Maricopa County Community College District Faculty Executive Council Agenda. April 3, 1979

              MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT
FACULTY EXECUTIVE COUNCIL AGENDA
APRIL 3, 1979
DSSC WHITE CONFERENCE ROOM
3 PM
I. CALL TO ORDER
II. PRESIDENT'S REPORT/ANNOUNCEMENTS
III. AGENDA ADDITIONS AND DELETIONS
IV. APPROVAL OF THE MINUTES
V. TREASURER'S REPORT
VI. COMMITTEE REPORTS
VI I. OLD BUSINESS
A. Meet and Confer
B. Nomination Committee Report
C. Governance Organization Alternatives
VIII. NEW BUSINESS
A.
B.
C.
IX. INFORMATION ITEMS
A.
B.
C.
X. ADJOURNMENT
XI. NEXT MEETING - APRIL 17, 1979
"
COIrSTl'T'UTION
MCCCD EducattuYl Association
Article I - Name
'The name of this associatIon shall be the Maricopa County Cornmunity
College District Education Association.
Article II - Purposes
Section I - To work for the advancement of education and the improvement
of instructicll1al opportunities in the community.
Secti'm ;~ - To develop and promote the adoption of such ethic~l practices,
personnel policies, and standards of preparation and partic­ipation
as mark a profession.
Section 3 - To secure and improve the salaries, retirement, tenure, leaves
.and other working conditions necessary to support teaching as
a profession.
Section 1) - To enable the Association to speak with a common voice cn
m~1.tters perta:Lning to the profession and to present its
interests to the Governing Board and such other bodies as
may influence the condition of the profession.
Article III - Membership
Section 1 - Active Members
a. Active membership in the Association shall be open to
all certiricated raculty, appointed or provisional,
employed by MCCCD who agree to abide by the Code of
Ethics or the Education Profession.
·b. Active membership shall be continuous with payment of
annual dues until the member leaves the college district
or resigns from the Association.
1
c. Acti~e members of the Association shall also be
membC'l'~; of the j\!'i zona Education Association and
the National Education Association.
Article IV - Officers
The officers of the Association shall consist of a pre3~dent, a vice­pref;
iden t, the immediate past president, a secretary, and a treasurer.
Article V - Executive Board
Seption 1 - The Executive Board shall consist of the officers and two
representat:ives from each campus. It shall have the execu­tive
authority of the Association, and it shall be the
legislative and policy-forming body of the Association.
Section 2 - The Executive Board shall have power to employ a staff for e the effic:ient management of the Association.
Section 3 - If an officer resigns, or whenever a majority of the Execu­tive
Board sha.ll agree that an officer has been grossly
negligent of t.he duties defined in the bylaws, or is inca­pacitated,
that office shall be declared vacant. In the
case of a campus representative, the appropriate campus will
hold an election to fill the unexpired term. In case of an
officer, a district-wide election will be held to fill the
unexpired tenn.
Article VI - Affiliation
The Association shall affiliate with the National Education Association
under its l~les and the Arizona Education AssoGiation under its rules.
Article VII - Amendments
Section 1 - An amendnlent to this constitution may be proposed at any
Executive Board meeting by any member of the Board. At the
2
following meeting of the Board, if a two-thirds vote of the
Executive P"nrd approv", the amendment shall then be presented
to the membership at large for adoption by a two-thirds vote.
Section 2 - Upon presentation of a petition of 10 percent of the Associ­ation
membership, an amendment to this constitution may be
proposed to the Executive Board. In that event, the Executive
Board shall present the amendment to the member'ship at large
for adoption by a two-thirds vote.
3
BYLAWS
Mcccn Ec1ucatlcn Assocj ation
Article I - Meetings
Section-l - Executive Board - The Executive Board shall meet on the
third Thursday of each school month at 3:00 p.m. or at the
call of the President, or at the request of three members
of the Board.
Section Agenda - The President shall prepare the agenda for each
meeting anel shall circulate it to all members at least
one week prior to the meeting.
Section 3 - Special meetings - Special meetings may be held at the call
of the President or upon written request to the Executive
Board from three campus representatives. Business to come
before any special meeting must be stated in the call which
shall be sent in writing to each campus representative and
officer.
Section 4 - General Membership Meetings - The Executive board shall
arrange at least two meetings of the members each year for
discussion of profe[;sional issues.
Article II - Quorum
A majority of their members shall be a quorum for the Executive Board
and commi.ttees.
Article III - Power of Officers
Section l - President - The President shall preside over meetings of the
Executive Board, appoint the chairmen and members of standing
committees, appoint special committees, and shall be the
executive officer of the Association. The President shall
I
Section c,)__ . -
represent the Associat:on before the public either personally
or throuch df' lega tes,md shall perform all other functions
usually attributed to this office.
Vice President - The Vice President shall serve as vice
president 0(' the Association and shall perform the functions
usually attributed tottle office. He shall work closely
with one or more standing committees as the President may
indicate. He shall become acting president when the presi-dency
becomes vacant until a ne"\\T president is elected as
provided in Article V of the Constitution.
Se-ction 3 - JJnrnediate Fast President - The Immediate Past Pr~sident
shall advise the Executive Board and assist the President
at the latter's request.
Section J~ - Secretary - The Secretary shall keep accurate minutes of all
meetings of the Executive Board and general membership meeting
shall maintail} responsibility for official files, and shall
assist the President with Association correspondence.
Section ~) - Treasurer - 1'he treasurer shall hold the funds of the
Association and disburse them upon authorization by the
Executive Board. He shall be responsible for dues processing.
He shall maintain a roll of the members. He shall keep
accurate accounts of receipts and disbursements, shall report
to each meeting of the Executive Board and shall prepare an
annual financial statement for publication to members as
directed by the Executive Board. He shall keep the President
and Executive Board informed of the financial condition of
the Association. He shall assist the Budget Committee in
the initial drafting of the annual budget.
2
tit Section G- Tenn[3 ancl ~~ur~(:(;~;[:;i(jn
a. The officers shall serve for two years" and may be
re-elected once without an intervening term.
b. Whenever the offices of both President and Vice
President shall become vacant between elections"
except as provided in Article V of the Constitution"
the remaining members of the Executive Board shall
choose one of their number to serve as President
pro tempore until district elections can fill the
vacancies.
Article IV - Power of the Executive Board
Section 1 - The Executive Board shall be responsible for the management
of the Assoc:Lation. Approve all expenditures" carry out
established policies" report its transactions to the Associ­ation
member~hip and make new policies for the Association.
Section 2 - The Executive Board shall be responsible for representation
of the Associati.on in negotiating personnel policies with
the governinu; board for l-1CCCD. Wi thin policies established"
the Executive Board may make decisions binding the Associ­ation
in these matters. The Executive Board may delegate
this power.
Section 3 - The Executive Board shall approve the bUdGet" set the dues
for the Association" act on reports of committees" approve
resolutions and other policy statements. It may adopt such
rules governing the employment of staff" the conduct of the
Association" and the conduct of meetings as are consistent
with this Constitution and Bylaws. It shall be the final
judge of the qualifications and election of officers and
Campus Representatives.
Article V - Campus Representatives
Section 1 - At each C(l.mplU~, facult:'/ members who are members in good
standing of this Association shall elect for a term of two
years two Cam[l1J.s Hepresentatives whose terms shall be
staggered. Elections shall be held the first school day in
April, and the Representatives shall take their seats at the
regular May meeting of the Executive Board. The Senior
Representative shall be the one serving the second year of
tho tonn.For purl)ose~; of implementation, the Ca.mrus
Representat5ve elected for the initial two year term shall
be the Seni r Representative.
Section 2 - Campus ReprCE'entatives shall attend the regular meetings of
the Executive Board unless they receive prior excuses from
the President. After two unexcused absences of a Represen­tative,
the President may declare the seat unfilled and call
for a fact1-] ty election to fill out the term. The President
may de signa te (1 member in good standing to organize this
special election.
Sec t:Lon 3 - The Senior Eepresentative shall call campus faculty meetings
of the Association members to discuss Association business,
shall appoint such campus faculty committees as the Associ­ation
may require, and shall organize and oversee the
subsequent elections of campus representatives, the enrollment
of members in local, state ami national a:3sociations.
Article VI - Standing Committees
Section, 1 - Structure - There shall be three standing committees carrying
the specific functions outlined below. They shall have at
least three members, selected to represent different groups
in the Association, and appointed for overlapping tenns of
three years. ~ach committee may, with the approval of the
Executive Bo~rd, organi especial sub-cmmnittees ~nd task
forces for :~pcc:ific acti vi ties from the membership of the
Association.
Section ~~ - Meetings .- Each standing committee shall meet regularly
according to a calendar developed by the Executive Board
and may hold special meetings at the call of the chairman.
Section 3 - reports - Each cOI1l1nittee shall choose a secretary who shall
keep a continuing record of activities. Chairmen shall
report as necessary to the Executive Board and shall prepare
an annual written report summarizing objectives, action
programs, gains, and unreached coals, which the Executive
Board shall distribute to the members and which shall become
a part of the continuing committee record in the Association
files.
Secti'm )l - 'Titles and Du. ties
a. Committee on Faculty Welfare shall explore and prepare
act.ion l'rogrtlm:.:~ as nece::;~:;ary in all area::; of f8.cuJty
welfar'e, creating sub-committees with particular
rec;p()n:~i lJ1lity f(JI' salari C~" leave, fr1nc;e benefit,;,
insurance, credit and investment facilities, and
general working conditions and shall serve as a resource
to any negotiation cOnLl1littee that may be created.
b. Committee on PROFESSIONAL Rights and Responsibilities
shall be responsible for protecting the professional
and legal rights of faculty members and shall prepare
action programs for securing satisfactory personneJ.
poli.cies and procedures for the redress of grievances.
c. Co~~ittee on Membership and Communications shall be
responsible for membership and nrofessional information.
5
national associations and shall counsel with them.
It shall organi;','; and conduct unified local, state
and n'l.ttonal anel r,tatc membership enrollment amonr;
non':"members and r;hall inform members of the policies,
progr~uns and accomplishments. It shall develop and
conduct programs for the orientation of new faculty
to the community, the college, and the Association.
It shall organize such social activities as may serve
the needs of members and promote fellowship within
the Association. It shall be responsible for internal
Association communications.
Section 5 - Helation to Executive Board - The Executive Board shall
assist the President to appoint members of the standing
committees at the regular meeting in April, and to fill all
unexpired terms as vacancies occur, and shall plan for an
organizational committee conference each year. It shall
require and C1[,sist committees to define their immediate and
long-range !",:cnl:;. It shall review committee plans as
necessary and shall decide any juriSdictional argument
between committees.
Section 6 - Relation to State and National Associations - The standing
committees shall seek to understand and relate to the
objectives and programs of corresponding units of state and
\
Article VII - Special Committees
Each year the President shall appoint an Elections Committee, and Audit
~ Committee, a Budget Committee, and such other special committees as may
be necessary and shall discharge them upon completion of their duties.
These committees shall operate according to rules approved by the Exec-
6
~tive Board. No officer of the Association shall serve on either the
Eleetion Comm:i.ttee or tIle /\udit C01'lfllittee.
Article VIII - Elections
Section I - Nominations
a. T.he ac tive members of the Association on each campus
during the month of March may nominate a candidate
for President, Vice-President, Secretary, and
Treasurer. The Senior Campus Representative shall
deliver all nominations in writing to the committee
on Elections.
b. The committee on Elections shall report all nominations
to the Executive Board at the March meeting.
c. The Corrmlittee on Elections shall publish to the members e brief information on each candidate.
Section 2 - Balloting - On the first school day in April members shall
vote for officers by secret ballot, in accordance with
procedures developed by the Committee on Elections and approve'
by the Executive Board. The Committee on Elections shall
report results to the President who shall cause them to be
published. New officers shall be installed at the April
meeting of the Executive Board.
Article IX - Authority
Robert's Rules of Order shall be the parliamentary authority for the
Association on all questions not covered by the Constitution and Bylaws
and such standing rules as the Executive Board may adopt.
Article X - Amendment
Section I - An amendment to the bylaws may be proposed at any Executive
Board meeting by any member of the Board. At the following
7
meeting of the Board, jf a two~thirds vote of the Executive
Board approve, the amendment shall then be presented to the
membership at large for adoption by a two-thirds vote.
Section 2 - Upon presentat:Lon of a petition of 10 percent of the Associ­ation
member"j)jp, an amendment to these by laws may be
proposed to the Executive Board. In that event, the Executive
Board shall present the amendment to the membership at large
for adoption by a two-thirds vote.
8
SIAIEt1UIT LQ EXE~UTI VE CQ!.JriCllJ 2l t1AR Z!3­BY.
