Self Study, Glendale Community College, 1977

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Self Sludy 1911
GllNDAll COMMUNITY ColllGI
Unit Df MaricDpa CDunty CDmmunity CDllege District
Spec.
LD
6501
G55
A5
v.l
c.2
North Central Association of Colleges and Schools - Commission on Institutions of Higher Education
GLEN"U'AL'":. G"""""'"'r~'!'llIl;'.\{ r,AOl_lI,_:"L/ULt" L1BRH~IRv,
Spec.
LD Glendale Community
6501 College. Self Study,
G55 Glendale Community
A5 College.
v.l
c.2
For Reference
Not to be taken from this room
SPEC LD 6501 G55 AS C2 Vl
GLENDALE COMMUNITY COLLEG020000 003
SELF STUDY, GLENDALE COMMUNITY
111I1111I11111111II1I1I111I11I11111I1I111I11I1111111111II111
[][][][]2[][]421b18
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F;LENDALE COMMmJi ry COLLEGE UBRf,RY
ACKNOWLEDGr~ENT
This Self-Study Report is the result of the efforts and cooperation
of the following persons:
Steering Committee: Bertha Landrum (Ch), John Waltrip,
Nancy Noll, Homero Lopez, Kathleen Brophy, Betty Field,
Renault Catalano, Joe Griego, Mary Lou Bayless,
Robert Wilcox.
Student Characteristics: Homero Lopez.
Instructional Program: Bonnie Nelson (Ch), Richard Elton,
Renault Catalano, Jean Staten, Conrad Bayley, James Lacy.
Student Service Program: Ronald Frost (Ch), John Hanson,
Nelda Knopp, Dale Bloss, Robert Heuser, Nancy Noll,
Joe Griego, Madeline Denen, Jack Penrose, R. Provencio,
Bob Christian, Al Hoeffel, Mary Olshan.
Faculty: Jack Hartley (Ch), Phil Moloso, Rosa Poling,
Edith Blakey, John Griggs, Merle Lange.
Institutional Organization: Gene Eastin (Ch), August Lorenzini,
John Waltrip.
Institutional Resources: Lyle Langlois (Ch), Ed Hoff,
Marvin Lassila, Rex Hopper.
General Editor: Robert Wilcox
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II STUDENTS
III INSTRUCTIONAL PROGRAMS
IV STUDENT SERVICE PROGRAMS
VI INSTITUTIONAL ORGANIZATION
VII INSTITUTIONAl RESOURCES
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Program 96
TABLE OF CONTENTS
Goals of Glendale Community College
The Community
Adjustments for the Future
The Current Instructional Program at GCC
Development of the Current Instructional Program
Implementation of Instructional Program
Evaluation and Assessment of GCC Instructional
Student Subgroups
Selection and Appointment of Faculty
Sal ary
Evaluation of Instruction
Professional Growth
Faculty Morale
Admissions, Registration and Records
Bookstore
Security Department
Office of Veterans Affairs
Student Financial Aids
Counseling Department Services
Student Activities
Athletic Activities
EDUCATIONAL RESPONSIBILITIES
APPENDIX
FACULTY
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I EDUCATIONAL RESPONSIBILITIES
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DUCATIONAL RESPONSIBILITIES
Arizona has been a state for only 60 years or so, and yet its
system of education produces graduates which are acceptable at
venerable institutions throughout the United States. Some experts
opine such rapid success is in part due to the pioneering vigor which
pervades Arizona life. In any case, the community college burst upon
the Arizona scene within a generation of its joining the Union, and
the dramatic growth of the Maricopa County Community College system
which ensued has attracted the (. ten em of s everywhere
One explanation for the growth of educati course, the
flood of new residents which has swept over the te since d
War II. In a sense, these were new pioneers seeking the American
dream. They were often starting anew, and were willing to explore a
different approach to public education. These new citizens came from
everywhere and from every activity: farming, mining, city life, ghetto.
They represented a microcosm of U.S. culture and a challenge to any
educator. It is their hybrid nature, in fact, which is the strength-­and
some might say despair--of the community college. They are
intelligent but ignorant; brashly confident and inexperienced; often
rich ore with massive strains of dross. And they had also the essential
quality of willingness to take a fling at a new approach to learning,
the community coll~ge.
It is essential that this educational structure be more clearly
understood, by te.achers and taught. The community college is the most
inviting, flexible, and responsive public educational device that has
ever been conceived. Its range of programs and their sympathetic
administration afford unique opportunities for individual growth and
development. Given the proper attitude, any student can expand his
potential to almos. limitless expectations 0 Attitude is the key,
however, for academic encouragement can be misunderstood as institutional
weakness 0 There is an anticipation in all students that education is
stern, restrictive, remote, and unfeel~ngo They expect to be rejected,
to fall by the wayo When they are handled with sympathy, they may
undervalue the offer~ngs and fail to see their opportunitieso This
sort of misunderstanding has led to such slogans as "a high school
wHh ashtraysli to describe the community collegeo
Asimilar distortion is possible in the minds of faculty when
their classrooms sag under the weight of "different" students~ the
dilatory, the cynic, the dropouto Teachers may, under such heavy
challenge, drop out themselves--either physically by leaving the
community college entirely, or figuratively by slacking off in the
administration of their responsibilitieso By understanding the nature
of their mission, however, faculty can develop teaching resources they
did not dream they possessedo Teaching 1n the community college is a
never~ending contest of agility and ingenuity; instructors must be
constantly about the invention of more workable approaches to their
goalso
So it 1s the mission of the community college to serve this
unconventional student population in novel but effective wayso
Glenda1e Community College is still an infant, yet it has become wise
1n these wayso When the institution was rooted a trifle more than
10 years ago, it somewhat gingerly fingered its responsibilitieso Split
geograph~cal1y over two campuses, housed in temporary structures, forced
often to administer a dozen programs simultaneously with classes sitting
cheek by jowl in a barn~like gymnasium as they sipped fragments of
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English, math, history, and psychology at once, Glendale has matured
into a competent, confident institution in firm command of a wide and
varied educational universe. From the splinter of Phoenix College
which was spun off in 1965, Glendale has metamorphosed into an
impressive, modern, mult~=~tr~ctured entity rapidly expanding over
its 160 acre campuso The college has sensed and often anticipated
changed directions, and has modified and enlarged its educational
plans to meet the needs and goals of its 12,000 students-=no mean
trick when it is acknowledged they range between 18 and 70 years of
age, from callow to mellow in seasoning, and lie in attitude on a
long continuum from indifferent to zealous, all 1'n the same classroomo
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lege
cam bit':
degrees"
edge dirJd
d] sco'V/er
ons of
iinter'ests
and
I] ege ii:s fair
ii
i:H1G
ng
kills and occupations.
posiitiioll15: of a
tomm!l1l1 ty
tutiions~ t must adj~st to a
al interest which would P
act we es iin community affa~rs0
01 ii
h gl1
of academic ~!~~\n\P~m!~
to [t5o tut 01'1'5:
4
,a olYiDadtarnge
'E: 11 t It'Y0
l'latUJlre 0
ghet
e~ to explore and
es so that sheer ii
on might be den evedo
cultural achiievements of mankiindo
furfH.lamental cDUfSeS!temedy 'Jit mprO'\Fe billCt~""'Y"","IIi'I1IH:
limHed by nattenth::m at:k of qJit
student expectations would iinclude:
and counseliing 1n proper development
I and educat ona1 goals,
ph
Apa
.~ ()
not
great exterut to
from :s i mp11 e 0
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The students expre5stng the above hopes are just as diverse as their
expectations. They come from all social and economic classes. Their
state of preparation ranges from tentative to practicedo They vary in age
between eighteen and seventy years, contrlbulting to a chanenging class
emd Ironment 0
It is the aim of G~ei1da!e CommiUlnHy College to meet student objectives
by structuring programs of academic, occupational, technical, professional,
and personal desigrL The pattern of todayus; world ls so compTiex that only
the community college can prepare students adequately to match its
challengeo
5
COMMUN
Wh ~ e til e CiClmmU!!fl~ ty con ege ght be deSC'fll bed as rig the
educational needs western Maricopa t s probably of greatest
import&~ce to two eso The co s of
one of these i Glenda eu exploded with n a
dozen years 8000 on
four square mi es in area 25. on
of! s bed og suppl anted by malrHJlfactl.li!l'''fJ 09 of e1 pment s ~
packaging materfJ als. and trl'l!1sportat1olf; components 0 The city has OJ wen­developed
edlicat1o!1a~ system of 11 elementary and three secondary schoo1su
There are a dozen banks and f1nancl 1 ons complete medica]
facilHtJes, 45 churches of all denomlnat ons~ and a de range of ciJmmU!!'lHy
recreational prov1s1onsQ The citizens are of mixed ethn c and educational
backgrounds; a promlnent element of Span sh-speak1ng persons s dent.
Adjacent to Glendale is Luke Air Force Base. home of the 58th Tacti
ghter nln9 Wing, the U.S. Air Forceis prime F-4 Phantom Combat Crew
~n ng Unit and home of the 26th NORAD Region/Air D1 sion respons ble
fo!r ah defense filS xc·state arelL $545 mnnOil fdtf Ity emp~oys
5877 m1 and 1100 v ce 1nd duals, and embraces add1t iJnal
th!,n.lsands dependents. t;ro:ntract:Q)lfS. and the 111 ke c Ih1l s ty~1ike
complex generates some $60 mi 1 on 1n spending power yearly. and has 1 the
des h'es alrld prob] ems attendi 119 any muni p,Oll ty 0 Some of the prohl ems an::
1JI\'1lJ1sl.Ial ~ the base titcdns German AfJr Force pf110ts hi the iF~104 Starf~ghtero
About 3000 luke ldren attend local s; some of them and their parents
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participate in special educational programs offered at the base by Glendale
Conegeo As base personnel is transitory, IJlnusual demands are often placed
upon educators,
Sun City is perhaps the most interesth'lg and chanenging element in
Glendale Col1ege U s communityo Established in 1960 this city has reached a
population of more than 36,000 residentso Intended as a retirement spa,
Sun City has assumed many addi onal aspe~ts; for example, there are now
some 300 businesses and professional offices located there. 1 uding 29
financial institutions and two brokerage houseso Every conceivable recreational
avenue has been developed, but many of these older. retired residents are quite
serious about continual~ntellectual development as wello Although they
have ample like facilities of their own~ hundreds of citizens rely heavily
upon Glendale College for classroom and cultural stimuluso To facilitate
their participation in academic work, Glendale has cooperated in the
estabHshmentof a branch lic:on.egeOi~n Sun CHyo There, dozens of credit
courses are offered conveniently, primarily in liberal arts curricula.
These independent-minded, mature students offer a continuing spur and
chanenge to the development of educational programs at Glendale Community
Collegeo
These three instances have been culled from a number of residential
units lying within the influence of the collegeo They illustrate not only
the varied demands to which Glendale must respond, but they also demonstrate
the near-1mpossibiHty of such adjustment" Apparently, no one can reHably
predi ct the rmmber and l1at~re of the growth of Maricopa Cmmty 0 A recent
study by the State Board of Directors for Junior Colleges--admitting ilts
guesses were modest-~speculated that Arizona community college enrollment
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d top 58~OOO by 19800 However~ 01. glaJH::e Ghmdalleus emroUment
experience alone suggests a later model ball. Projections in 1970
aced Glendale' likely enrollment 1980 at 11.750 studentso In the
year 1976 just concluded~ Glendale's lment was nearly 13,0000 It
certahlly appears~ then, that responsible adjustment to exp]oshe g1rowth
wffli !remain one of the ella eng~rlg problems fadn9 Gllel'idale Commun ty
tege in the years ahead.
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ADJUSTMENTS FOR THE FUTURE
Over the pa:s:t ten year's Glendale Conege has been making some necessary
adjustments to meet the demands placed upon ito Some of the changes have
been major, invol n9 construction of new buildings; others have been
relatively minor. While shifts are being made their value isn!t always
apparent, so that a survey of worthwhile changes occurring over the past
eight or ten years may be useful and profitable.
STRUCTURES, FACILITIES
Responding to an obvious need, Glendale has added special buildings
and equipment to accommodate its life s~1ences and nursing programso The
temporary struct~res housing agriculture, drafting, and engineering and
electronics offerings have been replaced by permanent buildings in which
courses in these curriculum area~ are offeredo Anew structure was erected
and fully equipped to handle a complete program in automotive technology,
as wello Physical education capacity has been enlarged with the addition
of a gymnasium annex, handball and tennis courts, golf course, archery
range, and baseball diamondo With the cooperation of the City of Glendale
a community swimming pool has been installed, to be shared by the college
in its teaching and by members of the community for recreationo A
language arts classroom is receiving finishing touches at the eastern end
of the campus, and near it will be constructed a performing arts center and
auditoriumo In addition to these major ~tructures, modifications have been
made to science buildings to accommodate such additional activities as
astronomy; the Instructional Materials Center has been extended to add space
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for periodicals. a televf; on studio been equipped, space has been
expanded for preparathm of lllldiovisua mater'"i! s and a studio set aside
for recording of books for the blind. A computer-aided learning center has
also been instal ad in the Instructional Materials Center, Aveterans
service office was designated in the Student Centero
_PR._O-G,.RAMS '-"""",.-..-.,
To accommod,ate to IT/em of 12,000 stu](jents a nlimber of
addi ons n courses was made. Wh are 1 ed elsewhere s t is
llseful to note a few nnrovat1ons here 0 A range of occupat1 pro'grams
was instal1ed~ in registered nursing~ soc al a de~ automotive
technology, for example. Continuing educat~on offerings ~ ude courses
for the American InstitUite of Banidng, r'e fight]ng,]egal preparat~(m,
police. Radio and television courses are offered ~n English. business,
psycho]ogy, and the lH:e. Many changes have occurred in a(;adem~c C!!reas,
both elevated and depressed, COi..Iirses have been structulredtn language sidlls
to aid students w~th limited backgrounds. and others offered for enrichment
in humanities throlUlgn team teaching. Mhll·semester offer'h1gs permH
concentrated work in a number of fields.
