Administration | Maricopa - Maricopa Community Colleges

Maricopa Community Colleges

Regular Board Meeting

Feb 24, 2015 at 06:30 PM - 08:30 PM

DO-Governing Board Room

Maricopa Community Colleges

Tempe, Arizona 85281-6942

_____________________ The Maricopa County Community College District endeavors to make all public meetings accessible to persons with disabilities or individuals with Limited English Proficiency. To ensure the provision of appropriate or reasonable accommodations, please submit your request within 24 hours of the posting of the agenda. A copy of all agenda materials will be available on the Wednesday preceding the scheduled meeting. Without advance notice we are unable to guarantee the accommodations of choice. For a literal translation of this agenda, the web tool Google Translate is located on the bottom of the menu bar to the left on the Governing Board web page located at https://administration.maricopa.edu/governing-board/agenda.php. For more information, please contact Tina Emmons at (480) 731-8889.

Maricopa County Community College District *REVISED* Governing Board Agenda

February 24, 2015

vision A Community of Colleges—Colleges for the Community—working collectively and responsibly to meet the life-long learning needs of our diverse students and communities.

mission The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through: University Transfer Education, General Education, Developmental Education, Workforce Development, Student Development Services, Continuing Education, Community Education, Civic Responsibility, and Global Engagement.

EXECUTIVE SESSION 5:30 p.m. District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 | Maricopa Room—First Floor

CALL TO ORDER APPROVAL TO GO INTO EXECUTIVE SESSION 1. Discussion with designated representatives for the Board to consider its position and

instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Purchase of College Properties—Estrella Mountain Community College

2. Discussion with designated representatives for the Board to consider its position and instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Sale of College Properties—Scottsdale Community College

3. Discussion with designated representatives for the Board to consider its position and instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Sale of College Properties—South Mountain Community College

4. Discussion with designated representatives for the Board to consider its position and instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Sale of College Properties—Chandler-Gilbert Community College

5. Discussion with designated representatives for the Board to consider its position and instruct its representatives regarding negotiations for the purchase and sale of real property—ARS §38-431.03.A.7—Purchase of College Properties—GateWay Community College

EXECUTIVE SESSION

ADJOURNMENT

REGULAR MEETING 6:30 p.m. District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 | Governing Board Room—Second Floor

GENERAL Governing Board Members, the Chancellor, and representatives of various groups may each present a brief summary of current events. The Governing Board will not propose, discuss, deliberate or take legal action on any matter presented in a summary.

1. Re-Call to Order 2. Pledge of Allegiance 3. Student Life Reports

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Governing Board Agenda | February 24, 2015 Page 2

3.1 Estrella Mountain Community College, Student Life and Leadership 4. Emeritus, Awards, and Recognition 4.1 Faculty Emeritus Distinction Award—South Mountain Community College 4.2 Faculty Emeritus Distinction Award—Mesa Community College 4.3 Carnegie Foundation Community Engagement Classification—Chandler-Gilbert

Community College and Mesa Community College 4.4 IBN Process Recognition—South Mountain Community College 4.5 2015 Bellwether Award Nominations—South Mountain Community College

and District Office 5. Citizens Interim

This is an opportunity for members of the public to address the Governing Board. In compliance with the Open Meeting Law, the Governing Board will neither discuss nor take action on issues raised during this portion of the agenda. When necessary, issues will be taken under advisement and placed on a subsequent agenda. Presenting concerns to the Board and the free expression of ideas should be communicated with decorum and respect. Uncivil or disorderly conduct is not permitted. The use of derisive or insulting language or the direction of remarks that defame, attack, or harass an individual may serve as cause for the Board’s President to direct that the speaker immediately conclude his or her remarks.

6. Chancellor’s Report

7. Faculty Executive Council Report

8. Adjunct Faculty Association Report

9. Employee Group Reports

9.1 Management, Administration, & Technology (MAT) APPROVAL OF THE ORDER OF THE AGENDA The order of agenda items is subject to change.

CONSIDERATION OF CONSENT AGENDA ACTION ITEMS All items with an asterisk are consent matters unless they are removed from the Consent Agenda at this time. Any item may be removed from the agenda by the Chancellor as a matter of administrative prerogative, or by the Governing Board upon motion duly made, seconded, and approved. Consent Agenda items will be approved by one motion (Note: a second to the motion shall not be needed) and there will be no specific discussion of these items. Items removed from the Consent Agenda will be approved during the consideration of the Non-Consent Agenda.

ACTION

10. MINUTES

*10.1 Approval of the minutes of the January 27, 2015 Regular Board Meeting, February 3, 2015 Retreat, February 4, 2015 Special Session, and February 17, 2015 Agenda Review and Work Session

11. CHANCELLOR

*11.1 Approval of Faculty Emeritus Distinction—Mesa Community College *11.2 Approval of Faculty Emeritus Distinction—Mesa Community College

12. ACADEMIC AND STUDENT AFFAIRS

*12.1 Approval of Curriculum *12.2 Approval of Curriculum—Academic Degrees and Policies *12.3 Approval of Agreement for Dual Enrollment with Charter School *12.4 Approval of Title I LEA Grant 2015—Title I LEA *12.5 Approval of Maricopa Skill Center and Year Up MOU *12.6 Approval of Proposition 301 Workforce Development and Job Training Plan

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Governing Board Agenda | February 24, 2015 Page 3

CONSIDERATION OF NON-CONSENT ACTION ITEMS

13. BUSINESS SERVICES

13.1 Approval of Proposed Tuition and Fees FY2015-16 13.2 Approval of Proposed Fee Changes FY2015-16

INFORMATION ITEMS

14. HUMAN RESOURCES

14.1 Review of Employments (Regular, Short-Term, and Specially Funded) 14.2 Review of Separations

MONITORING REPORTS

15. BUSINESS SERVICES

15.1 Budget Analysis Report, Fund 1—General Unrestricted Fund, for the Seven Months Ending January 31, 2015

COMMUNITY LINKAGE

16. Governing Board Reports

17. Internal Community Reports

17.1 Vice Chancellor 17.2 College

18. External Community Reports

18.1 Arizona Association of District Governing Boards (AADGB)

18.2 Arizona School Boards Association (ASBA) 18.3 Association of Community College Trustees (ACCT)

ESTABLISHMENT OF NEXT MEETING DATES, TIMES AND PLACES

19. March 10, 2015, 3:00 p.m., Board Policy Committee Meeting, M134 20. March 10, 2015, 4:30 p.m., Agenda Review, Governing Board Room 21. March 10, 2015, 6:00 p.m., Work Session, Governing Board Room 22. March 24, 2015, 3:00 p.m., Board Budget and Finance Committee Meeting, M134 23. March 24, 2015, 6:30 p.m., Regular Board Meeting, Governing Board Room

ADJOURNMENT

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Maricopa County Community College District Governing Board Minutes

January 27, 2015

An executive session and a regular meeting of the Maricopa County Community College District Governing Board were scheduled to be held beginning at 5:00 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. Section 38-431.02, notice having been duly given. GOVERNING BOARD Tracy Livingston, President Johanna Haver, Secretary Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jane McGrath, Member Dana Saar, Member

ADMINISTRATION (REGULAR BOARD MEETING) Rufus Glasper Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Edward Kelty Steve Helfgot Lee Combs Linda Lujan Ernie Lara Steven Gonzales Irene Kovala Shouan Pan Paul Dale Anna Solley Chris Bustamante Jan Gehler Osaro Ighodaro for Shari Olson Gene Giovannini

EXECUTIVE SESSION The meeting was called to order at 5:15 p.m. President Livingston moved to go into Executive

Session for discussion or consultation for legal advice with attorneys for the board—ARS §38-431.02, consideration of the dismissal of Mr. Michael Osborn, under section 3.12.9 of the Residential Faculty Policies.

MOTION Motion 10266 Board Member Burke made a motion to go into Executive Session. Board Member Saar seconded. Motion passed 7-0.

CALL TO ORDER The regular board meeting was re-called to order at 6:35 p.m.

SUBSTITUTIONS There was one substitution for a member of the CEC.

PLEDGE OF ALLEGIANCE The assembly pledged allegiance to the United States of America led by Mrs. Haver.

CLASS ACKNOWLEDGEMENTS There were no classes present.

STUDENT LIFE REPORTS Mr. Michael Greene, Director of Student Life and Leadership at Chandler-Gilbert Community College, and Lauren Lancaster, student-President of the Associated Students of Chandler-Gilbert Community College (ASCGCC) presented on the 3-Day Leadership Retreat. Mr. Greene said the retreat was themed after the book, Model the Way, and was a three-day event held in Prescott, AZ. Over 150 students from Maricopa, Central Arizona, and Coconino Community Colleges participated. Ms. Felicia Ganther, Associate Vice Chancellor of Student Services, was a keynote speaker and several other MCCCD administrators, i.e., Dr. Paul Dale (PVCC President), Dr. Daniel Corr (SCC Vice President of Student Affairs), Dr. Osaro Ighodaro (SMCC Vice President of Student Affairs), and many more, acted as role models for participants. The event has grown from its creation at Chandler-Gilbert Community College to now encompass the entire district plus other Arizona community colleges. This past year they included student staff in the mix, inviting past student participants to return to work with the new students. Each student worked to identify his/her own personal leadership skills and the importance of service to the community. Student Laruen Lancaster shared reflections on the retreat, noted she learned that being a leader does not necessarily mean holding a leadership position, rather it resides in her personal values and is the foundation of who she is, who she wants to be, and who she strives

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Minutes | January 27, 2015 Regular Board Meeting Page 2 of 10

to be now. She valued her work with the mentors and got a lot out of the keynote presentation. Leadership can be demonstrated with something as simple as a firm handshake and eye contact. Additional life skills she learned at the retreat: always sleep on the bottom bunk, time management is vital, and she learned about the type of leader she is. Mr. Greene then shared a short video showcasing the retreat.

Karina Palmtier, student-Vice President; Kaitlyn Shellaberger, student-Treasurer; and Johan Hernandez, student-Public Relations Commissioner spoke about the activities of the Associated Students of Chandler-Gilbert Community College (ASCGCC). Karina noted she works with the clubs and organizations on campus. CGCC has 12 clubs, with two new ones forming this year. The college will have its annual Club Fair February 3-4, 2015 from 11:00-1:00 p.m. Board members were invited to attend. Kaitlyn shared information about various ASCGCC activities including the Leadership Retreat spoken of previously. In October they had a Kickin’ It With Cody, CGCC’s Coyoto mascot, to celebrate the new Coyote Center. In November, to combat lagging morale and celebrate the Thanksgiving season, they had hot chocolate in the morning and nachos in the afternoon for students as a pick-me-up (“Nacho Ordinary Day!”). In December, to help combat the stress of finals, they set-up a Pinata Stress Reliever. Johan said they planned to focus on recruiting new club members and new students to the Leadership Team. They recently had Poppin’ In The Pavillion to provide information for students and in February they plan to have free ice-cream for students for National Random Acts of Kindness Day. In the future, they will also have a food drive for their local Salvation Army.

Board members thanked the students for their presentation and enthusiasm. They appreciated their emphasis on volunteerism. Their leadership and enthusiastic support of students at the college and in the community are the best recruitment tools for Maricopa.

EMERITUS, AWARDS, AND RECOGNITION

Dr. Anna Solley, President of Phoenix College (PC), thanked the Board and presented a Faculty Emeritus Distinction Award to Debra S. Dorr, Faculty, Drafting Technology. Professor Debra S. Dorr has been a residential faculty member at Phoenix College for the past 18 years in the Architectural Drafting Technology program. She is an alumnus of Phoenix College having graduated in 1992 with an AAS degree in Architectural Drafting. While a student at PC and ASU, she worked in various departments including the President’s Office, Admissions and Records, and Financial Aid. After graduation from Arizona State University with a Bachelor of Science degree in Industrial Technology in 1995, she taught as an adjunct instructor at Mesa Community College, then was hired as residential faculty at Phoenix College in 1996. Professor Dorr earned a Master of Education degree at ASU in Educational Media and Computers in 2000. She has served as the program director and chair of the Industrial Technology department and the Applied Technology programs, chaired the Drafting Instructional Council for many years, and served as the MCCCD Lead ATF member for the Technology Articulation Task Force. Throughout her tenure at Phoenix College, Professor Dorr has served on many committees including Strategic Planning, Master Planning, Commencement, ADA/Disability, Emergency Preparedness, and Staffing, to name a few. She was a zone senator on Faculty Senate and served as the Faculty Senate president during the 2008-2009 academic year. She served on the Phoenix College Alumni Association Board of Directors for several years and the Scholarship Committee as a reviewer. Professor Dorr presented at several conferences during her tenure and served as the Faculty Developer at Phoenix College. She has been an advocate of higher education to the community, a strong believer in servant leadership, and a favorite teacher of her students. Many of her students have transferred to ASU and successfully completed their degrees in Architecture and Construction and are now working in their chosen fields. She was well-liked and respected by her students and colleagues at Phoenix College and MCCCD.

Ms. Dorr remarked that it had truly been a pleasure working for Maricopa. She never imagined when, 30 years ago she began her journey as a student at Mesa Community College, that she would be standing before the Board as a faculty member retiree. She has enjoyed her time teaching in Maricopa.

Dr. Solley then asked Mr. James Sousa, Mathematics faculty at PC, to join her at the podium. Dr. Solley remarked that Dr. Sousa is a rock star at PC. His work with Open Educational Resources (OER) and Massive Open Online Courses (MOOC) has really put PC on the map. He recently was selected by the Carnegie Foundation as the 2014 Arizona Professor of the Year for

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his innovative instructional methods. His OERs/MOOCs touch students nationally and internationally. The award was a tribute to his outstanding accomplishments. Dr. Solley informed the Board Dr. Sousa would provide a brief overview of OERs/MOOCs.

Dr. Sousa noted he has created over 4,000 math videos and shared them as OERs. He has also created complete OER Math courses which include all materials (e-book, workbooks, videos, online homework, etc.)—for free. PC is part of the Maricopa Millions Project which strives to save student $5 million over five years by lowering the cost of course materials, providing new OER courses, and allowing students to search for courses specifically with lower or no cost books and resources. He knows Maricopa’s faculty are eager to develop more resources for students and they respectfully as for the Board’s support.

President Livingston then asked Mr. Roc Arnet, President and CEO of the East Valley Partnership Program, to showcase the award recently presented by his group to Dr. Rufus Glasper. Mr. Arnet remarked it was an honor to introduce the Dwight Patterns Lifetime Achievement Award given to Dr. Glasper. He noted that Dwight Patterson brought back ideas for Arizona’s community colleges after seeing what California was doing and was extremely influential in helping to establish community colleges in Arizona. He then shared the video presentation of the award from December’s event. He noted the four east valley colleges have been supportive and outstanding to the East Valley’s economy, saying there are over 150,000 college students in the East Valley; over half of them students from MCCCD and the East Valley is delighted to have them!

Dr. Glasper remarked it had been a pleasure to receive the award and thanked Mr. Arnet for the recognition and award.

CITIZEN’S INTERIM There were three requests to address the Board. 1. Ms. Dianne Post, representing herself, regarding the proposed closing of the PC Fitness

Center; a copy of her presentation is included in the Appendix 2. Ms. Edna Pasqualetti, representing herself, regarding the proposed closing of the PC

Fitness Center 3. Ms. Vicky Rivera, representing herself, provided a written copy of remarks addressing

recommendations for the District; she did not stay to address the Board in person; a copy of her presentation is included in the Appendix.

Ms. Pasqualetti stated she had been going to PC since 1998 and has enjoyed not only the [fitness] classes she has taken but especially the sense of community from people on the campus. She started attending for her health and kept attending to visit and learn and grow. PC is a college where everyone helps her.

CHANCELLOR Chancellor Rufus Glasper remarked, in response to the Governor’s budget recommendations, that the Governor has proposed a cut to Maricopa, Pima, and Central Arizona colleges’ budgets by $20 million (bringing the total of cuts in state aid over the past six years to $64 million for MCCCD alone). MCCCD stands at this point in time with one-half of one percent of its operating budget from the State. He stated that MCCCD understands the State has to balance its budget and that K-12 and universities are always before community colleges, which aren’t even supported in statute. In conversations with state legislators, he predicted MCCCD would see the legislature moving towards zero funding over a five-year period. Now MCCCD needs to consider what type of relationship it will have with the State moving forward. MCCCD provides a $3 billion economic impact in the community (for every $1 spent, the return on investment is $3). Discussions are taking place on how to replace lost resources by becoming more entrepreneurial—taking into consideration what it would mean to privatize some functions and enhance corporate partnerships. He is looking beyond the box that community colleges are currently in. He is asking for statutory changes [i.e., expenditure limitations imposed on political subdivisions of the state]. In response to state aid cuts, MCCCD has become more effective and more efficient and is continuing to refine itself. During the high point of the recessions, MCCCD served over 275,000 students. It asks the question of what type of quality MCCCD will have. In the short term, MCCCD was able to provide savings using creative endeavors, but long-term, MCCCD needs the State’s support. He invited Board members into the conversation with the legislature, the community, and with corporations.

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FACULTY Mr. Keith Heffner, President of the Faculty Association, welcomed new members to the Board and again offered Maricopa’s faculty services to the Board as it makes its decisions. He stated that MCCCD faculty ‘bleed Maricopa’ and they want to work with the Board as Maricopa moves forward. He hopes Board members will be amazed at what is done for students as they begin their campus tours. He noted the Association appreciates their willingness to serve.

EMPLOYEE GROUP Mr. Leo Valverde, President of the Adjunct Faculty Association, welcomed new Board members and wished them luck in the new year. He said he represents a diverse set of people including: retired educators returning to teach one class; brand new teachers teaching a couple classes; traditional subject-matter experts teaching on the side; and many who teach for multiple institutions, not just MCCCD, to earn a full-time salary. Some members want to become full-time faculty while others are content with their part-time role. The AFA is willing to do anything it can do to help the Board, inviting them to consider their group as an additional resource. Soon the Board will hear about the Outstanding Adjunct Faculty Award; calls for nominations will be out soon, with winners selected in April. He and other members of AFA have been invited to participate in a national adjunct-faculty conference to help facilitate some roundtable discussions. He thanked the Board for its support.

Ms. Cheryl Caldwell, President of the Maintenance and Operations (M&O) Employee Group, provided the following. “To President Livingston, Governing Board Members, Chancellor Glasper, CEC, and guests. My name is Cheryl Caldwell and I am the president of the Maintenance and Operations (M&O) Employee Group. I would like to take this opportunity to welcome our newest Governing Board Members. I need to emphasize the importance of each site having a full and complete M&O department consisting of maintenance, grounds, and custodial support. A department committed to the success of Maricopa as well as their own individual sites. Again, welcome, and we look forward to working with you in the future to continue making Maricopa a shining star in our community. Thank you.”

Mr. Dan Huston, President of the Management, Administration, and Technology Employee Group, provided the following. “President Livingston, Members of the Board, Dr. Glasper, Members of the CEC, and guests, my name is Dan Huston, I am the president of the MAT Executive Council, and I represent the MAT Employee group. The MAT Employee group consists mainly of exempt employees working in Management, Administration and Technology. I know firsthand how the Maricopa Community College system impacts lives. Twenty-five years ago this month I started college at Mesa Community College which I attended for two years. I then transferred to ASU. The next generation is now attending our excellent colleges with my five oldest children having attended a Maricopa college. My oldest daughter will be graduating from MCC in May. I share this personal information merely to indicate that I am invested in Maricopa and the success of our students. And in a similar way each employee could come to this podium and share their story and experiences. On behalf of the MAT employees I welcome the new members to the Governing Board, through the Chancellor, and we look forward to working with you to improve student success. Student success is interwoven with employee success, so in the coming months, I will be bringing you updates from the MAT employee group, to help you understand this large and complex organization. Thank you for your commitment to serve all of our community. Thank you.”

APPROVAL OF THE ORDER OF THE AGENDA

President Livingston then requested a motion to approve the Order of the Agenda.

MOTION Motion 10267 Board Member Burke made a motion to approve the Order of the Agenda. Board Member Gutierrez seconded. Motion passed 7-0.

APPROVAL OF CONSENT AGENDA

President Livingston asked if anyone wanted to remove any items from the consent agenda. Board Member McGrath asked items 11.2, 12.1, and 13.1 be removed from consent. Board Member Saar asked item 11.4 be removed from consent.

The following items were included in the Consent Agenda:

9.1 APPROVAL OF THE MINUTES OF THE DECEMBER 9, 2014 REGULAR BOARD MEETING, JANUARY 6, 2015 SWEARING-IN CEREMONY AND WELCOME, AND JANUARY 13, 2015

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AGENDA REVIEW AND RETREAT

10.1 APPROVAL OF MESA COMMUNITY COLLEGE VISION, MISSION, AND VALUES—approve the reaffirmation of the vision, mission, and values statements of Mesa Community College.

10.2 APPROVAL OF FACULTY EMERITUS DISTINCTION—PHOENIX COLLEGE—award Faculty Emeritus Distinction to Debra S. Dorr, Faculty, Drafting Technology.

10.3 APPROVAL OF REVOCATION OF CHARTER FOR JMF HOPE COLLEGE AND CAREER READINESS INSTITUTE, LLC AND TERMINATION OF CHARTER CONTRACT—approve the revocation of the charter for the JMF Hope College and Career Readiness Institute, LLC and termination of the charter contract, at the request of the authorized representative of the JMF Hope College and Career Readiness Institute, LLC.

11.1 CONSIDERATION OF EMPLOYMENTS—approve the personnel actions as proposed. Budget approvals have been granted and are on file for the recommended personnel actions in this item.

11.3 CONSIDERATION OF SHORT TERM EMPLOYMENTS—approve the personnel actions as proposed. Budget approvals have been granted and are on file for the recommended personnel actions in this item.

12.2 APPROVAL OF SALT RIVER PIMA-MARICOPA INDIAN COMMUNITY GRANT (SRPMIC)—accept the grant of $112,000 from the Maricopa Community Colleges Foundation. This grant was made to the Maricopa Community Colleges Foundation by the Salt River Pima Maricopa Indian Community to benefit American Indian students.

12.3 APPROVAL OF CORPORATION FOR PUBLIC BROADCASTING COMMUNITY SERVICE GRANT (KBAQ)—accept a grant from the Corporation for Public Broadcasting totaling $221,986. Approval of the two-year allowable expenditure period is requested for October 1, 2014 through September 30, 2016.

12.4 APPROVAL OF CORPORATION FOR PUBLIC BROADCASTING COMMUNITY SERVICE GRANT (KJZZ)—accept a grant from the Corporation for Public Broadcasting totaling $576,831. Approval of the two-year allowable expenditure period is requested for October 1, 2014 through September 30, 2016.

12.5 APPROVAL OF GRANT AGREEMENT BETWEEN MARICOPA COLLEGES FOUNDATION AND HELIOS EDUCATION FOUNDATION—approve the agreement with Helios Education Foundation, for $500,000, to implement a Reverse Transfer project for 3 years, beginning January 2015 and ending December 2017.

12.6 APPROVAL OF EXCEL STUDENT SUCCESS GRANT—approve the agreement with Helios Education Foundation, for $1,500,000, to implement the Excel Student Success Project. The grant was made to the Maricopa Community Colleges Foundation by the Helios Education Foundation to benefit the Excel Student Success Project, a program designed to propel first generation and low income students toward degree completion. Using a holistic approach, the program will engage students through their community college experiences to support Associate’s Degree and/or Certificate completion, as well as successful transfer into baccalaureate degree granting institutions. The grant term is from July 2014 to June 2017.

13.2 APPROVAL OF LEASE OF SUITE AT RIO NORTHERN TO HEALING ARTS CONNECTION, LLC— authorize the lease of Suite 100 in the building located at Rio Salado College - Northern, 1715 W. Northern, Phoenix, AZ 85021 to Healing Arts Connection, LLC. The lease term begins February 1, 2015 and is for 24 months with an option to renew for an additional 12 months. The monthly rate will be $12.00 per SF, full service.

MOTION Motion 10268 Board Member Burke moved for approval of the Consent Agenda, as amended. Board Member Saar seconded. Motion passed 7-0.

11.2 CONSIDERATION OF SPECIALLY FUNDED EMPLOYMENTS—approve the personnel actions as proposed. Budget approvals have been granted and are on file for the recommended personnel actions in this item.

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Board members wanted clarification on the funding source for the five Small Business Analysts listed and what their duties would entail. Dr. Janice Washington, Director of the Arizona Small Business Development Program, stated MCCCD’s Small Business Development Program is funded by the federal Small Business Association with a match requirement for overall funding of the program as part of the grant. The majority of the funds are provided by the Small Business Administration. The analysts will work with entrepreneurs providing one-on-one counseling and offering no/low-cost workshops in addition to leveraging other resources with other funding sources within the State.

11.4 CONSIDERATION OF SEPARATIONS—approve the personnel actions as proposed.

Board members noted that one individual, Mr. Michael Cruza, moved his retirement date one month out and needed to be removed from the list.

12.1 APPROVAL OF FOSTER YOUTH STUDENT SUCCESS GRANT—approve the agreement with the Nina Mason Pulliam Charitable Trust, for $198,000, to implement the Foster Youth Student Success Project. The grant was made to the Maricopa Community Colleges Foundation by the Nina Mason Pulliam Charitable Trust to benefit the Foster Youth Student Success Project. The grant term is December 1, 2014 to December 1, 2016, with the possibility of applying for a third year of funding.

Board Members asked for clarification on how the two employee positions will help foster students. Dr. Felicia Ganther, Associate Vice Chancellor for Student Affairs, remarked that this was an unsolicited grant proposal to the Nina Mason Pulliam Foundation. It was noted that eligible students did not have any support when transitioning out of high school or into their own places to live. This is the beginning of a bridge, in concert with Arizona State University (ASU), to provide support for the students in the program. A similar program already exists at ASU. Ms. Ganther noted that students who are aging out of foster care are eligible for a full PEL Grant for tuition and fees so what they need is help, not more money. Staff will work with all the colleges and the students identified in the program to navigate through enrollment, support, transfer, etc. Another Board member noted that this would parallel efforts already in place at ASU. MCCCD already has Nina Mason Pulliam Scholars Program and an MCCCD/ASU partnership. When they are ready to transfer to ASU, staff will help transition students to a cohort at the university.

13.1 APPROVAL OF LEASE OF RESTAURANT PROPERTY TO BILL JOHNSON’S RESTAURANT, INC.—approve a lease of that property to Bill Johnson’s Restaurants, Inc. for a period of up to two years and authorize the tenant to continue operating a restaurant at that location, including the service of alcoholic beverages.

Board members asked for clarification on why the college would be leasing property back to the restaurant if the reason for purchasing the property was to help alleviate parking problems at GateWay Community College (GWCC). Dr. Steven Gonzales, President of GWCC, remarked that offering the restaurant time to close out business was part of a lengthy negotiation process which ultimately resulted in the District’s ability to purchase the property for $255,000 less than its appraised value ($1.2 million). Another Board member noted that the restaurant in question had recently filed for bankruptcy and had already closed its other locations around the Valley. Dr. Gonzales noted that, although MCCCD may allow the restaurant a second year, it may choose not to extend the lease. Additionally, parking expansion might be able to occur even with the restaurant in business. A Board member reiterated the less-than-appraised value purchase price and said that allowing the restaurant on the property was not part of a special deal. The first year’s rent of $1 reflected the excellent sale price; the second year’s rent would move forward at a current market rate.

MOTION Motion 10269 Board Member Burke moved for approval of the balance of the agenda. Board Member Saar seconded. Motion passed 7-0.

14.1 APPROVAL OF TERMINATION RECOMMENDATION FOR MICHAEL OSBORN—recommend that the employment of Mr. Michael Osborn be terminated.

MOTION Motion 10270

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Board Member Gutierrez moved for approval of Item 14.1. Board Member Burke seconded. Board Member McGrath asked for a roll-call vote: McGrath—nay; Gutierrez—aye; Haver—aye; Livingston—aye; Saar—aye; Burke—aye; Heep—nay. Motion passed 5-2 (McGrath/Heep).

14.2 APPROVAL OF GLENDALE COMMUNITY COLLEGE BUILDING NAMING PROPOSAL DR. PHILLLIP D. RANDOLPH CENTER FOR AUTOMOTIVE TECHNOLOGY—approve the Glendale Community College new Automotive Technology Center be named for former GCC President Dr. Phillip D. Randolph. Building is commonly referred to as “Technology 3”.

Dr. Kovala remarked that it was a privilege to bring this item forward for recognition to Dr. Randolph’s history with Maricopa. He served at GWCC, GCC, and at the District Office during his years of service. She noted there is no one more respected in the Glendale area. GCC exists because of his family’s legacy. He also likes to tinker with cars, so it is especially fitting.

Dr. Randolph said he was honored and humbled by this recognition, paraphrasing his favorite J.F.K. quote that victories are infinitely divisible. Many helped to build the automotive program at GCC and they have made it the gold start program it is today. He thanked the Board for the recognition.

MOTION Motion 10271 Board Member Saar moved for approval of Item 14.2. Board Member McGrath seconded. Motion passed 7-0.

15.1 APPROVAL OF PURCHASE OF LAND AND BUILDING LOCATED NORTHWEST OF COLLEGE PROPERTY AT GATEWAY COMMUNITY COLLEGE—approve purchase of the property located to the northwest of the GateWay Community College property, now occupied by the Bill Johnson Restaurant, (3757 East Van Buren Street, Phoenix) for the price of Nine Hundred Forty Five Thousand Dollars ($945,000) plus closing costs, from the Bill Johnson’s Restaurants, Inc., an Arizona corporation.

MOTION Motion 10272 Board Member Gutierrez moved for approval of Item 15.1. Board Member Saar seconded. Motion passed 7-0.

15.2 APPROVAL OF FINAL CONTRACT AMENDMENT FOR CONSTRUCTION OF THE T3 AUTOMOTIVE BUILDING AT GLENDALE COMMUNITY COLLEGE—approve the final construction contract Amendment for an existing Construction Manager at Risk (CMAR) Agreement for the Guaranteed Maximum Price (GMP) in the amount of Five Million, Six Hundred Eighty Thousand, Six Hundred Ninety-Three and no/100’s Dollars ($5,680,693.00) to Adolfson & Peterson Construction for the balance of the construction for the T3 Automotive Building at Glendale Community College. This is the final GMP of two awards to Adolfson and Peterson for the construction of this project.

MOTION Motion 10273 Board Member Saar moved for approval of Item 15.2. Board Member Burke seconded. Motion passed 7-0.

15.3 APPROVAL OF PURCHASE OF LAND LOCATED EAST OF BUILDING Q AT PARADISE VALLEY COMMUNITY COLLEGE—approve purchase of the property located east of Building Q (17811 North 32nd Street, Phoenix) for the price of Three Hundred Forty Thousand Dollars ($340,000.00) (approximately $1.77 /sf) plus closing costs, from the Flood Control District of Maricopa County, Arizona, for Paradise Valley Community College.

MOTION Motion 10274 Board Member Saar moved for approval of Item 15.3. Board Member Haver seconded. Motion passed 7-0.

INFORMATION ITEMS 16.1 REVIEW OF PROPOSED TUITION AND FEES FY2015-16—review the recommendation of no increase in the current county resident tuition rate of $84.00 per credit hour. Also, although not part of the requested action in February, a recommendation on the 2% tax levy increase permitted by the Constitution will be part of the budget proposed by the Chancellor. The Chancellor’s recommendation is NOT to access the 2% increase on the FY14-15 levy as permitted by the Constitution or prior year 2% increases in levy authorization that have not

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been accessed (the latter as also is permitted under the Constitution).

A copy of a presentation on the preliminary FY2015-16 budget is included in the Appendix.

16.2 REVIEW OF PROPOSED FEE CHANGES FY2015-16—review the varied fee changes detailed on the submitted documentation; these changes relate to course fees at several colleges across the district, detailed by college.

MONITORING REPORTS 17.1 BUDGET ANALYSIS REPORT, FUND 1—GENERAL UNRESTRICTED FUND FOR THE SIX MONTHS ENDING DECEMBER 31, 2014—Expenditure analysis indicates 38.9% of the budget has been expended this year as compared to 42.7% expended at this same point last year. 33.1% of the budget remained unexpended or unencumbered compared to 27.6% in the prior year. Revenue analysis indicated that 61.2% of the budget has been recognized as compared to 61.8% in the prior year. The projected fund balance will increase by ~$3.4M this fiscal year and the projected ending fund balance for June 2015 is $167.6M. The District should meet its financial stability requirements.

17.2 2004 GENERAL OBLIGATION BONDS SERIES A (2005), SERIES B (2007), SERIES C (2009), SERIES D (2011) AND SERIES 2013 2004 CAPITAL DEVELOPMENT PLAN SUMMARY AS OF DECEMBER 31, 2014—As of December 31, 2014, $845.9 million, representing approximately 89% of proceeds from the Series A, Series B, Series C, Series D, and Series 2013 issuances of the 2004 bond have been expended or encumbered and $105.5 million remains available. Bond proceeds are invested until expended.

BOARD MEMBERS Mr. Burke had no report.

Mr. Gutierrez reported he had recently attended a South Mountain Community College (SMCC) event which included a tour of the campus and explanation of some new initiatives especially in Developmental Education and it was very impressive!

Mrs. Haver had no report.

Mr. Heep had no report.

Mrs. McGrath reported she was looking forward to attending the groundbreaking ceremony for GCC’s new T3, now Randolph, building on Friday.

Mr. Saar reported he had the opportunity to attend several of the colleges’ Nursing Pinning Ceremonies in December. He said he understands how much work goes in to becoming an RN and noted that about one-third of the graduates had actually graduated with a baccalaureate from Northern Arizona University—which was a great accomplishment for the students. He also had the chance to attend the Minority Male Empowerment Network’s (MEN) kick-off event where participants pledged to complete their degrees. He extended his thanks to Ms. Felicia Ganther for her work with the program. He attended the Dream It, Do It event at Rio Salado College which highlighted the gap which currently exists in the manufacturing industry between those eligible for retirement and newcomers in the industry. He said the challenge has been placed before MCCCD to fill those jobs with its students.

Mrs. Livingston reported she is commencing her college tours soon and, as a teacher of 14-year olds, she is excited to share everything she will learn about the colleges with her students to get them planning for college now!

VICE CHANCELLOR There were no reports.

COLLEGE Dr. Ernie Lara, President of Estrella Mountain Community College (EMCC), shared with the Board that EMCC was awarded the Arizona Forward/Salt River Project Crescordia Award which is considered the “Academy Awards” of environmental awards. The Arizona Crescordia (which means ‘to grow in harmony’) was given to EMCC for the site development and landscape of Estrella Hall. The project’s focus was on creating a sustainable structure and landscape. Arizona Forward remarked that EMCC’s project appeared complex and wild but was very low maintenance, using little water in a drip system. It shows that a meaningful and engaging learning center can also be sustainable.

AADGB Mr. Burke provided the following. “The AADGB has arranged for a Governance Institute for Student Success (GISS) with the Association of Community College Trustees (ACCT) to be held

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on Friday afternoon and Saturday, April 10-11. The institute is open to all governing board members in Arizona's ten community college districts. The institute focuses on discussions relating to policies that lead to student success. Based on assumptions that over sixty percent of new jobs in the next decade will require some level of college work, ACCT has been working with governing boards nationwide to encourage an increased number of graduates. ACCT personnel and scholars from the University of Texas will lead the institute. This event will provide professional growth for board members, and it will provide opportunity for us to get to know other board members from around the state. ACCT will contact board members about the event.”

ASBA Mr. Saar remarked that, although the ASBA is targeted to K-12 boards, several community college board members participate.

ACCT Mr. Saar reported the Board would be attending the 2015 National Legislative Summit in Washington, DC in February where Board members will be able to talk with Arizona’s legislators about community colleges.

President Livingston took a moment to thank the audience for its patience with her first meeting facilitation and thanked Mr. Saar for his dedication and guidance.

NEXT BOARD MEETINGS President Livingston then announced the following future meetings.

• February 3, 2015, 5:00 p.m., Board Retreat, Governing Board Room • February 4, 2015, 5:30 p.m., HLC Accreditation Overview, Governing Board Room • February 17, 2015, 3:00 p.m., Board Policy Committee Meeting, M103 • February 17, 2015, 4:30 p.m., Agenda Review, Governing Board Room • February 17, 2015, 6:00 p.m., Work Session, Governing Board Room • February 24, 2015, 3:00 p.m., Board Budget and Finance Committee Meeting, M433 • February 24, 2015, 6:30 p.m., Regular Board Meeting, Governing Board Room

ADJOURNMENT President Livingston adjourned the regular board meeting at 8:27 p.m.

___________________________________ Johanna Haver Governing Board Secretary

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Appendix Citizen’s Interim

• Post • Rivera

Proposed Tuition and Fees / MCCCD FY2015-16 Budget Presentation

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Dianne Post 1826 E. Willetta St. Phoenix, AZ 85006-3047 [email protected] 602 271 9019 January 27, 2015 Maricopa County Community College Governing Board RE: Maricopa Priorities: Phoenix College

EXECUTIVE SUMMARY The Maricopa Priorities process encompassed a three-stage information and evaluation procedure. Departments were to complete a self-assessment and submit comparable information. That did not happen. Many departments, notably Business, did not submit the information at all or very little, and most other departments submitted data flawed in many different ways making it impossible to compare in any fair and honest way. Different factors seemed to be in play for different departments (costs, FTSE, community, reputation, location) resulting in differing responses not tied to the information provided. Many recommendations illustrate a lack of vision, and overall the complete package does not present a coherent picture. While on one hand, certain departments are recommended to become regional hubs (forensics, Hispanic studies, child development) or already are (fitness for communiversity, dental, nursing), the recommendations fail to take into consideration what structural changes need to occur to encompass those changes and ensure their viability nor the administrative overhead that needs to be addressed. The plan for students at the Phoenix Fitness Center would result in them paying more than at most commercial fitness centers. A comparison of the inputs from all colleges shows that they all agree that fitness and wellness is vital and an on campus center is ideal to create a culture of wellness. The cost/benefit analysis fluctuated wildly with some places providing no information at all. Failure to capture the true potential of a fitness center by effective marketing was noted by most colleges. The financial analysis demonstrates the large unrestricted cash and investment balances that have been transferred out of the general fund for the past several years. In the same time FTSE has increased, yet the percentage of total funding directed at the college level and instruction has decreased while the amounts to the district office have increased. This anomaly plus others e.g. the building of a new fitness center at a suburban location across the street from ASUs new facility at the same time that the fitness center in a diverse, urban area is recommended for closure, points to some misplaced priorities.

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The recommendations also demonstrate short term versus long term thinking that does not take into account changing demographics, future job areas (health care, environmental) and sustainability e.g. health care costs and marketing opportunities. The MCCCD has prepared for short-term disruptions by the large general fund transfers it has made over the preceding years. But the taxpayers, community and students also deserve a coherent long-term strategy that will sustain MCCCD into the 21st century in a manner that responds to the needs of the community. For all these reasons, we ask that you reconsider the recommendations as they stand and in particular, find other ways to reduce costs than eliminating the Phoenix College fitness center and child care center. Dear Board Members, Members of the community are concerned about the Maricopa Priorities process and results at Phoenix College. We have presented information and spoken to the Board in November and December. We know that some new board members have taken their seat since that, and we hope that the new board members have received the earlier information. If not, please let us know and we will be happy to provide it for you. After the November 2014 board meeting at which I spoke, I requested the entire public record of the Maricopa Priorities submissions for Phoenix College. I received 1194 pages for review. Documents were divided into four sections: Recommendations – Instructional Recommendations – Support Self-Assessment Templates – Instructional Self-Assessment Templates - Support The reading and analysis of the documents has unfortunately not answered any questions or resolved any problems but in fact led to more. Therefore, I am presenting my findings of the detailed analysis with our continued issues and recommendations.

Maricopa Priorities Analysis

ACADEMIC TEMPLATES Each department was given a template to complete their self- assessment. A three-tiered process then made recommendations based on that information. The three tiers were a task force at the first level, a steering team at the review level, and a “champion” (Dr. Solley). However, many departments did not follow the template and did not supply the required information, thus making the process difficult and in some cases impossible. Some assessments had no cost benefit analysis, some had costs without revenue, some had revenue without costs, some used only salary and benefits, others included indirect costs, some included funds received elsewhere – in other words apples were compared to oranges resulting in non-comparable figures.

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Attached as Exhibit A are notes from selected Academic Departments. These reports illustrate the problems of the process, the deficiencies of the data and the fallacies in the recommendations. First, the Business Department, encompassing some thirteen different programs, submitted a totally inadequate report with insufficient financial information. For each program, the champion required them to turn in the requested information by October 31. That information was not supplied to me pursuant to my public records request in December. Regardless of the absence of information, every business program received a recommendation to be “maintained”. Those reviewing the assessments failed to connect the dots and see the big picture. Phoenix College (PC) is designated a Hispanic serving institution since it has more than 40% Hispanic students. In addition, it houses the Raul Castro Institute. The steering team and champion recommended making PC a regional center for Hispanic issues. Yet, Chicano/a Studies was suggested to be eliminated while at the same time, Spanish Humanities, a one-course program with minimal information and low completion rates, received a recommendation to be maintained. No consideration was given to incorporating these courses and ESL, with its dropping FTSE, into this suggested regional hub, which could result not only in a more coherent program, but in costs savings. The task force recommended to expand chemistry, which is also required in bioscience, nursing, dental and forensics – all of which are recommended to continue as major programs at Phoenix. PC was recommended as the regional hub for forensics – yet the steering team and champion recommend only to maintain chemistry at its current level rather than to accommodate the probable increase due to making PC a regional hub. One of the most blatant failures of vision is with IDP Child and Family Studies department. As the report points out, research has verified the need for high quality early education and President Obama has focused on that need nationally. The benefit of such high quality early education results in a $7 return on every $1 invested. The Family Care Center has an annual deficit of $250,000 while the athletic department has annual deficits of nearly $1 million with no research of the return on investment. The Family Care Center serves 100-125 families and 300 students, while the athletic department serves 255 total. The recommendation from the task force was to maintain/consolidate in the light that PC has the only program with a family care facility, which is used for student intern/externships. Every campus has an early childhood development program but only PC has a childcare center. The steering team and champion recommended PC be the regionalized center, and Teach AZ scholarship funds make it very feasible. The childcare facility is what makes the program unique and extremely valuable. It provides the location for externs and interns and for innovation and implementation. If PC is to be the regionalized hub, then it should strive to be the standard setter and others should come to the PC facility to learn and model. Replacing the facility with a commercial day care would not meet the high standards PC, as the regional model, is attempting to set. This is an example of the failure of vision. To close the center not only harms the students and

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the children, it harms the program, PCs reputation and the possibility for PC to be a national model. According to the template, Surveying Technology & Civil Engineering Technology Programs is the only such program in the state and is supported by local government, engineering and utility companies. The students are in demand for internships and employment. Yet the steering team and champion recommended to eliminate the program that has an average $48,000 deficit a year. The first problem with the Physical Education Department analysis is artificially separating the consideration of credit and non-credit classes and income since they both contribute to the cost/benefit analysis. The department template claims to be a “cutting edge fitness and wellness curriculum designed to serve the current needs of our students and community.” If it’s to serve the community, why were the noncredit students from the community not included? The importance of the program is illustrated by, “Historically the MCCCD once had a general educational physical well-being requirement, but (it) was removed in 1995. Since then, nationwide the rates of obesity, heart disease, diabetes, and cancer have increased exponentially.” Access to the Fitness Center is one of the ten most popular activities/classes. The Fitness Center classes offer exercise, an individual fitness plan, wellness goals, proper use of equipment and form, blood pressure monitoring, follow up assessments and personal training. These are not offered at any other gym without significant additional expense. Enrollment is expected to increase. Marketing would improve that enrollment significantly. The template outlines the life-long benefits of exercise and fitness not only physically but also mentally resulting in better grades and test results. The program outlines the “Call to Action” by then Surgeon General Carmona from Arizona to prevent and decrease overweight and obesity as the “Obesity Epidemic” is the single greatest threat to the public’s health. The Arizona Department of Health Services articulated a plan to improve nutrition and physical activity and the department wrote that, “Our responsibility as educators is to respond to the plan’s objectives and strategies. In response to community needs we have the opportunity to develop policies that modify environments in ways that will ultimately help Arizona’s Residents lead healthier lives.” The Phoenix Business Journal on December 12, 2014 on page 19 had an article entitled “Arizona health ranking is costly for business.” Arizona dropped a peg from 28 to 29 in the United Health Foundation ranking. Business likes to attract workers where health is good, education is high and unemployment is low. But in Arizona in the last two years, diabetes has increased 11%. PC could use this opportunity to become a leader in offering corporate discounts to the Fitness Center, not run in the wrong direction. Some templates list reduced Fitness Center hours as a harmful development and point out that the Dean of the new College of Health Solutions at ASU said, “We spend twice as much on medical care as any other country, but we rank 37th in terms of health outcomes.