GfIiE. fl. EAsllN
MaST OF YOU ARE FAMILIAR WITH THE DEVELOPMENT OF OUR ASSOCIATION J
THE AEA) BUT I WISH TO REVIEW BRIEFLY OUR HISTORY FOR THE PURPOSE OF
SETTING THE STAGE FOR OUR PRESENCE HERE TODAY.
APPROXIt11\TELY TWO YEARS AGO J SEVERAL OF US ON THE GLENDALE CAMPUS
BfCAME CONCERNED ABOUT SOME OF THE TRENDS THAT WERE APPEARING IN THE
DISTRICT AND THEIR EVENTUAL IMPACT ON OUR FACULTY. As A RESULT J WE
REVIEWED THE VARIOUS STATE AND NATIONAL FACULTY ORGANIZATIONS AND DETER­MINED
THAT THE AEA-NEA WAS BEST FITTED TO SERVE OUR INTERESTS. DURING
TliE FALL SEMESTER OF 1976J WE INCREASED OUR MEMBERSHIP AT GLENDALE FROM
30 TU 80 AEA MEMBERS. THE FOLLOWING SPRING J WE DREW UP A CONSTITUTION
AND BYLA~~S AND CONDUCTED A DISTR ICT-W IDE ELECT ION AMONG ALL AEA MEMBERS.
AT THAT POINT WE BECAME THE AFFILIATE OF THE AEA-NEA.
tt OUR GOAL IS OBVIOUS. WE BELIEVE THAT THE FACULTY SHOULD BE REPRE­SENTED
BY AN ORGANIZATION THAT HAS THE SUPPORT AND EXPERTISE OF A POWER­FUL
STATE AND NATIONAL AFFILIATION.
WE HAVE ATTEMPTED TO MOVE TOWARD OUR GOAL IN A MANNER THAT WOULD
UNDERLINE TilE NEED FOR FACULTY SOLIDARITY. Two YEARS AGO J WE ARRANGED
FOR THE OREGON EDUCATION ASSOCIATION HIGHER EDUCATION NEGOTIATOR --
MH. At KLEIN -- TO MEET WITH THE FACULTY MEET-AND-CONFER COMMITTEE. THIS
WAS ACCOMPLISHED WITH FUNDS FRO~l BOTH THIS EXECUTIVE COUNCIL AND THE AEA­NEA.
MORE RECENTLY J JUST LAST MONTH J AND IN A SIMILAR FASHION OF COOP­ERATION
J I PERSONALLY OFFERED TO THIS COUNCIL THE SERVICES OF THE AEA
NEGOTIATIONS STAFF. YOUR RESPONSE WAS A BRIEF MEETING WITH 4 MEMBERS OF
THE MEET-AND-CONFER COMMITTEE J MYSELF J AND 2 AEA STAFF OFFICERS -- MR. Russ
KILLIP AND MR. MIKE DALTON. FOLLOWING ~HAT MEETING J THERE WAS THAT ~ERIOD
OF UNCERTAINTY ABOUT THE MEET-AND-CONFER LEADERSHIP AND ACTIVITIES. WE
THEN HAD THE IMPRESSION THAT THERE WOULD BE NO ADDITIONAL USE OF OUR
NEGOTIATIONS STAFF.
DURING THAT TIME OF UNCERTAINTY AND IN TUNE WITH OUR COMMITMENT TO
BRING STATE AND NATIONAL SUPPORT TO THE FACULTY J WE MADE A DIRECT REQUEST
TO THE GOVERNI~G BOARD THAT THEY MEET WITH US TO DISCUSS A PROPER METHOD
·. ')
• TO DETEHM IflE THE ORGANIZATION HAVItlGT HE MAJORITY SUPPORT OF THE FACULTY.
TilE BOMW'S RESPONSE INDICATED THAT "'HilLE THEY DID rWT SUBSCRIBE TO
COLLECTIVE BARGAINING) THEY DID WISH TO RECOGNIZE THE ORGANIZATION CHOSEN
BY THE MAJORITY. OUR INTENTION IN MAKING THAT CONTACT WITH THE BOARD WAS
TO ESIABLISli A DEMOCRATIC METHOD FOR ORGANIZATIONAL SELECTION THROUGH
PETITIONS"AND SECRET BALLOTS, WE BELIEVE THAT THIS IS STILL A VIABLE
ISSUE THAT CAN BE PURSUED WITH THE BOARD AND THAT WOULD CULMINATE WITH AN
ELECTION.
llOWEVER) SINCE WE INITIATED THAT INDEPENDENT ACTION WITH THE BOARD)
TilE m ET-AND-CONFER COr·1MITTEE HAS MADE CONTACT WITH OUR STAFF" AND 3
~lIEIHIGS HAVE BEEN HELD. THE COMMITTEE HAS BEEN RECEPTIVE TO THE ADVICE
AND ~(lUNSEL GIVEN BY THE AEP,) AND NEARLY ALL OF US HAVE TAKEN PART IN SOtv1E
OF THl SUPPORTIVE ACTIVITIES -- BUTTON) SPEAKERS" CROWDED BOARD MEETING)
ETC. LAST SUNDAY'S PRESS COVERAGE OF THE GENERAL FACULTY CONCERN OVER
NEGOTJATIONS WOULD NOT HAVE SEEN PRINT HAD NOT THE AEA MADE ALL THE
ARRANCin1ENTS. e
llcw) TO THE POINT OF OUR PRESENCE HERE TODAY AND THE CROSSROADS OF
A DILEt·!MA. SHuULD OUR FACULTY ASSOCIATIONS" THE EXECUTIVE COUNCIL AND TilE
AEAJ ADOPT ACOMPETITIYE SlANCE BY ENGAGING IN AN ELECTION TO DETERMINE
TilE ORGANIZATION HAVING MAJORITY SUPPORT OF THE FACULTY) OR SHOULD WE WORK
TOWARD FACULTY UNITY IN A COOPERATIVE WAY? I'M HERE TODAY TO PROPOSE THE
LATTER -- COOPERATION!
I WOULD NO~I LIKE TO MAKE A PROPOSAL FOR YOUR CONSIDERATION.
THE GOVERNING BOARD WILL RECOGNIZE THE ORGANIZATION HAVING MAJORITY
SUPPORT OF THE FACULTY. I AM CONFIDENT THAT THE AEA COULD ACHIEVE THIS
STATUS THROUGH AN ELECTION. BUT THAT WOULD COST TIME) MONEY AND ENERGY
TO ACCOMPLISH HHAT WE MIGHT ALREADY HAVE. I THINK WE HAVE THE SUPPORT
OF THE FACULTY TO BRING T.IE MEET-AND-CONFER COMMITTEE UNDER THE STRUCTURE
OF OUR AEA LOCAL ON A VOLUNTARY BASIS. I NOW PROPOSE THAT THIS EXECUTIVE
COUNCIL TAKE A POSITIVE STAND ON THIS QUESTION AND VOTE TO AFFIRM THE
MAJORITY STATUS OF THE AEA. I FURTHER PROPOSE THAT EACH CAMPUS TAKE A
SIMILAR STAND ON THE RECOMMENDATION OF THIS COUNCiL. As A PRACTICAL MATTER"
IT IS POSSIBLE THAT A MAJORITY OF THE CAMPUSES COULD VETO THIS PROPOSAL
WHILE IN FACT A ~lAJORITY OF THE DISTRICT FACULTY WOULD APPROVE IT. THAT
WOULD BE FOOLISH. SO I SUGGEST THAT EACH CAMPUS UNIT CONDUCT A COMMON
.. "
"PETITION OF TilL FACULTY TO AFfiRM THE ACTION OF THE EXECUTIVE COUNCIL.
SUCH A PET 1TIOf'l OF A MA,JOf\ 11 Y OF- THE I ACULTY SUPPORT ING THE MEET-AND­CONFER
COMMITTEE UNDER THE 2ANNER OF THE AEA WOULD "GIVE THE GOVERNING
BOARD ASSURANCE OF MAJORITY SUPPORT.
JT SHOULD BE UNDERSTOOD AT THIS POINT THAT THE INDIVIDUAL CAMPUS
UN 1TS OF GOVERNANCE) A SENATE' OR AN Assoc IAT ION WOULD REMA IN THE SAME.
NONETlIELESS) TilE ENSUING QUESTION OF MEMBERSHIP IS OBVIOUS. ARIZONA IS
A RIGIlT -TO~'~IOH f( STATE. No ONE CAN BE FORCED TO JO IN ANY EMPLOYEE
ORGANJZATIor~. BUT REALISTICALLY) THE COST OF SUPPORTING A NEGOTIATING
EFFORT AT THE LOCAL STATE AND NATIONAL LEVELS IS NOT MINIMAL. WE HAVE
NO lOCf..L DUES. THEY SHOULD PROBABLY BE AROUND $25 IN ORDER FOR OUR LOCAL
AEA OI:FICERS TO OPERATE. AEA-NEA DUES WILL BE ABOUT $125 NEXT YEAR. AND
IF THF FACULTY ~/ANTS SUCCESS) THEY MUST BE WILLING TO PAY FOR IT WITH
t'iONEY .. TH1E AND EFFORT. THAT IS OBVIOUS. SO WE MUST HAVE A SUBSTANTIAL
~1EMBEnSH IP TO SUPPORT THE TOTAL CAUSE.
MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT
FACULTY EXErTITIVE COuNCIL, INC.
CONSTITUTION
Revised: November 10,1987
ARTICLE I. TITLE
The name of this organization will be the Maricopa County
Commun1ty College District Faculty Assoc1ation represented by the
Faculty Executive Council, Inc., hereinafter referred to as the
Faculty Executi ve Counci 1.
ARTICLE II. PURPOSE
The purposes of the Faculty Executive Council shall be:
1. To serve as the representative of the faculty
association/senate of each college and/or community
college center in the Maricopa County Community College
District (MCCCD) to the District Administration and
Governing Board of the MCCCD.
2. To facilitate communications between the entire
Residential Faculty, the District administration, and the
Governing Board of the MCCCD.
3. To serve as the representative of the entire Residential
Faculty in academic and professional matters as stated in
the Residential Faculty Policies.
4. To serve as the representative of the entire Residential
Faculty.
ARTICLE III. MEMBERSHIP
Section A. The Faculty Executive Council represents faculty
members, defined as residential certificated
appointive and probationary instructional and
support services personnei\ excluding full-time
administrative staff of the MCCCD.
FACULTY EXECUTIVE COUNCIL CONSTITUTION
1-1/10/87 .
Section B. The Faculty Executive Council will consist of
twenty-two college and/or community colle ge
center faculty representatives, exclusive of the
president and the president-elect. A minimum of
one position will be allocated to each college
and/or community college center faculty that is
eligible to participate in the Council.
College and/or community college center
eligibility requires submission of an acceptable
constitution, payment of Faculty Association
dues, identification of a presiding officer, and
such other qualifications as may be established
by the Co u n c i 1 and re qui re d 0 f all par tic i pat i n g
colleges and/or community college centers. The
deadline for college and/or community college
center eligibility is the preceding fifteenth of
Novembe r.
Each eligible college's and/or community college
center's first representative position should be
assigned to its presiding officer. The positions
that remain after the minimal number has been
subtracted from the ori gina1 twenty-two wi 11 be
allocated to the colleges and/or community
college centers in direct proportion to the
number of faculty with paid or pledged Faculty
Association membership as of November 15 of the
immediately preceding fall semester. The
resultant size of the Council may fluctuate
slightly around twenty-two due to rounding
considerations. Disputed or tied allocations may
be adjudicated by the Executive Committee.
\\
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87 - -
A college and/or community college center that
meets eligibility requirements too late for
inclusion in the current Council may petition the
Executive Committee to allow a non-voting
delegate to attend the Council's regular
meetings. Representatives to the District
Faculty Association from each participating
college and/or community college center and
f a c u 1 t y mus t be cur r e nt me mbe r s 0 f bot h the i r
local college and/or community college center
faculty association/senates and the District
Faculty Association.
Section C. Representatives, other than participating
college and/or community college center
faculty presidents, shall begin their terms at
the first meeting of the incoming Faculty
Executive Council (at the first meeting in May)
regardless of the time they were chosen by their
college and/or community college center faculty.
Section D. The president and president-elect will not be
considered as part of any college or community
college center representation. The president
will vote only to break or create a tie; the
president-elect will have no voting ~ower except
to break or create a tie on behalf of the absent
president.
Section E. Each participating college and/or community
college center will choose alternates for
regular council members. Alternates will serve
in the event of the absence of a regular member.
ARTICLE IV. OFFICERS
Section A. The Faculty Executive Council will elect a
president-elect, a secretary, and a treasurer.
Section B. All officers will be elected for a term of one
calendar year beginning at the close of business
at the first May meeting of the Faculty
Executive Council.