FACULTY ~._-_.-
WHh se n en lment and prog!tilm ~ fac;uay has increased to
just of double the 80 or so with the college began. Entirely new
are teachers n automat ve tech~ology, fe entes~ nurs~ng~ and occupa-anal
areas. A re to maintain eff1 ent teacher/student as has
brought abOut w]der use rof viisithlg staff, espedany fOir cOurses he1id at
l~ke AF Base and in Sun Cltyo These increased numbers and need to deve~op
effective lines of c:ommmrkatiion to and from facUlHy caused the formation
of the first faculty senate ~n MCCCDo
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ADMINISTRATION
GlendaleDs Executive Dean, DrD John Prince, became President of MCCCD
headquarters 0 Achange in the college calendar, ending the semester with
the Christmas holiday, improved efficiency of campus administration,
Associate Dean of Instruction for Occupational Education was created to
administer growing programs in that area, Adirector of evaluation and
research was also appointed to assist in the design of new programs and
analysis of the needs for changeo
STUDENT SERVICES
In acknowledgment of the varied student makeup at Glendale, offices
were established to serve needs of veterans, Chicanos, and mature women
returning to educationo Offices were also set up to administer financial
aid to students, to advise and place them in jobs, and to guide them toward
proper career choiceo Special facilities were arranged to test and tutor
students toward greater understanding and competence in fundamental subject
areas 0
COMMUNITY SERVICES
As previously mentioned~ the college gained the cooperation of the City
of Glendale to construct a swimming pool facility, which operates as a
community recreation centero The college automotive technology faculty has
been active with automobile manufacturers in contests of mechanical trouble­shootingo
There is a continuing book review and lecture series to which
members of surrounding communities are invited, and there is an array of
other campus events such as concerts and plays which the public may attendo
Glendale serves as administrative agency for WACOP, a cooperative educational
effort involving local high schoolso In 1972, working with KOOL TV and
Phelps Dodge Corporation, the college produced the first UoSo quadraphonic
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simulcasto In addition to a broad range of special interest~ non~credit
courses which are offered to the tommun1ty~ the college provides a
resource site for community and educational workshops and seminarso
Finally, the Glendale campus is a community cynosure, having recently
received an architectural lighting award 0
Education is a Protean beast which has ved brutal handling 1n
recent yearso Apparently no one in power can project what may be demanded
of it 11'1 the per]od ahea(L But the agilHty displayed in the past ten years
by Glendale College in adjusting to 1mpossdble requirements should be
ample reassurance of future competenceo
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II STUDENTS
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STUDENTS
Students to the community college are ~ike vegetables to stew: their
number and variety contribute to interesting and hearty flavors and textures 0
Experts have observed that the community college is unique in the makeup of
its students and in their needs which must be served, Historically, educa­tion
in the United States has largely followed a chronological patho That
is, children enter preschool or kindergarten, proceed through grammar and
high school, and then move into college and university work--all pretty
much within a smoothly graduated time stream, But the community college
ignores chronology in its students 0 Able and ambitious high schoolers may
enroll in a Glendale computer course, to find seat-mates who are thirty
years their senior and who have come back to school for a new start in the
business worldo The reverse may also be experienced as our high school
student signs up for a remedial English program whose members are largely
grandmothers eager to repair past grammatical damage. The ag~ of community
college students is thus almost unpredictable by conventional standards,
At one time attendance at college was a matter of economic status, Only
the well-to-do could attendo This is still true, of course, with traditional
colleges and universities exacting up to $7000 and $8000 annuallyo As th~
community college is largely tax-supported, the burden upon the individual
student is lightened and persons with limited means are able to afford the
modest fees and text chargeso This means that the community college student
today is often one who previously would never have dreamed of attending
col1egeo It would simply have remained one more status symbol to exclude
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rather than to inc~udeo As matters stand, however, a college like Glendale
welcomes persons from the lowest income levels, offering wide opportunities
to any who wish to take the advice of financier John Pierpont Morgan~ There
ls no disgrace ln being born poor; the only shame 1s 1n remaining sao
Another educational shibboleth has always been that it took a special
kind of brain to attend colllege Not everyone had the inte'l1ec:tl.lal ability
to master tdgher level (;cmrses, '5:0 tests measuring such abiHty often
excluded large numbers of persons seeking college degrees. Intelligence is
important, of course. but drive and motivation can often do wonders for the
student with average intellectual giftso The community college acknowledges
this in encouraging indhidllals with desire and determination to enroll in
small classes administered by gifted teacherso With the proper attitude and
opportunities ordinary brains are stimu1ated to a running rate which often
astonishes their ownerso The community college subscribes wholeheartedly
to the noble American ideal~ that any person willing to exert the intellectual
effort should have the opportunity to develop to his limitso
So it is this composite social and intellectual background which must
be examined and understood tf Glendalehs students are to be seen clearlyo
The campus contains a very complex student body, wiide')jy dher'se in age, goal~,
and abfHtyv In the fonowing statements and tables we have tried to
isolate important characteristics and to draw from them general conclusions
which may be valuable and helpful to indicate the mechanism of what 1s
termed educatlono
STUDENT SUBGROUPS - FULl-TIME/PART-TIME
Being a student used to mean devoting your entire time to educationo
Classes and study took all your efforts, so you couldnOt ha~e a job while
you worked on you~ college degreeo Of cour5e, many persons couldnOt afford
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this sort of hno.Jr'Y and~ particularlY after World War II, veteran students
1n large numbers altered the tradi onal pattern of full-time educationo But
there still persists a dichotomy, a difference in attitude between full and
part-time educationc On spot surveys conducted by Glendale teachers, full-time
day students have indicated often their conviction that they are
iisacrifi ng O
! by (hoos~ng as they have, that they could be making a great
deal of money if they worked instead, but that the day program is the only
way to get an edutatio~o Not ail day students are attending full-time,
of course, and while their numbers have increased, their percentage of total
students has decreased, as seen in accompanying tableso For example, when
Glendale opened on its present campus in 1967 some 2300 full-time students
enrolled, or 48% of the total student populationo By 1976, however,
although the number of full-time students had increased to 4400, the
percentage of total students had fallen to 36%0 One possible comment
provoked by this change might be that it is a result of economic pressureo
Despite the low cost of education at Glendale, students are forced
increasingly to seek jobs to support themselves, their families, or for
l']ke responsibilitieso Perhaps another interpretation might be earlier
marriage, with accompanying complicationso
It is certain, however, that both number and percentage of part-time
students have increased within the same periodo In 1967 there were 2500
part-time enrollees, or 52% of the total student populationo By 1976 this
number had increased to nearly 7700, 64% of the total student body 0 Depend­ing
upon onells viewpoint, such a trend shows a falling interest in education
as a total concern, or it could mean an increasing number of busy individuals
who are determined to squeeze into their schedules as many fragments of
learning activity as they can manageo Basis for either opinion is so
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subjective that certa n judgment is 1y ibleo
Full or part=ttime, enrollment $ n~rea5ed dramatically at Glendaleo
In 1967 there were 4833 students regi 3034 or 63% in the day
pr'ogram, and 1199 or 37% in the everdngo By 1916 the '('oils had swelled to
12,094~ 6838 or 57% ~ day courses, and 5256 or 43% in the evening programo
Since Glenda e a y had to be some fair way of
determin og stUldent subsidyo a Hm]t to the number of course hours
a student may halfldh~ ~ 18 h! day Plt'og!f'am ~ 9hli the e'\fe!1 i ng 0 A device
caned full=t]me student eql.l valent was establ 5hed, an arMtrary 15-hOl..lr'
student load factor, by which reasonabh: tax 1dy might be determinedo
FTSE is believed to reconcile the physical load differences, day and
evening, and it may be considered a fair if arbitrary way to count student
population" When this meaSlH"e is appHed to student growth, we find total
enrollment has stretched from 3336 1n 1967 to 7143 in 1976--indicating the
broad and continu og appeal Gl endai e offers to the community it serves 0
STUDENT SUBGROUPS""MALE/FEMALE
National census figures show more fema~es than males in the country's
population. One might. then"expect a similar pattern to appear 1n education.
At Glendale. however, a consistent preponderance of male students has been
evident. When the present campus was occupied in 1967, 3034 males (63%)
enrolled for courses About the same proportion has been maintained over
the years. with 1976 showing 7492 males (62%) enrolled. A more detailed
examination of student census shows that evening courses attract even more
males, with 65% of the 1967 enrollment and 67% of the 1976 registration
being maleo The day program]s somewhat more evenly distributed between
the sexes, patticularly in recent years. There were 1866 (62%) males
registered in 1~67 day courses, while 3980 (58%) males enrolled in 1976.
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The closer match of male and female in the day program may indicate
that courses taken are either for college transfer or for job preparation,
In the latter case, ~nferences can be drawn from the percentage of females
taking courses in business, nursing, teacher preparation, and the l~ke,
where females are ready~ng themselves for careers, Similar guesses might
be made concerning preparations for further college work by taking regular
academic transfer courses, The greater gender disparity in the evening
offerings leads to surmise that working males are able to take desired
courses only then, and that their wives must remain at home to care for
the household,
STUDENT SUBGROUPS--AGE
One tends to label institutions, favorably and unfavorably, by their
patronage, The community college has been termed "a high school with ash
traysll by certain critics, possibly because its students seemed to come
directly from high school, The Glendale student popu~ation has undergone
changes during the past ten years, however, which refute that labelo An
accompanying table indicates ·that when Glendale opened on its present
campus in 1967 more than half its students were 20 years of age or undero
About 2500 of its 4800 students had not reached chronological majority,
and an observer might be justified in assuming that this college, at least,
could be thought a high school extensiono In the 1975-1976 year, however,
only 30% of Glendale us student body were under 20 years of age. The
most dramatic increases were in student age groups of 26 to 35 and 36 to
45 years, indicating the growing appeal of the community college to older
peopleo Such a change in student makeup leads to speculations about their
motivations and goals, of course, and certainly forces one to re-examine
some overall objectives of higher educationo
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STUDENT SUBGROUPS-~CURRICUlAR PROGRAMS
A tradfltional dichotomy of high school aims has been terminal or
continuing: either students are graduated into the world of work or they
move into college or lmhersHy to contirnJe their studieso One might
reasonably expect the same objectives to be held 3 then, by high school
students entering Glendale Community Col egeo Of the 4800 enrolHng in
1967, courses for transfer to four-year institutions were taken by 2700,
or 57% of the studentso This appears to ~upport the traditional academic
view of college work to some extento That same year 15% ~igned for occupa­tional
programs--agriculture~ office work, and the like-=while the remainder
took courses of a general natureo The picture is quite different in
1975-19760 Of more than 12,000 students enrolling, some 4800 (40%) took
transfer programsQ This represents a decrease of about 30% in expressed
support of the usual college intention, reinforced by accompanying interest
in general and occupat~onal courseso Nearly the same number, over 4300,
signed up for general programs, which possiib~y shows no wish to explore
traditional academic developmento But the most dramatic shift occurred in
occupational programs, where nearly 2900 students enrolled in automotive,
agriculture, industr1al, technical, and such courseso This represents
24% of the total enrollment; more important, it is a 50% growth of support
for programs wh~ch lead to practical rather than theoretical objectlves~
These students have in mind actual job preparation 1n construction, auto
repair, draftingo That Glendale serves their needs 1s a tribute to the
flexibility and worth of the community college in permitting pursuit of
both theory and practice of life goalso
STUDENT SUBGROUPS=-SEASONING AND EXPERIENCE
One sees, then, that the Glendale student has changed greatly within
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the past ten yearso He is older, is not necessarily callow from high
school, and has increasingly practical objectives. In 1967 he was attend­ing
college for the first time; over 2300 or 49% received their baptism in
higher education" By 1975-1976 iifirst-timers ll had dropped to less than a
third of total enrol1mento . Greater numbers of experienced students were
entering Glendale, persons who had been jelled by the world, who were
more certain of what they wanted out of collegeo They were iabout even
1n gender, as well: with 54% men and 46% women comprising the most
recent ~nro11 ment fi gures 0 They were a1.so more determi ned as 'a group to .
finish what they started 0 In 1967, for example, only 34% of the total
,4833 enrollment continued their studies into the second year (60% men,
40% womel')) 0 But 1,n 1975-1976 the students who went on rose to 48%, 5775
of the total student body of 12,094Q The male ~omponent made up 69% of this
total, With the female portion 31%. As' with all statistics, these figures
are subject -to widei,n,terp.retation . u!1employment, early marriage, job
. .'. , ..' \. .
change, etco; could .decl<lea st~c;lent'continuing or terminating his " "'.
studieso Inl fght of other evidence, however, it seems reasonable to
suppose the Glendale student is more mature and settled in life objectives
than was true ten years previously.