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Health care consumes 16-17% of the country’s gross domestic product.” The recommendation to eliminate the Fitness Center flies in the face of the facts, the future and local development. As MCCCD is self-insured, the reduction of health care costs should be a prime concern. A comparison of selected FTSE costs shows the following: PROGRAM 2010-2011 2011-2012 2012-2013 Recommendation Child & Family Studies

$2817 $2958 $3817 Eliminate child care center

HES $5259 $5193 $6238 Maintain Interior Design $6493 $7708 $9150 Become regional

center PED $2810 $3876 $5071 Eliminate Fitness

center A quick glance illustrates that the more costly programs (HES, Interior Design) are recommended to be maintained while the more frugal programs (Child & Family studies and Fitness Center) are recommended to be eliminated. This seems to be counter-intuitive. SERVICES/PROGRAMS TEMPLATES Attached as Exhibit B are notes from selected “support programs and services” templates. Once again, several “big pictures” ideas are totally lost. According to the Communiversity report, Phoenix College is the health care partner. Expanding the Fitness Centers on others campuses while eliminating the one at Phoenix, the “health care partner” is counter-intuitive. The Family Care Center was built in 1999 as a state of the art childcare center to offer high quality children’s education. It serves 100-125 families and 115-130 children. Naturally it is strongly linked with the Center on Children and Family Studies that has 300 students and a required internship. The existence of the childcare center results in higher retention and graduation rates for students thus meeting the PC goal of “provide programs and services that meet the needs of our diverse community.” It is extremely important for the students who need this service. Several have already said they will have to leave school if the childcare center is eliminated. The Center also works in collaboration with the dental, the nursing, and counseling programs offering practical opportunities required by those departments to work in pediatric dental and nursing and family counseling. The childcare center also offers real world experience to all seven other colleges that have CFS students. Wellness Maricopa has won awards as a “fit-friendly” workplace and is “Promoting exercise on campus with walking groups, mile challenge, and discounted Fitness Center membership.” Closing the Fitness Center would eliminate one-third of their offerings

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and the on campus focus. “The demand for wellness services is expected to grow in the next five years. MCCCD health claims continue to climb, our work force is getting older, and national trends for obesity and related diseases like diabetes, CHD, and cancer are on the rise.” Yet, research tells us that $3 is saved for every $1 invested in health promotion. Again, since MCCCD is self-insured, being proactive now would save the district much money later. Interesting, the Wellness report also says, “We also partner with YMCA to provide our employees a discounted membership.” Why are you competing with yourself? You should offer that discount to employees from campuses without fitness centers and make PC the hub since it is centrally located. The Athletic department has ten different cost centers, eight sports and two departments. The information is in chart form in Exhibit B. To summarize, the athletic departments serve an average of 255 students per year and has an average annual deficit of $861,775. It is not clear from the template whether that includes indirect costs, facilities or insurance, which could make it considerably more. But even at the lesser amount, its losses dwarf all other departments. RECOMMENDATIONS - INSTRUCTIONAL Exhibit C shows the recommendations the task force, steering team and champion made for the different departments. A comparison of the recommendations reveals the following: Out of a total of 87 instructional programs/classes: The task force suggested elimination = 2 The Steering Team = 15 The Champion = 9 As expected, those most removed from the ground floor recommended the most eliminations. The task force suggested to expand or enhance = 22 The steering team = 3 The Champion = 5 The task force suggested consolidation/regional center = 7 The steering team = 9 The Champion = 6 Of the 87 programs/classes, all three evaluation teams/persons agreed 32 times or 37% of the time; the task force and steering team agreed 35 times or 40%; the task force and champion agreed 33 times or 38%; and the steering team and champion agreed 67 times or 77%. So it’s obvious the most agreement was among those most removed from the every day realities.

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Reading the templates makes it clear that other factors besides cost came into play in making decisions. The teams looked at reputation of the program, community involvement, community service being offered, need and regionalization as well as cost except for some programs that did not provide the requested information at all. RECOMMENDATIONS – SUPPORT SERVICES Exhibit D shows the recommendations the task force, steering team and champion made for the different support programs. A comparison of the recommendations reveals: Of the 64 services/programs: The task force recommended to maintain = 37 The steering team recommended to maintain= 28 The champion recommended to maintain = 45 The champion was far more likely to recommend keeping non-instructional programs. The task force recommended to expand = 17 The steering team recommended to expand= 5 The champion recommended to expand = 5 The task force recommended to eliminate = 2 The steering team recommended to eliminate = 13 The champion recommended to eliminate = 2 The main difference here was that the steering team recommended elimination of all the athletic programs and the champion recommended maintaining all. The task force recommended to restructure/consolidate = 8 The steering team recommended to restructure/consolidate = 17 The champion recommended to restructure/consolidate = 12 Of the 64 services/programs, all three evaluators agreed on 29 (45%) programs and all three disagreed on two. So there was more agreement with the services/programs than with instructional. The task force and steering team agreed on 5 while the steering team and champion agreed on 16 (24%). The task force and champion agreed on 12 (19%); however, it is very interesting that 9 of those 12 (75%) were in the athletics department. Also, all management positions, deans etc. were recommended to be maintained even when the student need was not demonstrated. COMPARISON OF MARICOPA PRIORITIES SUBMISSIONS A comparison of the submissions from various colleges regarding wellness programs and fitness centers illustrated some similarities and differences. All campuses tout the benefits of fitness, exercise and of having a fitness center that is, unlike commercial centers, staffed by university trained personnel. All point out the epidemic of obesity and associated health issues especially for MCCCD who is self-insured. Most cite the research showing that for every $1 spent on fitness, $3 is returned in benefits.

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The difficulty in enrollment and the failure of marketing are cited as causes of falling revenue. As the report from SCC states, “Non-credit revenues could be greatly enhanced if a more robust marketing approach was permitted by the district’s legal department. Because of restrictions regarding competition with commercial operators, outreach and marketing efforts are limited, making it difficult to attract users to the facility. One exciting source of potential revenue is an increase in the number of corporate partners. Another opportunity involves the Silver and Fit program. Silver and Fit closely resembles Silver Sneakers, a program which pays SCC $3 per visit, and which brought in over $100,000 in revenue last year, …” What is striking is the enormous difference in the standards applied to evaluation of the fitness centers in the district and the ultimate recommendation. Some centers were doing quite well (GCC, PVCC, and SCC) and were recommended to continue. Some centers were doing quite poorly (SMCC and CGCC) and were recommended to continue and in the case of CGCC to expand. Some centers provided very little information and no budgetary information (MCC) and nevertheless were recommended to continue. Only Phoenix College fitness center was targeted to be closed. Both previously closed centers (EMCC, Gateway) recommended re-opening a fitness center on campus. Also one cannot ignore the very different manner in which the expenses of the District office were scrutinized compared to the way the expenses of the colleges were nor the fact that the expenses of the athletic departments were not similarly scrutinized. In 1993, at EMCC 80% of the fitness center use was from community participation. When the center was moved to SWSC in 2011, community useage dropped to 20% in 2012. In 2013, the center was closed and community participation ceased. Yet, community participation is allegedly an MCCCD value. The closure was not due to lack of interest. In 2011, enrollment was 781. In 2012, enrollment was 614. When the on campus center closed, enrollment dropped to 301 in 2013. The off campus model does not work. Enrollment data indicates students prefer on-campus fitness centers and EMCC requests return of the fitness center to campus. The recommendation did not deal with their request. Two levels suggested phasing out the exercise and wellness program altogether while the champion suggested restructure and maintaining it. On the other side of the valley is a completely different picture. Chandler-Gilbert had two fitness centers (Williams and Pecos), neither of them doing well, and though it is unclear from their report, it appears that one of them is becoming the Coyote Center. As in Phoenix College, the fitness center also supports the programs such as Law Enforcement Training Academy, Fire Science and EMT. The use of the fitness center was at a high in 2000 but has declined since then at both the Williams and Pecos centers. ASU has built a new state-of-the-art facility across from the Williams campus. In spite of declines in enrollment and competition, the CGCC is opening a new fitness center, the Coyote Center.

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Income for the three years is listed as: FY 11 FY 12 FY 13 $22,508 $26,015 $54,632 No cost data were given. Yet, the recommendation was to restructure by two evaluators and to maintain by the Champion. Glendale CC has three fitness centers (Main, North, Adaptive). They have very large attendance by including seniors, families, alumni, students and employees, corporate members and working professionals – in other words, embracing the community not shutting them out. They also support programs e.g. firefighter/paramedic/nursing. The Fitness and Wellness program is a strong revenue driver because of significant outreach. The number provided were: 2010 2011 2012 2013 $233,906 $206,889 $208,366 $165,376 Revenue $203,372 $202,499 $228, 226 $195,574 Costs $30,524 $4,390 ($19,890) ($30,198) The recommendation was to maintain the program. Likewise for the Adapted Fitness Center that provides services for those battling diseases, spinal cord injuries or impairments. Wounded Warriors and the paucity of other programs in the valley has made this center very busy and in need of expansion. Back to the east valley at MCC, they also have two employee only fitness centers (Dobson and Red Mountain). Attendance ranges from 282 to 303 employees from 2011-2013. No budget figures were given but yet the recommendation was to consolidate and maintain. Clearly, if the fitness centers did outreach into the community they could greatly increase revenue. The PVCC center added a new Silver and Fit program for seniors in 2014 and demand is expected to increase. They believe that, “Colleges play a critical role in communities providing resources and environments that encourage physical activity and providing information, tools, and practical strategies to help students and community members adopt healthy lifestyles. At PVCC we believe that regular physical education will teach students to respect the role that regular physical activity plays in the pursuit of lifelong health and well- being.”

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Revenues for the four years were: 2010 2011 2012 2013 $216,709 $184,193 $183,809 $156,548 $190,641 $178,270 $170.556 $189,998 Costs $26,608 $5,923 $13,253 ($33,450) The recommendation was to restructure from two evaluators and to maintain from the Champion. The SCC center is the largest of the district. It serves not only students but also the wider community (approximately 800 members) and of course the Native American community on whose land they sit. Non-credit memberships totaled $225,072 during the last fiscal year. The revenue from Silver Sneakers totaled $100,845. Revenue from the corporate partners program totaled $26,124 with 120 employees. “In summary, for fiscal year 2012/13, over 1900 members of the local community utilized the FWC, with total revenue from all of the above non-credit sources totaling $352,041 added to the non-credit account.” It is obvious that proper marketing and outreach in the community could make a considerable difference in every center. The only other budget information given was, “During fiscal year 2012/13, revenues for the FWC’s non-credit account totaled $352,041 against $384,026 in expenses.”, for a ($31,985) deficit. Regardless of the lack of financial information, the recommendation was to maintain. The SCC Wellness program just purchased two of the standing work stations at the rate of $2,899 each. The SMCC fitness center is unique in that it is within the athletic department. In the last three years, the FITNESS 800 non-credit courses have averaged 528 students per year. The center serves approximately 300 students per year but no cost or revenue data was provided. The report was clear that if the center was outsourced, they expected to see exactly what happened in EMCC i.e. students in the non-credit courses would not continue. The recommendation from the local team was to eliminate the center while the steering team and champion suggested to maintain it. The Local Steering Team commented, “Eliminating the Fitness Center is counter to the current direction of the college wellness initiative.” which sentiment was echoed by the SMCC wellness team. This is true for all the colleges and exactly why the fitness center at PC should not be eliminated. The MCCD employee wellness program cited the presence of fitness centers on campus as one of the excellent resources for providing wellness programs and noted that one of the biggest challenges was again – marketing to employees.

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The report from Rio Salado includes the District Office and points out that they have fitness center access for any Rio or District employee but not the public. The enrollment figures are: PED 115 Life Time Fitness 2009-10 2010-2011 2011-2012 2012-2013 2013-2014 30 40 42 45 60 These figures are significantly lower than the nearly one thousand students and community members who use the Phoenix College fitness center. Over the last three years, attendance at Rio has increased by 10% per year. In a survey, employees found a fitness center a valuable service in percentages ranging from 61% in 2011 to 70% in 2009 and 68% in 2012, the most recent year. Employees are interested in fitness contrary to the conclusions of the Champion in the Phoenix College report. Why should Rio and district employees enjoy a fitness center on grounds but not the employees and faculty of Phoenix College? The costs outlined are: 2009-2010 2010-2011 2011-2012 2012-2013 $16,249 $53,928 $75,147 $80,013 $45,355 $46,516 $48,036 ($16,240) ($99,283) ($121,663) ($128,049) Note that these deficits are on average for only 43 employees, far fewer than those who attend the Phoenix College fitness center. In addition, the District purchased seven of the working-walk stations at the cost of $2,899 each for a total of $55,293. Yet the recommendation was to maintain, consolidate, enhance, and expand the program. The benefit of building a corporate culture of fitness and wellness is well argued by the SCC wellness center: “We are a self- insured employer. … By creating a culture of wellness, and preventive healthcare not only would the cost decrease to Maricopa it would decrease to each individual employee. … If individuals were preventive in their healthcare over all costs would go down … So by continuing to create the culture of wellness and balance we can affect the overall cost of benefits and ethically provide good education to our employees.” That is why Maricopa Priorities should focus on maintaining a fitness center on every campus. FINANCIAL ANALYSIS According to an analysis by an accounting professor at one of the colleges, in the past decade, MCCCD has seen their unrestricted cash and investment balances triple, and their unrestricted net assets balance more than quadruple. Annually the general fund expenditures are over estimated. The increase in FTSE with no increase in faculty or

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staff resulted in large excesses of revenues over the past decade that were transferred out of the general fund into other funds. In 2009 and 2010, the district cut the budget 1% in anticipation of state cuts. Yet budget excesses were $77.4 and $81.3 million in 2010 and 2011 respectively. In spite of a drop of $38.4 million in state funding in 2012, $30 million was still transferred out of the general fund. The percent of expenditures for the District has gone up (an all time high of $90.4 million), while expenditures for the colleges has gone down (74.4% to 68.6%). From 2006, FTSE increased from 70,025 to 81,218 or 16%. Faculty increased from 1,307 to 1,374 or .5%. Professional staff decreased from 1,346 to 1,182 or 12%. But management increased from 782 to 942 or 20%. Why are current students expected to pay for services that will presumably be delivered at some later date to some other students? Or worse yet, why are current students paying a premium for increased staff and salary, not to mention wellness equipment, at the District? Since 2007, revenues have increased from $489.2 million to $626.0 or 28%; operating expenses have increased from $451.4 to $594.8 or 32%. The excess has decreased from $35.1 to $31.2 million. However, only $5.2 million is included in the general fund balance. In 2013, unrestricted cash and investments totaled $488.4 million and unrestricted savings $428.4 million. 2013 alone had a $41 million positive variance in the general fund. In every year since 2007, an excess of funds occurred ranging from a low of 5% in 2013 to a high of 13% in 2010 and 2011 before the funds were transferred out of the general fund. Where did that “profit” go? Certainly it is prudent to have savings and investments for an uncertain financial future. For example, the data breach cost $16.9 million, but as of June 30, 2013, the district could still operate 190 days with zero income. One must ask if these investments and savings are being utilized in the most prudent manner? One must also question the allocation of the funds for credit and non-credit classes i.e. the non-credit classes at the Fitness center. The general fund is the main operating budget for the instruction and academic support. However, the auxiliary fund supports the non-credit instruction. Are the non-credit classes at the Fitness Center being properly allocated to the auxiliary fund? Is that why the credit and non-credit classes were separated in the templates? It’s impossible to tell from the documents. From 2003 to 2015, budget expenditures for Phoenix College increased from $36 million to $57.8 million or 61%. Expenditures for all colleges increased from $290.4 to $531.3 million or 83%, thus PC was frugal. District Office expenditures increased from $32.6 to $56.7 million or 74% while District Office Transfers increased from $55.8 to $186.1 million or 235%. From 2003 the percent of general fund adopted budget allocated to the colleges decreased from 77% to 69% while the District Office transfers increased from 15% to 24%.

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The Endowment fund for medical self-insurance has increased from $2.6 million in 2004 to $34.8 million in 2013 or more than 13 times. It would seem prudent for MCCCD to do all it can to reduce the actual dollars spent on self-insurance by maintaining health and wellness, including a fitness center on every campus. Conclusion Not all the departments and services submitted the required information and many were told to present action plans by January 2015. Without seeing those actions plans, it is too soon to know what steps should be taken to reduce costs so it seems that the decisions are premature. The decision making process appears to use different criteria i.e. fiscal impact, outside funding, reputation, community response, regionalization etc. Artificial separation e.g. family care center from child development program, PED from Fitness Center are made and not reconciled. Regionalization is recommended but not all departments, classes or programs are taken into account nor existing infrastructure and how one program relates to others and to long-term sustainability. The process seems less of a rational decision making process than an arbitrary exercise of power. The deficits in the Child Care Center and Fitness Center are dwarfed by those in the athletic department, and the two centers serve hundreds more people. Both quality childcare and the fitness center focus on the future (life-long pursuit) and are not easily measured, but are well known to have both short-term gains and long term benefits. The recommended closure of both shows a lack of vision, a focus on short-term over long term results and a lack of adherence to the mission and vision of Phoenix College. We are being penny wise and pound foolish. Tuition was never intended to cover the total cost of education. Education is not a private business. It is a government obligation and an investment in our future. Recently we have been told that the plan is to have two credit students enroll at the Fitness Center and then pay an extra $45 to attend the YWCA downtown. Since it is $84 a credit, the total cost for one semester, four months, at the Fitness Center would be $168 plus the $45 to the YWCA for a total cost of $213. This equates to an annual cost of $639 – the most expensive Fitness Center in the city. 24 Hour Fitness is $520 a year, Fitness Works is $600 a year, LA Fitness is $460 a year, and even the YWCA by itself is $565. Surely the plan cannot be for students at a community college to pay more for the Fitness Center than they would pay anywhere else or than they would pay by themselves at the YWCA? This kind of lack of leadership, lack of management, lack of common sense infects this plan from start to finish. We ask that Phoenix College be required to come up with a plan that is consistent with facts and internally coherent with consideration of short and long term benefits and costs. Any plan should pay special attention to the diverse student body especially in the urban context and that of the community. The fitness center is the best kept secret in town and intensive marketing could dramatically improve its bottom line. Staff time allocation

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needs to be studied to reduce costs at the same time. We would appreciate a formal response to our requests. Sincerely, Dianne Post, J.D. Marie Tymrak, RD, MPH Joy McLain. P.C. Faculty 1966- 1989. P.E. dept.

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EXHIBIT A

Maricopa Priorities Academic Programs Self-‐Assessment Template -‐ Selected Departments

Business Dept They presented a totally inadequate report; the budget shows an annual deficit counting only salaries/benefits and tuition. 2010-‐2011 2011-‐2012 2012-‐2013 ($500,000) ($700,000) ($500,000) The Business Department reports were required to have been turned in on October 31. I never received them in my November records request. Were they turned in? If not, why not? If so, why didn’t I receive them in my public records request? Yet without the information, all courses were recommended to continue Chicano/a Studies Phoenix College is 40% Hispanic and is designated as a Hispanic Serving Institution. It also hosts the Raul Castro Institute. The report had no comparison/cost benefit analysis, but costs were listed. 2010-‐2011 2011-‐2012 2012-‐2013 ($3905) ($1382) ($2490) The recommendation was to eliminate with no consideration to consolidating all the Hispanic offerings into one program that could be restructured, reflect the population, and become a magnet program. On the other hand, in the “recommendations”, the steering team and champion suggest making PC the regionalized center. If that is the plan, then this program needs to be factored into the total plan. Chemistry Chemistry was one of the few well-‐written assessments. It listed costs and revenue from FTSE: 2010-‐2011 2011-‐2012 2012-‐2013 ($1,022) ($1,196) ($1,509) The recommendation was to maintain/expand by the task force, but to maintain by the steering committee and champion. However, chemistry is needed in bioscience, nursing, dental, pharmacy, forensics and environmental. Bioscience, nursing, dental

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and forensics are recommended to continue as major programs at Phoenix with a recommendation to make PC the regional hub for forensics. The need to expand chemistry for all these other programs was apparently not considered. The Environmental and Natural Resources Stewardship program is funded to the tune of $190,000 by grants from BLM to encourage inner city youth to participate. PC has to only provide a $15,000 match in kind. Further the college president recently made a statement that we need to focus on climate change. It would appear this would be a department to expand to meet that upcoming need. IDP Child and Family Studies Since 1959 PC has been a training laboratory with a child care center and parent cooperative. They work with SouthWest Human Development to offer HeadStart. As the report points out, research has verified the need for high quality early education and President Obama has focused on that need nationally. The benefit of such high quality early education results in a $7 return on every $1 invested. 2010-‐2011 2011-‐2012 2012-‐2013 $149,310 $153,832 $159,373 (salaries only it appears) $111,186 $118,400 $114,843 (income – unclear if includes tuition and fees for child care center as well) ($38,124) ($35,432) ($44,530) These are actually quite small deficits compared to other departments. FTSE $2,817 $2,958 $3,817 HES (Health Education) The growth of enrollment in this field has been from 232 in 2020-‐2011 to 281 in 2011-‐2012 and 354 in 2012-‐2013. According to the template, the increase is because of the awareness of the community to the emphasis on health and health professions because of the shift to prevention, personal responsibility for healthy life-‐style and self-‐care. The program supports exercise science and personal training. In spite of the 34% enrollment increase, the program’s success rate is declining. The task force recommends restructuring but the other two levels would maintain the program. The figures presented were: 2011-‐2012 2011-‐2012 2012-‐2013 $110,445 $132,273 $186,200 (salary only apparently) $44,730 $58,071 $68,058 (revenue) ($65,715) ($74,202) ($18,142)

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FTSE COST $5259 $5193 $6238 The awareness of health issues would mandate a fitness center on site. Interior Design The task force notes that FTSE is very high and enrollment barely meets required levels but all three reviewers suggest consolidation and the steering team and champion suggest making PC the regional center. Thus enrollment, FTSE cost, and deficits are obviously not the only determining factor and other considerations are at work. 2011-‐2012 2012-‐2013 2013-‐2014 $253,211 $252,219 $276,793 (total costs) $ 83,070 $ 74,602 $ 68,970 (tuition revenue) I would also note that tuition revenue is not the only revenue for a department but the reports do not make clear the total cost breakdown or income breakdown. ($170,141) ($177,617) ($207,823) FTSE $6,493 $7,708 $9,150 The losses and costs are far higher than the Fitness Center. Spanish Humanities The task force notes there is minimal information, and very low completion and success rates for this single course. Yet they all agreed to maintain the course with no discussion of integrating it into an existing Spanish program. Here is another missed opportunity. Since completion and success rates are so low, and in “recommendations” the steering team and champion have suggested making PC the regional center for Hispanic studies, why isn’t this single class merged into that center? 2011-‐ 2012 2012-‐2013 2012-‐2013 $107,111 $89,645 $100,781 $57,914 $56,430 $48,108 ($49,197) ($33,215) ($52,673) Health Professions, Fitness and Wellness (Massage) According to the template, this award winning program has a thousand community members who use the services per year. There is a high demand by employees and

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community and often 100 people on the waiting list. Obviously there is a community need for fitness and wellness that is ignored by the proposed closing of the fitness center. Surveying Technology & Civil Engineering Technology Programs – According to the template, this is the only program in the state and is supported by local government, engineering companies and utility companies. The students are in demand for internships and employment. Yet the steering team and champion recommend elimination the program. So in this case, being unique and in high demand were not factors that were considered important. 2010-‐2011 2011-‐2012 2012-‐2013 $74,307 $57,154 $74,845 (costs) $11,928 $13,452 $15,276 (tuition) Note this does not include the support by local government, engineering companies and utility companies. ($62,379) ($23,702) ($58,569) PED – Physical Education The PED prefix is the credit enrollment for the Fitness Center and Group Fitness. The credit enrollment and the non-‐credit enrollment should not be separated as both contribute to the cost/benefit analysis. Enrollment in 2010-‐11 was 3,643; in 2011-‐2012, it was 2,079; and in 2012-‐2013 it was 1,820 with an 86% completion rate. 2010-‐2011 2011-‐2012 2012-‐2013 $493,592 $493,799 $554, 107 (salaries) $374,199 $290,472 $249,136 (income) ($119, 393) ($203,327) ($304,971) FTSE $2,810 $3,876 $5,071 The report does not separate the costs of the group fitness classes from the Fitness Center itself nor does it delineate how the instructors time is allocated between classroom hours and hours in the Fitness Center or if they spend hours in the Fitness Center, which would reduce the staffing cost. The assessment recommends reducing adjunct hours to reduce salary costs. While the age of the facility is noted, the capital expenditures are from student fees. The expenditure for replacement of men’s lockers that were vandalized should be allocated to the visiting sports teams that rent the field i.e. athletics not to the Fitness Center.

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EXHIBIT B Maricopa Priorities Support Programs and Services Self-‐Assessment Template –

Selected Programs Communiversity While both task force and steering team recommend elimination, the champion recommends maintaining the program. If it is to be maintained, it should be noted that Phoenix College is the health care program partner. As the health care program partner, why would PC eliminate the Fitness Center while other colleges are expanding? It seems counter-‐intuitive and yet another example of the failure to put all the pieces together. The Family Care Center The center was one of two in Arizona to receive federal funding through the Department of Education. The template outlines the direct cost as $273,654 and the indirect cost of $112,417 with an income of $60,302. However, the Center was one of the few departments who included indirect cost in their analysis; therefore, the costs might appear to be excessive compared to other departments that have not fully divulged indirect costs. 2011-‐2012 2012-‐2013 $309,063 $330,107 $56,668 $ 70 963 ($252,395) ($259,144) Fitness Center Below are the costs and income for the non-‐credit students only. This does not count the tuition income from the credit students whose monies are counted in the PED program but will be lost if the Center is closed. Further, three residential faculty are instructors of record for all enrolled Fitness Center students. If they utilized their hours in the Center, use of adjunct faculty could be cut to save monies. 2011-‐2012 2012-‐2013 $135,611 $143,455 $63,651 $60,147 ($71,960) ($83,308)

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The assessment reminds us that the departments were told to “spend down” because they were carrying large balances specifically from non-‐credit enrollment. If that was true, then were did those “large balances” go? And if there were large balances, why did large deficits suddenly appear? The Fitness Center allegedly used $40,000 of capital funds but no such amount was spent inside the Center nor was the appropriate documentation filed. It appears later in the reports that $60,000 was spent on vandalism in the men’s locker room. That should not be allocated as an expense to the Fitness Center but to athletics since it was visiting teams that did the vandalism not Fitness Center users. Wellness Maricopa The Wellness program has a budget of $15,605 with expenditures of only $6,600 or 42% of its funds. Athletics Because there are so many different departments in athletics, and the losses are large, I have put the information into a chart form for easier access. Program 2010-‐2011 2011-‐2012 2012-‐2013 Men’s Basketball FTSE 17 12 18 Salaries/benefits $79,008 $144,715 $172,950 Revenue $14,000 $12,800 $7,800 LOSS $65,008 $131,915 $165,150 Football FTSE 283 256 216 (1) Costs $181,345 $213,889 $165,964 Raised $14,600 $15,200 $7,300 LOSS $166,745 $198,689 $158,664 Women’s Soccer FTSE 54 29 52 Costs $77,784 $83,108 $68,689 Raised $7,100 $5700 $9300 LOSS $70,684 $77,408 $59,389 Vollyball FTSE 42 45 49 (2) Costs $80,519 $106,240 $71,076 Raised $7100 $5900 -‐0 LOSS $73,419 $100,340 $71,076 Baseball FTSE 111 68 89 (3) Costs $42,008 $105.982 $124,103

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Raised $8900 $7800 $13,000 LOSS $33,108 $98,182 $111,103 Women’s Basketball

FTSE 15 11 14 Costs $87,248 $95,148 $86,822 Raised $19,200 $14,700 $13,200 LOSS $68,048 $80,448 $73,622 Men’s Soccer FTSE 66 64 62(4) Costs $77,506 $88,771 $82,560 Raised $4,500 $5,900 $11,000 LOSS $73,006 $82,871 $71,560 Softball FTSE 44 44 45(5) Costs $42,509 $45,746 $87,085 Raised $27,000 0 $7,000 LOSS $15,509 $45,746 $80,085 Athletic Training 345 per year(6) Cost $158,750 $178,456 $180,923 Raised 0 $4025 $5132 LOSS $158,750 $174,431 $175,791 Sports Info/Development

$7,500 $24,975 $72,103

LOSS $7500 $24,975 $72,103 TOTAL LOSS $631,777 $1,015,005 $938,543

• (1) Benefits up to 110 a year. • (2) Benefits 13 per year • (3) Benefits 35 per year • (4) Benefits average of 18 per year • (5) Benefits up to 22 per year

(6) It seems unlikely that the Athletic Training department can work with 345 persons year to evaluate, treat and manage injuries when only 255 students are involved on average in all sports combined. Some of these students will be the same ones i.e. students who participate in more than one sport in a year. Of course some students may also have more than one injury in a year.

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EXHIBIT C

Recommendations -‐ Instructional The following lists the recommendations made by the task force, steering team and champion for each department. Department Task Force

Recommendation Steering team recommendation

Champion recommendation

AAA/CPD Restructure Restructure Maintain w/Action Plan

ACC Expand Maintain Maintain* AIS/NAV/N Maintain Eliminate Eliminate AJS Expand Expand Expand Architectur Eliminate Eliminate Eliminate ARH Enhance Maintain Maintain ART Maintain Maintain & expand Maintain & expand ASB/ASM Maintain Maintain Maintain AST Maintain Maintain/phase out Maintain, fall 2016

eliminate if no significant enrollment increase

BIO Expand Maintain Maintain BPC Expand Maintain Assessment Due* CCS – Chicano/a Studies

Restructure, consolidate

Eliminate Eliminate

Child & Family Studies

Maintain/Consolidate, make regional center

Consolidate, make regional center


CHM Chemistry

Maintain Maintain Maintain

CIS Expand Maintain Assessment Due* COM Maintain Maintain Maintain CRE Enhance Maintain Maintain CRW Maintain Restructure Maintain/consolidat CUL/FON Culinary

Restructure, expand Restructure/expand Restructure/expan

DAE Maintain Maintain Maintain DHE Maintain Maintain Maintain (1) Digital Media Arts


Digital Photograph

Maintain & Enhance Maintain Maintain

ECE Restructure Expand & Restructure Expand and

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restructure ECN Expand Maintain Maintain EDU Maintain/enhance Consolidate Maintain,

enrollment by fall 2016 or eliminate

EMT District-‐wide restructure and consolidate

Consolidate Consolidate (2)

ENG Maintain Enhance Enhance ENH Assess/restructure

(3) Maintain Maintain

ENRS Maintain/Expand Maintain Maintain ESL Enhance, expand,

restructure Consolidate Consolidate(4)

Fashion Design

Maintain/Enhance Maintain Maintain, Action plan by January

Fire Science Consolidate, Restructure, make regional center


Consolidate, make regional center(5)

FRE French Eliminate Eliminate Maintain, enrollment by fall 2016 (6)

GBS Expand, restructure, innovate

Maintain Provide information *

GCU Enhance Maintain, phase out Maintain, enrollment fall 2016

GLG Enhance Maintain Maintain GPH Evaluate or eliminate Eliminate Maintain,

enrollment fall 2016 (7)

Graphic Design


HCC Maintain short term Maintain Maintain HCR Maintain Maintain Maintain HES Restructure Maintain Maintain, action

plan by January HIM Maintain Maintain Maintain HIS Enhance Maintain Maintain HST Maintain/enhance Maintain/phase out Maintain, plan by

January, enrollment by fall 2016

HUM Maintain/enhance Maintain Maintain IBS Expand Eliminate Require information

by Oct. *

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IFS Eliminate Eliminate Eliminate Interior Design

Enhance (8) Consolidate, regional center

Consolidate, regional center

IPP Enhance Maintain Maintain (9) ITA/JPN Eliminate Eliminate Eliminate LBA Restructure/phase

out Eliminate Eliminate

LDR Enhance or restructure

Eliminate Eliminate

Legal Studies

Enhance Maintain Maintain

MAS No recommendation Consolidate Consolidate, regional center for Medical Assisting

MAT Expand, restructure Enhance Enhance MDL Maintain Maintain/phase out Maintain, plan by

January MGT Expand Maintain Provide information

* MKT Expand Maintain Provide

information* MTC Restructure Restructure (10) Maintain, plan by

January, enrollment by 2016

MUC/MTC Restructure Consolidation Maintain MUP Restructure Restructure Maintain, action

plan, enrollment 2016

NCE Restructure Eliminate Eliminate NUR Maintain/enhance

(11) Maintain/enhance Maintain/enhance

OAS Expand Eliminate Provide information *

PED Restructure Maintain but for Fitness Center

Maintain but for Fitness Center

PHI Enhance Maintain Maintain, plan by January 2015

PHY Enhance Maintain Maintain PLB Consolidate,

restructure Maintain/phase out Maintain, plan by

January, enrollment by fall 2016

POS Enhance – low FTSE Maintain Maintain, plan by January

PSY Maintain Expand Expand RDG Maintain Enhance Enhance

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REA Expand Eliminate Provide information *

REC Eliminate Maintain/phase out Maintain/phase out, plan by January, enrollment by 2016

REL Restructure – dramatic declines in FTSE

Maintain Maintain, plan by January

SBS Expand Maintain Provide information*

SBU Expand Maintain Provide information*

SOC/WST Enhance Maintain Maintain SPA Restructure/enhance

(12) Maintain Maintain

SPH Maintain Maintain Maintain SSH Expand Maintain Maintain, plan by

January STO Consolidate/eliminate Eliminate Eliminate Surveying Construct

Restructure Eliminate Eliminate

SUS Expand Maintain Maintain SWU Expand Maintain Maintain THE/THP Consolidate/restructu

re Consolidate/restructure

Maintain, plan by January, enrollment by 2016

WED Enhance Maintain/phase out Maintain/phase out, Plan by January, enrollment by 2016

• The Business Department did not follow the guidelines and provide an

adequate individualized assessment and so all departments were asked to provide the requested information by October 31, 2014.

(1) – DHE – Dental Hygiene is very expensive but has demonstrated high quality outcomes. FTSE is 22 students each fall. Costs are given as $536,940 for 2010-‐11; $627,503 for 2011-‐2012; and $616,129 for 2012-‐2013 with an average of $35,000 per year in client fees. No information is given for tuition income so while the complete benefit/loss amounts are not known, it is substantial. Therefore, loss is not the only factor being figured into the decision making. The task force points out that, “The Dental Clinic is a vital component to DHE, provides student training, is a valued community service, and helps to support their operations fiscally.” The same can be said for the Fitness Center.

(2) EMTs have health and physical fitness requirements that can be met by the Fitness Center.

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(3) The task force points out that many courses have not been offered for many semesters and no data were provided for completion and success. Yet the Steering Team and Champion claim there is no rationale for restructuring.

(4) All three recognize that PC is a Hispanic-‐servicing institute and had 21% of the district ESL. Steering Team and Champion suggest making PC the regionalized center. This would seem contrary to cutting the Chicano/a studies and leaving Spanish Humanities as a stand-‐alone course.

(5) This is another expensive program in which extensive capital has already been spent that is recommended to continue. Enrollment averages 556 per year, and cost/benefit analysis (using direct costs only) are 2010-‐11, $92,229; 2011-‐2012, $190.192; and 2012-‐2013, $173, 443. Even though job availability is limited, this program is suggested not only to continue, but to become a regional center.

(6) As the task force points out, more often than not the classes have been cancelled over the past three years for insufficient enrollment. There appears no rationale for the recommendation of the Champion to maintain the program.

(7) The task force points out that FTSE is well below minimum enrollment, neither of the courses are making, and it should be eliminated. There seems no rationale for the Champion’s recommendation to maintain.

(8) Task force points out that costs are high and recent enrollment barely surpasses minimum. Yet the steering committee and champion recommend it becoming a regional center.

(9) All three groups point out that costs are high but Interpreter Preparation Program offers a significant benefit to the deaf community and should be maintained, thus showing that community concerns are important as well as fiscal ones.

(10) Both the task force and steering team point out that the cost is high but the program has a positive community image and reputation.

(11) The task force points out that this is an expensive program but serves a critical need, substantial investment has already been made and success is high. The recommendations in 8-‐11 point out that considerations other than strictly fiscal are at work.

(12) FTSE decline in Spanish is a decade long trend. This too should be consolidated into the regional center on Hispanic studies if that occurs.

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EXHIBIT D

Maricopa Priorities Recommendations – Support Services Some questions exist about how “support services” was defined e.g. a fraternity? It seems to conflate administrative jobs, management jobs, and anything left over like PC Downtown. Department Task Force Steering Team Champion ACE Consolidate Consolidate Consolidate Advising Expand Expand Expand Admissions & records

Expand Restructure Restructure

Athletics Information & Marketing

Maintain/phase out Eliminate Maintain (1) Plan by January, pay own way by July

Athletics – Mens baseball

Maintain, restructure (this is the same recommendation for all sports at PC)

Eliminate Maintain, action plan

Mens basketball

Maintain, restructure


Men’s Football



Men’s Soccer Maintain, restructure


Athletic training

Maintain Eliminate Maintain, action plan

Women’s Basketball



Women’s Soccer



Women’s Softball



Women’s Volleyball



Business Services


Case Oso Restructure, loss of under $50,000 annually

Restructure/eliminate

Restructure/eliminate, action plan

Career Services


Cashiers Enhance Maintain Maintain

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Center for Continuing Dental Education

Restructure Restructure or eliminate

Restructure or eliminate

Class Scheduling

Maintain Restructure Restructure

Communi-‐ versity

Eliminate (2) Eliminate Maintain, action plan, enrollment by 2016

Counseling Maintain, restructure

Restructure Restructure

CTL Reduce Restructure Restructure Curriculum Maintain Maintain Maintain Dean Arts & Science


Dean Industry & Public Service


Dean of Student Affairs


Degree Phoenix


Development Education

Enhance Enhance Enhance

Disability Resources


Employee org Learning & development

Consolidate Restructure Restructure

Employee Services

Enhance Restructure & expand

Restructure & expand

Facilities Maintenance


Facilities Management


Facilities Operation

Restructure Eliminate Maintain

Facilities Special Services

Enhance Expand Expand

Family Care Center

Phase Out Eliminate Eliminate

Financial Aid Expand Expand Maintain Fitness Center

Restructure Eliminate Eliminate

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Grants Development


Honors Maintain Maintain Maintain Institutional Advancement

Maintain Restructure Maintain

International Programs

Expand Maintain Maintain

IT Dean Enhance, maintain Restructure Expand IT Help Desk Enhance Maintain Maintain IF infrastructure


IT Media Expand Maintain Maintain IT programming


Learning Communities

Consolidate Consolidate Consolidate

Library Maintain Maintain Maintain PC downtown Restructure Eliminate Maintain, plan by

January Phi Theta Kappa


Phoenix College Preparatory Academy

Maintain Maintain/eliminate Expand

President’s Office


PRIE Restructure Restructure Maintain (3) Reach/Trio Maintain Maintain Maintain Student Life Maintain Maintain Maintain Student Success

Expand Maintain Maintain

Testing Maintain Maintain Maintain Veterans Services


VP of Academic Affairs

Maintain Restructure Maintain

VP of Administrative Services

Maintain/restructure

Restructure Restructure

VP of Student Affairs


Restructure Restructure (4)

Welcome Ctr Expand Restructure Restructure Wellness Maintain Maintain Maintain

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Maricopa

(1) The champion says, “Several improvements have been made in recent years regarding the efficiency and effectiveness of PC athletic programs and success of student athletes.” The individual reports don’t seem to support that and that information is unsubstantiated.

(2) The task force notes that the communiversity is far away in a homogenous suburb and does not meet the PC goals of a “diverse urban community”.

(3) This program has two directors and two employees – an example of the top heavy administration at MCCCD.

(4) It may be significant that the Champion reserves the right to reassess the reporting structure of Athletics in the future (regarding moving athletics from administrative services to student affairs).

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Maricopa Community

Colleges

FY 2015-16 Preliminary

Budget Overview

January 27, 2015

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0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016

Estimate

d

Pro

jecte

d

FTSE

Proposed FY 2015-16 Uses FTSE Enrollment History

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GeneralFund (1)

AuxiliaryFund (2)

RestrictedFund (3)

Capital Fund(7)

Total

FY 2015 $774.1 $155.1 $319.1 $454.2 $1,702.5

FY 2016 $778.6 $157.2 $319.1 $387.7 $1,642.6

$0

$200

$400

$600

$800

$1,000

$1,200

$1,400

$1,600

$1,800

$4.4

$2.1

$0 ($66.5)

($59.9)

Am

ount

in M

illions

FY 2015-16 Estimated Budget

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New Revenue/Resources Amount

Tax Levy

- New Construction $ 9,274,816

- SRP In Lieu (170,503)

- Tax Levy Increase -0-

State Aid (Governor’s Recommendation) (4,071,200)

Tuition & Fees (466,952)

Tuition Rate Increase -0-

Other (144,924)

Subtotal New Revenue 4,412,237

Reallocation – Uncollected Tax Levy 2,000,000

TOTAL Resources for Allocations $ 6,421,237

FY 2015-16 Projected Resources

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Institutional Priorities for Additional Investment Amount

Employees Manual (Anniv, Educ, Fac PG step incr) $ 1,000,000

Operating cost for 2004 Bond Program -

Construction 700,000

Operating & Maintenance Cost for Technology 1,100,000

Insurance (Property/Liability) 1,000,000

Student Initiatives – SSE, SSI, SEM, IMORE2 1,901,014

60/40 CGCC, PVCC, EMCC 720,223

Total $ 6,421,237

Proposed FY 2015-16 Uses

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Auxiliary – Fund 2 Amount

Contract Programs &

Auxiliary Training $1,501,533

Scholarships & Awards 229,895

Transfers 508,393

Course Materials (10,517)

Food Service 6,556

Non Credit/Special

interest (105,996)

TOTAL Inc/(Dec) $2,129,864

Restricted - Fund 3 Amount

Grants and contracts $ 394,999

Proposition 301 3,369,379

Student Financial Aid

and Other (3,764378)

TOTAL Inc/(Dec) $0

Other Operating Highlights

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FY 2016 Plant Funds drop $66.5m moving

toward completion of the 2004 Capital

Development Program.

General Obligation (GO) Bond authorized by

2004 voter referendum issued for a total of

$951m.

The Secondary Taxy Levy to repay GO Bonds

will drop from $82.9m to $80.2m (the rate is

estimated at $0.2298 / $100 of valuation or

$22.98 per year for a $100,000 home.

Capital Highlights

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Questions?

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February 3, 2015

A Retreat of the Maricopa County Community College District Governing Board was scheduled to be held beginning at 5:00 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. Section 38-431.02, notice having been duly given. GOVERNING BOARD

Tracy Livingston, President Johanna Haver, Secretary Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jean McGrath, Member Dana Saar, Member

ADMINISTRATION Rufus Glasper Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Lee Combs

CALL TO ORDER The Retreat was called to order at 5:15 p.m.

OPENING REMARKS President Livingston began by sharing her desire to build a vision for the MCCCD community for the present and future, stating she wanted to continue the charge of her predecessors. Her vision is for ONE Maricopa, One Board, and One Vote. Her overarching hope is to encourage working more as one, keeping issues in house, listening, and embracing her One Board, One Vote, and One System vision. The Board will declare the direction it wants to sail MCCCD’s ship. Her focus would be on students to provide more access, less cost, access to tutors, gain what was missed in high school (fundamental skills).

She remarked that some issues, like developmental education, will be costly endeavors. She reminded the Board that it needs to focus on the ends, not the means. The Board doesn’t run the institution, it provides leadership. She hopes to create a team dedicated to students’ continued success. She asks Board members to keep informed of events, open meeting timeliness, agenda items, etc. She asks that agenda items be forwarded to the Board Assistant to gather together for ease of use. Items should be on topic. She asked the Board to hold itself to the highest standard.

