MARICOPA
COMMUNITY
COLLEGES
Governing Board
Linda B. Rosenthal, M.A
President
Roy C. Amrein, D.C.
Secretary
Donald Campbell, Ph.D.
M. Grant Christensen, D.D.s.
Nancy Stein, AG.s.
Chancellor
Paul A Elsner, Ed.D.
GLENDALE
COMMUNITY
COLLEGE
Administration
John R. Waltrip, Ph.D.
President
Joyce K. Elsner, Ed.D.
Dean of Administrative Services
Jean Ann Abel, M.A
Dean of Instruction,
Business & Technology
Alberto R. Sanchez, M.A
Dean of Instruction,
Math and Humanities
D. Jean Staten, Ed.D.
Dean of Instruction,
English and Sciences
Mary Lou Bayless, B.S.
Associate Dean,
Student Services
Gee is an EEO/ AA institution.
••••••••• I
JOhnR.ff!(
President
Dear Community Member:
Sincerely,
I hope you find this report interesting and informative.
~
I am pleased to present Glendale
Community College's Annual Report for
1993-94. It contains our key accomplishments for this
past year and includes a summary of our revenues and
expenditures.
Despite tight economic times, we completed another successful year. Our
dedicated faculty and staff strived to enhance instructional programs and services
to meet our community's changing needs.
We value the relationship we have with our community and recognize the important role the
college plays in helping it grow and prosper. As we enter i~to our 30th year, we hope to
further increase the involvement of community members in our planning
processes. If you would like to participate in one-or more of our advisory
committees, please call 435-3483 to indicate your interest.
Please take time to review the many accomplishments achieved by the employees of GCe. To name
just a few accomplishments, the college initiated an International Student Program for recruiting students
from around the globe. Also, faculty and administrators completed a la-year capital plan for building and
remodeling projects to take us into the next century. And through the hard work of the Marketing and Public
Relations Task Force, communication with our community was greatly increased.
Enhancing
Institutional
Quality
• Campus trainers conducted
additional "Quality"
training for more than 200
employees.
Training and Employee
Development continued
technology skills training for
faculty and staff.
The Wellness Incentive
Program offered on-campus
health screening tests,
immunizations, and wellness
seminars for employees and
students.
• Student leaders and advisors
participated in a three-day
cultural diversity workshop
designed to heighten awareness
and sensitivity with our
students.
Improving Teaching and
Learning
• The Faculty Development
Committee increased faculty
development sessions on
institutional effectiveness and·
classroom assessment and
conducted workshops to help
faculty improve the quality of
teaching and student learning..
• The Advisement Center
implemented aNew Student
Orientation Program.
• Various
departments created
new courses that will
soon be offered in the
class schedule: three in
multimedia, two in animation,
three in fine art marketing, two
in Computer Aided Drafting,
six in financial planning, five in
economics, three in electronics
(how to use computers and
networks), two in business
(records systems and recovery
systems), a real estate brokerage
class, and a commercial drivers
license class.
• Applied Sciences and Biology
created a 2+2 transfer
partnership with Northern
Arizona University in the atea
of environmental technology
(air, land, and water management).
A total of 63 hours can
be taken at GCC and transferred
to NAU with a junior status.
GCC is the first community
college in the state to have this
agreement.
• The Art department updated
their associate of applied
scienc~ degrees and certificates
of completion in Computer
Graphic Design and Computer
Imaging and Animation.
• Biology faculty developed a
multimedia computer program
that uses a learning cycle
approach to study cell membranes.
This project was funded
through a District grant titled
"Development of Pilot LectureLab
Sequence for BlOI8I Using
the Inquiry-Based Learning
Method."
• Business began teaching three
new total quality management
courses, as well as microalphabetic
indexing, UNIX
operating system, and addi'tional
word processing classes.
New business programs
developed for future enrollment
include an associate of applied
science degree in International
Business, and certificates in
Financial Planning, Import/
Export Trade, and International
Business.
2
• Chemistry faculty began "How
to Study" sessions that offer.
study skills hints, a preview of
computer programs used in
courses, and background topics
necessary for student success.