Section C. Duties of the officers of, the Faculty Executive
Council shall be as folla,ws: \
1. The president will:
(a) Preside over Faculty Executive
Co u n c i 1 and Exe cut i ve Co mm itt e e
me e tin g s ;
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
D" no 1
( b) Ch air the Fa c u 1t Y Re side n t i a 1
Policies Review Committee;
(c) Appoint all Faculty Executive
Council committees and their
c h air pe r son s ;
(d) Be an ex-officio member of all
Faculty Executive Council
commi t tee s;
(e) Initiate all contacts between the
Faculty Executi ve Counci 1, the
District Administration, and the
Governing Board;
(f) Call s pe ci a 1 me e tin g s 0 f the
Faculty Executive Council and the
Exe cut i ve Commi t tee;
(g) Represent faculty interests at
me e tin g s 0 f the Pre side n t s I
Council, the Governing Board, and
other appropriate agencies;
(h) Submit a summary report of summer
faculty governance activities to
all faculty by September 15;
(i) Keep the president-elect informed
of mat te r s re 1 at i n g tot he
pre side n c y;
(j) Enter into an active education
program with the president-elect to
ins u re pre par at ion for the
pre side nc y.
2. The president-elect will:
(a) Preside at meetings when the
pre side ntis a bsen t ;
(b) Assume the duties and office of the
president for the remainder of the
term if that office should for any
reason become vacant;
(c) Serve on special committees at the
direction of the Executive
Committee;
( d) Se r ve a s a me mbe r 0 f the Fa c u 1 t Y
Meet and Confer Committee;
(e) Serve as parliamentarian for all
me e tin g s ;
(f) Keep informed of matters relating
tot he pre side n c y by con S u 1tin g
with the president regularly;
(g) Assume the duties and office of the
president wh'en the term of the
current president expires.
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
'"" _ _ _ If
3. The secretary will:
(a) Take minutes at all regular and
s pe cia 1 me e tin g s 0 f the Fa c u 1t Y
Executive Counci 1;
(b) Disseminate those minutes to the
faculty at each college or
community college center within ten
days aftere a c h me e tin g ;
(c) Perform other secretarial duties as
directed by either the president or
the Fa c u 1 t Y Exe cut i ve Co un c i 1 ,
Inc. ;
(d) Provide all required notices to
members of the Faculty Executive
Council and the Executive
Committee.
4. The t re as u re r wi 1 1 :
(a) Gather data necessary for the
preparation and presentation of
t he ann ualb ud ge t ;
(b) Collect dues;
(c) maintain proper bank accounts;
(d) Report the finances of the Faculty
Executive Council at all regular
mee tin 9 s;
(e) Write checks at the direction of
the president or Faculty Executive
Council;
(f) Present a financial statement at
the last meeting of the outgoing
Executive Council and the first
meeting of the incoming Faculty
Executive Council.
5. The past-president will
( a) Pe r for m d uti e sag r e e d u po n b y the
past-president, the incoming
pre side nt, and the Exe cut i ve
Committee prior to the end of the
previous president's term. The
assignment and any remuneration for
the pas t - p re side n t will be pas se d
by a majority of the Executive
Council at its first meeting in
Ma y.
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87 - -
ARTICLE V. EXECUTIVE COMMITTEE
Section A. The Executive Committee will consist of the
president, the president-elect, and the faculty
association/senate president of each
participating college and/or community college
center in the MCCCD.
Section B. The Executive Committee will make
recommendations to the president for
appointments to all Faculty Executive Council
committees and for their chairpersons.
Section C. The Executive Committee will make
recommendations to the president for removal and
replacement of any member or chairperson serving
on a committee of the Faculty Executive Council.
Section D. The Executive Committee will make recommen­dations
to the Faculty Executive Council through
the president to place action items on the
age nd a i n e me r ge nc y sit uat ion s •
Section E. The Executive Committee will prepare the annual
proposed budget.
Section F. A quorum of the Executive Committee will consist
of a simple majority of the number of
participating colleges' and/or community college
center faculty presidents plus either the
president or the president-elect.
ARTICLE VI. DUES
Section A. Annual dues, to be formally pledged or
paid in full by November 15, will be assessed
each faculty member who joins the District
Faculty Association. Only members who have met
the November 15 deadline are entitled to access
to the Faculty Association attorney for
school-related matters (as determined by the
Executiv~ Commitee) and, at reduced rates, for
other matters. Meeting the dues deadline is
also required for all other benefits and
p r i vi 1e ge s 0 f me mbe r s hip \ \
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
Section B. The Executive Committee of the Faculty Executive
Council will submit the proposed bUdget for the
f 0 1 low i n g academi c ye arat the 1a s t reg u1a r
April meeting of the Faculty Executive Council.
A bUdget will be adopted and dues amount
approved at the first May meeting.
ARTICLE VII. MEETINGS
Section A. The Faculty Executive Council will meet at least
once mo nth 1 y duri ng t he a c a de mi c ye r •
Section B. The Executive Committee will meet prior to every
regular and special meeting of the Governing
Board of the MCCCD to discuss the Board agenda
and recommend to the president the appropriate
action to be taken when necessary. The
Executive Committtee will also meet prior to
regular and special Faculty Executive Council
meetings and during periods when a quorum of the
Faculty Executive Council could not normally be
assembled, such as on holidays, during summer,
and during Governing Board meetings.
Section C. While meeting when a quorum of the Faculty
Executive Council could not normally be
assembled, the Executive Committee has authority
to function as the Faculty Executive Council.
Section D. Special meetings of the Faculty Executive
Council may be called at the discretion of the
president, or by request of twenty-five percent
( 25%) 0 f t he me mbe r s 0 f the Fa c u1t Y Exe cut i ve
Council. All members of the Faculty Executive
Council wil receive prior notice of the time and
pur po se 0 f the s pe ci a 1 me e tin g •
Section E. Special meetings of the Executive Committee may
be called at the discretion of any member of the
Executive Committee. All members of the Faculty
Executive Council will be notified of the time
and purpose of the special meeting.
Se c t ion F. A quorum of the Faculty Executive Council
will consist of fifty-one percent (51%) of
membership, exclusive of the president and
pre side nt -e 1e ct.
the
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
Section G. Agenda items will be treated as follows:
1. All agenda items will be processed through
the participating college or community college
center presiding officer and to the secretary
not 1ate r t han 0 ne (1) we e k prio r to a
scheduled meeting.
2. Criteria for submission of an item to the
Faculty Executive Council are:
a. The matter concerns or could affect
faculty members at more than a single
college or community college center
b. The issue cannot easily be resolved
through normal local or District faculty
and administrative channels.
3. Items must be presented as information items
initially and as action items no earlier than
the next s c he du1e d me e tin g• Exc e pt ion sma y be
brought to the Faculty Executive Council as
action items initially with the approval of
the Executive Committee.
4. Motions covering action items should be
submitted in writing to all members of the
Faculty Executive Coun~il whenever feasible.
5. The minutes of Executive Council meetings
shall report for all issues on wh-;ch votes
were taken the number of ayes, noes, and
abstentions.
6. Meetings will be conducted in accordance with
Roberts Rules of Order Newly Revised unless
otherwise directed by this constitution.
ARTICLE VIII. REFERENDUM
Upon petition by one-third of the fully qualified members of the
District Faculty Association protesting an action taken by the
Faculty Executive Councilor the Executive Committee, such action
will be submitted as a referendum to the entire Faculty
Association membership. The challenged action shall be nullified
if disapproved by a majority of the total votes cast. This
referendum procedure does not preclude the Executive Council's
polling the entire MCCCD faculty, regardle'ss of Faculty
Association membership, on appropriate issues.
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
'"' _ ... _ n
ARTICLE IX. COMMITTEES
Section A. All committees and their chairpersons will be
appointed at the direction of the president and
the Executive Committee and approved by the
Faculty Executive Council. Committees will serve
at the pleasure of the president and the Faculty
Exe cut i ve Co unFi1 for any pe rio d 0 f time
designated.
Section B. Residential faculty on sabbatical leave, leave of
absence, or special leave will not be eligible to
serve on any committee.
Section C. The following are the standing committees of the
Exe cut i ve Co unc i 1 •
1. Residential Faculty Policies Review Committee
a. Purpose:
(1) To submit recommendations to the
Chancellor for adjudication whenever
there is a contested interpretation of
the e xis tin g po 1icy, and
(2) To deliberate requests and make
recommendations for change in
Re side nt i a 1 Fa c u1tyPo 1i c i e san d
report regularly to the Faculty
Executive Council.
b. Membe rshi p:
(1) The committee will be composed of the
participating college and/or community
college center faculty presidents and
the Fa c u1t Y Exe cut i ve Co unc i 1
president, president-elect, and
secretary, and
(2) The Faculty Executive Council
president will serve as chairperson
for the committee.
2. Faculty Meet and Confer Committee
a. Purpose:
\.\
(1) To represent the entire faculty at the
meetand con fer tab 1e, and
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
"
(2) To receive and process requests on
subjects or sections to be reopened
for meet and confer from the
Re side nt i a 1 Fa c u1tyPo 1i c i e s Re vie w
Committee and the Meet and Confer
sub-committees.
b • Membe r s hip:
The committee will consist of one (1)
representative from each participating
college and/or community college center
the Fa c u1t Y Exe cut i ve Co unc i 1
president-elect, the Faculty appointed
negotiator, and a representative of the
Professional Growth Committee.
c. The following are the standing
sub-committees of the Meet and Confer
Committee:
(1) Insurance Committee
(2) Retirement Committee
(3) Salary Committee
3. District Staffing Committee.
ARTICLE X. ELECTIONS
Section A. Prior to the last regular April meeting, a
nominating committee from the incumbent Faculty
Executive Council, composed of one representative
from each participating college and/or community
college center, will nominate a minimum of two
(2) candidates for the office of president-elect.
Other nominations may be made from the floor at
the time of the election. Nominees for
president-elect need not be members of the
Faculty Executive Council.
Section B. The incoming Faculty Executive Council will hold
a me e tin 9 prio r tot he end 0 f the s c ho 01 ye a r for
the purpose of nominating a secretary and a
treasurer for the coming year. Other nominations
may be made from the floor at the time of the
election. Nominees for secretary and treasurer
must be members of the incoming Faculty Executive
Council. ~
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
Section C. Elections will be held as the last order of
business at the first meeting of the incoming
Faculty Executive Council. The first meeting of
the incoming Faculty Executive Council shall be
the first meeting in May.
Section D. Each officer will be elected by a majority vote
of the incoming Faculty Executive Council
representatives. Election will be by written
ballot (when there are multiple nominees) and
each member of the incoming Faculty Executive
Council will have one (1) vote for each office.
Section E. In the event the office of secretary or treasurer
becomes vacant during the course of the year. the
va can c y will be f ill e d by pre side nt i a 1
appointment subject to approval of the Faculty
Executive Council.
Section F. If the office of president-elect becomes vacant a
special election must be held no later than
forty-five (45) days after the vacancy occurs. A
nominating committee. composed of one (1) Faculty
Executive Council member from each participating
college and/or community college center. will
nominate a minimum of two (2) candidates for the
office. Other nominations may be made from the
floor at the time of the election.
ARTICLE XI. RECALL
Section A. Any committee appointee may be removed by a
two-thirds (2/3) vote of the entire membership of
the Executive Committee.
Section B. Any elected officer of the Faculty Executive
Council may be removed from office by a
two-thirds (2/3) vote of the Faculty Executive
Council present and voting.
ARTICLE XII. STIPENDS
The president will receive a stipend equivalent to twelve (12)
and be eligible for up to three (3) load hours of teaching
contract monies during the official summer\ school calendar.
FACULTY EXECUTIVE COUNCIL CONSTITUTION
11/10/87
REPORT OF A VISIT
TO
MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT
Phoenix~ Arizona
for the
Commission· on Institutions of Higher Education
of the
North Central Association of Colleges and Schools
February 5-l0~ 1977
EVAULATION TEAM
Dr. Glynn E. Clark, President~ Meramec Community College, 11333 Big
Bend Blvd., Kirkwood, MO 63122
Or. Clair C. Conard, Cha;rman~. Board of Trustees~ Dodge City Community
College~ 14th & Bypass 50, Dodge City, KS 67801
Mr. Wayne W. ~liller, Director~ Oklahoma State Tech~ Fourth & Mission,
Okmul gee ~ OK 74447
Dr. Leland B. Luchsinger, Professor of Vocational Education, Department
of Vocational Education, Colorado State University~ Ft. Collins,
CO 80523
Dr. Richard F. Whitmore~ President, Kellogg Community College~ 450 North
Avenue, Battle Creek~ MI 49016
Or. Alban E. Reid, President, Black Hawk College~ 6600 34th Avenue,
Moline, IL 61265 (CHAIRPERSON)
Maricopa County Comnunity College District
,
INTRODUCTION
1
Background
The educational programs which are presently encompassed in the Mari­copa
County Community College District have a history that dates to 1920
when Phoenix College was established as an upward extension of the Phoenix
Union High School District. Phoenix College was initially accredited in
1928 by the North Central Association of Colleges and Secondary Schools
and continued to operate for more than forty years as a segment of the
Phoenix Union High School District.
