Annual report / State Board of Directors for Community Colleges of Arizona

              \ \ "1 , .I c,f
of Directors
r Community lieges
of Arizo
nual Report to the Governor
11995-1996
November 1996
Nayqlo County
Communily Co/lege
.D.is1rict
Campus and
Center Locations:
.~-Kayenta
Center
• Keams Canyon - Keams
Canyon Center
• J::IQ\!;1rQQt - Painted
Oeser! Campus
• SnowflakelTaylor - Silver
Creek Campus
• HeberfOvergard - Heber
Center
• Show Low - White
Mountain Campus
• Whiteriver - Whiteriver
Center
• extension Centers in
Apache County -~
~and Springervillef
Eager - provided by
Navajo County Community
College District
• Other programs offered
in Winslow
Graham County
• Eastern Arizona College
Satellite Centers In Gita
County -~SQn
~and Hayden­provided
by Eastern
Arizona College
• ~Gila Pueblo
Campus, Eastern Arizona
College
• Extension Centers in
Greenlee County ­CliftonfMorenci
ond
lL\l.= - provided by
Eastern Arizona College
• Eastern Arizona College
Main Campus Thatcher
• Additional programs
offered at Q1Q!2ll, Safford
Swift Trail and Eor!..QrQnl
Cochise County
• Cochise College
Sjerra Vista Campus
• Cochise College
Main Campus,
~
.5ietra Vislo
Cochise County
Community
College Dis1ricl
COCHISE
Whiteriver
SpringerviIIe/
Eager
Kayenlo
NAVAJO
ShowLow
APACHE
St• .Johns
Kearns
Canyon
SawfIake/
Taylor
Heber/
Overgaard
Patagonia
• Services in
Pgtagoojg
Santa Cruz
County,
provided by
Cochise County
Community
College
GILA
GRAHAM
Thatcher
Safford
WKltBtnan Swift Trai
ForIGront
SANTA
CRUZ
• Services In
t:!QggIn
Santa Cruz
County, provided
by Pima County
Community
Co/lege
Tucson­Downtown
Campus PIMA WestCarnpus
East Campus
Desert Vista Campus
DCeevnetelorpfomr eTrnatining,a..nd ...
PINAL
Coolidge
Page­Satellite
Center
Comnioo County
Community College
DI1ll:ll;t
COCONINO
Rogsloff-
Coconino Community College
Pima County
Community College DIsIrIcl
YAVAPAI
ClarKdale
0Iin0 VOlley J--~
Fresco"
Mgr!copa County
Communjty College
DI1ll:ll;t
Pinal County
Communl1y
College PIsIrIcl
Central ArIzona College
• Aoache Junction - Superstition
Mounaln Campus
• Additional programs offered In
~
• ~-Signal Peak
Campus
• Winkelman - Aravalpa Campus
Colorado aty­North
Mohave Center
f(ingman Campus­Mohave
Community
College
8uIIhsodaty­Mohave
Valley
Campus
MgrIcopg County
• Chandler-Gilbert Community
~-Chandler
• Estrella Moyntaln Commynity
College Center - Avondale
• GateWay Commynlty College ­Phoenix
• Glendale Commynity College ­Glendale
• Mesa Commynity College­Mesa
• Paradise Valley Communlly
~-Phoenlx
• phoenix College· Phoenix
• Rio SaladO Commynlty College ­Tempe
and other locations
• Scottsdale Community College ­Scottsdale
• Soyth Mountain Commynjty
~-Phoenlx
• MariCQoa Skill Center - Phoenix
YumallaPaz
~
Community
College DIsIrIcl
.Yl!.llli:I­Arizona
Western
College
.Off-campus
centers in
fSlrM!L Yt'lrlIl2n.
~and
Slm..1.lII1
Yayaool County
Communl1y College
DI1ll:ll;t
• frlm;Qtt - Yavapai
College
.~-Verde
Valley Campus
• Extension sites in
Chino Valley and
Prescott Valley
STATE BOARD OF DIRECTORS FOR
COMMUNITY COLLEGES OF ARIZONA
3225 N. CENIRALAVENUE, SUITE 1220 PHOENIX, ARIzONA 85012-2411
TEL (602) 255-4037 FAX (602) 279-3464
October 27, 1996
The Honorable Fife Symington
Governor
State of Arizona
1700 West Washington
Phoenix, Arizona 85007
Dear Governor Symington:
It is my distinct pleasure, on behalf of the State Board of Directors for
Community Colleges of Arizona, to present you the Annual Report to the
Governor, 1995-1996 as required by A.R.S. § 15-1427. This report includes a brief
statement regarding the progress of Arizona's Community Colleges during the
past fiscal year and provides statistical information on finances, enrollment,
employment, and educational programs. In addition, please find a copy of the
Statistical Supplement to the Annual Report.
The State Board and I appreciate your continued support on behalf of
Arizona's Community College system.
Sincerely,
;€Ml.
Robert L. Gugino
Chairman
Pima County
1996 ACKNOWLEDGMENTS
Many individuals contributed to the preparation of the Annual Report. The
following community college district representatives, Sandy Bryan, Karen
Nicodemus, Laurie McCown, Ralph Orr Jr., Richard D. Balsley, Lorie O'Brien,
Cathy Pierce-Urbanski, Holly Rea, Fred Gaudet, Mary A. Day, Linda Hawbaker,
Lynn l. Marstiller, Howard Greenlee, Jennifer K. Shantz, Althea C. Long, Kate
Lynch, David Roddy, Everett C. Robinson, Philip J. Silvers, Chuck Reinebold, R.
Paul Maffey, Ray Wojda, Roger l. Johnson, A. Daniel Simper, Louis Attinasi, Eloise
Young, Elise Bernal, Winifred A. Black, are gratefully acknowledged for their
assistance in the collection of data used in this report.
In addition, the Annual Report Team would also like to thank the State Board
office staff for their time, effort, and cooperation in the production of this report.
Annual Report Team 1996
Pete Gonzalez
Carol Nau
Mary Jo Saiz
Claudia Schreiner
Carol Thompson
Table of Contents
Philosophy of Arizona's Community College System 1
Mission Statement of the State Board 2
Vision Statement of the State Board 2
Arizona Community College Progress Reports 1995-96
State Board of Directors for Community Colleges of Arizona 4
Cochise County Community College District
Cochise College 8
Coconino County Community College District
Coconino Community College 10
Graham County Community College District
Eastern Arizona College 12
Maricopa County Community College District 14
Chandler-Gilbert Community College 16
Estrella Mountain Community College Center 18
GateWay Community College 20
Glendale Community College 22
Mesa Community College 24
Paradise Valley Community College 26
Phoenix College 28
Rio Salado Community College 30
Scottsdale Community College 32
South Mountain Community College 34
Mohave County Community College District
Mohave Community College 36
Navajo County Community College District
Northland Pioneer College 38
Pima County Community College District
Pima Community College 40
Pinal County Community College District
Central Arizona College 42
Yavapai County Community College District
Yavapai College 44
Yuma and LaPaz Counties Community College District
Arizona Western College 46
i
Arizona Community College Student Enrollment
Statistics and Trends, 1991-92 to 1995-96
Enrollment Trends: Annual Audited FTSE and Fall Headcounts 50
Fall Full- or Part-TIme Enrollment (Headcount) 51
Fall Headcounts by Ethnic or Race Group 52
Fall Headcounts by Gender 53
Fall Headcounts by Age Cohort............•.................................................................................... 54
Fall Headcounts by Residency Status...............................•.........•.............................................. 55
Fall Headcounts by Continuation Status 56
Fall Headcounts by High School Graduation Status 57
Fall Miscellaneous Headcount Information (Fall Headcounts) 58
Financial Information:
Data and Trends, 1991-92 to 1995-96 and State Board Budget, 1995-96
Sources of Funds 60
Analysis of State Aid Income 61
Disposition of Funds (Expenditures) 62
Arizona Tuition Rates 63
State Office Administration 64
Program of Study Information: Curriculum Matrix, Skills Centers and Tech Prep
Curriculum Matrix 66
Skills Centers 68
Tech Prep 69
Arizona Community College System Directory
Members of the State Board 72
State Board Staff .•.......................................................................................................................... 73
list of Districts and Colleges......................•.................................................................................. 74
For more detailed information about enrollment, finances and other data about the Arizona
community colleges, please consult the StatisticalSupplement to the AnnualReport to the
Governor, 1995-96, also issued by the State Board.
ii
Philosophy of Arizona's Community College System
The philosophy of the Arizona community college system is a reflection of the purpose of a
free democratic society: govemment of. by and for the people. This can be best achieved by
an educated populace so that all may exercise intelligently and morally the rights. privileges
and duties of self-government. This entails the affirmation that each individual has worth and
dignity. must be afforded an opportunity to develop skills and talents. and must share the
responsibilities of providing educational services with the community.
Further. the philosophy recognizes that education is a vital lifelong process that-like the
society to which it responds-is never static nor completely realized. Education in a democratic
society aims to equip all members with the knowledge and techniques necessary for coping
with the economic. social and political dynamics affecting not only the individual but also the
community.
It is therefore appropriate that the individual. the community and the state should share the
financing and governance of the community college system. At the district level. fiscal and
educational policy can be determined by local needs. At the state level. it is imperative to
establish standards. and to assess and coordinate needs and services in the best interest of the
state.
Because the communities in Arizona differ widely in demographic. economic and
geographical characteristics. the community colleges of Arizona must be permitted relative
autonomy and a variety of curricula. But each community college must be committed to the
following general objectives:
1. To offer the first two years of baccalaureate parallel or preprofessional courses
of the highest quality. so that students enrolled in transfer programs may
complete study for the baccalaureate in four-year colleges and universities.
2. To provide occupational programs in technical. vocational and
paraprofessional fields leading to an associate degree or a certificate. and to
provide retraining and upgrading of skills in these fields. so that students enrolled
in occupational programs are qualified to meet current needs of the labor
market.
3. To provide appropriate general education for all citizens. so that they may
perform their personal and professional roles more effectively. and exercise their
obligations and privileges as citizens more intelligently.
4. To offer programs in continuing education for those who wish to improve
professional skills. acquire new ones. or expand their fields of knowledge and
general interest.
5. To provide sound academic and occupational counseling. including job
placement services. so that students may learn to define their goals clearly and
pursue them realistically.
6. To provide cultural and community service programs for the enrichment of the
community. and to encourage the use of community college facilities and
services by all citizens of the community for educational and cultural purposes.
Finally. a democratic society prizes and values individual differences. The role of the
community college is to encourage men and women of all ages to develop their skills and
talents differently. each according to abilities and interests, so that collectively they contribute
to the continuum of democracy.
Adopted by the state BOOid of DiiectoiS fOi Community Colleges of Arizona on Octoberi 23; 1976.,
State Board of Directors for Community Colleges of Arizona
Mission
The mission of the State Board of Directors for Community Colleges of Arizona is
to provide for the governance, oversight, planning, and coordination of
Arizona's community college system, in order to provide an integrated
statewide system of community colleges that satisfies the differing educational
needs of all the peoples of Arizona. AdoptedNovember21, 1992
VISion
We, the State Board of Directors for Community Colleges of Arizona, are
dedicated to the principle that the citizens of this state must have access to a
broad array of educational services through community colleges. We are
guided by high ethical standards, a vision for the future of the state, and an
appreciation of the broad cultural diversity of the citizenry. We are committed
to the principles of responsible management of state resources and are
innovators in planning for the future development of the state community
college system.
We systematically assess the dynamic changes in higher education to foster
modifications in policies and practices required for Arizona's community
colleges to remain at the forefront of educational effectiveness. We focus on
the current and future needs of individual students and the educational needs
of the entire state. We are an effective force for unity within the system of
community colleges as it prepares for the global and interdependent society of
the twenty-first century.
In fulfilling our trust, we balance the responsibility to provide statewide
governance and oversight with sensitivity to the responsibility of the District
Governing Boards as stewards of the respective community college districts. We
are the leading advocate for the community college system with the
Legislature, the Executive Branch of Government, other state agencies: and
with the public. We accept responsibility for the resources and mission entrusted
to us by the citizens of Arizona. AdoptedJune 78, 7994
2
Arizona Community College
Progress Reports
1995-96
3
Introduction
The State Board of
Directors for Community
Colleges of Arizona is the
state level of the two­tiered
community college
governance system that
also includes local
governance of
community college
districts.
The State Board consists of
fifteen members, one
member from each
county in the state,
appointed by the
Governor and confirmed
by the Arizona State
Senate for a seven-year
term. In addition, a
representative of the
Arizona Board of Regents
and the Superintendent of
Public Instruction or
designee complete the
membership of the State
Board.
The mission of the State
Board of Directors for
Community Colleges is to
provide for
governance, oversight,
planning and
coordination of Arizona's
community college
system, in order to
provide an integrated
statewide system of
community colleges that
satisfies the differing
educational needs of all
the peoples of Arizona.
State Board!
Office Major
Accomplishments
1995-1996
New Board Members:
Michael G. Clifton from
Coconino County and
Byron K. Mills from Gila
County were appointed
to the State Board by
Governor Symington.
Their terms are from 1996
to January 2003.
Governor Symington
appointed Jim Hartdegen
from Pinal County to fill
the vacancy created by
the resignation of Dalton
H. Cole. Mr. Hartdegen
will serve the remainder
of the term which
concludes January 1999;
and Karen F. Rizk from
Yavapai County will fill
the vacancy created by
the resignation of Joseph
F. Russo. Mrs. Rizk will
4
serve the remainder of
the term which concludes
January 1997, and Jessie
A. Slade from Apache
County was appointed to
fill the vacancy created
by the resignation of
Robert J. McKenzie.