• Mathematics introduced a new
developmental beginning
algebra class to improve math
attainment of under-prepared
and at-risk students. Mathematics
faculty are participating
in the Mathematics Reform
Movement, a project funded by
the National Science Foundation.
It involves a review of
mathematics course content,
course delivery methods, and
how well they apply to today's
students.
Physical Education offered an
eight-day Grand Canyon river
rafting trip for college credit.
• Social Science offered an
Archaeology Field School in
Cortez, Colorado, allowing
students to participate in a real
"dig" of an Anasazi pueblo. .
• The Technology division
created a new associate degree
in Advanced Emergency
Medical Technology
(paramedic) and revised the
EMT certificate to include basic,
intermediate and advanced
levels. They also created new
certificates in Local Area
Network Servicing and
Microcomputer Servicing.
• Administrators continued a
partnership with Northern
Arizona University by
providing the opportunity to
have NAU classes on the GCC
campus.
Upgrading Facilities
and Technology
Faculty and administrators
completed an extensive
planning process to identify
capital equipment, construction,
and remodeling needs
for the campus.
• Admissions and Records
installed a Spanish language
information line, a telephone
information "bulletin board"
and an information/materials
request line to improve student
access to information.
• The Fitness Center remodeled
facilities. The project was
managed by an interior design
student.
• High Tech Center (HTC)
programmers developed and
implemented a computer-based
testing program for the Nursing
department.
• HTC staff obtained networked
software to enlarge displays on
computer monitors for visually
impaired students. In addition,
a mobile television monitor
system was acquired that
displays textbook information
in larger type.
• HTC staff obtained 50
networked 386SX computers
and four networked laser
printers for two English
classrooms. They also acquired
12 486 66MHz computers and
upgraded 36 computers in the
High Tech 1 Pit.
.II HTC staff enhanced the college
technology help desk by
moving the desk to better
accommodate client needs, .
reassigning a full-time person
to dispatch requests for help,
and increasing staff training.
• The Library Media Center
installed a Local Area Network
(LAN) linking numerous CDROM-
based workstations
containing periodical and
newspaper databases. The LAN
allows library patrons to access
eight databases from anyone
of the four linked workstations.
ervin Students
Administrative Services
ch nged food services vendors.
to provide lower contract prices
and more selection for students.
• Administrators initiated an
International Student
Program to recruit worldwide
students. Kenneth Bus,
formerly of Texas Christian
University, i$ the director of
the program. GCC now has
more than 140 foreign
students from more than 30
countries. The students bring
a wealth of cultural
experiences that build an
awareness of how the people
of other countries view the
United States.
• Admissions and Records
established a process for
automatically uploading
electronic transcripts from
other Maricopa Community
Colleges.
• Advisement implemented a
comprehensive Advisor
Training Program and established
a team of full-time
academic advisors to increase
availability and consistency of
advisement services. The
Advisement Center increased
its services to 12 hours per
day.
• The Assessment Center ran
the largest GED testing center
in the state. They have
increased the number of
assessment times available for
entering students.
• The ASU West Transfer
Office increased staffing to 30
hours per week.
• Business Services/Cashiers
began offering financial
assistance to marginal
students who do not qualify
for financial aid. They added a
pay-by-phone service for
tuition payments to reduce
student travel to college, and
thus reduce pollution.
• Career Services expanded
0n-campus
recruitment
opportunities for
students by local
employers.
3
• The Children's Center earned
reaccreditation by the National
Academy of Early Childhood
Programs. They enhanced the
outdoor learning environment
through additional landscaping
and a new bike path. The Center
also provided work experiences
for ten Child and Family Studies
and 12 Intergenerational Early
Childhood Teaching interns.
• High School Relations, Advisement,
Admissions, and Multicultural
Affairs held on-site
high school orientation,
asses'sment, advisement, and
registration for more than 1,500
service area high school
students.
• HTC staff extended operations
during non-traditional hours.
