_/ \ \
GLENDALE COMMUNI,TY COLLEGE
ANN uA L ,. R E PO R T
Dear Community Member:
The 1991-1992 academic year was a challenging onefor Glendale Community College
/
as we felt the effects of downturns in local and state economies. Because Glendale
Community College is @licall¥)upported educational institution, we are
dependent on local and state appropriations for our operating funds. .
I
The County bond election, held in June, was defeated because voters were unwilling
to increase property taxes in an uncertain economic environment. Until another bond
election is passed and additional capital funds are raised, GCC will not be able to
complete renovations and construction outlined in our masterplan. Additionally,
because ofa decreasing tax base, the state legislature has reduced state appropriations
for education and GCes budget was reduced accordingly.
In spite of budget restrictionsand reductions in resources, faculty and employees
have sought to provide the same quality instructional programs and services for
which Glendale Community College is known. To maintain the same level ofprograms
and services, however, the Maricopa Community Colleges wereforced to raise tuition
this fiscal year to prevent budget deficits.
While our enrollment is quite healthy, we did see a reduction in enrollment this past
fiscal year. This reduction is partially due to the opening of Estrella Mountain
Community College Center, the tenth campus of the Maricopa Community Colleges.
We are pleased with the opening of this new college as it brings education closer to
citizens of the southwest Valley.
The highlight for the year was earning ten years of reaccreditation from the North
Central Association of Colleges and Schools. The visiting team was amazed at what
GCC is able to accomplish with scarce resources. I would like to thank the employees
who worked so hard to complete GCes self-study report. The talent and dedication of
our faculty and staff is second to none.
Please take time to review the accomplishments on the facing page. Also, please make
a difference by completing the survey in the center of this report. By giving us your
opinions and reporting your needs, you help us focus our talents and resources to
continue meeting our community's needs.
Sincerely,
~dd7
President
1991-1992 ACCOMPLISHMENTS
Accreditation
• GCC completed its self-study
process and was granted ten years
of continued accreditation by the
North Central Association of
Colleges and Schools (the
maximum allowed!).
Arts &Sciences
• The new Language Lab was
opened to increase the listening
and speaking skills of Foreign
Language, Music and English as a
Second Language' students.
• An Electronic Music Lab was
added for hands-on learning of
synthesizers, drum machines,
sound modules, music sequencing,
and more.
• The Mathematics Department
established a "Math Solutions"
area in High Tech II, offering
tutoring by students, teachers and
computers.
• Two summer field schools in
archaeology were offered,
enabling students to participate in
a real archaeological dig.
• Physics instructors established a
"Physics Assist" program to help
students with lab assignments,
spreadsheets, .homework problems,
and physics tutorials.
• GCC connected a satellite downlink
in Applied Sciences, allowing
students to observe weather
photos and maps as they are
transmitted around the world.
• Self-paced English 101 and 102
courses were created to accommodate
the needs of 'academically
advanced and motivated
students.
• The expanded Psychology /
Biology Computer Lab doubles
the number of computers,
software, lab equipment, and
media materials available to
students.
• GCC participated with other
colleges in sponsoring and hosting
two Life Science Academies for
public school teachers.
Basic Skills
• GCC added a faculty position to
the Literacy Center to continue
offering free literacy services to
community (in cooperation with
Rio Salado Community College,
Arizona Supreme Court/Adult
Probation, and Literacy
Volunteers of America).
• GCC continued to expand its ACE
Plus program (college preparatory
classes) for students from
feeder high schools.
Business &Technology
• Approximately 20 new courses
were offered in spreadsheets,
programming, network communications,
word processing,
drafting and design, facilities
management, and emergency
medical technology. Additional
courses were modified to keep the
curriculum up-to-date.
• A new Intergenerational Early
Childhood Teaching certiJicate
program was instituted to train
older adults to be early childhood
caregivers.
• GCC started work with local high
school districts to d,evelop 2+2
programs in Agriculture, Automotives,
Business, and Drafting.
These programs link the last two
years of high school and the first
two years of college to enable
students to acquire advanced
levels of paraprofessional
technological training.
• Two new certificates were
developed in Physical Education
-Aerobics Instructor and Fitness
Leadership.
• Additional courses were offered
specifically addressing the IBM
AS/400 midrange computer
operating system.
• The two-year R.N.-A.D.N.
nursing program was revised to
include a preceptorship for each
student during their final year of
,the program.
Community Enrichment
• GCC continued hosting events
open to the public, including
monthly art shows, the Artist
Series, and the Speakers Forum.
