concepts L+L 6.0 6.0 6.0 Intermediate principles and concepts for the sheet metal trade related to duct fabrication standards, air properties, bend allowances, field measuring, and triangulation. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC235 Mechanical Trades Construction: Pipefitting Intermediate Principles and Concepts L+L 6.0 6.0 6.0 Intermediate principles and concepts for the pipefitting trade related to trade calculations, motorized equipment, above ground pipe installation. Emphasis on field routing, vessel trim, pipe hangers and support, testing systems and equipment. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC236 Mechanical Trades Construction: Plumbing Advanced Principles and Concepts L+L 6.0 6.0 6.0 Advanced principles and concepts for the plumbing trade related to water supply piping installation, testing, and sizing. Application of advanced trade calculations and fundamentals of backflow prevention and types of venting. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC237 Mechanical Trades Construction: Sheet Metal Advanced Principles and Concepts L+L 6.0 6.0 6.0 Advanced principles and concepts for the sheet metal trade related to piping practices, radial line development, layout and fabrication. Emphasis on air systems, shop production and organization. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC238 Mechanical Trades Construction: Pipefitting Advanced Principles and Concepts L+L 6.0 6.0 6.0 Advanced principles and concepts for the pipefitting trade relative to blueprint reading, drawing, and detail sheets. Advanced application of weld pipe fabrication, rigging, standards, and specifications. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
10
IMC241 Mechanical Trades Construction: Plumbing Advanced Skill Building L+L 6.0 6.0 6.0 Application and review of advanced principles for drain, waste and vent (DWV) systems, pumps, compressed air systems, and potable water treatment. Fundamentals of business practices for plumbers. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC243 Mechanical Trades Construction: Sheet Metal Advanced Skill Building L+L 6.0 6.0 6.0 Application and review of advanced sheet metal layout, fabrication, and installation. Review principles of airflow, air distribution systems, standards, comprehensive planning and specification reading. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC245 Mechanical Trades Construction: Pipefitting Advanced Skill Building L+L 6.0 6.0 6.0 Application and review of advanced principles and concepts for valve maintenance, hot taps, special piping, and pipe fabrication. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC246 Mechanical Trades Construction: Plumbing Advanced Applications and Techniques L+L 6.0 6.0 6.0 Application and review of advanced plumbing techniques for water pressure boosters, recirculation systems, review and function of codes for indirect and special wastes and the plumbing industry. Introduction to hydronic and solar heating systems, servicing piping systems, fixtures and appliances. Team leadership skills. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ IMC247 Mechanical Trades Construction: Sheet Metal Advanced Applications and Techniques L+L 6.0 6.0 6.0 Application and review of advanced sheet metal techniques for air testing and balancing. Review of codes and specifications pertaining to fume and exhaust system design including review and practice of lay out patterns, fabrication and selection of sheet metal fittings. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
11
IMC248 Mechanical Trades Construction: Pipefitting Advanced Applications and Techniques L+L 6.0 6.0 6.0 Application and review of advanced pipefitting techniques for advanced blueprint reading, steam systems, stress relieving and aligning. Purpose and function of in-line specialties and an introduction to supervisory roles. Prerequisites: Registered apprenticeship status or permission of the apprenticeship coordinator. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________ MIT120 Industrial Technology Fundamentals L+L 3.0 5.0 4.4 Theories and concepts in industrial technology basics and OSHA 10 certification. Introductory concepts in industrial math, hand and power tools, technical drawings, rigging, and materials handling. Emphasis on communication and employability skills. Included labs emphasize and anchor the course material. Prerequisites: None. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT121 Industrial Technology I-A L+L 3.0 5.0 4.4 Principles of Industrial Maintenance Technology. Modules include theory and applications in tools of the trade, fasteners and anchors, oxyfuel cutting, gaskets and packing, technical mathematics, and technical drawings. Included labs emphasize and anchor the course material. Prerequisites or Corequisites: MIT120 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT122 Industrial Technology I-B L+L 3.0 5.0 4.4 Principles of Industrial Maintenance Technology. Modules include theory and applications in pumps and valves, test instruments, rigging, mobile and support equipment, and lubrication. Included labs emphasize and anchor the course material. Prerequisites or Corequisites: MIT120 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT123 Industrial Mechanical Technology II-A L+L 3.0 5.0 4.4 Basic layout, introduction to piping components, copper and plastic piping practices, introduction to ferrous metal piping practices, identifying, installing and maintaining valves, hydrostatic and pneumatic testing, introduction to bearings, and low-pressure steam systems. Included labs emphasize and anchor the course material. Prerequisites: MIT122 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
12
MIT124 Industrial Mechanical Technology II-B L+L 3.0 5.0 4.4 High pressure steam systems and auxiliaries, distillation towers and vessels, heaters, furnaces, heat exchangers, cooling towers, fin fans, and introduction to tube work. Included labs emphasize and anchor the course material. Prerequisites: MIT122 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT133 Industrial Electrical and Instrumentation Technology II-A L+L 3.0 5.0 4.4 Industrial safety for E and I technicians, introduction to the National Electrical Code, electrical theory, alternating current, electrical and instrumentation test equipment, flow, pressure, level, and temperature. Included labs emphasize and anchor the course material. Prerequisites: MIT122 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT134 Industrial Electrical and Instrumentation Technology II-B L+L 3.0 5.0 4.4 Process mathematics, hand bending, tubing, clean, purge, and test tubing and piping systems, instrument drawings and documents, conductors and cables, and conductor terminations and splices. Included labs emphasize and anchor the course material. Prerequisites: MIT122 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT221 Industrial Mechanical Technology III-A L+L 3.0 5.0 4.4 Advanced trade math, precision measuring tools, installing bearings, and installing couplings. Included labs emphasize and anchor the course material. Prerequisites: MIT124 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT222 Industrial Mechanical Technology III-B L+L 3.0 5.0 4.4 Setting baseplates and prealignment, conventional alignment, installing belt and chain drives, and installing mechanical seals. Included labs emphasize and anchor the course material. Prerequisites: MIT124 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
13
MIT223 Industrial Mechanical Technology IV-A L+L 3.0 5.0 4.4 Preventive and predictive maintenance, advanced blueprint reading, compressors and pneumatic systems, and introduction to supervisory skills. Included labs emphasize and anchor the course material. Prerequisites: MIT222 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT224 Industrial Mechanical Technology IV-B L+L 3.0 5.0 4.4 Reverse alignment, laser alignment, troubleshooting and repairing pumps, and troubleshooting and repairing gearboxes. Included labs emphasize and anchor the course material. Prerequisites: MIT222 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT231 Industrial Electrical and Instrumentation Technology III-A L+L 3.0 5.0 4.4 Hazardous locations, electronic components, electrical and instrumentation drawings, motor controls, distribution equipment, transformer applications, and conductor selection and calculation. Included labs emphasize and anchor the course material. Prerequisites: MIT134 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT232 Industrial Electrical and Instrumentation Technology III-B L+L 3.0 5.0 4.4 Temporary grounding, layout and installation of tubing and piping systems, machine bending of conduit, hydraulic controls, pneumatic controls, motor-operated valves. Included labs emphasize and anchor the course material. Prerequisites: MIT134 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ MIT233 Industrial Electrical and Instrumentation Technology IV-A L+L 3.0 5.0 4.4 Standby and emergency systems, basic process control elements, transducers and transmitters, instrument calibration and configuration, pneumatic control valves, actuators, and positioners. Included labs emphasize and anchor the course material. Prerequisites: MIT232 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
ACT CREDITS PERIODS LOAD
14
MIT234 Industrial Electrical and Instrumentation Technology IV-B L+L 3.0 5.0 4.4 Performing loop checks, troubleshooting and commissioning a loop, process control loops and tuning, data networks, programmable logic controllers, and distributed control systems. Included labs emphasize and anchor the course material. Prerequisites: MIT232 or permission of Instructor. Type: O College: EM Effective: 2016 Spring ___________________________________________________________________________________________ NCE103 Psychiatric Technician Overview LEC 2.0 2.0 2.0 Students learn to care for patients with a wide variety of mental illness to include anxiety, mood, personality and psychotic disorders, as well as post-traumatic stress syndrome and behavioral issues. Psychiatric technicians follow physician/nurse instructions and hospital procedures. Identification of modalities to monitor patient's mental and emotional status, physical symptoms related to mental disorders, and recognition of medication side effects. A variety of therapies will be covered to include rehabilitation and treatment programs, as well as recreational activities used as treatment options. Prerequisites: None. Type: O College: GW Effective: 2016 Spring ___________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
15
Award/Major Code: CCL/5655 Program Title: Evidence Technology Initiating College: EM Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 19 CIPs Code: 43.0104 Overall G.P.A.: 2.00 Faculty Initiator: James Cerven Instructional Council: Administration of Justice (01) Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Evidence Technology prepares students for careers as police or civilian crime scene technicians. The program provides comprehensive instruction in crime scene photography, fingerprint classification and processing, crime scene investigation and search techniques, collection, packaging, and processing of evidence, chemical processing of evidence, and related skills such as, proper courtroom demeanor. _________________________________________________________________________________________ Award/Major Code: AAS/3169 Program Title: Industrial Manufacturing and Emerging Technologies Initiating College: EM Effective Term: 2016 Spring – 2018 Fall Program Availability: College-Specific Total Credits: 60-63 CIPs Code: 15.0612 Overall G.P.A.: 2.00 Faculty Initiator: Jeremy Medford Instructional Council: Applied Technology (57) Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Associate in Applied Science (AAS) in Industrial Manufacturing and Emerging Technologies degree is designed to provide the training necessary for entry-level positions in the Industrial and Manufacturing Technology fields. This degree is intended to provide students and employers with flexibility in designing a program of study that is relevant to the rapidly changing needs of business and industry while allowing the student to match their own talents, interests, and goals. The program provides existing technicians with the broad educational background and technical skills desired by industry to help prepare for supervisory and managerial positions and is also intended for students who desire to transfer to university Bachelor of Applied Science degree programs which accept Associate of Applied Science degree block-transfer. Potential job titles this degree will help prepare students for is Manufacturing Production Technician, Manufacturing Technician, Production Staff Worker, Process Technician, Industrial Engineering Technician. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