President Livingston then moved on to Board committees, noting that Board members had been assigned to specific committees but reminded them they were welcome to attend any meetings. Since she will be unable to attend many committee meetings due to her teaching schedule, she asked committee chairs to prepare an executive summary to inform her of what took place.

President Livingston closed with a reminder of her vision for One Board, One Vote and then introduced General Counsel Lee Combs to speak.

GENERAL COUNSEL OVERVIEW General Counsel Lee Combs shared a handout giving a brief review of Open Meeting Law and referred to the Board’s policies listed on the Public Stewardship website.

He then highlighted 3.6 Board/Counsel Relationship. Mr. Combs said his role as General Counsel is that of an attorney, similar to a county attorney. His client is the entity and organization itself (Maricopa County Community College District). He is supervised by the Chancellor but the entity is his client. He reminded the Board that any attorney employed by the District has the organization as a client, and the Board sits at the top. He can advise individuals in the organization but the organization is his sole client. He disclaimed that he is not able to promise to keep what Board members might share with him private as he may have to

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Minutes | February 3, 2015 Board Retreat Page 2 of 5

share it with the organization. He has a direct line of access to the Board even though he reports to the Chancellor, as written in policy. He used a recent legal case as an example that showed how the President of the institution did not want General Counsel to go to the Board with evidence of misconduct. The president felt the institution could take care of the issue itself. General Counsel went to the Board anyway, even after being fired. Mr. Combs then informed the Board that this scenario would be true of any attorney hired by the Board.

General Counsel continued on, stating his role also is to provide advice to the Board, usually in Executive Session. His advice usually comes verbally but he can issue formal written opinions upon a vote by a majority of the Board (similar to the Attorney General’s office). The Board, as a group, is part of the organization and has his loyalty and due diligence is proffered.

Mr. Combs then moved to discuss the Board’s commitment to decorum stating the MCCCD Board has stated in policy that it will follow all laws and its own policies. He referred to 4.2 Manner of Governing which details the attitude the Board expects of its members. The Board should always be mindful of its civic trusteeship to the citizens of Maricopa county. The Board must fulfill its fiduciary requirement and follow all laws. The Board will cultivate a sense of group responsibility and conduct its business in a respectful and civil manner. It is Board members’ collective responsibility to maintain a good working relationship with each other. The Board speaks with one voice and provides clear direction to the Chancellor and his staff. He then reference 4.10 Code of Conduct which also binds the Board to conform to basic standards of ethics and lawful conduct. The Board has the same duties as corporate directors—duty of loyalty, due diligence, and fiduciary responsibility. The MCCCD Board has committed itself to very high standards of ethics and performance.

Mr. Combs continued, stating Board members have an obligation to avoid conflicts of interest. He went on to advise Board members to even avoid the appearance of a conflict of interest. Board members risk criminal penalties if a conflict is found. Avoiding conflicts of interest are vital to the organization’s reputation and an individual’s, as well.

He reminded the Board that is speaks in one voice. A Board member may not attempt to exercise individual authority except as allowed in policy. The Board leads the organization with one voice. No member has authority individually to do anything, the Board must operate as a group and adopt policies and take legal action as a group. Board members who stray outside of bounds create chaos and damage the organization (employee perception of integrity, etc.). He stated Board policies 4.2 and 4.10 are very important policies and are fundamental to the Board’s success.

A Board member made a blanket statement advising members to limit speaking about information outside of the Board or to be sure to clearly state that he/she is speaking for him/herself when asked for information. Mr. Combs observed that the Board makes decisions, individuals members may disagree, but each member has a duty of loyalty which asks them to support the final decision. Another Board member asked if a conflict could exist if they attend a class if an instructor has a higher agenda. General Counsel said no and that anything that gives Board members knowledge of the system can be good. Board members must ensure they get information from all sides as part of its fiduciary responsibility. He informed the Board that Maricopa has an anonymous concernline available as a resource to share with individuals who might contact Board members directly with concerns or problems with the organization.

Mr. Combs then briefly reviewed Open Meeting Law (OML). He reminded Board members to keep in mind when talking about the District with one another that the public wants to hear those conversations. Board members should ask

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themselves should the conversation take place without notice or an open meeting. He remarked that OML issues are easy to raise. Keeping a higher purpose in mind when discussing District business is vital. There can be severe consequences to the organization, and individuals, if OML are not met. If the Attorney General investigates, those costs may be imposed and personal counsel fees cannot be reimbursed by the District. Board members may be removed from office or any action taken may be invalidated.

Mr. Combs acknowledged that the Attorney General recognizes some activities in themselves to do not violate OML (i.e., text messaging, email, etc.) but if deliberately used to violate OML they will be considered violations of OML.

Mr. Combs then spoke briefly about Executive Sessions. A special process was created by state statute allowing for very specific discussions to take place outside of an open meeting. Board members must stay on topic and if an issue is not on the agenda, it cannot be discussed. Matters discussed in Executive Session are considered confidential and should remain in session.

Board members wanted to know if they would be defended by the District in case of legal action. Mr. Combs responded that Board members are insured and indemnified by the District and will be defended and legally immune to concerns when Board actions are questioned. For any legal actions outside of Board action, Board members are on their own.

Mr. Combs then addressed the Board’s request for alternate counsel. He stated that MCCCD, generally speaking, provided legal counsel through contracts and procurement processes to help avoid issues of conflict and General Counsel manages the process. If the Board wants outside counsel on a particular issue, MCCCD would procure un-conflicted outside counsel through established procurement processes. If individual Board members want another set of ears to bounce ideas off, for personal counsel rather than organizational counsel, then an attorney could be procured through established procurement processes—but the Board would have to ask its questions and receive a response, not individuals.

CHANCELLOR OVERVIEW Chancellor Rufus Glasper was invited to share information with the Board about his vision for ONE Maricopa. Dr. Glasper stated the Foundation of any organization is strengthened by a strong code of ethics and by the daily actions of the college President/Chancellor who serves as the face of the institution. In his role as CEO he is often challenged with dilemmas that may serve to distract the district from its mission of teaching and learning. Thus, it is his responsibility to ensure that MCCCD maintains focus on its mission and its commitment to students, faculty, and staff providing access, opportunity, and dynamic learning environments. His vision is communicated through three pillars that drive his daily actions: 1) Student Success, 2) One Maricopa and 3) Public Stewardship.

Student success is the overall framework in support of effective student recruitment, student retention, and student goal achievement. ONE Maricopa means that dedicated employees work together whenever possible, regardless of which campus they are a part of, to serve our students and our community. It means that we look for additional ways to collaborate with one another, both because collaboration is efficient and because it can promote the success of our students. Public stewardship means that we are stewards of the public trust and will be held accountable to spend resources responsibly and in an effective and efficient manner.

Dr. Glasper showed a map showing the historical perspective of community college service radii. This perspective, where each college has a traditional 6-mile service radius, has driven a very competitive system for over 50 years. Students drive all funding sources. He wants to change from the 6-mile service radius model to one of sharing resources to create ONE Maricopa.

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The Chancellor then shared some MCCCD kudos and needs.

Student Success

Demonstrated excellence in teaching and learning via caring, knowledgeable, and expert faculty support of the Board’s goal of increasing completion rates by 50% by 2020. As evidence of increased student success, the total completion of awards increased from 24,449 in 2012-13 to 28,860 in 2013-14; the Fall-to-Fall retention rate increased by three percentage points for the most recent cohort; and the college-level course success rate increased by three percentage points for the most recent cohort.

ONE Maricopa

This became non-negotiable and he expects all endeavors to reflect ONE Maricopa—i.e., work creating a single entry portal, one admissions process, one financial aid process, etc. Seamless Student Experience (SSE) programs, Student Success Initiatives (SSI), Maricopa Priorities, Integrated Marketing, Outreach, Recruitment, and Retention (IMOR2), systemic enrollment, and enterprise management systems (student information system, human resources management system, and financial system) have all been aligned to this vision.

Meeting the Transfer Mission

Dr. Glasper noted that 12% of ASU juniors have credits from one or more Maricopa colleges. MCCCD has over 35 transfer partners and 8,000 students annually transfer, with more requests received every day.

Meeting the Economic and Workforce Development Mission

Generating an estimated $3B in annual direct and indirect economic benefits to Maricopa County, the Maricopa Community Colleges provide education and training which increases the skill base of Maricopa County’s workforce, including the fact that nearly all of the best paying jobs for community college graduates are fields for which MCCCD specifically trains. Maricopa offers credit programs in 95% of the highest-demand occupations in the greater Phoenix metropolitan area. The total number of occupational degrees and certificates has increased by almost 46% since FY 09-10.

Long-term Economic Stability

MCCCD needs revenue sources to replace the third leg of the “three-legged stool.” This may include flexibility from Expenditure Limitations or another bond in order to keep capital resources updated and to keep existing buildings safe and build for the future. [The timeframe includes both short-term and long-term considerations.]

Continued Momentum of ONE Maricopa

MCCCD needs to maximize the strengths and potential.

Developmental Education

MCCCD needs to scale best practices and catch students sooner so it can spend less on the front end. This includes stronger partnerships with K-12.

Technology Upgrades

The process of upgrading many facets of MCCCD’s IT enterprise systems is critical to the support of students, employees, and connections to the community. [The timeframe includes both short-term and long-term considerations.]

Strengthened Business Partnerships

MCCCD wants to expand outreach to include public and private partnerships and focus on high quality training.

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Stabilize and Modernize the HR System

A performance-based funding model is still needed. MCCCD also needs HR technology upgrades, consistency in employee group policies, a culture of accountability, and more professional development opportunities. He wants to look at workforce measurements and metrics and create a ONE Maricopa workforce. Ongoing efforts at standardization include the classification and compensation study, performance compensation, and consistent HR practices.

Increased Marketing and Public Relations

While MCCCD has a stellar reputation amongst those who know it, too many do not know it. In the face of enormous expenditures on marketing by “competitors,” Maricopa needs to better understand marketing as an essential function and make an appropriate investment in marketing activities. [The timeframe under consideration is one to three years.]

Increased Opportunities and Support for Leadership

MCCCD leadership needs to change the face of its colleges. In the past, college presidents could expect to spend about 5% of time out in the community building partnerships; now it’s more realistic to expect 35-40%.) Maricopa will need even more to sustain and build resources. Employees are extremely receptive to this ONE Maricopa way.

Some Board members were hesitant to support an increase in marketing, seeing no benefit in purchasing new signs and logos. Dr. Glasper remarked they would build a value proposition which, if it could not be sustained, would be dropped and another option considered. Other Board members remarked that Maricopa does not own the market anymore and if MCCCD isn’t out there, it’s going to lose. They just want to ensure the product meets market needs.

BOARD PROCESSES President Livingston asked if any Board members had items they wished to be discussed in future meetings. Hearing none, Mrs. Livingston asked they forward future considerations her way as they came up, recommending discussions begin in committee.

Board Liaisons

• Hope Charter School Board of Directors: Gutierrez / Saar • Audit and Finance Committee: Burke / Heep • Maricopa Foundation: Haver / Gutierrez

CLOSING REMARKS President Livingston said she was excited to be sitting with all her fellow Board members. She asked Board members to be careful to “stay out of the weeds” and “stay in the clouds.” She wants to make sure this ship stays afloat and sails around the world.

ADJOURNMENT The Retreat was adjourned at 7:08 p.m.


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February 4, 2015

A Special Session of the Maricopa County Community College District Governing Board was scheduled to be held beginning at 5:30 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. Section 38-431.02, notice having been duly given. GOVERNING BOARD

Tracy Livingston, President Johanna Haver, Secretary Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jean McGrath, Member Dana Saar, Member (Absent)

ADMINISTRATION Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson

CALL TO ORDER The Special Session was called to order at 5:30 p.m. WELCOME AND INTRODUCTIONS President Livingston introduced Dr. Shouan Pan, President of Mesa Community

College to present an orientation to accreditation in higher education. PRESENTATION Dr. Pan informed the Board that the presentation would provide a general

overview of what accreditation is and how it relates to the Governing Board. Mesa is sharing the work they’ve done with the Board in preparation for their visit from the Higher Learning Commission’s (HLC) accreditation team so the Board can help Mesa to succeed. He then introduced his co-presenters, Dr. Brian Dille, Political Science faculty, and Mr. Matt Ashcraft, Dean of Institutional Effectiveness. Dr. Dille opened with an introduction to accreditation followed by the importance of accreditation, especially in regard to being eligible to receive federal funds. Mr. Ashcraft continued discussion with a brief history of the creation of the accrediting bodies and the evolution of the process. Copies of the presentation and handout materials are included in the appendix.

Q&A, CONCLUSION, AND CLOSING

Board members had a couple of questions for clarity. One member asked what ratio of full-time to part-time faculty the HLC required. Dr. Dille responded that the HLC doesn’t proscribe a number, rather they check to see if the institution is comprised of what it says it’s comprised of, does the institution follow its own rules, and does it have enough to meet the Board outcomes. They also want to know the quality of the faculty hired, regardless of status. Another question asked concerned the consequence of HLC reporting the MCC does not meet the criteria. Mr. Ashcraft replied that the institution would be put on notice and given time to adjust and resubmit evidence. The worst case scenario would be the institution having its accreditation suspended. A Board member asked for clarification on what was meant by having the cycle start all over again after this visit. Dr. Dille replied that the five-member peer review team would go back to the Board of Directors of the HLC with a recommendation to renew accreditation. Once that is done, the 10-year cycle begins again. A Board member clarified that the old process necessitated a two-year preparation time before a site visit, followed by a data-dump which the HLC team would review, every ten years. The new process is continuous. Reporting will be ongoing for the entire 10-year cycle, with intermittent visits and check-in along the way.

ADJOURNMENT The Special Session was adjourned at 7:00 p.m. __________________________________ Johanna Haver Governing Board Secretary

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Appendix Orientation to Accreditation in Higher Education Accreditation in Higher Education

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Orientation to Accreditationin Higher Education

Mesa Community College

Mesa, Arizona

Introduction to Accreditation

• Assuring stakeholders that we are a responsible institution

• Formally accountable to peers and governing bodies

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2

Importance of Accreditation

• Assure quality

• Allows students to transfer credits to other accredited colleges and universities

• Enables students to obtain financial aid and veteran’s services

• Empowers the college to participate in projects funded by federal grants

Higher Learning Commission

• An institutional accrediting agency evaluates an entire educational institution in terms of its mission against the agency’s standards or criteria.

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3


• Criteria:– Criterion One: Mission

– Criterion Two Integrity: Ethical and Responsible Conduct

– Criterion Three: Teaching and Learning: Quality, Resources, and Support

– Criterion Four: Teaching and Learning: Evaluation and Improvement

– Criterion Five: Resources, Planning, and Institutional Effectiveness

Accreditation in the United States

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4


• Accreditation Process– Open Pathway

• Assurance

• Improvement

– 10 year cycle

– Comprehensive Evaluation Visit

Higher Learning Commission• Accreditation Process‐ 10 year cycle

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Governing Board Role in Accreditation

• Assumed Practices

– Transparency in Governing Board meetings

– Governing Board has final approval authority for the Budget

• Criteria for Accreditation

– Governing Board has sufficient autonomy

– Governing Board considers relevant interests of internal and external constituencies

Relationship between HLC Criteria and MCCCD Governing Board Outcomes

• Both require documentation of performance

• Both focus on systematic educational improvement

• The HLC requires goals and tracking of student retention, persistence, and completion. The Board metrics track progress on those goals

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Federal Compliance

• Federal Department of Education delegates many federal compliance matters to accrediting agencies

MCC’s Accreditation Visit

• March 2‐3, 2015

• Team of 4‐5 peer evaluators

• Lunch Monday March 2, with visit team and governing board

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How can you help?

• Be informed about accreditation, Mesa Community College, and MCCCD

• Become familiar with the criteria and our Assurance Argument at: http://www.tinyurl.com/hlcmcc

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Accreditation in Higher Education

Prepared by Mesa Community College for the MCCCD Governing Board February 2015

Accountable Institutions As stewards of higher education in Maricopa County, the Maricopa County Community College District and Governing Board have a responsibility to our students and the larger community. We must meet the needs of our students and ensure the needs of the future workforce of Arizona. In addition, we are responsible to the taxpayers in this county for the wise and appropriate use of the resources placed at our disposal. Accreditation is the means by which an educational institution assures its stakeholders that it is acting responsibly in these ways. In addition to Maricopa County voters and taxpayers, we are accountable to the US Department of Education since we receive federal financial aid, veteran’s benefits, and participate in federal research grants. The US Department of Education has delegated authority to assure the quality of higher education institutions to six regional accrediting bodies. Arizona colleges and universities are accredited through the Higher Learning Commission (HLC) of the North Central Association. The HLC has established a set of assumed practices and evaluative criteria which colleges and universities must meet to maintain their accreditation. These assumed practices and criteria will be discussed in detail below. Each of the ten Maricopa County Community Colleges are accredited individually. However, since the Governing Board and the District Office set policies and budgets and provide key services to all ten colleges, they play a key role in the accreditation process. Governing Board and District administrators will have the opportunity to meet with peer evaluators from the HLC each time they visit to reaffirm the accreditation of one of the ten colleges. During this visit, evaluators will seek evidence that the college they are reviewing is a quality institution. They will look at things such as whether the Governing Board and District administrators are performing their appropriate governance roles; whether the college has a stable funding base so that students and the community can rely on them to provide what they need; and whether there are sufficient numbers of qualified full-time faculty to ensure that the college’s claim be an institution of higher education is credible. For this reason, it is essential that members of the Governing Board and the District administration be familiar with the HLC criteria and how the district and specific colleges meet those criteria.

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Criteria Criterion One Mission - The institution’s mission is clear and articulated publicly; it guides the institution’s operations. Criterion Two Integrity: Ethical and Responsible Conduct - The institution acts with integrity; its conduct is ethical and responsible. Criterion Three Teaching and Learning: Quality, Resources, and Support - The institution provides high quality education, wherever and however its offerings are delivered. Criterion Four Teaching and Learning: Evaluation and Improvement - The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. Criterion Five Resources, Planning, and Institutional Effectiveness - The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

Overview of Higher Education Accreditation in the United States

• Higher Education Authorization Act- United States Congress • Six main regional accrediting bodies recognized by U.S. Department of Education • Numerous specialized or programmatic accrediting agencies

The practice of accreditation in the United States began in the early 1960's as a means for post-secondary educational institutions (colleges and universities) to demonstrate to the Federal government a basic level of quality in their institution and programs for the purpose of certifying eligibility to receive Federal funds, which include Stafford loans, grants, and research monies. There are two types of educational accreditation: institutional and specialized. Institutional accreditation is provided by regional and national associations of schools and colleges. Schools and colleges voluntarily seek accreditation from non-governmental accrediting associations. There are six regional associations, each named after the region in which it operates (Middle States, New England, North Central, Northwest, Southern, Western).

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These regional associations are independent of one another, but they cooperate extensively and acknowledge one another’s accreditation and all report directly to the U.S. Department of Education. Several national associations focus on particular kinds of institutions (for example, trade and technical colleges or religious colleges and universities). An institutional accrediting agency evaluates an entire educational institution in terms of its mission and the agency’s standards or criteria. It accredits the institution as a whole. Besides assessing formal educational activities, it evaluates such things as governance and administration, financial stability, admissions and student services, institutional resources, student learning, institutional effectiveness, and relationships with internal and external constituencies. A specialized accrediting body evaluates particular units, schools, or programs within an institution. Specialized accreditation, also called program accreditation, is often associated with national professional associations, such as those for engineering, medicine, and law, or with specific disciplines, such as business, teacher education, psychology, or social work.

The HLC’s Accreditation Process The HLC’s Accreditation process, called Pathways, has two focuses: Assurance and Improvement. The assurance process asks a college to submit evidence of its effectiveness and responsibility. The improvement process tasks institutions with developing an ambitious and meaningful Quality Initiative as evidence of the institution’s commitment to improvement. In the fall of 2010, the Higher Learning Commission invited Mesa Community College to join a cohort of colleges and universities helping to develop and pilot the Pathways accreditation process. MCC was the only Maricopa County Community College selected to

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participate in the HLC’s Pathways Pioneer Project due to our long, good accreditation standing with the HLC. Assurance MCC is currently in the process of engaging the college community in the Assurance Process. A series of active learning sessions focused on the HLC’s new criteria for accreditation are being conducted with many key stakeholders across campus. Additionally, a web-based learning resource focused on the criteria has been produced by our Center for Teaching and Learning: http://tinyurl.com/HLCMCC. Here you can find the new criteria along with other valuable information related to the assurance process. Improvement MCC’s Quality Initiative, called informed improvement, empowers a culture of evidence-based decision-making dedicated to advancing student success. Informed improvement acknowledges the 21st century community college’s greatly increased capacity to gather and analyze relevant data, and to deploy that information to make the most effective use of the college’s resources. Placing an iterative process of critical inquiry at the heart of every college unit’s planning processes, informed improvement is premised upon the realization that every aspect of the college contributes to student learning and success. Every 10 years, MCC seeks continued accreditation status though a comprehensive assurance argument and college-wide evaluation visit of peer-reviewers. The visit culminates with a finding by the visit team and a recommendation to the Commission Board of Directors who in turn makes a final decision. MCC’s goals are to provide evidence that the College meets or exceeds the criteria for accreditation and receive continued accreditation. Governing Board Role in Accreditation as defined by HLC Assumed Practices and Criteria for Accreditation Assumed Practices

The HLC assumes that every MCCCD college follows a set of generally accepted institutional practices in the United States. A. Integrity and Ethics: These include transparency in Governing Board decision-making, a

conflict of interest policy, the Governing Board has public members with authority to approve the annual budget and hire or fire the chief executive officer.

B. Teaching and Learning Quality, Resources and Support: Faculty have oversight of the curriculum and assure consistency in the quality of instruction.

C. Teaching and Learning Evaluation and Improvement: Instructors have the authority to assign grades; institutional data on student learning, retention, persistence, and completion are accurate and reflect the full range of students who enroll.

D. Resources, Planning, and Institutional Effectiveness: The institution has future financial projections addressing its long-term financial sustainability.

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Criteria Criterion One Mission - The institution’s mission is clear and articulated publicly; it guides the institution’s operations. 1A The institution’s mission is broadly understood within the institution and guides its operations. 1A.1The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. 1D The institution’s mission demonstrates commitment to the public good. 1D.1 Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation. 1D.2 The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests. 1D.3 The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow. Criterion Two Integrity: Ethical and Responsible Conduct - The institution acts with integrity; its conduct is ethical and responsible. 2A The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, and staff. 2C The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 2C.1 The governing board’s deliberations reflect priorities to preserve and enhance the institution. 2C.2 The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations. 2C.3 The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests or other external parties when such influence would not be in the best interest of the institution. 2C.4 The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters. Criterion Five Resources, Planning, and Institutional Effectiveness - The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future. 5B The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 5B.1 The governing board is knowledgeable about the institution; it provides oversight of the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities. 5B.2 The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance. 5B.3 Administration, faculty, staff, and students are involved in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort. 5D The institution works systematically to improve its performance. 5D.1 The institution develops and documents evidence of performance in its operations.

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Correspondence of HLC Criteria to MCCCD Governing Board Outcomes

4C The institution demonstrates a commitment to educational improvement through ongoing

attention to retention, persistence, and completion rates in its degree and certificate programs.

4C.1 The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

4C.2 The institution collects and analyzes information on student retention, persistence, and completion of its programs.

4C.3 The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.

5C The institution engages in systematic and integrated planning. 5C.2 The institution links its processes for assessment of student learning, evaluation of

operations, planning, and budgeting. 5D The institution works systematically to improve its performance. 5D.1 The institution develops and documents evidence of performance in its operations.

Federal Compliance Commission Policy FDCR.A.10.020 – Assignment of Credits, Program Length and Tuition Commission Policy FDCR.A.10.030 – Institutional Records of Student Complaints Commission Policy FDCR.A.10.040 – Publication of Transfer Policies Commission Policy FDCR.A.10.050 – Practices for Verification of Student Identity Commission Policy FDCR.A.10.060 – Title IV Program Responsibilities Commission Policy FDCR.A.10.070 – Public Information: Required Information for Students

and the Public Commission Policy FDCR.A.10.070 – Public Information: Advertising and Recruiting

Materials and other Public Notifications Commission Policy FDCR.A.10.080 – Review of Student Outcome Data Commission Policy FDCR.A.10.090 – Standing with State and Other Accrediting Agencies Commission Policy FDCR.A.10.070 – Public Information: Public Notification of Opportunity

to Comment

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February 17, 2015

Agenda Review and a Work Session of the Maricopa County Community College District Governing Board was scheduled to be held beginning at 4:30 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. Section 38-431.02, notice having been duly given. GOVERNING BOARD

Tracy Livingston, President Johanna Haver, Secretary (Absent) Doyle Burke, Member Alfredo Gutierrez, Member John Heep, Member Jean McGrath, Member Dana Saar, Member

ADMINISTRATION (AGENDA REVIEW) Rufus Glasper Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Lee Combs ADMINISTRATION (WORK SESSION) Rufus Glasper Maria Harper-Marinick LaCoya Shelton-Johnson Lee Combs

AGENDA REVIEW Agenda Review began at 4:40 p.m. Board President Tracy Livingston then took

the assembly through the proposed agenda for the February 24, 2015 Regular Board Meeting. Clarification was asked on a few items as they were presented; below are requests made by Board Members for additional information.

CONSENT AGENDA

• 11.4 Approval of Title I LEA Grant 2015—Title I LEA

o Board members wanted to know if the Phoenix College Preparatory Academy (PCPA) also applied. (Administration will investigate and get back to the Board.)

• 11.5 Approval of Maricopa Skill Center and Year Up MOU

o Board members wanted to know who pays the stipend for participants. (Year Up pays for the stipend; MCCCD provides office space.)

o Board members wanted to know the qualifications to get into the program. (Students must be 18-24 years old, low income, interested, high school graduate/GED, and in the US legally and able to work.)

ADJOURNMENT Agenda Review was adjourned at 5:25 p.m.

CALL TO ORDER The Work Session was called to order a 6:05 p.m.

WELCOME AND INTRODUCTIONS President Livingston introduced Dr. Shouan Pan, President of Mesa Community College (MCC), to present on accreditation at Mesa Community College. A copy of the PowerPoint presentation is included in the Appendix.

Dr. Pan thanked everyone for their participation and welcomed Board members to the meeting. He reminded Board members they had seen a presentation on February 4, 2015 which provided a general description of accreditation in America and explored the relationship between MCCCD and the Higher Learning Commission (HLC).

MCC has been preparing for this visit for the past three years. The five member team will be at MCC March 2-3, 2015. Board members have a lunch with the team on Monday, March 2, 2015 at noon. Once finalized, the full agenda will be shared with the Board.

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Dr. Pan introduced the topic by stating that MCC’s mission is a vital part of the accreditation process and it is tied directly to the MCCCD Board’s vision, mission, and values. The Board sets the strategic direction and the college works with the Chancellor to ensure MCC fulfills its mission in alignment with Board outcomes.

PRESENTATION Dr. Brian Dille, Political Science faculty, and Mr. Matt Ashcraft, Dean, co-presented on the five criteria. Dr. Dille shared that the new process is entirely electronic, necessitating a continual update of MCC’s Assurance Argument.

Dr. Dille noted this meeting was in preparation for the Board’s session with the accreditation team. HLC would be interested in following up on concerns they had with a previous Board’s interaction with faculty and staff. The Board will need to be able to clearly state its position and understanding of its role in setting policy and overseeing the District budget and not on administering or managing. The Board’s role is also to promote student success.

A copy of the handout detailing the five criterions and MCC’s response is included in the Appendix.

Q&A, CONCLUSION, AND CLOSING

Board members asked for a copy of the HLC Team Members bios in preparation for their meeting on March 2. They then asked for clarification on the time frame for the new process. There will be an online visit in four years and another in-person visit in 10 years. Every year MCC will need to update its online report and evidence files, which can be done at any time as documents are revised. But it has to be done at least once a year as part of the new process.

Board members asked if MCC had any concerns about the visit. The only concern was the response to the new federal government compliance question. A lot of good work has been done composing a compliance document on financial aid, safety, etc., but it’s still in process.

Board members were advised to prepare a response to a potential question regarding financial viability regarding a decline in state resources. Administration is developing a schedule for comprehensive financial stability support as a system. A Board member remarked that there is no other large state system faced with the kind of resource reduction that MCCCD has seen. Board members will need to be able to show assurance that the institution will be viable over the next 10 years.

ADJOURNMENT The Work Session was adjourned at 7:00 p.m.


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Appendix Accreditation at Mesa Community College PPT and Handout

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Accreditation at Mesa Community College

Prepared by Mesa Community College for the MCCCD Governing Board

February 2015

HLC Visit March 2 & 3, 2015

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District Vision/Mission/Values

Vision: A Community of Colleges—Colleges for the Community—working collectively and responsibly to meet the life‐long learning needs of our diverse students and communities.

Mission: The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through: University Transfer Education, General Education, Developmental Education, Workforce Development, Student Development Services, Continuing Education, Community Education, Civic Responsibility, and Global Engagement.

Values: Community, Excellence, Honesty and Integrity, Inclusiveness, Innovation, Learning, Responsibility, Stewardship

MCC Vision/Mission/Values

Vision: Leading the way to success in our local and global community.

Mission: MCC excels in teaching, learning, and empowering individuals to succeed in our local and global community. We serve as a resource for college and career readiness, transfer education, workforce development and lifelong learning.

Values: Learning, Innovation, Service Excellence, Integrity, Individuals & Community

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Assurance Argument

Assumed Practices:The Role of Governing Boards in Higher

Education

• HLC Reviewed Maricopa Board Governance practices in 2009‐2010

• Peer review visit team may follow up

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Assumed Practices

• Board interaction with Faculty & Staff personnel

– Through Chancellor, College President, or elected employee group leadership

– Be informed of matters in the colleges, but not directly manage

Assumed Practices

• Oversee District Budgetary and Operational Issues

– Meetings, retreats, and focused dialogs with Chancellors, Vice Chancellors, and college presidents

– Written updates from Chancellor

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Assumed Practices

• Promote Student Success

– Establish Board Outcomes

– Annual retreats to review the student success data of all 10 colleges

Criterion 1A

• Our mission documents guide our operations as evidenced by their infusion into central processes.

• Student Learning Outcomes revision

• MCC’s VMV statements align the District VMV as adopted by the Governing Board.

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Criterion 1B

MCC’s VMV revised in 2009 through collaborative process

Criterion 1C

We work to support the goals of our students from traditionally underrepresented population

MOSAIC Training

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Criterion 1D

• Broadest Possible Access

• Open Portal to Higher Education

• Title 3 Grant

• Service Honor Roll

• Governing Board represents public

Criterion 2A

• Governing Board policies and processes

• Code of Conduct

• Administrative Regulations

• Policy Manuals

• Annual Reviews and Acknowledgements

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Criterion 2B

Criterion 2C

• Governing Board is mindful of civic trusteeship

• Management is delegated to the Chancellor

• Academic matters delegated to faculty

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Criterion 2D

• Ideas are respected and subjected to critical analysis

• RFP code of ethics

Criterion 2E

• Undergraduate research

• Academic misconduct regulation

• Mesa CRRC

• District IRB

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Criterion 3A

• AGEC Requirements

• Discipline Specific Instructional Councils (ICs)

• Advisory Councils

Criterion 3B

• Transfer processes are clear

• Transfer students succeed

• Professional development opportunities

• Learning Grants

• Professional Travel

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Criterion 3C

• 354 full‐time faculty and 800+ adjunct faculty

• Center for Teaching and Learning (CTL)

• RFP requirements for faculty

Criterion 3D

• Student support services: financial aid, advising, new student orientation

• Student Success Initiative

• Library

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Criterion 3E

• Student Clubs

• Student Athletics

• Carnegie Classification

Criterion 4A

• Qualified faculty

• Graduation rate increasing (50% by 2020)

2013/14 rate is 41% higher than 2011/12 rate

• Maricopa Priorities

• Faculty have primary authority over prerequisites and learning outcomes

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Criterion 4B

• Student Learning Outcomes revision

• Course‐level assessment

Criterion 4C

• Mission 2020

• Success From Day One initiative

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Criterion 5A

• $98.6 million Budget

• 354 residential faculty

• More than 800 adjunct faculty

• 400 administrative, professional, and support staff

• District General Fund $774 million

Criterion 5B

• Shared Governance Council

• Faculty Committees

• Board Governance

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Criterion 5C

• Strategic priorities aligned with Vision, Mission, Values

• Strategic Enrollment Management

• Governing Board Outcomes

Criterion 5D

• Systematic improvement

• New planning process

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HLC Visit March 2 & 3, 2015

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Accreditation at Mesa Community College

Prepared by Mesa Community College for the MCCCD Governing Board February 2015

HLC Visit March 2 & 3, 2015 A team of peer evaluators from the Higher Learning Commission (HLC) will visit Mesa Community College on March 2nd and 3rd to complete its review of our argument that we meet the evaluative criteria for accreditation. This document briefly summarizes how MCC meets the criteria and the role the Governing Board plays in our assurance argument. Institutional Context The HLC accredits over 1,300 institutions, so the evaluative criteria express general principles, and the peer review team examines the application of those principles within the context of the mission of the institution. Celebrating 50 years in the East Valley, MCC operates at two campuses, the main campus at Southern and Dobson, and the Red Mountain campus in northeast Mesa and four additional locations. The college offers over 200 degree and certificate programs. As a member institution of the Maricopa County Community College District, the district context within which MCC operates is critical to understanding our evaluative argument.

District Vision/Mission/Values

Vision: A Community of Colleges—Colleges for the Community—working collectively and responsibly to meet the life-long learning needs of our diverse students and communities.

Mission: The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through: University Transfer Education, General Education, Developmental Education, Workforce Development, Student Development Services, Continuing Education, Community Education, Civic Responsibility, and Global Engagement.

Values: Community, Excellence, Honesty and Integrity, Inclusiveness, Innovation, Learning, Responsibility, Stewardship

MCC Vision/Mission/Values

Vision: Leading the way to success in our local and global community.

Mission: MCC excels in teaching, learning, and empowering individuals to succeed in our local and global community. We serve as a resource for college and career readiness, transfer education, workforce development and lifelong learning.

Values: Learning, Innovation, Service Excellence, Integrity, Individuals & Community

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Assurance Argument

As part of our accreditation evaluation, MCC was asked to prepare a written assurance argument. This documents provides an argument for how MCC meets each of the five evaluative criteria. This argument is not supposed to be comprehensive, listing every way in which we meet the criteria. Rather, it is illustrative, giving examples and providing evidence that the peer evaluators can review. By way of summary, we offer a few examples of the arguments that we made in each of the criteria, including the crucial role that the governing board and district resources play in our argument.

Criterion One: Mission - The institution’s mission is clear and articulated publicly; it guides the institution’s operations. 1.A: The institution’s mission is broadly understood within the institution and guides its operations.

Our mission documents guide our operations as evidenced by their infusion into central processes. The President’s Cabinet Guidelines for Decision Making and Proposal form, and the college Strategic Plan and operational and department planning processes require alignment with and support of our Vision, Mission, and Values, and Strategic Priorities. Our Student Learning Outcomes were recently comprehensively revised, and a major emphasis was on aligning them with our Vision, Mission, and Values.

District Contribution - MCC’s Mission, Vision and Values statements align with our

Maricopa County Community College district Vision, Mission, and Values as set forth by our district Governing Board.

1.B: The mission is articulated publicly.

Mesa Community College clearly articulates its understanding of its mission through a range of publicly-available documents that identify strategic priorities and the values that will guide the pursuit of those priorities. Revised in 2009, MCC’s Vision, Mission and Values statements highlight the college’s focus on preparing students for success in accomplishing their educational goals. They establish that the institution recognizes its role as a community college where instruction and scholarship are the primary concerns. The inclusion of Workforce Development as a Strategic Priority demonstrates an understanding that the college is an integral part of the local economy, and that while the college’s primary role is to help students to prepare for individual success, accomplishing this also helps to provide local employers with skilled employees and critical thinkers.

1.C: The institution understands the relationship between its mission and the diversity of society.

The core of what we do is teaching and learning, and the college’s commitment to helping students engage with their diverse local and global communities is

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reflected in our curriculum. Mesa Community College genuinely embraces diversity. We work to support the goals of our students from traditionally underrepresented populations through Student Support Services like our American Indian Institute, our English as a Second Language support services, our Multicultural Affairs department, resources available to students in Spanish through our website, and a comprehensive range of support systems.

District Contribution - Employee development processes place a strong emphasis on

human diversity. The MCCCD Maximizing Our Strengths as an Inclusive Community (MOSAIC) professional development program is required for all people leaders in the district. Additionally, various components of the Navigate Maricopa supervisory development program, also required for all people leaders, includes learning outcomes related to managing diversity.

1.D: The institution’s mission demonstrates commitment to the public good.

Mesa Community College exists to serve its community by providing the broadest possible access to affordable, high quality higher education. MCC helps students with academic ambitions begin their college education in a supportive environment that has been proven to help them to excel when they transfer to a Bachelor’s-granting institution. Research shows that the more credit hours a student earns at MCC before transferring, the higher their grade point average after transfer. MCC serves as an open portal into higher education for students who might otherwise have few or no options. We serve a large number of students whose placement tests score them at below college level proficiency in mathematics, reading, and writing ability. About 54 percent of our students test as developmental in one area, and 25 percent test as developmental in two or three areas. This is not true of the entering cohorts of nearby Bachelor’s-granting institutions, and this reality keeps us constantly aware of our public obligation to make higher education a reality for a broad range of students. MCC addresses this obligation in many ways, including important initiatives to do more than provide access for these students. We are in the midst of an ambitious Title III grant program entitled “Foundations for Student Success,” which focuses a wide range of college academic and student support resources on increasing the persistence, retention, and completion rates of students who test into one or more developmental course. The recent transformation of our long-established Center for Service Learning into the Center for Community and Civic Engagement, complete with newly renovated facilities, reflects our institutional commitment to preparing individuals to be engaged citizens and promoting excellence in teaching and learning through active service by collaborating with the community, encouraging civic leadership, promoting personal growth, and fostering social responsibility. MCC consistently places on the President’s Higher Education Community Service Honor Roll due to the roll we play in solving community problems and placing students on a life-long path of civic engagement. The President’s Higher Education Community Service Honor Roll is the highest federal recognition an institution can receive for its commitment to community service.

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https://www.ncahlc.org/Criteria-Eligibility-and-Candidacy/glossary-new-criteria-for-accreditation.html

District Contribution - Grants Office facilitates the Title II grant above, as well as others such as The Arizona Advanced Manufacturing Institute (AZ-AMI) of Mesa Community College $2.5 million grant from the U.S. Department of Labor to build the college’s capacity to meet the training and educational needs of the expanding manufacturing sector in the East Valley.

Mesa is subject to the oversight of the District’s Governing Board, whose elected members represent the interests of the citizens of Maricopa County. The college owes responsibilities only to our students and the citizens of the county and state whose taxes help to support our mission. As our budget reflects, 61% of our operational budget goes to directly support instruction and student support services that help to ensure the success of our students. The remaining 39% are directed to facilities, information technologies, and operations in support of our educational mission.

Criterion Two: Integrity: Ethical and Responsible Conduct - The institution acts with integrity; its conduct is ethical and responsible. 2.A: The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, and staff.

At the most fundamental level, MCC has responsibility and integrity built into the official policies and processes that guide the actions of every employee not only of the college, but across the Maricopa District. These policies and processes, established by the MCCCD Governing Board, are designed to ensure that the college’s operations promote fairness, justice, equity, respect, and responsibility.

District Contribution - The Governing Board’s Member Code of Conduct clearly

identifies the expectations that Board members will demonstrate ethical, professional, and lawful conduct, and the Board has identified Honesty and Integrity as institutional values. Encoding these values within policy manuals at all levels provides an articulation of their importance, and a mechanism for accountability. The Governing Board approves Administrative Regulations, and empowers the Chancellor and his or her designees to administer them. These Administrative Regulations describe policies and procedures related to Fiscal Management, Students, Instruction, and Auxiliary Services. Working collaboratively with employee groups, the Board has established, and continually updates, policy manuals covering employment regulations. Additionally, each employee group has specific policy manuals covering topics specific to the nature of the employee group. The Staff Policy Manual and the Residential Faculty Policies (RFP) documents articulate the rights and responsibilities of Mesa employees, and employees signal their understanding of important policies covering public stewardship and ethics through the required annual review and acknowledgement of these policies.

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2.B: The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.

Mesa Community College works hard to present itself fully, clearly, and conveniently to current students, future students, alumni and our community. We accomplish this primarily through electronic means, primarily through resources available to students on the college’s website (www.mesacc.edu). The central resource for information about programs is the MCC College Catalog, which is available as a digital Flipbook that electronically simulates the experience of a traditional print catalog, or as a PDF that can be accessed online or downloaded for offline reference or printing.

2.C: The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.

While the Administration and Employee Groups at MCC have operated within a shared governance framework, in many ways, over the entirety of its existence, recent efforts to codify a system of shared governance have resulted in campus-wide open forums, the development of a Shared Governance Council (SGC), and guiding documents detailing the formal shared governance framework.

District Contribution - The purpose of the Board, on behalf of the residents of

Maricopa County, is to ensure that the Maricopa County Community College District achieves appropriate results for the community (as specified in Board Outcomes Policies), and avoids unacceptable outcomes and situations, with a strategic perspective through a continually improved commitment to its vision, mission, and values. Governing Board policies clearly outline the delegation of management of the District and colleges to the administration primarily through the Chancellor and subsequently to college Presidents and designees. The Board-approved Residential Faculty Policies (RFP) clearly delegates the operation of academic matters to the faculty.

2.D: The institution is committed to freedom of expression and the pursuit of truth in teaching and learning.

MCC encourages active citizenship and embraces the diversity of people and ideas, while not an explicit statement of commitment to freedom of expression, is understood to have freedom of expression inherent in the statement “…embraces the diversity of people and ideas.” This is not simply a statement about tolerance of diverse perspectives, but a commitment to embrace a range of ideas. In an academic context, this strongly implies that ideas will be respected, even as they are subjected to rigorous critical analysis.

District Contribution - MCCCD’s Residential Faculty Policies encourage the pursuit of

truth in teaching and learning in its professional code of ethics, which states: “As teachers, professors encourage and protect the free pursuit of learning in their

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students. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors.”

2.E: The institution’s policies and procedures call for responsible acquisition, discovery and application of knowledge by its faculty, students, and staff.

Guided by the MCC Undergraduate Research Committee (MCCUR), undergraduate research has long been utilized as a high-impact learning experience at MCC. Many disciplines have incorporated undergraduate research into coursework. MCC has been chosen as 1 of 38 two-year colleges (out of 1200 nationwide) to participate in the Community College Undergraduate Research Initiative (CCURI), a National Science Foundation funded project to expand opportunities for high-impact learning experiences for first and second year college students.

District Contribution - In 2006 Mesa Community College led the Maricopa District in

establishing an Institutional Review Board (IRB) to review Human Subjects research proposals to ensure that the rights and welfare of Human Subjects used in research studies by District personnel are protected and that any research is conducted in an ethical manner and in compliance with established standards. As part of the District IRB structure, MCC maintains a College Research and Review Committee (CRRC) to review faculty, staff, and student human subjects research proposals. In addition, as outlined in the MCCCD Academic Misconduct Administrative Regulation, students are expected to act with integrity when completing coursework or engaging in classroom (or online) activities. Students engaging in activities like plagiarism, cheating, excessive absences, the use of profane language, and/or disrupting the learning environment, are subject to sanctions

Criterion Three: Teaching and Learning: Quality, Resources, and Support - The institution provides high quality education, wherever and however its offerings are delivered.

3.A: The institution’s degree programs are appropriate to higher education.

All of MCC’s degrees meet the requirements of the Arizona General Education Curriculum (AGEC), a state-wide set of general education standards developed to establish equivalencies across the state’s institutions of higher education. In addition to being subject to an Instructional Council of faculty peers, each occupational program also maintains an Advisory Council, a consultative body whose purpose is to keep the program relevant and up-to-date. Advisory Councils are comprised of recognized professionals in their field who lend their expertise to that of the MCC faculty who work within the program. Occupational programs undergo a regular cycle of comprehensive review, which further helps to ensure their currency and relevance. Hiring and successful board examination rates of graduates attests to the quality of these programs.

