NCA Self Study Report, December 2001

              Final Draft NCA Self-Study Report, December 2001
Between now and Wednesday, 12/12, the fmal draft of the NCA Self-Study Report is available for
review. Seventy-five copies of the report will be located throughout the college, with copies sent to
Department Chairs and Managers. The Library will have six copies available at the west desk.
Please take the time to read the document for accuracy and readability. Please forward any changes for
possible inclusion to the appropriate Contact listed below.
All suggested changes must be received by Wednesday, December 12,2001
:>, p ;;'},.';/;' / ...... ··J.o1)ics. ."'. >; <'.> f. .<.".;).>.);/');;;)
Chapter 1 Introduction Linda Hawbaker
Chapter 2 Responses to Interim. Advisory Visit Tessa Martinez Pollack
Chapter 3 Responses to 1992 Report and Significant Developments Tessa Martinez Pollack
Chapter 4 GIR's and Federal ComplianceP~ Tessa Martinez Pollack
.Chapter 5 Criterion One - Mission John Griggs
Chapter 6 Organizational Structure, Governance
Chapter 6 Student Dem~phics, Staff Dem~phics LUlGa naWDaKer
Chapter 6 Staffin~ Jean Ann Abel
Chapter 6 Human Resource Planning JohnGriw
Chapter 6 Compensation & Benefits Regis De11a-Calce
Chapter 6 Professional and Staff Development Deborah Krumtinger
Chapter 6 Performance Evaluations Randy Kimmens
Chapter 6 Sources of Funding, Financial Management, Accounting and Regis De1la-Calce
Purchasing Services, Financial Planning
Chapter 6 Grants Development Alberto Sanchez
Chapter 6 Facilities, Maintenance Charles Jeffery
Chapter 6 PhYSical Resource Plannin~ JohnGriw
Chapter 6 Information Technology Karen Schwalm
Chapter 7 Curricula & Development, General Education, Transfer Jim Daugherty, Jean Ann Abel
Education
Chapter 7 Occupational Education, Developmental Education Randy Kimmens/Chuck Jeffery
Chapter 7 Support for Special Populations Alberto Sanchez, Donna White
Chapter 7 Educational Program Assessment and Review Jean Ann Abel
Chapter 7 Assessment of Student T Jean Ann Abel
Chapter 7 Teachin~ Resources Faculty, Learning Resources Students Charles Jeffery
Chapter 7 Collaborative Initiatives, Community Partnerships, Non- Randy Kimmens
Credit Offerings
Chapter 7 Enrollment Services Mary Lou Massa!
Chapter 7 Student Life Donna White
Chapter 8 Institutional Planning, Institutional Research, Institutional Linda Hawbaker
Performance, Process Review
Chapter 9 Demonstrates Integrity Tessa Martinez Pollack
Chapter 9 PubliCations, Academic Standards Mary Lou Massa!
Thanks to all for your involvement in our Self-Study process
GCC Campus Climate Study
Combined Results
Common Questions from Faculty & Staff Booklets
Fall 2001
Conducted by:
Survey Research Laboratory,
Arizona State University
Results
The following pages present the results of the GCC Campus Climate Study. This booklet
contains results for the questions which were common across the faculty and staff versions of
the study. Two separate reports present the results for the faculty respondents and the staff
respondents, including the questions which only appeared on one form or the other of the
survey.
Some questions were identical between the faculty and staff versions, and some asked about
the same subject using the terms appropriate to each group (e.g., "RFP" and "Employee Group
Manual"). Where the staff question wording differed, the text of the staff question is shown in
italics following the faculty wording. The question numbers shown are those from the faculty
survey booklet.
The questions and responses appear below as they did in the survey booklets. Each response is
preceded by the proportion and number of respondents who marked that choice. Responses of
"Can't Rate" and "Don't Know" are included in the calculation of proportions. Caution should be
used in comparing the proportions of responses between items with widely different numbers
,..,f "lrln't Rrltp" reSDonses.
There were 370 total respondents. The total number of respondents shown for each question is
usually somewhat smaller than this due to item non-response (where a respondent made no
mark on the survey for a question). Also, there are some pairs of questions where respondents
were instructed to skip the follow-up question depending on their answer to the first question
(e.g., Q12/Q13, Q42/Q43, and Q48/Q49-Q50). For these questions the number of respondents
shown for the follow-up question excludes those whose answer to the first question indicated
that they should not answer the follow-up question.
Questions 4 and 9 allowed responses from 1 to 10. Because of this range, and because some
respondents marked mid-points (e.g., 2.5), the results are shown as the mean and standard
deviation. To help visualize the responses, the results are also shown as histograms.
Instructions:
This study is being conducted for Gee by the ASU Survey Research Laboratory (SRL).
Your survey booklet will go directly to the SRL, and the results will only be published as group
outcomes. No one at Gee will ever see your individual answers. The SRL will also be careful not
to publish any results for a group that would be so small that someone could guess the identity
of any respondent. Your participation is highly encouraged, yet it is voluntary, and no one at
Gee, the other colleges, the District Office, or the Governing Board will ever know that you
participated.
On the back page is a stamped mail control number. The SRL will cut this off as soon as they
receive this booklet, and enter it into a database that shows who needs to get a reminder to fill
out the survey. Please do not write your name anywhere on this survey booklet.
Please seal your completed survey booklet in the pre-paid envelope and place it in any U.S.
mailbox.
The SRL has conducted many surveys on sensitive issues, and we have never violated the
confidentiality of any respondent. Please be assured that we will treat your responses with the
same care.
If you have any questions about the procedures used in this study, please contact the Director
of the SRL, Shapard Wolf, at 480-965-5009 or shalJ.w01f@asu.edu.
Unless the instructions for a question state otherwise, please mark only one answer per
question. You may use pen or pencil.
GCC Campus Climate Study. Combined results for common questions.
1. How would you characterize overall morale at GCC today?
4% 15 Very High
28% 102 High
44% 162 Average
16% 58 Weak
7% 24 Very Weak
2% 7 Can't Rate
2. "I feel that I play an important part in teaching and learning at GCc."
How much do you agree or disagree with this statement?
58% 210 Strongly Agree
31% 112 Somewhat Agree
7% 27 Somewhat Disagree
4% 16 Strongly Disagree
3. "GCC has a distinct role as an institution of academic quality in the MCCD."
How much do you agree or disagree with this statement?
68% 249 Strongly Agree
25% 92 Somewhat Agree
5% 18 Somewhat Disagree
1% 4 Strongly Disagree
1% 5 Can't Rate
Page 4
4. How do you see GCC's mission in response to the challenge of growing enrollment?
(Mark the position along the line below that best reflects your opinion.) r---------.....,
Preserve high standards Maintain quality as much
of student achievement as possible while
and let quality drive growth maximizing growth
1 2 3 4 5 6 7 8 9 10
ihe mean was 5
(the midpoint of the
scale is 5.5),
however the
standard deviation
was large at 2.78.
The chart to the left
shows the wide
distri bution of
responses.
GCC Campus Climate Study. Combined results for common questions. Page 5
5. Have morale problems been caused by disagreements about what should be the top
priorities for GCe?
26% 95 Yes, A Lot
38% 138 Yes, Some
17% 61 No
20% 73 Can't Rate
6. Do you think overall morale is better, about the same, or worse since President Pollack
came to GCe?
23% 84 Better
24% 88 About The Same
26% 97 Worse
27% 99 Can't Rate
7. Administrators and faculty may sometimes have different interpretations of the
Residential Faculty Policies (RFP). Is this a problem at GCe?
Supervisors and staffmay sometimes have different interpretations of the employee
group's Policy Manual. Is this a problem at Gee?
10% 37 Very Serious Problem
22% 81 Serious Problem
40% 145 Not Very Serious Problem
10% 36 Not A Problem At All
18% 67 Can't Rate
8. To what extent do you think rumors affect the spirit of cooperation and trust at GCe?
21% 76 Very Serious Problem
41% 150 Serious Problem
25% 91 Not Very Serious Problem
4% 16 NotA Problem At All
9% 34 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 6
9. How do you believe GCC faculty are viewed by the following persons and groups?
How do you believe Gee support staff are viewed by the following persons and groups?
As "mere employees," as "central to the heart and soul" of the college, or somewhere in­between?
(Mark the position along each line below that best reflects your opinion.)
by the President: mean==5.9, standard deviation==2.75
"Mere Employees" "Central to Heart and Soul"
1 2 3 4 5 6 7 8 9 10
by the Deans: mean==6.2, standard deviation==2.48
"Mere Employees" "Central to Heart and Soul"
1 2 3 4 5 6 7 8 9 10
by the GCe Staff (Answered by faculty): mean==6.2, standard deviation==2.30
"Mere Employees" "Central to Heart and Soul"
1 2 3 4 5 6 7 8 9 10
GCC Campus Climate Study. Combined results for common questions.
by the Gee Faculty (Answered by staff): mean=6.1, standard deviation=2.65
"Mere Employees" "Central to Heart and Soul"
1 2 3 4 5 6 7 8 9 10
by the students: mean=6.7, standard deviation=2.34
"Mere Employees" "Central to Heart and Soul"
1 2 3 4 5 6 7 8 9 10
Page 7
~_---.-���••••-I.I-I
by the community: mean=6.2, standard deviation=2.23
"Mere Employees" "Central to Heart and Soul"
1 2 3 4 5 6 7 8 9 10
•
10. How much influence do you believe faculty have in decision-making?
27% 99 Too Much
32% 118 About Right
27% 101 Not Enough
3% 11 Not At All
11% 41 Can't Rate
GCC Campus Climate Study. Combined results for common questions.
11. How much influence do you believe staff have in decision-making?
10% 35 Too Much
29% 105 About Right
39% 143 Not Enough
11% 39 Not At All
13% 46 Can't Rate
Page 8
12. The President's Executive Committee (PEC, now called President's Advisory Committee)
is an advisory group to the President, composed of members of all employee groups.
Since the creation of PEC, does the faculty have more or less influence on decision­making?
Since the creation ofPEe, does the staffhave more or less influence on decision­making?
19% 71 More
28% 103 AboutThe Same (skip Q13)
18% 66 Less
35% 127 Can't Rate (skip Q13)
13. If you believe faculty influence has changed, do you believe that the change in faculty
influence is for the better or for the worse?
If you believe staff influence has changed, do you believe that the change in staff
influence is for the better or for the worse?
10% 14 Much Better
36% 50 Better
30% 42 Worse
14% 20 Much Worse
4% 6 Influence Didn't Change
5% 7 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 9
18. Sometimes the President accepts faculty recommendations and sometimes she rejects
them. When rejecting faculty recommendations, would you say that the President gives
persuasive reasons?
Sometimes the President accepts staffrecommendations and sometimes she rejects
them. When rejecting staff recommendations, would you say that the President gives
persuasive reasons?
14% 51 Usually
14% 53 Often
17% 61 Sometimes
8% 31 Seldom
8% 31 Rarely
38% 142 Can't Rate
19. When decisions are being made on difficult or controversial issues, would you say the
Deans have about the right amount of influence on the President, too much or too little?
14% 51 Too Much
31% 113 About Right
12% 44 Too Little
2% 6 None At All
42% 154 Can't Rate
20. How often do you agree with the decisions the President makes?
3% 9 Always
51% 181 Often
37% 130 Sometimes
9% 31 Rarely
1% 3 Never
21. How often do you agree with the decisions the Deans make?
2% 6 Always
53% 188 Often.
38% 134 Sometimes
6% 20 Rarely
1% 4 Never
GCC Campus Climate Study. Combined results for common questions. Page 10
22. Does your department chair provide faculty with enough information to participate in
deci sion- maki ng?
Does your supervisor provide staff with enough information to participate in college
activities?
32% 115 Always
32% 116 Often
19% 68 Sometimes
15% 55 Rarely
3% 11 Never
24. Some people believe that when different employee groups are asked for their input on
important decisions, administrators disregard, distort, or misrepresent what the
employees have said. Other people do not believe this is the case.
How often, if ever, do you believe that this occurs at GCe?
4% 13 Always
23% 83 Often
32% 117 Sometimes
20% 72 Rarely
1% 5 Never
21% 77 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 11
25. Some people may think others are not treated fairly, or that they may be given special
breaks in hiring, raises or job reclassifications. Others do not believe this happens at
GCe.
Do you think persons in each of the categories below are treated fairly at GCC, treated
unfairly, or do you think they get special breaks?
(Mark one box in each row.)
I rea(ea I realeu Get SI ~cial
Fairly Unfairly at at Don't
at GCC GCC GCC Know
Faculty 52% 186 9% 32 22% 81 17% 62
Staff 54% 193 21% 76 6% 23 18% 66
Administrators 42% 149 4% 16 31% 110 23% 84
Men 67% 239 7% 25 6% 21 20% 72
Women 65% 233 7% 25 9% 33 18% 66
Minority group members 46% 1 % 41 25% 92 17% 61
Non-minority group members 63% % 38 4% 16 22% 78
Persons who are not of U.S. origin 52% 1 22 10% 12
Persons with certain religious
59% 21 12 3% 25
beliefs
Veterans 57% 205 1% 4 5% 32
Persons with disabilities
(aside from ADA 60% 216 2% 7 11% 39 2
accommodations)
Gay, lesbian, bisexual and
49% 176 5% 18 8% 28
transgendered persons
GCC Campus Climate Study. Combined results for common questions. Page 12
26. Do you hold back from voicing your opinion or participating in college activities and
committees because you worry that actions may be taken against you, or do you speak
out?
