Annual Report 1992-93c

              GLENDALE COMMUNITY COLLEGE
Deaf Commuility Member.
Sincerely,
,ft€~
The 199t 93 awdqlllc veal wa~ a dlallengillg o/Ie for Gltndale CmtlJllI/llitlj CaUl: e. BculI/<;e
of tl lIt econOll/lC time, we fOlUld It I/ccc~sary to re-evaluate 0111' mr::tltllttal/al and fiscal
priOrities. All of the ManuJpa Comnlllllllt/ <.olleges vert forced fo realllsl/ theIr opfrati/l~
blldget dlle to a decrca<;lIlg tax /Ja ealld redllced" <;tafe appropriaticl/<;.
fa toster bette r decishm makmg (,CC fl1m lzzed Its Instllutional Etfectl Jt lIe ~ Plal/. Till pla/1
IILcorporaft: dements oJ studel/t flu/dctlllc aclllcvenlCllf, "itlldull developmCllt, and
organizatIOnal achl t'17/lCllt. Ii al 0 out/me<; the measurement toal~ mId proe.-e to he II ed for
a<;<;e InR our progre s toward COlltl/lllOliS nnprot ClIIent.
To ell<;ure that our pnoritle~ were 11/ blll(l/lce with the fesources tWa/lable, we n oNted our
MISSIOn Statemmf . A new Mls-;Jon StatctllUlt with tI/l' college's Purpose< a/ld Philo ophv Ie,
prill ted 011 page 5 oflhlS report.
The college hils contll1lled it.:; cO/nil/fment to p-roPldillg quallly educatwn to 0111' students.
As yolt tum the page, yOIl will .;ee listed the college's 1I111jor accomplishlllCllb far 1992-93.
I am very proud of our employees and what they have been able to achieve ill <;pite of the
budget realignment.
I !l0lfe yOIl find tilis report ltlterc~tillg and IIIforl11ntlve
1992 - 93 ANNUAL
TI e-N E S S MATTERS • • •
[Jilans for 1993-94
The major tasks \\ hich are planned for
th e Ins t i tu tiona I Effec ti vene-s s
Committee for 1993-94 are:
• Write measurable goal statements
for Mission Purposes.
• Design comprehensive Department/
Unit Review model.
Input from leaders and citizens of our
service area would greatly contribute
to our work this year. If you would like
to participate in any of these sub­committees,
please contact Bonnie
Welsh in the GCC Institutional
Effectiveness Office at 435-3483 to
indicate your interest.
• College-wide Achievement
Sub-committee
(college-wide measures and
improvement issues),
• Student Academic Achievement
Sub-committee
(instructional departments),
• Student Development
Sub-committee
(student service units),
• Quantum Quality Steering Team
(training and team projects).
Last Spring the college received results from the "Current Students Survey,"
which was administered to randomly selected course sections during sCheduled
class meetings at the end of Fall 1992 0,736 surveys were returned). The
following is a brief sum ary of the results.
The factor whiclll110st illf/u;enced students' decisions to attend GCC was "closeness
to home or work. " AboutB8% responded in this mal/na This-was followed by low tuition
at 19%, and the fact tlz t Gec offers the degree/certificate/course they desired at 13%.
Students were asked to rate each GCCgoal and objective in terms ofhow important
it is to them. Excluding "don't KIlOW" 1 ~ponse::., 7;' 0 stated that university transfer
courses are very important to them. Occupat 7lal education is also releva11f with 57%
considering it very important. General education mme in third with 50%
1n terms of students' satisfaction with the instruction at Gee, alllmpressive 82%
rated the instructor (l ~()od or excellent.
When asked how t elf first learned ofGCC, 4 respmtded "fw11l a!fiend or relative,"
followed by 'from a high .,chool coun,; lor or 7JYeselltatioll" with a response of 25%.
Wllen asked wha1 1t1::. th II' primary reason for attending GCe. 58% said
"preparatioll or att ndil1, fOllr-lIear lIIllversities 01 college." Ite second and third
highest item with a combined result of 2'Ji.c, concerned Iterl; occupational skills and
job retrainin .