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Course and program competencies are consistent across all modes of delivery. No distinction is made in the curriculum based upon whether the course is offered completely on campus, entirely online, or through a hybrid of the two. The expectations for students and faculty are identical whether a class is offered in a full semester, at an accelerated pace, or in a partner High School through dual enrollment. Faculty must meet the same hiring qualifications, and students must demonstrate that they have acquired the same competencies.

District Contribution - Courses and programs are kept current through a number of

mechanisms. Each discipline has its own Instructional Council (IC) comprised of faculty representatives who teach within that discipline. Instructional Councils are charged with maintaining the currency of courses by revising courses to reflect the most current work in the field, removing outdated courses from the curriculum, and creating new courses as needed.

3.B: The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.

MCC’s general education program is central to the portion of our mission that focuses on student transfer. MCC students transferred an average of 54 credit hours to state universities. Students with 48 or more MCC transfer hours to ASU outperform students transferring less than 48 hours, with an average first-year cumulative GPA of 3.10 to 2.95, respectively. Transfer processes are grounded in clearly articulated criteria that delineate what kinds of coursework earn which general education designation. That all of MCC’s Associates’ degrees have an embedded AGEC block demonstrates how foundational the college believes this body of knowledge to be. It is through this curricular mechanism that the college also ensures that every degree program engages students in the collection, analysis, and communication of information. These skills are essential to students in a rapidly changing world where information of all kinds is readily available, but often suspect. The ability to effectively identify and locate useful information, and then subject it to critical analysis before incorporating it into an effective synthesis for one’s own purpose is key to intellectual development.

District Contribution - While not a research institution, Mesa Community College

encourages and facilitates faculty and student contributions to scholarship, creative work, and the discovery of knowledge. The primary sources for support of faculty scholarship and research are professional development programs. The Maricopa Institute for Learning selects district faculty from any discipline to participate in a year-long fellowship centered around a Scholarship of Teaching and Learning-based research project designed by the fellow. Faculty can also apply internally for Learning Grants to support research projects specifically tied to instruction, and Summer Projects, which can be used to support academic or scientific research, field experience, museum and library research, seminars, conferences, and workshops. Faculty also receive support to travel to professional conferences.

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3.C: The institution has the faculty and staff needed for effective, high-quality programs and student services.

MCC employs 354 full-time faculty and over 800 adjunct faculty. 52% of the entire for-credit load is taught by residential faculty and 48% is taught by adjunct faculty. MCC’s student to faculty ratio is 18.4 to 1 and our average class size is 22. Residential and Adjunct faculty, in every modality and at every site, are required to meet the Instructional Council-approved minimum hiring qualifications. Department Chairs or their designees regularly evaluate all adjunct instructors whether on-site, on-line, or dual enrollment. Chairs also evaluate all full-time, non-appointed (temporary) faculty. Residential Faculty assess their performance on a regular cycle. Faculty at Mesa Community College are provided with a host of resources to help them stay current in their disciplines and in their role as instructors. Our Center for Teaching and Learning (CTL) “leads and inspires the advancement of innovative teaching and learning for student success.” The CTL, with eight permanent staff, conducts workshops, seminars, discussions, conferences, and other scheduled programming.

District Contribution - Residential Faculty members’ standard teaching load is fifteen

credit hours per semester, and these faculty members are obligated by the Residential Faculty Policies to engage in service to their department, the college, and the district. Though this service most often takes the form of committee work at these three levels, there are a myriad of ways in which faculty serve the college, including advising student organizations, mentoring students or fellow faculty, and organizing on-campus events. The Residential Faculty Policy manual requires faculty to be available to students and hold regular office hours each week.

3.D: The institution provides support for student learning and effective teaching.

MCC offers the full suite of student support services that one would expect in a large community college serving a diverse population. Many of these services are population-specific programs, such as Veterans Affairs, International Education, and the GED to MCC program through the Community Outreach Center. MCC’s Financial Aid office provides access to college through grants, scholarships and loans, and offers payment plans to enable students to attend school while gathering the funds to pay for it. In addition to the population-specific programs, the college maintains the necessary support services for all students, such as advising, admissions, and student life and leadership. New student orientation is now mandated so that students can be aware of these services and how to utilize them. Mesa Community College has a Student Success Initiative, which requires students to take placement tests, see an adviser, and attend New Student Orientation. All incoming students are tested on English, reading, and math competencies. Students are advised to register for courses based on their placement scores. MCC provides the physical, virtual, and programmatic resources to students and instructors to support effective teaching and learning. MCC has the largest and most active library of any college in the Maricopa Community College District.

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3.E: The institution fulfills the claims it makes for an enriched educational environment.

Mesa Community College serves a broad range of students in academic and occupational programs, and the college’s co-curricular programs enrich their in-class educational experience. The college supports more than three dozen student-run clubs. Students can participate in collegiate athletics through one of our eight men’s teams or nine women’s teams. Both the women’s basketball team and men’s baseball team won recent national championships. Currently more then 380 students participate in athletic programs. Students interested in the arts can explore their talents through student art shows, dance, theater and musical productions, and creative writing competitions. Arts programs frequently bring guest artists to the college to share their work and insights into the creative process. The college was recently awarded the Carnegie Community Engagement Classification, an achievement only a few community colleges in the country have achieved. Application is rigorous, and requires institutions to demonstrate that they meet or exceed standards that demonstrate a commitment to community engagement.

Criterion Four: Teaching and Learning: Evaluation and Improvement - The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

4.A: The institution demonstrates responsibility for the quality of its educational programs.

Programs that maintain program-specific accreditation, such as nursing and dental hygiene, undergo regular program review as part of continuing accreditation. Baseline faculty minimum qualifications are established for all academic and occupational fields. All faculty, including those teaching in high school as part of a dual enrollment program, must meet the minimum qualifications. Mesa Community College pays careful attention to the success rates of its students, and we measure that success in a number of ways. Historically, MCC’s graduation rate has ranked slightly below the national average for community colleges. In 2011, as part of our Pathways Improvement Project, Informed Improvement, the college launched “Mission 2020.” Mission 2020 aims to increase the number of MCC students completing a degree or other credential by 50%. As of fiscal year 2013-2014, MCC increased the number of students receiving a degree or credential by 41%, an improvement that demonstrates significant progress toward our 2020 goals in only four years.

District Contribution - The college is currently nearing the end of a comprehensive

program of department self-analysis and review called Maricopa Priorities designed to assist MCC and the Maricopa Community College District in collectively realigning resources (funds, people, and facilities) to help us thrive as an institution/district over the coming decades. The District has an administrative regulation (2.3.1) that governs the awarding of credit. Primary authority over

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prerequisites and learning outcomes for each course is vested in the discipline’s Instructional Council, a body of faculty representatives from across the District.

4.B: The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.

Recently, the Student Outcomes Committee (SOC) and Faculty Senate approved a revision of our general education outcomes to better focus on student success. MCC’s Student Learning Outcomes are now concisely stated by the 4Cs: Communication, Civic Engagement, Critical Thinking, and Cultural and Global Engagement. The SOC committee is currently in the process of transitioning the college from this model of learning outcome assessment to a course level assessment model that will incorporate all students regardless of learning modality. MCC is confident that by engaging in a course level assessment methodology that maps course level outcomes to general Student Learning Outcomes, the college will be better able to accurately assess those outcomes and "close the loop" of improved instruction by having access to meaningful course, program, and college level performance data.

4.C: The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

Under the leadership of Dr. Pan, the college has set student success and college completion as MCC's top priorities. This is being accomplished through new initiatives focusing on retention and completion to meet the goal of doubling the number of graduates by 2020. In response, college leadership, faculty, administration and staff continue to create new initiatives to enhance retention and completion. The Office of Institutional Effectiveness (OIE) collects and analyzes information on student retention, persistence, and completion. The amount of reporting on these topics that the OIE produces, and requests received from college units, has increased significantly in the last few years. The “Success from Day One” initiative was a direct response to data that showed that students who register late tend to not succeed or complete those courses. In response, the college changed its registration practices to prevent late enrollment, and faculty development training shared strategies for formatting the first days and weeks of class in ways that promote student success and completion.

Criterion Five: Resources, Planning, and Institutional Effectiveness - The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future. 5.A.The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

For fiscal year ended June 30, 2014, the college’s operating fund budget was $98.6 million . MCC employs 354 residential and more than 800 adjunct faculty, as well as nearly 400 administrative, professional, and support staff. MCC

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operates under a “one college, two campuses” model wherein all resources are considered college resources and funding, staffing, and technological resources are allocated to the level of need for each campus and additional location. All departments develop plans and manage budgets that account for fiscal, human, and technological needs across all locations where a department or program operates. Staffing levels are monitored and adjusted according to demand and policy. The Operational Planning and Budgeting Committee meets several times a semester, each semester, to forecast and plan for budget allocations in the next fiscal year.

District Contribution - As a political subdivision of the State of Arizona, the MCCCD is

subject to the oversight of the District’s Governing Board. The Board, not the State legislature, has the authority to levy property taxes and set tuition and fees. With voter approval, the Board can issue General Obligation Bonds. The General Fund, FY2014/2015 budget of $774 million, is the largest and main operating budget for the Maricopa County Community Colleges. The General Fund accounts for unrestricted resources that will be expended in the current year for operating purposes such as instruction, public service, academic support, and student services, institutional, operation/maintenance of plant, plus scholarships. Property taxes are the main revenue source (58 percent) in the General Fund; tuition and fees (30 percent) represent the second largest source of revenues. State aid is negligible.

5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

Within the framework established by the Governing Board and Chancellor, the College President is responsible for administration of Board policies and regulations. At the college level, both committees that are directed by the Faculty Senate such as the Student Outcomes Committee, as well as many committees that are considered college-wide committees that include members from faculty, staff, and administration, are utilized to support collaborative processes enabling the fulfillment of our mission. The college’s committee structure and Shared Governance Council provides the framework for engaging representatives from all recognized employee groups as well as student leadership.

District Contribution - The Governing Board establishes the polices and administrative

regulations of Maricopa Governance. One of the most important roles of the Governing Board is to identify goals for the purpose of better serving the people of Maricopa County, students, private and public sector employers, universities, and primary and secondary schools. Per Governing Board policy, the Board will govern lawfully, in a manner that is nonpartisan, with an emphasis on a) integrity and truthfulness in all of its activities and practices, b) outward vision, c) encouragement of diversity in viewpoints, d) strategic leadership, e) clear distinction between Board and Chancellor roles, f) collective rather than individual decisions, and g) proactive leadership. The Board provides oversight of academic policies and procedures through delegation to the Chancellor for overseeing administrative regulations related to instruction. Additionally, working collaboratively with employee groups, the Board establishes policy manuals covering employment regulations including the Residential Faculty Policy Manual

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(RFP). The RFP clearly defines the delegation of many academic matters to the faculty.

5.C. The institution engages in systematic and integrated planning.

MCC engages in systematic and integrated planning at the strategic, operational, and department levels. The college sets strategic priorities aligned with advancing our Vision, Mission, and Values on a three year cycle and conducts operational and department planning in alignment with our strategic priorities on an annual basis. More recently, Strategic Enrollment Management and Academic Master Planning efforts have begun that will help direct very large aspects of the organization. Each of the college’s Strategic Priorities has a set of key performance indicators (KPIs) that help gauge performance towards accomplishing them. Several of the indicators are from the CCSSE, SSI, and graduate exit survey as well as indicators from the National Community College Benchmark Project (NCCBP). Annually, MCC completes monitoring reporting on planning efforts and outcomes that includes a review of the MCCCD Governing Board Outcomes and related strategies for improving institutional performance towards them.

5.D. The institution works systematically to improve its performance. When asked to participate in the HLC’s Pathways Pioneer Project, MCC became a part of Cohort Two, focused on the improvement aspect of the Pathways accreditation model. Informed improvement empowers a culture of evidence-based decision-making dedicated to advancing student success. Every unit in the college —every department, division, committee, and program— is asked to identify a need, challenge, or opportunity; research how others have addressed it and the particularities of our institution; decide upon a course of action and plan for implementation; undertake the intervention while measuring its effectiveness; then assess the results and use them to improve for the next iteration. Critical to the effectiveness of informed improvement is its ubiquity and scalability. With an increasingly robust set of data collection and analysis tools, we are able to move beyond using perceptions and anecdote to determine success. We will use empirical evidence. In order to scale up and institutionalize informed improvement, the practice has been incorporated into the planning process at all levels. Specifically at the department level, department initiatives are now subject to the informed improvement process. Informed improvement has provided the mechanism for the college to learn from our operational experiences and apply this learning to improve institutional effectiveness, capabilities, and sustainability across all levels of the college.

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Appendix: Informed Improvement Initiative Report Executive Summary To complete its obligations under the Pathways Process for Continuing Accreditation of the Higher Learning Commission (HLC), Mesa Community College (MCC) engaged in a Quality Initiative entitled “informed improvement.” This project sought to empower a culture of evidence-based decision-making (EBDM) dedicated to advancing student success. The informed improvement team accomplished this through increasing the information capacity of the college and promoting EBDM throughout the college as a continuous process. The English and Math departments piloted the informed improvement process the first year in an effort to innovate at the core rather than the periphery. Sixteen additional units across the college participated as pilots the second year. Their individual accomplishments, along with initiative-wide accomplishments, are detailed in the report below. The primary accomplishments of the project include the following:

• Across the college and with increasing frequency, people are asking questions, identifying needs, and gathering data prior to initiating change and assessing the impact of changes that have been taken.

• The college purchased and deployed a data analytics software package based on our student information system data.

• As a result of engaging in the informed improvement process, the Student Outcomes Committee (SOC) led an effort to update and condense our Student Learning Outcomes (SLOs) from fifteen to four. SOC has also led the effort to shift from general to course-level assessment of these SLOs.

• College units now must integrate evidence and assessment into the college’s strategic planning process.

• Several academic departments are developing or deploying strategies to enrich our understanding of what factors lead students to succeed and what barriers to success may exist outside of the classroom.

Additional project outcomes are as follows:

• Empowering - The college has committed significant resources to providing tools and training to empower EBDM.

• A culture - There is evidence that a culture of EBDM is taking root at MCC. The language and practice of EBDM is seen much more frequently than before the focus on informed improvement began in 2012.

• Of EBDM - College leadership and units throughout the college are documenting their efforts at EBDM. Looking more closely at the early adopter units, we see indications that evidence is being gathered and evaluated before decisions for action are made, and that evidence is being gathered and evaluated after decisions for action are made.

• Dedicated to Advancing Student Success - Those units that are using the informed improvement process are gathering data to measure student success in order to assess the impact of their actions on that success. Units that have completed an entire ii cycle are either directly and measurably increasing student success, or identifying through evidence an innovation or intervention that is highly likely to improve student success.

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As we move beyond the HLC reporting cycle, we are continuing to develop our information warehouse, further institutionalize the informed improvement process, and demonstrably improve student success. The accomplishments described in the report below show that we have taken the challenge put forward by the Pathways Process seriously. The shortfalls that are also included show that we were not afraid to tackle difficult tasks on a grand scale and that we are aware of what we still need to work on. This effort has shown that MCC can engage in informed improvement and that we are an institution dedicated to advancing student success.

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CONSENT AGENDA ACTION ITEM

Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 11.1 Faculty Emeritus Distinction

Mesa Community College (MCC) Dr. Rufus Glasper

Dr. Shouan Pan Recommendation In accordance with the Governing Board Policy, it is recommended that the Governing Board award Emeritus Distinction to Dr. Deana Gahn for her meritorious contributions to the students of the Maricopa County Community College District (MCCCD). Justification A. Deana has provided over 20 years of service to the Maricopa Community College District (MCCCD)

as Residential Faculty in the Nursing Department and faculty specialist within the Boswell Nursing Program. i. Served as a mentor for new faculty within the Nursing Department ii. Coordinated the semi-annual Nurse Pinning Ceremony. iii. Participated in three (3) curriculum changes for the district-wide Nursing Program iv. Successfully led the Nursing Department through three (3) successful accreditation cycles. v. Served as Lead Instructor for Psychiatric Nursing Program.

B. Deana has performed numerous services that have provided significant benefit to the students such as serving as coordinator for the Honors Program within the Nursing Department.

C. Deana has served on numerous committees helping to shape and design Nursing within the Maricopa County Community College District.

Funding Approvals/Certifications Source: Account Identification:

Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________

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Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 11.2 Faculty Emeritus Distinction

Mesa Community College (MCC) Dr. Rufus Glasper

Dr. Shouan Pan Recommendation In accordance with the Governing Board Policy, it is recommended that the Governing Board award Emeritus Distinction to Janet Joransen for her meritorious contributions to the students of the Maricopa County Community College District (MCCCD). Justification A. A. Janet has provided over 30 years of service to the Maricopa Community College District

(MCCCD) as Residential Faculty medical-surgical faculty primarily at the Boswell Nursing Program site of Mesa Community College. i. Participated in the Faculty In Progress (FIP) Program as a mentor ii. Participated in three (3) curriculum changes for the district-wide Nursing Program iii. Successfully led the Nursing Department through three (3) successful accreditation cycles. iv. Served as a Peer Assistant Reviewer (PAR) for probationary faculty

B. Janet has performed numerous services that has provided significant benefit to the students such as serving as a strong advocate for student learning. Janet's students have consistently assessed her teaching as outstanding.

C. Janet served on numerous committees along with other Nursing faculty leading the way for the Nursing curriculum design within the Maricopa County Community College District.



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Governing Board Agenda Meeting Date: February 24, 2015

Item Number Item Title Responsible Agents 12.1 Curriculum Dr. Maria Harper-Marinick

Recommendation The curriculum proposals attached have been processed through all procedures established by the Maricopa County Community Colleges. It is recommended that the proposals be approved as submitted. AGENDA HIGHLIGHTS: Please refer to the curriculum summary starting on page 2 for a complete listing of all program and course proposals. Justification


Chancellor _____________________________ Academic & Student Affairs_______________ Business Services________________________ Human Resources__________ ITS __________ Res Dev & Cmty Relations_________________ College President________________________

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GBA February 24, 2015 MCCCD Governing Board Action Items Curriculum Summary

COURSE PROPOSALS: Course Deletions………………………………………………..…………………………………………………………page 5 PC LAS213, LAS216, LAS218, LAS221AA, LAS221AC Course Modifications………………………………………………………………………………………………………page 6 GC AJS151, EMT101, EMT101AB GW ICE233 MC ENG071, ENG081, ENG091, ENG091AA, ENG091AB, ENG091AC, SOC157 New Courses…………………………………………………………………………………………………………………page 9 GC DAH255 GW NCE268, NCE271 PC MDL252, MDL263, MDL291 PROGRAM PROPOSALS: New Occupational Programs (NOP)……………….…………….………………….………….….…….……….………page 11 GC CCL/5828 Sports Management 11 Shared by: GC, PC, PV, SC SC CCL/5831 Tribal Court Advocacy 11 Occupational Program Modifications (OPM)…………………………………………..……………….……….………page 12 EM CCL/5710 Child Development Associate (CDA) Preparation 12 Shared by: GC, PV, SM AAS/3007 Early Childhood Education 12 CCL/5374 Early Childhood Education 12 GC CCL/5034 Developmental Disabilities Specialist 13 GW CCL/5626 Magnetic Resonance Imaging 13

Note: *Indicates addition of an Occupational Program through the Occupational Program Modification process

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GBA February 24, 2015 MCCCD Governing Board Action Items Curriculum Summary

PROGRAM PROPOSALS: Occupational Program Modifications (OPM) - continued MC CCL/5637 Game Technology 13 PC AAS/3091 Banking and Finance 14 AAS/3021 Histologic Technology 14 CCL/5195 Histologic Technology 15 AAS/3028 Medical Laboratory Science 15 CCL/5493 Medical Laboratory Science 16 CCL/5279 Phlebotomy 16 SC AAS/3780 Business (FASTRACK) 17 CCL/5152 Business (FASTRACK) 17 CCL/5973 Broadcast Production 18 CCL/5981 Editing 18 CCL/5989 Film Production 19 AAS/3572 Motion Picture/Television Production 19 CCL/5993 Screenwriting 20

Note: *Indicates addition of an Occupational Program through the Occupational Program Modification process

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CURRICULUM ACTIVITY: COURSES FOR February 24, 2015

Total Course Proposals Submitted (22 with 0 X-refs added and, 0 X-ref deleted)

Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals

Course Deletions (CD) 5 5

New Course (NC) 2 1 3 6

Course Modification (CM) 1 3 7 11 New Courses from CM (Cross-References, Modules or Suffixed Courses) Total Courses College Columns 0 0 3 4 7 0 8 0 0 0 0 22

*Exp = Experimental Courses # = AES or MIR (Aerospace Studies or Military Science)

CURRICULUM ACTIVITY: PROGRAMS FOR February 24, 2015

Total Program Proposals Submitted (21 with 0 Program Addition(s)) Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals Occupational Program Deletions (OPD) 0 New Occupational Program (NOP) 1 1 2 Occupational Program Modification (OPM) 3 1 1 1 6 7 19 OPM-Program Additions New Programs Created 0 OPM-Change in Availability New Programs Created 3 1 1 5 Academic Program Deletions (APD) 0 New Academic Program (NAP) 0 Academic Program Modification (APM) 0 APM-Program Additions New Programs Created 0 APM-Change in Availability New Programs Created 0

Total New Program 0 3 0 2 0 0 0 0 1 1 0 7

Total Modified Programs 0 3 1 1 1 0 6 0 7 0 0 19 Total Programs College Columns 0 6 1 3 1 0 6 0 8 1 0 26

Shared Programs include programs offered by two or more colleges and District Wide Programs are offered by all 10 colleges.

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ATTACHMENT: CD COURSE DELETIONS: MARICOPA COMMUNITY COLLEGES

MCCCD GOVERNING BOARD DATE: 2/24/15

X-REF TYPE COLLEGE SUBJECT TITLE EFFECTIVE END OF

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O PC LAS213 Employment Law 2015 Summer O PC LAS216 Real Estate Transactions 2015 Summer O PC LAS218 Administrative Law 2015 Summer O PC LAS221AA Paralegal Internship 2015 Summer O PC LAS221AC Paralegal Internship 2015 Summer

X-Ref=Displays current course cross-reference with proposed deletion. The cross-referencing of courses is eliminated per effective “end of” term noted above

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ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


ACT CREDITS PERIODS LOAD

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AJS151 Firearms I L+L 1.0 1.0 1.0 Proposed Changes: Description Moral aspects, legal provisions, safety precautions and restrictions covering the use of firearms, and the firing of sidearms. Prerequisites: None Type: O College: GC Effective: 2015 Fall ___________________________________________________________________________________________ EMT101 Basic Life Support/Cardiopulmonary Resuscitation (CPR) for Health Care Providers L+L 0.5 0.45 0.46 Proposed Changes: Title, Activity Type, Description, Course Notes, Course Repeat, Competencies, Outline Designed to provide the allied healthcare provider with the knowledge and skills to perform Basic Life Support (BLS) according to current guidelines for emergency cardiovascular care (ECC). Prerequisites: None. Course Notes: EMT101 may be repeated for credit. Type: O College: GC Effective: 2015 Summer ___________________________________________________________________________________________ EMT101AB Basic Life Support/Cardiopulmonary Resuscitation (CPR) Practicum for Health Care Providers L+L 0.25 0.3 0.25 Proposed Changes: Title, Description, Competencies, Outline Designed to assess the allied healthcare provider in the skills of Basic Life Support (BLS) according to current guidelines for emergency cardiovascular care (ECC). Prerequisites: Successful completion of Healthcare Provider CPR AED Online Part 1 course from an American Heart Association (AHA) certified program. Course Notes: EMT101AB may be repeated for credit. Type: O College: GC Effective: 2015 Summer ___________________________________________________________________________________________ ENG071 Preparatory Academic Writing I LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Emphasizes preparation for college level composition and related reading tasks with a focus on communicating through complete, grammatically correct writing, organized to communicate a central idea. Prerequisites: Appropriate writing placement test score or permission of Department or Division. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________

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ENG081 Preparatory Academic Writing II LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Emphasizes preparation for college-level composition and related reading tasks with a focus on critical writing, reading, and thinking skills and processes Prerequisites: Appropriate writing placement test score, or a grade of C or better in ENG071 or ESL077, or permission of Department or Division. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________ ENG091 Preparatory Academic Writing III LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Emphasizes preparation for first year composition with a focus on critical writing, reading, and thinking skills and processes at an increased level of academic complexity. Prerequisites: Appropriate writing placement test score, or a grade of C or better in ENG081 or ESL087, or permission of Department or Division. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________ ENG091AA Essay Fundamentals LEC 1.0 1.0 1.0 Proposed Changes: Description, Competencies, Outline Emphasizes preparation for college-level composition by focusing on organizational skills and establishing effective writing strategies. Prerequisites: Appropriate English placement test score or a grade of C or better in ENG081 or ESL087, or permission of Department or Division Chair. Course Notes: Students may register for ENG091AA, ENG091AB, and ENG091AC in the same semester but, they must be successfully completed in order. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________ ENG091AB Essay Conventions LEC 1.0 1.0 1.0 Proposed Changes: Description, Competencies, Outline Emphasis on preparation for college-level composition with a focus on organizational skills. Establishing effective writing strategies through multiple writing projects. Prerequisites: Appropriate English placement test score or a grade of C or better in ENG091AA, or permission of Department or Division Chair. Course Notes: Students may register for ENG091AA, ENG091AB, and ENG091AC in the same semester but, they must be successfully completed in order. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________

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ENG091AC Writing and Reading for Purpose LEC 1.0 1.0 1.0 Proposed Changes: Description, Competencies, Outline Emphasis on preparation for college-level composition with a focus on organizational skills. Establishing effective writing strategies through multiple writing projects. Prerequisites: Appropriate English placement test score or a grade of C or better in ENG091AB, or permission of Department or Division Chair. Course Notes: Students may register for ENG091AA, ENG091AB, and ENG091AC in the same semester but, they must be successfully completed in order. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________ ICE233 Fundamentals of Magnetic Resonance Imaging (MRI) LEC 1.0 1.0 1.0 Proposed Changes: Description, Requisite, Competencies, Outline Overview of magnetic resonance imaging, program policies and student responsibilities. Includes fundamental principles of magnetic resonance imaging (MRI), primary and secondary equipment, and MRI terminology. Imaging parameters, clinical applications overview for MRI and preparation for physics, instrumentation, and safety coursework. Basic overview of safety issues and MRI contrast agents. Prerequisites: (Certified by American Registry of Radiologic Technologists (ARRT) in Radiography or in Radiation Therapy), or (certified by ARRT or the Nuclear Medicine Technology Certification Board (NMTCB) in Nuclear Medicine), or (certified by American Registry of Diagnostic Medical Sonography (ARDMS) or ARRT in Diagnostic Medical Sonography), or (Radiography, Radiation Therapist, Nuclear Medicine or Sonography student currently enrolled at GateWay), or registry eligible graduate. Corequisites: DMI/DMS/ICE220 or permission of Department or Division. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ SOC157 Sociology of Families and Relationships LEC 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Systemic analysis of socio-cultural and historical origins of modern families in the U.S. and their importance, major challenges and changing trends. Explores being single, dating and attraction, love, cohabitation and marriage, family planning and parenthood, conflict and crisis within the family, and divorce. Prerequisites: None. Type: A College: MC Effective: 2015 Summer ___________________________________________________________________________________________

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ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES



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DAH255 Hip Hop: Arts, Aesthetic and Culture LEC 3.0 3.0 3.0 Selective survey and historico-cultural analysis of hip hop arts, aesthetics and culture organized around the founding elements of DJing, MCing, B-boy and B-girling, graffiti arts and knowledge. Prerequisites: ENG101 or ENG107. Type: A College: GC Effective: 2015 Fall ___________________________________________________________________________________________ MDL252 Clinical Preparation I L+L 0.5 2.5 1.9 Examines clinical laboratory testing in a simulated laboratory environment. Emphasis on interpretation, evaluation, and reporting of a variety of laboratory results, and includes instrument calibration, maintenance, and quality control. Prerequisites: A grade of "C" or better in MDL244, acceptance into the Medical Laboratory Science program, and permission of Program Director. Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________ MDL263 Clinical Preparation II L+L 0.5 2.5 1.9 Continuation of examination of clinical laboratory testing in a simulated laboratory environment. Emphasis on interpretation, evaluation, and reporting of a variety of laboratory results, and includes instrument calibration, maintenance, and quality control. Prerequisites: A grade of "C" or better in MDL248, acceptance into the Medical Laboratory Science program, and permission of Program Director. Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________ MDL291 Medical Laboratory Science Program Capstone LEC 1.0 1.0 1.0 Preparation for the professional practice national examinations. Topics include methodologies, techniques, and problem solving relative to urinalysis; body fluids, hematology, hemostasis, immunohematology, immunology, microbiology, and chemistry. Development of personalized test taking strategies and examination study plan. Prerequisites: (A grade of "C" or better in MDL247 and MDL249), acceptance into the Medical Laboratory Science program and permission of Program Director. Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________

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NCE268 Non Rash Infectious Diseases in the Pediatric Patient LEC 0.5 0.5 0.5 Epidemiology and symptomology of non rash producing infectious diseases often seen in children and identify ways to prevent, reduce, and control their spread. Meningococcal disease, Tuberculosis, influenza, Methicillin Resistant Staph Aureus (MRSA), pertussis, conjunctivitis, mononucleosis, streptococcal infections, hepatitis, and enterovirus D68. Prerequisites: Current Arizona Registered Nurse (RN) license or Licensed Practical Nurse (LPN) license or permission of Instructor. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ NCE271 Pediatric Diabetes LEC 0.5 0.5 0.5 Provides an overview of diabetes in the pediatric population. Epidemiology and etiology, types of diabetes in children and symptom recognition, medication and diet management, complications, new technological devices, and family interventions. Prerequisites: Current Arizona Registered Nurse (RN) license or Licensed Practical Nurse (LPN) license or permission of Instructor. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________

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ATTACHMENT: NOP NEW OCCUPATIONAL PROGRAMS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: CCL/5828 Program Title: Sports Management Initiating College: GC Effective Term: 2015 Summer Program Availability: Shared by: GC, PC, PV, SC Total Credits: 18-22 CIPs Code: 31.0504 Overall G.P.A.: 2.00 Faculty Initiator: Lisa Lewis Instructional Council: Exercise Science, Health and PE, Recreation and Wellness (32) Description: The Certificate of Completion (CCL) in Sports Management program examines the expanding field of sports management. Includes management in professional sports, community sports, and non-profit sporting organizations, as well as related business practices such as accounting and marketing. Explores job opportunities in intercollegiate and interscholastic athletics, professional sports, sports marketing and sales, public relations, facility management, and sporting event management along with consideration of the educational requirements for each. _________________________________________________________________________________________ Award/Major Code: CCL/5831 Program Title: Tribal Court Advocacy Initiating College: SC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 32-35 CIPs Code: 22.0101 Overall G.P.A.: 2.00 Faculty Initiator: Stephanie Fujii Instructional Council: Administration of Justice (01) Description: The Certificate of Completion (CCL) in Tribal Court Advocacy is designed to prepare students for careers as tribal court advocates or to work in settings that involve Indian legal issues. _________________________________________________________________________________________

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Award/Major Code: CCL/5710 Program Title: Child Development Associate (CDA) Preparation Initiating College: EM Effective Term: 2015 Fall Program Availability: Shared by: EM, GC, PV, SM Total Program Credits: 16 CIPs Code: 13.1210 Overall G.P.A.: 2.00 Faculty Initiator: Rachel Holmes Instructional Council: Family and Consumer Sciences (34), Early Childhood Education (62) Proposed Changes: Program Availability to: Shared by: EM, GC, PV, SM (adding EM) Description: The Certificate of Completion (CCL) in Child Development Associate (CDA) Preparation program is designed to provide documented training in preparation for application to become a Child Development Associate. This program is intended for individuals interested in early childhood education who intend to pursue the national credential of CDA from the Council for Professional Recognition. Students completing the described CCL coursework must apply independently to the Council for final evaluation and validation. _________________________________________________________________________________________ Award/Major Code: AAS/3007 Program Title: Early Childhood Education Initiating College: EM Effective Term: 2015 Fall Program Availability: Shared by: EM, GC Total Program Credits: 63-68 CIPs Code: 13.1210 Overall G.P.A.: 2.00 Faculty Initiator: Rachel Holmes Instructional Council: Family & Consumer Sciences (34) Proposed Changes: Program Availability to: Shared by: EM, GC (adding EM), Total Program Credits, Program Notes, Gen Ed Total Credits, Gen Ed CORE Credits, First-Year Composition Requirements, Critical Reading Credits, Critical Reading Requirements, Mathematics Requirements Description: The Associate in Applied Science (AAS) in Early Childhood Education program is designed to prepare individuals to work within the field of early childhood education (ECE), focusing on programs serving children birth through 8 years of age. The courses are based on current ECE theory and practice, are offered in a variety of formats, and are scheduled to accommodate those who are already working in the ECE field. _________________________________________________________________________________________ Award/Major Code: CCL/5374 Program Title: Early Childhood Education Initiating College: EM Effective Term: 2015 Fall Program Availability: Shared by: EM, GC Total Program Credits: 41 CIPs Code: 13.1210 Overall G.P.A.: 2.00 Faculty Initiator: Rachel Holmes Instructional Council: Family & Consumer Sciences (34) Proposed Changes: Program Availability to: Shared by: EM, GC (adding EM), Program Competencies Description: The Certificate of Completion (CCL) in Early Childhood Education program is designed for individuals interested in working in the field of early childhood education (ECE), particularly in programs serving children birth through 8 years of age. The courses are based on current ECE theory and practice, are offered in a variety of formats, and are scheduled to accommodate those who are already working in the ECE field. _________________________________________________________________________________________

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Award/Major Code: CCL/5034 Program Title: Developmental Disabilities Specialist Initiating College: GC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 16 CIPs Code: 51.1599 Overall G.P.A.: 2.00 Faculty Initiator: Susan Karpinski Instructional Council: Psychology (45) Proposed Changes: Restricted Electives Description: The Certificate of Completion (CCL) in Developmental Disabilities Specialist program is designed for students interested in working in various settings serving children or adults with developmental disabilities. The coursework combines theory and application. Academic preparation focuses on the physical and emotional correlates of developmental disability. The students also complete an internship, gaining experience working in a school or agency supporting persons with developmental disability. _________________________________________________________________________________________ Award/Major Code: CCL/5626 Program Title: Magnetic Resonance Imaging Initiating College: GW Effective Term: 2015 Summer Program Availability: College-Specific Total Program Credits: 18 CIPs Code: 51.0911 Overall G.P.A.: 2.00 Faculty Initiator: Malka Stromer Instructional Council: Allied Health (51) Proposed Changes: Total Program Credits, Admission Criteria, Program Prerequisite Credits, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Magnetic Resonance Imaging (MRI) program offers graduate Radiologic Technologists, Radiation Therapists, Nuclear Medicine Technologists, and Diagnostic Medical Sonographers the opportunity to complete both didactic coursework and clinical skills experience necessary to prepare to meet eligibility for the professional certification in this field. The program focuses on specific skills and knowledge necessary to become proficient in this field. _________________________________________________________________________________________ Award/Major Code: CCL/5637 Program Title: Game Technology Initiating College: MC Effective Term: 2015 Spring Program Availability: Shared by: GC, MC Total Program Credits: 28 CIPs Code: 11.0801 Overall G.P.A.: 2.00 Faculty Initiator: Diana Bullen Instructional Council: Computer Information System (12) Proposed Changes: Program Availability to: Shared by: GC, MC (adding GC), Program Description Description: The Certificate of Completion (CCL) in Game Technology is a discipline that includes the development and management of dynamic environments for games and related visualization applications. The Certificate of Completion in GameTechnology is designed to help prepare students for opportunities with studios, corporations, organizations, educational institutions, government agencies, advertising and entertainment industries that require visual and interactive content to support, enhance, entertain and/or market their product or service. _________________________________________________________________________________________

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Award/Major Code: AAS/3091 Program Title: Banking and Finance Initiating College: PC Effective Term: 2015 Summer Program Availability: College-Specific Total Program Credits: 64-69 CIPs Code: 52.0803 Overall G.P.A.: 2.00 Faculty Initiator: Beverly Jenkins Instructional Council: Business/Management (03) Proposed Changes: Total Program Credits, Program Description, Program Notes, Program Prerequisite Credits, Program Prerequisites, Restricted Electives, Gen Ed Total Credits, Gen Ed CORE Credits, Oral Communication Requirements, Critical Reading Credits, Critical Reading Requirements, Mathematics Credits, Mathematics Requirements, Description: The Associate in Applied Science (AAS) in Banking and Finance program has been developed in cooperation with the Central Arizona Chapter of the American Institute of Banking and the Institute of Financial Education to prepare qualified men and women for entry or advancement in the banking profession. The program is designed to prepare students for the changing image and many challenges of the world of finance, since the role of the modern banker today demands specialized knowledge and flexible job performances. A Certificate of Completion (CCL) is also available. _________________________________________________________________________________________ Award/Major Code: AAS/3021 Program Title: Histologic Technology Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 62-67 CIPs Code: 51.1007 Overall G.P.A.: 2.00 Faculty Initiator: Rochelle Helminski Instructional Council: Allied Health (51) Proposed Changes: Total Program Credits, Program Description, Program Notes, Admission Criteria, Program Prerequisite Credits, Program Prerequisites, Restricted Elective Credits, Restricted Electives, Gen Ed Total Credits, Gen Ed CORE Credits, First-Year Composition Credits, First-Year Composition Requirements, Oral Communication Credits, Oral Communication Requirements, Critical Reading Credits, Critical Reading Requirements, Mathematics Requirements, Distribution Credits, Humanities and Fine Arts Credits, Humanities and Fine Arts Requirements, Social and Behavioral Sciences Credits, Social and Behavioral Sciences Requirements, Natural Sciences Credits, Natural Sciences Requirements, Program Competencies Description: The Associate in Applied Science (AAS) in Histologic Technology program provides education and training for employment in various medical and bioscience laboratories. Histology Technicians provide clinical support to pathologists and researchers through application of technical expertise in processing body tissues for microscopic examination, frozen section assistance, embedding techniques, microtomy, and special staining techniques. Histology Technicians perform technically precise laboratory procedures using quality assurance and process improvement knowledge in compliance with appropriate regulatory guidelines for ensuring quality patient care, work safety, and medico-legal standards. Students in the Histologic Technology program will be in contact with potentially infectious blood, tissues, and body fluids. A Certificate of Completion (CCL) is also available. _________________________________________________________________________________________

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Award/Major Code: CCL/5195 Program Title: Histologic Technology Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 43-52 CIPs Code: 51.1007 Overall G.P.A.: 2.00 Faculty Initiator: Rochelle Helminski Instructional Council: Allied Health (51) Proposed Changes: Total Program Credits, Program Description, Program Notes, Admission Criteria, Program Prerequisite Credits, Program Prerequisites, Program Competencies Description: The Certificate of Completion (CCL) in Histologic Technology program provides education and training for employment in various medical and bioscience laboratories. Histology Technicians provide clinical support to pathologists and researchers through application of technical expertise in processing body tissues for microscopic examination, frozen section assistance, embedding techniques, microtomy, and special staining techniques. Histology Technicians perform technically precise laboratory procedures using quality assurance and process improvement knowledge in compliance with appropriate regulatory guidelines for ensuring quality patient care, work safety, and medico-legal standards. Students in the Histologic Technology Program will be in contact with potentially infectious blood, tissues, and body fluids. An Associate in Applied Science (AAS) is also available. _________________________________________________________________________________________ Award/Major Code: AAS/3028 Program Title: Medical Laboratory Science Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 70-79 CIPs Code: 51.1004 Overall G.P.A.: 2.00 Faculty Initiator: Rochelle Helminski Instructional Council: Allied Health (51) Proposed Changes: Total Program Credits, Program Notes, Admission Criteria, Program Prerequisite Credits, Program Prerequisites, Required Courses, Mathematics Requirements, Natural Sciences Requirements, Program Competencies Description: The Associate in Applied Science (AAS) in Medical Laboratory Science degree provides education and training for employment in various medical and bioscience laboratories. Medical Laboratory Technicians (MLT's) perform technically precise laboratory procedures using quality assurance and process improvement knowledge in compliance with appropriate regulatory guidelines to ensure quality patient care, work safety, and medico-legal standards by conducting a variety of tests on various specimens submitted to clinical laboratories in settings such as but not limited to hospitals, reference laboratories, clinics, and bioscience industries to physicians, pathologists, researchers, and other healthcare providers. Students in the Medical Laboratory Science program may be exposed to potentially infectious blood, tissues, and body fluids. A Certificate of Completion (CCL) is also available. Individuals completing an associate's degree often perform supervisory and management responsibilities. _________________________________________________________________________________________

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Award/Major Code: CCL/5493 Program Title: Medical Laboratory Science Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 48-61 CIPs Code: 51.1004 Overall G.P.A.: 2.00 Faculty Initiator: Rochelle Helminski Instructional Council: Allied Health (51) Proposed Changes: Total Program Credits, Program Notes, Admission Criteria, Program Prerequisite Credits, Program Prerequisites, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Medical Laboratory Science provides education and training for employment in various medical and bioscience laboratories. Medical Laboratory Technicians (MLT's) perform technically precise laboratory procedures using quality assurance and process improvement knowledge in compliance with appropriate regulatory guidelines to ensure quality patient care, work safety, and medico-legal standards by conducting a variety of tests on various specimens submitted to clinical laboratories in settings such as but not limited to hospitals, reference laboratories, clinics, and bioscience industries to physicians, pathologists, researchers, and other healthcare providers. Students in the Medical Laboratory Science program may be exposed to potentially infectious blood, tissues, and body fluids. An Associate in Applied Science degree (AAS) is also available. Individuals completing an associate's degree often perform supervisory and management responsibilities. _________________________________________________________________________________________ Award/Major Code: CCL/5279 Program Title: Phlebotomy Initiating College: PC Effective Term: 2015 Spring Program Availability: Shared by PC, SM Total Program Credits: 7 CIPs Code: 51.1009 Overall G.P.A.: 2.00 Faculty Initiator: Rochelle Helminski Instructional Council: Allied Health (51) Proposed Changes: Program Availability to: Shared by PC, SM (adding SM), Program Notes, Admission Criteria Description: The Certificate of Completion (CCL) in Phlebotomy program is designed to prepare a person to obtain blood specimens by skin puncture and venipuncture. The phlebotomist may find employment in hospitals, patient service centers, life insurance companies, doctors' offices, outreach services, and donor centers. Students in the Phlebotomy program will be in contact with potentially infectious blood, tissues, and body fluids. Upon satisfactory completion of the program, the students are eligible to take a national certification examination. _________________________________________________________________________________________

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Award/Major Code: AAS/3780 Program Title: Business (FASTRACK) Initiating College: SC Effective Term: 2015 Summer Program Availability: College-Specific Total Program Credits: 61-66 CIPs Code: 52.0101 Overall G.P.A.: 2.00 Faculty Initiator: Mark Barton Instructional Council: Business/Management (03) Proposed Changes: Total Program Credits, Program Description, Admission Criteria, Program Prerequisites, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Gen Ed Total Credits, Gen Ed CORE Credits, First-Year Composition Requirements, Critical Reading Credits, Mathematics Requirements, Social and Behavioral Sciences Requirements, Program Competencies Description: The Associate in Applied Science (AAS) in Business (FASTRACK) program is designed for individuals seeking to update, upgrade, or develop essential business skills. A specific objective of the program is to prepare students for job advancement and career opportunities in today's business environment as defined by industry practitioners. Each course/module includes learning activities and projects in an accelerated five-week or eight-week formats. In-person classes meet extensively outside of the classroom as prescribed by course/module requirements. Classes will be limited to a maximum of 24 students. Additional features of the program include: Student directed learning stressing the dynamic business environment, communication skills and leadership development; utilization of Microsoft Office package. A Certificate of Completion (CCL) in Business (FASTRACK) is also available to students. The certificate contains the features of the AAS degree, but does not include a general education component. _________________________________________________________________________________________ Award/Major Code: CCL/5152 Program Title: Business (FASTRACK) Initiating College: SC Effective Term: 2015 Summer Program Availability: College-Specific Total Program Credits: 27 CIPs Code: 52.0101 Overall G.P.A.: 2.00 Faculty Initiator: Mark Barton Instructional Council: Business/Management (03) Proposed Changes: Total Program Credits, Program Description, Admission Criteria, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Business (FASTRACK) program is designed for individuals seeking to update, upgrade, or develop essential business skills. A specific objective of the program is to prepare students for job advancement and career opportunities in today's business environment as defined by industry practitioners. Each course/module includes learning activities and projects in an accelerated five-week or eight-week formats. Additional features of the program include: Student directed learning stressing the dynamic business environment, communication skills and leadership development; utilization of Microsoft Office package. An Associate in Applied Science (AAS) in Business (FASTRACK) is also available. The AAS degree contains all of the features of the Certificate with the addition of comprehensive general education requirements. _________________________________________________________________________________________

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Award/Major Code: CCL/5973 Program Title: Production: Television Initiating College: SC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 40-44 CIPs Code: 10.0202 Overall G.P.A.: 2.00 Faculty Initiator: Chris Jensen Instructional Council: Telecommunications and Journalism (44) Proposed Changes: Program Title, Total Program Credits, Program Description, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Certificate of Completion (CCL) in Production: Television program is designed for students who plan to enter the field of Motion Picture/Television Production in the specific area of broadcasting. Students are provided experiences for hands-on training in Motion Picture/Television Production, in media theory, and in the production of both live and pre-recorded television shows including news, sports, commercials, on-the-scene reporting, interviewing, and studio anchoring. Technical elements stressed include multi-camera techniques in studio, on-location shooting, editing, sound, graphics, and the operation of the studio. An Associate in Applied Science (AAS) in Motion Picture/Television Production degree is also available. _________________________________________________________________________________________ Award/Major Code: CCL/5981 Program Title: Editing Initiating College: SC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 42-45 CIPs Code: 50.0602 Overall G.P.A.: 2.00 Faculty Initiator: Chris Jensen Instructional Council: Telecommunications/Journalism (44) Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Editing program is designed for students who plan to enter the field of Motion Picture/Television Production as editors. The students are provided opportunity for hands-on training in Motion Picture/Television Production, in media theory, and in editing theory. Students are also provided opportunities to demonstrate their knowledge by producing a variety of projects using both linear and non-linear systems, and by using computer-based video compositing and title animation. An Associate in Applied Science (AAS) in Motion Picture/Television Production degree is also available. _________________________________________________________________________________________

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Award/Major Code: CCL/5989 Program Title: Production: Film Initiating College: SC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 43-47 CIPs Code: 50.0602 Overall G.P.A.: 2.00 Faculty Initiator: Chris Jensen Instructional Council: Telecommunications/Journalism (44) Proposed Changes: Program Title, Total Program Credits, Program Description, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Production: Film program is designed for students who plan to enter the production aspect of motion pictures. Students are provided the opportunity for hands-on training in Motion Picture/Television Production by producing a variety of short films and videos which will include writing screenplays, developing a production, demonstrating cinematographic principles, organizing production crews, participating as a production crew member, recording and designing sound, and editing the finished product. In addition, students will study feature film theory. An Associate in Applied Science (AAS) in Motion Picture/Television Production degree is also available. _________________________________________________________________________________________ Award/Major Code: AAS/3572 Program Title: Motion Picture/Television Production Initiating College: SC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 60-71 CIPs Code: 50.0602 Overall G.P.A.: 2.00 Faculty Initiator: Chris Jensen Instructional Council: Telecommunications/Journalism (44) Proposed Changes: Total Program Credits, Program Description, Required Course Credits, Required Courses, Restricted Elective Credits, Humanities and Fine Arts Credits, Humanities and Fine Arts Requirements, Program Competencies Description: The Associate in Applied Science (AAS) in Motion Picture/Television Production program is designed for students who plan to enter the field of motion pictures and/or television production. Successful completion of this program will qualify students for the AAS degree. Students will receive "hands-on" practical training in a fine arts learning environment and may select one or more of several specialization tracks within the degree. Certificates of Completion (CCL) in Screenwriting, Production: Film, Production: Television, and Editing programs are also available. _________________________________________________________________________________________

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Award/Major Code: CCL/5993 Program Title: Screenwriting Initiating College: SC Effective Term: 2015 Fall Program Availability: College-Specific Total Program Credits: 38-49 CIPs Code: 50.0504 Overall G.P.A.: 2.00 Faculty Initiator: Bill True Instructional Council: Telecommunications/Journalism (44) Proposed Changes: Total Program Credits, Program Notes, Program Prerequisite Credits, Program Prerequisites, Required Course Credits, Required Courses, Restricted Electives, Program Competencies Description: The Certificate of Completion (CCL) in Screenwriting program is designed for students who plan to enter the field of Motion Picture/Television Production as screenwriters. Students are provided opportunity for hands-on training in development and writing for Motion Picture/TV Production, with an emphasis on story theory and format for features, TV and other media. An Associate in Applied Science (AAS) in Motion Picture/Television Production degree is also available. _________________________________________________________________________________________

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1



Item Number Responsible Agents 12.2 Curriculum-Academic

Degrees and Policies Dr. Maria Harper-Marinick

Recommendation Approve the updates to Maricopa’s academic degrees, general education requirements and related policies for academic year 2015-2016. Justification As part of the annual review process for Maricopa’s academic degrees, general education requirements and related policies, a comprehensive review and update is completed annually. The changes referenced in the summary beginning on page 2 are a complete listing of all updates recommended for 2015-2016. The changes include outcomes from general education proposals, processed MCCCD curriculum, faculty review and recommendations.


