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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

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)

Governing Board Agenda | November 24, 2015

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.

Minutes | October 27, 2015 Regular Board Meeting Page 2 of 8

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


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.


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.


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.


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


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


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.


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


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.

http://www.maricopa.edu/publicstewardship/governance/index.php

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.

http://www.maricopa.edu/gvbd/archives/Agenda Nov 10/VIA1 Board Resolution - Call to Action.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


2012


2013


2014


2015


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


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





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%


2011


2012


2013


2014


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%


2011


2012


2013


2014


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


2012


2013


2014


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:


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%


2011


2012


2013


2014


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:


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%


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.




developmental English course in


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





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


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%


No Pell Pell

Key Finding:

Basic Methodology: The new-student cohort

was broken into





who successfully


grade) developmental math

in their cohort term.



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%


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


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).



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%


Female Male

42

Key Finding:

Basic Methodology: The new-student cohort

was broken into





who successfully


grade) developmental

English in their cohort term.


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.


Variables

43

68%

63%

69% 71%

75%

63% 63% 67% 68%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


No Pell Pell

Key Finding:

Basic Methodology: The new-student cohort was





of the cohort who


B, C, or P grade)

developmental English in

their cohort term.


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.


Variables

72% 67%

72% 71%

77%

60% 61%

65% 68%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Non-URM URM

Key Finding:

Basic Methodology: The new-student cohort was





of the cohort who


B, C, or P grade)

developmental English in

their cohort term.

Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and



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%


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


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.



46

59%

70% 72%

64% 66% 63%

61%

67% 63% 62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


No Pell Pell

Key Finding:


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.




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.



47

64% 69%

75%

66% 67%

57% 60%

65% 61% 62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Non-URM URM

Key Finding:

Basic Methodology:

The percentage of the cohort who


or P grade) a college-level math







developmental math course in


college-level math course within

one year following the first term.

Note: URM stands for Under Represented Minority (American Indian, Black, Hispanic, and


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


74% 73% 77%

80% 80%

69% 71% 73% 74%

78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Female Male

48

Key Finding:



or P grade) a college-level English









college-level English course within


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%


No Pell Pell

Key Finding:

Basic Methodology:

The percentage of the cohort who


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



The success rate in college-level


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


50

75% 76%

81% 81% 82%

67% 68%

72% 74% 78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Non-URM URM

Key Finding:



P grade) a college-level English










one year following the first term. Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and


The success rates in college-level


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:


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%


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


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


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



national means. The number of

responses to each item (n) is

provided in the chart at left.




64

2.26

2.10

2.25

2.09

1 2 3


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




65

2.87

3.11

2.90

3.06

1 2 3 4


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



national means.


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


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




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



national means.








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)




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







in Spring 2014. This survey

is scheduled to be


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)




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







in Spring 2014. This

survey is scheduled to be


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

http://www.maricopa.edu/publicstewardship/governance/boardpolicies/metrics.php

http://www.maricopa.edu/publicstewardship/governance/boardpolicies/metrics.php

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.


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%


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


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,


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.


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.


Alternative course formats included: online, hybrid, and accelerated classes of eight

weeks or less.


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


alternative format, excluding high school dual enrollment courses. Alternative course

formats delivery methods included: online, hybrid, and accelerated classes of eight weeks

or less.


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


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.


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.)


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_______________________


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


Chancellor _____________________________ Academic & Student Affairs_______________ Business Services________________________ Human Resources__________ ITS __________ Res Dev & Cmty Relations_________________ College President________________________

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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

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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

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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

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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 ___________________________________________________________________________________________

http://aztransmac2.asu.edu/cgi-bin/WebObjects/acres.woa/wa/freeForm2?id=89763




ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES



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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



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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 ___________________________________________________________________________________________









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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 ___________________________________________________________________________________________








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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 ___________________________________________________________________________________________









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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 ___________________________________________________________________________________________









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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 ___________________________________________________________________________________________









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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 ___________________________________________________________________________________________









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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 ___________________________________________________________________________________________









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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


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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. _________________________________________________________________________________________

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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. _________________________________________________________________________________________

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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. _________________________________________________________________________________________






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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. _________________________________________________________________________________________





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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. _________________________________________________________________________________________





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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. _________________________________________________________________________________________





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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. _________________________________________________________________________________________




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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


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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. _________________________________________________________________________________________







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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. _________________________________________________________________________________________







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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


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. _________________________________________________________________________________________



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.


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


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


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


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


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


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.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS__________ Res Dev & Cmty Relations_______________ College President_______________________


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.




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.




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



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.




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)


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)


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



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


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


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


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


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 ________________________

http://www.maricopa.edu/business/reporting/reports.html

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.



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.



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.



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.

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