There are some statistical inconsistencies with this conclusion, of
course. Averaged grades over the years tend to support the impression that
Glendale students are more serious about their course work. In 1970, for
example, some 25% of all students earned ADs, 6% D8s, and 5% Fis. By 1975
we find 31% ADs, 5% DUs, and 2% FOso One might interpret this grade improve­ment
1n several ways; community college students are as brilliant as those
at Ivy League schools; Harvard, as an instance, recently boasted that
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nearly two~thirds of its students sported a B averageo Or one might
venture that community college teachers are doing a superior job of
developing their studentso Acynic might ~peculate that community college
courses and evaluations are less demanding than they used to beo But
this last guess is blunted by another percentage pattern 0 In 1970 79% of
day and evening students at Glendale completed the courses they had signed
up foro By 1975 this figure had dropped to 72%, which may be seen as a
measure of increasing diffi ty by some analystso
STUDENT SUBGROUPS--MINORITIES
Glendale serves an increasing number of minority studentso In the
Fall semester 1970-71 there wereo30% American Indian, 085% Black,
055% Oriental, and 4030% Mexican~American studentso By the Fall semester
of 1975 American Indians made up 041% of total enrollment, while Blacks
comprised 1084% and Mexican-Americans 6071% of the total student bodyo
W~th respect to the latter two groups, these are the largest numbers ever
to attend Glendale part and full-timeo
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III INSTRUCTIONAL PROGRAMS
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21
INSTRUCTIONAL PROGRAMS
t ona progress is evaluated. The
a1 wi deta 1 the occupational, developmental,
the Coneye SeH=Study wiill examine the curt'ent
10 The Current Instructional Program
Degrees and Certificates
Curri ar Offerings for Credit
Course Offerings for Credit
Means of Acquiring Credit
Community Services and Non=Credtt Course Offerings
2. Development of the Current Instructional Program
Curriculum Deve10pment for the College
Occupational Program Development
Conti n9 Education
30 Implementation of Instructional Program
Departmental Structure and Duties
Instructional Materials (enter
Sped a1 Programs
Continuing Education Program and Non-Credit Classes
40 Evaluation and Assessment of Instructional Program
Evaluation of Student Achievement
Evaluation of Quality of Instruction
In keeplngwHh the rated educ,t1t1r ana 1 goa! 5 of G1 enda1e Community
nstructional program, how it was developed over the years, how it is
limp1emented I
presentat on
Col ege, this part
the Sel f-Study c,
well as the continuing education and special interest (non-credit) oppor­tunities
which are available. It 1s the hope of the Committee which has
prepared this material that it win not only be Ulsed by the North Central
Evaluation Team, but will also be used by the college itself in assessing
its current achievements and determining its future developmentQ
The following is a summary of the material covered in this portion of
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45) which are designed to lead
in that area, or to prepare and/or
2. Effecthe h~ the second semester of the 1973-74 academic year on a
vohmtairy basts, and made a part of the graduation requirements in
the 1974-15 academic year, the Physical Education graduation
reqllh'ement was reduced from four to two hours semester credit 0
Both Day and Evening Division students must comply. Any Health,
Physical Education, or Recreation credit courses may be chosen.
Effective with the 1975-76 academic year, the Governing Board authorized
~.. Effect1ive n the 19?2~73 academk year, attendance at Commencement
rehearsals and exerc ses became optional. Prior to that time, such
attendance was listed as a graduation requirement.
The conege offers three types of Associate in Arts Degrees and a
vad ety of Pl anned Certi fil cate Progr'ams 0 In addiltf on, many non-credit
indicates the depar'tmenta~ courses offered foV' iClr'edH whkh may be used to
THE CURRENT INSTRUCTIONAL PROGRAM AT GCC _ 0..... ....,
specified wayso Awide variety of non~,(redH courses and serviices is also
provi ded for the communi ty 0
Degrees and Certificates
Prior to the 1975-76 academic year, on~y one Associate 1n Arts Degree
was awarded by the college. The academic requirements for this degree
remained essentia11y the same over the years except for the specific changes
listed belowoAppendix 1 outl nes these requirements 0
satisfy these goals, In addition, the student may earn clredilt in other
to one of the degrees or to a
spec1alizat on are cons
courses and programs erre ava i ab i e to the c:ommi..mi ty 0 The current co11 ege
catalog specifies 24 areas of curricular' offerings (if sub-areas of
the district colleges to offer three different Associate in Arts Degreeso
These are: (1) The Associate in Arts for college transfer; (2) The Associate
in Arts (General Studies); and (3) The Associate in Arts (Career Program
Specified.) Appendix 2 lists the requirements for each of these degrees.
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The Associate in Arts for college transfer Degree lim1 credits earned
towalr'd the degli'ee to unhe\rs~ty-pajrane courses; for which the credits apply
at a fOIJlIi~yea!r ill1stHl..Iti!on" rhirty~s x hours of General Education credits
are required, of which 6 must be in English, 2 1n Health/Physical Educationl
Recreation, 8 in Socia! and Behavioral Sciences. 8 in Science and Quantitative
Studies, and 81m es, ri'llenty~ei;gilt addi tTI ana1 hours must be camp1eted
for Ii total of The degr'ee 1s conferred for a
program wI'! c,h palau eLs theH!rst two yea:lis of a. Sacca 11 awreate program and
1s intended for students who plan to achieve that degreeo It requiJres 14 more
hour's credit]n General Education courses than the other two degrees (which
retain the General Education requirements of the AA degree offered in prior
yearso) The effect of the required d1stribution of General Education
courses is to strengthen the students B ba~kground in Science and Quanti­tative
Studies (2 hours credit above that for the other 2 degrees), SociJal
and Behavioral Studies (also 2 hours additional crediJt), and especially
·~umanit1es (6 hours additional credit required.) These more stringent
credit and distribution requirements are intended to approximate the
General Education requirements of the universitles~ thus aiding the transfer
student in meeting Baccalaureate requirementso
The Associate in Arts (General Studies) Degree retains the General
Education requirements of the old AA degree, req~1ring less course work 1n
the specified categories for a total of 22 hours. The Humanities require­ment
iJ5 the ~east stringent (2 hours creditQ) The student may choose 32 hours
of elective credit, for a total of 64 semester hours of credito There 1S no
limit stated in the catalog on the number of hours of non-transferable
credit which may be iJncluded in this total 0 However, the college does not
23
accept more than 9 credit hours of e credllt toward this
degr'ee"
The Associate lIn Arts (Career Program Spec ed) so retains the
22 credit hour requirement for Genera] e~~ and~ although the catalog
does not specifically state this~ no more than 9 credit hours of non-transferable
credit red 64 hour total. English
101 and 102 are w'eqldred for til aho" In a.dditton to the General
Studies courses the student ed in a career
program of study" 1hls 1s a~ Occupat Dnal Degree~ primarf!ly aimed at the
student who wishes to complete a cout'se of study leading to employment in
his area of profi ency. Prior to this new multiple-degree program~ the
catalog had specified that a student could elect to "receive an Associate
~n Arts degree in his field of study,!' so this spedflc Associate in Arts
(Career Program Specified) degree is really a clarification and continuation
of a program already available to the studento No specific changes have
been made except that the degree is now awarded for completion of specific
occupationa] programs of studY0
The mul ple degree program is first outlined 1n the current college
catalog (1975-76. 1976-770) The requirement for credit 1n both English 101
and 102 or their equivalent for all degrees 1s not indicated; however,
an Addendum to the lege Catalog 1n August. 1916 specifies this require-ment"
C ficat about the maximum of non-transferable credits allowed
toward the Assoc ate in Arts (General Studies) and the Associate in Arts
(Career Program Specified) is also needed. This is planned for future
catalogs.
The intention of the multiple degrees is to provide clearer choices to
meet the needs of the wide range of students who attend the collegeo
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An additional modi on n the graduat on requirements for any of
the three degr'ees: was made \) effecthfe ttl 76 ac:ademi c year' Q The
college no longer requires that at east semester hours be acquired
in res dente during the academic year graduation, although at least
12 hours in res dente must be completed at some time. This allows prac-t
ca~ bl' 11 \1g onal] I ,refl ecth1ig the ew that
ong ,wh many tudents must accomplish
\'C'
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Data FOlrm FHsts the number of gr'aduateSi ng Assot ate in Ar,ts
degrees in the various col ege a for the academic years 1972-73
through the current year.
The college also awards a certificate to students who complete certain
specific skill-related courses, without meeting the additional requirements
for an Associate]n Arts degree. One yea\f' c:er'ti cate programs are offered
in Social Work~ Automotive Technology. Electronics Servicing, and both the
Construction and Manufacturing options in Drafting Technologyo
Curricular Offerings fQr Credit
A wide var'lety of cullar programs 1s avanable to the student at Gee,
providing both col1ege tlransfer and occupational preparation. Since 1966 the
number of offerings has almost doubled (24 eula in 1966; 45 curricula
in 1976). The sts below show the curri a available in 1966 and,the
additions made each year since then, as well as the complete curricular
programs with sub-fields of specialization available in 19760 All curricula
Hsted 1ead to the AA degree, 1.In1ess otherw1 se noted 0
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M,aljor
t on Major
Phys cal Education and Health
Pre-Dental
Photugraphy (courses only)
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\'1)
Adm!: cre (o\r"ijg !Hi]Y t ed "law EnfO:f"cement il
)
AgrlBus nes les and Service Curriculum
Agr1,:::uIHut'l:' on and Management ( g1 y titled iiAgrkulture
Techno":! ogy,ij)
Home Ecolrwml cs
NU1'S 11119
Plre-Techrtlo ogy
Public Adm n1 ration (courses only)
Kindergarten-Primary
Elementary
Secondary
Genera Art
lege Art
Electronics Techno1ogy
1967-68
Engh1eering
Educat]on
Bus: ness
Art
Drafting Technology
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No additions
1968-69
sfer Program
( COlH'ses on 1J
re Sc enee
QualHy
Chemi st\ty
Do. ta Pr'oc:e.$ sh"lg
Dramat c: Arts
Geology and Earth Science
Phys cs
(The K]ndelt'garten-Pr]malry Currlic:l.Il umiri EdllcaUon was el iminatedo)
Professional Agriculture Curriculum
Social Work (Certificate Program)
Social Work (AA degree)
Automotive Technology
Business Mid~Management
Drafting Technolo9y--Curriculum was modified into two options:
Manufacturing option
Construction option
Electronics Servicing (Certi cate Program)
Banking and nance
Real Estate
Military Science (courses available at Phoenix College)
1969-70
Soc a] Work
1970-71
1971-72
1972-73
1973=74
1974=75
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1976-77
B~l ngUel
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1976-77
Administration of Justice
Agr1-Business -- Sales and Service culum
Agriculture Production -- Middle Management Curriculum
Professional Agrl tural Curri um
Co]l ege .Art
Gene'ra 11 Art
Automotive Technology
Business
Business Administration Curriculum - Transfer
Banking and Finance
Clerical
Data Processing
General Business
Mid-Management Curriculum -~ Specialized Two-Year Program
Real Estate
Secretarial
Chemistry
Drafting Technology
Manufacturing Option
Construction Option
Dramatic Arts
Education
Bilingual Teacher Aide
Elementary
Secondary
Electronics Technology
Degree Program
Electronics Servicing Curriculum (Certificate Program)
Engineering
F1!r'e Sci ence
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p]anning a BA or BS degree)
n the following occupational areas~
ence (
program for students who have not yet determined
or educational goals)
Applied Music Major
Music Education Major
Pre-Dental
Pre-Law
Pre-Mediical
Pre-Optometry
Pre·Technology
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Nursing
Cert f cats Program (no degree granted)
Assoc ate n Degree Program
Transfer Ptrogram
l i bera1 .Arts or
Physics
Sodal Work
Pre-Professional Curricula
Speecr:
Home Economics
Geology and Earth Science
Health. Phys cal Education. or
General Curri um
Journailism
cs
Hea.lth Re1ated
MfHtary Sc ence
Photography
Public Admin strat10n
QuaUty Control
The
31
of the liberal arts and scienceso
and t!fadHiona1 ac:ademk programs of study., Mos t of these programs
cular listings ~ ~de both occupational programs
Anthropology
Biology (includ~ng Botany, Physiology, and Zoology)
Chemistry
Economics
EngHsh
Foreign language
Chinese
Fr'ench
German
Spanhh
Geography
Geology
Health~ Physical Education, and Recreation
History
Home Economics
Journalism
Mathematics
Mil Harry Sdence
Philosophy ,
Physical Science and Physics
Political Science
Psychology
SOC] ogy
Speech and Drama
The above
unhersHy]ower-di! sion cowrses leading to a baccalaureate degree in one
parallel university offerings at a comparable leve~o In particular, the
following Hst lnd1jcates pr'ograms of study in the traditional liberal arts
and scienceso* Courses offered in these ~reas are designed to duplicate
*The academic areas listed were chosen because they correspond to those
]ncluded in the College of liberal Arts at Arizona State UniversHyo
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transfer), 307 are Occupational courses, and 466 are transfer courses
(all Imh"ersHy""paral 10 The following table shows how these courses
are distributed among the varllous programs at the collegeo
The Maricopa County Community College District currentlY has approved
787 course titles for credit at Gee. Of these 14 are Developmental (do not
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Total I
9 I
8 I 4
30 I
3 I 32
5 I
34
20 I
6 I 17
12 I
2
25 I
3 I
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5
6
4
6
3
2
5
30
2
1
14
11
2
23
Other­Transfer
4
2
2
3
30
24
4
18
5
3
1
Occupational
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Deve1QE.menta1
Courses ARQroved for Gee (as of 5/21/76)
Accounting (AC)
Aeronautics (AE)
Air Force ROTC (AF)
(at ASU)
Agriculture (AG)
Art Humanities (AH)
Admin. of Justice (AJ)
Anthropology (AN)
Art (AR)
Automotive Technology (AU)
Building Inspection (BG)
Program
B'iology (BI)
Chemistry
Chinese (CN)
Counsel]ng (CO)
Civil Technology (CI)
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I Other-
Program Developmental Occupational Transfer Total
I Data Processing (DP.) 13 3 16
I Drama (DR) 9 9
Drafting (Dr) 47 1 48
I Economics (Ee) 3 3
Education (ED) 3 3
I English Humanities (EH) 13 13
I E1 ectronks (El) 29 3 32
English (EN) 4 2 14 20
I Engineering Science (£S) 6 6
French (FR) 8 8
I Fi re Sci ence (FS) 14 1 15
I General Business (GB) 7 12 19
Geography (GE) 4 4
I Geology (GL) 11 11
German (GR) 7 7
I General Technology (GT) 3 3
Home Economics (HE) 15 27 42 I History (HI) 19 19
I Health (HL) 9 9
Health Related (HR) 4 1 5
I Humanities (HU) 3 3
Journa11 sm (JL) 6 6
I Mathematics (MA) 2 1 14 17
I Management (MG) 16 1 17
Marketing (MK) 5 1 6
I Music Performance (MP) 24 24
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MHHary Science (MS)
Nwrsill19 (NU)
Offilce Educatilon (DE)
Total
5
11
20
18
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Publl Adm1n1 on
Phy~ cal Educat on ( )
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* 8 PE courses of this total have 228 modules approved 1n the MeceD Course Banko
Only the 8 cOu~se titles are included in these totals. Thus, the total
PE course titles approved 1s 17.