(Faculty answers about staffare combined with staff answers about faculty; faculty
answers about other faculty are combined with staff answers about other staff.)
Can't
Rate
Sometimes
speak out
Sometimes
hold back
Usually
Because of actions by: hold back
Usually
speak out ....................................................................... "'·p:resident··t '·Q;Yn·"7nr·,;~~"·~:;;: ·T ··'7;;··..··..·..·..···;······· ,... ,
~J,~~"L 19% 70 12% 44 17% 60 25% 88 27% 97
Deans 18% 66 12% 42 18% 64 30% 108 22% 77
13% 46 16% 59 49% 176 13% 47
12% 43 15%:>j . 43% 152 16% 58
12% 43 17% 61 40% 141 18% 65
.................................................................................. ·····...·..····.. ······r····:····;::·:··:·······::···,············r •...:....::..:...,•..•.::..::..•...... ·t·······:····:::·:��·:········::··::..··· +·······::··:::..:·:··..·:::·::····..·r·····::···:..:···,······:....::.•;::.. ·1
MCCD Administrators 18% 64 15% 52 15% 52 22% 78 30% 107
Department Chail 14% 51
········Other·facultyIOi·herstafT· 8% 30
.... , - _, ~ ..
FacultylStaff' 13% 46
Other: 16% 14 7% 6 4% 4 22% 20 51% 46
29. Should department chairs be expected to represent overall faculty interests when
serving on college-wide committees, over the interests of their own departments?
Should supervisors be expected to represent overall staff interests when serving on
college-wide committees, over the interests of their own departments?
35% 129 Strongly Agree
33% 121 Somewhat Agree
16% 58 Somewhat Disagree
11% 40 Strongly Disagree
5% 18 Can't Rate
31. Overall, how fairly do you believe that resources (staff, space, and money) are allocated
among departments?
10% 37 Very Fairly
36% 132 Somewhat Fairly
23% 86 Somewhat Unfairly
22% 79 Not Fairly At All
9% 33 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 13
32. How fairly do you believe the Deans distribute those funds that are under their control?
15% 54 Very Fairly
35% 128 Somewhat Fairly
19% 71 Somewhat Unfairly
12% 42 Not Fairly At All
19% 70 Can't Rate
33. Do you believe that disputes between faculty and administrators are resolved fairly at
GCC?
Do you believe that conflicts between staffand supervisors are resolved fairly at GCC?
4% 13 Always
28% 103 Often
35% 129 Sometimes
11% 41 Rarely
4% 15 Never
18% 64 Can't Rate
34. Do you believe that disputes between faculty members affect the climate at GCe?
Do you believe that disputes between staffmembers affect the climate at GCC?
44% 160 Strong Negative Effect
33% 120 Weak Negative Effect
7% 27 No Effect
3% 11 Weak Positive Effect
3% 11 Strong Positive Effect
9% 34 Can't Rate
35. Do disagreements over difficult issues affect the climate at GCe?
2% 7 I don't believe there are disagreements about difficult issues at GCC
28% 100 Very Strong Negative Impact
44% 161 Somewhat Strong Negative Impact
8% 28 Neutral Or No Impact
3% 11 Weak Positive Impact
3% 11 Strong Positive Impact
12% 45 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 14
36. Can persons at GCC discuss difficult issues without the conversation becoming uncivil?
3% 11 Always
33% 120 Often
41% 150 Sometimes
12% 44 Rarely
2% 7 Never
9% 33 Can't Rate
37. Do you believe that GCC administrators act in good faith when working to resolve
differences in interpretation of the RFP?
Do you believe that Gee administrators act in good faith when working to resolve
differences in interpretation of the employee group Policy Manuals?
13% 48 Always
32% 117 Often
24% 89 Sometimes
11% 41 Rarely
2% 7 Never
17% 62 Can't Rate
38. Do the statements and actions of the Dean of instruction (Dean Abel) inspire trust?
48% 175 Mostly True
31% 113 More True Than False
3% 12 More False Than True
4% 16 Mostly False
13% 49 Can't Rate
39. Do the statements and actions of the Dean of Administrative Services (Dean Elsner)
inspire trust?
19% 69 Mostly True
26% 96 More True Than False
18% 66 More False Than True
13% 49 Mostly False
23% 85 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 15
40. Do the statements and actions of the Dean of Educational Services (Dean Sanchez)
inspire trust?
30% 108 Mostly True
32% 118 More True Than False
11% 39 More False Than True
3% 12 Mostly False
24% 89 Can't Rate
41. Do the statements and actions of the GCC President (President Pollack) inspire trust?
30% 109 Mostly True
34% 123 More True Than False
14% 53 More False Than True
11% 40 Mostly False
11% 41 Can't Rate
42. Some people believe that the Gce campus is divided into groups with different attitudes
towards the President, while others do not believe the campus is divided in this way.
Do you believe that the GCe campus is divided into groups like this?
79% 290 Yes
13% 46 No (skip Q 43)
8% 30 Don't Know (skip Q 43)
43. If you do believe the campus is divided into groups, what do you believe their impact is
on the campus climate at GCe?
1% 2 I don't believe the campus is diVided like this
54% 158 Strong Negative Impact
33% 95 Weak Negative Impact
6% 17 Neutral Or No Impact
2% 5 Weak Positive Impact
1% 2 Strong Positive Impact
4% 11 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 16
44. How effectively do you believe the President represents GCC to the following entities?
Very Somewhat Somewhat Very Can't
·rr ·ro rr rr IV' CI't:LLlVt:'y lIt: It:LLlVt:'y :LlIV IV Rate
Community 42% 154 30% 111 7% 26 6% 23 14% 51
MCCD Administration 27% 97 30% 111 14% 50 9% 34 72
Legislature 22% 78 26% 95 7% 26 7% 27 136
45. ''The President has expressed a clear direction for the future of GCc." Do you:
26% 96 Strongly Agree
37% 137 Somewhat Agree
11% 41 Somewhat Disagree
11% 39 Strongly Disagree
15% 54 Can't Rate
46. How much do you agree or disagree with the President's direction for the future of the
college?
26% 93 Strongly Agree
37% 131 Somewhat Agree
9% 34 Somewhat Disagree
5% 19 Strongly Disagree
23% 81 Can't Rate-President hasn't expressed a direction
47. If given the chance of taking a similar job at another school, how many faculty do you
think would choose to leave GCC because of the current campus climate?
Ifgiven the chance of taking a similarjob at another school, how many staff do you
think would choose to leave Gee because of the current campus climate?
2% 9 Most
10% 36 Many
32% 116 Some
38% 140 Few
'10% 35 None
9% 32 Can't Rate
GCC Campus Climate Study. Combined results for common questions. Page 17
48. Have there been instances where the current administration has taken some action that
you disagreed with strongly?
Yes No
President' 38% 133 62% 218
Deans 35% 122 65% 226
Department Chair 21% 71 79% 274
If no to all, please skip the next two questions.
49. If yes to question 48, please give an example of the action(s) with which you disagreed:
(tabulated in separate report)
50. If yes to question 48, did you take any kind of action?
Yes No
Discussed with your employee group representative 40% 54 60% 81
Attended 9 93% 117
Discussed with Department
101 32% 47
Discussed with SUjJe: VI:>UI
Sent an email to persons involved 31% 42 69% 92
Took any other action (describe below) 40% 48 60% 73
If you took any other action, please describe below:
(tabulated in separate report)
51. What concrete steps do you think could be taken to improve the climate at GCC?
(tabulated in separate report)
GCC Campus Climate Study. Combined results for common questions.
Information About You
Page 18
14% 49
3% 12
1% 3
3% 10
6% 22
GCC staff members may have different views and experiences according to their positions
and backgrounds.
In order to better understand the answers to this questionnaire, we need to be able to
compare the responses from people employed for different lengths of time and those in
different jobs. for example.
Remember that all of this information is strictly confidential. The data will never be used in
any way that would allow you to be identified.
52. How long have you worked at Glendale Community College?
14% 50 Less than 2 years
18% 65 3 to 5 years
19% 70 6 to 10 years
49% 179 Over 10 years
57. Are you male or female?
43% 153 Male
57% 206 Female
58. What is your age group?
4% 13 under 25
10% 35 25 to under 35
22% 78 35 to under 45
43% 152 45 to under 55
22% 78 55 and over
59. How would you describe yourself? (Check as many as apply)
75% 259 White, Non-Hispanic
Hispanic, Latino
African-American, Black
Asian American, Pacific Islander
Native American
Other
L1BRARYIMEOlA CENTER
GLENDALfCOMMUNI1Y COltEGi
6000 WEST OliVE iWWUE
GLENDALE, ARIZONA 85302
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Chapter 1 ~ Introduction
Chapter 1-- Introduction
CHAPTER ONE
Introduction
Glendale Community College Self-Study Report
Introduction
Glendale Community College (GCC) is one of ten public, not-for-profit colleges
in the Maricopa County Community College District (MCCCD). The photo at
the end of this chapter shows GCC's campus in 1965. While only a few might
have predicted the phenomenal growth the College and surrounding area would
experience in the next 35 years, the proof is in the number of students we have
and continue to educate and serve.
2002 Team Visit
On March 4-6, 2002, Higher Learning Commission consultant evaluators will
conduct an on-site visit. With the submission of this Report, Glendale
Community College formally requests continuing accreditation. Expecting the
next ten years to be as equally challenging and rewarding as the last ten, we
pledge to examine our institution on a continual basis, using assessment of
courses, programs, and practices to improve our ability to serve the needs of our
students and community in the first years of the twenty-first century.
Accreditation History
GCC opened at its extension site in 1965 and received initial North Central
Association accreditation in 1967, along with Mesa and Phoenix Colleges, and
the advice to continue to address "significant and persistent problems which
exist in terms of the relationship among the Governing Board, District
Administrators, and the three Colleges." NCA granted original accreditation to
the multi-campus district in August 1967, four years after the voters approved
the establishment of a community-college district. The College celebrated its 35th
anniversary in 2000.
Overview of the Self Study Process
In Summer 1999, GCC began the task of producing a comprehensive self-study.
President Pollock appointed Tri-Chairs, who in turn created the Steering Team
Committee, which designated seven criterion chairs to lead 15 teams of
volunteers from across the College. To involve as many people as possible in the
self-study process, the Steering Team developed the concept of "expanding
teams." During the analytical phases of the Self Study, teams expanded to
include "content experts" for the topic areas. (Chart follows)
1
GCC Self.Study Teams 813012001 President, Tessatv.e.:1:inez Pollack
Standards Te&.m
Charlotte lVontanusJP8.l.llette
Schnyder~ K8nl:n Russo
Site Visit Planners Nell. Steering Team
t~e~t(~::lart,Judy Blake ..... Role: Set up infrastl'l,.lcture to conduct self-study&monitor project plan.
~========~ Jean Arm AbelJRegis Della...calceJ PSJ.l1 DePippo, John Griggs~ Linda
Consultant, JoyceElsner Hawbaker~ David RsJfaetle, Alberto Sancnez.:,JohnetteJones Wilti$Jrls
CoordinatingrEditing Te:am
Ce.rmela Amoldt ~ John Griggs
IEOtfice
AmberD&.ines~ P8.l.l1 DePippoJ
Linda Hawbs.ker, NancyLamck
Criterion One Criterion Tvo Crilerion Three Criterion Four Criterion Five
Do we h8.~ a. clearMd
publiclyst91ed purposes
that are consistent with
our mission?
Deenette Devereaux
Te.... 1
-College History,
Mssion & PI,II'poses
-Commitment to
Excellence in
Tea.ehing & leaming
What humanJfinMcieJ, and
physicall'E:sourees do we have
to accomplish our purposes?
P,,"J De?ippo
Team 2
-Govemance&
Decision N1aJ<ing
-Organizational
Structure
T@Ul3
Policies & Procedures
Tetln 4
Hwnan Resources
TeaJn 5
Physical~rces
TeU\6
FiscalR~s
Team?
Institutional Suppot't
Services
How :are we using our
resources to accomplish
our educational and other
purposes?
Jim Daugherty, SI,ISM High
Tean8
-Educational
Programs &. Curricula
-Assessment of
Student Academic
Achie~rnent
-GenersJ Education
-DeVE:lopmentaJ
Education
~
Student Services
Team 10
Protess~
Development
Team 11
Service to Community
Do we haVE: the resources to
continue accomplishing our
purposes and strengthen our
effectiveness?
Bob Hubbard, P:81O JOra.Mstad
TeU'l12
Institutional Effectiveness
& Assessment Processes
Team 13
Planning Processes
Te... 4
Human Resource
Allocation Processes
Team 5
Physical Resol,lrte &.
Allocation Processes
TeUl6
Fiscal ReSO"Yroe &
Allocation Processes
Do we demonstrate integrity
in our practices and
relationships?
Mriam Pack
Team 3
Processes, Policies &
Procedures
Te.... 14
Publications &
Advertising
Te.... 1S
Relationships
2
Purpose of Self Study
The Steering Team developed three goals for the self-study process:
• Improvement: To access and evaluate processes, systems, and outcomes
directed at teaching, learning, and service to students and the community
• Resources: To provide students access to resources, including
participation in the Federal Financial Aid Program and the ability to
transfer credit hours earned at GCC to other colleges and universities
• Accreditation: To maintain accreditation of the Higher Learning
Commission
Organization of the Self Study Process
The Steering Team wanted a self-study process that would link to the College's
strategic planning process. After researching a variety of models, the Team
designed a process adapted from Sinclair Community College. This self­reflective
process was action-oriented and supported efforts for continuous
improvement. In this spirit of expanding growth and success in a new century
and millennium, the Steering Team agreed to maintain the theme of the 1992 Self
Study Report. Adelante, a Spanish word meaning "forward" or "charge," conveys
our intention to use the knowledge gained from the 2000 self-study experience as
the basis for the internal review portion of the current strategic planning process.