16
Award/Major Code: CCL/5397 Program Title: Adolescent Development Initiating College: GC Effective Term: 2016 Spring Program Availability: Shared by: GC, RS Total Credits: 19 CIPs Code: 19.0799 Overall G.P.A.: 2.00 Faculty Initiator: Michele Parker Instructional Council: Family and Consumer Sciences (34) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Adolescent Development is designed to prepare individuals to enter the family life education, human development, or child and family organizations field at the paraprofessional level. Students at a paraprofessional level may seek employment opportunities in adoption and foster care, crisis intervention programs, group homes and halfway houses, social service agencies (both private and State/local government), shelters and other child and family, community-based organizations. _________________________________________________________________________________________ Award/Major Code: AAS/3067 Program Title: Advanced Behavioral Health Sciences Initiating College: GC Effective Term: 2016 Spring Program Availability: Shared by: GC, SM Total Credits: 67-72 CIPs Code: 30.1701 Overall G.P.A.: 2.50 Faculty Initiator: Bruce Thomas Instructional Council: Counseling (23) Proposed Changes: Total Program Credits, Program Description, Program Notes, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Gen Ed Total Credits, First-Year Composition Requirements, Gen Ed Distribution Credits, Social-Behavioral Science Credits, Social-Behavioral Science Credits, Program Competencies Description: The Associate in Applied Science (AAS) in Advanced Behavioral Health Sciences program is designed to prepare students for careers as behavioral health technicians, case managers, parent aides, family advocates, respite care workers, and paraprofessional counselors. The program includes courses designed to provide students with the skills necessary to deliver basic, specialized, and comprehensive behavioral health services. The core focus of the program is practical training and service learning experiences. _________________________________________________________________________________________ Award/Major Code: CCL/5521 Program Title: Advanced Behavioral Health Sciences Initiating College: GC Effective Term: 2016 Spring Program Availability: Shared by: GC, SM Total Credits: 48 CIPs Code: 30.1701 Overall G.P.A.: 2.00 Faculty Initiator: Bruce Thomas Instructional Council: Counseling (23) Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Certificate of Completion (CCL) in Advanced Behavioral Health Sciences prepares students for careers as behavioral health technicians, case managers, parent aides, family advocates, respite care workers, and paraprofessional counselors. The program includes courses designed to provide students with the skills necessary to deliver basic, specialized, and comprehensive behavioral health services. The core focus of the program is practical training and service learning experiences. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
17
Award/Major Code: CCL/5522 Program Title: Basic Behavioral Health Initiating College: GC Effective Term: 2016 Spring Program Availability: Shared by: GC, SM Total Credits: 20 CIPs Code: 30.1701 Overall G.P.A.: 2.50 Faculty Initiator: Bruce Thomas Instructional Council: Counseling (23) Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Basic Behavioral Health is designed to prepare students for careers as behavioral health technicians, case managers, parent aides, family advocates, respite care workers, and paraprofessional counselors. The program includes courses designed to provide students with the skills necessary to deliver basic behavioral health services. The core focus of the program is practical training and service learning experiences. _________________________________________________________________________________________ Award/Major Code: CCL/5238 Program Title: Business Office Assistant Initiating College: GC Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 17 CIPs Code: 52.0401 Overall G.P.A.: 2.00 Faculty Initiator: Beth Berry Instructional Council: Business/Management (03) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Business Office Assistant program is designed to prepare the student for employment as an office assistant in a business office environment. Skill development includes keyboarding, word processing, spreadsheet development, presentation software skills, basic database data entry and management skills, filing, electronic and traditional mailing methods, managing calendars, and fundamental aspects of using a payroll software. Program is also designed to develop proper techniques for internal and external office communication. _________________________________________________________________________________________ Award/Major Code: AAS/3546 Program Title: Business Office Computer Applications Initiating College: GC Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 64-69 CIPs Code: 11.0601 Overall G.P.A.: 2.00 Faculty Initiator: Beth Berry Instructional Council: Computer Information Systems (12) Proposed Changes: Total Program Credits, Program Notes, Gen Ed Total Credits, Gen Ed Core Credits, First-Year Composition Requirements, Mathematics Credits, Mathematics Requirements Description: The Associate in Applied Science (AAS) in Business Office Computer Applications degree includes courses in the following areas: general office computer usage and applications, operating systems, word processing, database, and spreadsheets. Other business skills, including accounting, English, math (including statistics), and business systems analysis and design, are integrated in the program. The curriculum is designed to help prepare students to use common business computer application software in a professional office setting. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
18
Award/Major Code: CCL/5212 Program Title: Business Office Computer Applications Initiating College: GC Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 28-34 CIPs Code: 52.0407 Overall G.P.A.: 2.00 Faculty Initiator: Karen Conzelman Instructional Council: Computer Information Systems (12) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Business Office Computer Applications program includes courses in the following areas: general office computer usage and applications, operating systems, word processing, database, and spreadsheets. Other business skills, including accounting, business calculations and English, are integrated in the program. The curriculum is designed to help prepare students to use common business computer application software in a professional office setting. _________________________________________________________________________________________ Award/Major Code: CCL5716 Program Title: Construction Trades - Mechanical Trades: Pipefitting Initiating College: GW Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 24-48 CIPs Code: 46.0502 Overall G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Construction Trades - Mechanical Trades: Pipefitting program is designed to provide knowledge and skills in the residential, commercial, industrial, and institutional pipefitting trade. Course work includes safety, material selection, basic and advanced pipefitting calculations and principles of science. Students will also be competent in sources and treatment of public, private, and individual gas, water, heating, waste, and specialized pipefitting systems, cross connection protection, pipe identification, and blueprint reading. Course work also includes rigging, basic and advanced fabrication, pipe cutting, valves and specialized piping systems, cross connection protection, pipe identification, blueprint reading and pipefitting code. Additional related training will include basic electricity and troubleshooting. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
19
Award/Major Code: AAS/3069 Program Title: Construction Trades - Mechanical Trades: Plumbing Initiating College: GW Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 60-78 CIPs Code: 46.0503 Overall G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Restricted Electives, Program Competencies Description: The Associate in Applied Science (AAS) in Construction Trades - Mechanical Trades: Plumbing degree is designed to provide apprentices and journeymen with a broadened educational background and leadership skills so that students completing the associate degree program may be better equipped to enter supervisory and managerial positions. _________________________________________________________________________________________ Award/Major Code: CCL/5536 Program Title: Construction Trades - Mechanical Trades: Plumbing Initiating College: GW Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 20-48 CIPs Code: 46.0503 Overall G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Construction Trades - Mechanical Trades: Plumbing program is designed to provide knowledge and skills in the residential, commercial, industrial, and institutional plumbing trade. Course work includes safety, material selection, installation of plumbing systems, basic and advanced plumbing calculations and principles of science. Students will also be competent in sources and treatment of public, private, and individual gas, water, heating, waste, and specialized piping systems, cross connection protection, blueprint reading and plumbing code. Additional related training will include basic electricity and troubleshooting related to the plumbing trade. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
20
Award/Major Code: AAS/3077 Program Title: Construction Trades - Mechanical Trades: Sheet Metal Initiating College: GW Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 60-78 CIPs Code: 48.0506 Overall G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Admission Criteria, Required Course Credits, Restricted Elective Credits, Restricted Electives, First-Year Composition Requirements, Program Competencies Description: The Associate in Applied Science (AAS) in Construction Trades - Mechanical Trades: Sheet Metal program is designed to provide knowledge in the Sheet Metal trade which will enable the student to apply master skills as a sheet metal worker. Course work will include: safety, basic sheet metal principles, trade calculations, piping practices, blueprint reading, refrigeration fundamentals, mechanical systems and heat pumps. Students will be competent in fabrication, triangulation, gutters, downspouts, chimneys, insulation and moisture prevention. The Sheet Metal and Air Conditioning Contractors National Association`s (SMACNA) manuals and standards will be supplemental materials used in the classroom. Additionally, students will examine factors involved in estimating labor and materials, equipment and delivery. _________________________________________________________________________________________ Award/Major Code: CCL/5545 Program Title: Construction Trades: Mechanical Trades: Sheet Metal Initiating College: GW Effective Term: 2016 Spring Program Availability: College-Specific Total Credits: 24-48 CIPs Code: 48.0506 Overall G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Construction Trades: Mechanical Trades: Sheet Metal program is designed to provide knowledge in the Sheet Metal trade which will enable the student to apply master skills as a sheet metal worker. Course work will include: safety, basic sheet metal principles, trade calculations, piping practices, blueprint reading, refrigeration fundamentals, mechanical systems and heat pumps. Students will be competent in fabrication, triangulation, gutters, downspouts, chimneys, insulation and moisture prevention. The Sheet Metal and Air Conditioning Contractors National Association`s (SMACNA) manuals and standards will be supplemental materials used in the classroom. Additionally students will examine factors involved in estimating labor and materials, equipment and delivery. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
21