Phy:sks (PH)
PhUosophy {PI}
Physical Science (Pl)
Photography (PO)
Public Relations (PR)
Political Science (PS)
Psychology (PY)
Quality Control (QC)
Recreation (RC)
Reading (RE)
Speee,h (SE)
Sodo1! ogy (SO)
Span sh (SP)
Soc al Sc 1ence
1
6
14
8
7
30'7
11
18
1
4
6
11
19
12
2
466
11
5
3
12
1
11
19
9
4
12
11
26
12
2
787
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Comparison of Courses Approved for GCC and Courses
Offered at GCC Within Last 12 Months (January 1976 thru December 76)
Not all approved courses are offered each semester or even every year,
of courseo Acomparison table of the courses approved for GCC and the
courses offered during the immediately preceding 12-month period followso
The number of courses is specified for each academic program areao The
table shows that approximately 74% of the total courses approved have been
offered at least once in this 12-month periodo
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Program Number Courses Approved
Accounting (AC) 9
Aeronautics (AE) 8
Air Force ROTC (AF) 4
Agriculture (AG) 30
Art Humanities (AH) 3
Admino of Justice (AJ) 32
Anthropology (AN) 5
Art (AR) 34
Automotive Technology (AU) 20
Building Inspection (BG) 6
Biology (BI) 17
Chemistry (CH) 12
Chinese (CN) 2
Counseling (CO) 25
Civil Technology (CT) 3
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Number Courses Offered
8
8
4
26
3
23
4
33
19
6
10
11
1
10
3
Pr'ogr?m
Data Processing (DP)
D\rama (DR)
Draft~ng (Dr)
Econom1cs (EC)
EducatIon (ED)
Eng] sh Human es (EH)
EngHsh (EN)
Engineering Science (ES)
French (FR)
Fire Science (FS)
General Business (GB)
Geography (GE)
Geology (Gl)
Gelrman (GR)
General Technology (GI)
Home Economics (HE)
(HI)
Health (HL)
Hea th Related (HR)
Huma.11 t es (HlI)
,)ourna1 sm (Jt)
Mathematics (MA)
Management (MG)
Market'h19 (MK)
Number Cour5e~ AQproved
16
9
48
3
13
20
6
8
15
19
4
11
7
3
42
19
9
5
3
6
17
17
6
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Number Courses Offcered I 11
9 I
26
2 I
2 I 12
24 I
14
6 I
6 I 6
18 I
3
10 I
5 I
21 I 16
4 I
2 I
6 I 15
15 I
5
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* PE courses use moduleso The total 1n parentheses includes all modules in
the MCCCD Course Bank approved separately for PE 262, 265, 281, and 2820
Thus, the dilfferent courses approved (excluding modules for these four
courses) totals only 170
Program Number Courses Approved
21
8
21
3
10
8
14
1
13**
5
5
3
8
1
7
15
8
2
12
579
Number Courses Offered
11
26
12
2
Totals 866 (787)***
Speech (5E)
Sociology (SO)
Spanish (SP)
Social Scilence (S5)
Music Performance (MP) 24
Military Science (MS) 5
Music (MU) 11
Nursing (NU) 20
Office Education (OE) 18
Public Administration (PA) 3
Physical Education (PE) 17 (96)*
Physics (PH) 11
Philosophy (PI) 5
Physical Science (Pl) 3
Photography (PO) 12
Public Relations (PR) 1
Political Science (PS) 11
Psychology (PV) 19
Quality Control (QC) 9
Recreation (RC) 4
Reading (RE) 12
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38
offered, and shows when they have been available.
to four-year institutions. Occupational courses are those which are part
** This total includes Q..!ll1. course titlesoffered, excluding all
PE modules offered under course numberso
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If the 79 PE modules are excluded from the total, only 787 courses are
approved for GCCo
Courses offered for credit by the college can be divided into three
different types, according to their purpose: Developmental, Occupational,
***
of an occupational curriculum and are specially funded. All of these carry
transfer credit. 1I0ther Transferll courses are university-pa~J.el courses
which are not funded as occupational. All of these carry tr~sfer credit.
Most program areas offer these three types of courses in both the Day and
Evening divisions of the college.
and Other Transfer. Developmental courses are intended to provide basic
skills in English, Mathematics, and Reading which are necessary for
college-level academic work. These are credit courses but do not transfer
Developmental courses, except for those newly introduced in Fall, 1976,
have been available in both divisions as well as during summer sessions, during
the twelve-month period January 1975 - January 1976. The one exception is
a highly specialized course in language Skills (EN 015) which is not
offered at night 0 The fo 11 owi ng table li sts all Deve1opmenta1 courses
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I DeveloEmental Courses Available at GCC, January 1976 - December 1976
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Spring 1976 Fall 1976 Summer 1976
I Course Title ~ Evening ~ Evening ~ Evening
I EN 009~ Eng] l1sh as
a Second language
(new 'l1n Fall 1976) X I EN 015~ language
Skills X X
I EN,029: Review of
English Fundamentals X X X X X X
I EN 091~ Freshman
[ng11 sh Revi ew
(new in Fall 1976) X I MA 005: Arithmetic
Review X X X X X X
I MA 007~ Beginning
Algebra X X X X X X
I RE oeo: Reading
Clink X X X X X
I RE 091~ Modern
Reading Techniques X X X X X X
I RE 092~ Modelrr!
Reading Techniques X X X
RE 098~ (3 sections) I Individualized spelling X X X X X X
Phonics X X X X X X
Vocabulary Improve-
I ment X X X X X X
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40
Vocational Courses Available Only In Evening Division
The 1i0ther Transferl! courses are all university-parallel courses which
are not specially fundedo The Day Division offered 323 of these in the
past twelve-month period; the Evening Division offered 2240 In almost all
cases, courses in a department are available in both divisions, although
the variety is greater for the day program, Courses in Air Force ROTC (AF)
and Military Science (MS) are offered only in the Day Divisiono In a few
other instances, due to sources of funding, one or two courses are available
MostO~cupational courses are also available in both the Day and
Evening Divisionso A total of 139 such courses was offered at least once
during the past twelve months in the Day Division, and 159 in the Evening
Divisiono All program areas which offer Occupational courses in the day
program also schedule Occupational courses in the Evening Divisions
(except for Biology which offers three Occupational courses in the Day
Division onlyo) Seven Occupational program areas offer courses only in
the Evening Divisiono These are listed belowo
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Degree Program Certificate Program Courses Only
X
X
X
X
X
X
X
Program
Aeronautics (AE)
Building Inspection (B6)
Fire Science (FS)
Public Administration (PA)
Public Relations (PR)
Quall ny Control (QC)
Electronics Servicing (El)
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in a p~ogram only in the Day Division, However, in all these cases the
overall program is primarily Occupational and available in the Evening
Divisiono The Evening Division offers several aeronautics (AE) courses
which are not either vocationally funded o~ available in the Day Divisiono
All Aeronautics cou~ses are offered only at nighto Courses in Geography
(GE) and Chinese (eN) are offered only in the Evening Division,
Appendix 4 details all the course offerings for the twelve-month
period, January 1976 = Decembe~ 1976, breaking down the offerings by
semester (Spring or Fall) as well as by type (Developmental, Occupational,
Other Transfer), and by program areao To give a summary picture of the
relative strengths of the Day and Evening Divisions, the following chart is
presentedo The three types of courses are not distinguished so that the
total course numbers offered in the two divisions can be easily compared.
41
42
** This is a Cooperative Education courseo Time is arrangedQ
Comparison of Number of Courses Offered in Day and
Evening Programs at Gce in Spring 1976 and Fall 1976 Semesters
One AG course is offered only in Day during Summer 19760 This is included
in total 0
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6
8
9
3
21
4
31
16
5
3
5
1
6
3
4
8
1**
9
2
18*
JamUlry lQ1<6?~­December
1976
9
11
3
19
3
33
12
Offered at least
once in 12 months:
.!!21. Evening
5
3
4
2
15
4
29
12
4
1
3
1
7
1
6
6
6
1**
6
1
2
10
2
15
3
32
9
3
4
4
3
6
8
6
2
13
4
31
12
5
6
Spring 1976 Fall 1976
Day Evening ~ Evening
Accounting (AC)
Aeronautics (AE)
Air Force ROTC (AF) 2
Agriculture (AG) 11
Art Humanities (AH) 2
Admino Of Justice (AJ) 12
Anthropology (AN) 3
Art (AR) 33
Program
*
Automotive Technology (AU) 8
Building Inspection (BG) 1**
Biology (BI) 8
Chemistry (CH) 9
Chinese (eN)
Counseling (CO) 7
Civil Technology (CI) 1
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I Offered at leas
I once in 12 month
January 1976 -
SRr1ng 1976 Fa11 1976 December 1976
I PI'''ogram QEL Evening ~ Evening ~ Evening
I Data Processing (DP) 5 7 5 6 7 10
Drama (DR) 8 1 9 1 10 1
I Drafting (DT) 19 13 15 13 23 15
Economics (EC) 2 2 2 2 2 2
I Education (ED) 2 1 2 1
I English Humanities (EH) 9 5 5 6 12 8
Electronics (EL) 13 13 15 12 19 18
I English (EN) 1P 6 11 7 14 8
Engineering Science (ES) 6 3 5 4 6 5
I French (FR) 3 2 3 2 6 4
Fire Sci ence (FS) 1* 5 1* 2 1* 5 I General Business (GB) 12 14 13 16 13 18
I Geography (GE) 3 2 3** 3
Geology (GL) 9 3 7 3 9 4
I German (GR) 1 2 3 1 5
Home Economics (HE) 15 13 18 13 19 15
I Hi story (HI) 10 11 10 11 12*** 14
I Health (HL) 4 4 4 3 4 4
* This is a Cooperative Education course. Time is arranged.
I ** Three GE courses are offered in the day in Summer 1976 only. These
are included 1n total.
I *** One HI course is offered ~ in the day during Summer 1976. This
1s included in total.
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Offered at least
once in 12 months January 1976- I
Spring 1976 Fall 1976 D.ecember 1976
Program ~ Evening Q!t Evening ~ Evening I
Humanities (HU) 1 1 1 1 2 2 I Journalism 6 2 6 2 6 2
Mathematics (MA) 15 14 15 14 15 14 I
Management (MG) 6 14 7 14 7 14 Marketing (MK) 3 4 3 4 3 4 I
Music Performance (MP) 12 7 15 7 19 8 I Mil itary Science (MS) 1 2 3
Music (MU) 5 3 5 3 10* 4 I
Nursing (NU) 3 2 2 3 5 3
Office Education (OE) 11 8 13 5 14 9 I
Public Administration (PA) 1 1 I Physical Education (PE)** 9 2 8 4 12*** 3***
Physics (PH) 5 2 3 2 5 4 I
Philosophy (PI) 3 2 4 2 5 3
Physical Science (Pl) 2 1 2 1 3 1 I
Photography (PO) 8 4 7 4 8 4 I
'* One MU course is offered on11 in the day during Summer 19760 This is
included 1n total. I ** PE course numbers do not include any PE moduleso Only different
course numbers are used to determine totals. I **k' Both these totals include PE 102 which is offered only in Summer 1976,
both day and night.
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Offered at leas
I once in 12 mont
January 1976 -
~ring 1976 Fall 1976 December 1976
I Program ~ Evening Day Evening ~ Evening
I Public Relations (PR) 1 1 1
Political Science (PS) 6 4 6 5 6 5
I Psychology (PV) 10 11 11 12 11 12
I Quality Control (Qe) 4 1 3 1 7
Recreation (RC) 1 1 1 1
I Reading (RE) 11 8 11 9 13 9
Speech (SE) 6 1 5 1 7 1
I Sod01 ogy (SO) 16 6 13 9 21 12
I Spanish (SP) 7 6 7 5 8 6
I Totals 376 315 372 311 478 391
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Real Estate License 6
Criterion Met Maximum Credits Allowed
Means of Acguiring Credit
that the student has completed at least 12 hours of credit at one of the
Maricopa County Community Colleges and is currently registered at Glendale
Community Collegeo A student may use only one such program to acquire
credits in this mannero The District has developed criteria for awarding
credit in this way 0 The following criteria are currently used:
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14
10
24
24
24
24
variable
variable
Arizona law Enforcement Academy Certificate
46
P~iwate Pilot license
Reg stered Nursing Certificate
Comme~cial Pilot cense
A student at Glendale Community College may acquire college credits in
severa1 ways 0 Credi tis offered for an of the courses avail ab1e in the
college catalogo In addition the student may be awarded credits in non­traditional
ways 0
Credit by Evaluationo Amaximum of 24 semester hou~s of credit may
be earned for work completed in specialized training programs, provided
Certl fi ed Professional Secretary CertHiicate
Licensed Practical Nursing Certificate
(if less than three years old and student
15 accepted in Nursing curriculum)
Proof of Completion of Comparable Armed Forces
of US technical school
Other Specialized Training program License
or Certificate (individually evaluated)
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If credit is awarded 1n this manner, no academic grades are given, and
the notation ~ICredH by Evaluation l
" 1s entered on the student"s permanent
record 0 Credit by Evaluation 1s transferable within the MCCCD, but is not
necessarily transferable to other collegiate institutionso
Credit by Examinationo A student who has completed at least 12 hours
of credit 1n MCCCD, who is currently registered at Glendale Community
College, and who has obtained permission from the department involved, as
well as meeting any additional requirements of the department, may apply
for Credit by E~m1nation 1n certain ca~rseso The student may not challenge
the course a second time nor acquire credit for a lower level of a course
1n which he has previously registered or received a credito A grade is
assigned as a result of the examinationo Credit by Examination is trans­ferable
within the MCCCD, but 1s not necessarily transferable to other
collegiate institutionso
Advanced Placement, ClEP Program, and Credit for Military Serviceo
Students who score sufficiently high on either the Advanced Placement
Examinations administered by the College Entrance Examination Board or
the College level Examination Program (ClEP) may receive college credit
for these achievementso Amaximum of 30 semester hours may be given for
CLEPo If a student has completed at least six months of active military
service with honorable discharge, he may receive two credits in physical
educationo If the student has completed at least a year he may receive
four credits in military science or physical education and two credits
in hygieneo
47
Servkemenos Opportunity College and PartidQ2.ting Education
Program (PEPL The unique educational problems of many active duty
servicemen and their dependents as well as those planning to enter
military service are recognized by Glendale Community College. Courses
are provided at l~ke Air Force Base, and opportunities are provided for
completion of courses through special or non-traditional means when
military obHgat]ons prevent normal attendanceo A iicontract for a
degreeO!
has been developed so that Gee remains the servicemanos college of
record and will grant the AA degree upon completfon of 12 hours 1n
residence and the satisfaction of graduation requirements. Those who
plan to enlist may use the PEP program which will coordinate their
in-service education opportunities with Gee degree programs.