Chancellor _____________________________ Academic & Student Affairs_______________ Business Services________________________ Human Resources__________ ITS __________ Res Dev & Cmty Relations________________ College President________________________

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Maricopa Community Colleges (MCCCD) 2015 - 2016 Academic Degrees and Policies

MCCCD Governing Board Date: 2/24/15

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Summary of the 2015 - 2016 versions of degrees and related policies proposed for change. 1. 2015 – 2016 Arizona General Education Curriculum (AGEC) A, B, S……………………….…..…..page 3 2. 2015 - 2016 Associate in Arts (AA) Degree ………………………………………………………..…….page 3 3. 2015 - 2016 Associate in Science (AS) Degree ……………………………….………………….……..page 3 4. 2015 - 2016 Associate in Business-General Requirements (ABUS-GR) Degree ………….……...page 3 5. 2015 - 2016 Associate in Business-Special Requirements (ABUS-SR) Degree …..……..……….page 3 6. 2015 - 2016 Associate in Arts Elementary Education (AAEE) ……………………………….………page 4 7. 2015 - 2016 Associate in Arts Fine Arts – Art (AAFA) ………………………….…………….….……page 4 8. 2015 - 2016 Associate in Arts Fine Arts – Dance (AAFA) ……………………………………...….…page 4 9. 2015 - 2016 Associate in Arts Fine Arts – Theatre (AAFA) ……………………….…………..………page 5 10. 2015 - 2016 Associate in General Studies (AGS) Degree .…………………….………………….…..page 5 11. 2015 - 2016 Associate in Applied Science (AAS) General Education Requirements ………....…page 5 12. 2015 - 2016 Academic Certificate (AC)…..…………….…………………….…………….……..………page 5 13. 2015 - 2016 General Graduation Requirements ..……………………….……….……………..………page 5 14. 2015 – 2016 Catalog Under Which A Student Graduates …………………….….…………...………page 5 15. 2015 – 2016 Licensure Disclaimer (within General Graduation Requirements) …….…..…..……page 5 Chart of Course Changes ..………………………………………………………………………..……...….……page 6 Changes proposed are based on action from processed curriculum, general education designation action, statewide policy modifications and Instructional Council recommendations. NOTE: Program attachments use strikeovers to signify deletion of program information. Text in bold italicized print signifies additions to the program.

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1. 2015-2016 Arizona General Education Curriculum (AGEC) A, B, S version Proposed Changes:

• Processed courses and/or general education designation action from March 2014 through November 2014 affecting the AGEC A, B, S requirements: See attached chart of course changes.

• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update General Studies Designation title changes for SB and HU.

2. 2015-2016 Associate in Arts degree version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees • Editorial Changes – Update General Studies Designation title changes for SB and HU.

3. 2015-2016 Associate in Science degree version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees • Editorial Changes – Update General Studies Designation title changes for SB and HU.

4. 2015-2016 Associate in Business - General Requirements (ABUS-GR) version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update General Studies Designation title changes for SB and HU. • Add footnote for ASU accounting faculty at the request of the Business Instructional Council per email from

Cindy Cloud. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees

5. 2015-2016 Associate in Business - Special Requirements (ABUS-SR) version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update General Studies Designation title changes for SB and HU. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees

6. 2015-2016 Associate in Arts Elementary Education (AAEE) degree version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees

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https://asa.maricopa.edu/files/agec1516.doc

https://asa.maricopa.edu/files/aa1516.doc

https://asa.maricopa.edu/files/as1516.doc

https://asa.maricopa.edu/files/abusgr1516.doc

https://asa.maricopa.edu/files/abussr1516.doc

https://asa.maricopa.edu/files/aaee1516.doc



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• Editorial Changes – Update General Studies Designation title changes for SB and HU. • Editorial Changes – Update course title change for DAH201 to align with processed curriculum. • Elementary Education Requirements: Restricted Electives: Add THF since all THF courses were

previously THE or THP at the request of the Theatre Instructional Council per email from Julie Holston. • MCCCD General Education Requirements: Mathematics Studies [MA] and

Computer/Statistics/Quantitative Applications [CS]: Remove MAT156, MAT157 and add MAT256, MAT257 to notes area at the request of the Instructional Council per email from Sharon Fagan.

• Elementary Education Requirements: Change Credits from 25-27 to 25 at the request of the Instructional Council per email from Sharon Fagan.

• Elementary Education Requirements: Education Foundations: Change Credits from 18-20 to 20 at the request of the Instructional Council per email from Sharon Fagan.

• Elementary Education Requirements: Education Foundations: Remove MAT156 and MAT157 (From Fall 2015 MAT156 and MAT157 are no longer offered) at the request of the Instructional Council per email from Sharon Fagan.

• Elementary Education Requirements: Restricted Electives: Change Credits from 5-7 to 5 at the request of the Instructional Council per email from Sharon Fagan.

• Restricted Electives: Content Area Electives: Change Credits from 7 to 5; and remove MAT156 and MAT157; and add MAT256 and MAT257 at the request of the Instructional Council per email from Sharon Fagan.

7. 2015-2016 Associate in Arts Fine Arts – Art (AAFA-Art) degree version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees • Editorial Changes – Update General Studies Designation title changes for SB and HU. • Restricted Electives: Add ART250 as a restricted elective option at the request of the Art Instructional

Council per email from Co-Chair Ted Wolter. 8. 2015-2016 Associate in Arts Fine Arts - Dance (AAFA-Dance) degree version Proposed Changes:


• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees • Editorial Changes – Update General Studies Designation title changes for SB and HU. • Editorial Changes – Update course titles changes for DAN133, DAN136, DAN221, DAN222, DAN233,

DAN233AA, DAN236, DAN236AA, DAN282++ to align with processed curriculum. • Editorial Changes – Update course credits changes for DAN221 from 2 to 3; DAN222 from 2 to 3; DAN272

from 2 to 3 to align with processed curriculum. • Part II: Remove DAN120++, DAN129, DAN130, DAN229, and DAN230 at the request of the Dance

Instructional Council per email from Sonia Valle. • Part III: Change Credits from 3 to 0-3 at the request of the Dance Instructional Council per email from Sonia Valle. • Part III: Add DAN102 (any module), DAN202 (any module), DAN103 (any module), DAN203 (any module),

DAN104 (any module), DAN204 (any module), DAN105 (any module), DAN205 (any module), DAN106 (any module), DAN206 (any module), DAN107 (any module), DAN207 (any module), DAN108 (any module), DAN208 (any module) at the request of the Dance Instructional Council per email from Sonia Valle.

• Part IV: Add new courses DAN170, DAN275, DAH255 at the request of the Dance Instructional Council per email from Sonia Valle.

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9. 2015-2016 Associate in Arts Fine Arts – Theatre (AAFA-Theatre) degree version Proposed Changes:


• Several courses within the Fine Arts Foundations and Electives area updated to the THF subject to align with the changes to the courses to align with the THF curriculum.

• Editorial Changes – Revise URL addresses to reflect current information. • Editorial Changes – Update application of courses as general electives on AGEC-based degrees • Editorial Changes – Update General Studies Designation title changes for SB and HU. • Editorial Changes – Update course titles changes for THF115, THF120AA, THF120AB, THP210, THP220

to align with processed curriculum. • Editorial Changes – Update course subject/number changes from THE210 to THF210; THP210 to

THF209; THP220 to THF219 to align with processed curriculum. • Fine Arts Requirements – Theatre: Restricted Electives: Add THP269 at the request of the Theatre

Instructional Council per email from Julie Holston. 10. 2015-2016 Associate in General Studies (AGS) degree Proposed Changes:

• Per action on courses, the AGS degree requirements have been updated based on MCCCD “Gain/Loss” policy within the General Studies Procedures Guide: See attached chart

• Editorial Changes – Update General Studies Designation title changes for SB and HU. 11. 2015-2016 Associate in Applied Science (AAS) General Education Requirements Proposed Changes:

• Per action on courses, the AAS General Education Degree Requirements have been updated based on MCCCD “Gain/Loss” policy within the General Studies Procedures Guide: See attached chart of course changes.

• Editorial Changes – Update General Studies Designation title changes for SB and HU. 12. 2015-2016 Academic Certificate (AC) Catalog Common Pages Information Proposed Changes: No Changes 13. 2015-2016 General Graduation Requirements Proposed Changes: No Changes 14. 2015-2016 Catalog Under Which A Student Graduates Proposed Changes: No Changes 15. 2015-2016 Licensure Disclaimer Proposed Changes: No Changes NOTE: The Licensure Disclaimer information is located within the General Graduation Requirements document for placement within the printed catalogs.

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https://asa.maricopa.edu/files/aafa1516the.doc

https://asa.maricopa.edu/files/ags1516.doc

https://asa.maricopa.edu/files/aasger1516.doc

https://asa.maricopa.edu/files/ac1516.doc

https://asa.maricopa.edu/files/ggr1516.doc

https://asa.maricopa.edu/files/cuwasg1516.doc

https://asa.maricopa.edu/files/ggr1516.doc



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Course Changes: This information may include outcomes from university general education proposals, processed MCCCD new courses, and course modifications (specific changes) routed via CEG evaluation processes. The course that was created/modified/evaluated is listed as well as the action taken on the course and the General Studies degrees that were affected. This may also include corrections and/or additions to the AGEC course matrix and other degree requirements. Items impacting the AGEC also affect the degrees that contain AGEC within their requirements: AGEC-A: AA, AAEE, AAFA AGEC-B: ABUS-GR, ABUS-SR AGEC-S: AS

Course Item Updated

Area Affected Change

Effective Term Notes

ARH203 AGEC-A/B/S

H Retain Designation: Course continues in the area(s)

EDU292/ HUM292/ STO292

AGEC-A/B/S

C Designation Loss: Course removed from the area(s)

Fall 2014 (end of)

EDU292 HUM292/ STO292

AGEC-A/B/S

C Retain Designation: Course continues in the area(s)

Mandatory Review (ASU GSC 11/25/14) Note: The May 2014 Gen Ed Detail Report shows these courses losing the C value effective end of Fall 2014. The STO IC recommitted to submitting a proposal to ASU asking to retain the C designation which was approved.

ENH295 AGEC-A/B/S


GER101

AGEC-A/B/S

G Designation Inherit: Course added to the area(s)

Fall 2015

GER101AA AGEC-A/B/S


Fall 2015

GER102 AGEC-A/B/S


Fall 2015

GER102AA AGEC-A/B/S


Fall 2015

HIS106 AGEC-A/B/S


HIS108 AGEC-A/B/S AAS, AGS

HU Retain Designation: Course continues in the area(s)

HIS190 AGEC-A/B/S

H Designation Gain: Course added to the area(s)

Fall 2014

HON201 AGEC-A/B/S AAS, AGS

SB Designation Gain: Course added to the area(s)

Summer 2014

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Course Item Updated



HUM120 AGEC-A/B/S


Fall 2014 (end of)

HUM201 AGEC-A/B/S

G Retain Designation: Course continues in the area(s)

HUM209/ WST209

AGEC-A/B/S


HUM250 AGEC-A/B/S, AGS

L Retain Designation: Course continues in the area(s)

HUM251 AGEC-A/B/S, AGS


IFS201 AGEC-A/B/S AGS


Fall 2014 Number change: IFS101 to IFS201.

IFS210 AGEC-A/B/S



IFS215 AGEC-A/B/S



JRN215 AGEC-A/B/S AGS

L Designation Inherit: Course added to the area(s)

Fall 2002

MAT102 AGEC-A/B/S AAS

MA Designation Loss: Course removed from the area(s)

Summer 2015 (end of)

Course deletion.

MHL149 AGEC-A/B/S

G Designation Loss: Course removed from the area(s)

Spring 2015 (end of)

PHI216 AGEC-A/B/S AAS, AGS


PSY132 AGEC-A/B/S


PSY225 AGEC-A/B/S


REL100 AGEC-A/B/S AAS, AGS

G, HU Retain Designation: Course continues in the area(s)

Fall 2014 Number change from REL243 to REL100 effective Fall 2014.

REL243 AGEC-A/B/S AAS, AGS

G, HU Designation Loss: Course removed from the area(s)

Summer 2014 (end of)

Number change from REL243 to REL100 effective Fall 2014.

SLG212 AGEC-A/B/S


Spring 2015 (end of)

SPH241

AGEC-A/B/S AAS, AGS

HU Designation Gain: Course added to the area(s)

Fall 2014

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Course Item Updated



SPH245 AGEC-A/B/S


THF205/ HUM205

AGEC-A/B/S AAS, AGS


Subject change from THE205 to THF205; no change made to HUM205

THF210/ HUM210

AGEC-A/B/S AAS, AGS


Subject change from THE210 to THF210; no change made to HUM210

NOTE: Program attachments use strikeovers to signify deletion of program information. Text in bold italicized print signifies additions to the program

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Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 12.3 Agreement for Dual Enrollment with

Charter School Dr. Maria Harper-Marinick

Recommendation

It is recommended that the Maricopa County Community College District Governing Board authorize entry into an Agreement on behalf of its colleges with the charter school listed below for their dual enrollment programs. Skyline Education, Skyline Tech Prep High School

Justification

The agreement form establishes curriculum and enrollment standards for MCCCD’s dual enrollment program to comply with applicable law. It also implements MCCCD’s single financial model for dual enrollment. All students either pay tuition or qualify for a school district scholarship, and the college’s reimbursement to the school districts for instruction, facilities and supplies is calculated according to a set formula.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_______________ College President_______________________

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Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 12.4 Title I LEA Grant

2015 – Title I LEA Dr. Maria Harper-Marinick

Dr. Steven Gonzales Recommendation

It is recommended that the Maricopa Community Colleges Governing Board adopt the annual Title I Grant allocation for GateWay Early College High School (GWECHS) in the amount of $129,673.21

Justification Title I LEA is awarded to schools based upon their poverty levels and helps to support intervention for struggling students and school-wide reforms. GateWay Early College High School’s allocation of Federal Funds through Title I supports programs such as parent involvement, set-asides for homeless youth, student activities and goals related to improving reading and math.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS__________ Res Dev & Cmty Relations_______________ College President_______________________

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Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 12.5 Maricopa Skill Center and Year Up MOU Dr. Maria Harper-Marinick

Dr. Steven Gonzales Recommendation Approval is recommended for a Memorandum of Understanding (MOU) between the Maricopa Skill Center (MSC) and Year Up. Terms of agreement are from November 1, 2014 through June 30, 2016, with a possible one-year renewal. Justification Approval of this MOU will allow for the partnership between MSC and Year Up. This partnership is based on a model that has been implemented at other community colleges throughout the country, where Year Up assists with marketing/outreach/recruitment of cohorts of students to attend classes at MSC, in collaboration with and earning credit from GateWay Community College (i.e., GateWay classes will be offered at the MSC location). Students associated with Year Up spend their first semester in a combination of soft skill training and technical training courses in business and computers. The second semester consists of paid internships and additional coursework at MSC. Students receive extensive support, guidance and mentoring while participating in these classes and this program. This MOU allows Year Up to use office space and resources such as internet and telephone at MSC to assist with their outreach and program efforts. It also allows for the effective coordination of this partnership, which brings GateWay, MSC and Year Up together to provide a high quality education and training program that serves our community. The partnership between Year Up and the Maricopa Skill Center includes the use of office space by Year Up at no cost. The tangible benefits to MSC, GateWay and the District will outweigh the revenue that could be generated through rental costs. For example, based on District-wide agreement rates for educational partners, the 765 square feet of office/classroom space used by Year Up would generate approximately $1,000 per semester. This Spring 2015 semester, 40 Year-Up students are currently enrolled in 12 credits each generating a total of 16 FTSE, which is equivalent to $40,920 in revenue for MCCCD in just one semester. The long-term, realistic goal is to increase enrollment to 400 Year-Up students per semester, who will enroll in 12 credits at a time via classes and internships. This will generate 160 FTSE per semester, which is equivalent to $409,200 in District revenue per semester. As Year Up’s student population grows, their need for space will remain the same. Therefore, the District will continue to generate additional revenue, while the footprint that is provided to Year Up will not change. The location and purpose of Year Up's administrative offices at MSC allows for Year Up staff, some of whom are also teaching as GWCC adjunct faculty, to work very closely with students enrolled in this program. The location near downtown Phoenix also supports a high level of interaction between Year Up and their industry partners, who provide students with internships that often leads to employment. Year Up currently has a nationwide 85% placement rate for program completers. Their success is driven largely by their high touch program providing students with wrap around services while participating in the program. This leads to high retention, completion and success rates, a win for students, Year Up, and the district. The revenue generated through students enrolled in this program along with highly probable success rates of those students, provides benefits to MSC, GWCC and the District that far outweigh the value of rental revenue generated if Year Up were charged as a part of this partnership.



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Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 12.6 Proposition 301 Workforce Development

and Job Training Plan for FY2015-16 Dr. Maria Harper-Marinick

Recommendation It is recommended that the Governing Board approve the Proposition 301 Workforce Development and Job Training Plan for FY2015-16 (FY16). The plan was completed in accordance with the amended Arizona Revised Statutes, Section 15-1472. Justification In 2000, voters approved Proposition 301 allowing the State to increase sales tax by 6/10 of a cent for 20 years. Proceeds are directed to education, including Arizona school districts, community colleges, and public universities. Allocations are based on actual sales tax collections and are transmitted monthly by the State Treasurer. Funds received by community colleges must be used for capital and/or operating expenses related to workforce development and job training purposes. The attached document outlines Maricopa’s plan for expenditures in a prescribed format that has been adopted by all Arizona community colleges. Expenditures in FY16 will support existing and new initiatives. This includes funding current occupational faculty, purchase of occupational capital items, responding to identified needs of the employer community, as well as maintaining and expanding programs and services, including those of the Maricopa Small Business Development Center.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_______________ College President_______________________

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FY 2015-2016 Plan – Page 1

MARICOPA COMMUNITY COLLEGES Proposition 301

Fiscal Year 2015-2016 Annual Plan Overview ARS 15-1472 requires Arizona’s 10 community college districts to submit an annual document that lays out each district’s strategic plan for utilizing Proposition 301 workforce development funds in the upcoming fiscal year. Funds for community college districts are broadly targeted at opportunities to assist in workforce development. ARS 15-1472 provides for wide discretion in deploying funds:

1. Partnerships with businesses and educational institutions. 2. Additional faculty for improved and expanded classroom instruction and course

offerings. 3. Technology, equipment and technology infrastructure for advanced teaching and

learning in classrooms or laboratories. 4. Student services such as assessment, advisement and counseling for new and

expanded job opportunities. 5. The purchase, lease or lease-purchase of real property, for new construction,

remodeling or repair of buildings or facilities on real property. Effective July 1, 2001, each district in Arizona established a separate workforce development account to receive tax revenues authorized under Proposition 301. Each district receives $200,000 base revenue annually, and any additional funds received during the fiscal year are apportioned based on full time student equivalents (FTSE). Section I: Introduction Workforce development can be defined as the process of creating and improving the local talent pool to serve the present and future needs of business. Modern workforce development practices take a holistic approach to developing talent pools, taking into account the training needs and desired outcomes of workers, employers, and the community. It can be said that workforce development is where education, economic development, and employment come together, To meet the local and regional needs of the employer community, our colleges can develop workforce education, training, and services in the following five categories of activity:

o Pipeline – Public/private schools, colleges, and universities (the P-20 “pipeline”) o Renewal – Those who face skills and employment challenges for any reason o Incumbent – Current employees o Retraining – Those who need or want to upgrade skills or change careers o Entrepreneurial – To support of business formation and growth

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FY 2015-2016 Plan – Page 2

Section II: Strategic Positioning for Workforce Development

A. MCCCD Workforce Development Vision The Maricopa Community Colleges are committed to the workforce development and job training needs of its many constituents. We exist in a dynamic global economy where workforce demands of the public and private sector evolve and change at a rapid pace and shifts in population demographics of the workforce present enormous challenges. We must align our strategies to ensure partnership development, resource leveraging and tailored workforce development and training:

o Students and other community residents will have access to support services, courses, programs, career services, job placement assistance, and workforce training that prepares them for careers.

o Students seeking career and workforce training will attain skills and complete credentials that are market-driven and meet the needs of business and industry.

B. Industry Priorities and Emerging Trends

In response to the rapidly changing economy in Arizona and being sensitive to the changing complexion of the job market, the Maricopa Community Colleges, through the Occupational Administrators Council, established the following set of Industry Priorities for its workforce development programs and services:

o Aerospace and Aviation o Biosciences o High Technology/Manufacturing o Advanced Business and Financial Services o Healthcare o Teacher Education o Public Safety/Homeland Security o Career Pathway Development o Sustainability and Green Technologies o Apprenticeships/Internships and Re-training o Response to Local Workforce Needs

In addition, the colleges are encouraged to give consideration the following Workforce Trends in the expenditure of their allocation:

o Changing Demographics in the Workplace (intergenerational workplace) o Soft Skills/Job Readiness Development o Systems Thinking as it Applies to the Workplace o STEAM (Science, Technology, Engineering, Art, and Mathematics) Skill

Development o Globalization o Entrepreneurial Activities o Special Populations (e.g. veterans, disabled, underperforming, underrepresented)

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FY 2015-2016 Plan – Page 3

Section III: MCCCD Initiatives and Budget The Maricopa Occupational Administrators Council has reviewed the funding priorities for the Maricopa Community Colleges for Fiscal Year 2015-16. Projected revenues for Proposition 301 are anticipated to increase throughout the next funding cycle, at $9,604,425. Therefore, the following priorities have been established for the expenditure of funds:

A. Quality Instruction: $2,885,511 for 23 full time occupational faculty positions. The faculty positions are in the following occupational/workforce development areas:

o Administration of Justice Studies o Automotive Services Technology o Aviation o Business o Computer Information Systems o Education o Emergency Medical Technology o Engineering o Health/PE/Recreation o Music Studio Recording o Nursing o Veterinary Technician/Animal Science

B. Maricopa Small Business Development Center: $315,000 to be allocated to continue

services to small businesses in Maricopa County. Included in these services is outreach to Hispanics, veterans, women, and other minorities in the development of small businesses. Also, SBDC continues to collaborate with our colleges, communities, institutions of higher education, economic development, business incubators, to enhance entrepreneurial capital formation, creation and retention of Arizona jobs, and increased sales.

C. Greater Phoenix Economic Council (GPEC) Dues: $42,000 for annual dues to GPEC,

the regional economic development organization that works closely with all of the communities in Maricopa County to attract new companies and jobs to the Valley. The Maricopa Community Colleges are actively involved in business attraction and expansion efforts to ensure that we are providing the trained workforce to meet the current and emerging workforce needs.

D. Workforce Information Systems: $211,000 will be allocated to data systems for

workforce development initiatives such as the Maricopa Career Planning System; Online Clinical Orientation (OCO) software to support preclinical training for students, faculty, and staff in Maricopa healthcare programs; and for subscriptions to Economic Modeling Specialists International (EMSI) and Burning Glass labor market data used for workforce, program, and resource development. This data is also used by the colleges to plan for existing and new workforce programs.

E. Allocations to Colleges: $3,000,000 will be allocated to the ten colleges and two skill

centers based on an agreed upon formula based on occupational enrollment (FTSE). The industry priorities (listed in Section II B) have been established in the recommended areas for the expenditures towards programs and services. The FY 2015-16 Annual Report will reflect the College allocations collectively in each of the priority industry areas.

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FY 2015-2016 Plan – Page 4

F. Special Projects: $1,000,000 will be allocated to community-related workforce

development initiatives involving the Maricopa Community Colleges, such as capital projects and equipment purchases, economic development programs, and the Maricopa Corporate College.

G. Contingency Reserve: $2,150,914 will be set aside in reserve should the revenues

come in lower than forecasted and to support district-wide workforce development efforts. Section IV: Accountability Measures The elected Governing Board of the Maricopa Community College District will approve the Proposition 301 Workforce Development and Job Training Plan on an annual basis. In addition, the Governing Board will approve expenditures according to the plan and will provide biennial reports to the Governor, Legislature, and the Arizona Commerce Authority. All funded projects will be reviewed by the colleges to assess if they are meeting the approved criteria. The following criteria have been established as guidelines for the review and evaluation of all projects:

A. Project Evaluation o Industry Response o Cost Effectiveness o Project Outcomes o Program/Project Sustainability

B. Faculty Evaluation: All faculty funded by Proposition 301 dollars are evaluated in accordance with the Residential Faculty Policies as agreed to for all Maricopa faculty.

C. Business Partnerships/Private Sector Contributions: The colleges will be asked to report any private sector contributions that assisted in meeting the workforce development project or program outcomes supported by Proposition 301 funds. The information will include, but not be limited to, expected contributions such as buildings, equipment, supplies, faculty (e.g. nursing), fundraising, marketing, outreach, matching funds, and in-kind contributions. These contributions will be reported in the Fiscal Year 2011-12 Annual Report.

Section V: Demographic Profile of District In 2014, estimates for the population of Maricopa County stood at slightly over 4 million, or approximately 60% of the population of the State of Arizona. By 2020, it is projected that Maricopa County will number 4.5 million persons, with the State of Arizona reaching 7.5 million. Over 60% of Arizona’s growth is projected to occur in Maricopa County, with the remaining spread across the balance of the state. Between 2001 and 2006, Maricopa County’s population grew at an annual rate of 2.8%, but this figure slowed to 1.2% between 2007 and 2010 due to the effects of the Great Recession. Since then annual growth rates have ranged between 1.1% and 1.9%, with 1.9% projected for 2015 – a rate well below historical averages. Gloomy projections aside, the long-term growth forecasts for Maricopa County and the State of Arizona remain strong. The state is expected to grow 74% by 2050, adding nearly 2 million new

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FY 2015-2016 Plan – Page 5

jobs. By 2050, 71% of Arizona’s population will reside in the Phoenix metro area, which includes Maricopa and Pinal counties. Despite its reputation as a haven for retirees, Maricopa County’s population is actually younger than the nation as a whole, with a median age of 35.0 years compared to 37.3 years for the U.S. This is due in part to the county’s large Hispanic population, which has grown 51% between 2000 and 2013, and which presents a unique training challenge to the region due to the population’s lower levels of educational attainment. Section VI: Labor Force, Unemployment, and Job Growth Arizona was among the states hardest-hit by the Great Recession. The downturn in Arizona began earlier than that of the nation as a whole, and lasted longer. From peak (October 2007) to trough (September 2010), the State of Arizona lost 312,600 (or 11.6%) of nonfarm jobs. Industry sectors hardest hit included construction (peak-to-trough employment -57.0%), mining (-26.4%), manufacturing (-21.1%), information (-20.7%), government (-20.0%), and professional and business services (-18.3%). Arizona’s recovery has been slow. In May of 2014 the U.S. regained all jobs lost during the Great Recession. At the end of 2014 Arizona had only regained 71%. This is because the state lost twice as many jobs, in percentage terms, than did the U.S. (11.6% compared to 6.3%). In the winter of 2014/2015, the state’s unemployment rate stands in the high 6% range, or about one full percentage point higher than the national rate. The unemployment rate in the Greater Phoenix metro area is closer to the national rate. Moving forward, the state outlook calls for a mild acceleration in employment growth in 2015, but at rates still below 30-year averages before the recession. Job gains have been seen in several industry sectors, including leisure and hospitality, financial activities, information, professional and business services, as well as education and healthcare (which never lost jobs during the recession). Section VII: Budget Overview See Attachment A for budget overview.

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Projected Revenue Available for Alloc 8,000,000$ 9,604,425$

ALLOCATIONS FY 2015 FY 2016Faculty - Salary & Benefits…………… 2,820,253$ 2,885,511$ SBDC…………………………………… 315,000$ 315,000$ GPEC Dues……………………………… 42,000$ 42,000$ Workforce Information Systems……… -$ 211,000$ FY 2015/FY2016 Allocations to College 2,550,000$ 3,000,000$ Special Projects………………………… -$ 1,000,000$ Contingency Reserve…………………… 2,272,747$ 2,150,914$ TOTAL EXPENDITURES…………… 8,000,000$ 9,604,425$

Colleges/Skill CentersFY14 Occ Ed

FTSE Prorata ShareBase

AllocationNew College

AllocationPer FTSE Allocation FY 2016 Allocation

College 1,758.5 7% 50,000 50,000 150,707$ 250,707 Estrella Mountain 1,352.8 5% 50,000 50,000 115,937$ 215,937 Southwest Skill Center 354.0 1% 50,000 30,338$ 80,338 Gateway Community College 2,140.0 8% 50,000 183,402$ 233,402 Maricopa Skill Center 866.0 3% 50,000 74,218$ 124,218 Glendale College 3,102.5 12% 50,000 265,890$ 315,890 Mesa Community College 4,165.5 16% 50,000 356,991$ 406,991 Paradise Valley Community College 1,420.9 6% 50,000 50,000 121,774$ 221,774 Phoenix College 2,646.6 10% 50,000 226,818$ 276,818 Rio Salado College 5,422.9 21% 50,000 464,752$ 514,752 Scottsdale Community College 1,833.1 7% 50,000 157,100$ 207,100 South Mountain Community College 607.6 2% 50,000 50,000 52,073$ 152,073 TOTAL 25,670.4 100% 600,000 200,000 $ 2,200,000 $ 3,000,000

Colleges/Skill CentersFY13 Occ Ed

FTSE Prorata ShareBase

AllocationNew College

AllocationPer FTSE Allocation Total Allocation

Chandler Gilbert Community 1,761.1 7% 50,000 50,000 145,571$ 215,795 Estrella Mountain 1,328.2 5% 50,000 50,000 109,788$ 187,331 Southwest Skill Center 240.0 1% 50,000 19,838$ 65,780 Gateway Community College 2,081.7 8% 50,000 172,071$ 186,875 Maricopa Skill Center 931.0 3% 50,000 76,955$ 111,215 Glendale College 3,170.2 12% 50,000 262,045$ 258,444 Mesa Community College 4,368.8 16% 50,000 361,120$ 337,255 Paradise Valley Community College 1,551.8 6% 50,000 50,000 128,270$ 202,033 Phoenix College 2,694.0 10% 50,000 222,683$ 227,134 Rio Salado College 5,884.4 22% 50,000 486,398$ 436,908 Scottsdale Community College 1,982.6 7% 50,000 163,880$ 180,359 South Mountain Community College 621.6 2% 50,000 50,000 51,381$ 140,871 TOTAL 26,615.4 100% 600,000 200,000 $ 2,200,000 $ 2,550,000

MARICOPA COMMUNITY COLLEGESFY16 Projected Proposition 301 Revenue and Expenditures

Final- Colleges Allocation Increased to $3 million

FY 2015 Prop 301 Allocation

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1

NON CONSENT ACTION ITEM

Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 13.1 Proposed Tuition & Fees

Fiscal Year 2015-16 Ms. Debra Thompson

Recommendation After several months of reviewing potential resources and budget needs, recommendations were made to the Chancellor through the District’s budget development process. The Chancellor has considered the potential impact on Maricopa Community College students and the Governing Board members’ comments and therefore recommends no increase in the current county resident tuition rate of $84.00 per credit hour. Also, although not part of the requested action in February, a recommendation on the 2% tax levy increase permitted by the Constitution will be part of the budget proposed by the Chancellor. The Chancellor’s recommendation is NOT to access the 2% increase on the FY14-15 levy as permitted by the Constitution or prior year 2% increases in levy authorization that have not been accessed (the latter as also is permitted under the Constitution). Attached is the Proposed FY 2015-16 Tuition and Fee schedule, submitted as action to the Governing Board. Action on the proposal is requested at the February Governing Board meeting in order to ensure that any approved changes are implemented in the Student Information System prior to the start of registration for the Fall 2015 semester. Graphs 2 and 3 show Maricopa scholarship and Federal financial aid funding. These funds assist students with paying for their education. Institutional Scholarships totaling about $16 million are made available annually for eligible students; this includes both need-based and merit-based scholarships. Justification Current District revenue projections for Fiscal Year 2016 show a small increase available for allocation to institutional priorities identified during the current budget development process and over recent years. The increase primarily comes from new construction. In other words, some properties in the County have been developed since the last tax year such as raw land developed for commercial or residential use. The developed property is now valued at a higher level and property taxes will reflect this change. This does not involve a 2% tax increase as allowed under the Constitutional tax levy limit. It is instead, tax payments that are higher because of new construction. We will have a final Property Tax revenue estimate on February 10th, when the County Assessor, pursuant to State law, provides us with a final amount for new construction and the maximum levy. The final property tax revenue number will be included in the FY 2015-16 District Budget when presented for the Board’s information at the March Meeting. Note that the District’s tax levy is (since FY09-10) and will continue to be below the maximum levy permitted.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources___________________ Res. Dev. & Com. Relations_____________ College President _______________________

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2

Institutional Priorities

Maricopa has re-committed itself to improving student success in recent years. Key initiatives to achieve this overarching goal include the Seamless Student Experience (SSE), the Student Success Initiative (SSI) the Integrated Marketing, Outreach, Recruitment and Retention Initiative (IMOR2) and Strategic Enrollment Management (SEM). Achieving a 60/40 ratio of credits taught by residential faculty versus adjunct faculty also is important over the next 7-9 years. It is vital to the educational success of our students and community to continue advancing these efforts by financially supporting their development. Taken to scale, these initiatives can powerfully help transform our students’ learning experiences and success, and allow them to transition to their next goal of a new career, a baccalaureate degree or other pursuit.

In addition, there are several on-going business needs that exist including expected increases in salaries for employee policy manual requirements the anniversaries and education payment, an increase in self-insurance requirements, technology and bond operating costs.

These are the programmatic student success and business institutional priorities (non-compensation) priorities that exist; compensation adjustments also may be an institutional priority. Supplemental information is provided in the Appendix to detail historical and comparative information about resources.

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APPENDIX

3

Table 1 – Tuition Comparison Local, National, Western States

Per Credit HourStudent

General Activity Combined Annual Fiscal Year Tuition Fees Total Cost Dollars PercentFY 2006-07 $63.50 $1.50 $65.00 $1,950 $150 8.3%FY 2007-08 $63.50 $1.50 $65.00 $1,950 $0 0.0%FY 2008-09 $69.00 $2.00 $71.00 $2,130 $180 9.2%FY 2009-10 $69.00 $2.00 $71.00 $2,130 $0 0.0%FY 2010-11 $69.00 $2.00 $71.00 $2,130 $0 0.0%FY 2011-12 $74.00 $2.00 $76.00 $2,280 $150 7.0%FY 2012-13 $74.00 $2.00 $76.00 $2,280 $0 0.0%FY 2013-14 $79.00 $2.00 $81.00 $2,430 $150 6.6%FY 2014-15 $84.00 $0.00 $84.00 $2,520 $90 3.7%FY2015-16 proposed $84.00 $0.00 $84.00 $2,520 $0 0.0%

Annual Percent Annual Percent Annual Percent Annual Percent

Fiscal Year Cost Change Cost Change Cost Change Cost Change

FY 2006-07 $1,950 8.3% $2,266 3.8% $2,300 5.6% $4,686 8.7%

FY 2007-08 $1,950 0.0% $2,361 4.2% $2,395 4.1% $4,969 6.0%

FY 2008-09 $2,130 9.2% $2,372 0.5% $2,488 3.9% $5,659 13.9%

FY 2009-10 $2,130 0.0% $2,558 7.8% $2,648 6.4% $6,840 20.9%

FY 2010-11 $2,130 0.0% $2,727 6.6% $2,847 7.5% $8,844 29.3%

FY 2011-12 $2,280 7.0% $2,959 8.5% $3,119 9.6% $9,716 9.9%

FY 2012-13 $2,280 0.0% $3,131 5.8% $3,319 6.4% $9,720 0.0%

FY 2013-14 $2,430 6.6% $3,280 4.8% $3,424 3.2% $10,002 2.9%

FY2014-15 $2,520 3.7% $3,350 2.1% $3,492 2.0% $10,157 1.5%FY2015-16 proposed $2,520 0.0% $3,350 0.0% $3,492 0.0% $10,157 0.0%

aCCCD Historic Tuition & Fees

Increase/Decrease

Tuition Comparison for Local, National, and WICHE

NATL. AVG.PUBLIC 2YR INST.

WICHE AVG.PUBLIC 2YR INST.

AZ STATEUNIVERSITY

Annual

MARICOPA COMMUNITY

COLLEGE DISTRICT

Graph 1 – Resident Tuition Trends

$0

$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

FY 2002 FY 2006 FY 2010 FY 2014 FY 2015

Maricopa National Avg Public 2yr WICHE Avg Public 2yr ASU

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Table 2 – Tuition Comparison with other Arizona Community Colleges

DISTRICT Annual Resident Tuition

Calculated per SCH *

(30 SCH) * (rounded)

Coconino County Community College District Coconino Community College $ 2,670 89$

Mohave County Community College District Mohave Community College $ 2,610 87$

Maricopa County Community College District Maricopa Community Colleges $ 2,520 84$

Pinal County Community College District Central Arizona College $ 2,400 80$

Pima County Community College District Pima Community College $ 2,300 77$

Yuma/La Paz Counties Community College District Arizona Western College $ 2,280 76$

Cochise County Community College District Cochise College $ 2,250 75$

Santa Cruz Provisional Community College District $ 2,250 75$

Yavapai County Community College District Yavapai College $ 2,160 72$

Gila County Provisional Community College District Gila Community College $ 2,000 67$

Graham County Community College District Eastern Arizona College $ 2,000 67$

Navajo County Community College District Northland Pioneer College $ 1,980 66$

* SCH = Student credit hours

Arizona Community CollegesResident Tuition

FY 2014-15

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Graph 2 – Historic Actual and Budgeted Institutional Scholarships

$- $2.0 $4.0 $6.0 $8.0

$10.0 $12.0 $14.0 $16.0 $18.0

FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15Bud

aill

ions

Presidential Honors Maricopa Grants

Hoop of Learning Chancellor's Woodrow Wilson

Graph 3 – Historic Federal Financial Aid Awarded

$0.0

$50.0

$100.0

$150.0

$200.0

$250.0

$300.0

$350.0

$400.0

$450.0

FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15Budget

aill

ions

Pell Grants Other Grants Loans Work Study

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Graph 4 – Historic State Aid Allocation

Graph 5 – Tax Levy from New Property

FY 2006 FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 2015 FY 2016New Constructions $13.1 $14.7 $17.1 $18.2 $14.2 $11.3 $7.0 $6.5 $8.3 $8.8 $7.4

$-

$2.0

$4.0

$6.0

$8.0

$10.0

$12.0

$14.0

$16.0

$18.0

$20.0

aill

ions

aaricopa Community CollegesTax Levy from New Property

FY 2006 FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 2015 FY 2016Proposed

Capital/STEM $10.98 $11.42 $11.20 $1.40 $0.70Operating $54.86 $57.53 $57.53 $51.13 $45.33 $45.33 $6.89 $8.32 $7.91 $7.41 $3.34

$-

$10.00

$20.00

$30.00

$40.00

$50.00

$60.00

$70.00

$80.00

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ions

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PROPOSED FY2015-16 TF - Feb 2015.xlsx - Page 1 of 7

Adopted ProposedFiscal Year Fiscal Year

Description/Category 2014-15 2015-16 Notes

I. TUITION & FEES (Per Credit Hour)

County Resident - Resident RateGeneral Tuition 84.00$ 84.00$

Total - Resident Student 84.00$ 84.00$

County Resident - Audit RateAudit Fee Surcharge 25.00$ 25.00$ General Tuition 84.00$ 84.00$

Total - Audit Student 109.00$ 109.00$

Out-of-County Resident Hours System-wideOut-of-County Surcharge 275.00$ TBDGeneral Tuition 84.00$ 84.00$

Total - Out-of-County Student 359.00$ TBD

Out-of-State Resident

Hours System-wideOut-of-State Surcharge 241.00$ 241.00$ General Tuition 84.00$ 84.00$

Total - Out-of-State Student 325.00$ 325.00$

Any number of creditsOut-of-State Surcharge (1/2 of regular Resident Tuition Rate) 42.00$ 42.00$ General Tuition 84.00$ 84.00$

Total - Out-of-State Student 126.00$ 126.00$

Total Tuition per credit hour 215.00$ 215.00$

Out-of-State Students in Study Abroad ProgramsStudy Abroad Surcharge 120.00$ 120.00$ General Tuition 84.00$ 84.00$

Total - Out-of-State Student in Study Abroad Programs 204.00$ 204.00$

Skill Center Tuition RatesHourly Tuition 5.00$ 5.00$ Hourly Tuition - Nursing Assistant and Practical Nursing programs 6.00$ 6.00$

The educational consortium sponsored by Western Interstate Commission for Higher Education (WICHE) allows out-of-state students to take courses offered by MCCCD and pay tuition of 150% of in-state tuition in accordance with state statute. Likewise, Maricopa County residents may attend institutions in other states and pay 150% of the resident tuition rate. This rate also applies to distance learning classes taken by eligible non-resident out of state students.