Mrs. Slade will serve the
remainder of the term
which is scheduled to
terminate January 1998.
Study Sessions:
The State Board
conducted an All-Boards
Session in October 1995.
The session called for
brainstorming on matters
of importance to Arizona
Community Colleges that
the State Board, District
Governing Boards, and
College Presidents could
address together. The
session produced five
categories for which
goals and action plans
were to be developed.
The top five categories
chosen were: 1) Dollars-to
develop alternative
financing methods;
2) Governance-to
develop unified state and
local goals and define a
model; 3) Rules,
Regulations and Roles-to
ensure that rules,
regulations, and roles
meet the criteria of
meaningful, relevant,
future-oriented, and
value added; 4) Seamless
"Web" Education-to
empower the Joint
Conference Committee
to enforce articulation
between community
colleges and universities;
5) Public and Internal
Communication-to build
joint confidence between
Boards and the media.
The State Board also
initiated joint study
sessions involving State
Board, Arizona
Community College
Presidents Council, and
Arizona Association of
District Governing Boards.
Five strategic
conversations were held
in preparation for the
Sunset Review on topics
such as Facilities,
Academic and Student
Services, Finance,
InstitutionaI
Accountability, and other
public policy issues.
The State Board
conducted a Study
Session on Community
College-University
Articulation and Transfer.
The objective for the study
session was to specify the
attributes that would be
present in a desired
transfer articulation
system; describe the status
of the current transfer
articulation from the
community college point
of view; identify
approaches, strategies,
solutions relating to
transfer articulation.
A joint Legislative Retreat
of the State Board, Arizona
Community College
Presidents Council, and
the Association of Arizona
District Governing Boards
was held in June 1996 to
begin the process in
identifying issues for
consideration by the
Governor and Legislature
in the 1997 legislative
session.
5
General Fund
Capital Outlay Plant Fund
Bond & Debt
Bond & Debt Interest
Total
$368,725,788
$62,876,320
$6.616,499
$11,640,982
$449,859,589
Transfer Articulation
Study Tasle Force:
In response to a
legislative mandate,
jointly sponsored with the
Arizona Board of Regents
a Transfer Articulation
Study Task Force charged
with developing a
seamless plan for transfer
from a community
college to the State's
public universities. This
task force is co-chaired
by representatives from
ABOR and the State
Board. The task force is
proceeding with its work
and is expected to have
a report for the two
boards and the Joint
Legislative Budget
Committee prior to the
December 15, 1996 target
specified in the
legislation.
Committee on the
Future of Arizona's
Community Colleges:
In conjunction with the
Association of District
Governing Boards and
the Arizona Community
College Presidents'
Association, sponsored
the Commitee on the
Future of Arizona's
Community Colleges. The
committee will address
the manner in which
Arizona's community
colleges will need to
adapt its programs,
services, and organization
to face the chaiienge of
serving the State and its
citizens in the first decdes
of the 21st Century.
Campus Site VISitations
and Board Meetings:
State Board members and
office staff visited and
conducted State Board
meetings/study sessions
at Coconino Community
College, Phoenix College,
Cochise College,
Scottsdale Community
College, and Chandler­Gilbert
Community
College.
Supported and attended
an event honoring the
three Arizona community
college students (Central
Arizona College,
GateWay, and Yavapai)
named to the 1996 All-USA
Academic Team.
State Board Rules:
The State Board continued
the process of review
validation of its rules to
insure currency and
compliance with state
requirements.
Curriculum Approval:
The State Board initiated a
new rule on curriculum
approval and process
which includes a monthly
"early alert" listing district
intent to establish new
curricula.
6
Evaluations:
Monitored and initiated
performance-based
evaluation of all district
programs receiving
federal vocational
education funding.
Established teams to
perform all major on­going
functions of the
State Office and initiated
peer evaluation as part of
a performance-based
process to determine
salary increases when
funds are provided by the
legislature.
Collaboration and
Cooperation:
Jointly sponsored with the
Arizona Community
College Presidents
Council and the District
Governing Boards a
legislative initiative which
resulted in an
appropriation of $1.1
million for planning and
implementing a major
thrust to improve student
learning and access via
the latest technology.
State Board members
participated in and/or
hosted four joint meetings
of the Arizona Board of
Regents, State Board of
Education, and Arizona
Commission on
Postsecondary Education
for the purpose of
coordination.
Restructured the schedule
of activities at Board
Meetings resulting in a
savings of 50% of required
meeting time.
Upcoming Issues
for 1996-1997
To develop, in
collaboration with the
community colleges, an
equitable funding
method for determining
state aid to community
colleges in support of
academic and capital
objectives.
To develop and
implement a plan for the
development and
delivery of quality
distance and technology­assisted
learning that
integrates the services of
community colleges with
those of public education
and other segments of
higher education.
To provide an improved
articulated transfer for
community college
students into the state's
public universities and
monitor results.
To develop and
implement procedures for
the systematic exchange
of data in order to
analyze and report
community college
institutional effectiveness
measures.
To continue the priority of
team building and
defining of relationships
between and among the
Arizona Association of
District Governing Boards,
Arizona Community
College Presidents
Council, Arizona Board of
Regents, and State Board.
To complete the work
and report of the
Committee on the Future
of Arizona Community
Colleges to widen the
horizon and elevate the
vision of community
college and community
leaders.
7
To integrate district
strategic planning into the
State Board's annual
strategic plan and
prioritization of legislative
funding initiatives.
To advocate the needs of
the state system of
community colleges by
actively lobbying the
Legislature and Governor,
in cooperation with the
districts.
To improve accessibility to
educational opportunities
for all citizens of Arizona's
counties.
To determine how well
the State Board and State
Office are fulfilling their
missions as perceived by
their "customers."
To prepare for and
actively participate in the
Performance Audit (Sunset
Review) and follow-up on
findings identified in the
report.
Introduction
Cochise College, the second
community college in the
state of Arizona established
by the 24th state Legislature,
is located in the southeastern
corner of Arizona in Cochise
County. The first campus,
built 10 miles west of Douglas,
serves a younger, chiefly
Hispanic community. The city
of Douglas and its "twin" city
across the border. Agua
Prieta, along with surrounding
bedroom communities have
a combined population of
over 100,000.
Cochise College's Sierra Vista
campus serves a diverse
community. The campus was
opened in 1978,butbegan
serving from various locations,
including Ft. Huachuca, as
early as 1964. Nestled next to
the Huachuca Mountains and
the Fort, a high tech military
installation and the major
employer in southern Arizona,
Sierra Vista is poised to
become a major intersection
on the information
superhighway.
The third center for Cochise
College is situated in the
agricultural community of
Willcox, which is becoming
known for its ecotourism.
Education needs in the
Willcox area center around
transfer credits and personal
development.
Major Accomplishments
in 1995-96
Accreditation: In April 1996,
the North Central Association
of Colleges and Schools
visiting team, led by
Dr. H. Victor Baldi, president
of Fox Valley Technical
College, made their visit to
Cochise College. After a
thorough review of the
College's Self-Study Report
and interviews with groups
and individuals on both
campuses, they completed
their visit with the
recommendation that
Cochise College receive the
maximum accreditation term
of /0 years. The team also
recommended that a North
Central Association focus
group return in four years to
evaluate progress in
implementing the College's
Institutional Effectiveness
model.
Facilities: In September 1995,
Cochise College dedicated
two new buildings and
completed major
renovations to a third. Library
and science buildings were
constructed and the 300
classroom building was
doubled in size to
accommodate a music
rehearsal hall and practice
rooms, additional classroom
space, a multi-purpose
classroom and meeting iOom
and office space for
instruction and staff.
8
Renovation and relocation of
classrooms and labs have
been ongoing construction
projects for the 1995-96 year.
Student Services and Student
Development buildings have
been remodeled with service
to the students in mind.
An adult education building
was erected on campus from
sections assembled off-site to
fill the need for a burgeoning
enrollment.
Throughout the new and
renovated construction,
Cochise College has
introduced energy-saving
lighting systems. Mac Trahan,
from the Sulphur Springs
Valley Electric Cooperative.
presented Dr. Walter Patton,
College President, with the
first of a series of award
checks for energy
conservation in December
1995.
Academic Programs:
A pilot Academic
Reorganization was
accomplished at the Douglas
campus for study and review
the first semester. The
structure. which adds
department heads, further
encourages and supports
continuous improvement in
the c1assoom. The
reorganization was
implemented districtwide,
effective July 1, 1996.
The aviation program has
expanded its outreach by
partnering with Arizona state
University and offering flight
training at Williams Airfield
near Chandler.
Cochise College has
developed a Centerfor
Economic Research that is
being hailed as a valuable
community resource and at
the same time provides
students with "real world"
experience.
Events:
Dr. Walter Patton and the
College have had the
privilege to host a number of
important guests on campus.
The first guests were the
Arizona Association of District
Governing Boards in
conjunction with the Arizona
state Board of Directors for
Community Colleges
November meeting. The
College focused its host
presentation on student
outcomes.
Governor Fife Symington of
Arizona made his first visit to
Cochise College to present
President Patton with a check
for $245.000 for the School-to­Work
Initiative. Cochise
College was the first
community college to receive
this funding.
A delegation of military
dignitaries from the southwest
African country of Namibia
visited the Douglas campus to
review the progress of their
students in the Aviation
Maintenance Technology
program and to examine
firsthand the facilities and
faculty at Cochise College.
The Namibian delegation
returned home with a
determination to continue
and possibly expand the
cooperative program.
Issues for 1996-97
The academic structure will
be monitored to ensure that it
results in better instruction and
measurable student
achievement.
The College will continue to
implement technology across
the curriculum through
computer training. distance
learning. and state-of-the·-art
technology availability.
Developing student and
faculty abilities at conducting
research on the Internet is one
small example of
technological advancement.
The College will continue to
monitor the growing
economy of Sierra Vista and
Cochise County to ensure
that training needs for the
communityare being met.
The College will maintain
active partnerships with the
educational and business
communities in the
development of the School­to-
Work Initiative"
9
Capital Outlay Plant Fund
Bond & Debt
Bond & Debt Interest
Total
$15,687,004
1
$2,098,837
$195,000
$160,080
$18,140,921
Introduction
As Arizona's newest
community college
celebrates its fifth
anniversary, it continues to
grow and is marked by
continuing success. Its brief.
but rich, history underscores
the magnitude of the long
pent-up demand for
community college services
in Coconino County. To a
large extent its remarkable
success can be attributed to
its innovative and creative
partnerships with other
public agencies.
Maior
Accomplishments
in 1995-96
After thorough work and
preparation. the College
underwent an evaluation
visit from North Central
Association of Colleges and
Schools in November 1995.
Following close scrutiny and
evaluation, the team
unanimously voted to
recommend full
accreditation. In February
1996 the Association granted
a full, unprecedented
accreditation to the new
College.
In July 1995 the College
implemented a
reorganization. The
"organizational wheel,"
designed to enhance the
efficiency and functions of
the College. has been
successful and has resulted
in a flat organization,
greater empowerment of
personnel at all levels, and
increased flexibility to
expand and meet the
needs of a dynamic and
growing institution.
During 1995 Northern Arizona
University offered a 40-acre
parcel of land for use by the
community college in an
innovative and
collaborative arrangement
where the College could
build a permanent campus
in Flagstaff. The Arizona
Board of Regents and the
State Board of Directors for
Community Colleges
approved the concept.
The Flagstaff campus.
currently located in a former
strip-mall-shopping center,
has been expanded through
acquisition of additional
space within the facility.
However, it is dramatically
apparent this facility can
only be considered a
temporary site for the
Flagstaff campus and
district administration.
Educational specifications
have been developed using
a campus-wide process to
define a future permanent
10
facility for the community
college.
Construction of the Page
Campus is underway and is
expected to be completed
for occupancy in late 1996.
This will enable the
beginning of an innovative
tripartite partnership
between Coconino
Community College. the
City of Page Municipal
library and Northern Arizona
University. Completion of
the project will provide
enhanced higher
educational opportunities to
the place-bound citizens of
the remote Arizona rural
community.
The College completed and
implemented a college­wide
classification and
compensation program. This
new program ensures that
positions are systematically
classified and that
compensation is internally
equitable and
externally competitive within
the limited financial
capability of the College.
A Public Relations Office was
established to inform
College constituents and
maintain public support.
Major Projects
for 1996-97
A major Request for
Proposals is to be issued for
architectural services to
develop a permanent
master plan for the Flagstaff
Campus. The proposal will
call for a master plan and
design for a future facility at
the donated site. The
architectural planning will
be based upon the details
expressed in the College
educational specifications
document.
A major change in services
offered at Page will occur
with the move into the new
Page Campus facility. The
district expects to occupy
the facility and begin
classes in January 1997.
Enrollment at that location is
expected to increase.
A major challenge will be to
implement the innovative
tripartite intergovernmental
agreements between
Coconino Community
College, the City of Page
and Northern Arizona
University. The success of the
project will be realized when
delivery of educational
services from all three
entities is achieved.
The College continues its
implementation of a major
software conversion. The
SCT BANNER software for
Student Services and
Financial Aid Modules is
currently being introduced
and will continue throughout
the year.
Upcoming Issues
for 1996-97
Enrollment continues to grow
and the College is constantly
challenged to develop
innovative ways to meet
new challenges.
Although additional space
has been added to the
inventory at the temporary
Fourth street Campus, this
facility has reached its
maximum capacity. The
College struggles to meet
the classroom and parking
needs of its students. As the
plans for a permanent
facility in Flagstaff
materialize, the District must
give serious consideration to
a county-wide construction
bond to underwrite any new
facility.