Community Services and Non-Credit Course Offerings
Glendale Community College also offers a broad range of community
services and special interest (non-credit) courses. These varied activities
are the responsibility of the Dean of Continuing Education and include:
(1) Special Interest courses offered both on and off campus; these
are self-supporting in all respects 0
(2) The Speakers Bwr'eau which uses faculty members as speakers for
h]gh schools or c1vk/communiity groupso
(3) Contact and cooperation with community groups such as hospitals,
boards of education, Glendale Development Board~ Sun City and
Del Eo Webb Development Coo, Luke Air Force Base, etc.
(4) Co-sponsoring workshops with the Small Bus'jness Administrationo
(5) Activities sponsored by the Evening Student Government. In
the 1975-76 school year these included:
(a) Phoenix Symphony - 3 performances at the college
(b) Art exhibits
(c) Audubon Film/Speakers - 5 performances
(d) Concerts of college band~ orchestra, and choir
(e) Artists Series (Special performers)
48
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
i" .:1, -,n",;';
1
1
1
cases, more than one section is offered 0
During the spring semester~ 1976, 108 courses were offered with a total
Special Interest classes cover a wide range of topics and are
offered both on and off campus 1n both the Day and Evening Divisionso
Confusion, Understanding
Dance, Jazz
Dance. Modern Beginning
Dancing, Ballroom and latin American
Dancing, Mid=Eastern
Dog Obedience
Dreams, All About
Drug Abuse and Related Problems
ESP
Electrical Wiring &Maintenance,
Residential
English as a Second language
English~ Conversational (For
speakers of Greek)
Financial and Estate Planning
French, Conversational
Gardening, Organic
G,EoDo High School Equivalency
Genealogy
Making "Godus Eyes"
Golf, How to Play
Greek. Conversational
Greeting Card Factory
Guita~
Handwriting Analysis
Health Consumerism
(6) The u62 card is issued by the college and allows persons
62 years of age or older and fully retired to take special
interest (non-credit) classes at half priceo The card also
allows them the same privileges as a regular college student
would haveo
49
Gee Special Interest Classes
Fall 1976
Accounting Small Business
Adult, New Understandings About the
Antiques, Know Your
Archaeology, Arizona, Introduction to~
Art, History of American
Astrology, an Overview of
Backpacking
Ballet, Beginning I
Bal1et~ Beginning II
Ballet, Intermediate
Ballet, Classical
Ballooning~ Hot Air
Band, Glendale Community
Basketry, Modern
Basketry, Modern Workshop
Be a Clown
Bridge, Beginning
Bridge, Intermediate
Bridge, Advanced
Cake Decorating
Cartooning and Humorous
Writing and Basic Drawing
Ceramics
Calculation and Formulation of Glazes
Crochet
Chinese Culture, Journeys Into
enrollment of 2~052o For Fall, 1976, 144 courses are offeredo The
following list shows the subject areas offered for Fal1~ 19760 In some
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Income Tax, How To Prepare Your
Irls~de - Olltsdde
Jewelry Fabrication &Silversmith~ng
Job, How To Find APart-Time
Judo and Self-Defense
landscape Design~ Residential
Law for Laymen~ Emphasis on
Problems of the Retired
lawn and Garden Maintenance
Learn About Yourself
Living, The Art of
Macrame
Maturity, Identity Crisis in
Medical Terminology I
Medical Terminology, Ad~anced
Melody Writing, Beginning
Improvisation and
Metalworking, General
Money Make Money~ How to Make
Needlepoint
Parliamentary Procedures
Personal Problems of Daily living
for Mature Adults
Photography ~ I ntrodllct i on to
Piano Tuning and Allied Arts
Purchasing and Operating
Recreational Vehicles
Prehistoric Man in North America
Real Estate
Retirement~ Successful
Rocks and Minerals,
Identification of
Russian Conversation
Sailing, Basic
50
Scuba Diving
Securities Market, Technical
Analysis of
Shape=Up for Health &Beauty
Sketching with a Pencil
Skills in Reading &Listening
Slimming Gymnastics for Women
Solar Energy~ Practical Application of
Southwest life, literature &Lore
Space Programs, UoSo
Spanish, Conversational
Spanish~ Conversational (2nd Semester)
Speech Making~ Practical
Stock Market~ Understanding the
Stock Option Strategies, Understanding
Swimming, Competitive
Tennis
Tole Painting (in Oi1s)
Tumbling
Tumbling, Beginning Part I
(5 and 6 years)
Tumbling, Beginning Part I
(7 and 10 years)
UoFoOos &Little Known Facts
Understanding Ourselves &Others
Vegetable Production
Weight Loss Through Relaxation
What Makes People Tick
Woodworking &Cabinet Making
Writing for Publication
Yoga~ Hatha
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DEVELOPMENT OF THE CURRENT INSTRUCTIONAL PROGRAM
Curriculum Devaloement Process
Initiation of New Curriculum. New courses or even whole programs of
study may be generated at the suggestion of any of the following:
10 eil zens in the comml.lnHy"
20 Representatives of business, ~ndl.lstry, service agencies,
government unitso
30 Students"
40 Faculty 0
50 Administrationo
In the instance of a new course, members of the concerned department
undertake to study factors related to deve10pment and implementation of the
courses (or course) to determine the feasibility of the offering. The
study includes an analysis of the need for the course, the course goals and
objectives, course outline, course description, how the course will be
evaluated, personnel, equipment, facility and supply resources needed to
implement the courseo
When a who~e program of study is proposed~ the same factors are
studied with the fol~ow~ng additional steps~
10 Prior to the study process~ a Request for Program/Curriculum
study is reviewed by the Distr'ict Educationa1 Services Office
for approval and assignmento In turn, other colleges and
offices of the District are alerted that a particular curriculum
Tis under studyo
20 Co~lege personne~ inc~ude an Advisory Committee in the study processo
30 Goals and objectives for the whole program are addre~sed in
the studyo
40 Impact of the program is analyzed in relation to other programs
and the communityo
The results of the study are articu~ated in the appropriate manual
and presented by the members of the department to the con ege CurrilcUil urn
51
GLENDALE COMMUNITY COLLFGF IIRRARY
Committee who may reject~ ~etommend modification, O~ recommend approval
of the proposa]0
Once app~oved by the College Curriculum Committee the proposed course
or program moves through the following steps~
10 Executive Dean of the college reviews and recommendso
20 Deans of Inst~uction Committee is informedQ
30 District Educational Re~iew Group reviews and recommendso
40 District President app~oves/denies course or program for
adoptiono
50 District Governi~g Board approves/denies course or program
for adopt'u on 0
60 State Community College Board approves if new prog~am or new
occupational courseo
After approval at each level, the college may offer the courses or
program to studentso The respective courses adopted are then entered into
the District Course Bank, a computer controlled file of course offerings
within the Districto
If a course is already approved for one of the other District
colleges, Glendale Community College may request the adoption of that
cDu~se from the District Cou~se Banko
Course/Program Modiifh'::ationso Minor editorial modifications to a
COWfse or currriicu] um may be made by the members of the department in
consultation with the Dean of Instruction. These modifications include
1mp~ovements in the course description without changing the intent of the
course~ addition of prerequisites, or concurrent enrollment indications.
Modi ons involving course title, credit hours~ load hou~s, etco,
are reviewed by the College Clmflcu~um Comm11ttee and fonow the flow of
curriculum processing as outlined in the flow chart in Appendix 50
52
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~
Course Deletionso Courses are deleted from the Hst of offerings if~
10 The course has not been offered for two or more years and there
is no plan to offer the course again in the near futureo
20 Anew course has been developed to replace ito
Course deletions follow the flow of curriculum processing as outlined
in the flow chart in Appendix 50
College Currkulum Committeeo The College Curriculum Committee meets
as needed to review curriculum proPQsals from the various departments 0 The
Curriculum Committee ser'ves as the forum for discussion and decision on
the direction curriculum development will take to fulfill the mission of
the collegeo
As such, the committee members must consider the effect of curriculum
proposals as they affect the needs of students, the community, business
and industry, other programs of the college and district, other faculty,
and the basic policies of curriculum affecting teaching loads, credit hours,
clock hours, transferability to universities, and occupational goalso
The College Curriculum Committee composition includes membership from
the following areas~
Dean of Instruction, Chairperson
Administration
CounseHng
Department Chairpersons
IMC
Occupational
language Arts
Physical Education
Social and Behavioral Sciences
Science and Math
Fine Arts
Business
53
E'\faliUlat~lQInJof the Qperation of the Campus Curriculum Committee
WeaKnesses
10 Tabulation of the proceedings of the committee up to and including
1974~1975 'hldicate that '\fery little, if any, critical evaluation
of proposed changes and additions actually took place within the
crCJmmHtee itse1fa The cQ)mnrl ttee ser'ved to II rubber stamp II all
recommendations 0 (See Appendix 60)
20 No printed material which states the p~rposes, goals, and
procedures of the iCommHtee has been made available to members of
the groupo It 1S consequently very difficult for a new member
to orient himself to the groupo
30 In many cases, items for consideration have been placed in
committee members D hands only hours before a scheduled meetingo
This practice prevents a committee member from obtaining any
response from the members of the department which he representso
Simply, not enough time for study of proposals has been allowedo
40 Supporting evidence for proposed curriculum change or additions has
not been handl!ed un ilformlyu
Au Too often committee members and department chairmen have
accepted letters or telephone calls from various individuals
at the state universities indicating the transferability of
a course as stiffi rei ent authority 0
B. Many times there is a lack of written evidence attesting
the approval of an advisory groupo
50 Therels a lack of communication and agreement between the
district curriculum office and the campus committee, especially
on the matter of adopting radio and television courseso
54
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60 Poor attendance has indicated a lack of enthusiasm and concern
for the mission of the committeeo
Strengths
1. The committeeOs proceedings have been given more continuity by
the publication of the minutes of meetings over the past year.
20 Fewer meetings with more business transacted have improved
attendance and participationo
30 The present Dean of Instruction has not sifted out controversial
items so that they have been permitted to come before the group
for discussion and, in some cases, disapproval 0 A healthier
situation now existso
40 Discussion of general philosophy and goals has come about because
of controvelrsy, which has helped individuals formulate an
identity for themselves as members of the committeeo
50 More detailed preparation is being done by department chairmen
through the use of Manual Ao
Suggestions for Further Improvement 0
10 An agenda which contains a cut-off date for items to come up
for considelration will eliminate the problem of insufficient
study time by committee memberso
20 More Oppolrtunity for discussion of overall goals and philosophy
will help both new and old members orient themselves to their
roles in the creation of general curriculum planning for the
college.
55
OccuEat~onal P~og~am DevelQEment
Philoso~o The wo~ld of work is a dynamic~ changing situation
demanding that those entering Of' c:ontimdng in the]abor force p'ossess
the Knowledge and skills necessary to make worthwhile contributions to
societyo It is in such an environment that Glendale Community College
continues to develop and offe~ Occupational programs designed to meet
this needo The development and establishment of a variety of Occupational
program offerings is based on the needs and expectations of the community,
and on their interpretation~ consistent with the goals and purposes of
the collegeo
Glendale Community College draws much of its student population from
western Maricopa CountYo The economy of this area, and of the entire
county~ rests p~imarily ~pon 1ight industry, tourism, and agriculture.
Major erlJp]oyer's iindude Honeywen ~ Sperry~F1ight Systems, Motorola, and
AiResearcho The greater Phoenix area is an estab1ished electronic and
computer man~facturing center with a multitude of various~sized companies
employing thousands of skilled techni ans and business-oriented personnel.