Out-of-State students participating in Western Undergraduate Exchange Program

Courses offered out of Arizona including distance learning, to non resident out-of-state students

This rate applies to out-of-state students who are taking distance learning courses or students who are taking classroom-based credit courses through a contract agreement between MCCCD and the company they work for. This rate does not apply to Study Abroad Programs as there is a separately calculated rate for those students. The nonresident tuition rate of $215 per credit hour for distance learning courses applies to students who both reside in the state and do not reside here. Students not qualifying for resident tuition would pay the nonresident rate whether taking the course in Arizona or in their state of residence. If the distance learning non-resident out of state student is a resident of a WICHE state, the lower Western Undergraduate Exchange Program Rate will be charged.

Maricopa Community College DistrictProposed Tuition & Fee Schedule

FY 2015-16

Rates are set according to Arizona Revised Statute. Applies only to counties with no community colleges. New rate will be available in mid-May

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FY 2015-16

I. TUITION & FEES (Per Credit Hour) (cont.)

Regular Rate 84.00$ 84.00$

Contract Testing Rate (1/2 the regular Rate) 42.00$ 42.00$

HCIES Skills Demonstration Assessment $ Actual Cost $ Actual Cost

II. SPECIAL FEES

Registration Processing Fee 15.00$ 15.00$

Commencement ParticipationCommencement Participation - One-time fee refundable up to 2 weeks prior to graduation 25.00$ 25.00$

Transcript Fee 5.00$ 5.00$

Check Returned from Bank 15.00$ 15.00$

GED TestFirst Test Based on State

D.O.E Based on State

D.O.E

Repeat Test (per section) Based on State D.O.E

Based on State D.O.E

Administration Fee 15.00$ 15.00$

Library Fines - Lost Materials (Item List price + $10.00) 10.00$ 10.00$

For advanced placement skills assessment test -- charged is to conduct assessment tests for Health Care courses

Rate is Per student/semester/college. Rate is refundable only if student qualifies for 100% refund - see refund schedule

Effective July 1, 2013 MCCCD implemented a new official transcript report for credit coursework completed at all MCCCD colleges. This would include all coursework grouped by either institution or term. There will be a single charge for transcript requests instead of a per-transcript, per-institution charge.

Only Educational Service Partnership & Eucational Service Agreements are charged the 50% rate. All other programs use the regular Board approved rate.

Students taking HCIES courses through credit by exam will be charged the regular tuition rate; however students taking HCIES courses throughcredit by evaluation are charged the actual cost.

For participation in graduation ceremony; includes cap, gown, honor cords, diploma cover, and participation in commencement ceremony. Maricopa does not charge a graduation fee

Credit by Examination & Credit by Evaluation (per credit hour)--excludes HCIES Courses

Since July 1, 2003, each testing center pays their own GED supplies cost.

The cost of staff has also increased due to increased requirements to become a certified GED Examiner. All colleges will charge the same rate, based on D.O.E parameters.

Beginning January 1, 2007, the State D.O.E started charging students an administration fee before they could take the GED test.

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II. SPECIAL FEES (cont.)

Parking FinesDisplaying an altered or substituted permit. 50.00$ 50.00$ Failure to register a vehicle and display a parking permit. 30.00$ 30.00$ Falsifying information on registration application 50.00$ 50.00$ Parking in a Fire Lane 50.00$ 50.00$ Violating disabled parking stall or access 50.00$ 50.00$ Improperly displaying a parking permit. 15.00$ 15.00$ Obstructing a properly parked/moving vehicle. 15.00$ 15.00$ Parking beyond posted time limit. 15.00$ 15.00$ Parking by a college employee or student in a visitor area. 15.00$ 15.00$ Parking on or blocking a pedestrian path. 15.00$ 15.00$ Parking outside stall lines. 15.00$ 15.00$ Parking in an unauthorized parking area 25.00$ 25.00$ Removing barricade or failure to obey vehicle control device 25.00$ 25.00$ (All fines are doubled if not paid within 15 working days.)

Child Care Fee (per clock hour or per Noted)GC-Students 2.25$ 2.25$ Drop-in 2.50$ 2.50$ Registration - students 15.00$ 15.00$ Per semester For each 15 minutes of late pick-up 6.00$ 6.00$ GWC - Students 2.00$ 2.00$ Staff & Faculty 3.00$ 3.00$ Registration 10.00$ 10.00$ Per semester For each minute of late pick-up 1.00$ 1.00$ MCC - Students 4.00$ 4.00$ Staff & Faculty 5.00$ 5.00$ Drop-in 5.00$ 5.00$ Registration - students 30.00$ 30.00$ Per semester Registration - staff & faculty 40.00$ 40.00$ Per semester For each 15 minutes of late pick-up 5.00$ 5.00$ For every week payment is late 5.00$ 5.00$ PC-Students 3.25$ -$ Program closed at end of FY15 For each 15 minutes of late pick-up 15.00$ -$ Program closed at end of FY15

Registration 30.00$ -$ Program closed at end of FY15

Custom Workforce Training 5.00$ 5.00$ Per Program Hour

Excessive Laboratory Breakage $ Actual Cost $ Actual Cost

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FY 2015-16

II. SPECIAL FEES (cont.)

Fitness Center Fee 20.00$ 20.00$

Incarcerated Student Material Fee 15.00$ 15.00$

Interpreter Preparation Program Application Fee $100.00 $100.00

Music LessonsMusic Majors 1st 1/2 hr. per week/ per sem. -$ -$

Addtl 1/2 hr. per week/ per sem. 115.00$ 115.00$

Non-Music Majors 1st 1/2 hr. per week/ per sem. 360.00$ 360.00$ Addtl 1/2 hr. per week/ per sem. 360.00$ 360.00$

Emergency Medical Technology (EMT)(Not to exceed $400.00) 400.00$ 400.00$ EMT 104 Practicum Assessment Fee (NREMT Skill) 50.00$ 50.00$

PED Special Course Charge $ Actual Cost $ Actual Cost

Identification Card Replacement FeeBasic Card Replacement 5.00$ 5.00$

Magstripe/Smart Card Replacement $ Actual Cost $ Actual Cost

Field Studies $ Actual Cost $ Actual Cost

Proctored Exams $20.00 or as established by test publisher

$20.00 or as established by test publisher

Fees in question are College Level Examination Program (CLEP), proctoring for industry licensure examinations, and fees for tests from other institutions. There has been an increase in the number of proctored tests administered. MCCD Colleges have incurred a greater number of long distance calls due to faxing completed tests to the institutions requesting the tests, increase its purchase of printer toner cartridges, longer hours of availability which have lead to an increase in utilities and staffing costs.

This fee will be used to provide class materials for our incarcerated students who are unable to access electronic materials online due to prison restrictions. The materials include course work, learning materials and correspondence supplies. The fee is assessed for each course enrollment.

To maintain excellence in Music at the Maricopa Community Colleges, a common practice throughout higher education requires all Music students to enroll in private instruction in order to complete their course of study. To accomplish this, all Music students are eligible to receive a private instruction course fee scholarship.

This fee is used to support the hiring of certified interpreters to assist with the Program Admission process. The certified interpreter reviews student videos submitted to ensure that students have the American Sign Language competencies required to meet the standards to pursue the demands of an Interpreter.

Charge to cover cost to couduct assessment of Basic EMT skills required for AZ NREMT testing

Charge will cover the cost of replacing simple identification cards; original card will still be provided at no additional cost

Charge will cover the actual cost of replacing more technologically sophisticated identification cards that could contain a magnetic strip or programmable microchip; the original will still be provided at no additional cost.

This charge supports specialized opportunities for study outside the traditional classroom. As such, Field Studies charges generally are not refundable as plans and travel must be made in advance. Students enrolled in credit courses will pay the requisite tuition and fees in accordance with their residency status in addition to the Field Study Fee.

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II. SPECIAL FEES (cont.)160.00$ 200.00$

320.00$ 600.00$

100.00$ 100.00$

500.00$ 500.00$

$ Actual Cost $ Actual Cost



Noyce Scholar Forfeited Stipend Repayment Fee -$ 5% of Forfeited Stipend

50.00$ 50.00$

100.00$ 100.00$

Skill Centers Materials Fee, Standard See Schedule See Schedule

Skill Centers Cosmetology Application Fee 40.00$ $ Actual CostAs set by Arizona State Board of Cosmetology

Skill Centers Cosmetology Licensing Exam Fee 145.00$ $ Actual CostAs set by Arizona State Board of Cosmetology

College Bridge Pathways Fee25.00$ 25.00$ (0-100% Poverty)40.00$ 40.00$ (101-150% Poverty)55.00$ 55.00$ (151-200% Poverty)70.00$ 70.00$ (Over 200% Poverty)

$.25/page $.25/page

Requests for Public Records-Fax Copies $1.00 per page $1.00 per page

Requests for Public Records-Electronic Reproduction of Records $15.00 $15.00

Dental Hygiene Skills Enhancement - 4 hrs block (RS) This is an adjunctive course for students enrolled in the dental hygiene program. The fees have not changed since the beginning of the program (1999). This course provides one-on-one instruction to dental hygiene students to improve their technical skills. The fees are used for adjunct dental hygiene instructors, administrative time, clinic use and all disposable supplies in the clinic. (plastic, chair covers, saliva ejectors,sterilzation, etc.)

Student Teaching Lab Schedule Change/Cancellation (RS)

Requests for Public Records-Paper All official reports and documents that are not exempt from disclosure will be made available for public access for inspection and copying upon a written request that reasonably describes an identifiable record or records. An appropriate fee may be charged for copying records, including a reasonable amount for the cost of equipment and personnel used in producing copies, but not for the cost of searching for records.Presently, MCCCD charges .25/per page for paper copies, and $1.00 per page to fax copies of records. These fees should remain in place.This fee is for electronic reproduction of records released

$

Student Success registration fee for ABE, ASE, & ELAA classes. Sliding fee scale per trimester based on income. Semester length increased from 12 to 16 weeks in FY15.

NOYCE Fellowship Scholars are awarded a scholarship stipend. Upon their acceptance of the stipend they acknowledge that they are responsible to repay the stipend if they withdraw from the program at any time. Once a student withdraws, Rio Salado creates a repayment amortization which includes a repayment administration fee. On average, the typical NOYCE Scholar pays $10 per month for a 60 month period; $600 over the life of the payment plan.

Spanish for Industry Per course for industry specific instructional materials

Dental Hygiene Licensing Skills Update - 8 hrs block (RS)

Hazardous Materials Certification (EMC) First ResponderFees associated with industry certification taken as part of FSC105 Hazardous Materials/First Responder.

Hazardous Materials Certification (EMC) Firefighter I & IIFees associated with required assessments taken as part of FSC102 Fire Department Operations.

Health Education Systems, Inc. for Admission Assessment Exam (HESI-A2)

Actual cost equals cost of unit plus the $5.00 operational cost.

Health Education Systems, Inc. Practical Nurse (HESI-PN) for advanced placement

Electronic Health Record Student Access Fee

A clinical session offered to licensed hygienists wanting to reenter, work on advanced skills, or for those needing guidance and a clinical facility to practice after moving into the state of Arizona to take the WREB examination. The additional fees will cover required administration time, additional disposables and supplies, and instrument kit rental costs.

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pursuant to a public records request. A $15.00 fee to produce records electronically will cover the cost of the media (thumb drive/cd) -- and staff time to process. The number of requests to release records and volume of records makes this the least expensive way for MCCCD to respond to requests.

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III. Tuition Waivers

The Maricopa Community College District waives County Resident tuition & student activity fees for employees and theirdependents and for legislatively mandated groups. Special fees and fees for Non-credit/Special Interest Community Services courses are not waived.

* According to Arizona Revised Statute, 15-1802 F, "A person who is a member of an Indian tribe recognized by the US Department of the Interior whose reservation land lies in this state and extends into another state and who is a resident of the reservation is entitled to classification as an in-state student." Therefore, unclassified and out of state surcharges do not apply to such students.

Admission criteria to attend a college within the Maricopa County Community College District (MCCCD) is determined in accordance with state law (ARS §§15-1805.01 and 15-1821) and regulations of the Maricopa Community Colleges Governing Board and the Chancellor. As such, participants enrolled in courses as part of third party agreements are also subject to the same admissions criteria. This includes the participant resolving any current enrollment or administrative holds that are unrelated to the third party in existing student account, but that otherwise impact his/her eligibility to enroll in courses or participate in programs delivered by MCCCD faculty or staff.

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NON CONSENT ACTION ITEM

Governing Board Agenda Meeting Date: February 24, 2015 Item Number Item Title Responsible Agents 13.2 Proposed Fee Changes

Fiscal Year 2015-16 Budget Ms. Debra Thompson

Ms. Gaye Murphy Recommendation

It is recommended that the Governing Board approve the varied fee changes detailed on the attached submitted as an action item. These changes relate to course fees at several colleges across the district, detailed by college.

Justification

Justifications are included next to each proposed course fee on the attached detailed forms. In general, the proposed course fee increases include such items as increasing costs of supplies and materials, increased costs for technology items such as software, CDs, printer cartridges, and thumb drives, learning coaches and tutors, high end equipment, virtual lab access and lab kits, nursing simulation and medical equipment, dental hygiene instruments and clinical supplies, culinary program uniforms, small wares and ingredients, surgical technology, industrial maintenance training supplies, medical assistant and medical laboratory, phlebotomy and pharmacy tech supplies, career assessment instruments, videos and guest speakers, martial arts pads and mats, life drawing models, photography and massage therapy supplies.. Changes submitted to the Board include 134 new fees, 73 increased and 84 reduced or eliminated fees. New and increased fees are projected to provide $508,892 in additional revenue less $73,103 in reduced/eliminated fees for a net revenue impact of $435,789. These changes are detailed by college in the following table:


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources___________________ Res Dev. & Com. Relations ______________ College President _______________________

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Collection Period: Report: MB_8152015-16 Fall RunDate: 2/9/2015

New Incr Reduced/ New Incr Reduced/ TotalCollege Fees Fees Eliminated/Fees Fees Fees Eliminated Fees Change

Chandler/Gilbert 8 2 - 10,560$ 400$ -$ 10,960$

District -Wide 1 - - 3,300$ -$ -$ 3,300$

Estrella Mountain 5 2 5 2,165$ 1,200$ (3,600)$ (235)$

GateWay 8 4 - 17,040$ 7,820$ -$ 24,860$

Glendale 20 6 10 36,108$ 3,336$ (1,904)$ 37,540$

Maricopa Skill Center 27 1 - 157,535$ 2,400$ -$ 159,935$

Mesa - - - -$ -$ -$ -$

Paradise Valley 9 1 4 3,700$ 720$ (6,300)$ (1,880)$

Phoenix College 28 43 - 26,070$ 147,828$ -$ 173,898$

Rio Salado College 15 5 - 15,000$ 3,380$ -$ 18,380$

Scottsdale 8 5 65 22,050$ 15,600$ (61,299)$ (23,649)$

South Mountain - 4 - 1,680$ -$ 1,680$

Southwest Skill Center 5 - - 31,000$ -$ -$ 31,000$

Totals 134 73 84 324,528 184,364 (73,103) 435,789

Legend

New Fees: A fee for a new course or a fee for an existing course that did not have a fee

Increased: An increase in the fee for an existing course that already charged a course

Reduced/Eliminated Fees: Fees that were reduced or dropped. Fees for dropped courses have noRevenue impact

Course Fees

Count Projected Revenues

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Projected

Revenue

Projected

EnrollmentProposed

Fee

Current

FeeChange ReasonCourse TitleSectiionCourse

Collection Period: 2015-16 Fall Maricopa Community Colleges Course Fees

DISTRICT WIDE

Effective FALL 2015

Page 1 of 1

Run Date: 2/9/2015Report: MB_810

Governing Board Date: 2/24/2015

NUR295 ALL Registered Nurse Refresher Course 0.00New Course 110.00 30.00 3,300.00*

This course is the RN Refresher course, new courses for GWCC; have been offered at MCC. MCC has the students purchase a tote bag of

supplies; GWCC does not. Use is heavy in intravenous skills and many lab supplies have been used.

Background - What is the proposed course fee change?

Learning Objective - How will the course fee help students advance their learning objective?

Adhere to established safety practices to assure safe practice. Demonstrate effective use of strategies at the individual and systems levels to

reduce risk of harm to self and others. Demonstrate IV therapies that impact health, disease /illness prevention and health restoration. Calculate

safe oral and parenteral drug dosages for medication administration. Identify and demonstrate principles of safe medication administration for the

standard routes of administration. Identify selected prototypes with drug classifications and /or groupings affecting specific body systems including

drug actions, effects and nursing implications for safe administration.

Fee Usage - How will the fees be used?

Fees will be used to purchase IV catheters, fluids, tubing, and additional equipment such as dressings. IV pumps are used and the arm skins will

be replaced. Simulation is also done during these skill labs with simulation equipment used and specialized dressings and tapes are required for

the simulators.

Supplies List - Which supplies will be used directly by students?

IV catheters dressings fluids bags of IV saline and "drugs" IV tubings IV pumps Arm skins tourniquets gloves additional needles core needles vials

simulators and specialized equipment for simulators

* Effective immediately upon Governing Board approval 166 of 302

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2015-16 Fall Maricopa Community Colleges Course Fees Page 1 of 123

Course Section Course Title Change ReasonCurrent

Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Phoenix College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:

Unit: Report: MB_810


ART161 ALL Ceramics I Increased Costs $40.00 $50.00 100 $1,000.00


The proposed course fee change is to purchase supplies and equipment, maintain equipment, and fund the ceramics lab assistant. Costs of

glazing materials, clay, equipment and hourly wage for the assistant have increased substantially within the last five years.


The fees help students advance their learning objectives by providing the required supplies and materials to demonstrate the techniques of

working with clay, demonstrating the use of glazing materials and knowledge of kiln firing.


The fees will be used to purchase glazing materials, clay, kiln maintenance, machinery maintenance (gas and electric kilns, pottery wheels,

presses, extruders, spray systems, ventilation and safety equipment), purchase of replacement equipment, and wages for studio lab assistant.


The supplies used directly by students are glazing materials, clay, all equipment in ceramics studio, including pottery wheels, extruders,

presses, spray systems and all safety equipment.

ART162 ALL Ceramics II Increased Costs $40.00 $50.00 100 $1,000.00













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ART261 ALL Ceramics III Increased Costs $40.00 $50.00 100 $1,000.00













ART262 ALL Ceramics IV Increased Costs $40.00 $50.00 100 $1,000.00













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Phoenix College

Effective FALL 2015

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Collection Period:



ART290GC ALL Studio Art: Ceramics New Fees $0.00 $60.00 30 $1,800.00


The interest in ceramics has increased at Phoenix College (PC) and to meet the demand, this course will now be delivered by PC. The

proposed course fee change is to purchase supplies and equipment, maintain equipment, and fund the ceramics lab assistant.









presses, spray systems and all safety equipment. And access to a studio lab assistant.

ART290KC ALL Studio Art: Glazing Techniques New Fees $0.00 $50.00 30 $1,500.00













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ART290LC ALL Studio Art: Clay Bodies New Fees $0.00 $50.00 30 $1,500.00













BIO156 ALL Introductory Biology for Allied Health Increased Costs $25.00 $40.00 192 $2,880.00


The proposed course fee change is to support the development of science and medical analysis equipment and supplies.


The course fee helps students advance their learning objectives by providing the necessary medical analysis equipment and supplies required

for the pre-health programs delivered at Phoenix College. The competencies /objectives include a variety of activities student apply to develop

their critical thinking skills in science and medicine.


The fees are used to purchase the learning tools used such as Smartboards, student iPADS, software and other technologies used in a

state-of-the-art classroom. These tools provide a learning experience that engages and immerses student in the learning and skill development

process.


The supplies used directly by students are the Smartboards, iPADS, responder devices and the iPAD software.

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Phoenix College

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Collection Period:



BIO160 ALL Introduction to Human Anatomy and Physiology Increased Costs $35.00 $45.00 140 $1,400.00


The proposed course fee change is to support the development of science and medical analysis equipment and supplies.


The course fee helps students advance their learning objectives by providing the necessary medical analysis equipment and supplies required

for the pre-health programs delivered at Phoenix College. The objectives include a variety of activities student apply to develop their critical

thinking skills in science and medicine.


The fees are used to purchase the learning tools used such as Smartboards, student iPADS, software and other technologies used in a

state-of-the-art classroom. These tools provide a learning experience that engages and immerses student in the learning and skill development

process.


The supplies used directly by students are the Smartboards, iPADS, responder devices and the iPAD software.

BPC101 ALL Introduction to Computers New Fees $0.00 $15.00 20 $300.00


The proposed course fee change is to support the students with the required materials and supplies used for the delivery of the course content .

To date, PC has delivered the Module courses at one credit each and is now offering the three credit.


The fees will help students advance their learning objective by providing them with the required supplies and materials needed to learn the

content.


The fees will be used to provide tutors, class and lab materials and supplies.


The supplies used directly by students are paper, toner, and class and lab materials.

CIS122AE ALL Windows Operating System: Level II New Fees $0.00 $5.00 20 $100.00


The proposed course fee change is to support the students with the required materials and supplies used for the delivery of the course content.



content.





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Phoenix College

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Collection Period:



CIS133AA ALL Internet/Web Development Level I-A New Fees $0.00 $5.00 20 $100.00


The proposed course fee change is to support the students with the required materials and supplies used for the delivery of the course content.



content.





CIS238DL ALL Linux System Administration New Fees $0.00 $25.00 20 $500.00


The proposed course fee change is to support the students with the required materials and supplies used for the delivery of the course content .

This course is a Required Course for the Linux Professional program for which PC is now a participating college.



content.





CUL105 ALL Principles and Skills for Professional Cooking Increased Costs $75.00 $100.00 342 $8,550.00


The increase in food products requires the proposed fee change to support the students in their learning and skills development to cover costs of

food products necessary to teach this course content.


The course fee will help students advance their learning objectives by providing them with the necessary food productions required to teach the

competencies required in the Culinary Studies program. Students will prepare stocks and sauces, soups, vegetables, farinaceous products,

fish, meats, entrees, egg dishes, breads, pastries and desserts.


The fees will be used to purchase food products to be used for culinary classes.


The supplies for the course are the food products and other materials required to prepare stocks and sauces, soups, vegetables, farinaceous

products, fish, meats, entrees, egg dishes, breads, pastries and desserts.

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CUL107 ALL Principles and Techniques of Grade Manger Increased Costs $75.00 $100.00 342 $8,550.00





The course fee will help students advance their learning objectives by providing them with the necessary food products required to teach the








CUL113 ALL Commercial Baking Techniques Increased Costs $75.00 $100.00 342 $8,550.00













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CUL127 ALL Commercial Baking: Classical Desserts Increased Costs $75.00 $100.00 342 $8,550.00













CUL137 ALL Specialty Breads and Breakfast Pastry Increased Costs $75.00 $100.00 342 $8,550.00













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CUL201 ALL International Cusines Increased Costs $75.00 $100.00 342 $8,550.00













CUL203 ALL American Regional Cuisine Increased Costs $75.00 $100.00 342 $8,550.00













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CUL205 ALL French Cuisine Increased Costs $75.00 $100.00 342 $8,550.00













CUL207 ALL Pacific Rim Cuisine Increased Costs $75.00 $100.00 342 $8,550.00













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CUL209 ALL Italian Cuisine Increased Costs $75.00 $100.00 342 $8,550.00













CUL211BA ALL Professional Cooking Practicum New Fees $0.00 $50.00 10 $500.00


The purpose of this fee is to purchase food products, kitchen equipment, small wares, and other supplies such as towels, knives used in the

preparation of dishes/meals prepared by students.


The fee will help students advance their learning objectives by providing the required food products, small wares, and supplies to perform the

objectives set by the course competencies.


The fees will be used to purchase food products, equipment, small ware, and supplies required for the preparation of dishes /meals prepared by

students.


The supplies used directly by students are the food products, kitchen equipment, and other supplies such as towels and knives used in the


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CUL211BB ALL Professional Cooking Practicum New Fees $0.00 $50.00 10 $500.00


The purpose of this fee is to purchase food products, kitchen equipment, small wares, and other supplies such as towels, knives used in the



The fee will help students advance their learning objectives by providing the required food products, small wares, and supplies to perform the

objectives set by the course competencies.


The fees will be used to purchase food products, equipment, small ware, and supplies required for the preparation of dishes /meals prepared by

students.


The supplies used directly by students are the food products, kitchen equipment, and other supplies such as towels and knives used in the


CUL215 ALL Advanced Pastry Arts Increased Costs $65.00 $100.00 342 $11,970.00













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CUL217 ALL Commercial Wedding Cake Production Increased Costs $75.00 $100.00 342 $8,550.00













CUL219 ALL Professional Pastry Techniques Increased Costs $75.00 $100.00 342 $8,550.00













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Effective FALL 2015

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DHE120 ALL Pre-Clinical Dental Hygiene Increased Costs $2,700.00 $2,970.00 22 $5,940.00


Phoenix College (PC) has a dental clinic that provides dental services to low-income community members. Students enrolled in the PC Dental

Hygiene program are required to participate in laboratory and clinical settings for certification upon completion of the program. The course fees

are used to purchase the required tools and supplies used in a dentist office by Hygienists. With increased cost of these tools and supplies,

the Fee must be increased to provide students with the required experience as defined by the Commission on Dental Accreditation (CODA). In

addition, course fees for clinic and laboratory supplies has not been increased in the last three years and costs for these items has increased.


The fee helps students advance their learning objectives by providing them with the required tools and supplies which are mandatory for infection

control as dictated by the Occupational Health & Safety Administration (OSHA) and the Center for Disease Control (CDC) and to meet the

established competencies defined by CODA in preparation for their certification and professional careers.


The fees will be used to purchase the clinical and laboratory supplies and tools, which increase every year, required for student to perform the

dental treatment of their patients scheduled at the PC Dental Clinic.


The supplies used directly by students are clinical disposable supplies such as barrier wraps for equipment, gauze, patient bibs, tray covers;

personal protective equipment for students and patients; and all necessary infection control supplies such as disinfectants, germicidal sprays,

gloves, gowns, and protective eye wear.

DHE125 ALL Dental Radography Laboratory Increased Costs $175.00 $195.00 22 $440.00


















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DHE133 ALL Dental Hygiene Clinic I Increased Costs $600.00 $660.00 22 $1,320.00


















DHE202 ALL Dental Materials Laboratory Decreased Costs $75.00 $85.00 22 $220.00


















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DHE213 ALL Dental Hygiene Clinic II Increased Costs $775.00 $859.00 22 $1,848.00


















DHE233 ALL Dental Hygiene Clinic III Increased Costs $600.00 $660.00 22 $1,320.00


















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EMT104AB ALL Applied Practical Studies for Emergency Medical

Technology

New Fees $0.00 $75.00 80 $6,000.00


The purpose of the course fee is to reduce the external expenses currently paid for by students required as part of the external clinical partner

experience (drug testing, Department of Public Safety Background Checks, Flu Vaccination, and Clinical Background) and to align with our

sister colleges offering the Emergency Medical Technology programs requiring this course as a Required Course.


The fee will help advance students learning objectives by providing the materials to perform the patient assessments required by the Arizona

Department of Health Services rule for patient contacts without using clinical contracts, facilities.


The fees will be used to off-set the costs for skilled evaluators.


No supplies are directly used by students

MAS210 ALL Aseptic Techniques Increased Costs $80.00 $95.00 35 $525.00


The proposed increase of the course fee change is to maintain the required supplies used by students in the laboratory exercises for the

completion of the course content.


The course fee helps students advance their learning objectives by providing them with the supplies needed to perform their "hands-on"

exercises to ensure that they are competent in the skills and knowledge of the course content and are workforce ready.


The fees will be used to purchase the supplies used by students.


The supplies used directly by students are culture plates and supplies, glass slides, staining materials, sharps, blood testing materials and

reagents, testing kits, and other medical supplies required to complete the course competencies/objectives.

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Collection Period:



MAS220 ALL Laboratory Testing in Patient Care Service Centers Increased Costs $80.00 $95.00 35 $525.00










The supplies used directly by students are reagents and controls for laboratory testing, specimen containers, sharps, blood testing materials

and kits, and other medical supplies required to complete the course competencies.

MAS230 ALL Emergencies in the Medical Office Increased Costs $30.00 $40.00 35 $350.00










The supplies used directly by students are splints, braces, dressings, crutches, AED electrodes and other medical supplies required to

complete the course competencies/objectives.

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Collection Period:



MAS240 ALL Applied EKG Increased Costs $40.00 $45.00 35 $175.00










The supplies used directly by students are electrodes and thermal EKG paper and other supplies required to complete the course

competencies/objectives.

MAS260 ALL Clinical Procedures Increased Costs $65.00 $80.00 35 $525.00










The supplies used directly by students are dressings, orthopedic equipment, examination supplies, ear irrigators, medical office examination

supplies, sutures, tongue blades, cotton applicators, and other medical supplies required to complete the course competencies/objectives.

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Collection Period:



MAS265 ALL Administration of Medication Increased Costs $80.00 $100.00 35 $700.00










The supplies used directly by students are medication dosage equipment, syringes, "practice" medications, alcohol wipes, band-aids, and other

medical supplies required to complete the course competencies/objectives.

MAT112 ALL Mathematical Concepts and Applications New Course $0.00 $5.00 150 $750.00


This is a new course delivery for Phoenix College and the course fee is to support students with the required supplies needed.


The course fee helps students advance their learning objective by providing them access to the online tutoring and learning management

systems used in the delivery of mathematics content.


The fee will be used to provide students access to online mathematics applications used to delivery the content of the course and to defray the

cost of repair of, update, or replace technologies purchased by the mathematics department.


The supplies used directly by students are computers, laptops, calculators and other mathematics tools and instructional software.

MAT217 ALL Mathematical Analysis for Business New Fees $0.00 $5.00 25 $125.00











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MAT256 ALL Investigating Quantity: Number Operations and

Numeration Systems

New Course $0.00 $5.00 40 $200.00











MAT275 ALL Investigating Geometry, Probability and Statistics New Course $0.00 $5.00 30 $150.00











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Collection Period:



MDL252 ALL Clinical Preparation I New Course $0.00 $75.00 25 $1,875.00


This is a new course, first of two, for students in the Medical Laboratory Science programs. The course fee will be used to provide the required

learning tools and supplies needed to simulate the experience students will have during their clinical externship and in the workplace.


The fee will help students advance their learning objective by providing them with the required tools and supplies used in the workplace to

perform the duties and responsibilities they will be assigned.


The fees will be used to purchase the equipment, supplies and supporting materials to perform the laboratory activities simulating those

performed in the workplace.


The supplies and tools used directly by students are microscopes, urinalysis and body fluid analysis equipment, hemacytometers, serofuges,

and cell washers. In addition, fees will be used to maintain equipment/tools used and replenish the supplies used by students.

MDL263 ALL Clinical Preparation II New Course $0.00 $75.00 25 $1,875.00


This is a new course, second course, for students in the Medical Laboratory Science programs. The course fee will be used to provide the

required learning tools and supplies needed to simulate the experience students will have during their clinical externship and in the workplace.


The fee will help students advance their learning objective by providing them with the required tools and supplies used in the workplace to

perform the microbiology and chemistry duties and responsibilities they will be assigned.


The fees will be used to purchase the equipment, supplies and supporting materials to perform the laboratory activities simulating those

performed in the workplace.


The supplies and tools used directly by students are microscopes,culture media, identification kits, biochemical reagents, stains, toxicology

kits, osmometers, pH meters and spectrophotometers. In addition, fees will be used to maintain equipment /tools used and replenish the

supplies used by students.

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Collection Period:



MKT101 ALL Introduction to Public Relationss New Fees $0.00 $5.00 20 $100.00


The purpose of the course fee is to support the students with the required materials and supplies used for the delivery of the course content.



content.


The fees will be used to provide class and lab materials and supplies.



MKT110 ALL Marketing and Social Networking New Fees $0.00 $25.00 20 $500.00





content.





MKT111 ALL Applied Marketing and Social Networking New Course $0.00 $25.00 20 $500.00





content.





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Collection Period:



MKT268 ALL Merchandising New Fees $0.00 $5.00 20 $100.00


.The purpose of the course fee is to support the students with the required materials and supplies used for the delivery of the course content.



content.





MTC192 ALL Electronic Music II Increased Costs $55.00 $75.00 15 $300.00


This course is part of the course requirements for the Music programs delivered at Phoenix College. Fees are used to pay for direct costs of

hardware and software and other equipment used in the area of music production.


The fees will advance student learning by providing them with current versions of software and hardware needed to meet the skills developed in

the area of music production.


The fees will be used to purchase the software and hardware and other equipment and supplies required to perform the skills developed in the

area of music production.


The supplies used directly by students are the music software and hardware designed for music production and other equipment such as

microphones, MIDI (Musical Instrument Digital Interface) keyboards and controllers, and other audio recording equipment in the area of music

production.

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Phoenix College

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Collection Period:



MTC193 ALL Computer-Based Sound Synthesis Increased Costs $55.00 $75.00 16 $320.00













production.

MTC291 ALL Electronic Music III Increased Costs $55.00 $75.00 5 $100.00













production.

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MUC111 ALL Digital Audio Workstation I (DAW I) Increased Costs $55.00 $75.00 10 $200.00













production.

MUC112 ALL Digital Audio Workstation II (DAW II) Increased Costs $55.00 $75.00 10 $200.00













production.

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Collection Period:



MUC122 ALL Sound Design I New Fees $0.00 $75.00 10 $750.00













production.

MUC195 ALL Studio Music Recording I Increased Costs $55.00 $75.00 45 $900.00













production.

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Collection Period:



MUC196 ALL Studio Music Recording II Increased Costs $55.00 $75.00 16 $320.00













production.

MUC197 ALL Live Sound Reinforcement I Increased Costs $45.00 $75.00 15 $450.00


The proposed course fee change is to provide students pursuing the field of electronic music with state -of-the-art hardware, software and tools

required in the industry of electronic music.








The supplies used directly by students are music software and hardware, microphones, MIDI (Musical Instrument Digital Interface) keyboards

and controllers, other audio recording equipment in the area of music production.

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Collection Period:



MUC198 ALL Live Sound Reinforcement II Increased Costs $55.00 $75.00 15 $300.00













MUC222 ALL Sound Design II New Fees $0.00 $75.00 10 $750.00













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Collection Period:



MUC295 ALL Studio Music Recording III New Fees $55.00 $75.00 10 $200.00













PED115 ALL Lifetime Fitness Increased Costs $20.00 $45.00 300 $7,500.00


The proposed course fee change is to support the facilitation of student enrollment at the Young Mens Christian Association (commonly known

as YMCA or simply the Y) which is the new facility to be used instead of the Phoenix College Fitness Center which is scheduled to be closed.


The course fee helps students advance their learning objective by continuing to provide them with a professional fitness trainer that will guide

them in using the various fitness equipment used to develop and or maintain their personal fitness, strength and vitality goals such as but not

limited to cardiovascular exercise, weight training, flexibility and balance exercises applicable to lifetime fitness via a personalized fitness plan.


The fee will be used to support students enrolling in the Lifetime Fitness classes scheduled as agreed upon with the YMCA.


The supplies used directly by students are fitness equipment and tools such as universal gym weights, free weights, yoga pads, step blocks

and many others too numerous to mention designed to support the lifetime fitness goals by set by the student and trainer.

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Effective FALL 2015

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Collection Period:



PED224 ALL Strength and Conditioning for Sport Performance:

Advanced

New Fees $0.00 $20.00 60 $1,200.00


All PED activity related courses have fees to support students physical -conditioning needs by providing state-of-the-art equipment, tools and

supplies used in the world of fitness.


The fee will help students advance their learning objective by providing them with well maintained and safe equipment required to perform

specific physical activities safely.


The fees will be used to provide the required exercise equipment such as weights, straps, balls, balance pads, mats, racks, bands and other

equipment/supplies needed to enhance the strength and conditioning required for the performance of student's selected sport.


The supplies used directly by students are weights, straps, balls, balance pads, mats, racks, bands and other equipment /supplies needed to

gain strength and conditioning sought.

PED225 ALL Strength and Conditioning for Sport Performance: Elite New Fees $0.00 $20.00 60 $1,200.00


All PED activity related courses have fees to support students physical -conditioning needs by providing state-of-the-art equipment, tools and

supplies used in the world of fitness.


The fee will help students advance their learning objective by providing them with well maintained and safe equipment required to perform

specific physical activities safely.


The fees will be used to provide the required exercise equipment such as weights, straps, balls, balance pads, mats, racks, bands and other

equipment/supplies needed to increase the strength and conditioning required for the performance of student's selected sport.


The supplies used directly by students are weights, straps, balls, balance pads, mats, racks, bands and other equipment /supplies needed to

gain strength and conditioning sought.

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Effective FALL 2015

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Collection Period:



RDG095 ALL Intensive Foundations for College Reading New Fees $0.00 $10.00 70 $700.00


The purpose of the course fee is to support the teaching and learning of the students by providing them with the necessary materials needed.


The course fee will help students advance their learning objectives by providing the learning tools required to increase their success and

persistence in this course.


The fees will be used to purchase learning tools such as computer hardware and software designed for reading and to provide tutoring.


All supplies and materials purchased and supplied will be used directly by students to meet their learning objectives.

RDG100 ALL Successful college Reading New Course $0.00 $10.00 140 $1,400.00


This is a New Course designed to provide contextualization of Reading skills as well as just -in time support for students taking classes in other

disciplines or technical programs.


In support of the Student Success Program Initiative, the course fee will help students learning objectives by providing them access to the

software designed to support the teaching and learning of content in other disciplines and technical programs.


The fees will be used to ensure that the computers and software in the lab are maintained and updated to meet the learning objectives of the

course. In addition, the fees will support the hiring of tutors.


The supplies used directly by students are the computer hardware, software, materials used in class and access to tutors to assist in their

learning.

TEC112AQ ALL Pattern Alteration and Fit New Fees $0.00 $25.00 15 $375.00




The course fee helps student learning objective by providing therm with the tools and supplies used in class to design, develop and /or alter

patterns for properly fitted clothing.


The fees will be used to purchase pattern paper, muslin, French curves, fashion rulers, and other tools for altering patterns.


The supplies used directly by students are paper for pattern making, muslin, French curves, fashion rulers, and other tools used for pattern

alterations.

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Collection Period:



TEC128 ALL Home Upholstery New Fees $0.00 $20.00 36 $720.00




The course fee helps student advance their learning objective by providing them with the supplies required to complete an upholstery project.


The fees will be used to purchase the supplies and tools used in upholstery.


The supplies used directly by students is padding, webbing, staples, staple guns, compressor and other materials used in upholstery.

TEC129 ALL Sewing with a Serger Increased Costs $5.00 $20.00 20 $300.00


The cost of materials and supplies have increased and the current fee is insufficient to support student projects.


The course fee will help students advance their learning objective by providing them with the materials and supplies to construct garments and

samples using a serger.


The fees will be used to service the sergers, to purchase serger thread and to purchase fabrics for students' samples.


The supplies used directly by students are sergers, serger thread, fabrics for samples and other supplies required for delivery of the course

content.


150



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Glendale Community College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART 116 ALL Life Drawing I Increased Costs $30.00 $45.00 40 $600.00


We currently have 8 sections a year with a max of 22 students for a total of $660.00. if the fee stays at $30.00. Life drawing models earn approx

$15.00 an hour for an average cost of $1,400, per section. Currently this spring 15 semester we will be paying one (1) live model $2,568.65, and

we will still need to employ 5 more models.


The competencies for this class cannot be meet without the use of live models.


To help offset the cost of our live models.


Live models

ART 117 ALL Life Drawing II Increased Costs $30.00 $45.00 40 $600.00








To help offset the cost of live models.


Live models

ART 216 ALL Life Drawing III Increased Costs $30.00 $45.00 40 $600.00










Live models.

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Collection Period:



ART 217 ALL Life Drawing IV Increased Costs $30.00 $45.00 40 $600.00










Live models.

CIS 107 ALL The Electronic Game Industry New Course $0.00 $4.00 24 $96.00


This is a new course for Glendale


Fees will enhance our student knowledge for the Electronic Game Industry.


For specialized instructional support services and material.



CIS 120DC ALL Flash: Digital Animation Decreased Costs $3.00 $2.00 48 $-48.00


Due to the structure change and technology we no longer have to print as much.


Fees will enhance our student knowledge and success in Digital Animation.





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Collection Period:



CIS 150AB ALL Object Oriented Programming New Course $0.00 $4.00 24 $96.00


This is a new course for Glendale


Fees will enhance our student knowledge and success in programming.





CIS 151 ALL Computer Game Development - Level I New Course $0.00 $4.00 24 $96.00


This is a new course for Glendale.


Fees will enhance our student knowledge and success in Computer game development.




course related printed materials and specialized instructional support .

CIS 162AD ALL C#: Level I Decreased Costs $3.00 $2.00 24 $-24.00


Due to a course structure change and the use of technology we are able to reduce this fee. However, we need the fee because of the lab aspect

of this course.


Fees will enhance our student knowledge and success in the C# program.


For course related printed materials and specialized instructional support services.


Course related printed materials and specialized instructional support.

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Collection Period:



CIS 251 ALL Computer Game Development : Level II New Course $0.00 $2.00 24 $48.00


This is a new course for Glendale.


Fees will enhance our student knowledge and success in computer game development.


For course related printed materials and specialized instructional support services.


Course related printed materials and specialized instructional support.

CIS 263AA ALL Java Programming: Level II Decreased Costs $3.00 $2.00 24 $-24.00


This fee was too high for this class. No specialized needs.


N/A


N/A


N/A

CIS 270 ALL Essentials of Network and Information Security Decreased Costs $3.00 $2.00 48 $-48.00


This fee was too high for this class. No specialized needs.


N/A


N/A


N/A

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Collection Period:



CPD 102AB ALL Career Exploration Increased Costs $16.00 $25.00 52 $468.00


Increase cost of materials. We use the Meyers-Briggs & Strong Assessment, which has increased our cost from $16.00 to $25.00


This is a career exploration class and the Strong and Myers-Briggs career assessments help students learn more about themselves and what

occupations might be worth further exploration.


To cover cost of materials.


Strong and Myers-Briggs Career Assessments.

CPD 104 ALL Career and Personal Development Increased Costs $16.00 $25.00 52 $468.00


Increase cost of materials. We use the Meyers-Briggs & Strong Assessment, which has increased our cost from $16.00 to $25.00


This is a career exploration class and the Strong and Myers-Briggs career assessments help students learn more about themselves and what

occupations might be worth further exploration.


To cover cost of materials.


Strong and Myers-Briggs Career Assessments.

CPD 150 ALL Strategies for College Success Increased Costs $0.00 $15.00 2,300 $34,500.00


We are introducing a new assessment tool "Strength Quest"


The tool will help students learn about themselves and their own strengths and weaknesses as it pertains to Strategies for College Success.


Specialized media, resource videos, resource books, specialized instructional support services and our guest presenters.


Specialized media, resource videos, resource books, specialized instructional support services and our guest presenters.

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Collection Period:



CPD 160 ONLINE Introduction to Multiculturalism Decreased Costs $2.00 $0.00 52 $-104.00


Online sections of this course do not need a fee.