They implemented a HTC
information line with a recording
of hours of service and
other pertinent information. The
upgraded GCC INFONET, a
campus-wide information
system, and INFORM, a system
for student grading and
communication, provided
additional support to students.
•. The Learning Assistance
Center expanded study skills
and learning strategies
workshops for students.
• Multicultural Affairs hosted
native American counselors
from the White
Mountain Apache
and Hopi Tribes so
counselors
could meet
with their
students.
• The mathematics faculty began
a program to encourage GCC
students to consider teaching
mathematics tQlhelp alleviate a
predicted future shortage of
math teachers.
'. Multicultural Affairs increased
outreach activities by helping
develop dropout prevention
strategies in service area
communities. Activities include
early recruitment in elementary
and junior high schools to
generate increased educational
challenges and interest students
in college, participation in
workshops for parents of .
elementary and high school
students from local feeder
schools, and partidpation with
Glendale Union High School
District American Indian
Resource Program.
The Institute for Business,
Industry, and Technology
served the fo1l6wing companies:
Arizona DES Job Service,
Arizona DES Vocational
Rehabilitation, Arizona Women
Employment and Education,
AT&T, Center for New
Direction, Chicanos Por La
Causa, Chrysler, Ford, General
Motors, Glendale High School,
Honeywell, John Deere, JTPA
Dislocated Workers, Klondyke
Inc., Knight Transportation,
Northwest Training Center,
Pulice Construction, Rap- ~
port, Revlon, Reynolds +
Reynolds, Southwest
Training Center,
Sun City Exxon,
Sun City Rec-reation
Centers.
4
• The Community Education
Office partnered with
FutureKids to provide oncampus
computer training
classes for children. They also
joined with Primum Travel Co.
of Arlington, Texas, to provide
travel agent training on a noncredit
basis. MASTERMINDS!,
Community Education's
summer program for gifted
children, was selected by the
Isaac School District for
scholarships for five needy
students.
• The Children's Center
provided early childhood
training for the Arizona. Council
of Parent Participation Schools
and for Northern Arizona
University's Graduate Program. -
• The newly created Marketing
and Public Relations Task
Force worked to improve
communication with the
community and to improve the
college image. It surveyed
existing marketing materials,
created a Publication Standards
Manual, placed advertising,
held focus groups to explore
student perceptions of GCC,
surveyed non-returning
students, surveyed students
after the registration process,
and created the "Class
Detective" for locating
unique and hard-to-.
find classes.
• As part of Chemistry Week,
GCC was the site for a
videoconference from the
American Chemical Society.
Demonstrations and hands-on
activities showed chemistry
faculty and local high school
instructors new ideas for _
making teaching more effective.
• Chemistry Day was a huge
success with outdoor and
indoor events to interest gradeschoolers
and adults. This event
included a video about the
chemistry department for local
broadcast.
Enriching Our
Community
�� Security presented crime
awareness and date rape
seminars to audiences, on and
off campus. They conducted a
vehicle speed check in
- parking lot locations to '
identify the need for
additional speed bumps.
Security also implemented a
Bloodborne Pathogen Plan.
• Student Activities developed
a student code of conduct to
help ensure a healthy,
comfortable and educationally
productive environment for
students, employees, and
visitors. They also sponsored
the Arizona State Legislative
Conference for student leaders
interested in the lobbying
process.
• Several campus organizations
continued community outreach
activities: United Way fundraising
campaign, FoodShare,
Salvation Army Christmas
Angels, holiday food drives,
and blood drives.
• Several college personnel
organized an Intercultural
Festival to bring groups on
campus from diverse cultural
backgrounds and nationalities.
• The annual Associated Student
Government carnival raised
more than $3,000 for the
Glendale Boys and Girls Club.
• Biology and Chemistry faculty
hosted the Science Olympiad,
an academic olympics, for
\approximately 450 students
from 30 local high schools.
Biology also organized the
annual meeting of the Senior
and Junior Arizona-Nevada
Academies of Science.
• Chemistry faculty presented
chemistry "shows" at local
elementary schools and helped
to host a Science Expo.