The self-study process was organized into five major phases:
Phase Description
Study Area Planning The 15 teams were assigned a study area under the five
criteria. Teams were asked to review the related patterns of
evidence and identified one or more topics they wanted to
study that would show a pattern of evidence for the criterion
Descriptive Phase For each topic studied, teams prepared a summary report
describing the topic's current status. This phase established a
common understanding and starting point for phase three, to
evaluate what is working well and/or what needs
improvement. The Descriptive Phase covered the following
areas:
1. Current status (description of programs, services, activities)
2. Accomplishments since 1992
3. Response to concerns from 1992 NCA study (as needed)
4. New initiatives, planning objectives, long-range plans
5. Current issues
Evaluation Phase For each topic, teams identified the best Measures of Success
(AnalyticaD and the most significant influences on the Measures. The
Evaluation Phase covered the following areas:
1. Measures of Success
2. SWOT Analyses
• Internal Strengths/Weaknesses
• External Opportunities/Threats
3. Brief discussion of the most significant SWOT findings
and their influence on the Measures of Success
Planning Phase For each topic studied, teams generated ideas to respond to
(Analytical) the most significant SWOT findings and their influences on
the Measures of Success. The Planning Phase covered the
following area:
1.Team Recommendations
Validation Phase For each topic studied, content experts responded to team
(Analvtical) findings
Linking the Self Study Process to Strategic Planning
In Fall 2001, an ad hoc work group reviewed and approved a revised strategic­planning
process that was "outside-in" driven. The strategic planning process
was designed to determine the gap between public needs and expectations,
external forces and environmental trends, and the College'S current capabilities
and performance, as identified through the Self Study process. Armed with this
important information, the College will be able to position itself more
appropriately for the future.
3
Conduct Self-Study
FY 2000/01 (done)
FY 2005/06
Do Strategic Planning
FY 2001/02 (in progress)
FY 2006/07
Implement Strategic
Plan
FY 2002/03 - 2006/07
FY 2007/08 - 2011/12
GCC 5-Year Plannine Cycle
1. Conduct internal review to evaluate the College's
current capabilities and performance using one of the
following methods:
• Most recent self-study process (Sinclair model)
• Traditional self-study process
• AQIP model (Academic Quality Improvement
Project from NCA)
2. Categorize proposed planning ideas into operational
and/or strategic. Forward operational ideas to the
annual planning and budgeting process
1. Determine what external information is needed to
conduct planning (environmental scan):
• Needs - Public Perspective
• Forces - Competitors & Collaborators
• Trends - Political, Technological, Educational,
Economic, Societal
2. Agree upfront upon planning assumptions
3. Determine the gap between needs/forces/trends and
the College's current capabilities and performance
(self-study report)
4. Identify strategic choices
5. Consider impact of strategic choices on other
perspectives:
• Internal Processes (planning, budgeting,
assessing, developing curriculum, etc.)
• Learning & Growth (employee capabilities,
motivation, empowerment, alignment, and
information systems capabilities)
• Resources (physical, human, financial)
6. Formulate a list of strategic goals and prioritize them.
Pick three goals to address
7. Review the College's Vision, Mission, and Purpose
Statements; align to changing environment as needed.
Submit for Governing Board approval
8. Update Institutional Effectiveness Plan to include
strategic goals
1. Develop action plans
2. Implement action plans
3. Monitor each year & report back progress in Annual
Report
4. As strategic goals are addressed, select another
strategic goal from the list
4
A Reader~s Guide
The self-study report is organized according to the Higher Learning CommisslOn
Criteria for Accreditation. Information for each chapter's topics was gathered by
and described by IS-employee teams, who then wrote an analysis paragraph
using the SWOT Analysis and Measures of Success and created lists of "Area for
Improvement" and "Team Recommendations." Content sections conclude with
a ''Validation'' paragraph written by the area manager, supervisor, or dean.
Aerial Photo ofGlendale Communi[y College in 1965
From the South looking Northward (photo from GCC 1965 Yearbook)
5
6
Chapter 2 ~ Responses to the Interim Advisory Visit ..
Chapter 2 ..... Responses to the Interim Advisory Visit
CHAPTER TWO
RESPONSES TO INTERIM ADVISORY VISIT
Interim Advisory Visit, May 2000
In January 2000, a letter from the GCC Faculty Senate informed Interim
Chancellor Raul Cardenas of on-going communication difficulties between
President Pollack and the faculty. Dr. Cardenas recommended that Dr. Pollack
request an NCA Visit to address these difficulties.
As a result of this request, GCC's first ever NCA Advisory Visit occurred on
May 8-9, 2000. Initial faculty resistance to these dates (spring semester-finals
week) was withdrawn because of the urgent necessity to complete the Advisory
Visit before the end of the semester. In addition, the College hoped to resolve
real or perceived communication difficulties between the Administration
(specifically President Pollack) and faculty and staff.
NCAjHLC Advisory Team Members
• Chair: Dr. Charles J. Carlsen, President, Johnson County Community
College, Overland Park KS 66210
• Board Member: Ms. Linda Bebout, Business Manager, Columbia Health
Care, Riverton WY 82501
• Member: Dr. Commodore Craft, Instructor of English, South Suburban
College of Cook County, South Holland, IL 60473
• Member: Dr. B. Diane Davis, Professor of Psychology, Oakton
Community College, Des Plaines, IL 60016
Advisory Team Report
The Higher Learning Commission Advisory Visit Report, received on July 11,
2000, concluded that GCC is "a strong and excellent institution suffering from a
variety of problems, some of which are already being remedied and others that
could be remedied if all parties chose to share a common goal for their
work... [the team] has reason to believe that within the institution itself rested the
good will and shared leadership to identify and work toward that common goal."
Concerns and Responses
Concem
Board Members should adhere to their Code ofConduct.
Response to be included
7
8
Concem
At a Board meeting to be held on campus) Board Members should clarify their expectations of
the role ofGCes President.
The Governing Board held a meeting at GCC on September 18, 2000. A
videotape of this meeting is available in the Library Media Center.
Concem
A campus climate survry to identify problem areas should be conducted; collected data should
identify problem areas to be mediated !?y an outside consultant.
At the 10/13/00 President's Advisory Committee (pAC) meeting an ad hoc
committee, Campus Climate Subcommittee, was established. Dr. Pollack asked
for PAC and members to serve along with several other faculty/staff employees
on the subcommittee. Meeting over the spring and summer, with the guidance
of Shapard Wolf of the ASU Research Lab, the Campus Climate Subcommittee
created a survey instrument to be conducted to assess the campus climate at the
beginning of Fall 01. A survey was written during this time and mailed to all full
time, Board-approved employees at the end of September 2001. Survey results
were tabulated and shared with College employees at the end of November 2001.
Concem
A Code ofConductfor emplqyees should be developed, includingguidelinesfor dealing with
violations ofthe Code ofEthics (Criterion Five) page 58 ofN CA Handbook).
At the 10/13/00 the President's Advisory Committee meeting a second ad hoc
committee, Ethics and Campus Code of Conduct Subcommittee, was
established. Dr. Pollack asked for PAC members to serve on the subcommittee.
With guidance from Rushworth Kidder of the Institute for Global Ethics, this
subcommittee wrote The Glendale Community College Standards of Conduct
and Informal Conflict Resolution Process, which was approved and adopted on
September 14,2001.
Concem
The President and Faculty Senate leaders should meet regularlY to discuss issues ofmutual
concern.
The College President and the Senate President established a standing meeting
time to discuss issues of mutual interest and concern. Administrators also meet
with the Senate several times during each semester. As well, in addition to
encouraging faculty to attend regular Senate meetings, Faculty Senate leadership
established a monthly Campus Forum/Coffee Hour to foster communication
among faculty. Improved communication is a continuing priority.
Chapter 3 ~ Responses to 1992 Report
and Significant Developments
Chapter3-- Responses to 1992 Report and
Significant Developments
CHAPTER THREE
RESPONSES TO 1992 REpORT AND
SIGNIFICANT DEVELOPMENTS
1992 Accreditation Visit and Significant Developments
Many physical and organizational changes have occurred at Glendale Community
College since 1992, many of these resulting in a strong emphasis on continuous
assessment activities. This has helped create a way of thinking that focuses on
the improvement necessary to sustain the College's long-standing record of
student academic achievement and success.
1992 Accreditation Visit
GCC had its last comprehensive accreditation visit in 1992. The NCA Team
recommended ten years of accreditation, noting these concerns:
• Mission Statement needs to be refined
• Failure to address the 1983 concern regarding the small number of
occupational program completers
• Too few full-time faculty teaching in evening program
• Re--design academic advising to increase effectiveness
• Address students reporting that they did not always feel fully informed of
activities and events taking place on campus
• Static library book budget does not support core curricula and new
programs
Responses to the 1992 Concerns
The 1992 NCA Team Report stated, "that although the College is to be highly
commended for meeting NCA criteria in student assessment, some concerns
need to be addressed."
Concern
Even though the College meets NCA General Institutional Requirements, there is evidence
that the current mission statement needs to be refined to facilitate the development ofa well­conceived,
comprehensive plan that measures institutional effectiveness. One ofthe components of
the Institutional Effectiveness Plan should be a specificplan to assess student academic
achievement. (5ee attachedN CA memorandum dated 9/9/92: "institutions scheduledfor
comprehensive visits commencing in 91-92 are required to include as apart ofthe evaluation
review plan in which the institution documents academic achievement as apart ofthe fulfillment
ofm"terion three. ")
The College-Wide Academic Achievement Committee (CWAAC) was formed to
develop college-wide assessment measures. The Institutional Effectiveness Plan,
9
submitted in Spring of 1993, is available in the Resource Room. Faculty
members have implemented the Student Academic Achievement Plan at the
course, academic program, and college-wide general education levels, and
assessment results to the planning and budgeting process.
Concem
A concern identified in the 1983 team report on the number ofoccupationalprograms with very
jew completions has notyet been fullY addressed.
For purposes of this response, the term "completers" has been
broadened significantly. The College has come to view a completer as
one who finishes a course, a certificate, and/or a degree. With the
current student prof1le (older, taking few credits), the completion of a
formal program is not necessarily the goal. Those who do complete
programs are celebrated, but the College also recognizes that those who
come to the College and learn enough to get a job, keep a job, and/or
advance on the job are as important as those who attain formal
degrees. The prior team may have been concerned about the total
number of degrees and certificates, but the College does not define its
success in that narrow fashion. Recognizing that certain occupational
programs have low completion rates, the College has implemented a
program review process. In programs such as Electronics, many
students' prime objective is to acquire needed skills for immediate
employment, choosing not to complete specific programs, degrees, or
certificates, but rather continuing until they gain sufficient skills to find
employment. Students can succeed without graduating from a program
if the prime objective is to learn skills needed to find immediate gainful
employment.
Concem
The residentialfaculty (onlY 16%) does not appear to be sufficientlY involved in the evening
program.
Per the Board-adopted Residential Faculty Policies (RFP), while permanent
faculty are not required to teach in the evening program, they may elect to teach
their "load" in the evening. However, faculty involvement in the evening
program is direct in that residential faculty provide evening supervision
recommend employment of all adjunct faculty; and provide the orientation of
these faculty to the curriculum and to College processes. Thus, they are actively
involved in ensuring the quality of the evening program. Residential faculty
generated 30% of the evening FTSE in Fall 2001.
Concem
The current academic advising [)lstem should be redesigned to increase its 1Jectiveness and to
ensure a high level ofcontinuity.
Since the last visit, the addition of 8 full time Academic Advisors has increased
the total number to 10. In addition,S Athletic Specialists contribute one-half of
10
their time to academic advisement. Advisors participate in weekly updates and
training and have greater access to advising resources such as transfer guides and
course equivalency guides. The reliance on residential faculty for general
advising was examined and their role in this area was reduced. Advisement is
now a service that is taken out to the high schools and is provided at GCC North
and other community sites when requested. The system has been redesigned for
better student usefulness, including weekly advisor updates and advising by
appointment
Concern
Students interviewed had the perception that thry were not alwqys adequatelY and completelY
informed ofactivities and events that take place on campus.
Bulletin boards, sandwich boards, e-mails, newsletters, and articles in the student
newspaper were initiated to address this concern. Students can also access
calendars and an announcement section on the web at
wWlv.gi".marii"opa.edu
Concern
Students interviewed do notfullY understand the process to access neededfunds for their
organizations and clubs.
The College has instituted an annual training program for club members and
faculty advisors. In addition, a Student Life staff member now works with clubs,
organizations, and the two student governments to policies and procedures
required.
Concern
The Library book budget has remained staticfor matryyears and appears to be inadequate to
support both the core cum"cula and newprograms.
Increases in the book budget have occurred since the last visit. Equally
important, the GCC Library Media Center is also fully networked with the
District, the nine other District colleges, the state's university libraries, and the
public libraries. Book-sharing processes have improved and expanded. Never
before have so many library resources been available for students and staff. The
amount of money allocated to the College from the District library bond funds
has increased the number of electronic library resources as well. While books
remain important to the library and students, all GCC students also have free
access to the Internet. In 2001-02, the library was allocated $100,000 in capital
dollars for books, over $18,000 for supplies, $43,000 for subscriptions, and
$14,000 for electronic subscriptions.