11
Capital Outlay Plant Fund
Bond & Debt
Bond & Debt Interest
Total
$5,934,856
$492,915
$140,000
$23,298
$6,591.069
Introduction
Eastem Arizona College
(EAC), founded in 1888,
serves the 82,400 residents
of three eastem Arizona
counties: Graham,
Greenlee and Gila. In
addition to the main
campus in Thatcher and a
campus in Globe, the
College delivers
educational programs to 12
other primary locations.
During the 1995-96 school
year, EAC enrolled 4,548
students in Graham
County, 2,809 students in
Gila County, 498 students in
Greenlee County, and 454
students in prison programs,
for a total of 8,309 students
districtwide. EAC's students
range in age from 12 to 92
with an average student
age of 36.
EAC's 1995-96 operational
cost per Full-Time Student
Equivalent (FTSE) was
$4,301.
Major
Accomplishments
in 1995-96
EAC attained the highest
ever enrollment in Graham
County at 1,625 FTSE.
The College hosted a
successful North Central
Association of Colleges
and Schools accreditation
team visit, resulting in a
maximum ten-year
accreditation
recommendation.
EAC completed a two­phase
Math/Science
Complex renovation/
construction, resulting in
30,000 square feet of
classroom, lab, lecture
areas for math, science,
and nursing instruction.
Curriculum
Accomplishments:
EAC offered the initial year
of its new Associate
Degree Nursing program. It
received approval for the
second year Nursing
curriculum from the State
Board of Directors for
Community Colleges of
Arizona, the State Board of
Nursing and the North
Central Association of
Colleges and Schools. EAC
employed the necessary
staff to operate the
second year of the
program.
The Mining/Industrial
Technology AAS program
was implemented in Gila
12
County in response to
requests from the
community and mining
companies-Cyprus Miami,
Magma Pinto Valley,
Carlotta Copper Co.
EAC also initiated a new
computer training program
for the Arizona Department
of Corrections.
Technological
Accomplishments:
EAC completed a major
network expansion project
to bring full computer
networking capabilities,
including Intemet
connectivity, to the Gila
Pueblo Campus and to the
Payson and San Carlos
Satellite Centers. (Note: the
San Car/os Apache tribe
has yet to install necessary
line to make it completely
connected, but EAC's work
is finished)
The College established a
new computer lab in the
Math/Science Complex. It
updated computers in the
Computer Science and
Business Technology labs.
EAC improved the Gila
Pueblo Campus welding
lab and established EAC
as the only recognized
Arizona facility at which to
take the American
Welding Society
certification test.
The College upgraded
EAC's Internet link to the
University of Arizona to a
full T-1 data line to
enhance transmission
speeds.
It also created an
extensive Home Page on
the World Wide Web­http://
www.eac.cc.az.us
EAC significantly
enhanced the EAC
computer lab at the
Morenci Public Library.
Major Issues &
Resolutions
in 1995-96
The College completed a
two-phase construction/
renovation of Math­Science
complex.
It moved ahead with
construction plans for a
new 41.200 square foot.
144-student. residence hall
complex scheduled for
occupancy in Fall 1997.
Issues for 1996-97
The College is working
towards the development
of new instructional
delivery methods utilizing
emerging technologies.
It needs to complete the
new residence hall
complex.
13
EAC is also requesting
legislative funding of an
additional $1 million for
successful implementation
of a new Payson campus
site.
It is exploring expansion of
Associate Degree Nursing
program in Gila County.
Maintaining a stable
funding base. including
equalization.
EAC is continuing ongoing
efforts in support of a
system-wide initiative to
facilitate transfer of
students attending
Arizona I s state-funded
community colleges to
Arizona I s state-funded
universities without loss of
credit.
$10,532,336
$4,562,122
$0
$0
$15,094,458
Introduction
Maricopa County Community
College District is a complex.
dynamic. fast-paced system of
ten autonomous. energetic.
creative. and decentralized
colleges. Overlaid on this
array of colleges. each quite
different. are numerous
education and training
facilities and services. such as
corporate training centers.
literacy enrichment endeavors.
radio stations. vast
telecommunications networks
and daily pop-up enterprises
responding to the training
needs of national cadres of
leadership. This is in addition
to globally-based training
contracts. stretching from
Europe to Chengdu. China.
Established in 1962. Maricopa
employs a distinct vision: to
strive to exceed the changing
expectations of its many
communities for effective.
innovative. student-centered.
flexible and lifelong
educational opportunities. The
Maricopa faculty and staff
share a commitment to
respecting diversity.
continuous quality
improvement. and the
efficient use of resources.
Maricopa County Community
College District is the second
largest multi-college district in
the nation. exceeded only by
the Los Angeles community
coileges. And. as a major
resource for post-secondary
education and job training.
Maricopa constitutes the
largest single provider of higher
education in Arizona.
Customized workforce
training has become an
important asset for both local
and relocating businesses
and industries in the area it
serves.
In all. Maricopa educates
and trains more than 200.000
persons year-round.
Approximately 160.000
students are served annually
in credit courses. and an
additional 30.000 students
enroll in non-credit special
interest courses. Students
participating in 6.150
academic and occupational
credit-course offerings range
in age from 17 to aD-pius.
Three degrees are offered:
Associate of Arts (AA);
Associate of Applied Science
(AAS); and Associate of
General Studies (AGS).
The continued mission of the
Maricopa Community
Colleges is to create and
improve affordable.
accessible. and effective
learning environments for the
lifelong educational needs of
the diverse communities
served through:
University transfer
education
General education
Developmental
education
Work force development
Student development
services
Continuing education
Community education
14
The Maricopa Community
Colleges Todgy ...
Maricopa is a living system.
with self-direction and self­organizing
capacities. As
such. it is involved in
continuous improvement and
self-reform. If the current year
were to be characterized. it
would be described as one of
midyear corrections and
review of priorities.
Maricopa is concentrating on
redefining itself as a learner­centered
system by
reasserting its commitment to
becoming a learning
organization. Maricopa must
lead and manage huge
cultural change. Systems
thinking. policy governance.
chaos theory. and quality
processes. all play big roles in
this change.
The Apollo Project is the major
organizational force for
change currently occurring
throughout the Maricopa
Community Colleges. and
perhaps in any educational
institution across the nation.
Efforts such as organizational
analysis and redevelopment
of training are being
emphasized. Greater
emphasis is being placed on
organizational renewal,
organizational development.
and changes in the
organizational culture. An
exciting design and planning
process for renewal and
currency of staff and faculty is
underway.
In addition. network
enhancements from bond
proceeds and the upgrading
of every professional work
station to an agile web and
other internet capacities.
further enhance the
organizational changes.
Maricopa continues to
maintain financial health and
stability. Under steady state
funding conditions. creativity
and innovation have become
budgeting hallmarks.
Because minimal revenue
growth is assumed for this year
and next. reallocation of
eXisting resources rather than
incremental increases in
funding has become
essential.
The Maricopa Community
Colleges Tomorrow ...
Immense issues provide
challenges for the future.
Full review of articulation
processes is necessary.
Maricopa as sender. Arizona
state University as receiver.
constitutes an incomplete
model. Both institutions are
actually teaching the same
students. 44.000 transcript
requests come in each year.
Thousands of students jointly
enrolled are moving back and
forth. A one-system model is
needed. Everything must be
rethought now!
Redefining Maricopa in the
face of the current milieu of a
wide-based conservatism in
America at every level
presents a central challenge.
How will Maricopa preserve its
ideological premises as a
movement such as open
access to everyone. its social
agenda. and its sense of
equity?
Maricopa is compelled to
recast centrally important
programs like allied health in
the face of wide-reaching
changes in the health care
industry.
15
Maricopa must review its
marketing and enrollment
management assumptions.
and step up its efforts with
assessment and
accountability.
Maricopa must respond to the
growing demand for
international competence of
its graduates by the business
community.
Maricopa must become
positioned to be a full partner
in the School-to-Work initiative.
the block grant movement of
training and social service
programs to the states.
Redefinition of its youth-school
connections is mandated in
light of demographic shifts of
poverty. race. and new crime
statistics.
HowMaricopa meets these
challenges willbecome its
legacy to the future ofits many
communities.
$200,553,078
$43,723,204
$1.886,913
$7,544,007
$253,707,202 I
Introduction Manufacturing Community College
Technology (SMT) District, in conjunction with
Chandler-Gilbert program, and general the League for
Community College education courses at Innovation.
(CGCC), a unit of the WECo
Maricopa County In 1995-96, CGCC
Community College The Sun Lakes Education celebrated its tenth
District (MCCCD), was Center (SLEC), a college anniversary.
created in 1985 to serve extension serving the
the educational needs of retirement community of
the rapidly growing Sun Lakes, will be Major Issues &
population in the completed in the spring Resolutions
Southeast Valley of the of 1997. The building, in 1995-96
Metropolitan Phoenix 5,000 square feet, will be
Area. CGCC now has a one of three buildings The successful 1994
main campus, as well as located on a 9.5 acre capital bond election
two extension sites, the parcel. The major included funding for the
Williams Education occupant of land will be building of several main
Center and the Sun Lakes Chandler Regional campus buildings and the
Education Center. Hospital, with which SLEC, and for the
CGCC has developed a renovations of buildings at
unique partnership to the WECo The main
Major provide health and campus building projects,
Accomplishments education services to the now in the architectural
in 1995-96 Sun Lakes community. planning phase, will add
In the last four years, at
more than 100,000 square
Arizona State University feet, and the additional
East selected CGCC as its the National Vocational classrooms will allow
community college Skills Olympics, CGCC CGCC to serve an
partner in delivering a~aflondudenbhave additional 4,000 students.
general education taken gold or silver
courses to its medals every year. CGCC completed its
baccalaureate students Self-Study Report for the
at the Williams Education CGCC's Service Learning North Central Association
Center (WEC). CGCC program received the of Colleges and Schools
currently offers Aviation 1995 Innovation of the (NCA) accreditation
programs, the Year Award from the process. The NCA
Semiconductor Maricopa County
16
evaluation visit is
scheduled for October,
1996.
The Student Outcomes
Assessment Plan for
instructional effectiveness,
learning evaluation, and
reporting received NCA
approval and has been
implemented.
Upcoming
Issues
for 1996-97
Preparation for the
expansion of buildings,
services and programs on
the main campus will
require careful planning
and hard work. Passing
an additional bond
election in the not so
distant future will be
necessary in order to build
the next phase of the
main campus which will
include an occupational
classroom building, a
performing arts center,
library, physical plant and
parking facilities.
17
CGCC's service area
encompasses the
fastest-growing area in the
Valley of the Sun. Both
Chandler and Gilbert are
ranked among the fastest
growing communities in
the nation. It will remain a
challenge to keep up with
the ever-growing and
changing needs of these
dynamic and diverse
communities.
Introduction
Estrella Mountain
Community College
Center, the tenth and
newest member of the
Maricopa Community
College District, was
established in 1990 as an
educational center of
Glendale Community
College and opened the
doors of its lOS-acre site in
the fall of 1992. Estrella
Mountain is located in
southwestern Maricopa
County. It is positioned to
serve a growing
population, currently at
approximately 125,000
residents and expected
to increase by 100,000
residents in 20 years.
Estrella Mountain's service
area is comprised of
seven west valley cities:
Avondale, Buckeye, EI
Mirage, Goodyear,
Litchfield Park, Surprise
and Tolleson, as well as a
portion of west Phoenix.
Major
Accomplishments
in 1995-96
Estrella Mountain
Communijy College
Center continues to serve
as a national model for
the integration of
technology into the
curriculum. Estrella Hall
houses the Information
Commons, which
integrates instructional
support, library services
and information access.
This area is linked to all
other facilities on
campus and provides
voice and data
capability. In 1996,
Estrella Mountain
installed a new fully­switched
fast ethernet
local area network. This
new state-of-the-art
network provides 100
megabytes of bandwidth
to every work area and
allows a dedicated 10
megabytes of bandwidth
to every work station. It
also allows an easy
upgrade path to
asynchronous transfer
mode (ATM) or other
faster architectures in the
future. Over 2,000
national and
international visitors from
business and industry as
well as academic
institutions have come to
Estrella Mountain to learn
18
how to design, construct
and use these types of
facilities for their own
institutions.
During the fall 1995
semester, Northern
Arizona University officially
dedicated the Interactive
Instructional Television
(lITV) site at the Estrella
Mountain campus. This
facility, which has
allowed NAU to expand
its operations in traditional
and televised classes,
supports the delivery of
NAU courses and
programs on the Estrella
Mountain campus. Both
bachelor's and master's
level NAU degrees are
now available to NAU
students at the Estrella
Mountain site.
Genesis West, a
partnership with both
Agua Fria and Tolleson
High School Districts, offers
an alternative to
traditional high school.
Students complete both
their high school diplomas
and earn college credits
on the Estrella Mountain
campus.
In partnership with Rio
Salado Community
College and the Literacy
Volunteers of Maricopa
County, Estrella Mountain
has served over 6,500
clients in basic skills, ESL
and GED programs.
Estrella Mountain is active
in the Western Maricopa
County Enterprise Zone,
which supports economic
development efforts in
the West Valley. Estrella
Mountain expanded
quality service programs
in the public and private
sector, providing
consulting and training to
local cities and towns, as
well as to newly
established businesses.
Major Issues
and Resolutions
in 1995-96
Estrella Mountain was
selected by the Maricopa
Community College
District as the site for its
Southwest Valley Skill
Center. This new skill
center, a branch of the
current Maricopa Skill
Center in Phoenix, was
made possible through a
Public/Private Partnership
between local
government officials and
a west valley developer.