Roberta Richards, counselor,
published a book, "The Devil Next
Door," which deals with issues of
multiple personality disorders.
Jill Suydam, chemistry chair, won
the Paul Pair Endowed Chair
award for integrating teaching and
technology.
Karen Schwalm, English faculty,
was recognized by "Academic
Leader" and "Recruitment and
Retention for Higher Education"
publications for her lead in
creating GCes Electronic Forum.
Steve Shew, mathematics faculty,
was selected by the Southwest
Regional Section of the
Mathematics Association of
America ilS Distinguished Teacher
of the Year.
Bruce Thomas, counselor, was
selected as Mentor of the Year by
Special Friends, a group of
counselors who mentor inner-city
students of the Roosevelt School
District.
Renee Rodgers-Barstack, career
and adult re-entry director, was
elected secretary of the executive
board for the American Red Cross,
Arizona Central Chapter..
Richard
Rees,
psychology
faculty, published
a study guide and
statistics appendiX to
accompany "Psychology"
Fifth Edition by John P.
Dworetzky.
5
Jeffrey Pommerville, biology
faculty, presented a poster session
on the Biology Department's
cell membrane multimedia
computer program at the
American Society for
Cell B,iology meeting
in New Orleans.
David Merkley~ testing clerk,
received the Special,Accommodations
Testing Award from the
Arizona State" Department of
Education for testing the most
GED candidates with special
needs. .
Vern Guymon, mathematics
faculty, learned sign language so
he could interpret for hearing
impaired students in his math
classes.
John Griggs,
foreign language,
speech, theater and
music chairman, and Jim
Reed, speech communication
faculty, won fifth place
in the Altrusa International
Corporate Spelling Bee,
representing USA Motors in the
Bee for Literacy at Phoenix
Preparatory Academy.
Charlotte Montanus, business
faculty, was named 1993 Distinguished
Vocational Educator of
the Year by the Arizona Vocational
Association. Meanwhile, Mark
Montanus, retired business faculty,
won the Award of Merit.
Scott Kozakiewicz, audio/visual
technician, volunteers at the
Arizona Division of Emergency
Management by running the
Outdoor and Emergency
Education Bureau.
Jose Mendoza, multicultural
affairs coordinator, chaired the
Phoenix Dropout Prevention'
Coalition, and was a member of
Northern Arizona University's
Citizens' Advisory Committee. He
also spoke on "Cultural Diversity"
at the Arizona Association of .
Student Financial Aid Administrators
conference.
Anne Dudley, mathematics
faculty, coordinated the joint
meeting of the Mathematics
Association of America
Southwest Section, the
Arizona Mathematical
Association of Two Year
Colleges, and the
Arizona
Mathematics
Consortium,
whichGCC
hosted.
Larry Bohlender, journalism
advisor, and The Voice student
newspaper staff, earned several
awards from the Southern
California / Arizona Journalism
Association of Community
Colleges.
Ted Corley, mathematics faculty,
was featured in a Phoenix Gazette
article, for his innovative teaching
methods. As part of ,an NSF grant
on pre-calculus mathematics, he
was also selected to retrain
mathematics faculty for future
changes in pedagogy, structure
and content of mathematics.
1993-94 Employees of the Year
(by policy group) were Viola
Burns, custodian - Maintenance
and Operations; Janet Wandrey,
graphic artist - Professional Staff;
Eileen Shiff, child and family
studies - Faculty; Elaine Erickson,
career center and KC Hundere,
network services - Management/
Administrative/Technological.
Mary Lou Bayless, associate dean
for student services, served as
secretary for the executive board
of the Pacific Association of
Collegiate Registrars and
Admissions Officers.
/
• Fifty-eight percent of students
attended day classes; 42 percent
attended evening classes.
• Seventy-three percent attended
part-time (fewer than 12 credit
hours). Almost a third enrolled
for one to three credits a
semester. The average credit
hour load was 6.6 per semester.
• The
increasingly
diverse student
body (19 percent
minority) reflected the
racial! ethnic mixture of
the service area. More than
30 countries were represented
among the international student
population.