The 1992 NCA Team Report suggested that Library/Media personnel serve on
more committees to ensure adequate materials be available to support faculty and
instruction. Library employees serve on the Curriculum Committee to ensure
11
understanding of faculty and student reference needs. Input from this
committee is an integral part of the Library's acquisition plan.
The1992 NCA Team also asserted that Library/Media personnel continually
assess current information systems for adequate equipment replacement in the
next 5-7 years. The Library Media Center's information and technology
requirements are part of the Computer Technology Committee's Five-Year Plan.
New requests for computing technology are submitted to the CTC annually.
The renovation of the Library Media Center has provided far more patron space
than was recommended by the NCA Team Report. The 2000 renovation project
generated an additional 7,120 square feet.
Significant Developments since 1992 NCA Visit
Over the past thirty-five years, the College has demonstrated its commitment to
life-long learning and excellence in many ways. Changes implemented since 1992
have improved the College's ability to operate more effectively as employees
provide improved and more inclusive services to students and the community.
• Created a GCC web page, with links to all campus information and
accessible by anyone connected to the Internet, including a centralized
course bank with course descriptions and outlines
• GCC-North started classes in Fall 2000, offering university-transfer
courses, job-related programs, and opportunities for career advancement.
It also offers high-school-to-university bridge programs through a
partnership comprised of the Deer Valley Unified School District and
Arizona State University-West. GCC's newly renovated Library Media
Center (LMC) opened in Fall 2000, and a comprehensive International
Students Program established in 1994.
• Since the 1994 Bond Election, GCC has expanded and improved its
facilities: new Humanities, Music, and Physical Science buildings, GCC­North,
an addition and remodel of the Mathematics building, and
remodel of the LMC. Additional construction includes the new 16,000
square foot One-Stop Enrollment Center, remodeling three additional
buildings, providing updated facilities for student services and
administrative offices, new entrances, and more parking. Additional
information can be found on the web at
http://uIWllJ.gc.maricopa.edu/aboutgcc/colZstruct.htm
• Added 57 full-time faculty positions
• Created an Office of Institutional Effectiveness, reporting to the
President, with a Director and research staff
• Revised programs, courses, degrees, and certificates in response to
advances in technology and changing needs of the community, business,
industry, and local educational institutions
• Established Arizona General Education Curriculum
12
• Working with the District Curriculum Committee, the General
Education Degree Subcommittee (GEDS) developed a general education
philosophy statement during Spring 01
13
14
Chapter 4 ~ General Institutional Requirements
and Federal Compliance Program
Chapter4--General Institutional Requirements
and Federal Compliance Program
CHAPTER FOUR
GENERAL INSTITUTIONAL REQUIREMENTS
AND FEDERAL COMPLIANCE PROGRAM
Glendale Community College fulfills all of the general institutional requirements
for membership and complies with all Department of Education's mandates and
policies and procedures recently approved by the Commission.
General Institutional Requirements
"The General Institutional Requirements (GIRs) describe the primary
requirements for affiliation with the Higher Learning Commission (HLC) of
Colleges and Schools. They establish a foundation within the accreditation
process. The 24 GIRs are divided into seven (7) major areas: Mission,
Authorization, Governance, Faculty, Educational Program, Finances, and Public
Information." LA.lc. GENERAL INSTITUTIONAL REQUIREMENTS
(Adopted August 1992; revised February 1998).
An institution affiliated with the Commission by either accreditation or
candidacy meets the following Requirements:
MISSION
1 It has a mission statement, Glendale Community College has a mission statement,
formally adopted by the most recently modified in 1990. Approval of the
governing board and made statement by the Governing Board occurred on
public, declaring that it is 10/23/2001 *(General Catalog, p.4). The 2001-02
an institution of higher Strategic Planning Process includes a review and
education potential revision of the mission and purposes
statements
2 It is a degree-granring The College confers the following degrees: Associate in
institution Arts; Associate in Transfer Partnership, Associate in
Business, Associate in Science, Associate in Applied
Science, Associate in General Studies, and Certificates of
Completion. (General Catalo,J!, p.6)
AUTHORIZATION
3 It has legal authorization to The College has legal authority to confer degrees and
grant its degrees, and it certificates. The College complies with all District, State
meets all the legal Board, and Arizona Revised Statutes requirements
requirements to operate as
an institution of higher
education wherever it
conducts its activities
4 It has legal documents to The Maricopa County Community College District,
confirm its status: not-for- including Glendale Community College, has
profit, for-profit, or public authorization through the Arizona State Legislature to
operate as a public, county-wide community-college
system. The documents are housed at the District
Office
15
16
GOVERNANCE
5 It has a governing board The Governing Board possesses and exercises necessary
that possesses and exercises legal power to establish and review basic policies that
necessary legal power to govern the Maricopa County Community Colleges. Its
establish and review basic authority is derived from the Arizona Revised Statutes
policies that govern the under Title 15, Chapter 12. Specific duties are detailed
institution in Statutes Title 15-1444 and the Board's administrative
regulations. The Governing Board is also subject to
provisions of the state constitution and the regulations
of the Arizona State Board of Directors of Community
Colleges. Roles and responsibilities of Governing Board
Members are outlined at
htm: / / W\.\o·w.dist.maricopa.edu /zvpolicy /policies /govpr
ocess.html
6 Its governing board The Governing Board has five (5) members who are
includes public members elected by the pubic in staggered six-year terms and who
and is sufficiently represent geographical precincts of the 9,226 square mile
autonomous from the county. Members serve without compensation and
administration and remain autonomous from the institution
ownership to assure the
integritv of the institution
7 It has an executive officer The chief executive officer of the District is Chancellor
designated by the Dr. Fred Gaskin who has served since July 2000. The
governing board to provide GCC President is Dr. Tessa Martinez Pollack who has
administrative leadership served since January 1996
for the institution
8 Its governing board In August 1967, the Executive Board of the
authorizes the institution's Commission on Higher Education approved the transfer
affiliation with the of accreditation from Phoenix College to the Maricopa
Commission County Community College District (MCCCD) and also
voted to accredit the colleges as operationally separate
institutions, including GCC
FACULTY
9 It employs a faculty that The College employs a faculty who are credentialed by
has earned from accredited the State Board for Arizona Community Colleges, who
institutions the degrees meet the hiring qualifications of the Maricopa District,
appropriate to the level of and who have earned degrees and/or occupational
instruction offered by the experience appropriate to the discipline that they teach.
institution The names and degrees of full-time faculty appear in the
General Catalog
10 A sufficient number of the In the Fall 2001, GCC employed 261 full-time faculty
faculty is full-time members of which 232 were permanent and 29 were
employees of the institution One-Year-Onlv or One-Semester-Onlv
11 Its faculty has a significant Faculty at the College have a significant role in
role in developing and developing and evaluating all of GCe's educational
evaluating all of the programs. Faculty participate on College and District
institution's educational curriculum committees and District-wide Discipline-programs
based Instructional Councils
EDUCATIONAL PROGRAM
12 It confers degrees During fiscal year 2000/2001, 1572 degrees and
certificates were awarded
13 It has degree programs in As of Fall 2001, there are 104 degree programs at the
operation, with students College, each of which has students enrolled
enrolled in them
14 Its degree programs are All degree programs at the College are appropriate to an
compatible with the institution of higher education with a mission
institution's mission and arc committed to general education, career education, basic
based on recognized fields skills education, and transfer education
of study at the higher
education level
15 Its degrees are Degrees offered are appropriate for each program, and
appropriately named, each has met the length and content approved by the
following practices College Curriculum Committee, the District Curriculum
common to institutions of Committee, the Governing Board and State Board, and
higher education in terms that follow practices common to institutions of higher
of both length and content education. The content areas are consistent with the
of the programs College mission and purposes
16 Its undergraduate degree .All Maricopa County Community College District
programs include a degree programs include a coherent general education
coherent general education requirement consistent with the institution's mission.
requirement consistent General Education requirements are outlined in the
with the institution's College General Catalog (pp. 47-70) and include the skills
mission and designed to and knowledge necessary for literate citizenship
ensure breadth of
knowledge and to promote
intellectual inquirv
17 It has admission policies Open admission policies and practices are consistent
and practices that are with the institution's mission and commitment to
. consistent with the providing instructional programs accessible to all.
institution's mission and Admissions criteria adopted by the Arizona State Board
appropriate to its of Directors for Community Colleges are published in
educational programs the College General Catalo!l. (pp. 14-19)
18 It provides its students The College provides students access to all teaching and
access to those learning learning resources. Support services to enhance each
resources and support student's academic, social, and career success are
services requisite for its available
degree programs
FINANCES
19 It has an external fmancial The State of Arizona Office of the Auditor General
audit by a certified public conducts an annual, independent audit of the District's
accountant or a public audit financial statements. In 1996, NCA and the Maricopa
agency at least every two District created a "Memorandum of Understanding"
years (MOD) as a result of the fact that the Governmental
Accounting Standards Board's current Generally
Accepted Accounting principles do not permit the State
of Arizona's Auditor General's Office to issue
individual audit reports for the Maricopa Colleges
20 Its financial documents In the 2001-02 budget, 64% of the operational funds
demonstrate the (Fund 1) are dedicated to instruction; 20% for academic
appropriate allocation and and student support; 5% for administration; 11% for
use of resources to support physical plant and general institutional expenses.
its educational programs Additional student-services funds are provided from
student fees from Fund 2. The 2001-02 capital
allocations for instruction totaled 92%
17
FINANCES
21 Its financial practices, The College receives the majority of its funding from
records, and reports the Maricopa County Community College District
demonstrate fiscal viability through its own allocation processes. District and
College practices reflect financial prudence in allowing
the College to operate within budget, with carry over
reserves. The fiscal reliability of the District is
available in the Comprehensive Annual Report available
in the Resource Room
PUBLICINFORMATION
22 Its catalog and/or other The College publishes these elements in all pertinent
official published publications: General Catalog, Course Schedules, and on
documents includes its the web at
mission statement along
with accurate descriptions v.,·ww·fc.maricopa.edu
of: its academic calendars;
its educational programs
and degree requirements;
its learning resources; its
admissions policies and
practices; its academic and
non-academic policies and
procedures directly
affecting students; its
charges and refund policies;
and the academic
credentials of its faculty
and administrators
23 It accurately discloses its The College discloses its standing by the Higher
standing with accrediting Learning Commission and includes its website and
bodies with which it is phone numbers in its General Catalog (p. 4), Class
affiliated Schedule (SjJrinj!, 02, jJ If) and other relevant publications
24 It makes available upon Each year, the College reports summary data on its
request information that financial condition in the Annual Report. In addition,
accurately describes its oversight on budget matters is provided via annual
financial condition public budget hearings held by the Governing Board.
After State Board approval, the District budget report
is published and is available as a matter of public record
Federal Compliance Program
Credits, Program Length, and Tuition
As a member of the Maricopa Community Colleges, Glendale Community
College uses standard semester credit hours as the basic measure of its learning
experiences and charges tuition for each credit hour.
Institutional Compliance with the Higher Education Reauthorization Act
The most recent default rate is 9% for fiscal year 1999. Documents relating to
compliance with Title IV are available in the College Financial Aid Office.
Financial Aid and Admissions and records are audited annually by external
entities to determine if current practice is consistent with federal and state
regulations.
18
Crime Statistics Reporting
Although the College Safety web site does cover lost and found questions and
offers information about campus parking, its primary concern is with disclosure
of safety policies and annual crime statistics. "The information contained in this
document was prepared under the guidelines established by United States Code
section 1092(£) , known as the 'Jeanne Clery, Disclosure of Campus Security
Policy and Campus Crime Statistics.'"
Institution's Advertising andRecruitment Materials
College advertising and recruitment materials are available in the Resource
Room. The statement of accreditation in College publications includes the
Higher Learning Commission's phone number and website.
Policy IV.BA Institutional Records ofStudent Complaint
In compliance with policy, formal complaints that cannot be resolved before
reaching the administrative level are tracked and categorized in a database
maintained by the Associate Dean of Student Life and the Dean of Instruction.
Professional Accreditation
• Nursing Program: accredited by National League of Nursing
• Administration ofJustice/Police Reserve Academy: accredited by
Arizona Peace Officer Standards and Training Board
• Automotive: accredited by National Automotive Technicians Education
Foundation
• Emergency Medical Technology: accredited by Arizona Department of
Health
• Fire Academy
• Microsoft
• CISCO
• MOUS
19
20
21
'ChapterS ~CriterionOne.
Chapter 5 --Criterion One
CHAPTER FIVE
CRITERION ONE
The institution has clear and publicly stated purposes consistent with
its mission and appropriate to an institution of higher education
Glendale Community College fulfills Criterion One. This section reviews
District and College Missions and examines their relationships to institutional
and community understanding of GCC's sincere intention to keep abreast of the
changing needs of its students and public.
MCCCD Vision and Mission
The mission of the ten-college Maricopa County Community College District
(MCCCD) was adopted after a process that included district-wide discussions
through Strategic Conversations held by the Governing Board.
MCCCD Vision
The Maricopa County Community Colleges strive to exceed the changing
expectations of our many communities for effective, innovative, student­centered,
flexible, and lifelong educational opportunities. Our employees are
committed to respecting diversity, continuous quality improvement, and the
efficient use of resources. We are a learning organization guided by our shared
values [amended July 22, 1997].