CURRENT STUDENT SURVEY
SELECTED FINDINGS
The structure of the Institutional
Effectiveness Committee for 1993-94
has been changed to better align
groups with these tasks. The sub­committees
will be arranged as
follows:
• Enhance student services surveys to
include development questions;
reformat to scannable form.
• Extract Department/Division
transfer data from ASU tape
exchange.
• Conduct Graduates' Employers
survey.
• Maintain existing Data Books.
• Create Department Data Book.
• Participate in state-wide student
tracking system.
Karen Conzelmall,
Biology Faculty
"As an instructor, one
challenge I face is that
many students don't
know that they don't
understand a tapic until
they are facing an
exam. In-class
assessment allows both
. the students and me to
evaluate their mastery
at a time where
adjustment and
intervention can still
make a difference."
• Recommended common syllabi
content to faculty.
• Conduc}ed established Department/
Division assessment'measutes and
piloted other assessment measures.
• Created Classroom Research
Support Group.
• Opened two new Electronic Forums
for student input.
hompson,
lied Science
f the pilot
:ts in my
ent wos to
dents toking
:>r personal
1contrast to
ng a general
qUirement).
ht percent of
1ts surveyed
or strongly
ot the course
qr needs....
• Refine Department/Division plans;
continue or expand current assess­ment
methods; pilot new measures.
• Continue faculty development and
"Quality" training.
Sfudents were also asked to rate each GCC goal and objective in terms of how
successful they feel Gce has been in achieving these objectives. Excluding "don't
/ know" responses, 46% felt that GeC is very successful in achieving their university
transfer courses goal. Gencral education was a close second with 44%.
6
INSTITUTIONAL E F F E (
Eighty-eig
the stude
agreed
agreed th
met thE
Robert'
C11air, Ap,
"One (
proje
departrT
survey stu
courses 1
interest (i
those fulfill
studies re
Alberto Sanchez, Dean
Educational Services
"Institutional
effectiveness has been
a useful, albeit painful,
college-wide self­examination
of what
we say we do versus
what we are actually
doing; this process, in
my mind, is a
worthwhile
introspection that can
only lead to enhancing
an. already excellent
college."
One of the most significant -accom­plishments
was writing the new
MissiOJ;1 Statement (see left inset box).
It was approved by the President this
summer. Other institutional effec­tiveness
projects completed during the
1992-93 academic year include:
• Conducted Current Student Survey
(see findings in right inset box).
• Expanded faculty training for
various instructional improvement
methods.
• Piloted student tracking system for
ACE-Plus (college-prep) students
using Insight software.
• Produced "Institutional Effective­ness
Handbook" for faculty and
staff use.
• Documented Department/Division
plans for. measuring studtmt
academic achi~vement.
iljasks Completed in
1992-93
• Mission
• Plan
• Student Academic Achievement
• Instructional Support Services.
\
The Plan documents existing
assessment activities and lists pilot or
planned measures. It was approved by
NCA this Spring. The major com­ponents
of the Plan are:
• Departmental and college-wide
evaluation of student academic
achievement,
• Departmental and college-wide
evaluation of student development,
• Community and institutional
processes for assessing organiza­tional
achievement.
Agreatdealoftimeand dedication \\'as
given by faculty and staff to prepare
this plan. Departments met to specify
their instructional goals for students.
The Institutional Effectiveness
Committee (lEC) \'\as aligned to meet
the challenge with the following sub­committees:
Mission
The mission of Clendale community College (Cce) i to address the higher educatio/l
needs of its community. Through it £ Iversc programs {lnd serl'ices, GCe assists students
in meeting their educational Ranis.
Purposes
• Prepare stuaents to prrticlpate /e pOl1sibly ill a ClLltl/ml/v dlt erse, technological and
global society.
• Prepare students for I/(u'ssjul tm/ fa to c lieges and lili ersities,
• Prepare student for emplQ1/n nt mJd ad1.1c{1I cment Ullin t/i ir cbosen careers.
nstitutional
Effectiveness Plan
Institutional Effectiveness is a priority
at Glendale Community College.
Continuous improvement of our
instructional program, student
services, facilities and administrative
processes is an on-going (ocus.