The State Legislature in 1960 passed enabling legislation to permit
the establishment of a county-wide community college district. In 1962,
the citizens of Maricopa County elected to establish Maricopa County Com­munity
College District. The District is administered by a five member,
locally elected, Governing Board. State-wide coordination for Arizona
community college districts is provided by the Arizona State Board of
Directors for Community Colleges and members are appointed by the Governor.
Soon after the creation of the Maricopa County Community College
District, Phoenix College, by a vote of Phoenix Union High School District,
was transferred to the jurisdiction of the community college Governing
Board, effective July 1, 1963. Phoenix College has since its inception
been located within the central region of the City of Phoenix. During the
next seven years, five separate colleges and a Skills Center were to be
created within the 'Maricopa County Community College District, and enroll­ment
was to grow to approximately 50,000 students enrolled in credit pro­grams
in 1975-76.
With the creation of the new Maricopa County Community College Dis­trict
encompassing some 9200 square miles, it became apparent to the
Maricopa County Community Coll ege District
Governing Board that there was need. to establ ish several extension centers.
Such centers were created under the administration of Phoenix College in 4It
Mesa, 17 miles east of Phoenix, at Camelback in Northeast Phoenix, and at
Glendale in Northwest Phoenix. Effective July 1, 1965, the Governing
Board acted to create Mesa Community College from the Mesa extension and
combined the Camelback and Glendale extensions to create Glendale Community
College.
In September of 1968 the Governing Board opened Maricopa Technical
Community College in a seven story building in downtown Phoenix. Unlike
the other colleges of the District, which were more comprehensive in
nature, Maricopa Technical Community College emphasized occupational pro­grams
for the students of Maricopa County and served as a center for pro­grams
throughout the entire county. The newest college of the District,
Scottsdale Community College, was opened in September of 1970.
From an enrollment of 15 students in 1920 at Phoenix College, the
Maricopa County Community College District has grown to become the fourth
largest community college district in the nation. The colleges of the
District together offer comprehensive educational programs in professional,
occupational and continuing education curriculums to serve the rapidly
growing population of the county. The county served by the college district
is one of the largest in the nation, equal in size to four of the Eastern
states combined. The county has a population of 1,400,000 with its primary
center in Phoenix, the capital of Arizona. In addition to constituting one
of the fastest growing population centers in the United States, it attracts
many visitors because of its ideal winter climate. Though portions of the
county are heavily populated, areas served by the community college district
include many small centers of population, a sizable number of preplanned e
cOll1T1unities, several small rural communities, as well as several Indian
Maricopa County Community College District 3
communities. Maricopa County contains over half of the population of the
State in a variety of urban and rural settings. The varied ethnic back­grounds
of its students provide the college district with a varied repre­sentation
in its enrollment.
The North Central Association Executive Board, following evaluation
visits to Glendale Community College, Mesa Community College, and Phoenix
College during the 1966-67 academic year, voted in August of 1967 to af­firm
the transfer of accred i tati on of Phoen ix College to the Mari copa
County Community College District and to accredit each of the three
colleges as operationally separate campuses of the district. The Executive
Board of the Commission further required that a consultant be appointed
for each of the colleges for a period of three years to assist in formu­lating
a clear delineation of the respective functions of the Governing
Board, the district office, the campus administrations and the campus
facilities.
In July of 1968 a report of a consultant's visit to Maricopa County
Community College District was submitted to the North Central Association.
There appear to have been no subsequent consultant visitations during the
next two years as stipulated by the NCA Board of Directors in granting
accredited status to the three operationally separate campuses of the
district. The report of the consultant's visit in July of 1968 affirmed
that a number of steps had been taken to address concerns which had been
cited in the evaluation team visits of the preceding year. There appears
to have been no definitive action taken by the NCA Executive Board to
clear th~ district and its campuses of the conditions that were placed
upon the granting of accreditation.
Subsequent to the granting of accreditation to the three campuses of
the district in 1967, Maricopa Technical Community College and Scottsdale
Maricopa County Community College District
Communi ty Coll ege were opened and became cand idates for accred ited status
and were granted accreditation in 1974 and 1975 respectively.
In the early fall of 1976 regular decennial evaluation visits were
schedu.led for Glendale Community College, Mesa Community College and
Phoenix College. It was determined that the three campuses would be
visited concurrently by a joint team whose efforts would be directed by
a general chairperson. The designated general chairperson, together with
a staff representative of the North Central Association, visited Maricopa
County Community College District during the month of October 1976 to
develop, in cooperation with staff members of the Maricopa County Community
College District, plans for the conduct of the evaluation visit. In view
of the inconclusive resolution of problems identified during the 1967
evaluation as well as concerns expressed in the subsequent visits to
Maricopa Technical Community College and Scottsdale Community College,
the college district administration was requested to prepare a District
Self Study Report. It was anticipated that the conduct of such a self
study would facilitate and focus attention upon the delineation of re­spective
functions of the District Governing Board, the district office
and the campus administrations and campus facilities since the college
district had been directed very specifically to address these issues as
a condition of the continued accredited status of its campuses.
The responsibility for the preparation of the District Self Study
was assigned to the Educational Planning and Informational Center of the
district in early November. The date for the conduct of the evaluation
visit was set for the period February 5-10, 1977. It was acknowledged
in the District Self Study Report that time constraints had precluded
more than 1imited and superficial involvement of the Governing Board and
the district and campus staffs in the conduct of the self study and the
Maricopa County Community College District 5
review of the findings reported therein. At the same time, it was ac­knowledged
by the Acting President of the college district that the ex­perience
of the self study had been a valuable one for the managers of
the district and that for many this was a first time experience. The
document itself provided an excellent overview of the organization and
operation of Maricopa County Community College District organized as it
was in the general format suggested in the North Central Association
Commission on Institutions of Higher Education Handbook on Accreditation.
Organization of the Evaluation Visit
As indicated above, the North Central Association staff assigned
three evaluation teams, each with its own chairperson, to work simul­taneously
under the direction of a general chairperson to conduct a visit
for periodic review of membership of the three colleges as operationally
separate campuses of the district. It was determined that the three team
chairpersons, together with two additional team members, would be assigned
to work with the general chairperson in the evaluation of the Maricopa
County Community College District and its operation. Each member of the
district evaluation team had a specific assignment. The district evalu­ation
team focused on the relationship between the Maricopa County Com­munity
College District Governing Board and administration and the Arizona
State Board for Community Colleges; the relationship between the District
Governing Board and the district administration; the relationship of the
District Governing Board and the district administration and the three
campuses; financial status of the college district; and the occupational
programs of all three colleges.
During the course of the evaluation visit, the Institutional Site
Visit Coordinator transmitted to the general chairperson a formal request
Maricopa County Community College District 6'
that consideration be given by the evaluation team for accredited status
to be granted to Maricopa County Community College District as a whole.
The request was based on the recognition of the fact that three of the
five colleges in tha district (Glendale Community College, Mesa. Community
College and Phoenix College) were being evaluated during the current visit
and that the other two colleges had recently received accreditation and
that a comprehensive self evaluation of the district had been submitted.
Members of the district evaluation team discussed at great length
the request submitted by Dr. Helena Howe, the Institutional Site Visit
Coordinator, by letter dated February 9, 1977 to the general chairman of
the evaluation team. The consensus of the team was that the assignment
given to the team by the North Central Association staff was to evaluate
and make recommendations on each of the three campuses individually and
that the comprehensive evaluation visit of the district operation was
accomplished primarily for the purpose of determining the response of the
District Governing Board and administration to the concerns expressed in
the report of the 1967 evaluation visit. It was acknowledged, however,
that it would be appropriate to transmit to the North Central Association
staff a letter requesting district accreditation status so that such a
request might be considered by the Review Committee and/or the Executive
Board of the Association at the time that the report and recommendations
of the evaluation team were considered at the Summer 1977 meeting of the
Commission. A subsequent letter to the general chairperson
of the evaluation team dated April 5, 1977 from Mr. A. W. Flowers, Acting
President of the Maricopa County Community College District, reiterated
the request made by Dr. Howe in her letter of February 9, 1977. The North
Central Association staff deems it appropriate to ask the Review Committee
and/or the Executive Board of the Commission to consider and respond to
Maricopa County Community College District 7
this request for accreditation of Maricopa County Community College District.
EDUCATIONAL MISSION OF THE COLLEGE DISTRICT
The institutional mission, goals and objectives of the District have
evolved from a well defined statement of goals and objectives provided in
the Statutes of Arizona indicating that the system is to offer:
(a) college transfer programs of study
(b) career education programs and semi-professional studies
(c) general education for all students
(d) continuing education for community members who are employed
(e) community service and cultural opportunities
(f) academic, occupational/semi-professional counseling, guidance
and placement
(g) research experimentation and innovation
(h) comprehensive mangement of fiscal, professional and facility
assets
The educational goals of the Maricopa County Community College District
which have been adopted by the Governing Board are consistent with the
statutory goals and objectives of the State. Since the appointment of an
Acting President, the District has been involved in a process of reviewing
institutional growth and development as well as the many changes in society
impacting institutional mission, goals and objectives with a view to re­vitalizing
the existing mission, goals and objectives statements of the
District.
A Presidential Steering Committee was organized consisting of adminis­trators,
faculty, support staff, community members and assisting agency
consultants to address the existing mission, goals and objectives state­ments
and to provide comprehensive planning, development, management and
evaluation efforts necessary to improvement in these areas on concern to
Maricopa County Community Coll ege District 8
the Maricopa County Community College District. The. Steering COl11l1ittee is
viewed as providing a vehicle for a continuing evaluative process commencing e
with the assessment of community/student needs which lead to the development
of statement of mission~ goals and objectives; the definition of priorities;
the design of program curriculum objectives; the implementation of operational
activities and monitoring; the evaluation of program curriculum outcomes.
These steps should be followed by the reassessment of community/student needs;
the redevelopment of improved statements ofm;ssion, goals and objectives;
the implementation of operational activities and monitoring; and the evalu­ation
of redesigned program curriculum outcomes. Though the structure
for the dynamic process of goals~ objectives and missions assessment has
been created, it is too early to determine whether the Di stri ct will be
able to initiate steps to assure the effective implementation of these
processes with extensive involvement of the numerous constituencies of e
the total community college district. It is acknowledged in the Summary
of Concerns in the District Self Study Report that there are several groups
within the urban population of the Phoenix-Glendale-Scottsdale-Mesa metro­politan
area whose needs are unserved or underserved. These include members
of minority groups, senior citizens, handicapped and the unemployed. Also,
the residents of the remote, sparsely populated areas of the county are
largely unreached. As frequently happens in a large and complex institution,
statements of mission, goals, and objectives for the District do not provide
the sense of direction needed for precise implementation of programs de­signed
to accomplish the mission, goals and objectives. It is noteworthy
that district managers acknowledge a feeling of uncertainty when asked for
the goals and objectives for their areas of responsibility. The manner in e which the goals and objectives of operational units of all levels support
and contribute to the mission, goals and objectives of the District seems
Maricopa County Community College District 9
to be not well understood also.
The Summary of Concerns indicates that for the most part the goals
and objectives of individual managers reflect as their major priority a
reaction to crisis. It is concluded in the summary that "management has
a responsibility to require clearly stated goals and objectives at all
operating levels and to insure these goals and tie in and support the
mission and goals established by the Governing Board.
It is further acknowledged that ".... A procedure for establishing
the priority goals of the District and operational levels of the colleges
should be prepared in written form. II Additionally, liThe test of function
should be the degree to which these activities foster and support progress
toward these agreed upon goals." Finally, "Mission, goals and objectives
should be re-examined at least yearly and redefined with the advice of
community, staff, students and administrators. All should share in de~
veloping Ithe sense of direction. III
Members of the evaluation team concur in the assessment which is pro­vided
in the Surrmary of Concerns. It should be acknowl edged that as the
District continues to grow, the need for the kind of systematic process of
mission, goals and objectives setting for institutional revitalization will
become even more important to assuring effective operation in the future.
At the same time, it should be recognized that the difficulty of implementing
such a system in the present state of development will constitute an extreme
challenge to the Governing Board, the district staff and the college staffs.
It is conceivable that external assistance may be necessary to facilitate
such a process. Each manager within the District will be required to de­velop
the skills necessary for implementation of the new system.