MCCCD Mission
The Maricopa County Community Colleges create and continuously improve
affordable, accessible, effective and safe learning environments for the lifelong
educational needs of the diverse communities we serve. Our colleges fulfill the
mission through: University Transfer Education, General Education,
Developmental Education, Workforce Development, Student Development
Services, Continuing Education, and Community Education [amended July 27,
1999].
The complete listing of the vision, mission and values [amended July 22, 1997]
can be found at
http://WUJw.dist.maricoPa.eduIgvpolicy I politiesIIJismisval.p4f
22
GCC Vision and Mission Statements
The College Vision, Mission and Purposes Statement has guided the College for
many years.
GCC Vision Statement
Glendale Community College will be an innovative educational provider of
quality lifelong learning experiences for all members of the community.
GCC Mission and Purposes Statement
The mission of Glendale Community College (Gcq is to address the higher
education needs of its community. Through its diverse programs and services,
GCC assists students in meeting their educational goals.
We fulfill this mission as an institution of higher education by preparing students:
• To participate responsibly in a culturally diverse, technological and global
society.
• For successful transfer to colleges and universities.
• For employment and advancement within chosen careers. [General
Catalog, 2001-02, p. 4].
The Governing Board formally adopted the mission and purposes on October
23, 2001. Prior to the change in Higher Learning Commission requirements, the
Board did -not formally approve individual college mission statements.
Decision Making and the Mission
The Mission and Purposes Statement has been used in a methodical fashion and,
over the past ten years, produced programs and services responsive to key words:
KeyWord(s) Examples of Program or Service Directly Responsive to Mission
Higher Education • University-College Center at ASU-West
Needs • Dual Enrollment Programs with feeder high schools
• Articulation agreements with surrounding colleges and
universities
�� Continuing/credit education for registered nurses
• Honors programs and organizations
• University transfer Center
• AZ Tech Program
Assists students • Advisement Center
• Testing Center
• Disability Resources and Services
• Veterans Services
• Student Life Programs/Clubs and Activities
• Math Solution; Physics Assist; Chemistry Assist; Accounting
Assist (specialized tutorial services that are faculty led)
23
KeyWord(s) Examples of Program or Service Directly Responsive to Mission
• Center for Learning (tutorial center)
• Life 101 Program/Counseling Department
• Developmental Education courses and services
• Financial Aid, loans and Scholarship programs
• ACE+ (Achieve a college education: high school, GCC and
universities partnership)
• Children's Center
• GCC 101 New Student Orientation
• Mentoring Program
Culturally diverse • Multicultural Services Department
• International Festival
• Black History Month
• Hispanic History Month
• Native American Program
Technological society • No cost "Universal access" to technology for all credit students
• Instructional Palette (word processing, spreadsheet, presentation
software, email, storage on server)
• Over 1,000 student computer workstations
• High tech centers open 110 hours per week
• Support for faculty and students using technology for learning
• Staff development/training opportunities and the Desktop
Project
Global society • Creation of the International Students Program
• Faculty participation in teaching/trips to Southern China, Costa
Rica; Mexico, and Australia
• International/technology-based courses with partners in
Australia, in Hong Kong, in mainland China
• GCC faculty-led international student study trips
Successful Transfer • Arizona General Education Curriculum agreements
• Statewide Articulation Task Forces
• Success data obtained from state universities via ASSIST data
warehouse
• Transfer Center Services (ASU; UofA; NAU)
• Course Equivalency Guide
• AZCAS
Employment and • Career Services and Placement Center
Advancement • The Maricopa Recruiter
• The Institute (workshops and non-credit programs)
• Ford ASSET/GM ASEP; Daimler Chrysler; GM Training
Centers
• ] ohn Deere training partnership
• Extensive IT training programs, certificate and degree options
• Fire Academy
• Police Academv
Understanding of Mission and Purposes
The values, mission and purposes statements appear in the General Catalog, the
Faculty StaJlHandbook, and The Student Handbook. These statements guide the
24
work of various college committees and councils, and are taken into
consideration as new program and service ideas emerge, and as assessment
processes apply to student learning and institutional effectiveness.
The key concepts of the District mission and the College mission are also
integral to GCC's planning and budgeting processes as evidenced in the software
the College developed and now uses in its reallocation and budget request
processes. GCC Budget Development Committee Workbooks, Planning and
Budget 2002-03, are available in the Resource Room.)
Community Understanding of Mission and Purposes
Although community members can visit the GCC website or pick up a catalog or
schedule to read its mission, the most dramatic evidence of understanding the
mission is the support the community shows at the polls.
In 1994, 62% of the voters approved a $398 million bond issue, a repeat of the
positive bond vote garnered in 1984. The Governing Board is considering
another initiative for Fall 2004.
Analysis
The current mission has guided College operations for many years. GCC's
strategic planning process is underway and will use the findings of this Self Study
to develop a "Futures Plan." A possible outcome of the self-study and strategic
planning process may be revision of the mission and purposes statements. If
revisions are recommended, they will be forwarded to the Governing Board for
approval in accordance with current practices.
Areas for Improvement
• Ensure that the strategic planning process currently underway addresses
the mission and purposes in the context of the District statement
• Strengthen the use of the mission and purposes within the on-going
planning and budgeting process
• Strengthen the evaluation of institutional performance processes that
assess College mission and purposes emphases
Team Recommendations
• Strengthen the dissemination of GCC's mission and purposes to the
general community, to business and industry, and to government entities
through the newly created Community and Public Relations unit
• Expand communication mechanisms to the various stakeholders and
include print, web, and other appropriate media
• Forge strong linkages with the district strategic planning efforts and its
links with mission and purpose
25
Validation
Community members and College/District personnel will be involved in
reviewing the mission; they support the mission through enrollment and voting.
Processes to ensure that the mission remains responsive to their needs and
remains appropriate for an institution of higher education are in place.
26
Go to next page.
27
28
Chapter 6 ~ Criterion Two
Chapter 6 -- Criterion Two
Organizational Structure
.Governance
Humart Resources
Student Demographics
Staff Demographics
Staffing
Planning
Compensation and Benefits
Professional and Staff Development
Performance Evaluations
Financial Resources
Sources of Funding
Financial Management
Accounting and Purchasing Services
Grants Development
Planning
Physical Resources
Facilities
Maintenance
Planning
Information Systems and Services
CHAPTER SIX
CRITERION Two
The institution organizes its human, fmandal, and physical
resources effectively
Glendale Community College fulfills Criterion Two. This section reviews the
Organizational Structures and Governance policies necessary to manage all of
the resources that GCC utilizes to accomplish its mission effectively. As a
steward of public trust and moneys, Human Resources (including students,
employees, and community members) Financial Resources, and Physical
Resources are each treated with the utmost care and consideration.
Organizational Structure
Much of GCC's organizational structure and many of its policies governing
decision-making are dictated by the District Administration, consisting of a
Chancellor, five Vice-Chancellors, and support personnel through the "Policy
Governance Model" adopted by the Governing Board. In addition, multiple
District committees play decisive roles in GCC's organizational structure and
decision-making policies.
Maricopa County Community Colleges
Organizational Chart
2001·2002
Citizens of Maricopa
County
Governing Board
Chancellor
Vice Chancellors
MCCCD Governing Board
The MCCCD Governing Board consists of five members, each ofwhom is
elected from geographical districts in staggered years to serve a term of six years.
Board members meet on the second and fourth Tuesdays of every month
(except July and December when they meet once). They direct the activities of
29
the District under powers given to them according to Arizona Revised Statues
Section 115-1444.
District-Wide Councils and Committees
Three executive/advisory councils assist the Chancellor and Vice-Chancellors in
the management and operation of the District.
Executive/ Advisory Charge
Councils
The Chancellor's Executive Composed of the Chancellor, College Presidents, Vice-Chancellors,
Council (CEC) the Executive Director of the Skills Center, and the Faculty
Association President. CEC receives recommendations from the
Advisory Councils and other advisory organizations within the District
for consideration and action with recommendations forwarded to the
Chancellor.
Capital Development Composed of the Chancellor, Vice-Chancellors, four college
Advisory Council (CDAC) Presidents, Maricopa Skill Centers Director, and two Governing
Board members. CDAC approves all matters relating to the planning,
design, equipping, and construction of projects including: capital
bond projects, remodeling, major maintenance, and acquisition of real
property.
Financial Advisory Council Composed of the Chancellor, Vice Chancellors, two college
(FAC) Presidents, Maricopa Skill Centers Director, 4 faculty, 2 MAT, 2 PSA,
1 M&O, 1 Crafts. FAC is responsible for the supervision and
coordination of all District-wide budgeting processes. The Council
also makes recommendations to CEC regarding budget related
matters.
Souree: Maneopa Dlstnet Support Servlees Center web sIte
Other District groups and task forces play important roles in shaping District
operations and procedures. Some of these are advisory, such as the Faculty
Development Committee and Instructional Councils; some serve as District
resources.
District Groups Charge
Bilingual Education Institute To convene a consortium of groups and individuals interested in
bilingual education
Diversity Task Force To develop a Diversity Orientation for all new employees, facilitates
ongoing diversity training for all Maricopa employees
Maricopa Commission on To align Maricopa programs with changes in health care
Health Care Reform
Maricopa Mathematics To develop improved mathematics programs in concert with other
Consortium schools, community colleges and universities
Ocotillo To convene faculty roundtables that focus on instructional
technologies
Strategic Conversations To explore strategic directions with the community
Student Information To evaluate a new student centered system
Commission
Strategic Planning To position for the future; planning, managing and promoting growth;
establish a District identity; create a framework for District-wide
Marketing and a Bond Referendum
Source: Maneopa Dlstnet Support Servzces Center web sIte
College Administration
Administrative and governance structures of the College use several well-defined
organizational entities. GCC has a solid organizational structure, modified in
30
1999, designed to assist the College Administration in carrying out its decision­making
responsibilities.
The President is responsible for the operation of the College under the policies
set forth by the Governing Board and/or the Chancellor. In January 1996, Dr.
Tessa Martinez Pollack assumed the position of President, following the twenty­year
tenure of Dr. John Waltrip. After a period of review, reflection, and wide
employee input, the GCC organizational structure evolved to include the
following Administrative positions.
The Dean of Instruction plans, organizes, administers, and promotes the
development and implementation of the instructional programs and related
activities of the College and oversees the assessment of student academic
achievement.
The Dean of Educational Services plans, organizes, and directs student
services, and plans and directs educational partnerships, athletics, grants
development, GCC North, the DCC, and dual enrollment.
The Dean of Administrative Services plans, organizes, and directs the general
administrative operations of the College, including the budget, policies and
procedures of the physical facilities, college safety, computer operations,
grounds, utilities, and services to the College.
Two Associate Deans of Instruction report to the Dean of Instruction,
sharing responsibility for the management of academic programs.
The Associate Dean of Student Life reports to the Dean of Educational
Services and administers student-life programs, programs for special populations,
and services to students, such as career placement, childcare, and learning
assistance.
The Associate Dean of Enrollment Services reports to the Dean of
Administrative Services and administers admissions and records, catalog and
course schedules, publications, recruitment and outreach, advisement, testing,
student financial aid, marketing and programs for special populations, such as
International Student Program, Native American Program, Multicultural Affairs
and Veteran Services.
31
I Governing Board I Glendale CommlJ"lity
ColIEl;)e Functional
I Chanoellor I
Organi zalion Chart,
Fred Gaskin, Ed.D. 11127I2J01
Institltional Effectrveness
President Tessa Martinez Pollad-:, Ph.D. I
I
I I
I Dean of Instruction II Dea1, Administrative Servioes I I Dea1 of Eduoati onal Servi oes I
Jean Ann Abel, M.A Joyce K. Elsner, Ed.D. Alberto Sanchez; MA.
kaderTic Pf'eas: AJxiiary Sel'Jices: Pdletbs
Jilplied Scieoces Bookstcre Educational Partnerships
kt/Phctogra>oY COpy Sel'Jices Gr.:nts
Biclogy Food Sel'Jices GCC North
Ei.Jsiness & IT Budget Clwelopmerrt Studerrt Sel'Jices
Cherristry Business Sel'Jices lhi>Jersity- COllege Cerrter
Communication/Foreign Languages Mail F«lom
Counseling College Safety Associcte Dean
Engineering & Technology Facillies: 10- Enroll mEnt Servi oes
English/Reading/Jotrnalism Leasing Mary Lou Massal, MEd.
Ii?atth/Physical 8lucationlRecreation Master Ran
Ubraryhv1edia New Construction kademc A:h.';semerrt
Mathermtics/COmputer Science Remodeling MrTissions, Fecords, Registra:io
NJrsing Infmnation Sel'Jices: Qass Schedule/General Catalog
PerforrTing Prts Campus Software Corrmenc emerrt
PtllosophfReligbus Studes Imovatbn Certer Facl.lty/St<lff Handbook
Psychology Instructional Complting Financial Ad
Social Sciences t-etwor1< Sel'Jices GCC North
CUrriculum De>Jelopment Training & Errployee Intemational ::tudents Program
Facuty/Staff De>Jelopment De>Jelopment Mar1<eting
GM Training Center Maintenance & Operations Muhicuttural .Aff3rs
I-bnors Program Personnel Recrulment and Oltreach
The Institute Testing Center
Special Interest Program lhi>Jersity College Center HAssodale Dean of Instruction I \k1erans Sel'Jices
Chuck Jefferies, MA.
kaderTic Pf'eas: Associ cte Dean
kt/Phctogra>oY ""- student Life
Biclogy Donna Whie, MA.