Award/Major Code: AAS/3812 Program Title: Nursing Initiating College: SC Effective Term: 2016 Spring Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, SC Total Program Credits: 62-75 CIPs Code: 51.3801 Overall G.P.A.: 2.00 Faculty Initiator: Nick DeFalco Instructional Council: Nursing (42) Proposed Changes: Admission Criteria Description: The Associate in Applied Science (AAS) in Nursing Program is available at eight of the Maricopa Community Colleges. Clinical experiences are provided in a variety of healthcare settings. Nursing Program graduates are eligible to apply for the national exam for the registered nurse license. Licensing requirements are the exclusive responsibility of the State Board of Nursing. The Associate in Applied Science (AAS) Nursing Program is approved by the Arizona State Board of Nursing and accredited by the Accreditation Commission for Education in Nursing (ACEN), 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326; (404.975.5000); email: [email protected]. Program offerings: This program is offered at the following sites: Chandler-Gilbert Community College Estrella Mountain Community College GateWay Community College Glendale Community College Mesa Community College Paradise Valley Community College Phoenix College Scottsdale Community College Waiver of Licensure/Certification Guarantee: Admission or graduation from the Nursing Program does not guarantee obtaining a license to practice nursing. Licensure requirements and the subsequent procedures are the exclusive right and responsibility of the Arizona State Board of Nursing. Students must satisfy the requirements of the Nurse Practice Act: Statutes, Rules and Regulations, independently of any college or school requirements for graduation. Pursuant to A.R.S. 32-1606(B)(17), an applicant for professional or practical nurse license by examination is not eligible for licensure if the applicant has any felony convictions and has not received an absolute discharge from the sentences for all felony convictions. The absolute discharge must be received five or more years before submitting this application. If you cannot prove that the absolute discharge date is five or more years, the Board cannot process your application. Level One Fingerprint Clearance is required for admission into the program. Applicants must present a Level One Fingerprint Clearance Card to be copied by the advisor or designee. For a Department of Public Safety Fingerprint Clearance Card application, contact MCCCD Healthcare/Nursing Advisor. If there is any question about eligibility for licensure or certification, contact the nursing education consultant at the Arizona State Board of Nursing (602.771.7800). Health Declaration: It is essential that nursing students be able to perform a number of physical activities in the clinical portion of the program. At a minimum, students will be required to lift patients, stand for several hours at a time and perform bending activities. Students who have a chronic illness or condition must be maintained on current treatment and be able to implement direct patient care. The clinical nursing experience also places students under considerable mental and emotional stress as they undertake responsibilities and duties impacting patients' lives. Students must be able to demonstrate rational and appropriate behavior under stressful conditions. Individuals should give careful consideration to the mental and physical demands of the program prior to making application. All must provide documentation of compliance with all health and safety requirements required to protect patient safety. Only students in compliance are permitted to enroll in nursing courses. Students will meet these requirements by providing the required documentation for the Health/Safety Requirements Documentation Checklist and the signed Health Declaration Form. Health and Safety Requirements for the Maricopa Nursing Program: 1. Students must submit a Health and Safety Documentation Checklist verifying completion of all requirements and maintain current status throughout the program. 2. Students must submit the Health Declaration Form signed by a licensed health care provider. 3. Students must test negative on a timed urine drug screen. 4. Admission to an Allied Health program requires that students be in compliance with the Maricopa County Community College District Supplemental Background Check policy. Program applications will not be accepted without a copy of an Arizona Department of Public Safety Level One Fingerprint Clearance Card. Upon conditional program admission, the student must comply with all requirements of the current MCCCD background check policy. University Transfer Students: Students who are planning to earn the Bachelor of Science in Nursing may obtain their prerequisite courses at the Maricopa Community Colleges. For information on courses that meet requirements for admission into a baccalaureate program, please contact a program advisor. REGISTERED NURSE PATHWAY Associate in Applied Science Degree in Nursing Program The Associate in Applied Science (AAS) degree in Nursing graduate is eligible to apply for licensure as a Registered Nurse (RN). The RN is educated as a generalist who delivers health care to clients and family groups and has competencies related to the art and science of nursing. The RN may be employed in a variety of acute, long term, and community-based healthcare settings. The AAS degree in Nursing provides the graduate with an educational foundation for articulation into the university setting. _________________________________________________________________________________________
ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
22
Award/Major Code: CCL/5957 Program Title: Practical Nursing Initiating College: SC Effective Term: 2016 Spring Program Availability: Shared by: CG, EM, GC, GW, MC, PV, SC Total Program Credits: 35-45 CIPs Code: 51.3901 Overall G.P.A.: 2.00 Faculty Initiator: Nick DeFalco Instructional Council: Nursing (42) Proposed Changes: Admission Criteria Description: The Certificate of Completion (CCL) in Practical Nursing Program is available at eight of the Maricopa Community Colleges. Clinical experiences are provided in a variety of healthcare settings. Practical Nursing Program graduates are eligible to apply for the national exam for the practical nurse license. Licensing requirements are the exclusive responsibility of the State Board of Nursing. The Certificate of Completion Practical Nursing Program is approved by the Arizona State Board of Nursing. Program offerings: This program is offered at the following sites: Chandler Gilbert Community College Estrella Mountain Community College GateWay Community College Glendale Community College Mesa Community College Paradise Valley Community College Scottsdale Community College Waiver of Licensure/Certification Guarantee: Admission or graduation from the Nursing Program does not guarantee obtaining a license to practice nursing. Licensure requirements and the subsequent procedures are the exclusive right and responsibility of the Arizona State Board of Nursing. Students must satisfy the requirements of the Nurse Practice Act: Statutes, Rules and Regulations, independently of any college or school requirements for graduation. Pursuant to A.R.S. 32-1606(B)(17), an applicant for professional or practical nurse license by examination is not eligible for licensure if the applicant has any felony convictions and has not received an absolute discharge from the sentences for all felony convictions. The absolute discharge must be received five or more years before submitting this application. If you cannot prove that the absolute discharge date is five or more years, the Board cannot process your application. Level One Fingerprint Clearance is required for admission into the program. Applicants must present a Level One Fingerprint Clearance Card to be copied by the advisor or designee. For a Department of Public Safety Fingerprint Clearance Card application, contact MCCCD Healthcare/Nursing Advisor. If there is any question about eligibility for licensure or certification, contact the nursing education consultant at the Arizona State Board of Nursing (602.771.7800). Health Declaration: It is essential that nursing students be able to perform a number of physical activities in the clinical portion of the program. At a minimum, students will be required to lift patients, stand for several hours at a time and perform bending activities. Students who have a chronic illness or condition must be maintained on current treatment and be able to implement direct patient care. The clinical nursing experience also places students under considerable mental and emotional stress as they undertake responsibilities and duties impacting patients’ lives. Students must be able to demonstrate rational and appropriate behavior under stressful conditions. Individuals should give careful consideration to the mental and physical demands of the program prior to making application. All must provide documentation of compliance with all health and safety requirements required to protect patient safety. Only students in compliance are permitted to enroll in nursing courses. Students will meet these requirements by providing the required documentation for the Health/Safety Requirements Documentation Checklist and the signed Health Declaration Form. Health and Safety Requirements for the Nursing Program: 1. Students must submit a Health and Safety Documentation Checklist verifying completion of all requirements and maintain current status throughout the program. 2. Students must submit the Health Declaration Form signed by a licensed health care provider. 3. Students must test negative on a timed urine drug screen. 4. Admission to an Allied Health program requires that students be in compliance with the Maricopa County Community College District Supplemental Background Check policy. Program applications will not be accepted without a copy of an Arizona Department of Public Safety Level One Fingerprint Clearance Card. Upon conditional program admission, the student must comply with all requirements of the current MCCCD background check policy. University Transfer Students: Students who are planning to earn the Bachelor of Science in Nursing may obtain their prerequisite courses at the Maricopa Community Colleges. For information on courses that meet requirements for admission into a baccalaureate program, please contact a program advisor. PRACTICAL NURSE EXIT OPTION Following completion of the practical nurse level program of study, the student is eligible to apply for licensure as a practical nurse. Licensed Practical Nurses (LPN) may be employed in acute, long-term, and community-based health care settings under the direction of a registered nurse. Practical Nurses function within their legal scope of practice and use professional standards of care in illness care and health promotion activities for clients and families across the life span. The Associate in Applied Science (AAS) Nursing Program is approved by the Arizona State Board of Nursing and accredited by the Accreditation Commission for Education in Nursing (ACEN), 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326; (404.975.5000); email: [email protected]. _________________________________________________________________________________________
ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
23
Award/Major Code: CCL/5233 Program Title: Data Entry Clerk Initiating College: GC Effective Term: 2016 Spring Program Availability: College-Specific CIPs Code: 52.0407 Faculty Initiator: Karen Conzelman Instructional Council: Business/Management (03) Proposed Program Availability: This program will no longer be available. Rationale: Program has been on Moratorium since Fall 2013. It no longer meets the current workforce needs. _________________________________________________________________________________________ Award/Major Code: CCL/5383 Program Title: Fire Academy Initiating College: GC Effective Term: 2016 Spring Program Availability: College-Specific CIPs Code: 43.0203 Faculty Initiator: Karen Conzelman Instructional Council: Emergency Medical Technology / Fire Science Technology (54) Proposed Program Availability: This program will no longer be available. Rationale: Requirements in this college-specific program are the same as the shared Fire Operations CCL. Did not make sense to offer both programs; confusing to students and advisors. Change should also improve statistics for program completion by combining all student into single program. On Moratorium since Fall 2014. _________________________________________________________________________________________ Award/Major Code: CCL/5729 Program Title: Management Initiating College: GC Effective Term: 2016 Spring Program Availability: Shared by: GC, PC, PV, SC, SM CIPs Code: 52.0201 Faculty Initiator: Karen Conzelman Instructional Council: Business/Management (03) Proposed Program Availability: This program will be Shared by: PC, PV, SC, SM Rationale: Replaced by new, more versatile Organizational Leadership CCL (5731). Reducing # of options helps eliminate confusion for students and dilution of completion data. On Moratorium since Spring 2014. Submitted PPA end date, 5/15/2015. _________________________________________________________________________________________ Award/Major Code: CCL/5237 Program Title: Receptionist Initiating College: GC Effective Term: 2016 Spring Program Availability: College-Specific CIPs Code: 52.0406 Faculty Initiator: Karen Conzelman Instructional Council: Business/Management (03) Proposed Program Availability: This program will no longer be available. Rationale: Program has been on Moratorium since Fall 2013. It no longer meets the current workforce needs. _________________________________________________________________________________________
ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
24
Award/Major Code: AAS/3113 Program Title: Biomedical Research Technology Initiating College: GW Effective Term: 2015 Fall Program Availability: Shared by: CG, GW CIPs Code: 26.1201 Faculty Initiator: Nancy Johnson Instructional Council: Biology (19) Proposed Program Availability: This program will be college-specific at: CG Rationale: GWCC does not currently offer the Biomedical Research Technology AAS (3113) and does not plan to offer this program in the future. GWCC is requesting to be removed as a sharing college. _________________________________________________________________________________________ Award/Major Code: CCL/5127 Program Title: Bilingual Endorsement Initiating College: PC Effective Term: 2015 Fall Program Availability: Shared by: MC, PC CIPs Code: 13.1401 Faculty Initiator: Dianne Miller Instructional Council: Education (56) Proposed Program Availability: This program will be college-specific at: MC Rationale: This program was placed on Moratorium at Phoenix College in Summer 2011 and is now being processed for deletion at Phoenix College only. _________________________________________________________________________________________ Award/Major Code: CCL/5126 Program Title: ESL Endorsement Initiating College: PC Effective Term: 2015 Fall Program Availability: Shared by: MC, PC CIPs Code: 13.1410 Faculty Initiator: Dianne Miller Instructional Council: Education (56) Proposed Program Availability: This program will be college-specific at: MC Rationale: This program was placed on Moratorium at Phoenix College in Summer 2011 and is now being processed for deletion at Phoenix College only. _________________________________________________________________________________________ Award/Major Code: AAS/3119 Program Title: Instructional Assistance Initiating College: PC Effective Term: 2015 Fall Program Availability: Shared by: MC, PC CIPs Code: 13.1501 Faculty Initiator: Dianne Miller Instructional Council: Education (56) Proposed Program Availability: This program will be college-specific at: MC Rationale: This program was placed on Moratorium at Phoenix College in Summer 2012 and is now being processed for deletion at Phoenix College only. _________________________________________________________________________________________
ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
25
Award/Major Code: CCL/5119 Program Title: Instructional Assistance Initiating College: PC Effective Term: 2015 Fall Program Availability: Shared by: MC, PC, SM CIPs Code: 13.1501 Faculty Initiator: Dianne Miller Instructional Council: Education (56) Proposed Program Availability: This program will be Shared by: MC, SM Rationale: This program was placed on Moratorium at Phoenix College in Summer 2012 and is now being processed for deletion at Phoenix College only. _________________________________________________________________________________________ Award/Major Code: CCL/5828 Program Title: Sports Management Initiating College: PC Effective Term: 2015 Summer Program Availability: Shared by: GC, PC, PV, SC CIPs Code: 31.0504 Faculty Initiator: Cindy Cloud Instructional Council: Exercise Science, Health & Physical Education, Recreation & Wellness (32) Proposed Program Availability: This program will be Shared by: GC, PV, SC Rationale: After further analysis, Phoenix College has determined that it is unable to deliver all of the courses in this program. This program is being deleted at the Phoenix College campus only. _________________________________________________________________________________________
ATTACHMENT: APD ACADEMIC PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES
MCCCD GOVERNING BOARD DATE: 11/24/15
26
Award/Major Code: AC/6224 Program Title: Creative Writing Initiating College: SM Effective Term: 2016 Spring Program Availability: Shared by: CG, EM, GC, MC, PC, PV, RS, SC, SM CIPs Code: 23.1302 Faculty Initiator: Jim Smith Instructional Council: Creative Writing (93) Proposed Program Availability: This program will be Shared by: CG, EM, GC, MC, PC, PV, RS, SC Rationale: An analysis was done on this program during the spring 2015 semester to determine the feasibility of continuing to offer it and have completers. SMCC only offered three of upwards of 35 courses to select from over the past six semesters; thus the decision to delete SMCC from being one of the shared colleges. Program will continue to be shared, only deleting SMCC from shared status. _________________________________________________________________________________________
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 13.2 Salt River Pima-Maricopa Indian
Community Grant (SRPMIC) Dr. Maria Harper-Marinick
Dr. Shouan Pan Dr. Jan Gehler
Recommendation It is recommended that the Governing Board accept the grant of $112,000 from the Maricopa Community Colleges Foundation. This grant was made to the Maricopa Community Colleges Foundation by the Salt River Pima Maricopa Indian Community to benefit American Indian students. The grant will be used to support and service American Indian students via the MCCCD District Office American Indian Outreach office, Mesa Community College American Indian Institute, and Scottsdale Community College American Indian Program office. The funds are to be divided equally with each entity receiving $37,333.00. The grant will also provide scholarship funds for American Indian students who do not qualify for tribal funding. Justification The Salt River Pima-Maricopa Indian Community requires that all grants from their organization be received by a 501 (c)3 non-profit organization. The Executive Vice Chancellor and Provost has approved the application for funding. The Foundation President & CEO has approved the use of the Foundation’s 501 (c)3 designation to apply for and receive the funding.
Funding Approvals/Certifications Source: Account Identification:
Chancellor _____________________________ Academic & Student Affairs______________ Business Services________________________ Human Resources________ITS____________ Res Dev & Cmty Relations________________ College President_______________________
Salt River Pima-Maricopa Indian Community 12% Grant 2016 District Office American Indian Outreach: Retention Efforts $5,000.00 Student Scholarships $14,000.00 American Indian Summer Bridge Program $10,333.00 Part-Time Temporary Student Support Specialist $7,000.00 Contingency $1,000.00 Total: $37,333.00 Mesa Community College American Indian Institute Retention and Support Efforts $15,333.00 AII Supplies Support Services $2,000.00 Contractual Services Faculty $15,000.00 Academic Affairs Supplies $5,000.00 Total: $37,333.00 Scottsdale Community College American Indian Program Tuition, Registration, Fees, Scholarships $15,000.00 Official Functions $6,333.00 Retention and Cultural Activities $4,000.00 Contractual Services $12,000.00 Total: $37,333.00 Overall total with District, Mesa Community College, Scottsdale Community College $112,000.00
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 13.3 Subaward Agreement between Central
Arizona College and GateWay Community College/Maricopa Skill Center
Dr. Maria Harper-Marinick Dr. Steven R. Gonzales
Recommendation
It is recommended that the MCCCD Governing Board accept the subaward agreement from Central Arizona College to GateWay Community College/Maricopa Skill Center in the amount of $355,886 for Year 2 of this four-year project with effective dates of October 1, 2015 through September 30, 2016.
Justification Central Arizona College has been awarded a U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) Consortium grant titled the Arizona Regional Advanced Manufacturing Professional Upgrade project (AZ RAMP Up). Central Arizona College serves as the AZ RAMP Up lead, and consortium members include GateWay Community College/Maricopa Skill Center, Estrella Mountain Community College, and Eastern Arizona College. AZ RAMP Up will focus on select programs in which students earn credentials by demonstrating the knowledge and soft and technical skills identified by manufacturers/industry. GateWay CC’s Maricopa Skill Center (MSC) will focus on creating a new manufacturing lab at the MSC campus, upgrading precision machining curriculum, and funding an instructor and lab tech in order expand program capacity to bolster student achievement and support community economic development.
Funding Source: U.S. Department of Labor, TAACCCT Account Identification: Restricted Funds
Application/Certification Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources_________ITS __________ Res. Dev. & Community Relations__________ College President _______________________
Subaward Agreement from Central Arizona College to GateWay Community College/Maricopa Skill Center
Department of Labor, TAACCCT grant: AZ RAMP Up
BUDGET 10/1/2015 – 9/30/2016
Salaries Project Site Director (50% FTE) Grants Accountant (12.5% FTE) Research Analyst (20% FTE) Career Navigator (50% FTE) Manufacturing Faculty (100% FTE) Lab Tech (100% FTE)
$ 189,704 $43,426 $7,421 $9,625
$30,756 $57,054 $41,522
Fringe $ 105,468
Travel Project Director, faculty and staff travel locally for program operations and regionally/nationally for conferences.
$ 8,000
Equipment $0
Materials and Supplies Standard office and instructional supplies.
$ 1,000
Contractual Costs are associated with testing and certification site licensing fees.
$ 8,008
Other Includes support to hire third-party subject matter experts to review all new curriculum ,and for staff to attend training.
$ 6,000
Indirect Charges $ 37,706
Total $ 355,886
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 13.4 A Southwest Coordinated Infrastructure for
Nanotechnology, Education and Entrepreneurship
Subaward through Arizona State University
Dr. Maria Harper-Marinick
Recommendation
It is recommended the Board accept a subrecipient grant of $168,032 from Arizona State University for the Maricopa ATEC (MATC) to support a National Science Foundation grant establishing academic and career opportunities through pathways in nanotechnology. The project period is from 10/1/2015 through 9/30/2020.
Justification
Arizona State University (ASU) will establish a southwestern nanotechnology resource center as part of a national nanotechnology resource initiative. This center will support the advanced tool-set, faculty expertise and knowledgeable staff required by academic and industrial users performing research at the frontiers of nanoscience and engineering. Training programs will focus on workforce development and entrepreneurial initiatives for 21st century manufacturing industries. Partnerships with Maricopa County Community College District (MCCCD) and Science Foundation Arizona (SFAz) will allow two-year colleges in metropolitan Phoenix and rural Arizona to deliver a STEM-based nanotechnology curriculum designed to meet the economic development needs of their communities. MATEC will participate in coordinating project implementation and will support project objectives by developing and managing online training and resources.
Funding Approvals/Certifications Source: Arizona State University-pass-through from National Science Foundation Account Identification: Restricted
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
Budget Summary 10/1/2015 through 9/30/2020
Year 1 Year 2 Year 3 Year 4 Year 5 TOTAL Personnel Project Manager Part Time (<10hrs. week) Web Developer Part Time (<10hrs. week) Administrative Assistant Part Time (<10hrs. week)
$ 9,856
$ 8,599
$ 4,423
$ 8,213
$ 8,599
$ 4,423
$ 6,571
$ 6,879
$ 4,423
$ 5,476
$ 2,211
$ 5,476
$ 2,211
$ 35,592
$ 24,077
$ 17,691
Benefits $11,409 $11,410 $ 9,615 $ 6,999 $ 7,557 $ 46,990 Other Direct Costs $ 1,000 $ 1,000 $ 1,000 $ 1,000 $ 1,000 $ 5,000 Indirect Costs $11,439 $10,618 $ 8,936 $ 3,843 $ 3,843 $ 38,679
TOTAL $46,726 $44,263 $37,424 $19,529 $20,087 $168,029
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 13.5 Subaward Agreement between Central
Arizona College and Estrella Mountain Community College
Dr. Maria Harper-Marinick Dr. Ernie Lara
Recommendation
It is recommended that the MCCCD Governing Board accept the subaward agreement from Central Arizona College to Estrella Mountain Community College in the amount of $508,327 for Year 2 of this four-year project with effective dates of October 1, 2015 through September 30, 2016.