• GCC received $9,000 in grants
from the Arizona Minority
Education Access and Achievement
Cooperative far an
enrichment project entitled "The
World Beyond."
• GCC participated as a lead
member in the Glendale Region
Educational Articulation Taskforce
(G.R.E.A.T.) .
Student Services
• The Library/Media Center was
remodeled to improve its
appearance and serviceability.
This renovation added approximately
1,000square feet ofseating
space.
• The Testing Center was
remodeled for a quieter, more
efficient assessment environment
and the Multicultural Services
area was remodeled to include the
Office of Community and School
Relations.
• A Campus Information System
(CIS) was installed for users
to learn about . admission,
registration, financial aid, student
records, graduatian, classes,
student services, campus maps,
and activity calendars.
• Disabled Student Resources'
computer workstation in High
Tech I was upgraded for hearingand
visually-impaired studeI}ts.
• A University Transfer Center was
created' in the Center for
Information, Advisement and
Registration to help students
seeking information and advise
about transferring to Arizona
universities.
• Campus Crime Watch program
was held to educate students,
faculty and staff about crime
prevention techniques and
campus community programs.
E S
Grants*
$1,822,200
u
Tuition & Fees
$7,885,347
- Student Services
$3,977,169
.> ....... Academic Support
$2,190,492
N
..
Sales/Services/Auxiliary/Other
$1,092,481
State Appropriations
/ $3,730,351
E v E
35,000.0
30,000.0
25,000.0
20,000.0
15,000.0
10,000.0
5,000.0
0.0
Local Approp.
$20,308,652-
1991-1992
Total Current
Funds
Revenues
$34,839,031
'Pell Grants not included
in "Grants."
Instruction __
$19,634,551
R
E X P E N D I T U R E S
U n o u d I red F i 9 u res ~ S u b J e c r r 0 A d JUs r m e n r
]991-]992
Total Current
Funds
Expenditures
$34,839,031
ENROLLMENT TRENDS
Unaudired Fi9ures~SubJecr ro Adjusrmenr
87-88 88-89 89-90 90-91 91-92
87-88 88-89 . 89-90 90-91 91-92 • Total Fiscal Year FTSE 6,620.2 7,636.8 8,485.0 8,904.2 9,517.4
0 Unduplicated Headcount 25,159 29,266 30,476 30,699 25,279
NEEDS OF BUSINESS' / COMMUNITY LEADERS
Glendale Community College seeks to meet the employment and training needs of its service area. Please help us identify those needs by
completing the following survey. As a business and/or community leader your opinions are valuable to us. Please complete both sides
of this survey and return it to Glendale Community College (return address and reply mail information on reverse side).
DIRECTIONS: Circle the number of the response you wish to indicate. If you wish to change a response, cross out the incorrect response.
Student Training Before Employment Training of Employees After Hire
Very Somewhat Not Very
Important Important Important
2. Does GCC offer the appropriate combination of courses,
certificates and degrees to meet your employment needs? [08]
1. Glendale Community College offers courses in several broad
areas. Please rate each in terms of its importance to your
company. [04-07]
General Education Courses 1 2 3
(college Icv.cl courses in the liberal arts and sciences)
Courses which teach specific
occupational skills 1 2 3
Courses which transfer to universities 1 2 3
Courses which teach remedial skills 1 2 3
(Remedial reading, writing, math; ESL; Literacy)
2. No
2. No
2. No
2. No
2. No
2. No
2. No
2. No
2. No
2. No
2.No
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
1. Yes
Literacy skills
Continuing in-service
Retraining/New skills
Computing
Other ---" _
In-house
Private vendors/consultants
Trade schools
/
Community college(s)
4-Year colleges or universities
Other _
16. What types of training does your company need for current
employees? [Answer yes or no for each item] [31-35]
17. What is your current mode for conducting employee training?
[Answer yes or no for each item] [36-41]
1. Yes 2. No 3. Don't know
3. How well does GCe's curriculum prepare students for
entry-level positions in your industry? [09]
1. Very Well 2. Well 3. Only fairly 4. Poorly 5. Don't know
For items 4-13, please tell us how adequately GCC prepares
students in the areas listed below: [10-19]
18. What is. the MOST IMPORTANT factor you consider when
selecting an organization to Conduct your employee training?