Ei.Jsiness & IT
Ii?atth/Physical 8lucationlRecreation
ACE Plus
Mathermtics/COmputer Science
ADA Compliance
NJrsing CareeriJob Placementl
PerforrTing Prts
Mutt Re· Ehtry Sel'Jices
Psychology Center for Leaming
Children's Center
Assodale Dean of Instruction I Dsability Sel'Jices & ResoUlces
Randy Kimmens, MA. Merrtoring
Studerrt Conduct
n
32
kaderTic Pf'eas:
Jilplied Scieoces
Cherristry
Communication/Foreign Languages
Counseling
English/Reading/Jotrnalism
PtlIosophfReligious Studes
Social Scieoce
Engineering &Technology
Sel'Jice Leaming
Student life
Analysis
The Organizational Structure Team agreed that a periodic review of
organizational structure is not only valuable, but also necessary to the College.
The structure should be designed to support student academic achievement, as
well as used to make timely decisions. All findings relating to GCC's
Organizational Structure were viewed as weaknesses, mainly focusing on the
negative impact that a lack of understanding of the structure, of trust, and of
agreement have on committee representation. This often translates to a lack of
trust in decisions. The perception that Department Chairs look after department
needs and not college-wide needs was also seen as a weakness.
Areas for Improvement
• Employees' broader understanding of the organizational structure might
benefit the College
• Provide employees with a GCC decision-making model
Team Recommendations
• Define structure/roles for decision-making
• Review structure/role of PAC, Budget Committees, and Department
Chairs
• Hold periodic open forums on organizational structure
• Conduct open discussions on trust and betrayal in the organization
• Inform the campus community of successful decisions, plans, and actions
attributing each to the responsible individual(s) or committee(s)
Validation
The current organizational structure is doing what it was intended to do,
specifically, create accountability for the leadership of instruction and educational
support services. Other adjustments, for example in marketing and public
relations, have been made as needed. Review is ongoing, and adjustments are
made as needed. These adjustments have been communicated. The role ofPAC
is currently under review. The office of the President is currently documenting
the way in which decision-making occurs at GCe.
Governance
Governance policies of the State Board of Directors for Community Colleges of
Arizona, of Maricopa County Community College District, and of GCC are
followed.
33
State/District/College Roles
GCe s governance structure is governed by Arizona State statutes and policies
and procedures determined by the State Community College Board and
MCCCD. Governance of the community colleges dictates that roles and
responsibilities among all levels must be coordinated. The table on the following
page outlines the major roles and responsibilities of the various State, District,
and College governing bodies and the specific functions associated with each
entity. The State Community College Board maintains a web site at
http://\V\vw.stbd.cc.az.us/
Participatory Governance
The Governing Board has established overall policies and procedures for all
employee groups responsible for carrying out the role(s) of governance and
decision-making. While each group shares characteristics of a bargaining unit, it
is not part of a union in Arizona, a right-to-work state. Therefore, employees
negotiate working conditions and compensation packages through their
individual professional organization's elected representatives, who also
participate in policy development at the campus and District levels.
Governing Board
Governing Board members are involved with the colleges on a regular basis.
They visit the campuses, attend local and national workshops, seminars, and
meetings, and serve on District and college task forces and committees.
Resumes of Board Members are available on the web at
http://\V\v\v.dist.maricopa.edu/gypolicvI
The Governing Board alternates between Strategic Conversations and Business
Meetings attended by students, employees, and community members. Minutes
are available on the web at
www.dist.maricopa.edu/gybd/
Major Roles and Responsibilities
Functional
Area
General
State Board of Directors for
Community Colleges ofArizona
Enact ordinances for the governance of
the colleges under its jurisdiction
Set standards for the establishment,
development, administration, operation,
and accreditation of colleges
Approve intergovernmental agreements
for providing service to unorganized
counties
File an Annual Report with the
Governor
Approve petitions to form a district
MCCCD Governing
Board
Visit and examine college
management, conditions,
and needs
Maintain colleges at least
eight months per year
Glendale Community
College
Oversee institutional
activities and exercises
appropriate responsibility to
manage resources to meet the
College mission and purposes
Position College for growth
Academic Establish curricula and courses
and Student
Services
34
Enforce the courses of
study prescribed by the
State Board
Offer higher education
programs that meet the needs
of students and the
Functional
Major Roles and Responsibilities
Area State Board of Directors for MCCCD Governing Glendale Community
Community Colleges of Arizona Board College
Set qualifications for student admission State Board community
Fi:, student tuition and fees Exclude partisan, sectarian, Provide services that enable
and denominational students to succeed
Approve offerings in unorganized materials
counties Manage enrollment
With the State Board of Vocational and
Award degrees, certificates,
Technological Education, oversee
and diplomas
vocational standards, planning, and Evaluate vocational
funding priorities education programs every
Determine open entry, open exit
five years, in the manner
prescribed by the State
academic classes Board
Adopt rules regarding the offering of
credit courses outside a college district,
including distance-learning courses
Personnel Certify college faculty Determine salaries, and Recommend qualified faculty
employ or remove staff and staff to Goveming Board
when warranted for employment
May participate in district Manage and evaluate
health insurance plans employees
May enter into multi-year
employment contracts with
chancellors, vice-chancellors,
and presidents,
not to exceed five years
Finance With the Auditor General, establish a Lease or sell personal Manage financial resources to
unifonn accounting system property maximize the College's ability
to achieve its mission and
Contract with any person and establish May delegate to purposes
regulations and limitations for chancellor/president all or
contracting by districts any part of its authority to Appropriately expend
lease property under fmancial resources for
Authorize district General Obligation 5100,000 per year effective teaching and
bond elections learning
Contract, subject to
Authorize revenue bonds regulations and limitations
Submit estimated number of full-time prescribed by the State
equivalent students to the economic Board
estimates commission annually Adopt armual budgets, and
Allocate state aid to districts pursuant to direct respective Boards of
law Supervisors to levy required
property ta:,es
Accept grants and donations
Facilities Determine location of college campuses Insure college buildings Establish and ensure a safe
Purchase, receive, hold, lease, or sell real Accomplish minor
and healthy environment for
students and staff
property construction or remodeling
projects ($50,000 or less - Provide resources and
Adopt rules regarding minor adjusted annually for equipment to support College
construction and repair projects by inflation) operations
districts without prior approval of the
State Board Lease-purchase real
Approve major construction,
property upon authorization
of the State Board
remodeling, and repair projects
Approve district rules conceming
Adopt rules for the control
of parking and vehicles,
parking and control of vehicles subject to State Board
approval
Source: State Board ifDirectors for Community Colleges ifArizona web site
35
College Governance
The College is subject to the authority and policies ofMCCCD and adheres to all
necessary entities as it fulfills its responsibilities to internal and external
communities. The College Administration endeavors to be inclusive through the
activities of several well-defined organizational groups.
Administration
The President's Advisory Committee (pAC) is made up of individuals
representing each of the employee groups on campus. The PAC usually meets
every other week during the fall and spring semesters to advise the President on
issues. To more accurately reflect its responsibilities, this committee's name was
changed from President's Executive Committee (pEC) at the beginning of Fall
2001. Minutes are distributed campus wide and available on the web at
http://www.gc.maricopa.edu/executive/pec.htm
Employee Governance
Each employee group has its own governance and decision-making structures,
including policies and procedures, which are established at the District level and
put into practice at each site. Elected representatives from each college's
governance bodies usually meet at the District on a regular basis to discuss and
act on concerns common to all, i.e. Meet and Confer, Benefits, etc.
Faculty Governance/Senate
In April, residential faculty members elect Senators for staggered three-year
terms. The President and Vice-President are elected to two-year terms; the
Senate elects the Treasurer and Secretary. The primary functions of the Senate
are to serve as the exclusive representative of the faculty to the College and/or
District Administrations and to the Governing Board to discuss academic and
professional matters, to select representatives to serve on administrative councils,
to coordinate college committees, and to participate in the formation and
implementation of educational policies for the College and District. Additional
information regarding GCC's Faculty Senate, including its Constitution and
minutes, is available on the web at
http://wvvw.gc.maricopa.edu/senate/
Department Chairs
The governance and decision-making on the department/division level is
directed by the Department Chair, elected by a majority of faculty in each
department on a three-year cycle. Chairs are responsible for all department­related
duties, including, but not limited to, staffing, scheduling, evaluations,
budgets, student complaints and issues, and curriculum. These quasi­administrators
are the major link between the faculty and the local
Administration, reporting directly to the Dean of Instruction.
36
College Committees
The College continually uses assessment/evaluation processes to improve its
decision-making structures and maximize input into governance, planning, and
implementation.
Committee Name Committee Purpose
Budget Development Committee To make budget recommendations to the
President
College Curriculum To make recommendations to District
Curriculum Committee regarding creation,
revision, or deletion of curricula
College Faculty Staffing Advisory To recommend and rank budgeted full-time
faculty positions to the President
Department Chairs Council To discuss issues that are common to the Chairs
Operational Planning Team To link operational planning and budgeting
efforts to strategic issues, review past fiscal
year's progress and provide feedback on
progress to the college, select strategic issues to
be targeted for upcoming planning/budgeting
cycle, and every three years, report back to the
Strategic Planning Committee on progress made
addressing strategic issues.
President's Advisory Committee To serve as an advisory council to the President
President's Fund 2 Advisory To advise the President about Fund 2
allocations: additions and changes. Work with
campus fiscal agent in these maters
Strategic Planning To define and monitor GCC's relationship to its
environment, reaffirm and/or adjust Strategic
Plan, review and revise College Mission
Statement, and review progress made addressing
strategic issues over the previous three years
Source: 2001-2002 Faculty and StaffHandbook
Achievements since 1992
• The role, purpose, and other pertinent information regarding committees
were documented for placement in the Faculty and StaffHandbook
• The College Plan was revised and approved in Fall 2001
Analysis
The Measures of Success suggest a congruence of practices with a common
definition of governance, effective communication, and acceptance by all groups
of the decision-making process. A willingness to discuss processes advances all
of the Measures of Success, whereas the climate of fear that was noted on
campus in the 2000 Advisory Visit impedes all of them. District's diversion of
resources away from the College diminishes effective campus communication
and also reduces GCC's acceptance of the decision-making process. The District
Office seems to overstep its support role, which reduces all three measures of
success. A decline in the percentage of faculty on committees is thought by
some faculty to have had an adverse effect on the measures of success.
37
Areas for Improvement
• Shared governance at GCC is often hindered by a lack of understanding
of roles and responsibilities
• Hiring and promotion procedures have not been made clear to the
campus community and are not reflected in all employee manuals
• Representation on committees is not in proportion to the numbers of
members of the various employee groups
• Permanent seats granted to the Business and Technology departments on
the Capital Review Committee create the perception of unfairness in the
allocation of resources
• Members of the President Advisory Committee do not communicate
sufficiently with their constituents
• The "Department Chairs" group is treated as being representative of the
faculty as a whole, when they are not elected at-large
• Resolving significant disagreement about what the Administration
considers the legitimate role of the Faculty Senate in governance issues
• Considering continued existence of the Budget Process Review
Team Recommendations
• Establish common definition of "governance" across employee groups
• Define/describe spheres of decision-making influence
• Review practices on a periodic basis to ensure congruence with
governance principles
• Provide workshops on governance structure and practices to all
employees
• To help reduce fear, leaders of all employee groups should provide
information to all employee group members
• Advise District of the perception that it oversteps its support roles
Validation
Department Chairs are compensated for management responsibilities for which
they are accountable to the Dean of Instruction. They are convened for such
matters through the Department Chairs Council. As Arizona is a right-to-work
state, varying governance models are appropriate. Committee membership varies
according to the purpose of the committee.
38
39
40
Human Resources--Student Demographics
GCC has the second largest enrollment of all the Maricopa Community Colleges.
In Fall 2001, 19,775 students were enrolled on the official census date (45th day),
with a full-time student equivalent (FTSE) of 8,667.8. During the mid-1990's,
enrollment declined slightly, a trend that was seen across the district. Since Fall
1998, GCC's enrollment has increased a cumulative 15%. With the growth of
the west and north valley, it is anticipated GCC's enrollment will continue to
grow. The College is currently working on enrollment projections based on the
2000 Census data.
Since 1991, GCC's student body has become increasingly diverse. In Fall 2001,
29% of the students were minorities compared to 17% in Fall 1991. GCC
retains its strong transfer role related to the College mission. In Fall 2001, 46%
of the students indicated they wanted to transfer to a four-year institution while
27% wanted to improve/learn skills, change careers or gain employment. A
variety of demographic trend data is available at
http://,,,,vw.dist.maricopa.edu/eddevlir I trends!