TDurism~ coup1ed wiith the 1arge retirement segment of the population,
requires a multitude of services and retail busTInessesQ The proximity
of the SUin City Ir'ement tomml.mHy pI aces heavy demands on the 1oca1
service iindustry. fhe Ot~upational Ed~cation programs at Glendale Community
Col]ege have been estabHshed to meet the exproessed needs of the community
the college serVES. Recent trends affecting both day and evening school
students have been toward development and upgrading of employable cap­abilitieso
local employers are placing more importance on formal Occupational
Education cu1minat1ng in the Associate of Arts Degree 0 Some employers
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offer in-p1ant ilCareer Daysil, distribute college schedules and catalogues,
and provide financial assistance for empldyees attending classeso
Advisory Committe~o Advisory committees have been established for
each occupational programo Most of these were formed prior to the establish­ment
of the sped fk oc:cupati ona1 program on campus 0 Advi sory committees
playa vital role both during inHhl development of new programs and in
the continual review of established programso For established programs,
each occupational advisory committee normally meets during the school year
to discuss all phases of the program, such as new and revised courses,
placements, trends, and budgetso Requests for new facilities and capital
equipment must include documented advisory committee recommendations 0
Advisory committees are normally the responsibility of each occupational
department with the selection of members, scheduling of meetings, and
preparation of agenda items primarily arranged through the department
heado Support, both administrative and secretarial, is provided through
the Associate Dean of InstructionOs office, and a file of all advisory
meeting minutes is maintained by that officeo The formation of new
advisory committees for programs under development is also the responsibility
of the Associate Dean of Instructiono Selection of advisory committee
members concentrates on representation from major elements of each program
with emphasis given to those interested, willing, and able to contribute
to the development~ growth, and success of a program 0
Glendale Community College has used and continues to use occupational
advisory committees with mixed successo Advisory committees must be
supported by the individual departments and their contribution recognized
and heededo They need to be given important, responsible, and specific
57
58
Facilities: Classrooms
Year Established: 1967
Year Established: 1966
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assrooms and small compound and greenhouse
Needs: Laboratory fadHty - additional capital equipment, instructional
materials
OCCUPATIONAL PROGRAMS AT GLENDALE COMMUNITY COLLEGE
pertinent information about each.
Equipment: Limited - microscopes, misc.
Current Full-time Faculty: 2
Program: Administration of Justice (includes law Enforcement)
Equipment: Adequate
Needs: laboratory fatfH ty ... greenhouse, hthhouse ~ Harge compound.
Re-or~entation of current program to ~nclude Ornamental Horticulture
Facil~ties: Limited
Occupational Programs. Thirteen Occupational programs have been
established at GeC between 1966 and 19160 The follow1ng]ist provides the
Current Full-time faculty: 2
Program: Agriculture
individuals in the department and the ind~viduaHs in communities who
comprise the committeeso
charges d~rectHY reHated to improving and updating the programs. Successful
use of adv~sory committees is coming about through the education of the
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Program~ Automotive Technology
Year Established~ 1972
Current Full-time Facu~ty~ 3
Facilities~ T-3 Building with laboratory and classroom
Equipment: we~l equipped, latest up-to-date equipment
Needs: Additional laboratory and classroom space for expansion of program
into motorcycle and small engine repairo
Larger compound area
Program~ Bilingual Teacher-Aide (Education)
Year Established: 1976
Current Full-time Faculty~ 0
Facilities: none
Equipment: library support materials budgeted
Needs: New program for 1976-77 development and direction of program will
establish possible needso
Program: Business - Clerical/Secretarial
Year Established: Prior to 1967
Current Ful~=time Faculty: 4
Facilities: Classrooms and laboratories
Equipment: Expand Business equipment including word processing equipmento
New and major equipment being phased in each yearn
Needs: Under study at this time - laboratory = audio-tutorial
59
Program~ BUS]neS5 - Data Processing
Year Established: 1968
Current Full-time Faculty~ 1
Facilities~ Classrooms and laboratories
Equipment: ~ey punch, \remote ternrinals, etco (shares two distdct
central computers)
Needs: Equ~pment, key punches and terminals also
Program: Business - Mid-Management
Year Established: 1972
Current Full-time Faculty: 1
Facil1ties~ Business Bul1dlng
Equlpment: No special equipment
Needs~ Mid-Management Faculty, new for 1976-77; needs not established
at this tlme
Program~ Business - Real Estate
Year Established: 1974
Current Full-time Faculty: 0
Facllities: Business Building
Equipment: No spetial equlpment
Needs: Primarily Evening program; needs not established at this tlme
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Program: Drafting Technology
Year Established: 1966
Current Full~time Faculty: 3
Facilities: 2 laboratories, 1 classroom, 1 storage room
Equipment: Well~equipped laboratory
Needs: Metal and photography laboratories and equipment justification of
needs are under study at this time. Overall program direction to
be reviewed.
Program: Electronic Technology
Year Established: 1961
Current Full-time Faculty: 4
Facilities: 3 electronic laboratories, 1 sheet metal laboratory,
1 classroom, 1 storeroom
Equipment: Well equipped
Needs: Continual upgrading of equipment
Program: Fire Science
Year Established: 1969
Current Full-time Faculty: a (primarily in-service program)
Facilities: None
Equipment: None
Needs: None established, limited program
61
62
Year Established~ 1967
student needs"
Year Established~ 1971
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Nursing
Equipment: None
Needs: Current needs assessment and overall program direction review
]" Aelfonautlcs
20 Quality Contro]
30 Public Administration
Course offer~lI1gs are avaflable in~
Current Ful1~time Faculty~ 1
Facilit1es~ None
Program: Social Work
Current Full ~t]me Facuay~ 7
Facilities: laboratory and classroom (utilizes hospitals)
Equlpment~ Well equipped
Needs~ None
Program~
The Eng] ish Oepiutmell1t offers a Technical WrHing course for
Occupational Majorso Home Economics is currently a transfer program,
but an Occupational program in Child Care Administration is under
Occupational Courseso Glendale Community College also offers
Occupational courses and support courses that in themselves do not form
complete programs but support other existing programs and/or community!
considerationo The Drama Department, although some courses receive
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Occupational funding support, is not considered primarily Occupational at
Glendale Community Collegeo
Innovative Occupational Projects 0 Innovative occupational projects at
Glendale Community College have had both success and failureo
10 High School Electronic Programo Avocational electronics
program conducted for the five west=side high schools existed at Glendale
Community Co~lege for two yearso This program provided a complete one-year
high school vocationa~ electronic curricu~um uti~izing G~endale Community
College instructors, facilities, and equipmento The program was terminated
when high schools were able to provide a program and as the need diminishedo
Few, if any, high school students came into our college electronics program
upon graduationo
20 High School Automotive Programo A vocational automotive
program conducted for Glendale Union High School District (GUHSD) provides
instructors and laboratory work in highly specialized areas of automotive
serviceo The program currently is in its second year and will be made
available until GUHSD has completed its own facilitieso
30 Multiple Electronics Laboratories 0 Two or three electronic
laboratory classes were scheduled at the same time and assigned as a
single load to an individual instructoro The idea was to use each
instructor to his maximum potential and thereby increase available instructor
load hours by use of a paraprofessional staff for each laboratory class,
freeing the instructor to move from lab to lab and resolve problems beyond
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the capability of the paraprofessionalso The project was rated a failure and
was discontinued after one yearo Funds were not available to secure
adequately trained palr'aprofession~ls, and the instructorwas"exhausteQo
63
The District Admin strat10n is not yet convinced of the value of and need
for a qualified paraprofessional support staffa Properly used, qualified
paraprofessional staff employed in the right environment can improve the
quality of the education program and effect great savings at the same timeo
Outlook for Occupational Education at Glendale Community College, The
next few years should bring both new programs and changes to existing programs
in Occupational Educationo On the hor'izon is the availability of building
T~2 (now ijsed as a temporary classroom building) for Occupational Program
needso Possible use includes laboratories for~
Small engine and motorcycle assembly
Administration of Justice (Criminology)
Agriculture
Welding
More new Occupational programs are under consideration by the collegeo
These include~
Child Care Administration
Or~amenta~ Horticulture
Professional Golf Management
Warehouse Management
Existing programs are dynamic~ flexible, and designed to meet the
changing needs of our societyo Major changes in the current programs of
Agriculture~ Drafting Technology~ and Administration of Justice are planned,
The trend has been a gradual increase in occupational enrollment. This
growth pattern is deceptive, however, because the enrollments are tied to
a limited number of programs with a limited amount of student capacity.
New and expanded Occupational programs will play an important role in
the future growth of the college. The enrollment of every new Occupational
student has an impact on non=occupational support areas such as English,
Social Sciences, etco tor example, each 150 new occupational enrollees
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requires an additional English instructoro So, as the Occupational area
grows so does the whole college, The health of Glendale Community College
may depend on what becomes of its Occupational Education Programsc
Strengths of the Occupational Programs at Geeo
10 The Occupational programs are adequately staffed by qualified,
competent instructors teaching in modern, fully-equipped
instructional laboratoriesQ Most classes fill to capacityo
Capacity for Occupational classes is established primarily by
the department, with prime c0l1s11delration given to quality
educational programs for the students,
20 Occupational programs at Glendale Community College are highly
respected by local industry, which contributes both to the
support and success of these programso Many of our current
students and graduates secure, or are currently employed in,
their career fields by the local industrieso
30 Strong administrative support exists for Occupational programs at
Glendale Community College, with an Associate Dean of Instruction
for Occupational Education having primary responsibility for
support of existing and new programso
40 Occupational departments have an equal share with all other
departme~ts in capital and operational funds as well as having
access to separate vocational fundso
Weaknesses 0
10 Career services are currently inadequate in the areas of
occupational counseling, placement, and special course or
programs concerning job survival 0
20 There is an addi anal need for para-professional support for
departments invohfed in a multitude of laboratory-type courses,
30 An established, formalized, staff-development program geared to
meet the needs of occupational staff is needed 0
40 The flexibility to change and adjust rapidly to the needs of the
commun~ty should be developed and ~mplementedo
50 There are current limitations on facilities and funds for development
of new programs and the expansion of existing ones,
65
Continuirrg Education
Philosophy. Continuing Education reflects a belief in the concept that
there is no finish line for education. People who support this belief
point out that knowledge 1s expanding at the rate of doubling every ten years.
They also point out that many people will change jobs several times during
their life=times and that people must continue to take classes if they are
to remain current and competitiveo
Continuing Education offers academic. vocational, cultural ~ scientific,
and recreational programs to all. Although most of the offerings of
Continuing Education are in the evening, there are additional offerings on
Saturdays and on weekdays. Through this program, Continuing Education
becomes one of the important links between the College and the citizens of
our great area. Continuing Education provides part-time learning experiences
that help adults solve their problems, achieve their educational goals,
reach their occupational intentions, and most important, to live interesting
and reward i ng persona111 1i yes 0
Courses taken for col~ege tredit are taught by certified instructors
and meet aU requirements of the iCol"lege academic program leading to an
AoAv degree, if grades of IiC U or better are maintained,
66
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Duties for the Dean of Continuing Educationo The duties for the
Dean are quite varied and include the following: (Appendix 7 lists these
in detailo)
10 College Credit Program
Supervision and coordination of various aspects of evening
faculty activities
Budget preparation
Supervision and coordination of printing of related
materials
Curriculum planning
Supervision and coordination of related support services
Off~campus responsibilities~
Work with various community organizations
Work with facilities on all facets of their use
Coordination of the Sun City satellite campus
20 Public Relations/Community Services
30 Special Interest Program
Supervision and coordination of faculty activities
Preparation of budget
Supervision of necessary printing
Supervision and coordination of off-campus facilities
40 Summer Sessions, Day and Evening
Administration of programs
Budget preparation
67
1470 enrolled in Vocational courses in the Evening Division and 1464 1n
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100
100
100
%of %of
Evena enrollo College enroll,
Total
Number
2,880
29,294
1,95209
2,023
13,940
92903
4~903
43.234
2,88203
Number Students Enrolled
Total Semester Hours Taught
Ful1=time Student Equivalent
Number Students Enrolled
Total Semester Hours Taught
Full-time Student Equivalent
Non=Occupational Education Courses Only
Occupational Education Courses Only
Number Students Enrolled
Total Semester Hours Taught
Full-time Student Equivalent
68
In addition another 2~934 students attended both day and evening classes;
Evening Division Enrollment (March 19761
An Classes
non-vocational courses taught at night.