The partnership generated
an estimated $661,000 in
resources as an incentive
for the MCCD Governing
Board to select the
Avondale location. The
Southwest Valley Skill
Center, which will offer
occupational and
vocational training, is
scheduled to open during
the fall of 1999.
During the week of Nov.
18, 1996, Estrella Mountain
will be visited by the North
Central Association of
Colleges and Schools
(NCA) evaluation team.
The college, which is
seeking independent
accreditation from the
Commission on Institutions
of Higher Education of
NCA, has completed its
Institutional Self-Study.
The college is actively
engaged in the planning
process for Phase II of
campus development.
19
This phase will involve the
expansion of facilities,
including the creation of
new science laboratories,
classrooms and faculty
offices.
Estrella Mountain houses
the Western Maricopa
Consortium, a local
partnership of educational
institutions, business and
trade associations,
economic development
groups, community-based
organizations, labor
organizations and local
governments, collaborating
to build a regional "School
to Work" system. The goal
of School to Work is to
reshape curriculum and
programs so that all
students have a seamless
transition from secondary
education into meaningful.
high quality careers and/or
further education and
training. The Consortium is
a partnership in the Arizona
School to Work system.
funded by the federal
School to Work
Opportunities Act of 1994
and administered by the
Governor's Division of
School to Work.
Vision and Mission
As one of the Maricopa
Community Colleges,
GateWay Community
College has served its
communities since 1968.
Faculty, staff, and
students work together to
seek and develop
opportunities which are
innovative and
responsive to the diverse
needs of our community.
By demonstrating our
commitment to
excellence in teaching
and learning, we exceed
the expectations of those
we serve. The mission of
the college is to provide
effective, accessible, and
responsive educational
services in a multicultural
environment. resulting in
student success and
customer satisfaction.
Major
Accomplishments
in 1995-1996
GateWay Community
College awarded 207
associate degrees and
512 occupational
certificates; enrolled
13,722 individuals; and
generated 2,543 yearly
FTSE.
New occupational
programs developed
were: Facilities
Maintenance
Technology,
Occupational Safety and
Health Technology, and
Industrial Refrigeration.
GateWay Community
High School, a charter
school approved by the
Arizona Department of
Education, served 285
students in the Fall and
368 in the Spring. A total
of 297 students received
their high school
diploma. Gateway
Community High School
provides courses for an
accelerated, career­focused
high school
diploma program.
Approximately one-third
of the high school
students enrolled in
college courses, and
many continued at the
college after graduation.
During the second year
of a Learn and Serve
America High Education
20
grant, 429 students from
all teaching divisions
participated in numerous
projects involving 28
community partners,
generating over 3,400
community service hours.
Seventeen full-time and
seven part-time faculty
incorporated service·­learning
into their courses.
Third year funding from
the Corporation for
National Service was also
approved.
Provision of educational
offerings for business
clients remains an
important dynamic of the
college. Almost 25% of
the college's FTSE comes
directly from business
partnerships.
GateWay Community
College completed the
fourth year of instructional
Program Reviews. It also
implemented an
institutional effectiveness
plan assessing the degree
to which the college is
accomplishing its mission
and goals.
Major Issues
and Resolutions
for 1995-96
Faculty, staff, students,
and community
representatives
developed educational
specifications for a new
Health/Nursing facility.
Guiding concepts
included addressing the
education and training
needs of the health care
systems of the 21st
century; inclusion of
current and anticipated
technologies for effective
learning; and flexibility to
incorporate new
curricular offerings.
The GateWay Community
High School was
integrated into the daily
routine and procedures of
the college and the
district.
The Ford Federal Direct
Student Loan program
was implemented.
GateWay faculty are
actively engaged with
health care professionals
in addressing current and
anticipated changes
through membership on
college, district, and
industry commissions and
committees. The Nursing
and Health Science
faculty have begun a
dialog on basic health
skills foundation courses
leading to content
specialization options.
Bond monies brought
improvements in the form
of new personal
computers for students
and faculty; new security
monitors and emergency
telephones; and
equipment for
occupational programs.
Upcoming Issues
for 1996-97
The College will be
working on inclusion of
computer and
multimedia technology
within the curriculum.
21
There is a need to
remodel existing space to
better accommodate
student services and
increase the number of
classrooms to meet needs
of business and industry.
The college will begin
construction for the
expansion of child care
center and a new central
plant complex.
Interdependent
relationships with health
care agencies in order to
respond to ongoing
changes in the health
care system must be
strengthened.
The College has to
continue to address
community needs/issues
through collaborative
partnerships with K-12
schools and community­based
organizations.
Review and revision of
Plan to Assess Student
Academic Achievement
also need to be done.
Introduction
Celebrating its 30th year,
Glendale Community
College (GCC) continues
to meet the needs of its
community and students.
In response to the three
purposes articulated in
the Mission, the college is
pleased to report its major
accomplishments of the
past year and present
new plans for
1996-97.
Major
Accomplishments,
Issues,
Resolutions
in 1995-96
The passage of the bond
enabled GCC to make
significant improvements
in technology across the
learning programs of the
college.
GCC submitted
educational
specifications for
expansion of the Music
building, for a new
classroom building to
support general
education courses, and a
new faculty services
building that will include
faculty offices. the copy
center and the bookstore
as the first phase of the
bond capital
improvement projects.
In response to North
Central Association of
Schools and Colleges
requirements, the
Institutional Effectiveness
Steering Team and its
four subcommittees
drafted a strategic
planning model for
implementation in
1996-97; compiled a list
of core indicators of
effectiveness for college­wide
assessment;
adopted an outline for
"effectiveness review"
for departments and
student support units;
identified student
academic achievement
assessment strategies at
the department level;
and piloted transfer data
reports that track
students' transfer and
success at Arizona State
University (ASU).
22
The Mathematics
Department expanded
the number of "Flex
Format" courses, allowing
students to use a variety
of learning resources and
assessment mechanisms.
The following new courses
were added: 21 new
courses in Drafting; 7 new
courses in Automotive
Maintenance; 4 new
courses in using Windows
applications; Home and
Vehicle Personal Defense;
and Orientation to
Modern Business.
GCC initiated a program
in the High Technology
Semiconductor
Manufacturing Industry.
The program prepares
students for technician
level positions in the
semiconductor
manufacturing and
related supplier industries.
It also provides an
opportunity for those
currently working in the
field to upgrade their skills
and develop the
necessary prerequisites for
advancement. The
program is a partnership
by the Semiconductor
Workforce Consortium,
whose members include
Intel, Motorola, Johnson
Controls, SGS-Thomson
Microelectronics, Micro­Rei,
Air Products and
Chemicals Inc., Materials
Research Corp.,
Microchip Technology,
Three-Five Systems, VSLI,
Inc., and Sixtix of Phoenix.
The Phoenix-area
companies are teaming
up to host two
educational open houses
which will be co­sponsored
by Maricopa
Community Colleges, the
Arizona Department of
Commerce, and the
Greater Phoenix
Economic Council. The
educational open houses
will provide information to
the community on future
employments needs and
job training. The
Semiconductor Industry is
one of the fastest growing
industries in the world and
is projected to create
120,000 new positions
worldwide.
GCC piloted an "Early
Warning and Retention
Program" in the spring
semester. The purpose of
this early warning referral
program is to identify
students who are
experiencing difficulties
that may lead to student
withdrav/ol. Services
provided to students
include study programs,
tutoring, and counseling
referrals for personal
assistance. In addition, a
new student orientation
program was piloted
during the spring semester.
New students attend a
4-hour orientation to
familiarize themselves with
the campus and
available services.
Students attend sessions
dealing with time
management, exam
taking skills, proper study
skills, and note taking. The
program is designed to
ease the college anxiety
students experience in
their first semester and
retain those students who
may drop out of college.
The International Students
Program, a pilot program,
increased the number of
students served and
diversified its services to
students. An orientation
specially designed for
international students was
implemented in the Fall
1995 semester and offered
again in the spring
semester. At the
orientation, students were
given a packet of
information about GCC
and the community,
including a handbook
developed exclusively for
GCC international
students. The International
Students Program
23
facilitates student contact
with the local Social
Security Office, the
Internal Revenue Service.
and Immigration &
Naturalization Service.
Upcoming Issues
for 1996-97
GCC continues to
implement the capital
development plan for
physical plant
improvements, facilities
renovation, and
classroom space
additions.
The College will be
developing a planning
committee for the next
phase of new building
construction and existing
building renovation.
A Strategic Planning
Committee to solicit
community input in
preparation for an
additional college center
and to guide operational
planning needs to be
developed.
GCC will continue
implementation of student
development programs.
The Fire Science Academy
Building will be
constructed and a
program of study
implemented.
Introduction
Mesa Community
College (MCC), with a
fall 95-96 enrollment in
excess of 22,000 students,
is the largest of the
Maricopa colleges. MCC
prides itself on being
"built on service, focused
on excellence." The
college's mission is to
provide opportunities for
lifelong learning to its
diverse student
population; to promote
excellence in teaching,
learning and service; and
to encourage
collaboration among its
students, staff, faculty and
community.
Major
Accomplishments
in 1995-1996
More than 1,200 MCC
students received
Associate degrees.
Mesa Independent
Learning Option (MILO)
courses were made
available in
1995-1996. Students in
these courses meet
and/or communicate
electronically with their
instructor on a regular
basis, while completing
individualized
coursework
independently.
MCC's inter-Tribal Student
Organization was chosen
as the officially
sanctioned Super Bowl
Pow Wow organization.
More than 300 Pow Wow
dancers participated in
the pre-game show in
January.
MCC's Mortuary Science
program, the only one
available in Arizona, was
granted candidacy
status by the Committee
on Accreditation of the
American Board of
Funeral Service
Education. This program
began offering classes at
the Williams Education
Center in the fall of 1996.
MCC's Center for Public
Policy and Service
received the
"Collaboration with
Business and industry
Award" from the
Campus Compact
24
National Center for
Community Colleges' in
April, 1996.
The Legend MCC's
student newspaper,
received the
"Peacemaker" award,
known as the "Pulitzer" for
college newspapers, from
the editors of The
Washington Post.
MCC Men's Basketball
Coach Tom Bennett was
named "Conference
Coach of the Year" by his
peers in the Arizona
Community College
Athletic Conference
(ACCAC). Coach
Bennett had been
honored in this way nine
times during his 19 years
as head coach.
MCC music students won
24 of the 35 available
awards in the Maricopa
Community College
District's annual
Outstanding Performers
Music competition.
Motorola University West
relocated from
downtown Mesa to the
Arizona State University
Research Park in Tempe,
upon the completion of its
new 100,000 square foot
training facility. MCC staff
continues to provide
Motorola University with
enrollment management
and instructional support
through its innovative
Motorola University
Partnership contract.
The City of Mesa and
MCC entered into a
unique joint use
agreement for the
downtown facility which
had housed Motorola
University. This building
remains the home of the
Business & Industry Institute
which provides
assessment and
consulting services, and
customized training
options for local
businesses. MCC also
provided credit courses at
the facility in the
evenings.
Major Issues
and Resolutions
in 1995-1996
The "Extended College,"
which includes MCC's
activities at the Williams
Education Center, the
Business & Industry Institute
facility in downtown
Mesa, and the ASU
Research Park, continued
to expand its offerings for
both credit and non-credit
courses.
MCC joined with two of its
sister institutions, Rio
Salado and South
Mountain Community
Colleges, to develop a
Telecommunications
Production facility.
Planning is continuing to
ensure that the facility will
support the creation and
distribution of courses
through a variety of media
to students who need
them regardless of where
they live.
Upcoming Issues
for 1996-1997
Preliminary work has been
completed on the
educational specifications
for the major construction
projects funded through
the proceeds of the 1994
bond election.
Committees including
college staff and
community
representatives will
participate in planning
these new facilities
throughout 1996-1997. The
largest of these projects,
the Integrated
Library/High Technology
Center, will become the
25
centerpiece of the
college, and will provide
information access and
support to members of the
college and its larger
community.
The College will continue
to address enrollment
growth issues in 1996-1997.
The expansion of the
Extended College will
help alleviate some of the
pressure created by the
increasing demand for
education and training.
However, new and
innovative solutions need
to be developed. The
search for such solutions
will probably include
finding ways to share
facilities, technology and
other resources with
businesses and
educational institutions.
A "one college/two
campus" model, recently
approved by the
Governing Board, will be
developed for a new
MCC site at McKellips and
Power Roads in northeast
Mesa. As a result, the new
campus will share
administrative and
support functions with the
existing college. The
choice of leadership for
this second MCC campus
will be made by
January 1, 1997.
Introduction
Paradise Valley
Community College
(pvcq has entered its
second decade of
service to the greater
northeast Phoenix
community after
celebrating its 10th
anniversary during the
1995-96 academic year.
Today the College has an
enrollment of more than
5,500 students. The mission
of PVCC is to provide
lifelong learning
opportunities through
effective and accessible
instructional programs
and student services.
These programs and
services are continuously
evaluated and improved
to meet the needs of
students, businesses and
the community.
Major
Accomplishments
in 1995-96
PVCC joined with
colleges in the United
States, Canada, and
Mexico in the first trilateral
exchange program
undertaken by these
three countries. This
program is part of a
three-year international
studies grant from the U.S.
Department of Education
to facilitate the
exchange of students
among the member
colleges and universities.
PVCC was officially
inaugurated as a
Regional Center for Asian
Studies, a joint program of
the East-West Center of
Honolulu, Hawaii, and the
University of Hawaii,
during the College's
three-day International
Forum. The event
featured programs and
presentations
emphasizing the global
areas of Latin America
and Asia.