Age of Students
Fall 1995 Fall 1998 Fall 2001
.15-19 3,808 21% 4,216 23% 5,590 28%
20-24 4,604 26% 4,743 26% 5,060 26%
25-29 2,357 13% 2,375 13% 2,187 11%
30-39 3,414 19% 3,065 17% 3,008 15%
40-49 2,104 12% 2,079 12% 2,052 10%
50-59 810 5% 848 5% 904 5%
60+ 394 2% 326 2% 254 1%
Undeclared 240 2% 436 2% 720 4%
Total 17,731 100% 18,088 100% 19,775 100%
Source: Ma17copa Trends and Ma17copa's InstItutIOnal Research Data Warehouse (IRDW)
Ethnicity of Students
Fall 1995 Fall 1998 Fall 2001
American Ind. 277 1.5% 317 1.8% 351 1.8%
Asian 674 3.8% 746 4.1% 943 4.7%
Black 667 3.8% 740 4.1% 892 4.5%
Hispanic 2,223 12.5% 2,801 15.5% 3,567 17.8%
White 13,294 75.0% 12,628 69.8% 12,838 64.0%
Other 596 3.4% 856 4.7% 1,447 7.2%
Total 17,731 100% 18,088 100% 19,775 100%
Source: Ma17copa Trends and Ma17copa's InstItutIOnal Research Data Warehouse (IRDU/)
41
Full-Time and Part-Time Headcount
Fall 1995 Fall 1998 Fall 2001
Full Time 4,515 26% 4,783 26% 5,718 29%
Part Time 13,216 74% 13,305 74% 14,057 71%
Total 17,731 100% 18,088 100.0% 19,775 100%
Source: Mancopa Trends and Mancopa's Instttutional Research Data Warehouse (IRDU7)
Day I Evening Headcount
Fall 1995 Fall 1998 Fall 2001
Day 9,952 56% 10,204 56% 11,786 60%
Evening 7,779 44% 7,884 44% 7,989 40%
Total 17,731 100.0% 18,088 100% 19,775 100%
Source: Maricopa Trends and Maricopa's Institutional Research Data Warehouse (IRDW)
For the past three fall semesters, GCC has administered Faces ofthe Future) a
national survey developed by American College Testing (ACT) in collaboration
with the American Association of Community Colleges (AACC) to profile
community college students across the country. In Fall 2000, 392 credit students
completed the survey. Several of the findings include:
• In general, GCC students' parents have more education than the national
sample. 60.1% of mothers and 59% of fathers of GCC students have
completed at least some college compared to about 50% nationally for
each
• 23.1% of mothers and 25.1% of fathers of GCC students have a
bachelor's or higher degree compared to 17.6% and 20.9% nationally
• 77.2% of GCC students work at least 21 hours per week compared to
only 66.3% of students in the national sample
• GCC students are more likely to be employed full-time (38.8%) as
opposed to 28.6% nationally
• GCC students are less likely to be unemployed (8.7%) than their national
counterparts (10.0%)
• In general, the annual incomes of GCC students are higher than the
national sample
Achievements since 1992
• The College has significantly increased knowledge of our students by
fortified the Office of Institutional Effectiveness by a structural reporting
relationship to the President, by significant personnel increases, and by
added resources
Analysis
Indicators of success include drawing adequate numbers of recent high school
graduates from feeder schools to GCC each fall and the effective recruitment of
a diverse student body including at risk, honors, athletics, disabled, and minority
students. Another measure of success is that student demographics mirror our
42
service area demographics. Since ASU West began offering a four-year plan in
Fall 2001, GCC faces the potential loss of students, primarily recent high school
graduates. A weakness is that GCC has no "branding" for marketing purpose,
such as a common, immediately identifiable logo or image. Universal access to
technology without a student fee and extensive advising contact with students are
strengths of GCe.
Areas for Improvement
• There needs to be a strategic and comprehensive for branding including
the production of a logo or image
Team Recommendations
• Increase money for high school recruiting
• Adopt one identifiable GCC logo
• Increase parity of staff demographics to student demographics
• Have advisors visit feeder schools year-round on regular basis
Validation
Although GCC's student body continues to become increasingly diverse, there is
a disparity between the sectors of GCC's service area. The older more
established service area central and south of the College represents the closest in
proximity and largest population with incomes well below the county's average
income. Those areas north, northwest, and northeast of the College are growing,
are primarily white, and have incomes above the county's average. It will be a
challenge for GCC to meet the varying needs of its service areas. The branding
strategy should focus on GCC's record of academic performance.
43
HUMAN RESOURCES--STAFF DEMOGRAPHICS
During Fall 2001, GCC employed over 550 full-time employees and
approximately 645 adjunct faculty. Employees belong to one of the following
groups: Residential Faculty (RFP), Professional Staff (PSA), Management,
Administrative and Technological (MAT), Maintenance and Operations (11&0),
Crafts, College Safety, Specially Funded, Athletic Specialist, Chancellor's
Executive Council (CEq, Adjunct Faculty, and student workers. The employees
of the College work under the policies of their respective employee group.
Information is available on the web at
http://\v\vw.dist.maricopa.edu/hrweb/emplrel/polhtml/index.html
Each policy outlines compensation, benefits, working conditions, avenues for
grievance, evaluation requirements, professional growth options and resources,
and other policies of importance to each group. In addition, there are policies
apply to all employee groups. Additional information is available on the web at
http://www.dist.maricopa.edu/hrweb/empirel/polhtml/polO002 lallempol.html
Employees by Gender and Ethnicity - As of 10/26/20Ot
Employee Male Female White Black Hispanic Asian Native Not Total
Group American Identified
Residential 131 130 218 12 16 5 6 4 261
Faculty
CEC 0 1 0 0 1 0 0 0 1
(president)
lViAT 21 27 40 0 7 1 0 0 48
PSA 45 123 112 13 38 2 2 1 168
M&O 27 9 16 0 18 1 1 0 36
Crafts 8 0 5 1 2 0 0 0 8
College 2 1 2 0 0 1 0 0 3
Safety
Specially 6 5 11 0 0 0 0 0 11
Funded
AtWetic 2 3 5 0 0 0 0 0 5
Specialist
Short-term 5 8 9 0 3 0 0 1 13
Non-Faculty
Totals 247 307 418 26 85 10 9 6 554
Source: Dzstnct HR Office
44
Faculty
All instructional faculty are certified by the State Board of Directors for
Community Colleges of Arizona (SBDCC). Faculty teaching academic courses
must have a Master's degree or higher from an accredited college/university, with
at least 24 semester/36 quarter hours of upper-division and/or graduate-level
credit in the discipline taught. Faculty teaching occupational courses must have a
Bachelor's degree from an accredited college/university, with three or more years
of directly-related occupational experience in the discipline being taught, or an
Associate's Degree/64 semester hours from an accredited college/university with
five or more years of directly-related occupational experience in the discipline
taught. Faculty must complete "The Community College Course" (EDU250)
before the Lifetime or Regular teaching certificate can be issued by SBDCe. In
several disciplines, such as Computer Science, Counseling, Electronics, Library,
Mathematics, Nursing, and Religious Studies, the Maricopa County Community
College District Governing Board has approved additional requirements based
on the recommendations of their respective Instructional Councils. SBDCC
certification requirements can be viewed in detail at
http://www:stbd.cc.az.us/aztchcert.htrn
The educational level of residential faculty is concentrated at the Master's (64%)
and Doctoral Degrees (26%) levels. Fifty-eight percent of permanent, residential
faculty have been employed by MCCCD for 10 year or more. The majority of
faculty positions are designated as instructional (95%), with the rest classified as
service faculty, primarily librarians and counselors. Over the past ten years, the
number of residential faculty has increased by 28%, from 204 to 261. During
Fall 2001, full-time faculty generated 70% of daytime FTSE (full-time student
equivalent) and 30% of evening FTSE.
Residential Faculty by Age - As of 10/26/20Ot
Age Number of Faculty Percent
20s 7 3%
30s 45 17%
40s 64 25%
50 109 42%
60s 35 13%
70s 1 0%
Total 261 100%
Source: DzstnctHR Office
Educational background for non-teaching staff is available and contributes to the
overall success of the educational programs at GCe.
Achievements since 1992
None noted
45
Analysis
Indicators of success include faculty and staff demographics that reflect the
diversity of our community and students, student satisfaction with faculty and
staff, and faculty and staff satisfaction with their working environment. One
weakness noted was the inflexibility of our salary and classification schedules.
The District Offices' processes related to staffing are perceived as time
consuming and cumbersome. We also need to consider the threat of non­competitive
salaries for our adjunct faculty. The dedication of faculty and staff
was viewed as a Strength. A potential opportunity is tapping into the wealth of
intelligence of retired persons living in the West Valley, perhaps to contribute in
ways such as tutoring, guest lecturers, or as adjunct faculty.
Areas for Improvement
• Increase diversity of faculty and staff
Team Recommendations
• Increase adjunct salaries, provide medical benefits for adjuncts (not
family), and recruit more diverse adjunct faculty
• Evaluate salary schedules and job descriptions for all employee group
Validation
GCC has an experienced, qualified faculty with the credentials and certification
mandated by State Board to teach in their respective disciplines. The College will
. need to set targets for diversity of faculty and staff based upon one or more
reference points: community diversity; current student diversity; projected
student diversity; or others to be considered.
HUMAN RESOURCES--STAFFING
Each department and unit requests funding for new positions through the annual
budget process. The College Faculty Staffing Advisory Committee considers the
specific faculty staffing requests from each department and makes
recommendations to the College President regarding the allocation of budgeted
slots. The Budget Development Committee (BDC) and its subcommittees
recommend all other staffing requests to the President. Among the criteria
considered in this process is the relationship of each request to the mission and
strategic planning goals of the College.
Faculty positions are also considered in relation to the ratio of department FTSE
to full-time faculty. According to RFP policy, the day program must be staffed
by residential faculty at 90% of the average enrollment for the fall and spring
terms. GCC's faculty ratios for Spring 2001 and Fall 2001 exceeded the 90:10
requirement. Of the 245 budgeted faculty, 215 faculty positions were required to
meet the 90% staffing level.
46
The College is committed to provide equal opportunity for qualified employees
and applicants for employment. In addition to the District's diversity hiring
practices, the College advertises for full-time positions in a multitude of
publications and formats to attract "the best and the brightest."
The District's Office of Employee Services facilitates the process for full-time
employees, while Screening committees are formed at the campus and usually
chaired by the hiring manager. Information is available on the web at
http://www.dist.maricopa.edu/hnveblindex.html
GCC endorses and adheres to the District's principals of Equal Employment
Opportunity that encompasses both the letter and spirit of the laws that prohibit
discrimination in employment. Information is available about Maricopa's EEO
program (including procedures for filing a complaint of discrimination), and its
commitment to affirmative action in hiring at
http://'\,,,-vvi.dist.maricopa.edu Ilegalleeo.html
The College, in particular, puts forth a variety of efforts to reach its affirmative
action hiring goals. The efforts are multidimensional and address both the
internal and external communities.
Part-time and adjunct positions are advertised locally as needed. To attract
interested and qualified adjunct faculty members, the College holds a bi-annual
Adjunct FacultyJob Fair. In addition, an online recruitment page for adjunct
faculty positions at the College can be found on the web at
http:/ hvw'A,..gc.maricopa.edu/hiringl
Adjunct faculty positions are filled from a pool of applications maintained by
Human Resources and/or each department in which the applicant is seeking
employment. Practices related to recruitment, selection, and hiring of non­faculty
employees are consistently applied.
Achievements since 1992
• While GCC strives to ensure a positive environment for all its students
and employees, it also recognizes that there is always room for
improvement. Established in 1996, the Commission on Diversity's goal
is to effect additional improvements. Consisting of students, faculty,
staff, and community members, their recommendations of this
commission have been evaluated and, where appropriate, implemented
• GCC, instead of the District Office, now conducts all of its own
advertising for all faculty and staff positions
• GCC has also implemented a bi-annual Adjunct Faculty Job Fair to
recruit part-time faculty for the main and North campuses
47
• SOMETHING ABOUT THE REORGANIZATION OF HUMAN
RESOURCES IN ITS PRACTICES AND PROCEDURES?????
Analysis
Given the College's new hiring procedures, complicated by District practices and
reorganization over the last several years, the team found that these findings have
a negative impact on the quality, quantity, and diverse makeup of available
applicants. These areas are viewed as a high priority to focus the College's
resources. Additionally, inadequate pay for adjuncts and a slow hiring process
are seen as staffing weaknesses. Pay issues in general seem to always have a
negative impact on all Measures of Success and, therefore, must be a high
priority. The College is hampered, however, by its lack of control over these
Issues.
Areas for Improvement
• Improve the quality/quantity of applicant pools
• Increase employee diversity and retention
• Improve the working conditions and pay for adjunct faculty
• Compensate employees for committee work
• Allow work time for fitness
• Support rest time
• Encourage managers to allow staff participation
• Model desired behavior
• Permit staggered work week
Team Recommendations
• Increase adjunct salaries/resources/offices/benefits
• Expedite District Office hiring process
• Increase recruitment
• Request timely hiring
• "Grow our own" faculty and staff
Validation
GCC is proportionately understaffed compared to other colleges its size. A
combination of strategies to add new personnel and to relieve overworked
personnel need to be pursued.
48
,
HUMAN RESOURCES--PLANNING
At present, human resources planning is tied to the annual planning and
budgeting cycle of the District. Each year, college departments review their
accomplishments of the prior year, examine the plans for the current year, and
project needs and strategies for the upcoming year. The requests that clearly and
concisely meet the mission of the College are funded given the budget
constraints placed on the campus.
Currently, however, many department chairs and managers think in multi-year
terms to better anticipate new needs. Department chairs know, for example, that
when they go before the College Faculty Staffing Advisory Committee that they
must report not only enrollment shifts over the past several years, but they must
also outline what they see in the way of program needs for the future that will
require full-time faculty leadership. Unfortunately, they must often build a
program with adjunct faculty in order to eventually justify the full-time faculty
need.