Maricopa County Community College District
EDUCATIONAL AND LEARNING EXPERIENCES
It was apparent to members of the eva1uat ion team that maj or respon­sibil
ity for the educational programs and the students and instructional
staff involved in them is focused upon the individual colleges within the
District. Though the Governing Board and the district staff interject
themselves into the educational and learning experiences provided by the
individual coll eges of the District, they do so primarily through budgetary
and management processes that do not in and of themselves have as their
primary concern the quality and effectiveness of educational and learning
experiences on a district-wide basis.
It appears that the instructional policies and techniques which exist
at the college level are related to the purposes and objectives set forth by
the District. However, it seems in this case that the relationship of the
two is almost by chance. There is little evidence of a district concern
for creation of a systematic procedure by which measurement can be made_~of~ _
the accomplishments of the District as a whole in achieving the stated
educational mission, goals and objectives statement of the colleges. Stable
academic leadership at the District level for the purpose of assuring the
continued improvement both in arrangements for providing educational ex-periences
and the quality of these experiences has not been provided and needs
greater attention if, in fact, the educational learning experiences that
occur within the District are to be planned for and assessed in a systematic
way.
The process of curriculum development is addressed in a very specific
way in one section of the District Self Study Report. In the view of the
evaluation team, the information contained in this section of the report,
together with impressions gained from examination of the curriculum develop­ment
process at the college level, suggests that there continues to be
great need at Maricopa County Community College District for the exercise
Maricopa County Community College District 11
/
of leadership in planning and assessing educational and learning experiences
in the District. The Self Study Report acknowledges the failure to date
of the District to base curriculum development on identified community/stu­dent
needs. The Report indicates that "district managers" are concerned
that "seat of the pants'" program development be ended and that procedures
in the future be based upon continuous assessment of community/student
needs through implementation of a management model. Any efforts to achieve
a cohesive program of curriculum development for the District as a whole
appear to be of fairly recent origin, as late as November 1976, and thus
it is impossible to assess the long range impact of such efforts. Hope­fully,
with a commltment to a more systematic approach to the provision
of educational learning experiences based upon community/student needs,
this problem may be resolved.
In the interim, the evaluation team is forced to base its judgment
upon the evidence available. This evidence would indicate that where the
District has made a strong commitment to coordination, such coordination
has taken place and is generally commendable as to its quality. In a
number of instances, through special funding, it has been possible to
provide extensive resources for the support of coordination efforts. This
is true in the case of district-wide allied health occupations and in the
programs presently offered by the Maricopa County Skill s Center. Signifi­cant
progress. has been made al so in the area of vocati ana1 educati on, per­haps
in part due to special incentive funding provided by the State of
Arizona.
A number of very innovative programs such as computer assisted in­struction
and programs. utiliZing radio and newspaper media have also pro­duced
significant achievements. It appeared to members of the evaluation
team, however, that in many cases there was relatively little effort being
Maricopa County CommunftyCollege District 12
made to integrate such programs into a cohesive educational whole. Evidence
of this problem exists in relation to the status of the Maricopa County e
Ski 11 s Center. The Se1f Study acknowl edges that there is need for di stri ct
administration to secure a policy statement from the Governing Board with
respect to the degree of commitment to the Skills Center as a concept.
There appears to be considerable difference in opinion as to whether the
Skills Center as a highly specialized manpower training institution should
be susta i ned as a concept or whether the functions of the Skill s Center
should be distributed among the colleges. It is suggested by the Report
that an alternative course of action would be to replicate similar centers
in other areas of the District. Under any circumstances, it appeared to
be the belief of the district staff that the concept and metholology of
the Skills Center should be used to serve other specialized populations
within the District as determined by the assessment of community/student
needs.
The evaluation team concurs in the need to recognize the high risk
nature of innovative programs such as TICCIT and to initiate such risk
ventures, subject to very careful periodic evaluation to ascertain the
effectiveness of each program in achieving its stated objectives. It is
important that the Governing Board receive progress reports periodically
during the course of such programs so that decisions as to their continua­tion
or termination not be made in a climate of crisis. This frequently
occurs when judgments concerning the value of a program are deferred to a
point near the end of the projected program life. The District and college
administrations have recognized that the motivation for curriculum develop­ment
which has in the past resulted from a variety of unpredictable stimuli
must give way to an orderly preplanned cycle of curriculum development. e
The Self Study Report describes an ideal curriculum development process
Maricopa County Conmunity College District 13
which the evaluation team feels is commendable, even though it has not yet
been implemented.
The Sunmary of Concerns suggests that the District establish procedures
which would enable the staff to concentrate on a 1imited number of priority
items each year over a five year period. Coupled with the identification
of priority areas would be a commitment to provide budgetary support, staff
training and instructional materials support for each priority area.
Generally speaking, there is concern on the part of the evaluation team
members that problems related to educational and learning experiences appear
to have been given a low priority for consideration by the Governing Board
and the District staff. It is acknowledged that a number of significant
steps have been taken in recent months which seem to suggest a reordering
of priorities. Again, however, as a result of the size of the Maricopa
County Community College District and its complexity and continuing growth,
it will be extremely difficult to initiate any new effort to systematize
processes that relate to educational and learning experiences. Needless
to say, it will be extremely important for the colleges to be well repre­sented
in the membership of any committee or task force which is assigned
responsibility for recommending changes in curriculum development procedures.
RESOURCES FOR PROVIDING EDUCATIONAL LEARNING EXPERIENCES AND H4PLEMENTING
INSTITUTIONAL· GOALS AND OBJECTIVES
-
Maricopa County Community College District is well endowed with re-sources
to support its educational programs. The 1976-77 opera.ting budget
projected a balanced budget with revenues and expenditures at $38,975,000.
Of this budget, 62% is expended for instruction, 13.2% for physical and
plant facilities, 10.3% for student services and general expenses, 8% for
administration and 4.3% for library and audio-visual services.
During the 1976-77 fiscal year r 82.5% of total operational expenditures
Marfcopa County Community Coll ege. District 14,
were allocated to salary and salary related expenses, 17.5% were related
to non-salary expenses. Revenues for 1976-77 were derived from the district It
levy which provided 51.3% from State aid, 35.5% in lieu tax, miscellaneous
income 3.3%, and tuition 1.3%. The. favorable fiscal position of the
District is reflected in a projected end of year cash balance of 8.6%.
During the 1976-77 fiscal year, it was estimated that the District would
serve a total student headcount population of 50,417 or 28,860 full-time
student equivalent with more than 51% of the revenue coming from a district
levy. It is important to identify the tax base from which this local levy
is derived. It is extremely significant that along with steady growth in
student enrollment, there has been a substantial annual increase in assessed
va luation in Maricopa. County. From 1970 when the percent of increase was
8.9%, growth in assessed valuation has been experienced in a percentage in
excess of 8.9% for each year through 1975. In 1971 the rate of growth was
10.9%, in 1972 - 18.7%,1973 - 28.9%,1974 - 14.6% and 1975 - 10.3%. The
percentage of growth in assessed valuation from 1976 is shown as 6.5%. A
rather sharp drop in rate of growth in assessed valuation from 1973 onward
may constitute a trend which should be regarded as significant for district
pl anners.
At the present time the District operates with a 70¢ tax rate for
operation and a It tax rate for capital and special levies, for a total
tax rate of 71¢. It may be that if the trend in the decrease of percentage
of growth in assessed valuation continues, it will be necessary to consider
increasing the present tax rate to generate a levy sufficient to offset
the loss in revenue growth from only limited growth in assessed valuation.
It is noteworthy that the budget expenditures for full-time student
equivalent reflect a range from $1234 at Glendale Community College to
$1548 at Maricopa Technical College. The difference in funding levels per
Maricopa County Community College District 15
full-time student equivalent can be accounted for primarily by the dif­ferences
in cost of various programs offered by the individual colleges.
The average full-time student equivalent cost of $1350 district-wide com­pares
favorably with the average expenditure for all community colleges
in Arizona amounting to $1513 for the 1976-77 fiscal year. The college
district has made a net capital investment in its plants as of June 30,
1976 of $51,548,427.70.
Perhaps one of the greatest strengths of the Maricopa County Com­munity
College District is the quality of its instructional staff which
is reflected both in the academic and experiential preparation of staff
members for their assignments as well as in the impact which their in­structional
skills have upon the students whom they teach. Evaluation of
this segment of the district is better provided in the reports of the
evaluation teams which visited the three colleges. At the same time,
however, it is significant in reporting on the District evaluation to
consider the relationship between the instructional staff and district
personnel. In an educational enterprise, it is. assumed that the major
thrust of all efforts should be the promotion of a quality educational
program. Implicit in this concept is the assumption that the work of the
instructional staff is paramount and all other efforts intend to be sup­portive
of the instructional effort. The District has indicated its
acceptance of this concept by identifying non-instructional activities as
supportive activitieS. It has provided staff support for the instructional
program in a variety of ways. An assessment of this supportive effort,
however, leads to the conclusion that there is need for a more cohesive
and more comprehensive approach to providing such support. This need is
reflected in a rather consistent way in the evaluation reports of the
three colleges.
Maricopa County Community College District 16
The counseling program of t~aricopa County COl1111unity College District
appears to be somewhat uneven in view of the evaluation team. There ap­pears
to be ample opportunity at the district level to design and facili­tate
the implementation of a more comprehensive and uniform counseling pro­cess
to assure that students receive comparable services at all institu­tions
in the District. Related to counseling is the need to develop a
di strict-wide approach to the del ivery of student services if the District
does in fact intend to move toward district-wide accreditation. The
District appears to have the capabil ity of util izing its computer resources
in a more efficient and effective way. To date it appears that major em­phasis
in computer utilization has been in the area of business services
with the exception of the thrust toward initiation of computer aided in­struction.
The physical facilities of the District have been developed in such a
way as to provide attractive and yet economical physical plants for each of
the colleges. The Governing Board and the district administration have
attempted to respond to physical facilities needs in such a way as to achievE;.
balance in the development of such facilities at each of the colleges.
The present bonded indebtedness of the District, estimated to be ap­proximately
$18 million, is not excessive in view of the wealth of the
District. It is acknowledged in the District Self Study Report that facility
planning should be based upon the assessment of the needs of the community
and students. The Report seems to imply that there does not presently
exist a long range plan for the development of facilities. This was evi­dent
from concern expressed relative to the future role .and location of
Maricopa Technical Community College as well as the Maricopa County Skills
Center.
Throughout the Self Study Report reference is made to the need for
Maricopa County Community College District 17
initiation of a management oriented approach to the provision of material
and support resources to accomplish the educational mission of the District.
Communication between the District and the colleges has created problems
which, it is acknowledged, management has the responsibility to resolve by
involving, informing and discussing openly with all levels of staff the
role and function of all departments. It is suggested that there is need
for staff training relative to fiscal and legal parameters for the operation
of the college district. Apparently staff members who are not directly
involved in the support function do not understand all of the complexities
of purchasing, budgeting and funding.
The new sub-structure of the district office, though it creates two
distinct functional divisions, recognizes the responsibility on the part
of those involved in educational development and in business affairs to
work closely together so as to learn and understand each other's roles.
As might be expected in a large district, production of accurate, timely
information on which to base decisions leaves something to be desired.
Newly developed plans call for the refinement of existing informations
systems into a comprehensive unified management information system which
will be responsive to needs of management. As yet, there does not appear
to exist in the educational area the unified data base adequate to
support the decision making functions of this area.
Though a library technical services department exists at the district
level, there continues to be the need to create a single district profes­sional
library in order to facilitate information retrieval. It is an­ticipated
that many of the functions and areas where information is generated
for the educational programs of the District will be better served in the
future as the result of the planning capability available to the District
through the creation of the new Educational Planning and Information Center.
Though in existence for less than a year, tha Center has attracted an ex­tremely
competent staff which has been able to accelerate the data genera­tion
necessary for effective planning and decision making.
Generally speaking, it is the judgment of the evaluation team that
necessary staff, fi nancial and physi cal resources are ava il abl e to support
the educational programs of the District. It is an acknowledged fact
that these resources have not been used in a totally effective way in the
past. It is also a fact that the District has recognized this problem
and has initiated efforts to achieve more effective util ization of District
resources. There is heavy emphasis in the Summary of Concerns of the Self
Study Report upon a management approach to administering the needs of the
District. Though this newly identified thrust is commendable, it is ex­tremely
important that the initiation of a management approach constitutes
an effort to enable the educational mission of the District to be facili­tated
through effective management of resources rather than that manage­ment
shall become an end in itself without regard to the effect which
management decisions might have upon educational programs.