PVCC launched the
Workforce Education
Center to provide
business, government
and industry with credit
and non-credit custom
instruction and
educational services.
Included in these services
26
is a Corporate College to
meet the goals of a
"learning institution" for
large corporations and
companies.
To broaden its
comprehensiveness,
PVCC initiated an athletic
program, under the
auspices of the Arizona
Community College
Athletic Conference. The
program consists of cross
country in the fall and
tennis and golf in the
spring, all of which
proved to be competitive
in its first year.
PVCC's non-credit fine
arts offerings continued to
expand. Enrollment for
the previous year was up
more than 65 percent.
PVCC continued to
develop its ties with the
Paradise Valley Unified
SchooID~~ctASUEa~
and NAU Phoenix with its
partnership in Learning
Connections, an
educational consortium
for the north Valley
educational institutions.
PVCC, in cooperation
with the Greater Paradise
Valley Chamber of
Commerce, presented
Paradise Days, a
community festival that
showcased community
volunteer, health, and
business organizations
and featured
entertainment by area
musicians.
Major Issues
and Resolutions
in 1995-96
A collegewide planning
effort was initiated and
an architect was selected
as part of an $11 million
construction and
remodeling project (from
the Maricopa Capital
Development
Campaign). This will add
as many as 35 classrooms
to allow the college to
expand its offerings.
Upcoming Issues
for 1996-97
PVCC plans to establish
13 new international
studies courses and 30
interdisciplinary modules
that will focus on Mexico
and the Spanish
language. These courses
will be for the next two
years with the aid of a
$150.000 Title VI-A grant
from the U.S. Department
of Education. Students will
be able to expand their
27
literacy and fluency in
Spanish with the
development and
implementation of three
new advanced courses in
Spanish and a Spanish
language immersion
program. Faculty will also
benefit as the grant will
enable PVCC to hold nine
three-hour faculty
seminars on Mexico each
year.
PVCC is planning a
campuswide Service
Learning program that will
give students an
opportunity to become
responsible citizens
through organized
community service
experiences.
Major
Accomplishments
for 1995-96
After a national search,
Dr. Jesse Mireles was
appointed Associate
Dean of Instruction.
After a national search,
Normand Godin was
appointed Dean of
Administrative Services.
In April, 1996, the College
received a full 10 year
accreditation from the
North Central Association
of Colleges and Schools.
Special recognition was
extended to the Fannin
Library and its staff with
the library being specially
commended as the
"center of the campus."
Program reviews were
completed for English,
Foreign Language, Food
Service Administration,
Clinical Medical Assisting,
Nursing, and Science and
Technology.
Phoenix College co­sponsored
with Mesa
Community College a
summer school session in
Guanajuato, Mexico.
The Phoenix College
Library was renamed the
Fannin Library in
recognition of Senator
Fannin and his family's
commitment to
community colleges and
specifically Phoenix
College.
The Partnership between
the Osborn School
District, Xerox Palo Alto
Research Center, the U.S.
Department of Defense
and Phoenix College for
the purpose of
maintaining the 'Virtual
School" or Pueblo
continues. Pueblo has
also infused senior
citizens from the
Gerentology program to
serve as mentors.
Purpose of the
partnership is to develop
the concept of a which
will allow students to
learn via computer and
have access to teachers
and experts worldwide.
28
The CAD program
received a $75,000.00
grant from the Autodesk
Corporation in the form of
Animation Software in
order to develop new
curriculum. Phoenix
College was recognized
for this award in part as
being the first College in
the state of Arizona to
develop and implement
new CAD curriculum in
the discipline of
Architectural CAD using
specialized third party
software.
Major Issues
and Resolutions
for 1995-96
Phoenix Collge
developed two
occupafionalcertfficate
programs in the Food
Services area
(Professional Food and
Beverage Service,
Professional Cooking) as
well as an occupational
certificate program in
Adolescence.
The College offered a
collaborative police
academy course through
Community Education
and the Phoenix Police
Department.
The Legal Assisting
program successfully
hosted a breakfast and
information session for
prospective legal
employers.
Faculty involvement
increased in the use of
technology in the
classroom, WEB page
development and use of
the Internet for course
delivery.
Upcoming Issues
for 1996-97
The following are issues
that the College will be
facing in the following
year:
Continue program
reviews.
Campuswide articulation
and dissemination of
assessment plan.
Begin strategic planning
with department chairs.
Continual planning and
initiation of remodeling
and building projects
29
made possible with the
passage of the 1994 Bond
Issue.
Ground breaking for the
addition to and
remodeling of the Fannin
Library.
Initiation, implementation
and management of a
consortium of four
Maricopa Colleges
known as the City Corridor
Center. The purpose of
the Center is to,offer
enrollment services,
courses and facilitate
collaborations with
community-based
organizations in
downtown Phoenix.
Introduction
Founded in 1978, Rio
Salado Community
College is the only
community college in
Arizona designed solely to
serve students who want
or need an alternative to
a traditional college
environment.
Approximately 70 percent
of Rio's nearly 22,000
students work full time. Rio
offers affordable credit
and non-credit courses at
approximately 200
locations. These classes
are provided via
advanced technology
and through a variety of
convenient delivery
options and schedules.
Major
Accomplishments
in 1995-96
Rio Salado unveiled its
official home page on
the World Wide Web,
providing students and
the public at large with
up-to- date information
about Rio's mission,
programs, faculty,
administration and also
detailed class
descriptions and course
offerings.
In the summer of 1996,
Rio Salado completed
the consolidation of its
administrative and
student services offices.
Rio Tempe, a six-story
120,000 square-foot state­of-
the-art facility, is
located at 14th Street. It is
a one-stop center for
registration, financial aid,
tutoring, advising, testing,
and other support
services as well as
classes.
Rio continued
developing the Rio
Institute for Senior
Education (RISE). A Sun
Cities-based program
open to people ages 55
and older, RISE
participants design and
administer their own
courses, programs and
activities. In October 1996
Rio Salado will open the
Sun Cities Lifelong
Learning Center, which
will include a computer
lab and classrooms and
30
will be the permanent
home for RISE.
In November 1996 Rio
Salado will host the
largest community
college conference in the
United States, the League
for Innovation's
Conference on
Information Technology.
This annual international
conference brings
together a variety of
leaders and practitioners
in the fields of information
technology and
computer applications. It
also focuses on
discovering how
community colleges can
harness and utilize the
power of technology.
Major Issues
and Resolutions
Rio's Applied Programs
department continues to
respond to the needs of
the community by
offering a variety of
programs including
Quality Customer Service,
Human Services, Airline
Operations and Law
Enforcement Technology.
It has recently renewed a
longterm partnership with
the Arizona Department
of Administration. The
department is also
preparing to launch
several new programs
including Optical
Dispensing, Performance
Retail and Pharmacy
Technology.
Rio has substantially
expanded its Distance
Learning program,
increasing both the
variety of classes offered
by distance and also the
number of delivery
options including courses
via the Internet.
Rio's Distance Learning
department has
continued to fine tune
and expand its hugely
successful Flex Start
classes, which give
students the freedom to
choose the start dates for
their classes and to work
at their own pace.
31
Upcoming Issues
for 1996-97
In the future Rio will
continue to expand its
offerings to
accommodate the
changing needs and
desires of its students. Rio
will strive to lead the
Maricopa Community
College District in
Distance Learning options,
and will implement
services for students living
throughout the country
and the world.
Introduction
Scottsdale Community
College (SCC) is located
on land leased from the
Salt River Pima-Maricopa
Indian Community. The
College's mission is to
create accessible.
effective and affordable
teaching and learning
environments for the
people of our communities
so that they may grow
personally and become
productive citizens in a
changing. multi-cultural
world.
Major
Accomplishments
in 1995-96
The International
Education Program has
completed its first year of
operation and has served
as an immigration liaison. It
has provided academic
advisement to more than
100 international students
on student visas attending
SCC. as well as an
additional 350
international students. The
program also participated
in the U Hands Across The
Border" project. which is a
between SCC students.
and students from
Hermosillo and Sonora.
Mexico.
The Fort McDowell Indian
Community contributed
$7.000 to SCC to help
build a much needed
electronic scoreboard for
the college athletic field.
In exchange. the SCC
Women's Basketball
Coach and Baseball
Coach will provide
support to the tribe by
holding clinics that will
enhance the tribe's
athletic programs.
A one-year business
"Fastrack" Certificate
Program was designed for
working adults seeking to
update. upgrade. or
develop essential business
skills. The program.
developed by the SCC
Business Division. is
intended to prepare
students for job
advancement and career
opportunities in today's
business environment as
defined by industry
practitioners.
The Fall semester began
with the reorganization of
the see Associated
Student Government. The
nevI Student Leadership
32
Forum now provides
students with an increased
level of student
participation and
involvement at Scottsdale
Community College.
The SCC Cooperative
Education Advisory
Committee was selected
by the State Council on
Vocational Education as
the 1996 Outstanding Local
Advisory Council in
Arizona.
The Senior Adult Writing
Project of Scottsdale
Community College
published its fifth book of
anthologies titled" Star in
the Window" ­remembrances
in prose
and poetry of the years
1941-1945.
The SCC American Indian
Programs took a new
direction this year with the
introduction of two new
academic programs. The
Institute for Tribal
Development is geared for
individuals whose interests
and employment needs
focus on Tribal
organizations. The
American Indian Studies
Transfer Program
emphasizes the study of
,A,merican Indian cultures.
The Counseling Division of
SCC designed a new
outreach activity - "Coffee
Talks" - for parents of high
school students. These
sessions provide general
information to potential
SCC students regarding the
fine academic programs
offered by the college.
Students at SCC now have
an opportunity to earn
their Bachelor of Science
Degree in Hotel and
Restaurant Management
on campus through a
partnership between SCC
and Northem Arizona
University.
The SCC Theatre
production of
Shakespeare's "As You Like
It" was selected as a
Regional Finalist in the
Kennedy Center/American
College Theatre Festival
held in Flagstaff.
The SCC PSI Gamma
chapter of Phi Theta
Kappa was recognized as
one of 25 outstanding
chapters in the United
States. The selection was
made from a pool of 1.200
chapters.
SCC now has 23 endowed
scholarships with the three
recent ones being the
$20.000 Gene Davis
Memorial Scholarship. the
$12.000 Fiesta Bowl
Scholarship. and the $6.000
Scottsdale Charros
Scholarship.
SCC had over 560 junior
high school students attend
15th Annual Summer Youth
Band Camp during the
month of June.
Former SCC student.
Ryneldi Becenti. was
named to the American
Indian Athletic Hall of Fame
this past spring.
The SCC Student
Scholarship Fund is
supported by over 100
members of the faculty.
staff and administration of
SCC through automatic
payroll deductions to the
Maricopa Community
College Foundation every
pay period. This amounts to
over $20.000 annually for
student scholarships.
Major Issues
and Resolutions
in 1995 - 96
Bridge construction by
ADOT has been completed.
Removal of barriers now
allow easy access for
students to and from the
college campus.
The College has hired a full­time
permanent Student
Activities Director who will
assist with student
leadership.
33
Upcominc Issues
for 1996-97
The North Central
Association of Colleges
and Schools site visit is
scheduled for January
1997. SCC teams have
worked throughout the
spring compiling the first
draft of the self-study.
The building program of
five new facilities is well
underway and will take
much effort and time of all
involved. The architects are
finalizing the design of the
Applied Sciences Building.
The Educational
Specifications for the
Language &
Communication/
Performance Arts building
have been accepted. The
design phase is scheduled
in September.
There will be a continued
effort to strengthen college
marketing. recruitment.
and retention initiatives.
Due to the change-over
and implementation of
software for districtwide
financial records. training
has been required for SCC
personnel.
Funding will be a perennial
issue to SCC and every
college in existence until
the end of time.
Introduction
Founded in 1979, South
Mountain Community
College (SMCC) serves
more than 6,000 students
each year. SMCC's
service area, which
surrounds South
Mountain Park in
Phoenix, includes South
Phoenix, Ahwatukee­Foothills,
Tempe,
Guadalupe and Laveen.
The 104-acre campus is
located in an area that
is a mix of rural, urban
and suburban
neighborhoods. SMCC
offers a liberal arts
education in a
culturally diverse
environment.
Major
Accomplishments
in 1995-96
Dynamic Leaming:
This program was
selected for the
Innovator of the Year
award for all MCCCD
colleges. Students enroll
for class "clusters" that
are team-taught by
instructors in disciplines
such as reading,
communication
composition, and
biology. Other subjects
are offered in various
class clusters. Students
work on group projects
and use multimedia
presentations and
Internet resources in the
classroom. This year, the
program was identified
as a lower-division
component for the
elementary education
program at Arizona
State University through
an articulated transfer
partnership with ASU.
Service Leaming:
Ten faculty members
and 80 students
participated in the
college's service
learning program,
coordinated by the
Office of Student
Activities and Services,
which combines
classroom instruction
with voluntary
community service.
34
StorytellingAward"
The SMCC Storytelling
Institute was honored as
the National Storytelling
Association's Service
Award recipient for the
Western region. The
award is presented to
individuals or
organizations that have
used storytelling to make
a significant contribution
to the community.
NewOccupational
Programs:
Four new certificate
programs and a new
Associate degree in
Applied Science have
been added to the
curriculum this year. Call
Center Customer Service
Representative and Call
Center Supervisor are
two programs that
prepare employees for
teleservice call centers.
Telecommunications
Technology prepares
entry-level workers to
install and maintain
communication systems.
Early Childhood
Development is offered
as both a certificate of
completion program
and an Applied Science
degree, preparing
students to work with
young children.