Justification Central Arizona College has been awarded a U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) Consortium grant titled the Arizona Regional Advanced Manufacturing Professional Upgrade project (AZ RAMP Up). Central Arizona College serves as the AZ RAMP Up lead, and consortium members include GateWay Community College/Maricopa Skill Center, Estrella Mountain Community College, and Eastern Arizona College. AZ RAMP Up will focus on select programs in which students earn credentials by demonstrating the knowledge and soft and technical skills identified by manufacturers/industry. Estrella Mountain Community College has created a new Industrial Manufacturing and Emerging Technologies program focused on creating new program pathways for students. This program is designed to meet the critical employment needs of the region’s advanced manufacturing industries by producing a highly skilled, credentialed workforce.
Funding Approvals/Certifications Source: U.S. Department of Labor, TAACCCT Account Identification: Restricted Funds
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
Subaward Agreement from Central Arizona College to Estrella Mountain Community College
TAACCCT grant: AZ RAMP Up
BUDGET 10/1/2015 – 9/30/2016
Salaries Project Site Director (50% FTE) Research Analyst (20% FTE) Career Navigator (50% FTE) Manufacturing Faculty (2- 100% FTE) Lab Support (100% FTE) Recruiter (.75 FTE)
$ 256,365 $38,993 $9,625
$30,756 $85,581 $56,987 $34,423
Fringe $ 131,102
Travel Project Director, faculty and staff travel locally for program operations and regionally/nationally for conferences.
$ 8,000
Equipment $0
Materials and Supplies Standard office and instructional supplies.
$ 1,000
Contractual Costs are associated with testing and certification site licensing fees.
$ 8,008
Other Includes support to hire third-party subject matter experts to review all new curriculum, marketing, and for staff to attend training.
$ 46,000
Indirect Charges $ 57,852
Total $ 508,327
CONENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 14.1 Lease Agreement Between
AZ Swimming Gauchos (ASG) and Glendale Community College (GCC)
Ms. Debra Thompson Dr. Irene Kovala
Recommendation
It is recommended that the Maricopa County Community College District Governing Board approve a new lease to the Arizona Swimming Gauchos under which it will continue to operate the swimming pool at Glendale Community College. The new lease term runs from January 1, 2016 through December 31, 2018 and is a payment of $2,100/month from the Gauchos.
Justification
In 1967, the City of Glendale and MCCCD joined together to construct a swimming pool at the GCC campus for use by both parties. In the spring of 2009, due in large part to budget cuts by both the City and MCCCD, it became apparent that continuing to operate the pool was not financially viable for either the City or MCCCD. Rather than closing or demolishing the pool, MCCCD entered into a lease agreement in December of 2009, with a non-profit youth swimming club, the Arizona Swimming Gauchos (ASG). ASG agrees to continue to lease the pool and to be responsible for its management and operation. For instance, ASG will service the pool and purchase supplies and chemicals at its cost. In addition, ASG will pay GCC a monthly rent, representing a shared cost for utilities consumed. The lease will permit ASG under limited circumstances to rent the pool to outside parties under the restrictions and conditions to which GCC would be subject if it were renting the pool. GCC will continue to use the pool for classes and fitness programming.
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS__________ Res Dev & Cmty Relations_______________ College President_______________________
CONSENT AGENDA ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 14.2 Lease of Suites D105, D106, D107 and D108
at Rio Southern to Consumer Advocacy Projects, Inc.
Ms. Debra Thompson Dr. Chris Bustamante
Recommendation It is recommended that the Maricopa County Community College District Governing Board authorize the lease of the Suites D105, D106, D107 and D108 (4,105 SF) located at Rio Salado College - Southern, 3330 South Price Rd., Tempe, AZ 85282 to Consumer Advocacy Projects, Inc. (CAP). The lease term begins the later of when tenant improvements are complete or January 1, 2016 and is for 60 months with an option to extend the lease for another 36 months. The monthly rate will be $2,822.19 or $8.25 per SF, triple net, for the first 12 months with annual 2.5% increases. The rate for the extension period that follows the initial 60-month term will be market rate at that time. Additionally, an amount of $855.21 per month will be charged for maintenance of common areas.
A standard reimbursement of $1.50 per SF per year will be allowed for tenant to complete tenant improvements prior to occupying the premises.
Justification Rio Salado has been working with the district’s real estate broker, CBRE, to lease available suites in the D building at Southern. Per CBRE these rates approximate full market rate for triple net leases in the east Tempe area for this type of facility. When the college purchased the facility in 2010, Building D had three existing tenants. These leases were renewed in 2013 when the previous leases expired. This tenant will be the fourth tenant in the building. CAP operates a senior adult development day activity program. This will be the administrative business offices of the corporation.
Funding Approvals/Certifications Source: Revenue deposited into Fund 2 Account Identification:
Chancellor ____________________________ Academic & Student Affairs ______________ Business Services _______________________ Human Resources _________ ITS __________ Res. Dev. & Community Relations__________ College President _______________________
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.1 Emergency Mass Notification- Alertus Ms. Debra Thompson
Recommendation It is recommended that the Governing Board approve this request to procure Alertus indoor and outdoor audio and visual notification devices, such as: beacons, emergency call boxes, high power outdoor loud speakers, etc. for the dissemination of emergency messaging to reach the entire campus community. Alertus also integrates existing devices and systems, such as: fire attenuators, VoIP, public address systems, marquees, etc. Those who must be notified include vision impaired, hearing impaired and mobility impaired individuals who are inside buildings as well as all persons who are outdoors in common areas, parking lots, athletic fields, etc. Implementation is intended at all District-owned properties and will complement and enhance the Rave project, which is another Board action item. Each fulfills a mandatory Federal obligation under the Clery Act.
The project will be paid for using capital funds allocated for emergency preparedness from the 2004 bond program. The Alertus’ quote is based upon a site survey conducted at each District owned property. The project quote from Alertus is not to exceed $2M for hardware, systems integration, enterprise license for Alertus Server Software and Activation Console, and implementation project management. Installation is an additional expense. Alertus will subcontract installation using a locally licensed, bonded and insured electrical contractor. Installation cost is estimated to be approximately $1,250,000. The completed project is not to exceed $3,250,000
There is an annual license fee beginning year two and beyond for Enhanced Notification Services (ENS) & Support of $49,000. This fee has been significantly discounted due to the size and scope of this project. The Alertus Project is part of the comprehensive Emergency Mass Notification Platform Standardization project; a multi-modal emergency mass notification platform that achieves standardized capabilities across all MCCCD owned facilities which comply with Federal law.
Justification Recent emergencies and violent situations on college and university campuses have made a robust Mass Notification System a necessity for Maricopa County Community College District (MCCCD) to notify students and staff of an imminent or impending thread. Under the Clery Act, the District is required to immediately notify the campus community upon confirmation of a significant emergency or dangerous situation involving an immediate threat to health or safety of students and employees occurring on the campus. Notification must be disseminated in multiple modes so as to reach the entire campus community, including vision impaired, hearing impaired or mobility impaired individuals who are inside buildings as well as those who are outdoors in common areas, parking lots, athletic fields, etc.
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.2 Emergency Mass Notification- RAVE Ms. Debra Thompson
Recommendation
It is recommended that the Governing Board approve this request to enter into a multi-year contract with Rave Mobile Safety, the successful emergency notification vendor selected by a competitive Request for Proposal process (RFP #3318-5). Rave Mobile Safety (Rave) has been under contract by Maricopa County Community College District since July 1, 2009 to provide emergency notification via email and text messages. The new contract with the same vendor will expand the message dissemination modes to include voice, social media and the Rave Guardian App, which transforms a smartphone into a personal safety device. This App can provide critical life-safety information to the public safety communications center when the user pre-enters this information. Rave is complimentary to, and enhances another Board action item, Alertus to provide a comprehensive and robust emergency notification system. The cost is $77,630 for the first year and drops to $74,930 for the remaining four years of the contract, with option to renew at the same cost for an additional five years. The capability to provide emergency mass notification messages to students and employees is required by Federal Law, delineated in the Clery Act.
Justification Recent emergencies and violent situations on college and university campuses have made a robust Mass Notification System a necessity in higher education, including for the Maricopa County Community College District (MCCCD) to notify students, employees and others of an imminent or impending threat. Under the Clery Act, the District is required to immediately notify the campus community upon confirmation of a significant emergency or dangerous situation involving an immediate threat to health or life-safety on or near the campus. Rave Mobile Safety provides an easy and effective way to send broadcast or targeted messages across all different communication modes. With mobile capabilities for smartphones or tablet users, administrators can more easily transmit critical information to the MCCCD community.
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.3 Student Success and
Scaling Model Consultant Ms. Debra Thompson Dr. Chris Bustamante
Recommendation It is recommended that the Governing Board approve the award of RFP 3334-4 Consultant for Student Success and Scaling Model to CampusWorks, Inc. from Bradenton, FL. This vendor was the top scoring proposer in the RFP process. The services will be rendered upon final award through May 16, 2016 for a cost of $480,730. This amount is inclusive of all travel expenses. Justification The Maricopa Community Colleges Foundation received a grant from the Bill & Melinda Gates Foundation to benefit Rio Salado College to support a Business Planning: Student Success and Scaling Initiative to transform out of state online education by providing high-quality, accessible and affordable, flexible and personalized learning with clear pathways to completion.
An RFP (#3334-4) was conducted to obtain proposal from qualified companies to assist with the design for a model for Student Success and Scaling. RSC has selected CampusWorks, Inc. to support planning efforts towards this Student Success and Scaling Model to transform out-of-state online education. The selected firm will assist the college with meeting the grant requirements.