GLENDALE COMMUNITY COLLEGE
MISSION STATEMENT
Glendale Community Call 'C promote excellence and innovation in teaching and
lea riling. Awareofits role as aCOIl/n1UII ity-bnsed institution, the college works cloE!ely with
other organizations, including educational institlltiolls, agencies and employers, to
support a stable alld capable 'loork force.
The first part of the 1992-93 academic
year was spent finalizing the
Institutional Effectiveness Plan. In
response to the ten-year accreditation
visit from the North Central
Association of Colleges and Schools
( CA) in 1992, GCC was asked to
submit its overall institutional
effectiveness plan, with emphasis on
documenting student academic
achievement. Although the staff had
done a thorough review of the
institution, and had documented
improvement in many areas, NCA
felt it was necessary to compile
assessment activities in a central plan.
5
1 9 9 2 - 9 A J o R
Physical Education g~anted
its first awards for the new
Fitness Leadership and
Aerobics Instructor certifica te
programs.
DisabledStudent Resources acquired
an electronic text braille printer, a new
software package which produces
enlarged type (up to 16 times) on a
video screen for visually impaired
students, and software which allows
mobility impaired students to
eliminate multiple key stroke
commands. They also purchased an
Optical Character Recognition scahner
for transferring type to braille, large
print, and synthetic speech.
Social Science offered an Archaeology
Field School in Cortez, Colorado,
enabling students to participate in a
real "dig" of an Anasazi site.
Nursing implemented a clinical
preceptorship program for the final
semester of the two-year nursing
degree. Registered nurses from
community hospitals are selected to
work with students to ease the
transition from student role to
beginning practitioner.
The Public Relations degree
program was revised with recom­mendations
from a community
advisory board which would better
prepare students for jobs.
The Fitness Center acquired four new
Trackmaster treadmills, as well as a
Crossrobic Trainer for performing
lower body workouts.
The Library/M~dia Center piloted
several Videoconferencing Network
classes which enabled students to
participate in classes that would not
normally be accessible to them.
!Mpgrading
Equipment &Technology
Mathematics faculty integrated
computers into the calculus
sequence to produce graphs and
tables which help show the
connections between algebra,
r . geometry, and numencal
calculations.
Foreign Language faculty taught a set
of intensive Spanish courses in which
students completed two five-week
summer courses which normally take
four semesters. Students spent seven
hours in class each day and studied
countless hours outside ofclass, en,abling
accelleration of instrUCtion without
decreasing educational quality.
Business faculty opened an
Accounting Solutions Pod for tutoring
assistance in the High Tech Center.
The department also began reviewing
all of its course and program offerings
to develop new competencies which
meet the evolving needs of
community employers. Business
faculty have continued to
develop new course materials
for commercial software
applications, such as Quattro
Pro, WordPerfect Works,
Harvard Graphics, Advanced
DBase, Paradox, UNIX,
AS/400, MVS, Tool-book, OfficeVision.
2
The Engineering and Technology
department made' major modifi­cations
to the Electronics Computer
Technology (ECT) curriculum. In
addition to the ECT associate degree,
students can earn a certificate in Local
Area etworks or Mlcrocompu ter
Servicing. The Drafting program was
modified to include new courses in
measurement, two-dimensional
animation, algebra and graphs, and
trigonometry and geometry for design.
The Honors Program increased
student success by requiring a study
skills course for stuaents whose GPA
fell below 3.0 and encouraging
summer enrollment for students who
were at risk of losing their scholarhips.
The Biology department customized
sections of its non-majors course
to meet the needs of elementary
education majors. Changes
include hands-on projects and
other learning activities. They
also created a new introductory
Anatomy & Physiology course.
/!]JmprOVing
Teaching & Learning
The Art department created new
cour es in digital photography and
desktop publishing for instruction in
design, layou t, and photographic
composition. Two courses in jewelry
were also added.
Gce5 Institutional Effectiveness
Plan was approved by the orth
Central Association of Colleges and
Schools. Many faculty met throughout
the year to develop their
departmental assessment plans.
"Quality Awarenes-s" training
was conducted for 113 employees.
mproving
Institutional Quality
Many instructional departments
mod ifed cou rse conten t, delivery
. mode, and assessment methods to
improve teaching and learning. Some
01 these changes included:
• Offering selected courses over the
videoconferencing network.