Upcoming
Issues
for 1996-97
Campus Renovation:
Construction begins in
the Summer of 1996 to
renovate the exterior
surfaces of all college
buildings.
New Course Delivery
Approaches:
The college is
investigating delivery
35
approaches that depart
from a traditional
classroom-based,
16-week semester. Some
of these will be
developed to deliver
courses through the
satellite network,
Hispanic Educational
Technology System.
Introduction
Mohave Community
College serves the residents
of Mohave County and
neighboring communities in
California, Nevada, and
Utah from its campuses in
Bullhead City, Kingman and
Lake Havasu City, and from
the North Mohave Center in
Colorado City. The
unduplicated headcount for
the 1995-96 academic year
was 9,972. FTSE for the 1995­96
academic year was
2,136.
Major Accomplishments
in 1995-96
The development of a
School-To-Work system in the
Mohave Workforce
Development Partnership is
rapidly becoming a reality.
Partnerships have been
established in each of the
four geographic regions of
the county and the local
partnerships are represented
by all levels of education,
business, community
organizations, and
government/service entities.
Goals have been
developed to create
systematic change in a
student's total educational
program.
The college's student
outcomes assessment
model is continuing to
develop, expand, and
receive national
recognition. The National
Center of Postsecondary
Teaching, Learning, and
Assessment used the model
as a showcase presentation.
The model is tied directly
and explicitly to the mission
and purpose of the college.
A variety of outcomes
instruments have been
developed and pilot tested.
Implementation of the
program is in progress.
The college's full-time
student equivalency of 2,136
represented an increase of
4.7 percent compared to
the previous academic
year.
The college's fundraising
campaign has generated
more than $1.1 in pledges as
of June 30, 1996. Established
as a three-year program,
funds from the effort will be
used for technology
upgrades, scholarships for
students and for costs
associated with the
college's building program.
The total is nearing the base
goal of $1.3 million.
The partnership between
MCC and Northern Arizona
University was expanded
with the addition of the NAU
link to Lake Havasu City.
Courses originating in
Flagstaff utilize video and
audio technology to include
students in Mohave County.
36
The Small Business
Development Center (SBDC)
provided counseling
services to 180 business and
pre-venture clients. The
SBDC-assisted clients in
obtaining more than
$850,000 in start-up and
expansion financing, which
created more than 80 jobs.
The SBDC was also
instrumental in organizing
and implementing business
retention and expansion
programs.
Major Issues and
Resolutions in 1995-96
New program development
has occurred during the
1995-96 academic year in
the area of disability
services. A disability services
director was hired in 1996 to
oversee Americans with
Disabilities Act
accommodations for the
entire district. A free
disabilities workshop has
been created, special
technology is being utilized
and tracking outcomes is in
progress.
Because of rapid growth in
enrollment during the 90s,
the college has added
many new buildings to its
campuses in Bullhead City,
Kingman, Lake Havasu City,
and at the North Mohave
Center in Colorado City.
During the 1995-96
academic year, each of the
areas made tremendous
progress in landscaping the
facilities, while making ADA
improvements at the same
time.
Upcoming Issues
for 1996-97
The MCC-NAU partnership
will continue with the
expansion of the
telecommunications link to
the Mohave Valley Campus
in Bullhead City. Expected to
be operational in the fall of
1996, the link will enable
residents of the Bullhead
City area to take NAU
classes in their own
community.
The partnership between the
two institutions will be further
strengthened by the move
toward an "NAU-Mohave"
concept, which will result in
a full-time director and
faculty from the university
being located on site in
Mohave County. Although
the concept is similar to the
"NAU-Yuma" model, the
"Mohave" model will feature
a multi-campus system.
The development of the
Emerging Technologies (ET)
program will continue to be
a major priority. ET is a multi­year
professional
development program plan
that will provide faculty with
knowledge and skills in the
use, development, and
application of appropriate
technologies in the
classroom. This program will
teach students the value of
technology training in their
chosen career field.
Mohave Community
College is also developing a
network of programs geared
to training current, emerging
and transitional workforce.
Through the partnership of
the college and the
American Management
Association, the program will
expand to include dual
certificates. A new
partnership with the Industry
Network Corporation will be
implemented within the
county to provide consulting
and training to small and
medium-sized
manufacturing firms. As part
of "School-to-Work." The
College will also develop a
cooperative education
program in which students
acquire work experience as
part of their learning process.
As the 1996-97 academic
year began, the college
started celebrating its 25th
anniversary, using the theme
of "Mohave Community
College '5 Silver Bonanza. "
Capital Outlay Plant Fund
Bond & Debt
,.,.,.,.,.,.,.,<.,.,.,.,.,<., Bond & Debt Interest
Total
37
$10,347,543
$889,375
$55,000
$354,583
$11,656,501
Introduction
Northland Pioneer College (NPC)
is a comprehensive,
multicampus community college
with four campuses, six centers
and numerous other delivery
sites throughout Navajo and
Apache counties in northeastern
Arizona. NPC was established in
1974 with primary funding from
Navajo County. NPC provides
classes in Apache County, which
does not have an organized
community college district,
through an intergovernmental
contract.
Nearly one fourth of NPC's
service-area population is
Native American, residing on
one of three major Indian
Reservations (Navajo, Hopi and
Apache) making up nearly 40
percent of the District's
21,OOO-square-mile service area.
Mission
The mission of Northland Pioneer
College is to provide quality
educational programs, services
and resources for the residents
of Navajo and Apache counties.
The curriculum will include a
variety of academic, technical
and enrichment courses to
promote personal growth,
develop individual skills, and
prepare students for continuing
educational and employment
opportunities. The College also
recognizes the importance of
community involvement,
environmental awareness, and
open access for all who have
the desire and ability to learn,
Major Accomplishments
in 1995-96
Groundbreakings and actual
construction has begun on four
classroom/ laboratory/library
complexes (one on each of the
four campuses) funded by
capital improvement bonds
approved in May, 1995. Two
facilities, on the Little Colorado
Campus (Winslow) and the
Painted Desert Campus
(Holbrook), should be
completed for spring 1997
classes. Buildings on the Silver
Creek Campus (Snowflake/
Taylor) and the White Mountain
Campus (Show Low) are
scheduled for completion
summer 1997..
President John Anderson
received the National Council
for Marketing and Public
Relations (NCMPR) District VI
Pacesetter Award, presented
annually to the community
college chief executive who has
demonstrated special
leadership, support and ability in
college communications and
marketing. Dr.. Anderson was
selected among nominations
solicited from the 180 community
colleges within NCMPR's District
VI, which covers Arizona,
California, Hawaii, Nevada,
Utah, Micronesia, Northern
Marianas, American Somoa,
Australia, Guam, New Zealand,
Wake Island and the Trust
Territories. NCMPR is a
professional organization of
individuals involved in
marketing, communications and
public relations at community,
junior and technical colleges"
38
Historically the two adjoining
Apache County communities of
Springerville and Eagar have
found little to agree on. But this
spring the two town councils
agreed to purchase a former
doctor's office and lease the
building to NPC. The morning
after the historic agreement, a
sign appeared in front of the
Main Street building declaring
"New Home for Northland
Pioneer College's Springerville/
Eagar Center." Remodeling is
underway and some classes
may be offered there this faiL
NPC plans to use its existing
modular building for interactive
audio and video classes this fall
until a new microwave tower
can be installed and tested.
Over 230 business partners have
signed up in just over two
months to participate in the
Northland School-to-Work
consortium, NPC is the
consortium's fiscal agent and
works with area high and charter
schools through a Governor's
Office grant"
Major Issues
and Resolutions
in 1995-96
NPC has reached an agreement
with the Navajo Nation for a
long-term lease on property
adjacent to Monument Valley
High SchooL The site will become
the permanent home for NPC's
Kayenta Center, Preliminary
drawings for a new building,
paid for by capital improvement
bonds, are now being reviewed
by Tribal, school district and
College personneL
A similar agreement has been
reached with the Hopi Tribe for a
new NPC facifity in Keams
Canyon. Currently in the design
phase. the expanded center will
include telecommunications finks
to other NPC sites for
instructional television courses.
This project was also included in
the District's first successful bond
election in its 22-year history.
NPC secured a fourth $200.000
legislative payment for capital
improvements on the White
Mountain Campus. The
payments are used in a
lease-purchase agreement with
Sallie Mae for the Ponderosa
Center.
Despite federal assurances of
four-year funding. the
Northeastern Arizona School.
College and University
Partnership (NA-SCUP) shut down
in May after a very successful
first year. Designed to
encourage "at-risk" youth to
stay and succeed in school. the
$350.000 federally-funded
technology and community
resources project was cut from
the Department of Education
budget. Significant reductions
occurred in the dropout rate in
each of the initial school system
partners. Alchesay High School
and the Cibecue Community
School. Over 70 percent of
Navajo and Apache counties'
high school students have been
identified as "at-risk."
Upcoming Issues
for 1996-97
Finding a replacement for NPC
President John Anderson. who
will be retiring in January. 1997.
will be a challenge. Dr. Anderson
became NPC's third president in
January. 1991.
Completing and furnishing the
classroom/laboratory/library
complexes on the four campuses
and starting construction on
facilities in Kayenta and Keams
Canyon. are yet to be
accomplished.
NPC needs installation of new
administrative computer
hardware and software. to
provide districtwide access for
registration. student billing and
tracking. Implementation of five
Local Area Networks (LANs) and
a two-county Wide Area Network
(WAN) to provide an Intemet
on-ramp are also necessary.
NPC has to continue updating
telecommunications equipment
for interactive instructional
television. telephonic and data
transmissions. Expansion of
existing eight-site interactive
video delivery system to
communities north of Interstate
40 also has to be done.
There is also a need to look at
student housing on the White
Mountain Campus. Creative
funding sources will continue to
be examined. Construction costs
still do not allow an affordable.
revenue-based project.
General Fund
Capital Outlay Plant Fund
Bond & Debt
Bond & Debt Interest
39
$10.512.359
$3.070.515
$940.000
$209.689
$14.732.563
Introduction
Pima Community College
(PCe). is the fifth largest
multi-campus community
college in the United states.
This year, the College offered
more than 2,000 active and
pilot courses in 63 different
programs leading to
Associate of Arts. Associate of
Science, Associate of
General Studies, Associate of
Applied Arts. and Associate of
Applied Science degrees and
ba~~advanced,and
technical certificates. In
1995-96, the College served
53.049 students in credit and
non-credit classes.
Unduplicated headcount
was 37.903 for credit courses
and 15,146 for non-credit
courses.
Major Accomplishments
in 1995-96
The College set up a Citizens'
Bond Oversight Committee to
oversee expenditures under
the $139.98 million bond
package passed in 1995 to
modernize and complete
campuses, construct
education centers, upgrade
the College's
communications
infrastructure. and renovate
facilities to comply with the
Americans with Disabilities
Act.
More than one thousand
employees and community
members participated in a
comprehensive review of the
College's mission and values.
A process which included a
values survey, six values
forums. a mission charrette.
and multiple feedback
reviews led to a reformulated
statement of Values. Mission,
Purposes, and Indicators of
Success.
In March 1996, the College
began a one-year process of
developing an Educational
Master Plan. By combining
the work of nine internal
planning teams, a steering
committee, and the
assistance of the consulting
firm Maas. Rao.Taylor and
Associates. the College will
produce a comprehensive
plan to address programs
and services, enrollment
management. human
resources, facilities, and
technology.
In its ongoing curriculum
development. the College
consolidated its Office
Education programs into
Administrative Support,
reinvigorated its Air
Conditioning and other
building trades skills into a
new Construction Technician
program. developed eleven
summer workforce
academies for high school
students. and. with intensive
industry involvement.
developed a new
Technology Cluster in support
of high-tech industries.
Several initiatives were
designed to assist students'
ease-of-access to programs:
aligning the College
calendar with the University
of Arizona and local school
40
districts, earlier distribution of
course schedules, and a
faster delivery system for
federal financial aid.
The College developed a
more integrated approach to
institutional effectiveness
activities, with stronger
linkages between its
planning. assessment. and
budget functions.
Major Issues and
Resolutions
in 1995--96
A Basic Skills Assessment
Committee initiated
development of an
implementation study for
computerized. adaptive
placement assessment of
incoming students.
PCC and Northern Arizona
University signed a 2+2
articulation agreement for a
bachelors' degree in Hotel/
Restaurant Management and
Vocational-Technical
Education.
The Pima/Santa Cruz County
School-to-Work Partnership
was one of a small group of
partnerships from across the
nation to receive both state
and federal School-to-Work
grants, winning more than
$1.33 million for school
districts. the College, and
southern Arizona businesses to
initiate activities to positively
impact education. The
College began by working
with school and business
partners to establish a series
of career Summer 1996
Workforce Academies for
more than 200 high school
students.
PCC's Office of Assessment
Research piloted analyses of
student outcomes using the
College's longitudinal file of
student data and the
statewide student tracking
system (ASSIS).
The Adjunct Faculty Task
Force completed its
evaluation of the
implementation of the 3-year
plan to improve recruitment,
support. and compensation
of part-time faculty. The task
force also updated its 1992
recommendations.
The College evaluated the
implementation of the 1994
department chair
reorganization.
The College launched an
international education
initiative with two programs:
international business
development training with
the Universidad de
Occidente (Mexico) and
Mohawk College in Canada.
and entrepreneur training for
Ukrainian business people.
Upcoming Issues
for 1996-97
The $2.5 million Title III grant
project will institutionalize
activities designed to meet
the needs of underserved and
distance students through
information kiosks. an online
library system. a technology
core curriculum. interactive
instruction. and interactive
video advising.