Funding Approvals/Certifications Source: Maricopa Community Colleges Foundation Account Identification: Restricted Account
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.4 Shared Use Lease Agreement Between
Maricopa County Community College District/ Estrella Mountain Community
College and Western Maricopa Education Center No. 42
Ms. Debra Thompson Dr. Ernie Lara
Recommendation
It is recommended that the Governing Board approve the Shared Use Lease Agreement Between Maricopa County Community College District/Estrella Mountain Community College and Western Maricopa Education Center (West-MEC) for shared used of the Energy Building and associated student support spaces located at 500 North Verrado Way, Buckeye, Arizona 85326. The District shall prepay all base rent due for the lease term of 9 years and 364 days paying to West-MEC, on or before the effective date of the agreement, the sum of $2,000.000.00. Justification
The new West-MEC Southwest Energy Building is a first-of-its-kind innovative partnership between a public utility, APS Palo Verde Nuclear Generating Station; a community college, Estrella Mountain Community College and a joint technical education high school district, West-MEC. The primary goal of this triad of industry, higher education, and secondary education is to provide a program pathway into the power industry and augment an aging workforce. Through an integrated partnership approach, high school students, college students and returning adults will be able to earn college credit while gaining hands-on learning experiences that prepare them for high-demand employment opportunities.
The new West-MEC Southwest Energy Building will provide EMCC students with access to state of the art equipment and technology currently not available to them in existing educational environments. The shared use leased agreement enables college use of approximately 6,000 square feet dedicated to student support services and an additional 42,000 square feet of classrooms, laboratories and laboratory equipment to instruction.
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.5 Consultant selection for
Cloud Song Center Project at Scottsdale Community College
Ms. Debra Thompson Dr. Jan Gehler
Recommendation We recommend that the Governing Board approve the selection of Architekton to provide architectural and engineering consulting services for the Cloud Song Center Project at Scottsdale Community College with a design fee of $1,177,505, including reimbursable expenses. Justification The Capital Development Advisory Council (CDAC) reviewed this item at its November 17, 2015, CDAC meeting and recommended that it be submitted for Governing Board action. At its June 16, 2015 meeting, the Governing Board provided Conceptual Approval for the design and construction of a new 38,000 gross square foot multi-use building at Scottsdale Community College. The new Cloud Song Center will include classrooms, student support space, faculty offices, adjunct workspace, faculty support space, divisible meeting rooms, and new office and warehouse space for the receiving and the facilities scheduling departments. The new construction will also include the Indigenous Scholars Institute (ISI) in response to the College’s strategic goal to increase enrollment of Native American students, advance Native American scholarship and serve as the cultural center referenced in the original land lease with the Salt River Pima/Maricopa Indian Community. The ISI will contain a central gathering space, student study area, library, computer area, tutoring space, conference room, faculty offices, adjunct faculty workroom and faculty support space. Purchasing publicly advertised the Request for Proposals (RFP) for consulting services and received seventeen responses on Monday, August 3, 2015. The Selection Committee, consisting of College and District staff, interviewed the following firms on October 2, 2015:
Architekton SmithGroup JJR
SPS+ DLR Group Studio MA
The Committee recommends Architekton based on their proposed team, their understanding of the building program and their sensitivity to Native American design and the needs of the campus. Funding will be provided from Plant Funds, from SCC 2004 G.O. Bond construction from the previously approved Total Project Budget of $14,867,990.
Funding Approvals/Certifications Source: SCC 2004 G. O. Bond $1,177,505 New Construction Account Identification: $1,177,505 Project #140001.0501
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_______________ College President_______________________
(fpdexternal$\CDAC & Gov Board\Gov Board Items\scc.Cloud Song Center AE Award)
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.6 Job Order Contracting Purchase Order to
Replace Mechanical System Valves at Phoenix College
Ms. Debra Thompson Ms. Chris Haines
Recommendation We recommend that the Governing Board approve a Job Order Contract (JOC) purchase order in the amount of Four Hundred Ninety Five Thousand, Six Hundred Thirty-Eight Dollars and No Cents ($495,638.00) to DL Withers Construction for installation of new mechanical system valves at Phoenix College. Justification The Capital Development Advisory Council (CDAC) reviewed this item at its November 17, 2015 meeting and recommended that it be forwarded for Governing Board action. Phoenix College needs to replace many valves in the campus mechanical distribution system. Many of these valves are in excess of fifty years old and leak or do not function. The project consists of the removal and replacement of 35 isolation valves in the utility tunnels, 45 isolation valves at air handlers, all air purge vents in the mechanical system and 162 control valves for air handlers and fan coils system wide. Along with benefit of long term system sustainability and reliability, the control valves are being upgraded to electric units for greater control and efficiency with the campus energy management system. DL Withers Construction has submitted a cost proposal for this work in the amount of $495,638 through their MCCCD JOC contract. Funding will be provided from Plant Funds, from the existing PC 2004 G.O Bond Major Maintenance Budget of $592,638.
Funding Approvals/Certifications Source: PC 04 Bond Major Maintenance $495,638.00 Account Identification: 730-100-754210…701635 $495,638.00
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_______________ College President_______________________
(fpdexternal$\CDAC & Gov Board\Gov Board Items\pc.HVAC Valve Replacements JOC Award)
NON-CONSENT ACTION ITEM
Governing Board Agenda Meeting Date: November 24, 2015 Item Number Item Title Responsible Agents 15.7 Approval of Technology and Furniture for
Maricopa Corporate Colleges new location Ms. Debra Thompson Dr. Gene Giovannini
Recommendation It is recommended that the Governing Board approve this recommendation for technology improvements and furnishings for Maricopa Corporate College (MCOR) at their new leased facility at 1050 West Washington Street, Tempe AZ at a total cost not to exceed $800,000.
Justification The lease for this facility was approved by the Board in August and will provide for expanded space and a more centralized space for MCOR, increasing training facilities and allowing MCOR to expand its operations. Technology and Furniture must to be purchased to bring the facility ready and online. MCOR is working with multiple vendors under existing Requests for Proposal (RFPs) to accommodate this need. Costs are estimated not exceed $800,000.00. The following estimated costs have come in from the vendors.
Technology Infrastructure $166,000.00 Equipment $134,000.00
Furniture Office /Staff $226,315.00 Training/Conf $273,685.00
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________
E M P L O Y M E N T S
* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Salaries under $30,000 are due to less than 1 FTE and/or less than a 12 month position Section I Employments Maricopa Community Colleges 11/23/2015 12:12 PM Page 1
INFORMATION ITEM
Governing Board Agenda Meeting Date: November 24, 2015
Item Number
Item Title Responsible Agents
16.1 EMPLOYMENTS (New Hires, Specially Funded, and Short-Term)
Ms. LaCoya Shelton-Johnson
Recommendation In accordance with employee group policies, the following personnel actions were approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item (October 1-31, 2015). Justification
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs ______________ Human Resources _________ITS__________ Business Services ______________________ Res Dev & Cmty Relations _______________ College President ______________________
MCCCD October 2015 Hires
Employee Class: Regular, ClassifiedLocation Name Employee Class Job Title FTE Calendar IDAnnual Salary Start Date New/Replacement
District Support Services Cntr Basel,Barbara A Mgmt, Admin, Tech Dist Dir HR Solutions Center 1.00 12 Months 117,692.00 10/19/2015 Replacement
District Support Services Cntr King,Sue Mgmt, Admin, Tech Business Systems Analyst 1.00 12 Months 81,147.00 10/26/2015 Replacement
District Support Services Cntr Camacho,Edgar D. Professional Staff Financial Aid Tech II 1.00 12 Months 38,264.00 10/26/2015 New
GateWay Community College Daddo,Diana E. Professional Staff Admin Secretary III 1.00 12 Months 34,951.00 10/19/2015 Replacement
Mesa Community College Bryson,Anthony Patrick Mgmt, Admin, Tech Dir IT Security Planning 1.00 12 Months 83,124.00 10/30/2015 Replacement
Mesa Community College Johnson,Samantha Mgmt, Admin, Tech Coord Recruit Program 1.00 12 Months 44,611.00 10/12/2015 Replacement
Paradise Valley Community Coll Padelford,Sarah Leona Mgmt, Admin, Tech Coord Enrollment Svcs 1.00 12 Months 60,512.00 10/26/2015 Replacement
Paradise Valley Community Coll Tuala,Maika Malualelagi Professional Staff Student Svcs Spec 1.00 12 Months 40,278.00 10/28/2015 Replacement
Rio Salado Community College DeMember,Alyssa M. Professional Staff Program Advisor 1.00 12 Months 38,264.00 10/26/2015 Replacement