[Select only one] [42]
1. Cost 4. Customized training
2. Location 5. College credit
3. Expertise of instructors
Overall Satisfaction with GCC
19. Have you previously contracted with GCC do on-site training
for your employees? [43]
20. As you understand it, how would you rate the quality of
education at Glendale Community College? [44]
1. Excellent 2. Good 3. Only fair 4. Poor
21. Overall, how well do you think Glendale Community College
is meeting the needs of-your community? [45]
1. Very Well 2. Well 3. Only fairly 4. Poorly 5. Don't know
1. Yes 2. No 3. Don't Know
More than Needs No Basis
Adequate Adequate Improvement to Judge
4. Knowledge of
program-specific concepts 1 2 3 4
5. Technical skills 1 2 3 4
6. Reading skills 1 2 3 4
7. Writing skills 1 2 3 4
8. Speaking skills 1 2 3 4
9. Math skills 1 2 3 4
10. Problem-solving skills 1 2 3 4
11. Ethics/ 1 2 3 4
12. Leadership skills 1 2 3 4
13. Ability to locate information 1 2 3 4
14. Using a scale of 1-10 (1 being "most used"), please rank the
following sources of new employees in order of your usage:
23. How many people does your company employ?__ [47-50]
24. What is the highest grade of school or year of college you
completed? [51]
Walk-ins
_ Referrals from current employees
_ Internal promotion
Classified or other media advertisements
_ Private employment agencies
_ DES/Job Service
_ Proprietary /Private Schools
_ 2-Year colleges
_ ASU or other 4-year institutions
Other _
[20]
[21]
[22]
[23]
[24]
[25]
[26]
[27]
[28]
[29]
Demographic Elements
22. For what type of company do you work? [46]
15. Has your cOI11pimy employed any GCC graduates in the
last five years? ['30]
1. Less than HS grad
4. Bachelor's degree
2. HS graduate 3. Some college
5. Postgraduate degree
1. Yes 2. No 3. Don't know 25. What is your company's zip code? _ [52-56]
PLEASE TURN OVER
Comments
Use this space to explain any of your answers (include the question number with your remarks). [57-58]
Fold here, tape closed and mail to Gee. Thank you for your participation in this survey!
NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES
BUSINESS REPLY MAIL
ATTN INSTITUTIONAL EFFECTIVENESS
GLENDALE COMMUNITY COLLEGE
6000 W OLIVE AVE
GLENDALE AZ 85302-9983
POSTAGE WILL BE PAID BY ADDRESSEE
FIRST-CLASS MAIL PERMIT NO. 131 GLENDALE. ARIZONA
STRIVING FOR INSTITUTIONAL EFFECTIVENESS
"Using Assessment to Strengthen General
Education," American -Association for Higher
Education, 1991.
committee is co-chaired by faculty
and administrative representatives.
academic
in selected
• Piloting student
achievement plans
courses;
"A Beginner's Guide to Higher Education
Assessment," Winthrop Col1ege, South Carolina,
June 1992.
"Report 9f the Commission on Quantum Quality:'
Maricopa County Community College District,
August 1992.
These subcommittees will be
meeting regularly to further develop
the college-wide Institutional
Effectiveness plan. Focus areas
include:
• Refining the college mission
statement to include concrete
goals and measureable competencies;
• Developing specific student
academic achievement goals for
each department, division, service
area, etc.
"1991 Status Report on 25 Institutional
Effectiveness Indicators," Florida Community
College at Jacksonville, 1991.
References:
"Pathway to Quality," Florida Community Col1ege
at Jacksonville, September 1992.
• Analyzing collected data to
determine if it adequately
measures specified outcome
competencies;
• Communicating findings to
necessary audiences;
• Applying findings for improvement
of the institution;
• Evaluating the assessment
process;
To assess GCe's effectiveness, we
will be measuring the educational
.gains of individual students and the
educational gbals of the community
as a whole. The quality of our
products and services and our ability
to tailor products and services to
specific community and customer
needs are the most important issues
related to communify college
effectiveness.
Assessment asks: "What do our
students know, and what can they
do? Are they learning what we
intend? What do all our teaching and
curricula add up to for students?
How might their experience be
improved?" It prompts clearer, more
collective expectations about student
learning.
To meet this challenge, four
subcommittees of the IE Committee
were formed:, Mission; Overall
Institutional Effectiveness Plan;
Student Academic Achievement; and
Instructional Support Services. Each
A faculty-driven Institutional
Effectiveness (IE) Committee was
formed to oversee GCe's assessment
program and the Office of
Institutional Effectiveness was
opened to facilitate faculty research
needs.
Beginning in Fall 1990, GCC began a
comprehensive institutional selfevaluation
by the faculty, staff, <;nd
administration to be submitted as
part of the application to the North
Central Association of Colleges and
Schools (NCA) for continued
accreditation. In February 1992,
GCC was awarded ten years of
reaccreditation and was asked to
submit a follow-up on its program
to document student academic
achievement.