DYNAMICS OF THE INSTITUTION - DECISION MAKING AND PLANNING
The area of governance, administration and decision making was identi­fied
in the 1967 report as one of serious concern insofar as Maricopa County
Community College District is concerned. It was evident to members of the
evaluation team that even though ten years had elapsed since that assess­ment
was made, many of the same problems which existed then continue to
exist today. Because of the size of Maricopa County Community College
District and the number of students served by its educational programs,
it is critical that adequate provisions be made for governance of the
District. ~
Tha Governing Board which ha~ tha responsibility for providing policy
Maricopa County Community College District
for the operation of six institutions, has a total operating budget of
more than $38 million and an enrollment which makes the District the
fourth largest in the nation. Generally speaking, the Statutory pro-visions
for community college education in Arizona are adequate to pro­vide
a framework within which local community college governing boards
19
can operate their colleges with reasonable autonomy. The Legislature
has been generous in its support of the community colleges.
Members of the evaluation team had the opportunity to meet with the
Director of the State Board and to discuss with him at length his per-
-
ception of the climate for community college education in the State of
Arizona. One concern of the members of the team was the degree to which
the State Board on the one hand exercised control over local districts
and on the other, served as an advocate for community college education
with the Legislature and with other interested agencies within the State
government. There appeared to be a reasonable balance between the two
functions. It was determined that the Statutes permit a district Governing
Board to operate its colleges, to hire and fire all personnel, erect
buildings and meet a minimum test of planning and construction, to develop
its own educational programs that are needed in its area, and prepare its
own budget with a minimum of State Board review.
The State Board consists of fourteen members, one from each county,
appointed by the Governor with the advice and consent of the Senate. In
addition, a representative for the Arizona State Board of Regents, the
Superintendent of Public Instruction and the Director of the Division of
Vocational Education serve as ex-officio members of the State Board. The
term of each appointed member is seven years, with two members terminating
each year. Some of the specific duties of the State Board under the law
appear to infringe upon the autonomy of the local district Governing Board.
c..v
However, from an operational standpoint, the State Board chooses to relin­quish
to the District Governing Board the responsibi1ity for certain duties
which appear more appropriately the domain of the local board. As an ex­ample,
the State Board is required to prescribe and adopt appropriate
textbooks. The State Board has not exercised the option to do this. By
contras t, the Maricopa County Community Coll ege Di strict Govern i ng Board
is provided a very prescriptive definition of its powers and duties as
they relate to the day to day operation of the community colleges. The
Maricopa County Community College District Governing Board has actually
chosen to exceed the authority vested in it by involving itself in the
internal administration of the District and the individual colleges.
Several specific instances were pointed out to members of the evalu­ation
team in which individual Governing Board members had exceeded their
authority by issuing, 'tJithout authorization through formal action of the
Governing Board, directions to the district administrators and/or faculty
members. The Statutes and Section 1.20 of the District Policy Manual ex­plicitly
define the authority of the Board and proscribe unilateral action
by individual Board members. In discussions with administrators and faculty
it was reported that Board members had, in fact, exceeded their authority by
issuing orders and instructions to the district administrators without
having been authorized by the total board through formal action to issue
such orders. The evaluation team views the reports of such action with
grave concern and feels that this is a matter which deserves immediate
attention by the Governing Board because of its potential legal implication.
The present District Governing Board appears to be constituted of
individuals who have a sincere interest in promoting the interests and
the educational needs of the District. The Governing Board has exhibited
a desire to provide leadership to enable the District to meet the educa­tional
needs of its residents within the resources that are available.
Maricopa County Community College District 21
Perhaps the greatest lack is the absence of a well defined body of policies
based upon previous decisions and actions of the District Governing Board.
As a result of this lack, the Governing Board all too frequently finds
itself in a position of reacting without precedent to immediate issues
rather than attempting to respond to such issues in accordance with pre­cedent
or in a deliberate way so as to provide policy guidance for the
district administration and staff when they are required to address such
issues as they recur in the future.
Throughout the visit to the district office and to the three colleges,
the problem of Board/administration relationships and.the need to define
respective roles and responsibilities was a matter of continuing concern.
Members of the evaluation team were advised that serious efforts had been
made by the Acting President in cooperation with the Governing Board to
initiate specific remedial steps to correct this problem. Members of the
evaluation team were informed that the Governing Board and the Acting
President had been involved in a retreat shortly before the arrival of
the evaluation team for its visit in an effort to resolve some of the
problems arising from past and present experiences. Members of the evaluation
team, because of the very vocal nature of criticisms of the Governing
Board/administration relationships, felt compelled to examine rather care­fully
the status of these relationships during the visit. A review of the
administrative structure indicated that such structure is presently not
well defined and that as a result of this situation, there is confusion
as to line and staff relationships throughout the entire District. Of
particular concern is the top level administration of the District about
which there is much speculation and misunderstanding. The retirement of
the previous District chief administrative officer resulted in major
changes in District administrative leadership recently. The final
I'IQ' '\"VI-'Q \JVIA"I.:t \JVlIlIlIIAHII.:t \JVII~'::I~ L.l1~l.r '\"1.
determination of assignment of executive responsibilities on a permanent
basis has not occurred .
. The Governing Board during the time of the evaluation visit was
attempting to sel ect a new president without havi ng adequately defined
the duties and responsibilities of the position. The tentative statement
of duties and responsibil ities for the chief executive officer of the
District appeared to have been developed based on the assumption that
the position would be filled from outside the district. At the same time,
the Governing Board was apparently contemplating filling the position
by internal appointment. This action would have invalidated the delineation
of duties and responsibilities which had been previously established for
the position, necessitating a redefinition of the duties and responsi­bilities
of the chief executive officer as well as the duties and responsi­bilities
of other personnel within the district office.
Most good organizational specialists would recommend that the design
of an administrative organization and the definition of duties and respon­sibilities
should evolve from the nature and mission of the organization
rather than be based upon the personality and qualifications of individuals
within the organization. It was quite apparent from comparing the present
position description of the District chief executive officer with the
changes that would be necessitated by an internal appointment that the
Governing Board would be well advised to seek assistance from an external
group of management consultants in an effort to delineate an appropriate
administrative structure for the District before proceeding with any ad­ministrative
staffing. Having been provided with such an organizational
plan, the Governing Board could move rapidly to achieve an appropriate
reorganization and then fill position vacancies with individuals possessing
the necessary qualifications to perform their assigned functions.
Maricopa County Community Coliege .District 23
It was apparent to members of the evaluation team both at the college
and district level that there is an imperative need for determination of
appropr.iate duties and responsibilities of the college executive deans.
The role of these deans is not at present clearly understood and there
is sufficient question as to the scope of their authority, i.e., whether
they are academic administrators for or chief executive officers of their
colleges, to seriously impair their effectiveness in performing either
function.
It was apparent to members of the evaluation team that there is a
great feeling of concern and anxiety throughout the district as it relates
to the Board and District administration operation. The Governing Board
and the District administration appear to be unaware or have chosen to
ignore that there was such feeling and the impact which the present mode
of operation has upon the morale of the District personnel.
It is difficult for members of the evaluation team to understand
why a substantial number of the concerns which exist today were reported
by earlier North Central Association teams which visited the District in
1967. It would have seemed that over a ten year period of time such con­cerns
could have been addressed and resolved. Much of the great potential
of one of the largest community college districts in the nation appears to
have been dissipated as a result of the failure of the Governing Board to
address seriously these most important issues. It is of great concern to
the present evaluation team that steps should not have been taken to re­solve
these matters.
As stated in the District Se1f Study Report, one of the reasons for
the present problem is the fact that the Governing Board is sUbmerged in
facts, figures, proposals, data and conflicting demands which tend to
thrust the Governing Board into an administrative rather than into a
policy making role. It should be the responsibility of the District
j'lalll..u\Ja \"UUIII,Y \"UlIIIIIUII I I,Y I..UIIt:'::lt: UI::>l,r"I(,;L.
administration to provide the Board with necessary information to adopt
policy rather than to make administrative decisions.
Continued involvement in administrative matters tends to cause the
Board to react to crises rather than to determine institutional priorities
based upon objective analysis of data and through long range planning.
The Self Study Report expresses concern over the number of individuals
assigned on an acting basis to key administrative positions within the
District. The Self Study Report states "... there is consensus that
notable improvement has occurred in the management of the District in the
past several months. Under the leadership of the Acting President, there
is a growing sense of direction .... The key to continuing the improved
management of the District in the opinion of key managers lies in the
Governing Board acting as soon as possible to select the president. The
continuing team can then be formed. 'I Members of the evaluation team con­cur
with these observations but would warn, however, that more important
than the early selection of the president is the determination of the
appropriate administrative organization for the District and the definition
of duties and responsibilities of the chief executive officer and those
other district administrators who would be appointed by and responsible
to the president.
Maricopa County Community College District 25
SUMMARY OF STRENGTHS AND CONCERNS
Maricopa County Community College District is to be commended for
an extremely thoughtful and incisive self study of the overall District
operation. The self study process should be acknowledged as probably the
most important aspect of accreditation. Self analysis is healthy and
worthwhile. The findings which stem from such self analysis should provide
the basis for a continuing process of problem solving, future planning
and change. Change is a fact of life, perhaps the only constant which
exists today.
The purpose of the District self study was to encourage the District
staff to consider an aspect of accreditation which is not normally ad­dressed
in a multi-campus district in the study and assessment of opera­tionally
separate campuses. The failure to assess the nature and quality
of the district operation when such an operation has the potential for
great impact upon the programs which are offered by operationally separate
campuses may lead to erroneous impressions about the campuses. It has
been the purpose of this evaluation team report, as it was of the District
Self Study Report, to focus upon this unique characteristic of the multi­campus
college district. It is intended that the District evaluation
report will expand upon the reports which have been prepared for each of
the three colleges. Some strengths and concerns which appeared consistently
throughout the three coll ege sel f stud ies are noted herei n because they
appear to be of matters worthy of recognition at the District level. The
thrust of the North Central Association evaluation visit to the District
has been to validate the strengths and concerns identified in the Self
Study, to identify additional strengths and concerns, and to offer some
modest suggestions which the District mayor may not wish to consider to
improve the various aspects of the operation.
1'leU" I \"U1JC1 \"UUO"'Y \"UIIUllurll (,Y \,,0 I lege Ul S1:rl C1:
Educational Mission of the District
1. The mission is well defined in broad and general terms and may be
considered appropriate from the standpoint of statutory provisions
as well as from the standpoint of what is expected in the way of
educational services from a large, complex and sophisticated metro­politan
area.
2. There is need to translate mission statements into measurable
objectives in order to provide a well defined sense of direction
for all levels in the District and to facilitate assessment of suc­cess
or failure in achieving the objectives and accomplishing the
mission of the District.
3. Some progress has been made in this area but the results are spotty.
This is due probably to the recency of the initiation of the effort
as well as the lack of understanding and/or commitment of all District
staff to thi s process.
4. Educational services have not been provided to certain segments of
the district population, i.e., members of minority groups, older
citizens, handicapped, educationally disadvantaged, unemployed and
underemployed, to the extent which would be deemed acceptable in
light of the adopted mission statement of the District.
5. Though there is evidence of an awareness of the need to respond to
the issue of satisfying unmet needs in the community and, in fact,
some programs have been initiated. The response may be considered
spotty and unorganized rather than stemming from a systematic ap­proach
to the issue.
6. Continuous examination and re-examination of District educational
needs and the District response to these educational needs will be
required if Maricopa County Corrmunity College District is to fulfill
its adopted mission.
..
Maricopa County Community College District 27
Provisions for Governance of Maricopa County Community College District
1. There appears to be a reasonably clear delineation of the respective
roles and authority of the State Board and the Maricopa County Com­munity
College District Governing Board though there is question as
to the appropriateness of assigning certain responsibilities such
as textbook selection to the State Board. The fact that the State
Board has chosen not to exercise its authority in this area under­scores
the need for review and possible revision of the Statutes re­lating
to the powers and duties of both boards.
2. The Maricopa County Community College District Governing Board appears
to be made up of individuals who have a sincere interest in the educa­tional
needs of residents of the District and is providing leadership
in enabling the District to meet those needs with available resources;
3. The absence of a well defined body of policy based upon previous
decisions and actions of Maricopa County Community College District
Governing Board appears to leave the Board too frequently in the po­sition
of reacting to immediate issues rather than responding to such
issues in a deliberate way so as to provide policy guidance for the
District administration in addressing these issues as they recur.
4. Though the Arizona Statutes and Section 1.20 of the District Policy
Manual explicitly define the authority of the Board and proscribe uni­lateral
action by individual Board members, it was reported, in discus­sions
with administrators and faculty that Board members have, in fact,
exceeded their authority by issuing orders and/or instructions to the
District administration without having been authorized by the total
Board through formal action to issue such orders. This is a matter
deserving of immediate attention by the Governing Board because of its
legal implications.
ITICH-I\,;UI.IC1 I"UUIIl..,y I"U11I1llUIIIt..,y I"Ulll:::gl::: UI~t..T"I\';t.. '"0
i . e., are they ac.ademic admi ni strators or chi ef executi ve offi cers of
5. Though the Governing Board and the Acting President of the District
appear to have recognized the seriousness of the problem of Board/ad­ministration
relationships and the need to define respective roles
and responsibilities, continuing effort will have to be devoted to
the matter in order to assure resolution of the problems arising from
the past and present experiences.