N/A


N/A


N/A

EMT 101AB ALL Cardiopulmonary Resuscitation/Basic Cardiac Life

Support

New Fees $0.00 $25.00 18 $450.00


This is a new course for the college.


Fees will allow students to complete learning objectives through a hybird learning environment supported by the American Heart Association.


Course fee will be used to provide students access to the third party website in order to complete the cognitive component. Fees will also be

used for CPR mannequin, pocket mask barrier devices, bags valve mask resuscitators, automated external defibrillators and related equipment

supplies.


CPR mannequin, pocket mask barrier devices, bags valve mask resuscitators, automated external defibrillators and related equipment supplies.

ENH 114 ONLINE African American Literature Decreased Costs $2.00 $0.00 24 $-48.00


The online sections of this course do not need a fee.


N/A


N/A


N/A

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Collection Period:



LEO 202 ALL Peace Officer Certification II Decreased Costs $150.00 $100.00 30 $-1,500.00


This course is the second semester of the peace officer certification course. Due to changes with the course structure we can lower the cost for

the students.


Provides the most current up-to-date printed and electronic handouts and materials.


Fees will be used for printed handouts and electronic materials per AzPost Standards.


AzPost Performance objectives; class lecture handouts; range targets; traffic templates; academy coin; class flag; criminal and traffic law

manual and emergency response guidebook.

MGT 102 ALL Introduction to Supply Chain Management New Course $0.00 $2.00 24 $48.00


This course is a new course for GCC.


Fees will allow students to complete their learning objectives through a learning environment.





MGT 160 ALL Project Management New Course $0.00 $2.00 24 $48.00


This course is new to GCC.







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Collection Period:



MST 150EI ALL Configuring Windows 8 New Course $0.00 $2.00 24 $48.00


This is a new course for GCC.


To enhance our students success and knowledge in configuring windows 8.





MST 155DB ALL Configuring Advanced Window Server Services New Course $0.00 $2.00 24 $48.00


This course is new to GCC.


To enhance our students success and knowledge in Configuring Advanced Window Server Services.





MST 157DB ALL Window Server New Course $0.00 $2.00 24 $48.00


This is a new course to GCC.


To enhance our students knowledge and success in the window server program.





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Effective FALL 2015

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Collection Period:



MST 158DB ALL Installing and Configuring Windows Server New Course $0.00 $2.00 24 $48.00


This is a new course to GCC.


To enhance our students success and knowledge in Installing and Configuring Windows Server.





OAS 101AA ALL Computer Typing I: Keyboard Mastery Increased Costs $0.00 $2.00 24 $48.00


We no longer have a budget to hire teacher to staff our lab areas. this will allow us to hire support for our students.


Fees will allow student to complete their learning objectives through a learning environment.





OAS 101AB ALL Computer Typing I: Letters, Tables and Reports Increased Costs $0.00 $2.00 24 $48.00




Fees will allow student to complete their learning objectives through a learning environment.





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Collection Period:



OAS 101AC ALL Intermediate Typing Increased Costs $0.00 $2.00 24 $48.00









PAD 100 ALL 21st Century Public Policies and Service New Course $0.00 $2.00 24 $48.00


This is a new course for GCC


To enhance the success and knowledge of our students in the 21st Public Polices course.





PAD 200 ALL Public Affairs New Course $0.00 $2.00 24 $48.00


This is a new course for GCC.


To enhance the success and knowledge in our Public Affairs class.





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Collection Period:



PSY 244 ALL Internship in Psychology Decreased Costs $5.00 $0.00 12 $-60.00


This is an internship class we do not need a fee attached.


N/A


N/A


N/A

REA 179 ALL Real Estate Principles I Decreased Costs $3.00 $2.00 24 $-24.00


Due to the change in the course competencies we no longer need to print out as much materials and their is no lab attached to this course.


N/A


N/A


N/A

REA 180 ALL Real Estate Principles II Decreased Costs $3.00 $2.00 24 $-24.00


Due to the change in the course competencies we no longer need to print out as many materials and the is no lab needed.


N/A


N/A


N/A

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Collection Period:



REA 290AH ALL Real Estate Seminar: Contract Writing Increased Costs $0.00 $2.00 48 $96.00


Due to the change in the course competencies we will need to print out as much materials and their is a lab.


To enhance the students success in our Real Estate contract class.





REL 151 PERSON Religion in the Hispanic World New Course $0.00 $2.00 27 $54.00


This is a newly developed/approved course that has not been taught before on this campus.


The fees will make learning materials readily accessible to students for their own personal and class use.


For specialized Software, material and media.


For specialized Software, material and media.

THP 241 ALL Oral Interpretation of Literature Increased Costs $0.00 $3.00 48 $144.00


This class is linked with COM 241, which has $3.00 fee we need the THP 241 course to reflect the same fee.


Students will have the opportunity to learn communication skills through videos, guest speakers and the class activities.


Fees will be used to obtain specialized videos, guest speakers and the production of theatrical course related activities.


Specialized media, software and guest speakers.


200



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

GateWay Community College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



DMS110LL ALL Introduction to Ultrasound Lab New Course $0.00 $25.00 24 $600.00


The Introduction to Ultrasound Lab DMS110 was changed in curriculum to separate it from the Lecture course. The lab fees in the old course

need to be reinstated to run this course.


Develop psychomotor skills needed to perform sonographic imaging and diagnosis.


Provide funding for laundry, gel, and general ultrasound imaging supplies.


Towels, gel, gloves, table paper, cleaning supplies

DMS120 ALL Ultrasound Imaging: Abdominal Procedures I Laboratory New Course $0.00 $100.00 24 $2,400.00


The Abdomen Lab DMS120 was changed in curriculum to separate it from the Lecture course. The lab fees in the old course need to be

reinstated to run this course.


Develop psychomotor skills needed to diagnose and perform ultrasound imaging of the abdomen and small body parts as specified in the

American Institute of Ultrasound in Medicine (AIUM) procedures protocols.


Purchase general supplies for the ultrasound labs, provide pay for assistants to help students develop skills and assist faculty.


Assistant pay, towels, gel, cleaning supplies, machine maintenance, general lab supplies

DMS210LL ALL Concepts of Vascular Imaging Laboratory New Course $0.00 $35.00 20 $700.00


The vascular lab course DMS210 was changed in curriculum to separate it from the Lecture course. The lab fees in the old course need to be

reinstated to run this course.


Develop psychomotor skills needed to perform non-invasive vascular examinations.


To purchase the supplies needed for students to develop ultrasound scanning skills needed in the lab on campus.


Towels, laundry, machine maintenance, gel, general supplies for lab.

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



HCS101AA 25482 Introduction to Hospital Central Service Other $0.00 $274.00 30 $8,220.00*Background - What is the proposed course fee change?

The Hospital Central Service program teaches students how to readily set up instrument trays for the operating room, inspect, protect, repair

instruments for use. This program is now expanding as technology expands in the operating room. Students will gain knowledge in specialty

instrumentation.


The Hospital Central Service program is expanding content into specialties that are now premier use in procedures of the operating room. They

include microsurgical, laser, robotic, cameras, powered surgical and endoscopic instruments. Now students must understand how to care for

and maintain specialty instruments that are on the forefront of surgical instrumentation.


The International Association of Healthcare Central Service Materiel Management (IAHCSMM) cost for the student "Instrumentation Specialist

Boxed Course" is $149.00. The IAHCSMM Central Service Instrument Specialist Exam is $125.00.The sum total of this request is for the book

box and fee for the examination provided by IAHCSMM and totals $274.00.


The supply request needed for this course is the IAHCSMM CIS book box and CIS Specialist Exam fee.

NUC243 ALL Nuclear Medicine Image Evaluation IV New Fees $0.00 $50.00 20 $1,000.00


The course requires office supplies for the students to assemble their case presentations from their clinical sites.


To get the students the supplies needed for the evaluation of images related to clinical situations and procedures including patient history,

patient preparation, name and energy of radiopharmaceutical, method of localization, dosimetry, and method of clearance. Normal and abnormal

distribution. Need for additional views and/or procedures. Technical limitations, protocol and equipment parameters and procedure results


For the office supplies needed for the students to get the material and present their imaging, and reports for evaluation cases from studies

preformed at the clinical site.


Three ring folders, slash pocket folders, thermal printable CD-R, Pockets for CD's, sharpie pens.

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



NUC244 ALL Fundamentals of Nuclear Medicine V New Course $0.00 $100.00 20 $2,000.00


Course modifications have just been completed for NUC 244 to meet the JRCNMT accreditation of increase lab time for radiopharmaceuticals .

We will need to buy the supplies for student to practice the steps needed to make and quality control radiopharmaceuticals in this lab course


Radiopharmacy and interventional drugs preparation, calculation, administration quality control, routes of administration, biodistribution

mechanisms, interfering agents, contraindications, adverse reactions and regulations interactions of ionizing radiation with human tissue, its

potential effects, and dosimetry


To purchase the supplies needed for students to develop radiopharmaceutical skills needed in the lab on campus.


Glassware, safety supplies, radiopharmaceutical cold kits, quality control supplies and equipment.

NUC253 ALL Nuclear Medicine Image Evaluation V New Fees $0.00 $50.00 20 $1,000.00


The course requires office supplies for the students to assemble their case presentations from their clinical sites.


To give the students the supplies needed for the evaluation of images related to clinical situations and procedures including patient history,

patient preparation, name and energy of radiopharmaceutical, method of localization, dosimetry, and method of clearance. Normal and abnormal

distribution. Need for additional views and/or procedures. Technical limitations, protocol and equipment parameters and procedure results


For the office supplies needed for the students to get the material and present their imaging, and reports for evaluation cases from studies

preformed at the clinical site.


Three ring folders, slash pocket folders, thermal printable CD-R, Pockets for CD's, sharpie pens.

PED115 ALL Lifetime Fitness Increased Costs $25.00 $45.00 230 $4,600.00


Provide resources and tools for the Fitness Center students


Increase personal fitness, strength, and vitality. Current principles of cardiovascular exercise, weight training, flexibility, and balance exercises

applicable to lifetime fitness goals. Personalized fitness plans developed and implemented with support of highly trained fitness professionals .

Techniques to make sessions more effective and enjoyable


To cover the cost of the Fitness Center contract (YMCA)


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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



PON210 23593 Perioperative Principles Increased Costs $100.00 $170.00 14 $980.00


The R.N. surgical technology student is requested to participate from the very first 8 hour shift of clinical in the operating room setting along with

the surgical team in a surgical procedure. Students must be prepared to don a gown, glove themselves, glove a surgeon, and assist other team

members to dress in surgical attire. It is the responsibility of the student to be prepared to function in all the roles to insure that all team

members are sterile in the field. Demonstration of these skills will allow the student to be endorsed as a surgical team member and for those

involved to instruct the student.


Gowning, gloving and draping is a primary function for the R.N. surgical technologist. Aseptic technique is paramount to the success of the

student in clinical. Students are evaluated in lab and also in the clinical site from the first clinical day on their draping abilities. Confidence

relays to the clinical site that the student is adequately prepared to participate in the operating room and proceed to the procedure. Students

are assessed for their value as an employee. Those that can perform initially without basic instruction are endorsed by the staff and encouraged

to hire for a position. Students must be highly confident in their role and their skills to be considered for further education on a surgical team.


Each student is requiring use of an additional $70.00 of draping supplies to complete their learning in this course. Currently we do not have

adequate stock due to the increase in cost of draping supplies. Donations are being used but that is difficult to acquire throughout the course

and is not adequate to maintain drapes for ongoing learning.


The drape supply list that is drastically in need for this course includes :gloves, gowns, shoe covers, masks, laparotomy sheets, thyroid sheets,

split drapes, leggings, Laparoscopic Assisted Vaginal Hysterectomy drapes, bouffant caps, shoe covers, masks, upper and lower extremity

drapes.

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Collection Period:



SGT103AA 23553 Surgical Asepsis Increased Costs $65.00 $135.00 16 $1,120.00


The Surgical Technology program is very much in need of sterile drape supplies for students to use to practice with while working in lab

performing surgical procedures. The lab requires that the student learn to apply drapes in a manor that preserves the sterility of the drape, the

surgical prep and due to the cost to the institution the student must learn to be fluid in the application to contain cost. Practice in multiple

specialties of surgery requires adeptness with this process and manor of application. The student must have ample time and draping materials

to practice until they are completely safe for the patient and without incurring contamination. Thus far the program has only enough draping

supplies to allow students to attempt draping several times. This lack of supplies creates an in sufficient time needed for the student to

complete the learning necessary to function flawlessly in the operating room arena. Hospitals are highly aware of the cost of contamination

which leads to infection of the patient and increased cost of hospitalization. Sterile technique in the operating room is highly valued and critical

to the success of a patient surgery.


Draping is a primary function for the surgical technologist. Aseptic technique is paramount to the success of the student in clinical. Students

are evaluated in lab and also in the clinical site from the first clinical day on their draping abilities. Confidence relays to the clinical site that the

student is adequately prepared to participate in the operating room and proceed to the procedure. Students are assessed for their value as an

employee. Those that can perform initially without basic instruction are endorsed by the staff and encouraged to hire for a position. Students

must be highly confident in their role and their skills to be considered for further education on a surgical team.






The drape supply list that is drastically in need for this course includes: laparotomy sheets, thyroid sheets, split drapes, leggings, Laparoscopic

Assisted Vaginal Hysterectomy drapes, bouffant caps, shoe covers, masks, upper and lower extremity drapes.

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



SGT105 23609 Surgical Technology Pre-Clinical New Fees $0.00 $70.00 16 $1,120.00


The surgical technology student is requested to participate from the very first 8 hour shift of clinical in the operating room setting along with the

surgical team in a surgical procedure. Students must be prepared to don a gown, glove themselves, glove a surgeon, and assist other team

members to dress in surgical attire. It is the responsibility of the student to be prepared to function in all the roles to insure that all team

members are sterile in the field. Demonstration of these skills will allow the student to be endorsed as a surgical team member and for those

involved to instruct the student.


Gowning, gloving and draping is a primary function for the surgical technologist. Aseptic technique is paramount to the success of the student in

clinical. Students are evaluated in lab and also in the clinical site from the first clinical day on their draping abilities. Confidence relays to the

clinical site that the student is adequately prepared to participate in the operating room and proceed to the procedure. Students are assessed

for their value as an employee. Those that can perform initially without basic instruction are endorsed by the staff and encouraged to hire for a

position. Students must be highly confident in their role and their skills to be considered for further education on a surgical team.






The surgical attire list consists of bouffant hats, masks, shoe covers, laparotomy sheets, thyroid sheets, spolit draps, leggings, laparoscopic

assisted vaginal hysterectomy drapes, upera nd lower extremity drapes.

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Effective FALL 2015

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Collection Period:



SGT110 LAB 23431 Basic Surgical Procedures Laboratory Increased Costs $90.00 $160.00 16 $1,120.00*Background - What is the proposed course fee change?

The Surgical Technology program is very much in need of sterile drape supplies for students to use to practice with while working in lab

performing surgical procedures. The lab requires that the student learn to apply drapes in a manor that preserves the sterility of the drape, the

surgical prep and due to the cost to the institution the student must learn to be fluid in the application to contain cost. Practice in multiple

specialties of surgery requires adeptness with this process and manor of application. The student must have ample time and draping materials

to practice until they are completely safe for the patient and without incurring contamination. Thus far the program has only enough draping

supplies to allow students to attempt draping several times. This is not sufficient time for the student to complete the learning necessary to

function flawlessly in the operating room arena. Hospitals are highly aware of the cost of contamination which leads to infection of the patient

and increased cost of hospitalization. Sterile technique in the operating room is highly valued and critical to the success of a patient surgery.


Draping is a primary function for the surgical technologist. Aseptic technique is paramount to the success of the student in clinical. Students

are evaluated in lab and also in the clinical site from the first clinical day on their draping abilities. Confidence relays to the clinical site that the

student is adequately prepared to participate in the operating room and proceed to the procedure. Students are assessed for their value as an

employee. Those that can perform initially without basic instruction are endorsed by the staff and encouraged to hire for a position. Students

must be highly confident in their role and their skills to be considered for further education on a surgical team.






The drape supply list that is drastically in need for this course includes: laparotomy sheets, thyroid sheets, split drapes, leggings, Laparoscopic

Assisted Vaginal Hysterectomy drapes, bouffant caps, shoe covers, masks, upper and lower extremity drapes.


210



Fee

Proposed

Fee

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Enrollment

Projected

Revenue

Maricopa Skill Center

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ABO155 ALL Auto Body Refinishing Fundamentals Increased Costs $0.00 $25.00 20 $500.00


Increase Fee


The fee allows students to meet the competencies in the lab portion of the course


Materials allow students to complete the lab portion of the course


Sandpaper, rubbing compound and paper masking materials

CNP105 ALL Supporting the Windows Operating System and PC

Hardware

Increased Costs $714.00 $834.00 20 $2,400.00


Increase- The Computer Support Specialist program would like to add more mobile and tablet experience for the students. The additional fee will

cover adding in a tablet into the student kits they receive.


The fee will include tablets into the classroom for students so we can expand their knowledge by adding this into the current curriculum.


The additional fee will go toward the addition of a basic tablet and other materials for students to master course competencies and gain

experience and hands on practice.


Full student kit - Full computer tower including motherboard, RAM, processor, computer tower, CD ROM disc drive, hard drive, computer

operating system, computer monitor, mouse, computer keyboard and basic tablet.

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Effective FALL 2015

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Collection Period:



COS301 ALL AZ Law and Orientation New Fees $0.00 $650.00 25 $16,250.00


Materials will enable learners to meet course/program competencies.


The fee pays for consumable supplies that allows students to meet course competencies.


The fee pays for consumable supplies for the hands on portion of the course.


Kit including: SHEAR 5 1/2" ICE TEMPERED W / REST, SHEAR SET, PRECISION SHEAR, THINNING SHEAR 28-T 6 1/2", 3/4" MARCEL,

GOLD PLATED BARREL, 1/2" MARCEL, GOLD PLATED BARREL, HOT PRESSING COMB 85W W/10, SINGLE FEATHER RAZOR, BLACK,

WAHL ESSENTIALS CLIPPER/TRIMMER, DRYER 1600W TURBO SOFT GRIP, DIGITAL CERM NANO-SILVER TRMLN, AIR DIFFUSER

SOFT FINGER, BRUSH SMALL HOT CURLER 1 1/4", BRUSH MEDIUM HOT CURLER 1 1/2", BRUSH X-LARGE HOT CURLER 2", BRUSH

JUMBO HOT CURLER 3", BRUSH LARGE HOT CURLER 1 ¿, BRUSH LARGE BLEND BOAR BRISTLE 2.5", BRUSH 7 ROW VENT

ASSORTED COLORS, BRUSH 7 ROW NYLON BRISTLE, BRUSH CONFETTI 7 ROW PS VENT, BRUSH CONFETTI JUMBO CUSHION,

COMB 8 1/2" LARGE DETANGLER, COMB 8 1/2" PINTAIL #54 AND HAIR PIK 2 1/2" DIPPED TIPS

COS302 ALL Cosmetology Instructor Theory New Course $0.00 $125.00 25 $3,125.00


New course


The fee will supply learners with materials to ensure course/program competencies are successfully met.




Cholesterol conditioner, head sheets, post-it¿s, easel pads, hair color and hair cutting products, black scrub pants, and two MSC logo scrub

tops.

COS303 ALL Cosmetology Instructor Clinic New Course $0.00 $125.00 25 $3,125.00


New course






Cholesterol conditioner, head sheets, post-it¿s, easel pads, hair color and hair cutting products.

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Enrollment

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



COS304 ALL AZ State board prep New Course $0.00 $125.00 25 $3,125.00


New course






Cholesterol conditioner, head sheets, post-it¿s, easel pads, hair color and hair cutting products.

ESP150 ALL Strategies for Student Success New Course $0.00 $75.00 20 $1,500.00


This is a new course


The fee allows students to access their curriculum and practice the organizational skills taught in the class.


The lab fee covers access for online delivery of course content. It also covers a few office -type supplies to organize learning and implement

study.


Ten-week license for myfoundationslab.com, USB flash drive, 3-ring binder, dividers, pencil's & highlighters.

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Fee

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Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



EST099 ALL Intro to Esthetic Basic Clinic New Course $0.00 $505.00 30 $15,150.00


New Course


The fee will allow students to meet the competencies in the lab portion of the course.




Esthetic wipes, disposable headbands, disposable exfoliating gloves, disposable vinyl gloves, cellulose sponges, exfoliating peel face products.

Small 4x6 photo album, plastic containers for supplies and Aesthetician kit.

Aesthetician Student Kit is as follows:

CUTICLE SCISSORS

SLANT TWEEZERS

COMEDOME EXTRACTOR

STERILIZING TRAY

MAKE-UP CAPE

DISPOSABLE HEADBANDS

APPLICATOR BOTTLES - PRODUCT BOTTLES

BODY BRUSH SET

COSMETIC BRUSH SET

EYE SHADOW APPLICATORS

MASCARA WANDS

EXFOLIATING GLOVES

DISPOSABLE VINYL GLOVES

MANNEQUIN HEAD

WAXING COLLARS

WAX WARMER KIT

LIQUID FOUNDATIONS - TRANSLUCENT POWDERS - CONCEALER WHEEL

BLUSH ¿ EYESHADOW ¿ EYELINER ¿ LIP LINER ¿ LIPSTICK - MASCARA

FALSE LASHES, BLACK - EYELASH ADHESIVE

CELLULOSE SPONGES

ESTHETIC WIPES - COMPRESSED TOWELS

MEDIUM TOTE

EXFOLIATING PEEL PRODUCT

FACIAL BRUSH(ES)

DIGITAL TIMER

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Fee

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Enrollment

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



EST301 ALL AZ Law and Orientation New Course $0.00 $425.00 30 $12,750.00


New course







Small 4x6 photo album, plastic containers for supplies and Aesthetician kit.

Aesthetician Student Kit is as follows:

CUTICLE SCISSORS

SLANT TWEEZERS

COMEDOME EXTRACTOR

STERILIZING TRAY

MAKE-UP CAPE

DISPOSABLE HEADBANDS

APPLICATOR BOTTLES - PRODUCT BOTTLES

BODY BRUSH SET

COSMETIC BRUSH SET

EYE SHADOW APPLICATORS

MASCARA WANDS

EXFOLIATING GLOVES

DISPOSABLE VINYL GLOVES

MANNEQUIN HEAD

WAXING COLLARS

WAX WARMER KIT

LIQUID FOUNDATIONS - TRANSLUCENT POWDERS - CONCEALER WHEEL

BLUSH ¿ EYESHADOW ¿ EYELINER ¿ LIP LINER ¿ LIPSTICK - MASCARA

FALSE LASHES, BLACK - EYELASH ADHESIVE

CELLULOSE SPONGES

ESTHETIC WIPES - COMPRESSED TOWELS

MEDIUM TOTE

EXFOLIATING PEEL PRODUCT

FACIAL BRUSH(ES)

DIGITAL TIMER

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Fee

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Enrollment

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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



EST302 ALL Aesthetician Instructor Theory New Course $0.00 $125.00 30 $3,750.00


New Course






Esthetic wipes, disposable headbands, disposable exfoliating gloves, disposable vinyl gloves, cellulose sponges, exfoliating peel face products,

post it¿s, easel pads, black scrub pants, and two MSC logo scrub tops.

EST303 ALL Aesthetician Instructor Clinic New Course $0.00 $125.00 30 $3,750.00


New Class







post it¿s, easel pads.

EST304 ALL AZ State Board Prep New Course $0.00 $125.00 30 $3,750.00


New course







post it¿s, easel pads.

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Fee

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Enrollment

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ISP118 ALL Computer Essentials New Course $0.00 $10.00 20 $200.00


New course


The fee will help students meet course competencies


The fee will help students meet course competencies in the lab portion of the course.


USB Flash drive

MSC_HCC160 ALL Basic Venipuncture Skills New Course $0.00 $100.00 20 $2,000.00




The fee will provide students materials to meet the competencies in this course


Fee will be used for supplies that allow students to perform a minimum of 100 successful needle sticks in order to pass the lab portion of their

class. This fee will be used to cover the cost of the needle's and others supplies.


IV kit including: needles (enough for a minimum of 100 successful needle sticks), catheters, gauze, cotton, IV dressings and replacement skins

for mannequin arms.

MSC_HCC168 ALL Pharmacology New Course $0.00 $15.00 20 $300.00


New Course


Fee will allow students to meet the competencies in the course.


Fee will allow students to meet the competencies in the lab portion of the course.


Mock medications and needles.

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Fee

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Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MSC_HCC218 ALL Basic Patient Skills New Course $0.00 $50.00 20 $1,000.00




The fee will allow students to meet the competencies of the course.




Tape, gauze, bedpans, needles, and mock medication.

MSC_HCC261 ALL Applied EKG New Course $0.00 $25.00 20 $500.00




The fee will be used to meet the course competencies and lab requirements of the course.


Fees will be use to understand how to apply and use an EKG machine.


EKG pads and paper for EKG machine.

MSC_LBA150 ALL Clinical Laboratory I New Course $0.00 $15.00 20 $300.00


New course.


The fee will allow students to meet the competencies of the course.




Mock medications, needles, tape, guaze and cotton.

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Fee

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Enrollment

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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MSC_LBA152 ALL Clinical Lab Assistant II New Course $0.00 $15.00 20 $300.00




The fee helps students meet course competencies


Fees cover students understand of the lab setting and what materials need to be used for specimen processing.


Specimen cups for blood, urine and stool collections. Gloves, goggles and personal protection equipment.

MSC_PHT102 ALL Pharmacy Tech II New Fees $0.00 $15.00 20 $300.00


New Course


The fee will be used to ensure the student learning and success in terms of meeting course competencies.




Mock medications, needles, tape, guaze and cotton

MSC_PLB222 ALL Phlebotomy Practicum New Course $0.00 $150.00 20 $3,000.00




Fee will allow students to meet course competencies


Fee will be used for supplies that allow students to perform a minimum of 100 successful needle sticks in order to pass the lab portion of their

class. This fee will be used to cover the cost of the needle's and others supplies.


IV kit including: needles (enough for a minimum of 100 successful needle sticks), catheters, gauze, cotton, IV dressings and replacement skins

for mannequin arms.

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MSPHT102AB ALL Pharmacy Tech II New Course $0.00 $15.00 20 $300.00


New course


The fee will be used to ensure the student learning and success in terms of meeting course competencies.


Fee will be used to supply materials that allow students to complete the lab portion of the course.


Mock medications, needles, tape, gauze and cotton

MTO109 ALL Machining Foundations Increased Costs $0.00 $556.00 30 $16,680.00


New course- This is a request to consolidate multiple courses in the CNC and Manual Machinist in the programs ¿ combining their hours,

content, and lab fees under a single course.


The fee allows students to complete the lab portion of the course.


The fee will be used to supply materials that allow students to meet the competencies in the course.


Full student kit ¿ Tool box including micrometer, calipers, Allen wrenches, scribe, USB flash drive, SME and NIMS subscription cost (12 mo.)

and access to SME and NIMS software. OSHA safety card exam fee as well as testing fee.

MTO200 ALL Test Prep: NIMS Measurement, Materials, and Safety New Course $0.00 $528.00 30 $15,840.00


New course: This is a request to consolidate multiple courses in the CNC and Manual Machinist in the programs ¿ combining their hours,



The fee allows students to complete the lab portion of the course.




Full student kit ¿ Coolant/Lubricants, Taps, Drills, Reamers, End Mills, Carbide Inserts, C'Bores, Grinding Wheels, Pedestal Grinding Wheels,

Saw Blades, Sand Paper, Sand Disk and De-Burr

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MTO200A ALL Test Prep: NIMS CNC Milling New Fees $0.00 $288.00 30 $8,640.00


New course: This is a request to consolidate multiple courses in the CNC and Manual Machinist in the programs ¿ combining their hours,





The fee will be used to supply materials that allow students to meet the competencies and complete project in the lab portion of the course.


Coolant/Lubricants, Taps, Drills, Reamers, End Mills, Carbide Inserts, Saw Blades, Sand Paper, Sand Disk and De-Burr.

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Fee

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Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



PMP109 ALL Massage Therapy Basics New Course $0.00 $1,170.00 30 $35,100.00


New course that combines multiple courses in the existing Massage Therapy Program.


The fee allows students to meet the competencies in the course.


The fee allows students to meet the competencies in the lab portion of the course.


1 - Earthlite Inner Strength Element Table, including adjustable face rest and carry case

1 - Earthlite Table Cart

1 - Fleece Table Warmer

1 - 2pc Fleece Set (table and face rest cover)

1 - 9" Jumbo Full Round Bolster

5 - 3pc Flannel Sheet Set (top, bottom, face rest)

5 - Bath Towels roughly 27" x 56"

1 - Rolling Stool with pneumatic-lift

1 - Soothing Touch Basics Massage Oil, Gallon Unscented or similar oil

1 - Soothing Touch Basics Massage Lotion, Gallon or similar lotion

2- One Gallon Pumps for Gallon bottles

2 - Eight Ounce Empty Bottle with Pump

1 - Bottle Holster with Belt

1 - Earthlite Element Massage Chair with Carry Case

20 - Fitted Flannel Face Rest Covers

1 - 8oz Citrus II Antibacterial Soap

1 - 32oz Citrus II Antibacterial Soap

1 - 125pc Citrus II Germical Wipes

1 - ESS Aromatherapy Trial Kit or similar kit

2 ¿ Scrub tops

Massage Oils and lotions.

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Fee

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Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



PMP209 ALL Massage Therapy Advanced New Course $0.00 $95.00 30 $2,850.00


New course .The course combines multiple courses in the prior Massage Therapy Program


The fee will allow students to meet course competencies.


The fee will allow students to meet course competencies in the lab portion.


Massage Oils, Lotions, Sanitizer, and Plastic Bottles

PMP309 ALL Massage Therapy Mastery New Course $0.00 $115.00 30 $3,450.00


New course. The course combines multiple courses in the prior Massage Therapy Program


The fee will allow students to successfully complete course competencies.


The fee will allow students to successfully complete competencies in the lab portion of the course .


Massage Oils, Massage lotions, Sanitizer, and plastic bottles.


213



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Southwest Skill Center

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



SKCDP104 ALL Career and Personal Development New Course $0.00 $35.00 100 $3,500.00*Background - What is the proposed course fee change?

Fee associated with National Career Readiness (NCRC) certification


Learning objectives tied to empoyability skill areas


Fees applied to NCRC testing


Fee directly aplied to NCRC certification testing

SKPPT116 ALL Introduction to Welding and Metal Fabrication New Course $0.00 $100.00 100 $10,000.00*Background - What is the proposed course fee change?

Fee associated with Industrial Maintenance program course associated with TAACCCT grant


Learning objectives tied to material costs associated with welding material


Fees applied to material/equipment usage costs associated with course


Welding material used in conjuction with welding exercises

SKPPT209 ALL Pipefitting Auxiliaries II New Course $0.00 $25.00 100 $2,500.00*Background - What is the proposed course fee change?



Learning objectives tied to material costs associated with piping and valving lubrication




Lubrication material used in pipefitting IE valves, unions, threading

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Fee

Projected

Enrollment

Projected

Revenue

Southwest Skill Center

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



SKPPT210 ALL Valve Maintenance II New Course $0.00 $75.00 100 $7,500.00*Background - What is the proposed course fee change?



Learning objectives tied to consumable material costs associated with industrial martenance training




Consumable mechanical/electrical suupplies used in conjunction with industrial maintenance training

SKPPT212 ALL Control Valves and Actuators New Course $0.00 $75.00 100 $7,500.00*Background - What is the proposed course fee change?



Learning objectives tied to consumable material costs associated with industrial martenance training




Consumable mechanical/electrical suupplies used in conjunction with industrial maintenance training


250



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Mesa Community College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART133 ALL Photography III New Fees $35.00 $35.00 5 $0.00


This is an existing course and the addition of the fee was overlooked.


By purchasing tools and chemicals needed by students to complete course objectives.


Dark room, digital print lab


Professional photo quality printers, ink, various sizes of paper, darkroom chemistry for both darkroom and film, mounting supplies, mount

presses, equipment

ART202 ALL Digital Arts Survey New Course $35.00 $35.00 20 $0.00


This class was overlooked when class fees were assigned. This is a digital class which uses the digital print lab and all equipment and

supplies.


By purchasing equipment needed by students to complete course objectives.


Digital print lab


Professional photo quality printers, ink, various sizes of paper


300



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Scottsdale Community College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ACC 110 BI ONLY Understanding and Using Accounting Systems Other $5.00 $0.00 72 $-360.00


The SCC Business Institute (BI) was closed in Fiscal Year 2013/14. Therefore the course fee previously approved for this course at the BI is no

longer needed and can be eliminated. SCC will continue to charge the $3 approved course fee for ACC 110 classes offered on the main

campus.

AJS 216 ALL Criminalistics: Biological Evidence Decreased Costs $35.00 $20.00 80 $-1,200.00


Reduction in course fees will decrease student costs.


By reducing student costs, students will have less financial stress and can focus on learning.


The reduction will be absorbed by using less expensive alternatives without a loss in educational value to the students.


One-time crime-scene processing kits, printed course materials and specialized equipment.

AJS 219 ALL Crime Scene Technology: Physical Evidence Decreased Costs $35.00 $20.00 80 $-1,200.00


Reduction in course fees will decrease student costs.


By reducing student costs, students will have less financial stress and can focus on learning.


The reduction will be absorbed by using less expensive alternatives without a loss in educational value to the students.


One-time crime-scene processing kits, printed course materials and specialized equipment.

ART 131 ALL Photography I Increased Costs $25.00 $50.00 15 $375.00


This course fee change will cover the increasing costs of chemicals, peripherals and other consumable materials.


This increase will allow students to complete their projects in film and historic process photography. Digital photography students will be able to

create and print their images for critique and final portfolio review.


To purchase materials (chemicals, specialty films, printers and ink).


Chemicals, specialty films, printers and ink.

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Collection Period:



ART 132 ALL Photography II Increased Costs $25.00 $50.00 5 $125.00










ART 133 ALL Photography III Increased Costs $25.00 $50.00 5 $125.00










ART 134 ALL Photography IV Increased Costs $25.00 $50.00 5 $125.00










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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART 140 ALL Portrait Photography New Fees $0.00 $40.00 15 $600.00


This course fee will cover the replacement costs of specialized equipment (used daily and during studio labs) and other consumable materials.


Students gain access and hands-on training in a commercial studio with the necessary specialized equipment for students to learn and apply

their skills in creating portfolios of their work that demonstrates their knowledge for critique and final portfolio review.


To purchase and replace specialized equipment and other consumables used for photo shoots. The backdrop paper used for photo shoots are

recycled.


Specialized equipment and other consumables (e.g., backdrop paper).

EMT 104 ALL Emergency Medical Technology Other $105.00 $0.00 110 $-11,550.00


The SCC EMT/Fire Science Program was recently transferred to Mesa Community College. Therefore, the course fee previously approved for

this course at SCC is no longer needed and can be eliminated.

EMT 200 ALL Refresher Course for Certified Emergency Medical

Technicians

Other $25.00 $0.00 23 $-575.00




EMT 240 ALL Advanced Cardiac Life Support Other $35.00 $0.00 13 $-455.00




EMT 241 ALL Advanced Cardiac Life Support Refresher Other $35.00 $0.00 28 $-980.00




EMT 242 ALL Pediatric Advanced Life Support Other $35.00 $0.00 13 $-455.00




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Collection Period:



EMT 243 ALL Pediatric Advanced Life Support Refresher Other $35.00 $0.00 7 $-245.00




EMT 246 ALL Trauma Management II Other $35.00 $0.00 1 $-35.00




EMT 272AA ALL Advanced Emergency Medical Technology Other $400.00 $0.00 14 $-5,600.00




EMT 272AB ALL Advanced Emergency Medical Technology Other $400.00 $0.00 18 $-7,200.00




EMT 272LL ALL Advanced Emergency Medical Technology Practicum Other $400.00 $0.00 13 $-5,200.00




EMT 273 ALL Advanced Life Support Refresher Course Other $35.00 $0.00 11 $-385.00





.

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 071 ALL Language Skills: Speaking and Writing Standard English Other $8.00 $6.00 27 $-54.00


In the future, it is Scottsdale Community College's intent to support tutoring and other instructional support services at the SCC Writing Center

with standard college operations funding (Fund 110). Therefore, the use of course fees (Fund 250) for the SCC Writing Center will be phased out

gradually over time.


The fees will be used to pay tutors and to keep English software current in the Scottsdale Community College Writing Center. Students in

these developmental level courses often need additional coaching to have a solid foundation to progress forward and successfully complete

higher-level courses.


The fees will be used to provide tutoring and specialized instructional support through the Scottsdale Community College Writing Center.


Specialized software and Netbooks.

ENG 081 ALL Basic Writing Skills Other $8.00 $6.00 63 $-126.00













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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 091 ALL Fundamentals of Writing Other $8.00 $6.00 542 $-1,084.00













ENG 100AA ALL American-English Spelling System Other $5.00 $3.00 1 $-2.00






The fees will be used to pay tutors and to keep software current in the Scottsdale Community College Writing Center to support students in

meeting course objectives.





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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 100AC ALL The Mechanics of Written English Other $5.00 $3.00 3 $-6.00












ENG 100AD ALL Grammar and Usage Other $5.00 $3.00 6 $-12.00












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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 101 ALL First-Year Composition Other $8.00 $6.00 2,117 $-4,234.00






The fees will be used to pay tutors and to keep English software current in the Scottsdale Community College Writing Center. Students in first

year composition courses often need additional coaching to learn how to write at an acceptable college level.





ENG 102 ALL First-Year Composition Other $8.00 $6.00 1,850 $-3,700.00












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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 107 ALL First-Year Composition for ESL Other $8.00 $6.00 36 $-72.00












ENG 108 ALL First-Year Composition for ESL Other $8.00 $6.00 16 $-32.00












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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 109 ALL Business Writing for ESL Other $5.00 $3.00 4 $-8.00












ENG 111 ALL Technical and Professional Writing Other $8.00 $6.00 1 $-2.00












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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 200 ALL Reading and Writing About Literature Other $8.00 $6.00 18 $-36.00












ENG 210 ALL Creative Writing Other $8.00 $6.00 23 $-46.00












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Fee

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Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ENG 217 ALL Personal and Exploratory Writing Other $8.00 $6.00 27 $-54.00












ESL 016 ALL Reading English as a Second Language I Other $8.00 $0.00 12 $-96.00







meeting course objectives. Students in these developmental level courses often need additional coaching to have a solid foundation to progress

forward and successfully complete higher-level courses.





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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ESL 026 ALL Reading English as a Second Language II Other $8.00 $0.00 12 $-96.00













ESL 036 ALL Reading English as a Second Language III Other $8.00 $0.00 18 $-144.00













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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ESL 046 ALL Reading English as a Second Language IV Other $8.00 $0.00 30 $-240.00













ESL 097 ALL Fundamentals of Writing for English Language Learners Other $8.00 $6.00 36 $-72.00













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Fee

Projected

Enrollment

Projected

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ESL 289AC ALL Special Projects Other $8.00 $6.00 48 $-96.00













ESL 298AA ALL Special Projects Other $8.00 $6.00 12 $-24.00













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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



FON 142AB ALL Applied Food Principles New Course $0.00 $75.00 18 $1,350.00


This course fee will be used to purchase food, specialized equipment and cleaning supplies.


Students will apply the principles of cooking food from all food groups, as required by course objectives. This is a required course in the Nutrition

MAPP transfer program (i.e., Maricopa/ASU Pathways Program).


The course fee will be used to purchase specialized equipment, food, cooking & cleaning supplies.


Food: meats, fish, dairy, grain, vegetables, fruits, nuts/seeds

Specialized equipment/supplies: dishes, tables/counters, stoves, sinks

Cleaning supplies

FSC 102 ALL Fire Department Operations Other $300.00 $0.00 27 $-8,100.00




FSC 110 ALL Wildland Firefighter Other $15.00 $0.00 8 $-120.00




FSC 120 ALL Hazard Categorization (HAZ CAT) Other $125.00 $0.00 1 $-125.00




FSC 134 ALL Fitness and Conditioning for Firefighters Other $20.00 $0.00 27 $-540.00




GBS 120 BI ONLY Workplace Communication Skills Other $5.00 $0.00 103 $-515.00



longer needed and can be eliminated. SCC will continue to charge the $3 approved course fee for GBS 120 classes offered on the main

campus. 250 of 302

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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



GBS 126 BI ONLY Writing Resumes Other $5.00 $0.00 10 $-50.00



longer needed and can be eliminated.

GBS 132 BI ONLY Personal and Family Financial Security Other $5.00 $0.00 84 $-420.00




campus.

GBS 200 BI ONLY Understanding the Business Environment Other $5.00 $0.00 45 $-225.00




campus.

IBS 201 BI ONLY International Studies for Business Other $5.00 $0.00 45 $-225.00



longer needed and can be eliminated. SCC will continue to charge the $3 approved course fee for IBS 201 classes offered on the main campus.

MGT 109 BI ONLY Development of Professional Skills and Standards Other $5.00 $0.00 76 $-380.00



longer needed and can be eliminated. SCC will continue to charge the $3 approved course fee for MGT 109 classes offered on the main

campus.

MGT 122 BI ONLY Health Care Supervision Other $5.00 $0.00 8 $-40.00




MGT 126 BI ONLY Customer Service Skills and Strategies Other $5.00 $0.00 45 $-225.00




campus.

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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MGT 127 BI ONLY Managing and Leading for Competitive Advantage Other $5.00 $0.00 28 $-140.00




campus.

MGT 179 BI ONLY Utilizing the Human Resources Department Other $5.00 $0.00 27 $-135.00




campus.

MGT 275 BI ONLY Office Management and Procedures Other $5.00 $0.00 10 $-50.00




MKT 210 BI ONLY Applied Marketing Strategies Other $5.00 $0.00 51 $-255.00



longer needed and can be eliminated. SCC will continue to charge the $3 approved course fee for MKT 210 classes offered on the main

campus.

MUC 139 ALL Introduction to Emcee-Rapping Techniques New Course $0.00 $30.00 30 $900.00


This course fee will cover the replacement costs of specialized Disc Jockey equipment, software and other consumable materials.


Students will use the most current Disc Jockey equipment and related software critical to student success and employability.


To purchase and maintain specialized equipment, software and other consumables.


Disc Jockey mixers, turntables, CD players, microphones, Ableton Live (a software music sequencer and digital audio workstation for OS X and

Windows).

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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



NCE 292 ALL Simulation for Patient Care Experiences, 30: Simulation

for Patient Care Ex

New Course $0.00 $40.00 80 $3,200.00


Funds needed to sustain simulators, medical equipment and to provide laboratory supplies needed for student use during course learning

activities.


Students participate in realistic patient care simulations designed to promote competent nursing skills. They will have opportunities to use

consumable health care supplies and benefit from well-maintained patient simulators and other necessary equipment.


To maintain state-of-the-art simulation and medical equipment. To purchase medical supplies needed by students to practice a wide range of

patient care interventions.


Intravenous infusion pumps, medication administration delivery systems (e.g., oral, enteral, injection), placement of drainage tubes (e.g., urinary

catheter, naso-gastric), health assessment, wound dressing changes, cleaning and maintenance of artificial airways, and management of

invasive patient monitoring equipment (e.g., arterial line, external ventricular devices).

NCE 293 ALL Team Management of Deteriorating Patients in Simulation New Course $0.00 $40.00 80 $3,200.00


Funds needed to sustain simulators, medical equipment and to provide laboratory supplies needed for student use during course learning

activities.


Students participate in realistic patient care simulations designed to promote competent nursing skills. They will have opportunities to use

consumable health care supplies and benefit from well-maintained patient simulators and other necessary equipment.


To maintain state-of-the-art simulation and medical equipment. To purchase medical supplies needed by students to practice a wide range of

patient care interventions.


Intravenous infusion pumps, medication administration delivery systems (e.g., oral, enteral, injection), placement of drainage tubes (e.g., urinary

catheter, naso-gastric), health assessment, wound dressing changes, cleaning and maintenance of artificial airways, and management of

invasive patient monitoring equipment (e.g., arterial line, external ventricular devices).

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Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



PSY 101 ALL** Introduction to Psychology Other $7.00 $0.00 1 $-7.00*Background - What is the proposed course fee change?