Assessment enacts a fresh and
learner-centered conception of
quality. It can heighten attention to
and foster coherence in the
experience of students (cumulative
effects of sequential courses and/or
general education). Most importantly,
assessment provides information for
continuous improvement, providing
a better basis for decision-making to
enhance institutional effectiveness.
Assessment results are then integrated
into the institutional funding
and decision-making processes.
Institutional
Effectiveness at GCC
Community colleges cannot ignore
the customer in our search for
excellence, and we must begin
understanding quality as our
customers perceive it. Adopting a
continuous improvement approach
represents a shift in how we perceive
our role and responsibility. This
approach is the process through
which the organization adapts itself
to the needs of the people it serves.
Assessment Movement
Public education institutions are
under closer scrutiny these days as
legislators and taxpayers demand
greater proof of "effectiveness" in
exchange for tax dollars allocated.
Accreditation agencies have joined
this movement as well, demanding
greater precision and documentation
in the assessment of student
academic achievement and institutional
effectiveness. Community
colleges face challenges unsurpassed
since their inception as they strive
to meet these new reporting
requirements, manage themselves
effectively with diminishing
resources, and identify and meet the
diverse needs of their changing
communities.
Assessment, in many ways, is "total
quality management" adapted to the
educational setting of teaching and
learning.
What is Assessment?
The essential characteristics of total
quality management are:
• Customer focus
• Total commitment to excellence
• Continuous improvement of
processes using statistical
methods
• Participation by everyoneteamwork
• Focus on internal and' external
customer needs and expectations
• A top-down and bottom-up
commitment with an organization-
wide focus
Non-Profit Org.
, U.S. Postage
PAID
Glendale, AI.
Permit No.4
GLENDALE
COMMUNITY
COLLEGE
6000 W. Olive Ave.
Glendale, AZ 85302
(602)435-3000
A DECADE OF CHANGE-AT A GLANCE...
The following is a comparison of demographic changes that occurred between 1980 and 1990 at Glendale Community
College, in the service area surrounding GCC, and lastly Maricopa County. Sources: GCC Data Book and 1980 and
1990 Census data.
Glendale Glendale Service Service Maricopa Maricopa
College College Area Area County County
1980 1990 1980 1990 1980 1990
Fall Enrollment/
Population 13,818 19,019 373,834 473,703 1,509,052 2,122,101
Growth Rate 38% 27% 41%
RACE/ETHNICITY (18+ Yrs)
White/Other* 87% 84% 89% 82% 85% 80%
African American 2% 3% 1% 3% 3% 3%
Native American 1% T% 1% - 1% 1% 1%
Asian American 2% 3% 1% 2% 1% 2Wo
Mexican American * 8% 10% 8% 12% 11% 13%
*Census figures have been manipulated to accommodate differences in collection ofHispanic ethnicity data.
GENDER
Male
Female
47%
53%
43%
57%
49%
51%
49%
51%
49%
51%
49%
51%
AGE: GCC age data is not compatible with groupings reported by the Census.
However, the average student age has increased from 28 to 31 in the last decade.
NA NA 132,352 178,839 545,503 807,560
NA 35% 48%
NA NA 2.81 2.63 2.73 2.59
NA (6%) (5%)
NA NA 3.26 3.22 3.25 3.20
NA (1%) (2%)
HOUSEHOLDS**
Total Households
Growth Rate
Persons per Household
(Reduction)
Persons per Family
(Reduction)
**Household data is not collected by GCe. Census figures are presented here for your information. We will be collecting additional
Census data on educational attainment, language spoken at home, income, employment, and poverty at a later date.
I
Glendale Community College and the Maricopa County Community College District do not discriminate on the basis of race, colof, religion, national
origin, sex, handicap or age in application, admission, participation, access and treatment of persons in instructional or employment programs and
activities. Glendale Community College will take steps to ensure that the lack of English language skills will not be a batrier )0 admission and
participation in vocational 'education programs. I
Glendale Community College y los Colegios Comunitarios de Maricopa no discriminan con base en raza, color, religi6n, nacionalidad, sexo,
impedimenta 0 edad en la solicitud, admisi6n, participaci6n, acceso y tratamiento de personas en programs y actividades instruccionales 0 de
empleo. Los Colegios Comunitarios de Maricopa tomanin medidas para aSeguar que el no poder comunicarse en ingles no sera un obstaculo a la
admisi6n y participaci6n en programas de instrucci6n vocacional. Printed on Recyled Paper