• Restructuring some courses to a
'competency-based FLEX format.
• Allowing students to correspond
via modems and electronic mail.
• Teaching in teams.
• Utilizing multimedia tools.
• Writing custom software appli­cations
for classroom projects.
• Offering courses at more
convenient times to accommodate
student needs.
• Updating course competencies.
• Administering common assign­ments
and final exams.
c c o M p L I 5 H M E N T 5
l.lInriching the
Community
The Multicultural Affairs Program
continued to participate in €ommunity­based
programs, such as: Peoria United
for the Future, Glendale Youth Center,
"Project Dream" at Dysart High School,
and programs directed at at-risk
youth throughout the service area.
Student Activities
instituted a Food Share­program
which offers
groceries at a reduced
cost to people who
volunteer in the
community.
Chemistry held an open house and
hosted local elementary school
students. Activities included a
chemical magic show, demonstra­tions
of objects at ultra-cold
temperatures, making of slime,
and turning pennies to "gold."
Applied Science, Biology and
Psychology faculty hosted the state­wide
Science Olympiad for high school
students. The annual Arizona- evada
Junior Academy of Science was hosted
by GCC science faculty. The Applied
Science department hosted a science
fair for pre-college home school
students. .
The Community Education Office's
summer program for gifted children,
MASTERMINDS!, was selected by the
Isaac School District as the program of
choice for its gifted but needy
scholarship students. The Bass Fishing
Institute grew with the help of several
corporate sponsors who covered some
of the costs and donated materials to
participants.
Biology faculty offered two Life
Science Academies for pre-college
teachers. It introduced participants to
hands-on science, teaching strategies,
and learning activities.
The continuing student registration
process was altered to encourage
students to seek advisement early in
the semester to allow more
time for advising.
The Learning Assistance Center
began offering.several new open-entry
courses, designed by English faculty,
to teach basic skills and ESL.
Safety and Security implemented
a weekly crime report, drafted a
bloodborne pathogens plan, and
participated in getting district-wide
parking regulations passed.
The Audio Lab has helped English as a
Second Language (ESL) and Foreign
Language students to improve orall
aural abilities, as well as test
performance.
The Writing Center, staffed by
volunteer faculty who help students
with writing assignments, expanded
services to include assistance,in
reading and study skills.
r
The Child Care Center began acting
as the initial placement location for
all Intergenerational Early Child­hood
Teaching students. It has also
improved parent communication for
pre-schoolers to facilitate the transition
to public schools.
Career and Adult Education Services
changed its College Survival .?kills
workshops from a monthly to a weekly
basis and rearranged the office for
easier access by disabled students.
Its Adult Re-entry program was
expanded with weekly counseling and
support sessions and an adult supp~rt
session on the Electronic Forum.
Counseling hired six graduate
student interns from local colleges
and universities to increase services
to students and improve the mental
health of the campus. The office was
also remodeled to Geate a more open
atmosphere.
The Admissions and
Records Office expanded the
transcript evaluation and
graduation check-out functions to
respond more quickly to requests. They
also implemented a materials tracking
system, made the In-Touch student
information system more user­frienoly,
created degree program
fliers, and modified the Schedule ·of
Classes format to save money and
allow broader distribution.
~erving Stuqents
The Multicultural Affairs Program
collaborated in the development of a
sophistica ted tracking!monitoring
system to enhan-ee minority
recruitment and retention.
The upgraded Life-Science Multi­purpose
Laboratory expanded its
sen'ice to psychology and biology
tudents with interactive and tutorial
programs, slides, audio tapes, video
tapes, and laser disc players.
The Nursing department received a
$15,000 grant from the Helene Fuld
Health Trust which will be used to
purchase interactive video equipment.
The department also began a
computerized testing system.
ACE Plus, GCe's pre-college program
for local high schoo.l students, reported
that 99 percent of the initial 140
students graduated from high school
with an average of 18 college
credits earned.
CompuFix services were initiated for
solving problems with software,
hardware, and telecommunications.
Construction was completed on the
student activities area that include
volleyball, a stage for bands, a picnic
area, a barbecue grill, and serving
areas for events.