The above chart shows the major role the Continuing Education program
plays in the college, About 41% of the total student population (Day and
Characteristics of Evening Program Studen~0 Students who enrolled
only in continuing education courses totalled 4903 in the spring semester
of 19760 The following chart shows enronment statistics for these studentso
Evening)wer'e a pairt only of the Evening DhfJsion~ both by head count and by
FTSE (furl-time student equh'alentyo) Appr'oxirnately two~th1rds of these
students enro~led in ~n1vers1ty~parallel and developmental courses, and
one~thlrd in occupational courseso
69
The fall 1976 statistics shown in the cha~t below indicate that
70% enrolled for 6 or fewer credits, which is consistent with a student
evening courseso
%of %of
Eveno enrollo College enroll
, Total
Number
Evening Division Enrollment (September 300 1976)
population employed in the daytimeo Over one-half of the Continuing
Education students were between 25 and 45 years of age, married, and maleo
Only 15% were minoritieso Almost one-half had not completed academic work
beyond high school before coming to a District Evening Programo
students, based on the 1975-76 academic yearo About 90% of Evening Division
students in the MCCCD District enrolled for less than 12 credit hours. About
All Classes
Number Students Enrolled 6,161 100% 50.7%
Total Semester Hours Taught 39,945 100 3706
Full-time Student Equivalent 2,663 100 3706
Occupational Education Courses Only
Number Students Enrolled 2~723 4402 2204
Total Semester Hours Taught 12,466 3102 1L7
Full-time Student Equivalent 83101 3102 lL7
Non-Occupational Education Courses
Number Students Enrolled 3,438 5508 2803
Total Semester Hours Taught 27,479 6808 2509
Full-time Student Equivalent 1,83109 6808 2509
Appendix 8 presents a District-wide analysis of Continuing Education
slightly over half of the total student population was enrolled in the
Evening Division (5007%) yielding an Evening Division FTSE of 3706%0 The
figures shown in this chart include all students who attended both Day and
Evening Divisions and who registered for more evening credits than day
creditso In addition, some Day Division students also registered for
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I'l e;dbiHtyirl the Office folt Continuing Education
evening students are enrolling for more credit hours each yearo
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6
18
10
8
32
36
62
11
4
341
36
51
2
8
4
~
o
16
4
6
8
31
3o
10
o1ooo
o
31
15o
ct enro11ment trends from
70
* Cooperative Education courses are not includedo
Aeronautl1 cs
Admin" of Justice
A.nthnropollogy
Data Pifocesslng
Management
General Bus ness
Marketing
PubHt Reliat~ons
Eccmom]cs
Building Inspect on
Construction Tech.
nlte ence
Ch nB:se
Gelr'man
Geography
History
HumanH1es
Polii cal Science
Qua11 ty Contlt"o1
Part II of Appendix 8 shows the Di
respond qukkly to recogrdzed needs of evening students, In addition, the
Evening Di~ision is in a position to experiment with or tryout a new
tourse with relat1~e ease and speedo
Some of the evening~only or eVBni~g-emphas1s courses are as fol1ows~*
and the privilege of using qualified experts from various occupational
fields as instructors in various d1sc1pl1nes~ the college is 1n a position to
Courses Offelted On1;.lat Nighto Evening s;tudents often need different
courses from the more traditional day~time (and often full-time) studentso
1970 to 1976 3 indicating a rapid growth in numbers of students J almost
doubling in the five~year periodo The Evening Division Growth in FTSE is
12105% as compared to a 32% increase for the Day Division, indicating that
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Summer Sessionso The College offers summer classes in two
five-week day sessions and one eight-week evening sessiono During the
1976 summer session 4330 students enrolled (Day Session I: 1572,
Day Session II: 982, Evening Session: 17760) The following chart
indicates the variety of credit courses availableo
Number of Number of Programs
Courses Offered Offering Courses
Day Session I 122 34
Day Session II 61 28
Evening Session 75 33
At Glendale one administrator operates the entire summer program.
Other colleges may use two or three administrators to share responsibilities
for the summer sessionso The Glendale operation seems to function well
because one person can watch registration, enrollments, and the budget
for the overall functioning of the entire ten weekso It seems to work
well, particularly since the summer program must be self-supportingo
71
IMPlIMENTAfION OF INSTRUCTIONAL PROGRAM
independent departmentu Theli be]ow indicates both the departments
Departmental Structure and Duties
The programs at Glendale Community Co~lege are administered by
24 academic departmentso In some cases a department also supervises
additional curricula or course offerings which do not constitute an
and subsumed curricula;
Aglril cld tl.lre
Art and Photography
Automotive Technology
Aeronautics Courses
Bio~ogy
Business
Chem]stry
Counseling
Drafting Technology
Electronics
English and Journalism
Foreign Language
Inc~uded il1 this department:
Accounting courses
Business Administration program
Banking and Finance program
Clerical program
Data Processing prQgram
General Business program
Marketing courses
Mid=Management program
Office Education courses
Real Estate program
Secretarial program
S~reer'\'li sed ~ thi s department:
Administration of Justice program
Fire Science program
Public Administration courses
Quality Control courses
Included in this department:
Chinese
Fr'ench
German
Spanish
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73
Department chairmen are elected by the members of their respective
departments and serve a two-year term beginning July 1. Fifteen days
number of votes in their respective departments are submitted to the
Engineering program
Geology and Earth Science program
Physics program
Included in this department:
Anthropology courses
Economics courses
Education program
Geography courses
History courses
Political Science courses
Sociology courses
Social Work program
Health, Physical Education or Recreation - Men
Health, Physical Education or Recreation - Women
Home Economics
Instructional Materials Center
Mathematics
Music
Nursing
Philosophy
Physical Science Included in this department:
Psychology
Reading
Social Science
Speech and Drama
listing all candidates who have expressed an interest in the chairmanship
office of the President of the Maricopa County Community College District
of that department. The names of the individuals receiving the highest
a form on which to indicate if they are interested in being considered
before the end of the appropriate fall semester the Executive Dean
notifies all faculty members that the chairmanship of their department
will be vacant the following July. Faculty members are provided with
for the position. The Dean then sends each department member a ballot
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by the Executive Dean and the members of each department. Any event­ualities
not mentioned follow the Procedures for Selection of Department
Chairman at Glendale Community Conegeo
The duties and re:sponsibHities of the Department Chairmen are~
1. Assist the Dean of Instruction to organize, develop, and evaluate
the instructional program in their re~pective area.
20 Supervise and help continuing facuay members h'! the performance
of their assigned duties.
30 Recommell'id thrrcllJigh the Dean of Instruction to the Executive Dean
the retention~ advancement, or dismissal of departmental staff
members.
4. In conjunction with the Dean of Instruction, work with provisional
faculty members evaluating, by means of personal visitations and
other agreed=upon techniques, their performance and qua1ifications
for status as appointed faculty memberso
50 In conjunction with the Associate Dean of Instruction, work with
visHi!rl~l facuHy members, eva1uating, by means of personal visitations
and other agreed-upon techniq~es, their performance and qualifica­tions
for reappointmento
60 Whenever applicable, supervise and maintain contact with evening
program assistants to maintain continuity between the day and
evening programs 0
70 Help screen candidate~ for positions in their respective fieldso
80 Develop with the Dean of Instruction and the Associate Dean of
Instruction the schedu1e of classes and recommend instructor
assiignmentso
9u Conduct departme!'ltill! meetings as neededo Information on Hems
deciided upon, whiich are a departure from the usual, should be
fi1ed with the Dean of Instructiono
lOu Maintain a current summary of objectives for each subject matter areao
110 Provide the Dean of Instruction wiith current course guides,
textbook order cards~ etc.
120 Wheneve~ appropriiate, provide leadership in the establishment and
maintenance of occupational advisory groups related to their area
of iinstrUlctiion.
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130 Recommend to the Curriculum Committee course and curric~lar
changes and additions for their departmentso
140 Prepare with their staffs the annua~ department instructional
budget including equipment, supplies, repair, and maintenance
requestso
150 Assist the administration in interpreting curricular offerings
to high school studentso
160 Encourage appropriate use of ~ibrary and audiovisual service
faciiHt~es and equ~pment by the departmental staffo
170 Equa~ize, to the extent possib1e, teaching loads within their
departments 0
180 Assh;t the Dean of Admissions in assigning faculty to work
stations during advisement and registrationo
190 Provide required reports such as faculty attendance, etca,
when scheduledo
Campus department chairman meetings are called by the Executive Dean, with
about three or four being held each semestero
Instructional Materials Center
The Instructiona~ Materials Center (IMC) serves as the focal point of
the campus~ geographica~ly and instructiona~~yo It seeks to further the
objectives of Maricopa County Community College District by making available
to students and faculty materials which support and enrich the curricula
and which contribute to the intellect~al and cultural development of
members of the college communityo The IMC also provides the services needed
for effective use of these materialsQ In addition to traditional book and
periodical services, the IMC has expanded its programs to accommodate
faculty and student interests in the following areas~
The Computer-Assisted learning Center (CALC), with nine teletype
and one cathode-ray-tube terminals, serves data-processing classes
as well as self-instructional programs in a variety of subjectso
75
The learning labO\ratory houses much of the rlC'n=pidnt collection
arid the campus tutoria] serviceso Students needing additional
course-work aid or ]earning enrichment may untar11y visit or
be referred to these facilitieso
The Usterdrig Center provides; most forms of aUidio materials for
both class=related instruction and leisure listeningo
The closed-circuit Television Studio is used for original
production, video dubbing~ and deo playbacko
Staff" The certi cated staff includes five librarians, a media coordii-nator,
and alearn1ng resources speciaHsto The support staff consists of a
) a paraprofessional learning laboratory
assistant, a media techni an~ a graphics designer~ and twelve other
emp~oyeeso Many routine tasks are performed by student assistants.
Appendix 9 ls a flow chart of the staff organization of the IMC.
Building and EguiEmento The IMC b~~lding, designed around a central
patio, provides seating for more than three hundred students. Facilities
include conference rooms~ individual study and listening carrels, typing
room, microform viewing room~ photocopy machines~ film preview room, tele-vision
studio, listening center, display areas, learning laboratory,
computer=assisted ]ear~ing center~ and IMC staff offices and workrooms.
Equi pmel1t used in the IMC or checked out for C] ass room use ind udes ~
lecterns 3
Mt che readers 8
Mlcrofi~m readers 6
Microform reader/printer 1
Microphones 7
Phonographs 35
Projection carts 85
Pif'ojectors
Films p 23
Motton picture 46
Opaque 4
Overhead 53
Slide 24
Tape players 80
Tape recorders 67
76
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services, and media serviceso
related operational expenses. The expenditures were~
year, showing materials circulated, photocopying services, reference
1,569
730
450
5,221
1,066
35
120
1,708
90
57,426
4,622
336
377
661
330
413
6,099
4,157
43
5,906
$15,305029
14,708047
53,733017
$83,746093
Books
Educational Equip.
Operational Expo
Total
Typewrltell'''S available
to public 10
Screens 24
Tripods 6
Video 11
Art pr''11nts
Books (volumes)
Co11 ege ca ta1Og5
Fiilmloops
Fnmstr1ps
Kits
Leisure reading rental
books
Maps
Microfiche
M'krofilmreels
Newspapers (titles)
Pamphlets
Paperback browsing
co11 ect1on
Periodlcals (titles)
Phonodiscs
511 des
Tapes, audio
Tapes~ video
Telephone directories
Transparencies
Resources. IMC resources currently include the following collections:
Appendix 10 details the services provided by the IMC during the academic
During the 1975-76 academic year the IMC spent $83,747 on resources and
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services include:
not grown at all since 1971 despite rising inflation costs and student
the same years that the book budget has remained constant, indicates the
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]ege needso
book circulation. which has steadi y increased over
cula and to serve the needs of the user in the pursuit
Se]ectilon of Matelfhls and Equipment" Matertals are selected to support
Since 1966~ the services and staff of the IMC have increased steadily,
Athletic scholarship textbook distribution
Classroom instruction in the use of the library
Course=related cassette tape duplication
Film and audiovisual equipment scheduling,
distribution. and maintenance for campus
and off-campus asseso
Gr"ap!1]c Bltts
IMC tOU'tS
Preparation of ~tudent and faculty media handbooks
Production instructional materials
Reserve book collection
Special collection of archival materials
growing difficulty in meeting
Appendix 11 is a growth comparison chart for the past ten years, which
documents the increase in student enrollment g book circulation, and
Other Services. The IMC is open nearly 70 hours a week~ offering
reference assistance at all time~ and circulating]ts resources to students,
faculty 5 adm1!'listrators~ staff, and members of the communHyo Additional
enrollment. The
although the budget available for acquisition of books has not kept pace
with either enrollment or inflation.
Equipment is ~elected for the development and expansion of IMC and campus
and enrich the
services each year since 1966 in comparison with a book budget which has
of educat]Oll1i~ ii.nformat1ol1. and the creathe lise of leisure timeo Faculty,
staff, students~ and community borrowers are encouraged to recommend materials,
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progr'ams, for compa ti bfH ty to ex1t 5 ng eqill pmen t for mOf'e effident use
of classroom time, and for numerous campus-wlde activities
Classifying, Catalog]ng, and Proce:ssin[o The purchasing and receiving
of materials and their filnancial accounting are functions of the District
Business Office Library Technical Services classifies, catalogs, processes,
and delivers the mater als to the campus"
Strengths? The IMC has an adequate and dedicated staff, a supportive
faculty, a sympathetic administration, and an attractive facilityo
Weaknesseso There are insufficient seating, storage, office, and work
spaces availableo The circulation and security systems are antiquatedo
Illumination is insufficiento The most crucial deficiency is in the
inadequate book budgeto The purchasing power for the $15,000 book budget
available per year since 1971 has significantly decreasedo The number of
books this amount buys in 1976 is about one-half the number that could have
been purchased in 19690 Appendix 12 is a graph showing the effect of
inflation and devaluation on the IMC book budget each year since 19690
Faculty Questionnaireo In the spring of 1976 the GeC faculty were
asked to respond to questions about the IMCo Of the 155 full-time faculty,
84 responded, indicating a strongly favorable response to the IMC services
and facilitieso Appendix 13 is a list of the eight questions asked and a
tabulation of the responseso The questionnaire also asked for comments
pertinent to each of the questionso A summary of these comments, evaluated
in the context of the questionnaire indicates that:
10 Although IMC instructional mater~als are adeq~te, far more books,
video types, and 16mm films should be purchasedo
20 Students are encouraged to use the IMC, and about 70% of responding
faculty require them to do so to fulfill assignmentso
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30 Although most millter~ah requested for' student use are books and
pelr~odicals, there are also faculty requests for tapes and
cassettes 0
40 Most respicmd1ng facUlUy expect IMC personnei to odent students
to the~r serv~cesD
50 Most respond~ng faculty believe IMC hours are adequate to student
needs j but some 'fndkate the need for summer and week-end
hours also.
60 Although almost all responses to the questionnaire are that the
IMC encmrrages faculty use ~ ther'e are facul ty compl aints about
lounge dreas, no~se, and 1l1um~nat~Dno
70 Almost an fOlculty who ire'5;ponded ~!1dkate the IMC encourages
student use, but comments ~nd~cate noise and seating limitations
are problem areaso
80 Responses about IMC services cu~rent~y used and suggestions for
improvement indkate that there is some faculty conce~1"l about the
circulating book collection, fi~m renta~, and graphic artso
Appendix 14]ists all faculty comments returned w~th the questionnaire about
the IMCo Overal~~ the comments indicate rea~ faculty conce~n about the
book budgeto
Recommendations 0 In addition to the obvious need for an increased
book budget, the liMe staff recommends the fo1~ow~ng~
10 Greater promotional activity w~th facuHy wOlJlld 1nc~ease student
use"
20 Expansion of the IMC into the peripheral classrooms of the
building should aga~R be requested.