As new buildings have been added to the campus, new operational dollars were
added to the College budget as well ($3.13 per remodel square foot and $12.50
per square foot). In many instances, these dollars have helped to fund new
grounds or custodial personnel, have helped to pay for the increased supervisory
responsibilities of the department chairs (per RFP formula), and have helped to
pay for the adjunct faculty to staff many of the classes. The formula was not
designed, however, to fund the full-time, non-teaching personnel often needed
across the College to support the added capacity. Presently, however, the
resources allocated to the College by the District budget formula do not provide
for the staffing ratios the College would like to have. This will remain an
important strategic item for discussion, moving the College and the District into
a planning process that spans multiple years.
Achievements since 1992
• The College has experienced tremendous growth, hiring 57 RFP faculty
and 149 ??? full-time employees. Compensation for all employee groups,
including adjunct faculty, has improved. Salaries and benefits are among
the best in the state and nation's community-college districts.
• The College added an Employee and Training and Development Center
(TED) to provide more learning opportunities. Initially, TED was a
response to the growing concerns about technology, but since, has
expanded and now includes management techniques, professional and
personal growth, learning strategies, affirmative action, diversity, and
fitness and wellness instruction. TED offered 230 workshops to 734
campus employees in academic year 2000-2001.
• The Desktop Project was initiated in 1996 as a way to improve
employees' technology skills. Employees assess their individual skills,
49
develop a learning plan, and request updated equipment and software
when ready. As employee skills develop, additional training and more
modern equipment are provided. Old systems are retrofitted and
recycled to less technology driven areas of the college. Parallel to this
effort was the revamping of the District's electronic messaging system,
MEMO (formerly A-i), and the college's phone/voice mail system.
• Overall, more dollars are available for professional growth. The
District's Professional Growth Committee's budget has increased by
$ . (Information from Reinhold Kiermayr) While employees
must apply for support from the district-wide PGC fund, many do so
regularly, demonstrating a commitment to continued self-improvement.
• All adjunct faculty now have access to a "Virtual Office" at
http://gecko.gc.maricopa.edu/Palette I voffice.htm
• Student employment has also been addressed. Career Services added an
Internet-based job listing service, the "Maricopa Recruiter," which
provides a 24-hour a day job listing. This site is updated weekly.
ELSEWHERE
Analysis
The Human Resource Planning Team determined adequately trained support
staff and the percent of courses taught by full-time faculty during calendar year
were the most significant indicators of success. The team also noted the number
of unfilled PSA, Crafts, M&O, MAT, and Safety positions may also provide
information to assist in human resource planning. Threats included the
College's uncompetitive salaries in several employee groups and its inability to
increase resources to fulfill desired community expectations. These should
remain a high priority for the College, especially when making decisions
regarding budgeting its human and financial resources. The team did feel that
the quality of the staff and its continued development were adequately addressed
in the current budget processes and funding. The only opportunity was found in
the area of training and professional development.
Areas for Improvement
• The current one-year planning cycle does not meet personnel needs;
longer cycles are recommended
• The College's anticipated retirements permit hiring 7-8 faculty each year,
far below the number required. Shortfalls must be addressed through
requests for special funding or increased use of adjunct faculty
• Higher than anticipated enrollment in Fall 2000 prompted hiring One
Semester Only/One Year Only faculty. Adjunct faculty pools were
exhausted and Department Chairs expressed some apprehension about
the quality of instruction when the College had to hire so many additional
part-time faculty in a very short time
50
• Unbudgeted salaries (OYO, OSO, and additional adjunct faculty) placed
a financial strain on the College's budget
• Continued growth in the West Valley, operation of the University­College
Center (DCC) at ASU-West, and opening GCC North have
raised issues about continued staffing and support for new sites and
programs
• Adjunct faculty members in many disciplines (e.g. Computer Science,
Mathematics, and English) have lucrative opportunities in education,
business, and industry. Retention demands market-based salaries to
attract and retain competent adjuncts
• A balance of personnel functions performed by the College or the
District must be achieved. As GCC is one of the lowest budgeted per­FTSE
colleges in the District, it demands much from its employees.
Continued emphasis must be placed on appropriate staffing,
compensation, and use of technology to improve efficiency and maintain
a capable workforce
Team Recommendations
• Lobby District through Meet and Confer to improve adjunct-faculty
retention, e.g. competitive salaries, a step increase every fourth semester
• Encourage and extend employee service by extending the Active
Retirement Program
Validation
The College needs to consider a much more formal structure in adjunct faculty
recruitment, orientation, and long-term engagement with GCe.
HUMAN RESOURCES--COMPENSATION AND BENEFITS
Compensation and Benefits are administered at the District level for all full-time
and permanent part-time personnel, with annual input through the Meet and
Confer/Collaborative Policy Development processes of all Employee Policy
Groups. See Policy Manuals on the web at
http://www.dist.maricopa.edu/hrweb/
Recently, GCC was identified by The Chronicle ofHigher Education as having the
highest average faculty salary in the state of Arizona, due in part to the large
number of faculty who are at the top of the salary schedule and also to the
comparatively high salaries paid to faculty as whole.
Adjunct faculty, part-time/temporary staff, and student workers do not receive
any health/absence benefits from either the College or the District. Their
compensation rates are basically determined at the District level, with the
51
flexibility on campus to pay higher minimum rates depending on departmental
and/or unit needs for budgeted wages.
The District has, over the years, provided consistent increases in salary for its
employees. A history of negotiated increases and the impact on the District
budget is available on the web at
http://www.dist.maricopa.edu/business/budget/IvIeet&ConferI data/History.pdf
In addition, a comparison of salaries with inflation can be found on the web at
http://\\T\\Tw.dist.maricopa.edu/business Ibudget/j\Ieet&ConferI datal 1Ofr chart.pdf
During the 2001-02, a classification study will be conducted for MAT employees
to possibly increase their grade levels and titles, resulting in possible increases in
compensation. The contract should be issued early spring 2002.
Achievements since 1992
• Implementation by District of PeopleSoft, Human Resources relational
database software application in 1999
Analysis
The Human Resources Team conducted an analysis of factors likely to influence
the areas for improvement and their relationship to the Measures of Success.
These measures are 1) increase the size and diversity of applicant pools for
positions; 2) reduce the number of one-year-only (OYO) and one-semester-only
(OSO) hires; and 3) provide competitive pay rates for adjunct faculty. Major
factors identified as affecting the Measures of Success are 1) competition for
hiring teachers, technical experts, and certified safety officers; 2) continued
provision of numerous paid holidays and accrued vacation hours; and 3) an
improved mechanism/process for determining increases to salaries and benefits.
Areas for Improvement
• Diminish numbers of qualified and diverse applicants is a major
challenge that the College/District will have to address
• Adapt PeopleSoft to educational setting
• For many years, the only higher education competitor that employed
part-time faculty was Arizona State University (ASU). However, today,
there are multiple competitors on the Westside, including ASU-West,
which initiated its lower-division offerings in fall 2001 creating more
competition. In addition, the shortage of high school teachers in feeder
districts has caused those districts to pay premium rates to their teachers
to add a section or two of high school classes to their schedules. Thus,
this formerly ready source of adjunct faculty now choose to teach at their
home school, often at a rate higher than the College can pay.
• It should also be noted that adjunct faculty are paid at the same rate as
our residential faculty are paid for overload contracts. There is no
52
mechanism to pay adjuncts a higher rate than residential faculty for
additional courses.
Team Recommendations
• Create partnerships with industry to help fill one-year-only and one­semester-
only positions
• Partnerships and other exchanges might aid in recruitment and retention
Validation
missing
HUMAN RESOURCES-- STAFF AND PROFESSIONAL
DEVELOPMENT
Staff Development--New Employees
Although all full-time employees attend District sponsored orientations for
benefits, etc., the College offers a number of training opportunities throughout
the year to support staff development. The Employee and Organizational
Learning Team provides "New Employee Orientations" monthly at the District
Office. All new MCCCD employees are invited to the orientation following their
board approval date. These workshops are designed to familiarize employees to
MCCCD practices and policies and to acquaint them with their benefits package.
The GCC Training and Employee Development (fED) Department offers
monthly Desktop Project Orientation sessions for new and existing employees
who need an office computer or an up-grade. These sessions explain the
process, as well as acquaint employees with GCC's technology network. New
employees also attend phone and memo training, computer software applications
training, and compliance and diversity training.
The GCC Faculty Development Committee hosts a "New Faculty Orientation"
workshop during the first week of accountability in August for new Residential
and OYO and OSO faculty. Additional workshops are scheduled throughout
the year to acquaint new residential faculty and staff with campus policies to
assist them in their assigned responsibilities.
Employee group policies encourage continued professional development and
education through tuition assistance, support to attend seminars and workshops,
paid educational leave or sabbatical, and funding for professional growth
projects. Funds are allocated by District committees on a first-come first-served
basis. The College administers Travel Funds for faculty to attend conferences,
seminars, and workshops to develop their teaching/learning skills.
Staff Development--All Employees
GCC's professional development programs include workshops, seminars,
publications, projects, and networking opportunities that provide the means to
53
help all college employees excel to achieve career growth, thereby improving the
instructional process.
Professional development activities are designed and supported by campus
departments (TED, Innovation Center), committees (Faculty Development), and
District-wide initiatives (employee-group Professional Growth, Faculty
Development, Visions Project, Creative Pathways, and Employee Renewal).
Each employee group at the College has Professional Growth opportunities
funded through District committees made up of individuals from the respective
employee groups.
While each employee group has its own Policy Manual, a set of common policies
applies to all employee groups (see Maricopa County Community Colleges All
Employee Groups Board Policies). These manuals include professional growth
policies and are available on the web at
http://"\\i"\v·w.dist.maricopa.eduIhrweb I emplre1/polhtml/index.html
Professional Development--Residential Faculty
Procedures for Faculty Professional Growth can be found in the Professional
Growth Guidelines, "the green book," available on the web at
http://wurw.mcli.dist.maricopa.edu/fpg/programs.html
These guidelines were developed by faculty and are based on the policies found
. in the Residential Faculty Policies. Two residential faculty members are GCC's
representatives to the MCCCD Faculty Professional Growth Committee. Each
representative has specific faculty professional growth responsibilities. One
representative has two major responsibilities: 1) to assist faculty in advancing
horizontally on the salary scale through a variety of academic and non-academic
efforts; and 2) to assist faculty in preparing sabbatical proposals.
During 2001-2002 NEED INFORMATION 7 sabbaticals were granted to
GCC faculty.
Examples of activities that assist faculty to move horizontally are graduate
courses, or approved and relevant under-graduate and/or work-related
experiences. The second representative has two major responsibilities: 1) to
assist residential faculty in preparing and submitting conference and workshop
applications so that registration fees will be paid from the Faculty Professional
Growth funds; and 2) to assist faculty who apply for summer projects.
The total amount District allots for faculty to attend conferences is $220,000,???
and the amount allocated for summer projects is $30,000.???
At GCC, each Residential Faculty member has a limit of $2,500 per three­year
funding cycle to be used for travel expenses, conferences, and
workshops. In 2000-2001, seventy college CHECK faculty members
54
received funding for conferences and workshops and 10 received funding
for summer projects.
In the 2000-01 academic year, $55,880 was available for in-state and out-of­state
travel. Each faculty member is entided to $2,500 over a three-year
period for out-of-state travel. A faculty committee reviews applications
and approves appropriate requests. CHECKALL OF THESE
FIGURES-IT SEEMS THEY HAVE MIXED DISTRICT AND
CAMPUS NUMBERS AND AMOUNTS!!!!
Expected changes in the procedures will make it easier and less cumbersome for
faculty to apply for professional growth funds. It is also anticipated that
increased funding will be allocated to professional growth in the next Meet and
Confer negotiations.
Professional Development--Adjunct Faculty
Certified Adjunct Faculty members currently employed by the College are eligible
to apply for professional growth funding in order to participate in professional
meetings, conferences, take courses, and attend workshops that enhance one's
current teaching role. Funds are available on a reimbursement basis only.
Currently, 645 (CHECK NO.--600 adjunct faculty teach at GCC whose
professional growth fund is $3,533 for fiscal year 2000-01. The maximum
available per adjunct faculty member during 2001-2002 is $500 and funds
are available on a first-come, first-served basis. 2001 CHECK THESE
#s??? GCC splits its total allocation into fall and spring so that all
adjuncts have fair and equal access to reimbursement funds. Currently
teaching adjunct faculty members are eligible to receive tuition waivers for
MCCCD courses, not to exceed 6 hours per semester.
StaffDevelopment--Management, Administration and Technology (MAT)
MAT employees are eligible to apply for tuition and book reimbursement;
workshops, conferences, seminars, sabbatical leaves up to six months in
duration, and degree stipends. A maximum (for the 2000-2001 fiscal year) was
$1,100. Tuition is covered at $115 per credit hour at ASU, NAU, and UofA, or
up to $200 per credit hour at any other institution. Degree stipends for up to 2
degrees at $700 each are also available upon its completion and are in addition to
the $1,100 maximum professional growth award.
StaffDevelopment--Professional Services Staff(PSA)
PSA employees have access to Professional Development to provide an
incentive to encourage the employee to maximize his/her scope of knowledge.
Individual financial assistance may be given to eligible employees taking upper­division
courses at accredited institutions. University courses are reimbursed at
100% of the tuition for approved course(s) up to six credit hours, and 80%
thereafter, not to