The Education Master Plan. to
be completed in May 1997.
will provide a comprehensive
blueprint for the College
programs and services. as
well as a basis for identifying
future strategic directions.
The College's Capital
Development Project. under
the review of the external
Bond Oversight Committee.
will finalize plans for capital
expenditures from the 1995
bond.
The College will open its
40.000 square foot Community
Campus facility in the
Downtown Commerce Park. It
will house a teleconference
hub for use by the College.
Northern Arizona University.
corporations. and community
organizations.
In partnership with the
University of Arizona and the
public and private sectors.
the College will develop
instructional modules in
Environmental Science under
a $330.000 grant from the
National Science Foundation.
The College will participate in
the Arizona Learning Systems
(ALS) by developing a
business plan and assessing
network capacities vis a vis
the needs of participating
schools.
41
General Fund
Capital Outlay Plant Fund
Bond & Debt
Bond & Debt interest
$67,103.055
$3,982,828
$1,689,231
$1,42i,60S
$74,196,719
Introduction
The Pinal County Community
College District was
established in 1962. Central
Arizona College (CAC)
is a comprehensive multi­campus
college which
includes the Aravaipa
Campus north of Tucson
between Mammoth and
Winkelman; the Signal Peak
Campus, serving western
central Pinal County
between Casa Grande and
Coolidge; Superstition
Mountain in Apache
Junction; and an education
center at the Arizona State
Prison Center in Florence.
The college's mission is
dedicated to the lifelong
learning process and seeks
to further the educational,
social, economic and
cultural development of its
constituents in the following
areas: general education,
transfer education,
occupational and technical
education, student
development,
developmental education,
continuing education and
community services and
economic development.
Major Accomplishments
in 1995-96
CAC increased enrollment
by serving more than 14,111
unduplicated headcount
due to growth in Pinal
County and business
expansion, providing
workforce development.
CAC developed strategic
alliances with
semiconductor giant Intel
and Caterpillar Diesel. It
implemented a
Manufacturing Electronics
program that trains students
specifically for the
expanding career field of
computer chip
manufacturing. It also
developed a specialized
training program for heavy
equipment employees.
CAC students distinguished
themselves academically
by placing six members on
the first-ever All-Arizona
Academic Team. Signal
Peak Campus student Janet
Burges of Casa Grande was
later named to USA Today's
All-USA Academic Team.
CAC became one of 15
community colleges
nationwide to be honored
with the inaugural David
Pierce Quality
Organizational Leadership
Award.
College President Dr. John J.
Klein was honored for his
innovative leadership by the
Association of Community
College Trustees, who
42
presented him with the
Pacific Regional Chief
Executive Officer Award at
the Pacific/Western/Central
Region Seminar held in
Phoenix.
Men's Track & Field won its
first national championship,
and the Parliamentary
Procedures Team won its
third national title, the first
since 1977.
Major Issues
and Resolutions
in 1995-96
The North Central
Association of Colleges and
Schools' two-day focus visit
on the college assessment
of student academic
achievement. and
leadership outcomes
concluded with
congratulations for
implementing standards
evaluators called
"innovative achievements."
CAC and Northern Arizona
University formalized an
agreement to offer upper­division
coursework to Pinal
County citizens at the Signal
Peak Campus. NAU has its
own office, staff and
classroom on campus, as
well as distance learning
classrooms. A Pinal County
university foundation has
been established and has
received more than
$600.000 in pledges to
construct a building for NAU
at Signal Peak.
The Governing Board
streamlined its operations by
adopting a customized
version of the Policy
Governance model.
A comprehensive university
articulation policy inched
closer to reality with college
President John J. Klein being
named to the statewide
Articulation Task Force.
Master planning for the
Signal Peak Campus calls
for new buildings for a
computer commons.
central receiving. arts and
student services. an addition
to the Learning Resource
Center. and a building for
Northern Arizona University.
Upcoming Issues
for 1996-97
A condemnation process for
land surrounding the
Superstition Mountain
Campus in Apache Junction
is expected to be resolved.
giving the CAC campus an
additional 28 acres for
expansion.
An expansion of the distance
learning network will result in
classroom conversion at
each campus to meet the
increasing demands of
students for improved course
availability offered by the
multi-media teaching and
learning system.
The articulation agreement
with the state's public
universities continues to
place limits on community
college students transferring
without loss of credits.
Arizona Revised Statutes
15-1463 provides for state
matching funds for campus
development. CAC is
requesting $1 million from
the State Legislature to aid in
completing development of
the Superstition Mountain
Campus in Apache Junction.
Capital funding for
electronic transfer of data
and information between
colleges and universities;
digital telephone system to
transmit voices, video &
data, and Distance Learning
Systems to serve high schools
and libraries within the
county.
< UI General Fund )\;;(;;:/;I UEniH Capital Outlay Plant Fund
Bond & Debt
Bond & Debt Interest
Total
43
$16,020,616
$1,277,737
$320,000
$128,423
$17,746,776
Introduction
Campuses in Prescott and
the Verde Valley. extension
campuses in Chino Valley
and Prescott Valley and
numerous outreach sites.
provide educational
services to a rapidly
growing population in an
area of over 8.100 square
miles.
Telecommunications
technology provides
interactive courses
between Prescott and the
Verde Valley and to
outlying areas. The College
offers professional­technical
programs.
university transfer courses
and. as an active member
of the community. pursues
partnerships with business
to offer specialized
contract training.
Collaborations allow the
College to efficiently
husband operating funds
and provide additional
learning opportunities for
constituents.
The college hosts the
largest Elderhostel in the
United States and provides
small business counseling
through Small Business
Development Centers in
Prescott and the Verde
Valley.
Major Accomplishments
in 1995-96
The college has adopted
four strategic initiatives to
guide it into the 21st
century.
Inilialive #1 ­Accelerate
the shift of
Yavapai College from a
teaching to a learning
institution.
Inilialive #2-
Nurture an ethic of
community service in all
students. faculty. and staff.
Inilialive #3-
Develop lifelong learning
options without barriers in
partnership with other
educational and
community organizations.
Inilialive #4-
Build healthier
communities by
encouraging people to
participate in government
and design their own
future with sustainable
economic development
and stewardship of
resources.
All programs in 96-97
catalog have an
experiential learning
component to provide
44
"hands-on" experience to
students.
Multi-media teaching
techniques are being used
in many courses to
improve student learning.
Continuous assessment of
student learning is
undertaken at all levels of
instruction.
A substantial increase in
the number of new
computers, registration by
telephone, weekend and
evening college courses,
increased efforts to retain
students and better
enrollment management
techniques have resulted
in increased FTSE.
The creation of a
Technology Center on the
Prescott Campus will allow
flexibility in program
offerings. enhance support
for existing programs.
maintain an up-to-date
curriculum and allow the
college to expand into
other technology based
instruction.
Enrollment is strong in
distance delivery course
offerings. An Interactive
Television classroom on the
P~""~,,.....H r .... YY"ln' I~ h .... ~ h<:><:>n I I v~",""""'11 ........_. I ',....._OJ 11_'" I •
dedicated to NAU and in
the first year has seen
enrollment twice that
projected.
The Prescott Valley Business
and Career Center is open
and will offer programming
to prepare adults for job
upgrades and changes.
The PEAK altemative high
school on the Prescott
Campus continues to
experience high demand.
Major Issues
and Resolutions
in 1996-97
Stewardship and
husbandry of resources
continues to be a principal
issue. Employees continue
to work effectively to
reduce costs and increase
FTSE. Finding creative ways
of managing deteriorating
facilities will be necessary.
The college continues to
provide educational
opportunities throughout
the county with innovative
teaching and leaming
methods. Mobile computer
labs. short-term training.
distance delivery by
television and interactive
video are challenging new
ways of providing
education to students.
Upcoming Issues
for 1996-97
The development of new
leaming methods
associated with the virtual
university and related
methods of distance
delivery will constitute a
major effort in the
immediate future.
In addition to developing a
role in the virtual university.
Yavapai College will
continue to expand its role
in economic and
community development.
cultivate educational
collaboratives with
secondary and middle
schools and develop
methods and procedures
for govemance in keeping
with modem management
practice.
Capital Outlay Plant Fund
"",n.·;;i",:"",',",\,,""''''\1
)?}{ >?>?:> .,.,.,.,':-:':-:'::-:':',':',':':':':':',':1 Bond & Debt
@1KnTI:llT ..unSKI Bond & Debt interest
45
$16,868,079
$2,295,087
$540,355
$691,877
$20,395,398
Introduction
Arizona Western College
(AWC), the first
community college
established under the
Arizona Community
College Law of 1960,
opened its doors to
students in the fall of 1963.
AWC is committed to the
Arizona community
college systemI s
"Statement of Philosophy"
and provides
comprehensive lifelong,
quality learning
opportunities through a
broad range of curricula
and support services
which address the
intellectual, social, and
cultural needs of its
constituents.
Major
Accomplishments
in 1995-96
The College Express
program, a magnet
program for gifted high
school juniors and seniors,
had a very successful first
year. This articulation
agreement aligns high
schooi graduation
requirements with a
Transfer General
Education Core
Curriculum (TGECC) and
allows them to enroll
concurrently in both high
school and college
classes.
AWC became the fiscal
agent with local school
districts, coordinating a
School to Work Grant.
The college
implemented an
alternative faculty
contract that structures
faculty contracts to run
either summer/fall or
spring/summer. This
provides for full time
faculty presence in
selected program areas
for our growing summer
school.
Upcoming Issues
for 1996-97
The 50,000 square foot
Higher Education
Academic Facility is
scheduled to be ready
for joint occupancy by
AWC and Northern
Arizona University in Yuma
by January, 1997.
46
AWC is in the process of
completing the North End
development project,
which will consist of a
new amphitheater, the
north tower, and
landscaping. The project
is being funded by a gift
from the Margaret Page
estate to the AWC
Foundation, and from the
Bob Davis and Dale
Hopely Memorial Funds.
The college has begun
the architectural plans for
the remodeling and
addition to the student
services complex. AWC
and NAU in Yuma have
agreed to joint funding for
this project. Construction is
scheduled to begin in
spring, 1997.
Ways to finance the
construction of a new
Yuma Education Center
are being explored. The
college is negotiating
with the City of Yuma for
a land exchange that
would allow for the
construction of a new
downtown Yuma Center.
The college is currently
searching for a software
package that will meet
administrative and
instructional needs.
A middle school and a
secondary elementary
school will be
constructed on the
campus in the near
future. There are also
long-range plans for a
high school, city/county
school district resource
center, fire station, allied
health center, driving
track, possible police
station, natatorium,
performing arts center,
athletic facility, and
recreation areas.
Awe will continue to
support state initiatives in
realizing effective
articulation among
colleges and universities.
The college plans to
continue to develop and
expand its capabilities for
distance learning
throughout the district.
The college will continue
to develop a
comprehensive plan of
management, student
tracking, academic
advising, financial aid
processing, and
compliance reporting.
,.".,.,.,., General Fund ..,.,.,.,.,.,., ,.,.,,
Capital Outlay Plant Fund
Bond & Debt
47
$15,166,862
$473,700
$850,000
$1, 107,420
$17,597,982
Arizona Community College
Student Enrollment Statistics and Trends
1991-92 to 1995-96
(Data provided and found in the Enrollment Analysis Reports
submitted by the ten community college districts)
49
Enrollment Trends
Annual Audited FTSE and Fall Headcounts
Fiscal Years 1991-1992 to 1995-1996
Annual FTSE
Fall Headcounts 159,800 157,592 153,484 153,512 155,385
Five Year Annual FTSE Trends
100,000 111111111111111111111111111
80,000 , • __IIBB.