93-94
8,921
29,057
• Forty-two percent intended to
transfer to a four-year
institution; 39 percent were
seeking occupational or careerrelated
programs. The
remaining were enrolled for
personal interest courses.
• In 1993-94, 624 degrees and 503
certificates were granted with
increases over the previous year
of 15 percent and 100 percent,
respectively.
92-93
9,342
29,963
91-92
9,517
31,433
93-94
90-91
8,904
30,695
• More than 75 percent of
students were employed while
attending college; about 40
percent planned to work more
than 30 hours per week.
• The average student age was
32. While almost half were
under age 25, more than 900
students were older than 50.
92-93
• Fifty-six percent of students
were female; 44 percent, male.
6
90-91 91-92
1993-94
Student
Demographics
89-90
o
* Fiscal year runs July 1 through June 30
** Full-time Student Equivalent
Fiscal Year* Enrollment Trends
89-90
8,485
30,476
• Total Fiscal Year FTSE**
• Unduplicated Headcount
40,000
20,000
30,000
10,000
• Fall headcount reached
almost 18,000 with a full-time
student equivalent of more than
8,400.
Current Funds Revenues
Unaudited Figures
Current Funds Expenditures
Unaudited Figures
31%
13%
49%
5%
2%
$10,555,037
4,376,425
17,045,972
1,828,222
841,240
$34,646,896
58%
9%
8%
5%
8%
4%
8%
Sales / services / auxiliary / other
Total
Tuition and fees
State appropriations*
Local appropriations*
Grants**
* Net District Office overhead
** Pell Grants not included
$19,968,753
3,019,832
2,837,498
1,664,077
2,765,241
1,533,985
2,857,510
$34,646,896
. 7
A
B
C
D
E
Instruction
,
Ac~demic support
Student services
Institutional support
Maintenance/operations
Scholarships
Auxiliary
Total
i:L¢:
.<~{:.
A
B
C
D
E
F
G
I N STITUTI o NAL E FFE
COLLEGE-WIDE·GOALS FOR STUDENTS
To complement the college Mission Statement-and Purposes, Glendale
Community College endeavors to promote the following goals for
students. These goal statements represent the college-level skills,
qualities"and attributes we desire our students to acquire as a result
of their experience with the college.
Educational Goal Attainment
• College preparedness - attains skills to integrate into college-level
courses.
• University transfer - transfers smoothly; performs equally with
other university students.
�� Certification - demonstrates competency on certification/licensure
exams. .
.• Employment - enters career field related to curriculum program.
"Managers from fourteen
student services offices
collaborated with faculty to
establish development goals for
students who use their services,
They identified student
competencies or desired
behaviors, assessment
measures, a"nd evaluation
procedures for improvement of
the student service area."
Mark Ferris, Director
Disabled Student Resources
1993-94 Tasks Completed
Institutional effectiveness projects
completed during the 1993-94
academic year include:
• Continued faculty de~elopment
and quality training.
• Wrote the college Vision
Statement.
. • Wrote college-wide goal statements
for student achievement
to support the college Mission
Statement (see left inset box).
• Designed a model for assessing
the quality of educational
programs and services.
• Refined department/division
plans; continued or expanded
current assessment methods;
piloted new measures.
• Identified key transfer data and
drafted reports for five pilot
projects to extract department/
division transfer data from an
ASU tape exchange.
• Wrote student development
goals and identified assessment
measures for each service unit.
Association of Colleges and
Schools. It emphasizes student
academic achievement.
An Institutional Effectiveness
Commit~ee (lEC) was created
several years ago to carry out our
. plan. It has been organized into
the following sub-committees:
• College-wide Achievement
• Student Academic Achievement
• Student Development
• Training and Support.
College Level Skills
• Reading - interprets and synthesizes a variety of written information.
• Writing - commupicates thoughts, ideas, information and messages.
• Mathematics - applies mathematical techniques to problem,solving,
analyses and exposition.
• Listening - receives, attends to, interprets and responds to verbal
ap.d nonverbal messages.
• Speaking - organizes and communicates ideas and information.