The scholastic newsroom converted to
Macintosh technology for production
of the school newspaper, The Voice.
e s
911,982
UES:
$ 9,695,375
4,612,622
17,267,189
1,968,265
F 9 u
CURRENT FU 0 REVE
A Tuition & fees
B State appropriations
C Local appropriations
o Grants*
E Sales/services/
auxiliary / other
Total (/lei District Office O'i'er!lClld) $34,455,433
'Pell Grn/lts /lot i/lell/ded i/l "Gm/lts'
e d
89-90 90-91 91-92 92-93
88-89 89-90 90-91 91-92 92-93
7,637 8,485 8,904 9,517 9,342
28,467 30,476 30,695 31,433 29,963
E N U E S
e d F 9 u e s
$34,455,433
DlTURES:
$19,952,942
2,913,067
2,756,455
1,664,743
2,747,715
1,429,405
2,991,106
d
35,000
30,000
25,000
20,000
15,000
10,000
5,000
° 88-89
n o u
• Total Fiscal Year FTSE
Unduplicated Headcount
R E V
u n a u d
u
Total
CURRE T FU 0 EXPE
A Instruction
B Academic support
C Student services
o Institutional support
E Maintenance/ operations
F Scholarships
G Auxiliary
ENROLLMENT TRENDS
E X PEN D I T ~U RES
TUDE T
P OFILE
• Ifn - E'\ (npercent of studt nt
er female; 41 percent, male.
• Th .1\ erage student dt:; :1
U n ore than l,ono tudcnt
\\ ere over age l:ltl.
• The dn. rfie student body
(l perc nt minoritv) r flt'Lted
t t' rdClal ethnic ffil tur of
th (:'n icc area. Ch er
ollntn \\ ere r pr~ ented
<mang the Internationn I
.,tudent populatIon.
• Flftv sevel) percent ofstudents
I1th'llded day cll1ss(", 4;3
pl'rcen~ clttende<;l evemng
classes
• Approximately 75 pen.:ent f
students were employed while
attending collegt; about half
plarned to \A ork more tl1dn
ohours per week.
�� venty-three p rcent .1ttt'nded
part hm <.fewer than 12 r dlt
hour) Ih a {'rage credit
hout IOdd Wd 6 8 pn
m ter.
Stud nt demogr.1phll for
199_ q \ ere a follo\\ 5
��� F II h <1dcount topp doer
1 ,00) with a full-tune studt nt
equl\ dent of over ,6 n
L ndupIlcatt'd tudent held­count
for the entire aCdd mic
\ l ar wa.., dlmo5t 30 000.
• F rt -two p rlent int nded to
tr,ln f~r to a four-yt:ar
mstitutlOn 40 perLf.>nt \ e~
f'k111g oC'cupdtlonal or
(r er-related programs. The
r ma1l1IIlg were enrolled for
per anal intE:'re5t course').
• S41 <;legreE's and 24~
lTtifiLates were ,grClnted in
1992 93
4
7
In an effort to stay apprised of the service area, GCC recently contracted with
Data etwork for Human Services to prepare a report of recently released Census
data for GCe's service area {Census blocks within a six-mile radius of the college)
and Maricopa County. Below is a summary of some key findings for 1990.
SERVICE AREA CENSUS FAGS
Source: "Demographic Trends 3 Report for Area Srrped by Glelldale COlllIIIlIliity College," Data Network for
HUlllall Serp;ces, August 1993. Utilized following Cellsus tapes from BureaH of the Censlls, Washillgtoll, D.C.
via ArizOlw State Data Cellter, Arizona Departlllellt of Economic Security: Public Law Tilpe File (PL94--171)
alld/or Sumlllary Tape File (STF 1A) 1990 Cellsus alld/or Summary Tape File (STF 3A) 1990 Cellslls.
EquaLOpp6rtunity Statement
Publication designed and produced by the Institutional Effectiveness Office.
Non-Profit Org.
U.S. Postage
PAID
Glendale, AZ
GLENDALE Permit 0.4
COMMUNITY
COLLEGE
6000 W. Olive Ave.
Glendale, AZ 85302
(602) 435-3000J
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