Rio Salado Community College Dern,Elizabeth R Professional Staff Program Advisor 1.00 12 Months 40,278.00 10/19/2015 Replacement
Rio Salado Community College Gomes Ruelas,Maria G. Professional Staff Financial Aid Tech I 1.00 12 Months 30,000.05 10/12/2015 Replacement
South Mountain Comm College Brookson,Warren Professional Staff Student Svcs Spec 1.00 12 Months 40,278.00 10/28/2015 Replacement
12 Regular, Classified hires October 2015
Employee Class: Short TermLocation Name Employee Class Job Title FTE Calendar IDAnnual Salary Start Date New/Replacement
Estrella Mountain Comm College Edwards,Heather Dawn Short Term (PSA) Admin Secretary III 1.00 12 Months 33,112.00 10/19/2015 Replacement
Estrella Mountain Comm College Young,Kimber-Lee Suzanne Short Term (SAF) Public Safety Dispatcher 0.75 12 Months 20,418.75 10/5/2015 New
GateWay Community College Arthur,Joel D. Short Term (PSA) Learning Assoc 1.00 12 Months 36,250.00 10/26/2015 Replacement
Paradise Valley Community Coll Brown,Bobbi Jo Short Term (PSA) Student Svcs Spec 1.00 12 Months 36,250.00 10/26/2015 Replacement
Scottsdale Community College Begay Jr,Wilbert H. Short Term (PSA) Student Svcs Spec 1.00 12 Months 36,250.00 10/12/2015 Replacement
Southwest Skill Center Johnson,Cory O. Short Term (MSC) Lead Instructor 1.00 12 Months 44,314.00 10/10/2015 Replacement
Southwest Skill Center Wesenberg,James D Short Term (MSC) Financial Aid Tech II 1.00 12 Months 36,038.00 10/26/2015 Replacement
7 Short Term hires October 2015
Employee Class: Specially FundedLocation Name Employee Class Job Title FTE Calendar IDAnnual Salary Start Date New/Replacement
District Support Services Cntr Kwasniak,Craig M. Specially Funded Accountant II 1.00 12 Months 54,755.00 10/19/2015 Replacement
Estrella Mountain Comm College Chacon,Lorena M. Specially Funded Admin Secretary III 0.75 12 Months 26,213.25 10/5/2015 New
GateWay Community College Chung,So Hee Specially Funded Programmer Analyst I 1.00 12 Months 54,755.00 10/5/2015 Replacement
Rio Salado Community College Brock-Economides,Loren A. M. Specially Funded Program Advisor 1.00 12 Months 38,264.00 10/19/2015 Replacement
Rio Salado Community College Ethier,Maria Lynette Specially Funded Adult Basic Educ Lead Teacher 1.00 12 Months 49,859.00 10/26/2015 Replacement
Rio Salado Community College Rivera,Natalie Specially Funded Computer Lab Tech 1.00 12 Months 30,391.00 10/12/2015 Replacement
6 Specially Funded hires October 2015
S E P A R A T I O N S
Section II Separations Maricopa Community Colleges 11/23/2015 12:13 PM Page 1
INFORMATION ITEM
Governing Board Agenda Meeting Date: November 24, 2015
Item Number
Item Title Responsible Agents
16.2 SEPARATIONS Ms. LaCoya Shelton-Johnson Recommendation In accordance with employee group policies, the following personnel actions were approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item (October 1-31, 2015). Justification
Funding Approvals/Certifications Source: Account Identification:
Chancellor ____________________________ Academic & Student Affairs ______________ Human Resources _________ITS__________ Business Services ______________________ Res Dev & Cmty Relations _______________ College President ______________________
MCCCD Separations for October, 2015
Location Employee Name Job Title Effective Date Action Action ReasonDistrict Support Services Cntr Outcalt,Erica A. Fund Scholarship Admin 10/8/2015 Termination Personal ReasonsGlendale Community College Willoughby,Mary M. Clerk Typist 10/3/2015 Termination RetirementMaricopa Corporate College Eckert,Michele Ann Sales Mgr Mar Corp College 10/17/2015 Termination Personal ReasonsPhoenix College Lampis,Anna Rosa Mathematics Science Spec 10/3/2015 Termination Personal ReasonsPhoenix College Tardiff,Mackenzie Nicole Public Safety Svcs Lab Tech 10/17/2015 Termination Personal ReasonsRio Salado Community College Moore,Steven E. Admin Asst II 10/23/2015 Termination RetirementRio Salado Community College Rodriguez,Nadine R. Reporter Host 10/24/2015 Termination Personal ReasonsRio Salado Community College Rosales,Victoria A. Exec Secretary I 10/16/2015 Termination Personal ReasonsRio Salado Community College Sheehy,Kate Sr Field Correspondent 10/7/2015 Termination Personal ReasonsRio Salado Community College VanDeusen,Trilby Course Production Spec II 10/17/2015 Termination Personal ReasonsRio Salado Community College Wiley,Charles L. Admin Secretary II 10/10/2015 Termination Personal ReasonsRio Salado Community College Williams,Diane E. Admissions Reg Rec Svc Rep 10/31/2015 Termination RetirementScottsdale Community College Wellborn,Chad Ronald Computer Lab Tech 10/2/2015 Termination Personal ReasonsSouthwest Skill Center Haines,Mark A. Program Mgr 10/15/2015 Termination Layoff-Budgetary Reason14 Separations for October 2015
MONITORING REPORT POLICY TYPE: CHANCELLOR LIMITATIONS
POLICY TITLE: FINANCIAL CONDITION AND ACTIVITIES; FINANCIAL PLANNING AND BUDGETING
Governing Board Agenda Meeting Date: November 24, 2015 ITEM NUMBER ITEM TITLE RESPONSIBLE AGENTS 17.1 Budget Analysis Report Ms. Debra Thompson
Fund 1: General Unrestricted Fund Ms. Kim Granio For the Four Months Ending 10/31/2015
Expenditure Summary: $200.0M (year to date); projected expenditure at year end: $680.6M • Typically evenly spread across each month, as the majority is payroll and benefits which are recorded
every two weeks. • 27.3% of expenditures have been recognized year to date (versus 25.8% in 14/15, 26.5% in 13/14, and
26.4% in 12/13). • 31.4% of the budget remains unexpended or unencumbered (versus 36.6% in 14/15, 33.0% in 13/14,
and 33.6% in 12/13). Revenue Summary: $313.0M (year to date); projected revenue at year end: $685.0M • The two major revenues, property taxes and tuition, are collected in cycles. Tuition revenue is
generally collected at the beginning of each semester while property tax revenue is mostly collected in the fall and spring when semi-annual payments are due from property owners.
• 45.4% of the budgeted revenue has been recognized year to date (versus 46.8% in 14/15, 42.3% in 13/14, and 44.6% in 12/13).
Fund Balance and Financial Stability Requirements • Projections are for the Fund 1 balance to increase by ~$4.4M (from $168.9M to $173.3M) in FY 15/16. • MCCCD is required to maintain a financial stability balance equal to 8% of the annual projected
revenue. This currently equates to $54.8M. The remaining fund balance of $118.5M is comprised of college carryforward, designations for future operations, minimum financial condition measure for future years, allowance for student bad debt, priority initiatives, capital master planning, reserves for potential claims/contingency, enrollment growth/retention, and a projected undesignated balance of $4.7M.
• Financial activities of the District comply with the Governing Board Policies, Chancellor Interpretations 2.4 and 2.6, though Restricted Fund revenue collection often lags behind expenditures given that the nature of grants and financial aid is one of reimbursement for expenditures and awards.
• The Governing Board contingency beginning balance is $900,000. The remaining balance as of 10/31/15 is $900,000.
Items of Particular Interest: Substantial Deviations from Budget or Expectations
None.
More information on the Budget Analysis Report access: http://www.maricopa.edu/business/reporting/reports.html
This report is also provided to the Audit & Finance Committee quarterly.
Funding Approvals/Certifications
Source: Account Identification:
Chancellor _____________________________ Academic & Student Affairs________________ Business Services________________________ Human Resources________ ITS___________ Res Dev & Com Relations_________________ College President ________________________
MARICOPA COUNTY COMMUNITY COLLEGE DISTRICTBUDGET ANALYSIS REPORT
FUND 1 - CURRENT UNRESTRICTED FUNDOctober 2015
1
EXPENDITURE ANALYSIS Percent Percent Percent Percent Unencumbered Percent of Amount Expended Expended Expended Expended Amount Balance Budget
By Function: Budget (a) Expended 15-16 14-15 13-14 12-13 Encumbered Available Available
INSTRUCTION 306,527,748 89,618,820 29.2 30.1 28.2 27.4 127,044,149 89,864,780 29.3PUBLIC SERVICE 3,023,212 857,869 28.4 31.8 30.3 40.7 1,463,703 701,639 23.2ACADEMIC SUPPORT 76,643,076 23,670,524 30.9 31.6 29.4 28.3 35,890,671 17,081,881 22.3STUDENT SERVICES 75,726,964 21,929,009 29.0 32.7 30.4 27.4 34,291,248 19,506,707 25.8INSTITUTIONAL SUPPORT 148,240,057 39,081,770 26.4 20.8 23.2 21.8 66,360,049 42,798,238 28.9OPERATION/MAINTENANCE OF PLANT 63,611,613 18,254,452 28.7 32.3 31.7 33.1 36,729,472 8,627,689 13.6STUDENT FINANCIAL ASSISTANCE 21,570,720 6,143,809 28.5 30.9 33.1 36.9 14,653 15,412,258 71.4CONTINGENCIES 35,716,500 5,558 0.0 0.0 0.0 0.0 0 35,710,942
TOTAL OPERATIONAL 731,059,890 199,561,811 27.3 25.8 26.5 26.4 301,793,945 229,704,134 31.4
By Account:
PERSONNEL SERVICES 381,920,799 113,035,827 29.6 29.8 26.9 27.4 200,100,001 68,784,971 18.0EMPLOYEE BENEFITS 115,015,045 34,663,838 30.1 29.0 27.6 26.8 41,018,691 39,332,516 34.2CONTRACTUAL SERVICES 53,993,749 19,915,398 36.9 30.7 44.3 34.2 30,766,204 3,312,147 6.1SUPPLIES, MATERIALS, PARTS 10,934,743 3,857,586 35.3 27.8 33.3 28.3 8,553,033 -1,475,877 (13.5)CURRENT FIXED CHARGES 9,013,946 4,422,511 49.1 66.1 64.9 35.0 5,183,990 -592,555 (6.6)COMMUNICATIONS AND UTILITIES 22,676,133 4,225,010 18.6 24.4 27.6 31.6 12,634,788 5,816,335 25.6TRAVEL 3,354,760 1,376,794 41.0 38.8 32.3 36.6 1,867,893 110,073 3.3STUDENT AID AND MISCELLANEOUS 40,511,178 7,975,531 19.7 21.3 19.3 20.1 1,661,103 30,874,545 76.2TRANSFERS-INTRAFUND 41,722,142 2,337 0.0 0.0 0.0 0.0 8,242 41,711,563 100.0TRANSFERS TO OTHER FUNDS 26,200,895 10,081,421 38.5 47.0 50.3 62.0 0 16,119,474 61.5CONTINGENCIES 25,716,500 5,558 0.0 0.0 0.0 0.0 0 25,710,942
TOTAL OPERATIONAL 731,059,890 199,561,811 27.3 25.8 26.5 26.4 301,793,945 229,704,134 31.4
(a) Represents budget as amended by approved transfers.