• Liberal studies - examines human knowledge, thought and
experience in the humanities, natural sciences and social and
behavioral sciences.
• Information and technology literacy - uses a variety of resources
to locate, evaluate and use information to solve a problem or make
a decision.
• Thinking - thinks creatively and critically; acquires and applies
new knowledge and skills.
• Interpersonal skills - works cooperatively with others of varying
backgmunds to accomplish tasks; values the contributions of others.
• Personal skills - displays responsibility and integrity in choices
and actions; a"ssesses self accurately and exhibits self control.
GCC is in its second year of
implementing our Institutional
Effectiveness Plan. This plan was
created in response to our accrediting
body, the North Central
Institutional Effectiveness is a
priority at Glendale Community
College. Continuous improvement
of our instructional programs,
student services, facilities and
administrative processes is an ongoing
focus.
8
CTIVEN E S S MATTERS
SURVEY FINDINGS
During the 1993-94 academic year, the college conducted several
surveys of graduates and former studeJ1.ts to assess the effectiveness
of our instructiona) programs and services. The following is a brief
summary of the results:
T.hird-Year Follow-up of 1989-90 Graduates
The Institutional EffectiveneS's Office (IEO) surveyed 218 third-year
graduates from 1989-90. This class of graduates'was also surveyed in
1991. This is the fifth time a class of graduates has been surveyed three
year~ after gra~uation.
Graduates continue to give us high ratings in terms of the quality of
our instruction, the personal interest of our instructors in fulfilling
students' needs, and the size of our classes.
Our occupational graduate placement rate was 77 percent-up from
preyious third-year graduate placement rates of 67 and 70 percent.
An impressive 95 percent of our third-year graduates would
recommend our college .to their friends and acquaintances.
• Conduct surveys of students
and community residents.
• Participate in a District
Institutional Research "client/
server" project to make data
more accessible to college users.
Input from leaders and citizens
would contribute to our work this
year. If you would like to
participate in any of these subcommittees,
please call Bonnie
Welsh at 435-3483.
• Refine instructional department
and service unit plans;
expand current assessment
measures; pilot new measures.
• Finalize transfer data pilot
projects to extract department/
division transfer data from an
ASU tape exchange; expand to
college-wide use.
• Conduct centralized in-service
training and assess the
effectiveness of such training.
"Once a semester the
English/reading department
joins in a day-long assessment
of student writing. These
meetings have resulted in
greater uniformity in grading
standards and increased
collaborative learning for
students AND faculty members.
Students benefit both from
instructors' consistency and
innovation. "
Betty Hufford, English faculty
• Developed a plan to centralize,
in-service training, and identified
assessment methods.
• Conducted the Third-Year
Graduate Follow-up and NonReturning
Students surveys
(seefindings in right inset box).
• Maintained existing'Data Books
and created a Department Chair
Data Book.
1994-95 Plans for lEe
While still in the planning stages,
the following tasks are planned for
the Institutional Effectiveness
Committee for 1994-95:
• Convene the Strategic Planning
cycle.
• Continue faculty development
and quality training.
• Identify ways to assess the
achievement of the new collegewide
goals for student
achievement.
• Finalize and implement the
model for assessing the quality
of educational programs and
services.
Non-Returning Student Survey
The IEO conducted a telephone survey of 408 randomly selected
students who enrolled in Fall 1993 but did not re-enroll for Spring.
In analyzing students' primary reason for not re-enrolling, only 12
percent of the responses fell into areas that might be "controlled" by
the college. Two-thirds reported personal reasons for not enrolling
(lack of time, work conflicts, personal conflicts, financial reasons).
Almost a quarter either met their educational goal or transferred,to a
university.
When asked if they planned on returning to GCC for credit courses in
the future, 79 percent said they did plan to return
On a scale of 1-to-5 (1 being best), non-returning students rated their
overall educational experience at GCC with a mean of 2.00.
Open-ended responses for what students liked best were categorized
into 13 areas. The four most frequent categories were quality of
instruction, closeness to home, technology programs, and small classes.
9
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