60,000
40,000
20,000
1992-93 1993-94 1994-95 1995-96
0..-_-_-_-_
1991-92
Five Year Fall Headcount Trends
180,000
160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
o
1991-92 1993-94 1994-95 1995-96
50
Fall Full-Time or Part-Time Enrollment
Fiscal Years 1991-1992 to 1995-1996
Fall 1995 Full-Time or Part-Time Enrollment
Full-Time
22%
Part-Time
78%
51
Fall Headcounts by Ethnic or Race Group
Fiscal Years 1991-1992 to 1995-1996
African American
American Indian
5,162 5,121 4,920 5,219 5,270
5,042 5,276 5,700 5,692 5,979
Fall 1995 Headcounts by Ethnic or Race Group
Caucasian
69%
Hspcnic
17% ~
CXherI
Lhdeda-ed
4% \
52
Africa1
Arrerican
3%
/
Arrerican
Indicn
/
4% Asian
Arrerican
/ 3%
Fall Headcounts by Gender
Fiscal Years 1991-1992 to 1995-1996
Fall 1995 Headcounts by Gender
Undeclared
1%
JVale
42%
53
Ferrole
57%
Fall Headcounts by Age Cohort
Fiscal Years 1991-1992 to 1995-1996
<20 yrs 28,625 29,767 30,282 31,276 32,467
20-24 yrs 37,640 38,820 38,046 37,612 37,691
...:. .•.•.•.•.•.•i..•.•i..•2..•......:..5.::-.•·.:.•2..•:.:9.•:. :.:.ii..•y:. r:s:. i•.i....·:.~;~l§
j).~!.:~.~~.~:.:i.!i.ii.ij.[:.!i.:i"~i.!j:.:~.i[.ii.![.fi.i[.i iI~9f~~~t§··.·:i~?~~¢
40-49 yrs 20,369
50-59 yrs 7,682
20-24 yrs
25%
<20yrs
21%
/
Fall 1995 Headcounts by Age Cohort
60+ Undeclared
50-59 yrs 3o/t \ I 1%
5% \ 0
4Q-49yrs
12% "'-
30-39yrs
20%/
54
Fall Headcounts by Residency Status
Fiscal Years 1991-1992 to 1995-1996
Resident
Out-of-County
143,852
8,161
142,327
8,278
Fall 1995 Headcounts by Residency Status
Resident
/91%
Foreign
/ 1%
Out-of-State
4%
Out-of-County \ \
5%
55
Continuing & Returning
120,000
o
Fall Headcounts by Continuation Status
Fiscal Years 1991-1992 to 1995-1996
1I Cootinuing &Returning
II First-Time Students
[J Transfers
1991-92 1992-93 199~94 1994-95
56
1995-96
Fall Headcounts by High School Graduation Status
Fiscal Years 1991-1992 to 1995-1996
Previous year 9,943 10,767 11,176 11,107 11,764
AZ HS grads
:::@::'::'~9Ifflg:~ff~~ ..:.:f.:::i:Q~iti:::::::::p~~lg~
GED completers 2,829 6,097 5,420
::=:9Z~~g~
5,370
II Previous year AZ HS grads
II Other HS grads
CI GED completers
1991-92 1992-93 1993-94 1994-95
57
1995-96
Miscellaneous Headcount Information
Fiscal Years 1991-1992 to 1995-1996
35,000
30,000
25,000
20,000
10,000
5,000
o
1991-92 1992-93 1993-94 1994-95
58
1995-96
a Vets (Receiving Benefits)
IIlI Reporting as Physically
Challenged
[] Receiving Fed. Financial Aid
Din JTPA &Other Fed
Programs
• In Prison Courses
Arizona Community College
Financial Information:
Data and Trends, 1991-92 to 1995-96
and State Board Budget, 1995-96
(Data provided by the ten community college districts)
59
Sources of Funds
(General and Plant Funds Combined)
Fiscal Years 1991-92 to 1995-96
Fund Balance 45,855,675 43,581,673 38,054,379 53,813,084 125,404,431
District Tax Levy 192,879,491 195,664,714 201,890,748 210,350,331 258,493,932
Other Revenue/ 43,968,031 21,856,731 14,134,743 28,942,391 86,755,257
Transfers
Less Future
Acquisitions
(14,007,158) (16,185,972) (16,314,724) (27,070,939) (119,882,430)
*/nc/udes Equalization
Sources of Funds 1995-1996
300,000,000
250,000,000
200,000,000
150,000,000
100,000,000
50,000,000
(50,000,000)
(100,000,000)
(150,000,000)
~
c:
lU
(ij
lD
""0 c:
::s
LL.
1)
"..C...
III
is
60
III
Q)
Q)
LL.
c6
c: o :e:::::;
I-
~
~
III c: .... ~
~I:::
..... Q) o ::s
c:
Q)
>Q)
0:::
Q) III .... c:
::s 0
"5E
LL. III
III '5
III C'"
Q) 0
--Ie{
Analysis of State Aid Income
Fiscal Years 1991-92 to 1995-96
Operational State 67,435,800 68,917,400
Aid
i~~~!~~~i;~~::Ii;~m..:~,~~1ii9~:.··~i4~~~~~~ ... :::;;~l~~~B9··:·!"~~ARt:~~A ):t~§g~~~QQ
Capital Outlay 10,097,800 10,319,000 10,319,000 12,938,800 15,211,700
State Aid
Analysis of State Aid Income 1995-1996
Eq ualization
Aid
7% ~
Capital 0 utlay
State Aid
15% \
61
Operational
State Aid
/78%
Disposition of Funds
Fiscal Years 1991-92 to 1995-96
General Fund 310,537,876 317,781,956 322,869,126 344,529,539 368,725,788
Expenditures
34,126,687
Total 396,716,323
Bond & Debt
Redemption
••• i~I~~i~~~~ •·:•••·~I~I~]~.j~.~.
Disposition of Funds 1995-96
Capital
Outlay Plant
Fund
14%
Bond & Debt
Redemption
1% ~
Bond & Debt
Interest /3%
General Fund
Expenditures
84%
/
62
Arizona Tuition Rates
For 30 Hours of Study
(One Year of Full-Time Equivalent Credit)
Arizona Average Tuition 1991-92 to 1995-96
$800
$700
$600
$500
$400
$300
$200
$100
$0
1991-92 1992-93 1993-94
63
1994-95 1995-96
State Office Administration
Combined Statement of Revenues, Expenditures and Changes in Fund Balances
All Governmental Fund Types
for the Fiscal Year Ended June 30, 1996
SPECIAL
GENERAL REVENUE TOTAL
Revenues
Legislative Appropriations 103,389,600 103,389,600
Fees for Teacher Certification 170,166 170,166
Total Revenues 103,389,600 170,166 103,559,766
Expenditures
Personal Services 450,546 74,608 525,154
Employer Related Expenditures 81,135 13,900 95,035
Professional Services 23,178 803 23,981
Travel In-State 34,255 70 34,325
Travel Out-ot-State 2,785 0 2,785
Other Operating 76,455 50,793 127,248
Capital Expenditures 0 0 0
Total Administrative Expenditures 668,354 140,174 808,528
State Aid to Community Colleges 102,720,900 102,720,900
Total Expenditures 103,389,254 140,174 103,529,428
Excess of Revenues over Expenditures 346 29,992 30,338
Fund Balances, July 1, 1995 0 172,477 172,477
Fund Balances, June 30, 1996 346 202,469 202,815
NOTE: Percentage of Total General Funds Appropriated to Community Colleges Used by State Board: 0..6%
64
Program of Study Information:
Curriculum Matrix,
Skill Centers, and Tech Prep
65
CURRICULUM MATRIX
FOR
ARIZONA COMMUNITY COLLEGES
01.· .. Agricultural Business & ProductIon.>: '.. :..::.: ••.��••• F
00.
10.
Classification of Instructional Programs (CIPl numbers and titles displayed are supplied by the U.S. Department of Education's National Center for Education Statistics (NCES).
C =Certificate program(s) offered D =Degree program(s) offered l =Preparation for licensure
"Estrella Mountain Community College Center is under the auspices of Glendale Community College until separate accreditation is awarded. 082196
CURRICULUM MATRIX
FOR
ARIZONA COMMUNITY COllEGES
P
H
o
E
N
I
X
·..• R··
.. 1.
... ~ .
R
Io
Classification of Instructional Programs (CIP) numbers and titles displayed are supplied by the U.S. Department of Education's National Center for Education Statistics (NCES).
C =Certific(]te program!s) offered D = Degree program{s) offered l =Preparation for licensure
·Estrelia Mountain Community Coliege Center Is under the auspices of Glendale Community College until separate accreditation is awarded. 082196
Another dimension of
postsecondary education
may be experienced at
one of Arizona's Skill
Centers. There are two
centers which are located
in Maricopa and Pima
Counties. These centers
are unique operations that
have existed in Arizona
since 1962. Their purpose is
to train unemployed and
under employed persons
for entry or re-entry into the
SKILL CENTERS
labor market. Even
though each Skill Center
is responsible to the local
community college
district, they maintain a
great degree of
autonomy.
Most programs at the Skill
Centers do not require a
high school diploma for
entry although students
are encouraged to take
advantage of the tutoring
and testing available for
a General Education
Development (GED)
certificate. In order to be
truly responsive to the
needs of students, the
open-entry/open exit
concept is utilized.
Students may enroll on
any day of the week,
and they receive their
certificates of completion
the day they are "job­ready."
Listed below are some of the training clusters
offered at one or more of Arizona's Skill Centers:
Accounting and Payroll
Auto Body
Business and Office Education
Carpentry: Qualified Framer
Computer Based Programs/Occupations
Computerized Office Procedures
Facilities Maintenance
Federal Correctional/Institutions
Food Preparation/Service
Health Occupations
Hotel and Airline Reservations
Meatcutting
Printing
Retail Skills
Retail Banking
Safety Trades
Welding Trades
Skill Centers of Arizona
Enrollment Data
Skill Student No. of No. of Job** Certificates
Centers FTSE* Clock Hrs. Students Programs Placement Awarded
Maricopa 901 563,791 3,150 13 1,995 2,850
Pima 413 263,000 949 4 514 609
Total 1,314 826.791 4,099 17 2,509+ 3.459
* One Skill Center FTSE (full-time student equivalent) equals 640 clock hours of instruction.
**Conducted by Skill Center. Additional placements made by cooperating agency job
developers and Department of Economic Security job Services. (Estimated 70%)
+ These are verifiable placements by the Skill Centers.
68
HOW TECH PREP HAS MADE A DIFFERENCE
The impact which Tech
Prep is having within
Arizona is not reflected by
numbers of students,
programs, or teachers.
Systemic change is
evolving as result of
people working together
on Tech Prep issues and
developing a level of trust.
Communication among
and between high school
and community college
instructors is a significant
achievement as shown by
a willingness to share
facilities, personnel, and
resources, and eliminate
turf for the benefit of
students.
Articulation agreements
are established for high
school and community
college programs to
students can make a
smooth transition from high
school to community
college. Program
articulation is viewed as a
complete program of
study, not just a collection
of individual courses.
Students are assisted in
transitioning to community
college while in high
school through summer
Early Start programs. This
enables students to take
college courses while still
in high school. Students
can participate in summer
academies on the
campus of a community
college with community
college instructors. They
can receive academic
credit toward high school
graduation for academic
skills gained as a result of
successful completion of
a vocational course.
These changes are
occurring throughout the
Tech Prep consortia.
New courses have been
developed which
integrate academic and
occupational program
areas. Examples are
multimedia information
technology and English,
math and science with
automotive technology
and accounting with child
development.
Instructors now teach
many applied courses in
math, science and
communications
technology. Tech Prep
funding has provided
training for both
secondary and post
secondary instructors,
along with classroom
materials and texts.
Follow-up workshops and
inservice is being provided
by the trained instructors
so that training will
become consortiumwide.
These integration efforts
are making a difference
69
with students so they see
practical applications of
academic concepts in a
real-world setting.
Tech Prep is the
foundation for the School­To-
Work movement and is
providing the high school
and community college
part of the total system
change for all students.
Partnerships with business
and the community
which have been
established with Tech
Prep are continuing into
School-To-Work.
Internships and work
experience for teachers
and students is taking
place as students focus
on the development of
career pathways. The
lessons learned over the
past five years of Tech
Prep are critical to
establishing a successful
School-To-Work system.
The essential concepts of
Tech Prep: integration,
articulation, work-based
learning, partnerships,
curriculum restructuring,
expanded role for
guidance counselors, and
changed teaching/
learning styles are making
an impact for students
and teachers, and will
remain as core concepts
of educational reform.
Arizona Community College
Directory
October, 1996
71
State Board of Directors for
Community Colleges of Arizona
3225 North Central Avenue, Suite 1220
Phoenix, Arizona 85012
Phone: (602) 255-4037
FAX: (602) 279-3464
State Board Members
1995-96
Jessie A. Slade '~ Apache County
Theodore C. Fichtl Cochise County
Michael G. Clifton Coconino County
Byron K. Mills Gila County
Lois W. Claridge Graham County
Melba Ruth Senne Greenlee County
Evangelina "Conkie" Hoover La Paz County
James A. Ullman Maricopa County
Patrick K. Carlin Mohave County
Thava Freedman Navajo County
Robert L. Gugino Pima County
Jim Hartdegen Pinal County
Lourdes Moreno-Jeong Santa Cruz County
Karen F. Rizk yavapai County
T.O. Beach yuma County
Judith A. Gignac Arizona Board of
Regents
Charles Losh Superintendent of
Public Instruction
Representative
72
Executive Committee of the State Board
1995-96
Robert L. Gugino...................•..•....................................................................Chairman
Thava Freedman ....•...•.................................................................................Vice Chairman
James A. Ullman .....................................•.....................................................Immediate Past
Chairman
Evangelina "Conkie" Hoover Secretary
Patrick K. Carlin Treasurer
Theodore C. Fichtl Executive Committee
Member-At-Large
Directory of State Board Staff
Donald E. Puyear, Ph.D Executive Director
Patricia R. Campbell Receptionist
Barbara A. Collins Certification Officer
Nancy F. Dillon Tech Prep State
Coordinator
Patricia R. Gelvin Fiscal Services Specialist
Pete S. Gonzalez Associate Executive Director
for Community &
Governmental Relations
Carol A. Gray Teacher Certification Clerk
Gordon G. Hall Associate Executive
Director for Educational
Services
Mary N. Harrison Program and Project
Support
Carol V. Nau Assistant to the Executive
Director
Virginia U. Payan Teacher Certification Clerk
Thomas J. Saad Associate Executive
Director for Business &
Financial Services
Mary Jo Saiz Office Manager
Claudia L. Schreiner Administrative Assistant
Carol M. Thompson Administrative Assistant
73
COLLEGE DIRECTORY
COCHISE COUNTY COMMUNITY COLLEGE DISTRICT
Dr. Walter Patton, President
4190 West Highway 80
Douglas, Arizona 85607
Douglas Campus
4190 West Highway 80
Douglas, Arizona 85607-9724
Sierra VISta Campus
Dr. Karen Nicodemus, Provost
901 N. Colombo
Sierra Vista, Arizona 85635
(520) 364-0209
FAX (520) 364-0206
(520) 364-7943
(520) 515-5413
FAX (520) 515-5406
COCONINO COUNTY COMMUNITY COLLEGE DISTRICT
Dr. Phil Tullar, President
Coconino Community College
3000 N. Fourth Street, Suite 17
P.O. Box 80000
Flagstaff, Arizo