MARICOPA COUNTY COMMUNITY COLLEGE DISTRICTBUDGET ANALYSIS REPORT
FUND 1 - CURRENT UNRESTRICTED FUNDOctober 2015
2
ProjectedPercent Percent Percent Percent Variance
Recognized Recognized Recognized Recognized Projected Over/(Under)REVENUE ANALYSIS ( a ) Budget ( b ) Recognized 15-16 14-15 13-14 12-13 Revenue Budget Comments
PROPERTY TAX 437,227,709 181,614,135 41.5 42.1 34.3 36.0 433,311,207 -3,916,502 Projected, see (a)STATE AID 0 0 0.0 50.0 50.0 50.0 0 0 Per State BudgetIN LIEU TAX, SALT RIVER PROJECT 9,575,128 0 0.0 58.8 0.0 0.0 9,575,128 0 Based on budgetGENERAL TUITION 218,855,940 117,162,594 53.5 53.8 56.5 57.4 218,855,940 0 Based on budgetOUT-OF-STATE TUITION 15,160,431 10,361,046 68.3 67.1 74.1 73.2 15,160,431 0 Based on budgetOUT-OF-COUNTY TUITION 246,215 1,564 0.6 16.6 9.6 8.8 246,215 0 Based on budgetOTHER FEES AND CHARGES 4,593,131 2,836,946 61.8 57.9 54.2 53.9 4,593,131 0 Based on budgetINVESTMENT INCOME 505,000 240,115 47.5 40.5 72.9 52.9 505,000 0 Based on budgetMISCELLANEOUS AND OTHER 2,750,654 766,144 27.9 38.7 34.2 35.8 2,750,654 0 Based on budget SUBTOTAL REVENUES 688,914,208 312,982,544 45.4 46.8 42.3 44.6 684,997,706 -3,916,502BUDGETED USE OF FUND BALANCE 42,145,682 0 0.0 42,145,682 0 Based on budget
TOTAL SOURCES 731,059,890 312,982,544 42.8 52.5 45.9 47.4 727,143,388 -3,916,502
FINANCIAL CONDITION ANALYSIS
Total projected revenues 684,997,706Less total projected expenditures ( c ) -680,616,758 % of ProjectedProjected increase / (decrease) in fund balance 4,380,948 Revenues Beginning fund balance (audited) 168,939,447Projected ending fund balance 6/30/15 173,320,396 25%
Less projected designations for future operations 3.5% college carry forward 20,689,757 Additional allocations 22,367,935 Total budgeted designations: 43,057,692Less minimum financial condition measure ( d ) 54,799,816 8%Less minimum financial condition measure for future years 8,778,094 Less allowance for student bad debt 3,000,000Less priority initiatives (SSE, SSI, Corporate College, ITS, etc.) 24,696,664Less capital master planning 5,000,000Less reserves for potential claims/contingency 18,848,518Less enrollment growth/retention 10,462,300Projected undesignated balance 4,677,312
(a) See specific revenue analysis by type on page 4
(b) Represents adopted budget, as amended by approved budget transfers.(c) Projections based on college actuals, district office averages, and assumptions regarding transfers and reserve lines. (d) The financial condition measure represents that portion of the undesignated general fund balance equal to 8% of the annual projected revenues. This measure represents the minimum level of the undesignated general fund balance that must be continuously maintained to ensure continued operations in the event of unforeseen circumstances and contingencies.
MARICOPA COUNTY COMMUNITY COLLEGE DISTRICTBUDGET ANALYSIS REPORT
FUND 1 - CURRENT UNRESTRICTED FUNDOctober 2015
3
EXPENDITURE COMMENTS
By FunctionInstruction
Public Service
Academic Support
Student Services
Institutional Support
Operation/Maintenance of Plant
Student Financial Assistance
Contingencies
By Account
Personnel Services
Employee Benefits
Contractual Services
Supplies, Materials, Parts
Current Fixed Charges
Communications and Utilities
Travel
Expenditures have been selected for comment (1) if the percent of budget expended varies from the prior year by at least five percentage points or (2) if transactions or activities during the month are unusual. Some of these variations result from fluctuations in budget amounts allocated from year to year. Others are the result of timing differences for annually recurring expenditures.
Includes expenditures for facilities rentals, liability and property insurance, subscriptions, etc. Decrease in percent recognized is due to coding issues that have been noted in the new Financial Management System for Accident Insurance and Liability Insurance. These issues are being investigated and corrected.
Includes expenditures for activities established primarily to provide non-instructional services beneficial to individuals and groups external to the District. Percent recognized is consistent with prior year.
Includes expenditures such as funding for professional services, advertising, marketing, etc. Increase in percent recognized is due to a timing difference of payments for copy services in FY 15.
Includes the cost of classroom and office supplies and materials, software, audiovisual aids, etc. Increase in percent recognized is due to coding issues that have been noted in the new Financial Management System. The issues are being investigated and corrected.
Includes expenditures allocated for the operation and maintenance of the physical plant, such as utility costs and staff responsible for the maintenance of buildings and grounds for all units. Percent recognized is consistent with prior year.
Maricopa funded scholarships such as the President's scholarship, honors awards and employee waivers. Percent recognized is consistent with prior year.
Includes expenditures directly related to instruction including credit courses and vocational and technical courses. Percent recognized is consistent with prior year.
Includes activities to support the District's primary mission, such as student computing and library services. Percent recognized is consistent with prior year.
Includes activities that contribute to the students' emotional and physical well being; to promote intellectual, cultural, and social development outside the context of the formal classroom; and to facilitate student enrollment in courses. Examples are Admissions and Records, student activities, financial aid, counseling, etc. Percent recognized is consistent with prior year.
Includes activities that provide safety, security, printing, travel, marketing, insurance, management, business and human resource operations, and planning. In prior years, this had been split into two functions: General Institutional and Administration. Increase in percent recognized is due to a decrease in budget for flex benefits, while expenditures remained consistent with prior year. For FY16, the budget for flex benefits has been allocated across the applicable functional categories based on expected salary expenditures. In prior years, this budget was initially held in the Institutional Support function and allocated throughout the year.
Includes amounts carried from one fiscal year to the next by the colleges and district office units, amount of property tax levied but not collected, basic contingency for unexpected needs as prioritized by the Governing Board. Minor coding issues have been noted in the new Financial Management System and are being investigated and corrected.
Includes salaries and wages for all employees in all types of positions such as full-time, part-time, temporary, permanent, all employee groups, etc. Percent recognized is consistent with prior year.
Includes all employer paid costs of employee health insurance, retirement contributions, social security and Medicare, life insurance, workers compensation, unemployment, etc. Percent recognized is consistent with prior year.
Includes all costs relating to telephone, postage, electricity, water, sewer, etc. Decrease in percent recognized is due to coding issues that have been noted in the new Financial Management System. The issues are being investigated and corrected.
Includes mileage, in and out of state travel, international travel, registration, hotel, airfare, etc. Percent recognized is consistent with prior year.
MARICOPA COUNTY COMMUNITY COLLEGE DISTRICTBUDGET ANALYSIS REPORT
FUND 1 - CURRENT UNRESTRICTED FUNDOctober 2015
4
Student Aid and Miscellaneous
Transfers-Intrafund
Transfers to Other Funds
Contingencies
REVENUE COMMENTS
Property Tax
State Aid
In Lieu Tax, Salt River Project
General Tuition
Out-of-State Tuition
Out-of-County Tuition
Other Fees and Charges
Investment Income
Miscellaneous and Other
Budgeted Use of Fund Balance Includes budget capacity to allow colleges and district office divisions to carry forward up to 3.5% of operating budgets from one fiscal year to the next, enrollment growth funding for the colleges, and contingencies for unanticipated expenses. In prior years, 100% of the budgeted amount was recognized for reporting purposes; however, beginning with the Dec-14 Report, fund balance will not be recognized as a source until used. Therefore, the percent recognized from prior years will not be relevant to the current year's calculation.
Idle monies of the District are invested per Governing Board policy and the income is available for operating purposes. Based on accounting standards, the District adjusts the value of its investments monthly to that of the market and these adjustments are reflected in the investment income line. Therefore, the actual amount for this revenue line can fluctuate up and down over the course of the year. The projected revenue is what the District expects the final income amount to be at the end of the fiscal year regardless of the increases and decreases that can occur monthly.
Monies paid to the District by SRP for use in current operations as a substitution for property taxes. Decrease in percent recognized is due to a timing difference in receipt of funds.
Tuition and fees received from students whether directly or from a third party. Percent recognized is consistent with prior year.
Tuition and fees received from students who do not reside within the state or are not otherwise eligible for in-state tuition, whether directly or from a third party. Percent recognized is consistent with prior year.
Counties that do not have a community college district provide monies for operations to the districts where their students attend. Decrease in percent recognized is due to an improvement in the timing of posting waivers in FY 16.
Includes funds recovered from previously written off student debts as well as other small types of revenues. Decrease in percent recognized is due to a decrease in bookstore commissions.
Includes funds received from students for various fees such as registration, transcripts, evaluation by examination registration fees, music lessons, etc. Percent recognized is consistent with prior year.
Effective in FY 16, the State of Arizona no longer provides financial support to the Maricopa County Community College District.
Includes transfers for programs accounted for in other funds of the district, such as the Maricopa and Southwest Skill Centers, mandatory match associated with federal programs (financial aid and Small Business Development Center), funds for Meet and Confer, etc. Decrease in percent recognized is due to a timing difference in recording scheduled transfers.
Includes statutory waivers, employee and dependent waivers, non-capital equipment, bad debt expense relating to student accounts, etc. Percent recognized is consistent with prior year.
Includes amounts carried from one fiscal year to the next by the colleges and district office units, amount of property tax levied but not collected, basic contingency for unexpected needs as prioritized by the Governing Board. Minor coding issues have been noted in the new Financial Management System and are being investigated and corrected.
Includes allocations for enrollment growth funding (reserved to help fund additional courses for increased student enrollment), funds for incremental costs from capital development facilities, etc. Transfers will be made near the end of FY 16. Minor coding issues have been noted in the new Financial Management System and are being investigated and corrected.
Primary property taxes levied and collected for use in current operations without restrictions. The projected variance under budget is made up of the estimated uncollected tax levy of $3,916,502. Percent recognized is consistent with prior year.