6. The administrative structure of the District is presently not well
defined insofar as line and staff relationships are concerned. This
situation stems from the fact that a major change in District adminis-trative
leadership has occurred recently and the final determination
of assignment of executive responsibility on a permanent basis has
not occurred. The Governing Board is attempting to select a new
president without having defined the duties and responsibilities of
the position. This situation has an impact upon the duties and re­sponsibilities
of all other personnel within the District and will e
continue to do so until resolved. The Board would be well advised to
seek assistance from an external group of management consultants in
developing an appropriate administrative structure for the District
before proceeding with any major administrative staffing. Upon re­ceipt
of such a staffing plan, it could proceed rapidly to accomplish
any necessary reorganization and then fill position vacancies with
individuals possessing the necessary qualifications to perform their
assigned functions.
7. It is imperative that a determination be made of the appropriate
duties and responsibilities of college executive deans. At the pre­sent
there is sufficient question as to the scope of their authority,
e the colleges? to impair the.ir effectiveness in performing either function.
Mar1copa County Community Co 11 ege District 29
• 8. The Governing Board and District administration appear to be unaware
of the great feelings of anxiety which exist throughout the District
concerning Board and District administration operation and the impact
which the present mode of operation has upon the morale of District
personnel.
9. A substantial number of the concerns which exist today were reported
by the earlier teams which visited the District in 1967. It is of
great concern to the present team that action has not apparently
been taken within the past ten years to address these concerns.
Resources Available to Accomplish the Mission
1. Adequate funding has been provided to support the District in the
accomplishment of its adopted mission.
2. Highly qualified faculty and supportive services staff have been
employed by the District to perform necessary functions.
3. There is an extremely sophisticated and efficient organization
created to conduct the business functions of the District.
4. T~ere is apparent concern at the college level as to whether the
District organization is designed to support or to control the edu­cational
function. There is recognition of the need for the District
to perform both functions. However, the ratio of control to support
is unclear and needs to be defined. Again, as in the case of
Governing Board operation, clearly delineated roles and responsi­bilities
would do much to alleviate this concern.
5. There is concern among co11ege personnel as to the cost of providing
District services on an FTSE basis and the justification for such
costs.
6. There is concern at the college level that the needs of educational
programs are going unmet in order to support a large District staff
l'ICU"II.,;U\Jc1 "UUIII.,y "UHlltlUIIII.,y I",UIIt::yC UI~l.rl\..l.
whose major thrust is busi ness operati ons. Co 11 ege personnel be­lieve
that the District is an educational enterprise with an obliga­tion
to operate in a business-like way but that the educational
emphasis has been subordinated to the emphasis upon operation of
the District as a business enterprise.
Educational Programs
1. The educational programs of the three colleges visited are of high
quality as reflected in the report of the evaluation teams for each
of the colleges.
2. There exists the potential danger that educational programs may be
negatively impacted by some of the non-educational problems which
have been previously identified unless these problems can be resolved
expeditiously.
3. There is concern as to the need to maintain and strengthen the
student services function of the District, i.e., testing, counseling,
academic advisement and financial aid, in order to enable the District
to accomplish its adopted mission as it relates to all students, es­pecially
those individuals whose needs have been identified as being
unmet or only partially met.
District Planning and Decision Making
1. The Educational Planning and Information Center (EPIC) is an exciting
new tool which can potentially have many benefits for the District;
but it is presently untested and relatively unused and therefore its
implementation warrants careful monitoring.
2. The emphasis upon evaluation and accountability is essential to an
era of growing financial constraints.
3. Some progress has been made in the decision making process through
reactivation of existing deliberative bodies and creation of new ones.
•
Maricopa County Community College District 31
4. Commun icati ons among Board, Di stri ct office and coll ege personnel
continue to be a problem. The ultimate solution to this problem can
only come with the resolution as discussed earlier in connection with
the governance process.
32
REPORT OF A TEAM VISIT
TO
GLENDALE COMMUNITY COLLEGE
MARICOPA COUNTY JUNIOR COLLEGE DISTRICT
Glendale, Arizona
February 6~9, 1977
for the
Commission on Institutions of Higher Education
of the
North Central Association of Colleges and Schools
VISITING TEAM
Ms. Betty Duvall, Dean of Instruction, St. Louis Community
College at Florissant Valley, St. Louis, Missouri
Mr. Curtis Jefferson, Dean of Instruction, Cuyahoga Community
College, Metropolitan Campus, Cleveland, Ohio
Mr. Ralph Mansfield, Professor & Chairman, Department of
Mathematics, City Colleges of Chicago - Loop College,
Chicago, Illinois
Dr. Richard Whitmore, President, Kellogg Community College,
Battle Creek, Michigan (Chairman)
33
GLENDALE COMMUNITY COLLEGE
INTRODUCTION
The Glendale Community College North Central Association
visitation was carried on in conjunction with, but separate
from, simultaneous visits to Mesa and Phoenix Community
Colleges. Unique to this visitation was the assignment of a
general chairman who was charged with the responsibility of
examining the central administrative office role and function
in addition to the District Governing Board's relationship
with the community and district colleges.
Reference will be made in this report to the central
office and the District Governing Board in those areas which
the team found that directly relate to, and have a bearing
upon, the function of Glendale Community College.
The history of Glendale Community College has been
adequately covered in the previous North Central visitation
and the excellent self-study developed in preparation for
this visit. However, it should be noted that Glendale
Community College is a relatively new institution and was
created in 1965 as a spinoff of Phoenix College.
The institution has matured in accordance with the
district long-range plan and is designed to ultimately
handle 12,000 students. The final stages of the basic
campus, which includes an additional classroom building, is
slated for completion within the next two years.
34
Glendale Community College
INSTITUTIONAL GOALS
The goals of this institution have been clearly defined
in the institutional self-study prepared by the faculty and
administrative staff. In visiting with students, faculty,
administrators, and district residents, the North Central
visiting team found that for the most part these goals were
being met. On a short visit to campus, it is always difficult
to determine the degree to which institutional goals are
being fulfilled. However, the team members had some question
as to the extent of fulfillment of goals 5 and 6 dealing
with "the general and special interests and opportunities to
explore and develop personal interests and capacities." The
team suggests that a review be made of the institutional
activities in these areas, and if indeed found lacking, that
necessary adjustments be made to fulfill these goals.
INSTITUTIONAL ENVIRONMENT
The educational environment of this institution was
found to be excellent. Faculty members, for the most part,
believe that they are an important part of a quality college
and that they are making a contribution to the community
through the efforts of the total institution. Students,
both past and present, believe that they are getting a sound
educational background, and the institution is offering
programs to meet their needs. Those residents
35
Glendale Community College
within the attendance area who were contacted feel that the
institution is meeting their needs and welcome the oppor­tunities
available for patron involvement. The facilities
are functional and maintained with quality.
It was found that a great deal of frustration exists
among area residents, students, faculty, and administration
of the local campus as a result of their unique relationship
with the central administration office and the Board of
Governors. Although the team members found much evidence of
quality assistance being provided through the central
administration office in the areas of program development,
coordination, planning, and financial accounting, it was
evident that residents, students, and faculty were frus­trated
by the inconsistencies of board decisions, individual
board member involvement in what were perceived to be
administrative decisions, and a lack of understanding or
agreement dealing with the role of the district office and
its relationship to the local institution. If this institution
is to remain one of quality, the board members and the
central administrative offices must develop educationally
sound policies and procedures and operate consistently
within them.
ORGANIZATION
From the departm~nt chairpersons to the executive dean,
the team members found dedicated, capable individuals who were
36
Glendale Community College
providing leadership and support services for those who were
attempting to meet basic institutional goals. There was
found a general mutual respect between faculty and administration
which set the tone for an administrative leadership function
which was capably coping with present problems and establishing
an atmosphere for sound planning for the future. In an
attempt to develop an administrative organization which
utilizes the strengths of the available personnel, a divided
student services responsibility was established. This area
seems to be functioning adequately. However, as personnel
change, thought should be given to centralizing these functions
under one head.
Further indepth examination should be made of the
evening, weekend, summer, and community service operation to
determine if adequate institutional commitment and support
services have been allocated for this large, expanding, and
important institutional function.
Further study needs to be made of the department chair­personship
responsibilities. These responsibilities need to
be clearly identified and communicated both vertically and
horizontally to the individuals within the institution.
Communication is always a problem on an institutional
campus. However, the faculty senate and faculty members
interviewed, by and large, perceive there to be an
37
Glendale Community College
excellent relationship among and between the campus strata
with adequate amounts of input at all levels for the decision­making
process.
However, there seems to be a shared feeling among the
faculty that the campus administrators and faculty are being
"put on" by the central administration and board of governors.
This feeling seems to stem from what is perceived to be
irrational and inconsistent action on the part of the board.
Several instances dealing with personnel employment, changes
in classification, and selection of a chief administrative
officer were cited as examples.
FACULTY
Personal interviews with a number of the Glendale
Community College faculty revealed that faculty morale is
high in respect to local campus conditions.
Salaries, teaching loads, and class sizes are favorably
regarded. Minor criticisms were expressed about class loads
and sizes for the remedial courses (minor in this sense
means small proportion of the faculty, not trivial). The
quality of these few complaints bears investigation for
educational improvement.
Faculty have reasonably good, private office facilities
located proximally to their classrooms. Office hours are
prominently posted on the doors. unfortunately, some
38
Glendale Community College
students feel that faculty do not adhere to the posted
hours, and it was found that many faculty office doors are
not opened to reveal a hospitable faculty presence. Student
complaints about such practices were frequently heard.
There are some clusters of offices in isolated buildings
where faculty offices are closely packed, detached from
classroom buildings, and where the essential transparency of
related departmental disciplines tends to remain opaque.
A reasonable number of classroom visitations were made
by the team. Good teaching and student-teacher relations
were observed in all instances. Some outstanding teaching
was observed, and students were positive in their remarks
about the quality of good teaching and learning situations.
Unfortunately, all faculty personnel folders are
secured at the central district offices, and no copies are
available on the Glendale campus. This made it difficult
for the NCA Glendale team to conduct a random search of
faculty folders to determine academic preparation, experience,
professional growth, et. al., in respect to qualifications
for membership on the faculty. Although faculty evaluations
of a sort have been conducted in the past, and a new evaluation
procedure is now being phased in, the team was not privileged
to examine any of the past evaluations--or any of the
completed new ones. Each such evaluation portfolio is
sealed and filed by individual faculty name, filed with the
Dean of Instruction, and can be viewed only with
39
Glendale Community College
consent of the individual and only in the presence of the
individual faculty member.
A careful examination of the new evaluation procedure
reveals a degree of non~essential complexity rarely seen in
academia. This procedure was mandated by the Governing Board
and developed by the faculty and administration.
In weighing the complexity of the procedures against all the
legalities of Chapter III (Faculty Regulations), it was felt
that the current evaluation procedure leads to virtually no
premium rewards for outstanding teachers and a very difficult
dismissal procedure for "tenured" teachers who fail to
correct their evaluated deficiencies.
Strengths
1. Qualified, interested; satisfied faculty.
2. Adequate salary schedule and teaching load.
3. Traditional departmental organization that
suits faculty needs.
4. Pleasant faculty offices, well maintained, in
a beautiful campus setting.
Concerns
1. Some remedial classes could benefit from
closer teacher-student relationships.
2. Faculty office hours require ethical concern
that promised times should be faithfully
maintained.
3. Lack of support staff for faculty makes
communications between students and faculty
difficult.
40
Glendale Community College
4. Complex faculty evaluation procedures, especially
for "tenured" faculty, appear to be an exercise
in paper shuffling.
5. Absence of faculty personnel folders on the
local campus impedes cross-sectional studies of
faculty qualifications.
PROFESSIONAL GROWTH
Every faculty bears an academic responsibility to
maintain professional growth. At Glendale this can be done
by board provision of funded opportunities for faculty
sabbatical leaves to study and/or travel, leaves to attend
professional society meetings and conferences, leaves for
special seminars and/or course studies at other academic
institutions.
Some of the Glendale faculty do strive for professional
growth as evidenced by their applications to the central
district professional growth committee. However, a close
study of the minutes of this committee shows that the Glendale
applicants are few in number compared to the number of
applicants from other MCCCD campuses.
Stren9ths
1. Central district funds are available to subsidize
professional growth of faculty.
2. An active promotional effort by the district­wide
professional growth committee to encourage
faculty applications for funds.
3. Detailed minutes of the professional growth
committee listing individuals and projects and
dispositions of applications for funds.
41
Glendale Community College
Concerns
1. Too few Glendale faculty apply for professional
growth funds.