30 Extens~on of hours tiO~nc:1lJjde weekends should be reconsideredo
40 The ~nstal]rat~on of an electronics seiCwrity system for exit control
of instructional mater~als should be reviewed.
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Special College Programs
In recent years, Glendale Community College has introduced several
special programs to meet the varying needs of its students. The following
ten topics expla~n theseo
(1) Mini-Semester. The college has offered~selected courses in an
abbreviated number of weeks each semester for the past three yearso The
mint-semester began several weeks after the regular semester and ended
somewhat sooner. The original intent was to bolster total enrollment by
allowing returning veterans, late registrants, and previously enrolled
students who for one of several reasons ne~ded an additional course to take
these concentrated courses, The mini-semester was not available in the
Fall semester 19Y6-77 due to budget limitationso
(2) Block of Courses for Chicano Students, Effective with the fall
semester, 1976, one instructor teaches a block of Social Science courses
in Chicano History, Sociology, and Civil Rights which are designed pri­marily
(but not exclusively) to meet the needs of Chicano students. When
it is indicated, for development of academic skills, the Chicano student
is also encouraged to take developmental courses in Reading, Mathematics,
and English. In addition, courses of special interest to Chicano students
are available in Counseling and Arto The Bilingual Teacher Aide Program
described below is also of interest to Chicano students.
(3) Bilingual Teacher Aide Education. This is a new Associate in
Arts degree program which began in the Fall semester, 1~76o It 1s a
response to legislation requiring bilingual instruction in the local
schools combined with the study of actual conditions for meeting this
requiremento A survey done in the communities served by Glendale Community
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1 mited English speaking and/or low income students to remain in college
and complete a p~ogram of studies. The enrollment of such students has
who are al~eady employed an opportunity to upg~ade their professional
skills as well as enrich their educational background, and to provide
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Coope~ative Edutat~on
Su~vey of Educat~on
Concepts of Bilingual Education
The Mexican-Ame~itan Child ~n the Class~oom
Methods fo~ Teach~ng the Bil~ngual Ch~ld
Communication Patterns: Language P~oblems of the
Sfl ngUJal Chn d
Children Ds Literature
Elementary Span~sh D~ profidency in Spanish
ED 200
ED 221
ED 225
ED 235
ED 260
ED 2611
E0291
SP 102
degree a~e~
(4) Special Se~~~ce$ P~o~ramo This is a federally funded Title IV
program wh ch began n the Fall Semester, 1976 1 and 1s designed to assist
at Mesa Community Col1ege~ is coordinated by the Social Science department,
cu~rently involves one full~time instructor, and includes general education
courses and specific courses oriented to the bilingual concept, human
relations, inst~uctional and lang~age skills, Required courses for this
courses necessa~y fo~ the Certificated assroom teacher to gain the state
bilingual endorseme~to The program~ modeled after one already operating
College indicated that bi1~ngual des currently employed we~e 1~m1ted in
educat~on (GoEoDo o~ high school diploma)~ h~~ed at low wages, explo~ted
by teache~s ~n the tasks ass~gned them~ lacking ~n formal tra~ning for
thei~ wo~k, and profess~onally resentedo The AA degree prog~am is ~ntended
to prepare qual~fied b11~ngual aides for community schools, afford aides
increased sLibstant~al1y ~n the past few years; folr" example, over 250
UmHed-EngHsh~speak~ng students ernr'o11ed in DeVelopmental courses in the
Fall Semester, 1975. In addition, the co~unities the college serves have
1arge percentages of famn es below the pQive~ty]e'lfel who are attracted to
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the collegeo Although no student will be ref~sed these services, the
program is a~med at a population of at least 225 students, 60% of whom are
limited~English-speaking and 40% of whom are low-incomeo Although a
majority of this group is expected to be Spanish-speaking, the program is
administered by the Dean of Students and is intended to supplement the
Chicano Services program of the College by providing direct support
services to studentso Two kinds of services are provided:
Support = Counseling$ PRA classes, student advisors, career
gu~dance, academic advis~ng~ and referrals to other
college serviceso
Instructional - available college developmental courses,
assistance from the learning Center and learning
Resources Specialist, tutoring, and all college
academic and occupational programs 0
(5) Cooperative Educationo The Cooperative Education program is
intended to support all programs at Glendale Community College, although it
is primarily available only in the Occupational programs 0 Cooperative
Education is a method of instruction that offers students the opportunity
to earn college credit for the development and achievement of learning
objectives which are accomplished through their current related work
experienceo The work experience must be related to the studentUs field
of study or occupational goalo This work experience takes place at work
stations approved by the collegeo The employers must be willing to enter
into training agreements with the college and the student-employee 0 The
Cooperative Education program is administered out of the office of the
Associate Dean of Instructiono
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(6) Projects 'Ill ClOmm~m~ty Ser'v1i~o IMs s a Federany funded Title I
grant pr'oglramo One of GlJelrildale Community ConegeQs regulalr fac:uHy members
is the D~rector of this project" Spec1 c objectives of the project are:
(a) To create a Community Serv~ce Advisory Counc~l made up
of agenc~es~ college personne~ ~ and low income persons
to assht ~n giving guhleHnes fOIr the direct~on of the
programo
(b) To establish cula to use the volunteer services
of G] e CommU)l1 ty con ege students 0
(c) To expand the Glendale Commu!rIIity College initial demon-stration
effort of the years into a full program
of rcommumHy ce 'TJ udfJng the placemell1t~ counseling,
and evaluatio~ of the student unteerso
(d) To motivate students to become more awar'e of the practilcal
aspect~ of the courses which they take under a variety
of depar'tments hi the college"
The program operates under a director who is respons~ble for the
overall administration of the program~ the tra1ning~ placement~ and
follow-up of students, maintallrding a wo\rkill1g relationship with community
agencies, reporting responslb~11ties, and public relat~ons funct~onso
Students register for a section of Projects ~n Commun~ty Service under
ten academic departments at Glendale Community College. This inter­disciplinary
appr'oach a1]
ows stl.ldel1'lts to undergo a volunteer experience
related to their' major field of study or area of inter'est. Students
receive from one to three hours of transferable elective course credit
related to the parti ar discipline. Program objectives are accomplished
through the fol owing acti ties:
1" Students attend 16 weekly o~e-hour seminars on campus per
semester in which training and in 011 introduction to
communHy seyf"vi ces rQJcclJ1r 0 Dund ng the fi rst four semi nali'S ~
repr'esentathes of 25 to 30 commurl1ty agencies speak to
the students about their respective agencies. Training
aspects stress an introduction to the concept of
volunteerism, and the use of psychological observational
and listening techniques and report writing sk~11s TJn
volunteer worko The Projects ~n Community Service ~s
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interdisciplinary and available to the students in both
d,ay and evening divisions; of the fonowing departments of
Glendale Community Col1ege~ Art~ English, General Business,
Home Economics, Journalism~ Mathematics~ MenQs Physical
Education, Political Science, Psychology, and Readingo
20 Placement in an agency occurs after the student has listened
to agency representatives~ visited and interviewed with a
particular agency, and arranged a schedule of work hours
with the agency supervisor and the project directoro All
Title I agencies in the target area have used volunteers
under the program and will continue to do 500 In addition,
numerous other agencies are available to the studentso
30 Fonow~UJp with stlldents and agencies h the respol'1Js~biHty
of the d~rettorQ The director a~d aide will maintain
continuous contact w~th the person who superv~ses the
'll'ohmteero
These supervisors submit two evaluation reports per
semester on each volunteer supe~v~sed (one at m~d=semester
and one at the end of the semester}o Students must maintain
and submit to the director a weekly journal report on thei~
objectives for that week, activit~es to carry out their
objectives, reactions of clients to the~~ objectives, and
evaluations of their act~vities in terms of future planningo
40 The director has set up an Advisory COl.llndl and holds
monthly meetings of this council to discuss program
activities~ directions~ publicity and suggestions for
innovative ways to improve the programo
Project Accomplishments: Students enrolled in Projects in Community
Service are made aware through assisting in community service agencies that
their courses at the college have practical applicationso
The Projects in Community Service Program has expanded from 150 students
in the opening of 1975 to 240 students in the Fall of 1975 and 350 students
in the Spring of 19760 This course provides for the training~ placement,
counseling, and evaluation of the student volunteerso
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on iil11ld the
ety Ijf plrograms -intended
e telrmlr nal > accommoda tes d as ses
oped ill
th a tata1 of nine ted etype term~ na '] s ,
liege have
The Listening Center selr°ves the facUJUy and students by prov~ding most
form.s of audio format for both rc1ass=If'ehted instlructlon and leisure
The closed-circuit television studio is used for original production,
to better meet tudent needs and to better use resources. The following
Computerize9~~r:~nch _P'rograny" (Gene Eastiin, Foredgn language Department.)
A computer telfiTi"lla] maKes avo. ]abh~ 20 revlew exerdses: f\or a
studen t who needs- help with French rgf'amma r G The student se1eets
his problem area wh ch is then presented to him through a series
of pract exert: se5 dwel '11~ng on the point of grammar he needs
to TfeVIJ ew" The comp!Jlter 1s programmed to eilther (a) tell the
student he 15 correct in his answers~ commend hlm, and move on
through the exercise, 0 (b) tell him he has made an erroro The
computer keeps a runn~ng score during the course of the exercise
so that at the end the student has a percentage score of success
for his worko He may repeat any exer'c:he as many times as he
86
tutorial ser~~cesu Students needling addlit ona1 course-work aid or enrichment
learning may voluntarily slt Dr be referred to these faclil1tieso
in Data Processing and also the entire campus on a drop-in basis. Its
primary fUrlctlions alre to supplement class opeil"(3,t'lons, provide self-instructional
programs, drilil prog\f'ams. and the GoLS" job nformat,lol'i service for the
of Gl enda1e Comml.H"11
video dubbing, and dec playbacko
1..81 Facu'jtl~De:'V!e~(()ped Innovative Pr'Q.grams. Indi dual facliHy members
summaries n1us trate these 1m1ovatiol1s.
one cathode-ray tube termlinal. and a
student body from 7~OO eLm. until 9:00 porno Monday through Thi.ilrsday, 7:00 a.m.
to 4:00 p.rno on day.
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wishes until he reaches a perfect score" Student participation
has been liimited to date, by student apathy but by the
number of ter'minals avanable and the workroom c:ond1tionso
Audiotutorial Typirrg ProJIramo Mald<: MontamJls t Business Department 0 )
A typing handbook and a set of cassette tapes has been developed
for Beginning Typing~ although it is now used only for makeup work,
remedial]aboratory work, or to enable a student to work ahead of
the classroom pateo The handbook is correlated with a typing
textbook, pr'ov~diil1g step-by-step]nstruct]ons fOIr each lessono
The program also provides a specific set of written behavioral
objectives for each lesson which the student can meet by using
the appropriate cassette tape which directs the typing lesson
and then tests the student on ito At presents none of the
three typewri n9 rooms, is eqi.,fTI pped comp1i y for th is proglram,
but if this were done in one ~oom the program could be implemented
fully as an alternative to the traditional apPlroBch to learning
typewritingQ
Individualized Instruction in Mathematilcso (Betty Field and Pete
Pisciotta~ Math Departmento)
This is a self~paced plrogram for Elementary and Intermediate
Algebra involving multi-media resoulrces~ including a text, a
StudentOs Solutions Booklet, answer manuals, avai!lable=in-~lass
instlructor aid~ and cassette tapes, of each lesson available
either in class or on a checK=out basiso The student is given
a proposed schedule for the semester, divided into modules, which
he studies~ ILIsing the various resources~ a~d then is quizzed
upon ito He may retake quizzes twice, and he must also take
mid-term and final exams 0 A f©lder is available showing current
records of Individual progress through the courseo Sho~ld he
complete Elementary Algebra ea~ly~ he may rece~ve credit and
continue into Intermediate Algebra in that same semestero If
he has not completed Elementary gebra at the end of a semester,
he may complete it during the next ~emester, provided the
instructor approveso
Slide/Ta e Plresentation on literat~re of Science Fictiona Robert
Wilcox~ English Departmento
This is intended to help the student understand the relat~on of
science fiction to a wide variety of contemporary concelr~s~
reHgion, technology, magic, the unknown, and iHcausesfr" such as
womenBs liberation~ al disruption issues, ecology, etca
The slides are keyed to these issues as expressed in classic
science fiction and in torrelated paintingso The musical
accompaniment is from The Planets, by Gustav Holsto
Slide/Ta e Presentation for Laborator Skills in Chemistr 0
Marilee Murray and Charles West, Chemistry Departmenta)
This is an ongoing project invohtng sHdes and correlated tapes
for modul es to be, used ~ n Introductory Chemi stry 1abs 0
Beginning in the Fall 1976 semester, these slides and tapes are
being used as large~grollp instructional tools as well as for
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alreas is available to the stude~t in one
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from the ffelrent departments: Musk' EngHsh. Art~ Hhtorry, and
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students who
ty-Deve~oped Innovative
intended to supplent individual
ind~ ~zed lear~ ~g de~~ces n tha abs
need review worko
Deve!oQment QLS1iil derraEe P;:esentati2rLfiQT New £1 ectlf'onics Students 0 (leRoy Smith~ Electron1cs Departme~t0)
On the basis of a search st~de~t records for the 1970-75
graduat~ng c~asses and t intervtews with fifteen
coopelrathe former elelCtlrolrdcs glraduates at twelve businesses,
a sHde/tape presentathm showhlg "What Electronics Technicians
Do On~the-JobQi has been de\¥e~ oped 0 s hid udes on=the\~job
pictmres and te:s:timon a