2. Little evidence of continuous faculty efforts to
achieve and maintain professional growth
essential to cope with contemporary community
college changes.
FACULTY RECRUITMENT
There seems to be no active, ongoing program of faculty
recruitment at Glendale. The principal source of new
faculty recruits comes from a centralized file maintained at
the district offices.
To be certificated in the State of Arizona, faculty members
must complete a course called the community college course consisting
of sixteen hours of instruction. In addition, there is a
short orientation activity provided at the campus level.
FACULTY SENATE
The Glendale faculty senate is the representative body
of the faculty. Senate members and the president are
elected by the faculty at large, and administration personnel
sit with the faculty senate only upon the senate's invita-tion.
The campus senate selects representation from its body
to the MCCCD executive council~
Senate deliberations are of a parliamentary and anecdotal
type. The legislative decisions of the senate have no
42
Glendale Community College
visible means of enforcement and their deliberations are
advisory to the local administration, as are also the
deliberations of the MCCCD executive council. The MCCCD
executive council has the added role of negotiating salary
schedules with the Board of Governors of MCCCD.
At the time of the visit, there was expressed faculty
interest in forming an alliance with the Arizona Education
Association in the hope of obtaining better stratagems in
the upcoming salary negotiations. It appears that AEA
support is widespread among the Glendale faculty.
Concern about lack of communications from the district
administration was clearly evident in the faculty senate
discussions.
It is also abundantly evident that the Glendale
faculty senate has yet to formulate its own means for
communication of its educational concerns in an effective
way to the administrations, faculty, students, and community.
The intellectual resources available to the senate are great
enough to accomplish this, but a pragmatic program to do so
has yet to be conceived.
CURRICULUM
The currrculum consists of transfer-academic, vocational­technical,
career, continuing education, and remedial programs
43
Glendale Community College
and possesses attributes of good, comprehensive community
college offerings.
The educational programs in art, music, speech, drama,
English, philosophy, psychology, social science, physical
education, science, mathematics, business, foreign language,
and reading are strong with well prepared, dedicated faculty.
The art program has rather complete offerings including both
two- and three-dimensional experiences. Music is an especially
strong program with several performing groups in both instru­mental
and vocal areas and includes an opera workshop. The
speech and drama area incorporates oral communications,
forensics, and theatre. Little work has been done in cinema
to date. The foreign language program in Spanish is especially
strong and includes a study abroad program in Costa Rica.
Reading is a growing program and includes classes in reading
for the foreign born. The social sciences and English
programs are strong transfer curriculums.
The occ1lpational programs prepare graduates for meaning­ful
employment and promotion on the job. These activities
are housed in excellent facilities with the exception of
agriculture which needs to be restudied for further direction.
The associate degree nursing program has experienced
excellent results with a fine working relationship with the
area hospital for use as clinical facilities. The health
occupational programs are primarily coordinated from the
44
Glendale Community College
central administrative offices. The home economics curriculum
seems to be made up of a series of courses designed for
life-long learning with limited enrollment in transfer-type
courses.
The sciences, business, and mathematics areas are
experiencing strong enrollment.
Strengths
1. An obviously strong program and well prepared
faculty who are very committed to teaching
community college students.
2. For the most part, adequate physical facilities
to support the educational programs.
3. Strong educational leadership by the
administrative staff.
Concerns
1. Organizational uncertainty of the reporting role
of the department chairpersons.
-,.­(
4
G~dale Community College
45
2. Central office maintenance and financial personnel's
lack of sensitivity regarding campus goals and
operational needs is perceived to be a stumbling
block.
3. Rapidly changing policies and uncertainties of
decisions in the central administration.
4. Lack of understanding on the part of staff
concerning the total district policy relative
to program offering and coordination, especially
at the occupational level.
CONTINUING EDUCATION
There seems to be no clear-cut definition of continuing
education at Glendale Community College. There is a Dean of
Continuing Education charged with responsibilities for
evening division education, adult education, non-credit
education, and other assorted categories of career and hobby
education. This dean secures part-time faculty to staff
these programs. Regular faculty may also teach in the
evening division program as overtime or full-load assign-ments.
The Board of Governors limit regular faculty to a
maximum of 6 hours of overtime teaching.
Evening division courses within departments are supervised
by the department chairpersons or by IIsupervisorsli appointed
as proxies for the chairpersons.
It was difficult for the NCA team to determine whether
the continuing education classes are indeed distinct or so
commingled with the regular program offerings as to be
indistinguishable in depth, scope, and purpose.
46
Glendale Community College
An inspection of classroom usage during the 1:00 - 5:00
PM period revealed relatively few classes in session on the
campus. From 5:30 PM to 8:30 PM, it appeared that most of
the classrooms were in use in all departments. The evening
program students appeared eager, enthusiastic participants
in the pursuit of education. The Sun City extension center
courses are closely parallel to courses on the Glendale
campus, and non-credit courses seem to be most popular with
the senior citizenry at Sun City.
Strengths
1. Continuing education as an extension of the
regular teaching program shares the same
facilities and objectives.
2. Extension course offerings by all departments for
evening students.
3. Availability of many support facilities for
evening students; e.g., food service, library,
career counseling center, bookstore,
recreation facilities.
Concerns
1. Lack of a cohesive philosophy dealing with
continuing education as ways and means to adjust
to changing social, economic, political, and
ethnic concerns of maturing citizenry.
2. Seemingly cavalier attitude toward abandonment
of the Sun City program.
47
Glendale Community College
STUDENT SERVICES
Student services consisted of counseling (personal,
career), advising, financial aid, placement, Chicano
services and student activities.
Personnel in Student Services seem to be qualified in
terms of academic training and/or experience and are
committed to the philosophy and purposes of the institution.
COUNSELING
The counseling staff consisted of 9-1/2 full-time
persons--at least three of whom had dual responsibilitie$i
such as, counselor/placement, counselor/financial aid,
counselor/department head, and others were involved in
teaching counseling-related courses. Utilization of the
staff has been quite efficient but should be continually
monitored for overall effectiveness, specifically in the
area of academic advising. Faculty members do participate
in academic advising during registration, but apparently
are not systematically involved during the course of the
academic year. It was observed that student advisors were
easily accessible to students. Counseling services for
continuing education students were observed to be minimal.
FINANCIAL AIDS
The Financial Aid program, coordinated by one of the
counselors, appears to be operating quite efficiently.
48
Glendale Community College
The financial aids activities for the current year
amount to approximately 2.0 million dollars with about 2,000
students participating.
There was evidence that efforts were made to commuLicate
aid opportunities to students in the college community.
However, discussions with some Black and Chicano students
revealed student perceptions of inequities in awarding and
providing for campus job opportunities.
STUDENT GOVERNMENT
There were two distinct Student Government organizations
at Glendale--day'Student Government and evening Student
Government.
The day Student Government was comprised of a nucleus
of sincere students who were interested in making positive
contributions to student life at Glendale, but were experiencing
some difficulties promoting student interest. However, they
were making positive efforts to address the problems and
develop a good program.
The evening Student Government was comprised of students
who were committed to making positive contributions to
student life at Glendale. The stability of the evening
Student Government can apparently be attributed to the lack
of rapid turnover among evening students as compared to
those in the day program. There was evidence of a well
defined program.
49
Glendale Community College
Students did express concern about their involvement
in the preparation and management of student activities
budgets.
The need for a person to coordinate student activities
was apparent. The position has been open since the Associate
Dean, who had the responsibility, was promoted to Dean at
one of the other campuses. The position had been approved
and advertised by the District Personnel Office, and the
screening/selection process had been implemented and
completed on the Glendale campus. There were concerns
about the District Office's efforts to change the
classification after the selection process had been
completed and the delay in filling the position. This
action on the part of the District Office has had negative
impact on morale and student services at Glendale.
CAREER PLACEMENT SERVICE
Career Placement Services were well organized and
quite accessible to students. These services were
located adjacent to the main dining area.
The institution has access to the Guidance Information
Service Computer Files on careers and job opportunities,
a service frequently used by students.
The College has had very good cooperation from
business firms in the Annual Career Interviews held on
50
Glendale Community College
campus during the spring. Last spring about fifteen firms
participated and interviewed approximately 260 students.
ADMISSIONS
The Dean oe Admissions has responsibility for admissions,
registration, records, graduation and veterans services.
The office was organized for maintaining admissions
information and permanent academic performance records for
each student. The inactive and active files were in good
order, easily retrievable and kept in a fireproof room.
However, there were some electrical appliances in operation
in the same room.
In the past, there have been unsuccessful attempts to
microfilm records and the record system.
Registration processes are clearly defined. However,
int.ercampus registration requires the students to actually
go to each campus for the completion of the registration
process.
VETERANS SERVICES
There were approximately 3,000 veterans enrolled at
Glendale. The Office of Veterans Affairs provides essential
services which interface where appropriate with the College's
Student Services. This office was quite efficiently operated
by staff members sensitive to the needs of the veteran
students in the context of the educational opportunities
and services available at Glendale.
51
Glendale Community College
SPECIAL SERVICES FOR DISADVANTAGED STUDENTS (SSDS)
The SSDS is a special project designed to develop and
implement tutorial programs and student support programs;
provide orientation sessions for faculty, administrators
and students; develop Special Service Program material
and identify Special Services students. The project was
funded by the Office of Education, D.H.E.W. The target
population is comprised of monolingual, limited English,
bilingual (Spanish students), Black Americans, Native
Americans, low-income and physically handicapped students.
These activities set in the context of a well-developed
counseling/advising program have great potential in the area
of Student Services.
PUBLIC RELATIONS
The Office of Public Relations has been effective in
publicizing college activities in the community, based upon
a review of a file of newspaper clippings consisting of
articles regarding educational opportunities and services.
This office has also been successful in arranging for GCC's
participation in the Arizona Educational Fair at Civic
Plaza, soliciting awards for Recognition Day, arranging
for radio and television interviews involving college
personnel, and other activities designed to project the
college into the community.
52
Glendale Community College
Strengths
1. Personnel in Student Services are well prepared and
committed to the philosophy and purposes of
Glendale Community College.
2. Counseling-related courses are an asset to
students.
3. Career Placement Services are a definite asset
to the students.
4 Accessibility of counselors and advisors to
day students is a definite strength.
Concerns
1. A coordinator of Student Activities should be
appointed to provide professional assistance in
directing and supervising student activities.
2. Minority students' (Black and Chicano) perceived
inequities in the areas of financial aid and the
placement of jobs on campus should be addressed.
3. Students' concern about the arrangement of student
activities budget should be addressed.
4. All electrical appliances should be removed from
the room used for storing student records.
5. Processes and procedures should be refined to
expedite inter-campus registration.
6. Efforts should be made to have all student services,
including admissions, coordinated by the Dean of
Student Services.
7. Efforts should be made to evaluate student
services for the evening students.
INSTRUCTIONAL MATERIALS CENTER
The Instructional Materials Center is located in a
separate building and is a most attractive setting. Built
around an open atrium, available to users as a lounge area,
53
Glendale Community College
the library is well arranged, has a variety of seating, and
features an unusually large collection of original art. The
area seemed heavily used at all times. Surrounding the
library, at the perimeter of the building, are modest spaces
for audiovisual and television activities, and spaces for
the new Learning Assistance Center, which provides develop-mental
work for students in m~ny areas. A listening center
is also available.
The Instructional Materials Center provides orientation
for students who are involved in developmental work as well
as drop-ins. Reciprocal library privileges are available to
students with public libraries, and the community may use
the Glendale library.
Almost all technical services are provided through a
centralized acquistion and cataloging department in the
Central Office.
The Instructional Materials Center staff includes 7
certificated staff (5 librarians, 1 media, and the Director)
and 16 classified staff (12 library, 4-1/2 media) .
Strengths
1.
2.
3.
Concerns
1.
Qualified, dedicated staff.
Obvious succes·s in student usage.
Good support relationship with instruction.
The instructional Materials Center leadership
role in instruction might be stronger and more
assured of continuity if the head of the area
were an administrator rather than a two-year
elected department chairperson.
54
Glendale Community College
2. The library's book budget ($15,000 this year) is
in no way adequate to support a student population
of 12,000. The collection itself is unusually
small and may not be complete enough to truly
serve student and faculty needs.
3. Undoubtedly in a community college as large, a~d
comprehensive as this, more staff in media is
needed if faculty are to explore, prepare, and
use alternative teaching strategies and new
technologies and materials.
4. It appears that decisions affecting the
educational program through the services the
Instructional Materials Center provides are
sometimes made without adequate inclusion and
weight to the concerns of College Instructional
Materials Center staff.
EVALUATION AND RESEARCH
The College Evaluation and Research area is newly
established, and has been staffed only one year. One
administrator is employed for this function; his duties
include all institutional research, evaluation, and devel-opment.
He reports to the Dean of Inst