**A $7 course fee was requested for all sections of PSY101 and was approved by the Governing Board on 9/23/14. This was an error. The

request should have been for only those sections taught by a particular faculty member who has students use Education Portal. The fee was

requested to cover the software site license (Education Portal) which provides students with access to an extensive library of video lessons to

enhance student success. This request is to eliminate the $7 course fee from all other PSY101 sections to correct the error from September

and to acknowledge the intent of the Psychology Department. This change is to be effective in Spring 2015.


**Course fee being eliminated from PSY101 classes that do not use Education Portal to correct error from 9/23/14. This change is to be

effective in Spring 2015.

RDG 016 ALL Reading English as a Second Language I Other $8.00 $0.00 12 $-96.00













RDG 026 ALL Reading English as a Second Language II Other $8.00 $0.00 12 $-96.00












Specialized software and Netbooks. 254 of 302

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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



RDG 036 ALL Reading English as a Second Language III Other $8.00 $0.00 18 $-144.00













RDG 046 ALL Reading English as a Second Language IV Other $8.00 $0.00 30 $-240.00













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Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



RDG 071 ALL Basic Reading Other $8.00 $6.00 48 $-96.00













RDG 081 ALL Reading Improvement Other $8.00 $6.00 218 $-436.00













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Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



RDG 091 ALL College Preparatory Reading Other $8.00 $6.00 503 $-1,006.00













SBS 200 BI ONLY Small Business Operations Other $3.00 $0.00 24 $-72.00



longer needed and can be eliminated. SCC will continue to charge the $3 approved course fee for SBS 200 classes offered on the main

campus.

TCM 107 ALL Career Pathways in the Media New Course $105.00 $105.00 150 $0.00


The Film School at SCC is updating its program of courses. Several new courses have been created to replace courses in the current program .

This new course (TCM 107 - Career Pathways in the Media) will replace the current course (TCM 101 - Fundamentals of Radio and Television).

The $105 proposed course fee for TCM 107 replaces the $105 course fee for TCM 101. Upon approval, a request to eliminate the fee for TCM

101 will be submitted.


The course fees will be used to assist students in fulfilling all the course competencies of the class. This class is a job industry focused course .

Course fees will allow students to create a connection to the industry.


Course fees will be used for guest speakers, field trips, to purchase new software and technical hardware, to purchase and /or rent DVDs, to pay

participants who will help conduct mock job interviews twice a year with up to 16 businesses and individuals who represent current industry

jobs.


DVDs, Software, Hardware, Guest Speakers, one-on-one interviewers which will impact students directly.

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Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



TCM 118 ALL Lighting for Film and Television, 30: Lighting for Film and

TV

New Course $0.00 $240.00 15 $3,600.00


This is a new course. Course fees will be used to purchase, maintain & repair lighting equipment; to purchase video cameras; to purchase DVD

materials; and to fund additional student technical help via one-on-one tutoring.


The course fees will be used to fulfill the competencies of this course; which includes hands-on application of theories taught in the course.


To purchase, maintain and repair lighting equipment; to purchase video cameras; to purchase DVD materials and to fund specialized tutoring for

students.


Lighting equipment, stands, modifiers for lighting scenes, video cameras to document scenes, DVDs that are purchased for student viewing.

TCM 121 ALL Story Theory for Film, Television and Media New Course $105.00 $105.00 100 $0.00



This new course (TCM 121 - Story Theory for Film, Television and Media) will replace the current course (TCM 111 - Screenwriting I). The $105

proposed course fee for TCM 121 replaces the $105 course fee for TCM 111. Upon approval, a request to eliminate the fee for TCM 111 will be

submitted.


Course fees will augment classroom learning by allowing students to interact with Hollywood industry luminaries through mentoring and

specialized tutoring opportunities. Fees will also facilitate production; providing students with opportunities to see how scripted works evolve

through the production process.


Guest speakers; Hollywood mentors; one-on-one tutoring to develop scripted works for screen; to purchase, maintain and repair equipment,

software and hardware used in the classroom.


Software, hardware, equipment, guest speakers, Hollywood mentors and tutors.

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Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



TCM 123 ALL Feature Screenwriting: First Draft New Course $105.00 $105.00 40 $0.00



This new course (TCM 123 - Feature Screenwriting: First Draft) will replace the current course (TCM 216 - Screenwriting III). The $105 proposed

course fee for TCM 123 replaces the $105 course fee for TCM 216. Upon approval, a request to eliminate the fee for TCM 216 will be submitted.










TCM 124 ALL Television Screenwriting: Existing Programs New Course $105.00 $105.00 40 $0.00



This new course (TCM 124 -Television Screenwriting: Existing Programs) will replace two current courses (TCM 112 - Writing the Situation

Comedy Spec Script) & (TCM 116 - Writing the Television Drama Spec Script). The $105 proposed course fee for TCM 124 replaces the $105

course fee for TCM 112 & TCM 116. Upon approval, a request to eliminate the fees for TCM 112 & TCM 116 will be submitted.










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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



TCM 151 ALL Broadcast Production Increased Costs $75.00 $240.00 90 $14,850.00


The increase of fees will cover the cost of maintenance and replacement of equipment used in the studio and for remotes: studio cameras,

remote cameras, switcher systems, Mac computers, audio systems and software. Fees will also fund specialized tutors for students.


Course fees will assist students in fulfilling the competencies of the class. In addition to learning the theoretical aspects of the course, students

will meet a practical course competency of operating equipment used for a typical studio shoot.


Maintain and repair studio & remote equipment in inventory; purchase new software & hardware; pay guest speakers & tutors, and purchase

DVDs for student viewing.


Studio cameras, remote cameras, switcher systems, audio systems, computers, software, guest speakers and tutors.

TCM 223 ALL Feature Screenwriting: The Rewrite New Course $105.00 $105.00 40 $0.00



This new course (TCM 223 - Feature Screenwriting: The Rewrite) will replace the current course (TCM 218 - Screenwriting IV). The $105

proposed course fee for TCM 223 replaces the $105 course fee for TCM 218. Upon approval, a request to eliminate the fee for TCM 218 will be

submitted.










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Fee

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Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



TCM 224 ALL Television Screenwriting: One-Hour Drama Pilot New Course $105.00 $105.00 40 $0.00



This new course (TCM 224 - Television Screenwriting: One-Hour Drama Pilot) will replace the current course (TCM 116 - Writing the Television

Drama Spec Script). The $105 proposed course fee for TCM 224 replaces the $105 course fee for TCM 116. Upon approval, a request to

eliminate the fee for TCM 116 will be submitted.










TCM 242AA ALL Professional Portfolio in Screenwriting New Course $0.00 $105.00 40 $4,200.00


This is a new course. Course fees will be used to purchase, maintain and repair equipment, software and hardware used in the classroom and

to fund additional student technical help via one-on-one tutoring. The course focuses on bolstering student's portfolios by creating new works in

a facilitated workshop environment.










TEC 123 ALL Clothing Construction Course Dropped $10.00 $0.00 0 $0.00


This course will no longer be offered at SCC and therefore the course fee can be eliminated.

TEC 124 ALL Advanced Clothing Construction Course Dropped $10.00 $0.00 0 $0.00


This course will no longer be offered at SCC and therefore the course fee can be eliminated. 261 of 302

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



THP 291AA ALL Summer Conservatory: Stage Movement Other $125.00 $0.00 15 $-1,875.00*Background - What is the proposed course fee change?

A course fee for this Stage Movement class is being eliminated. Beginning in Summer 2015, the intention is to replace that fee with a course

fee charged for the Production class (THP291AG) in the Summer Conservatory block program.


This course fee change is effective for Summer 2015.

THP 291AG ALL Summer Conservatory: Production (ACT) New Fees $0.00 $200.00 25 $5,000.00*Background - What is the proposed course fee change?

This course fee will cover the purchase of specialized equipment, materials and other consumables for this summer Production class. This

course fee change is effective for Summer 2015.


This Production class is the culminating event of the 6 week conservatory. It is the Outcomes Assessment which showcases the students'

skills aquired during their training, coursework, and through public performance. This will satisfy the requirement for students to apply the skills

they have acquired and to synthesize their knowledge into practical means.


Course fees will be used to purchase construction materials, hardware, steel, lumber, casters, props (including furniture), costume fabric &

materials, lighting gel & lamps, sound equipment for recording and makeup.


Makeup, construction of sets, costumes, props, sound equipment, tools, lighting instruments.

TQM 200 BI ONLY Leadership for Front-Line Employees Other $5.00 $0.00 2 $-10.00





350



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS 120 ALL Contemporary Issues in Early Childhood New Fees $0.00 $10.00 100 $1,000.00


Student Navigator and Creation of Navigator Newsletter to assist students towards completion


Student Navigator works directly with students near completion and assists them towards completion of their degree; Newsletter provides

articles to


Navigator works directly with students and helps them to completion of their degree and creation and distribution of electronic Student

Newsletter. Newsletter includes articles that aid with completion, life coaching, Rio updates, Early Childhood updates, student success stories,

and getting to know their instructors.


Navigator Newsletter, student Navigator

CFS163 ALL Family Child Care: Introduction to Business Management New Fees $0.00 $10.00 100 $1,000.00





articles to assist students in completion and success in coursework







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Fee

Projected

Enrollment

Projected

Revenue

Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS163AA ALL Family Child Care: Business Planning New Fees $0.00 $10.00 100 $1,000.00












CFS164AA ALL Family Child Care: The Environment New Fees $0.00 $10.00 100 $1,000.00












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Fee

Projected

Enrollment

Projected

Revenue

Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS164AB ALL Family Child Care: Programming, Guidance, and

Observation

New Fees $0.00 $10.00 100 $1,000.00







avigator works directly with students and helps them to completion of their degree and creation and distribution of electronic Student Newsletter .

Newsletter includes articles that aid with completion, life coaching, Rio updates, Early Childhood updates, student success stories, and getting

to know their instructors.



CFS164AC ALL Family Child Care: Family Partnerships and

Professionalism

New Fees $0.00 $10.00 100 $1,000.00












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Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS167 ALL School-Age Child Care Provider New Fees $0.00 $10.00 100 $1,000.00












CFS177 ALL Parent-Child Interaction New Fees $0.00 $10.00 100 $1,000.00











avigator Newsletter, student Navigator

266 of 302

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Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS179 ALL Child Care: A Multifaceted Career New Fees $0.00 $10.00 100 $1,000.00












CFS235 ALL Developing Child: Theory into Practice, Prenatal - Age 8 New Fees $0.00 $10.00 100 $1,000.00












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Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS243 ALL Cross-Cultural Parenting New Fees $0.00 $10.00 100 $1,000.00












ECH236 ALL Learning Materials for Young Children New Fees $0.00 $10.00 100 $1,000.00












EDA260 ALL Coaching Practicum Increased Costs $10.00 $100.00 1 $90.00


Student must complete on site work hours and be observed for specific criteria to meet course competencies


College Supervisor will observe student during internship at their work site and give feedback on course competencies.


Stipend for college supervisor observation


Student supplies any needed

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Rio Salado College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



EDA265 ALL Adult Educator Practicum Increased Costs $10.00 $100.00 1 $90.00


Student must complete on site work hours and be observed for specific criteria to meet course competencies


College Supervisor will observe student during internship at their work site and give feedback on course competencies.


Stipend for college supervisor observation


Student supplies any needed

EDP277AB ALL Reading Field Experience 6 -12 Increased Costs $375.00 $425.00 40 $2,000.00


Stipend for K-12 College Supervisor required for Arizona Department Education Endorsement certificate


K-12 College Supervisor provides guidance in the classroom environment


Stipend is a pass through with the $ collected and paid to onsite College Supervisor

EEC200 ALL Early Learning: The Developing Child Prenatal to Age

Eight

Other $30.00 $40.00 20 $200.00


The optional fees are used only to make Rio Salado more competitive against institutions that lump their book charges into course fees in order

to have third party reimburses cover the costs. These students do not pay for their additional materials and therefore do not use the bookstore

for these materials. The third party pays for them and so the fees are added on manually at the time of registration so that they can be bundled

with the tuition if they are on a third party tuition assistance plan.


The Optional Fee will be assessed only by Military students for special materials


Used as a textbook solely for this course

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Rio Salado College

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EED205 ALL The Developing Child: Prenatal to Age 8 New Fees $0.00 $10.00 100 $1,000.00












EED245 ALL Early Learning: Language Acquisition and Literacy

Development

New Fees $0.00 $10.00 100 $1,000.00












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Rio Salado College

Effective FALL 2015

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Collection Period:



EED277 ALL Early Learning Curriculum and Instruction: Language Arts,

Social Studies, Art, Music and Movement

New Fees $0.00 $10.00 100 $1,000.00












EPD277AA ALL Reading Field Experience K-8 Increased Costs $375.00 $425.00 20 $1,000.00


Stipend for K-12 College Supervisor required for Arizona Department Education Endorsement certificate


K-12 College Supervisor provides guidance in the classroom environment


Stipend is a pass through with the $ collected and paid to onsite College Supervisor


400



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

South Mountain Comm. College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



BIO107 ALL Introduction to Biotechnology Increased Costs $30.00 $35.00 72 $360.00


Lab kit fees and other expenses have increased.


Modernized labs will be run to align with real world applications.


To purchase lab kits and other necessary lab supplies.


Bio Rad, Carolina, and Fisher Molecular lab kits will be purchased.

BIO201 ALL Human Anatomy and Physiology I Increased Costs $30.00 $35.00 96 $480.00




Purchase new specimens for dissections and other supplies.


To purchase needed specimens/supplies for labs.



BIO202 ALL Anatomy and Physiology II Increased Costs $30.00 $35.00 96 $480.00




Purchase new specimens for dissections and other supplies.


To purchase needed specimens/supplies for labs.



272 of 302

400



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Fee

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Enrollment

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Revenue

South Mountain Comm. College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



BIO205 ALL Microbiology Increased Costs $30.00 $35.00 72 $360.00




Purchase needed supplies for changed labs due to cost.


To purchase needed microbes/supplies for labs.




450



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Chandler/Gilbert Comm. College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART115 ALL Three-Dimensional Design Increased Costs $40.00 $50.00 20 $200.00


A fee increase is requested to provide the materials required for students to complete class assignments. Economies of scale can be achieved

by buying materials in bulk as opposed to having students acquire them individually.


Materials acquired with course fee revenues are integral to student attainment of learning goals in Art. Students use the materials to produce a

variety of assignments demonstrating various artistic techniques and mediums.


Fees will be used to purchase consumable items for students to incorporate into assignments and projects.


Supplies will vary from semester to semester, but will include consumables such as glue, wire, Styrofoam, nails, staples, tape, liquid foam, saw

blades, Dremel grinding stones, plaster, soapstone, small files, pliers, cardboard, spray paint, screws, tape, small clamps, PVC pipe, and other

materials needed to produce 3D art objects.

ART151 ALL Sculpture I Increased Costs $40.00 $50.00 20 $200.00


A fee increase is requested to provide the materials required for students to complete class assignments. Economies of scale can be achieved

by buying materials in bulk as opposed to having students acquire them individually.


Materials acquired with course fee revenues are integral to student attainment of learning goals in Art. Students use the materials to produce a

variety of assignments demonstrating various artistic techniques and mediums.


Fees will be used to purchase consumable items for students to incorporate into assignments and projects.


Supplies will vary from semester to semester, but will include consumables such as glue, wire, Styrofoam, nails, staples, tape, liquid foam, saw

blades, Dremel grinding stones, plaster, soapstone, small files, pliers, cardboard, spray paint, screws, tape, small clamps, PVC pipe, and other

materials needed to produce 3D art objects.

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Fee

Projected

Enrollment

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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CIS103 ALL Introduction to Social Media New Course $0.00 $10.00 120 $1,200.00


Course is part of new certificate program at CGCC. Fee partially offsets cost of consumable supplies and maintaining and replacing equipment

(computers and/or tablets) per the CGCC maintenance and replacement plan.


The students will be using computers and technology to evaluate various social media technologies for personal, academic, professional, and

business use, and to apply various Web 2.0 concepts to configure and manage email clients, establish accounts on audio, video, and photo

sharing sites, and hosting personal websites.


Fees will be used to partially offset the cost of computer hardware and other classroom equipment according to CGCC maintenance and

replacement plan


Students will use software /hardware upgraded and purchased with fee revenue.

CIS120DB ALL Computer Graphics: Adobe Illustrator New Course $0.00 $25.00 48 $1,200.00


Fee partially offsets cost of consumable supplies and maintaining and replacing lab equipment per the CGCC maintenance and replacement

plan.


Proposed fee will provide hands-on access to the equipment and software required for students to demonstrate applied knowledge of Adobe

Illustrator.



replacement plan. Fee revenues may also be used to partially offset the cost of tutoring in this subject.


Toner cartridges, paper. Students will use software /hardware upgraded and purchased with fee revenue.

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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CIS154 ALL Database Modeling and Design New Course $0.00 $25.00 48 $1,200.00



plan.


Proposed fee will provide hands-on access to the equipment and software required for students to demonstrate applied knowledge of various

current database applications.






CSC110AB ALL Introduction to Computer Science (Java) New Course $0.00 $25.00 48 $1,200.00



plan.


Proposed fee will provide hands-on access to the equipment and software required for students to demonstrate applied knowledge of various

current Java applications.






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Fee

Projected

Enrollment

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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



EMT255AA ALL Instructional Strategies For EMT Occupations New Course $0.00 $35.00 48 $1,680.00


This course fee partially offsets the cost of required instructional materials as defined by the American Heart Association or American Health

and Safety Institute. Fees also cover certification cards issued to students after successful completion.


American Heart Association curriculum is based on "using the AHA's research-proven Practice-While-Watching technique, which allows

instructors to observe the students, provide feedback and guide the student's acquisition of skills." (AHA, 2014).


Course fees will be used to partially offset the cost of purchasing and maintaining American Heart Association required instructional materials

and equipment. Students who successfully complete this course will be certified to teach Basic EMT skills; fees will be used to obtain the

appropriate certification card for this level.


Certification cards specific to this course, A.V. instructional materials and simulation training aids.

EMT255AB ALL Advanced Cardiac Life Support Instructional Strategies New Course $0.00 $35.00 48 $1,680.00









and equipment. Students who successfully complete this course will be certified to teach Advanced Cardiac Life Support; fees will be used to

obtain the appropriate certification card for this level.



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Effective FALL 2015

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Collection Period:



EMT255AD ALL Basic Cardiac Life Support Instructional Strategies New Course $0.00 $35.00 48 $1,680.00









and equipment. Students who successfully complete this course will be certified to teach Basic Cardiac Life Support; fees will be used to obtain

the appropriate certification card for this level.



MKT111 ALL Applied Marketing and Social Networking New Course $0.00 $10.00 72 $720.00


Course is part of new certificate program at CGCC. Fee partially offsets cost of consumable supplies and maintaining and replacing equipment

(computers and/or tablets) per the CGCC maintenance and replacement plan.


The course fee will help students advance the following learning objectives, all of which require the use of computers and technology:

1. Evaluate social media tools and platforms.

2. Create social media marketing content using digital marketing tools with focus on organizational brands, storytelling and target markets.

3. Implement a social media marketing campaign including networking and communication plans.

4. Examine ways to utilize social media to connect and communicate globally.

5. Track, collect, analyze, and utilize a diverse range of social media metrics and data.

6. Assess future trends in digital and social media marketing.



replacement plan.


Students will use software/hardware upgraded and purchased with fee revenue.


500



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Paradise Valley Comm. College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART131 ALL Photo1 New Course $0.00 $15.00 30 $450.00*Background - What is the proposed course fee change?

New course for PVCC


The course fee will allow students to print their photos in class; they will be able to try out various types of printing papers, and they will be able

to explore lighting concepts with photo lights.


For the purchase of printer ink, specialty photo papers and photo light bulbs, computer and printer maintenance, parts, etc.


Desktop printer ink, specialty photo paper, photo light bulbs

ART234 ALL Color Photography 1 New Course $0.00 $15.00 30 $450.00*Background - What is the proposed course fee change?

New course for PVCC


This course is designed to provide students with in-depth exploration in the modification and use of color in photography.


For the purchase of printer ink, printer paper, photo light bulbs, computer and printer maintenance, parts, etc.


Desktop printer ink, printer paper, light bulbs

ART236 ALL On Location Photography New Course $0.00 $15.00 20 $300.00*Background - What is the proposed course fee change?

New course for PVCC


Students will be able to print their photos using the lab printer, and experiment with various types of photo paper, and experiment with various

types of artificial lighting to enhance the ambient lighting out doors.


To purchase printer ink, specialty photo papers and photo light bulbs, computer and printer maintenance, parts, etc.


Desktop printer ink, specialty photo papers, photo light bulbs

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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART246 ALL Intro to Digital 3d Fabrication Tools New Fees $0.00 $20.00 20 $400.00*Background - What is the proposed course fee change?

New course to PVCC that will allow students to learn how to design on a computer using 3d Studio Max software and use vinyl cutter and 3d

printer as output devices for their designs.


Students will be able to realize their virtual designs in both 2d and 3d output devices.


To purchase abs. pla, and roll vinyl materials for vinyl cutter and 3d printer, parts and maintenance of supporting technology.


Abs 1 Kg roll: $25; pla 1 Kg roll: $23; 10 yd. roll vinyl: $25

ART295GA1 ALL Art Studio/Workshop Sculpture (3d Printing) New Fees $0.00 $10.00 10 $100.00*Background - What is the proposed course fee change?

A new course for PVCC to design objects on the computer to be printed using a 3d printer.


This course provides students the opportunity to learn 3d Studio Max software, which is the industry standard, and design and object virtually

that will be printed out as a real object.


For the purchase of abs and pla plastic printer filament, computer and printer maintenance, parts, etc.


Abs and pla plastic filament

ART295GA2 ALL Art Studio/Workshop Ceramics (Plaster Mold Making) New Fees $0.00 $15.00 10 $150.00*Background - What is the proposed course fee change?

New course for PVCC that will run following the 3d printing course Art295GA to learn techniques of plaster mold making.


The course fee will be for the cost of plaster of paris, mold boxes and assorted hardware needed in constructing muti part molds.


For the purchase of plaster of paris, mold box parts and various hardware items needed for construction of multi part molds.


Plaster, lumber, clamps

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Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



ART295GA3 ALL Art Studio/Workshop Ceramics (Slip Casting) New Course $0.00 $15.00 10 $150.00*Background - What is the proposed course fee change?

New course for PVCC in slip casting with deflocculated slip.


The third of the series of one credit workshops, this one will explore techniques in casting objects in plaster molds, then altering the castings to

create variations on the original digitally designed object.


To purchase casting slip, and glaze materials.


Casting slip ingredients, ceramic glaze ingredients

ART295GA4 ALL Art Studio/Workshop Ceramics (Glassblowing) New Fees $0.00 $50.00 10 $500.00*Background - What is the proposed course fee change?

New course at PVCC in glassblowing.


Glassblowing is an exciting, challenging art form, and will provide students with safe learning environment to learn how to create objects with

molten glass.


To purchase crucibles, gathering rods, protective gloves and goggles, glass colorants, glass cullet.


Crucibles, gathering rods, protective gloves, goggles, glass colorants, glass cullet.

BPC110 ALL Computer Usage & Applications Decreased Costs $5.00 $2.00 300 $-900.00*Background - What is the proposed course fee change?

The course fee has covered printers and paper as well as computer parts, maintenance, and support. New textbooks with online support and

systems have resulted in student work and assignments being all online rather than printed.


Student work is now done online in the computer classroom so the portion of the fee that covered the majority of the printing costs is being

eliminated.


Remainder of the fee will continue to support maintenance and upkeep of the computers as well as computer support for the classes and the

minimal printing students will continue to do.


Paper and toner

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Fee

Projected

Enrollment

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Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CIS105 ALL Survey of Computer Information Systems Decreased Costs $5.00 $2.00 1,200 $-3,600.00*Background - What is the proposed course fee change?

The course fee has covered printers and paper as well as computer parts, maintenance, and support. New textbooks with online support and

systems have resulted in student work and assignments being all online rather than printed.


Student work is now done online in the computer classroom so the portion of the fee that covered the majority of the printing costs is being

eliminated.


Remainder of the fee will continue to support maintenance and upkeep of the computers as well as computer support for the classes and the

minimal printing students will continue to do.


Paper and toner

FOR105 ALL Forensic Science: Physical Evidence New Course $20.00 $50.00 24 $720.00


New Course Fee of $50 was requested for Spring 2015. A mistake was made so that only $25 was submitted on the Governing Board agenda.

This request is to correct that error.


Several of the Forensic labs require costly disposable kits and materials in order to provide the student with real world hands -on learning

experience. This facilitates student engagement and fosters a sense of community that leads to student success.


The laboratory fees will cover the general cost of laboratory materials and supplies. Supplies and materials follow the lab curriculum, are

reasonably allocable to each student, and consumed through the experiments performed during lab sessions.


Chromatography paper, Hemastix, glass and soil analysis kit, paint evidence collection kit, substance identification kit, ballistic residue testing

kit, hydro carbon detection kit, and fingerprints kit.

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Fee

Projected

Enrollment

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Effective FALL 2015

2/9/2015Run Date:

Collection Period:



FOR106 ALL Forensic Science: Biological Evidence New Course $0.00 $50.00 24 $1,200.00








The laboratory fees will cover the general cost of laboratory materials and supplies. Supplies and materials follow the lab curriculum, are

reasonably allocable to each student, and consumed through the experiments performed during lab sessions.


Chromatography paper, fingerprinting kits, biological evidence kits including DNA, blood samples, body fluids, unknown substances, etc.

SOC101 ALL Introduction to Sociology Decreased Costs $3.00 $0.00 450 $-1,350.00*Background - What is the proposed course fee change?

These courses are no longer using the laptop carts or any special software so the fee can be eliminated.

SOC140 ALL Race and Ethnic Relations Decreased Costs $3.00 $0.00 150 $-450.00*Background - What is the proposed course fee change?

These courses are no longer using the laptop carts or any special software so the fee can be eliminated.


550



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue

Estrella Mountain Comm College

Effective FALL 2015

2/9/2015Run Date:

Collection Period:



AJS213 ALL Evidence Technology: Fingerprints New Fees $0.00 $10.00 24 $240.00*Background - What is the proposed course fee change?

Students will be utilizing the science lab during this forensics course. This course requires the use of forensic supplies and equipment to meet

the competencies.


Adding a lab fee will provide hands on experience with chemicals, forensic supplies and forensic equipment that is used in the forensic

profession. These supplies and equipment will allow the instructor to engage the students in hands on learning within t


A lab fee will be used to offset the costs of chemical and forensic supplies that need to be added /replaced/maintained for each new class.

Examples of these supplies are magnifiers, ridge counters, ink slabs, ink pad, lift cards, lift tape, card holders,


Examples of these supplies/equipment are magnifiers, ridge counters, ink slabs, ink pad, lift cards, lift tape, card holders, ninhydrin, frosted lift

tape

CFS/ECH176 ALL Child Development New Fees $0.00 $5.00 75 $375.00


CFS/ECH176 is one of a series of courses in the Early Childhood pathway, and there are a variety of necessary resources that are required in

order to provide an authentic learning experience. Funds will be contributed towards the purchase of a much -needed SmartBoard and updated

technology that students can learn to use in preparation for their future as educators. In addition, funds will be used to purchase tradebooks,

child development supplies/materials used for sensory and special needs learning, cognitive tools, math manipulatives, and the like. Previously

this course has been offered using a text and limited outside resources. This new fee will allow for a more enriched curriculum.


Objective: Students will research, analyze, and practice in-person application of teaching pedagogy for a career in the field of early childhood

education. The course fee will allow students to have access to materials and technology that will provide them authentic opportunities to

prepare their own lesson plans as well as to teach those lesson plans complete with all necessary resources in the EDU classroom.


Fees will be used to purchase materials such as resource books, children's books,realia, early childhood developmentally appropriate learning

games and activites, and to update technology reflective of the preschool classroom setting as they are preparing to work in as their future

career.


Students will directly utilize all of the listed supplies and technology (such as the SmartBoard, document camera, handheld video cams, and

the like.

284 of 302

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Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



CFS235 ALL Developing Child: Theory Into Practice New Fees $0.00 $5.00 30 $150.00


CFS235 is one of a series of courses in the Early Childhood pathway, and there are a variety of necessary resources that are required in order

to provide an authentic learning experience. Funds will be contributed towards the purchase of a much -needed SmartBoard and updated

technology that students can use in preparation for their careers as future educators. This course is relatively new and was offered for the first

time one year ago, so the new course fee will allow for additional materials, videos, manipulatives, and the like to enhance the learning

experience for the students who are on the Early Childhood pathway.


Objective: Students will research, analyze, and practice in-person application of teaching pedagogy for a career in the field of early childhood

education. The course fee will allow students to have access to materials and technology that will provide them authentic opportunities to

prepare their own lesson plans as well as to teach those lesson plans complete with all necessary resources in the EDU classroom.


Fees will be used to purchase materials such as resource books, children's books, realia, early childhood developmentally appropriate learning

games and activites, and to update technology reflective of the preschool classroom setting as they are preparing to work in as their future

career.


Students will directly utilize all of the listed supplies and technology (such as the SmartBoard, document camera, handheld video cams, and

the like).

GBS151 ALL Introduction to Business Other $5.00 $10.00 200 $1,000.00


Organizational Leadership Certificates (CCL) and Organizational Management (AAS) students will use the course fee a one year membership in

DECA International. The DECA Membership include membership in the EMCC Entrepreneur Club.


DECA (Collegiate) prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management in colleges around the

globe. Course fees will be used for student membership in Collegiate DECA. A one year membership is $10.


The course fee used for student membership in Collegiate DECA. A one year membership is $ 10. As members of DECA, students may

participate in business competitions and earn scholarships, attend business and industry tours


Students, as a member of DECA, are eligible to participate in scholarships, business competitions, attend business and industry tours, network

with Business leaders and to meet hiring managers for internships and employment.

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Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MAT220 ALL Calculus with Anaytical Geometry I Decreased Costs $10.00 $5.00 288 $-1,440.00


The college has agreed to support most of the technology cost for students.


Students majoring in STEM fields need to learn how to program. Using Maple is an introduction into programming for calculus courses. Maple

can be used to solve complex problems, and students will learn how to do the problems by hand as well as through programming. 2nd - the

calculus instructors are incorporating physics labs into their classrooms so that students can get a hands on experience of how calculus

applies in the real world. The lab equipment will give students the opportunity to learn about derivates /antiderivatives by using motion sensors

(kinematics in physics). Labs can also be designed to incorporate temperature and force probes.


Technology costs are increasing, and it is becoming more difficult for the district to support all the technoology trends. This money will go to

support the purchase of Maple for students to use in the classroom. Money will also be used to support logger pro and purchase /mainting of

Vernier equipment.


Maple, Logger Pro, Motion Sensors, temperature probes, Force probes, and other Vernier equipment.

MAT221 ALL Calculus with Anaytical Geometry I Decreased Costs $10.00 $5.00 48 $-240.00




Students majoring in STEM fields need to learn how to program. Using Maple is an introduction into programming for calculus courses. Maple

can be used to solve complex problems, and students will learn how to do the problems by hand as well as through programming. 2nd - the

calculus instructors are incorporating physics labs into their classrooms so that students can get a hands on experience of how calculus

applies in the real world. The lab equipment will give students the opportunity to learn about derivates /antiderivatives by using motion sensors

(kinematics in physics). Labs can also be designed to incorporate temperature and force probes.




Vernier equipment.



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Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MAT230 ALL Calculus with Anaytical Geometry II Decreased Costs $10.00 $5.00 128 $-640.00




Students majoring in STEM fields need to learn how to program. Using Maple is this 2nd semester calculus class will allow students to work

on complex problems involving Taylor Polynomials and have Maple solve the problem for them. Maple can be used to solve complex problems,

and students will learn how to do the problems by hand as well as through programming. 2nd - the calculus instructors are incorporating

physics labs into their classrooms so that students can get a hands on experience of how calculus applies in the real world. The lab equipment

will give students the opportunity to learn about derivates /antiderivatives by using motion sensors (kinematics in physics). Labs can also be

designed to incorporate temperature and force probes. Students will also use Logger Pro to help solve for volumes of rotation problems as

done at the beginning of the semester.




Vernier equipment.



MAT241 ALL Calculus with Anaytical Geometry III Decreased Costs $20.00 $10.00 64 $-640.00




Students majoring in STEM fields need to learn how to program. Maple is used at least once a week in this course. Calculus III is based off of 3

dimensions, and Maple is a great tool that can graph in 3D. It is also used to help solve complex problems and requires the students to learn

how to interpret the output Maple provides. The biggest feedback instructors have received from former EMCC students who have gone onto the

university is to continue using Maple. It has helped them with programming at universities.




Vernier equipment.



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Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



MAT276 ALL Modern Differential Equations Decreased Costs $20.00 $10.00 64 $-640.00




This course is primarily for engineering majors. Universities, especially ASU, require students to know how to use MATLAB. This program is

also used in the Navy with some of their engineers. Many real world problems cannot be solved, so programs (such as MATLAB) have to be

used to estimate the solution. Students in this course learn how to use MATLAB along with how to solve real world problems through

esitmations. A key outcome for the use of MATLAB is to help engineering students transition to the university as smoothly as possible .

STudents will also be able to learn concepts from the course


Will be used to support cost of MATLAB along with Logger Pro and purchasing/mainting Vernier lab equipment.


Matlab, Logger Pro, mass spring oscialltors, motion sensors and other Vernier equipment.

PED101JU ALL Judo New Course $0.00 $10.00 40 $400.00


Previously EMCC has only offered general self defense courses and Tai Chi. Neither of these courses used throws and take downs. Thus there

was no need for specialized mats. Judo will require mats to cushion falls for students.


Students will learn to fall while protecting themselves from injury. Then they will learn various grappling techniques including throws and take

downs.


Requested fees will be used to purchase and replace as needed floor mats.


The mats will be used by students in class.

288 of 302

550



Fee

Proposed

Fee

Projected

Enrollment

Projected

Revenue


Effective FALL 2015

2/9/2015Run Date:

Collection Period:



PED101KB ALL Kickboxing Increased Costs $5.00 $10.00 40 $200.00


Previously EMCC has only offered PED101KB as a Cardio Kickboxing class which only requires the lower $5 fee. New for Fall 2015 EMCC will

also offer PED101KB as an Martial Arts Striking Class which will require additional equipment. Students participating in Cardio Kickboxing class

will continue to be charged only the $5.00 and Students participating in Martial Arts Striking Class the student will be charged $10.


Students will learn actual striking skills as if they were sparing with human partners. However, strikes, punches and kicks will only be delivered

to pads and dummies. This will eliminate injury risk from uncontrolled strikes by novice students.


Requested fees will be used to purchase and replace as needed target pads and striking dummies.


The pads and dummies will be used by students in class.

SBS200 ALL Small Business Operations New Fees $0.00 $5.00 200 $1,000.00


The Small Business Series (SBS) courses are taught as a series of six (6) courses: SBS200- Small Business Operations; SBS202- Small

Business Bookkeeping/Tax Prep; SBS203- Small Business Financial and Cash Management; SBS204-Small Business Marketing &

Advertising; SBS214- Small Business Customer Relations; and SBS220- Small Business Internet Marketing. The core of each course is to

create/add to the three key sections of the common Business Plan: Marketing, Financials and Operations. These six (6) courses are

offered every semester, and the students purchase the Textbook and software used to help create the course work product - a Business Plan.


The course fee will be used to purchase Business Plan Pro software. The software will be loaded on the Business Lab (OCT120) computers for

student use in class and during business lab hours to complete Business Plan homework.


Fees will be used to purchase and update the business Plan Pro software used to complete business plan


Students will use Business Plan Pro software create and update the business plan


E M P L O Y M E N T S

* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Salaries under $30,000 are due to less than 1 FTE and/or less than a 12 month position Section I Employments Maricopa Community Colleges 2/23/2015 1:10 PM Page 1

INFORMATION ITEM


Item Number

Item Title Responsible Agents

14.1 EMPLOYMENTS (New Hires, Specially Funded, and Short-Term)

Ms. LaCoya Shelton-Johnson

Recommendation In accordance with employee group policies, the following personnel actions were approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification


Chancellor ____________________________ Academic & Student Affairs ______________ Human Resources _________ITS__________ Business Services ______________________ Res Dev & Cmty Relations _______________ College President ______________________

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January 2015 New Hires

Employee Class: Regular, Full-Time

Location Employee NameEmloyee Class Job Title FTE Calendar ID Bi-Weekly Annual Rate Start Date

Chandler-Gilbert Comm College Bourgeois,Jenny MAT Coord Marketing 1 12 Months 1,910.31$ $49,859.00 1/5/2015District Support Services Cntr Harden,Richard M. MAT Assoc VC Information Tech 1 12 Months 5,695.90$ $148,663.00 1/5/2015District Support Services Cntr Swain,Sheri MAT Dir Enterprise Risk Management 1 12 Months 3,943.56$ $102,927.00 1/5/2015District Support Services Cntr Ly,Catherine PSA Accounting Asst 1 12 Months 1,409.62$ $36,791.00 1/5/2015Glendale Community College Young,Dina G. PSA Staff Sign Lang Interpreter 1 12 Months 2,312.45$ $60,354.95 1/5/2015Glendale Community College Baesler Jr,Raymond M PSA Staff Sign Lang Interpreter 1 12 Months 2,312.45$ $60,354.95 1/5/2015District Support Services Cntr Rosas Granados,Ariana PSA Financial Aid Tech II 1 12 Months 1,388.89$ $36,250.00 1/26/2015Mesa Community College Edwards,Dana Jean PSA Fiscal Tech II 1 12 Months 1,440.42$ $37,595.00 1/26/2015Chandler-Gilbert Comm College Shaw,Evan M. W. PSA Student Svcs Spec 1 12 Months 1,466.05$ $38,264.00 1/28/2015District Support Services Cntr Lilleboe,Anna MAT Asst Dir Strategic Info Tech 1 12 Months 4,131.38$ $107,829.00 1/28/2015District Support Services Cntr Woo,Larry MAT Buyer I 1 12 Months 2,010.84$ $52,483.00 1/28/2015District Support Services Cntr Bienkowski,Robert S. PSA Admin Asst I 1 12 Months 1,779.31$ $46,440.00 1/28/2015District Support Services Cntr Kamper,Braxinton Aaron PSA Financial Aid Tech II 1 12 Months 1,388.89$ $36,250.00 1/28/2015District Support Services Cntr Zimmer,Elaine PSA Admin Secretary III 1 12 Months 1,268.66$ $33,112.00 1/28/2015District Support Services Cntr Thompson,Samantha PSA Admin Secretary III 1 12 Months 1,198.16$ $31,272.00 1/28/2015District Support Services Cntr Tena,Megan R. PSA Financial Aid Tech II 1 12 Months 1,466.05$ $38,264.00 1/28/2015District Support Services Cntr Korionoff,Elena PSA Compensation Tech 1 12 Months 1,409.62$ $36,791.00 1/28/2015District Support Services Cntr Ho,Renee M. PSA Financial Aid Tech II 1 12 Months 1,543.22$ $40,278.00 1/28/2015Estrella Mountain Comm College Yamashita,Kiyomi PSA Student Svcs Spec 1 12 Months 1,388.89$ $36,250.00 1/28/2015GateWay Community College Solis,Ricardo J. MAT Dean 1 12 Months 4,005.17$ $104,535.00 1/28/2015GateWay Community College Bose,Janet Carol MAT Budget Analyst II 1 12 Months 2,097.89$ $54,755.00 1/28/2015Glendale Community College Russell,Jodi K. PSA Office Coord II 1 12 Months 1,268.66$ $33,112.03 1/28/2015Maricopa Skill Center Allen,Adefemi Femi MAT Instructor 1 12 Months 2,016.17$ $52,622.00 1/28/2015Maricopa Skill Center Loftis,Tangiera Lanise MAT Financial Aid Coord 1 12 Months 1,917.59$ $50,049.00 1/28/2015Mesa Community College Parulski,Jeffrey PSA Theatre Tech Coord 1 12 Months 1,466.05$ $38,264.00 1/28/2015Northwest Skill Center Kiang,Nicole A PSA Office Asst 0.75 12 Months 862.06$ $22,499.77 1/28/2015Phoenix College Cozzetto,Daniel K. Ath Spec Athletic Spec 1 12 Months 1,717.40$ $44,824.14 1/28/2015Phoenix College Westphal,Amanda E. PSA Admin Secretary II 0.75 12 Months 862.07$ $22,500.03 1/28/2015Rio Salado Community College Healy,Matthew P. PSA Computer Maint Tech 1 12 Months 1,543.22$ $40,278.00 1/28/2015Scottsdale Community College Bridwell,Linda D. PSA Office Coord III 1 12 Months 1,694.60$ $44,229.00 1/28/2015Scottsdale Community College Johnson,Alexis Phyllis PSA Library Asst II 0.75 12 Months 951.49$ $24,833.89 1/28/2015

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Employee Class: Regular, Full-Time

Location Employee NameEmloyee Class Job Title FTE Calendar ID Bi-Weekly Annual Rate

Service Date

South Mountain Comm College Moreno,Veronica N PSA Admin Secretary III 1 12 Months 1,339.12$ $34,951.00 1/28/2015South Mountain Comm College Tovar,Salina PSA Accounting Asst 1 12 Months 1,268.66$ $33,112.00 1/28/2015

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Employee Class: Short Term


Glendale Community College Reveles,Anna M. Short Term Human Resources Asst III 1 12 Months 1,198.16$ $31,271.98 1/3/2015Glendale Community College Yazzie,Adrian Scott Short Term Human Resources Analyst 1 12 Months 1,388.89$ $36,250.00 1/3/2015Scottsdale Community College Craig,Julie Diane Short Term Computer Information Systems 1 9 Months 2,893.13$ $56,416.04 1/5/2015Chandler-Gilbert Comm College Burris,Joni Short Term Education 1 9 Months 4,392.92$ $85,662.00 1/9/2015Chandler-Gilbert Comm College Sapp,Allen L Short Term Aviation 1 9 Months 3,873.85$ $75,540.00 1/9/2015Paradise Valley Community Coll Stone,Ryan Patrick Short Term English 1 9 Months 3,715.90$ $72,460.00 1/9/2015Paradise Valley Community Coll Dash,Kishore C Short Term General Business 1 9 Months 4,392.92$ $85,662.00 1/9/2015Southwest Skill Center Kline,Jennifer L Short Term Instructor 1 12 Months 1,697.85$ $44,314.00 1/13/2015Maricopa Skill Center Martens,Corey Leigh Short Term Assoc Instructor 1 12 Months 1,235.63$ $32,250.00 1/24/2015Chandler-Gilbert Comm College Hill,Felicia Short Term Clinical Nursing 1 9 Months 3,125.38$ $60,944.91 1/28/2015Chandler-Gilbert Comm College Knierman,Karen A. Short Term Astronomy 1 9 Months 2,893.13$ $56,416.04 1/28/2015Chandler-Gilbert Comm College Arthur,Joel D. Short Term Learning Assoc 0.75 12 Months 1,041.67$ $27,187.59 1/28/2015Estrella Mountain Comm College Rauch,Rebecca K. Short Term Clinical Nursing 1 9 Months 3,125.38$ $60,944.91 1/28/2015Estrella Mountain Comm College Yohe,Karen Short Term Mathematics 1 9 Months 2,893.13$ $56,416.04 1/28/2015GateWay Community College Pacheco Santiago,Marisela Short Term Student Svcs Tech 1 12 Months 1,099.73$ $28,703.00 1/28/2015GateWay Community College Yancey,Rhoenita S. Short Term Athletic Spec 1 12 Months 1,557.74$ $40,657.01 1/28/2015Glendale Community College Decristofaro,Lawrence Short Term Accounting 1 9 Months 2,893.13$ $56,416.04 1/28/2015Mesa Community College Steimle,Teresa A. Short Term English ESL 1 9 Months 2,789.54$ $54,396.03 1/28/2015Mesa Community College Matsumoto,Shane A. Short Term Music 1 9 Months 2,478.77$ $48,336.02 1/28/2015Mesa Community College Elson Jr,Timothy J. Short Term Nursing 1 9 Months 3,125.38$ $60,944.91 1/28/2015Mesa Community College Canez,Herlinda M. Short Term Mgr College Employee Svcs 0.75 12 Months 1,555.80$ $40,606.38 1/28/2015Paradise Valley Community Coll Menard,Barry Alan Short Term Client Support Analyst 1 12 Months 1,388.89$ $36,250.00 1/28/2015Phoenix College Fedock,Paul M. Short Term Mathematics 1 9 Months 2,893.13$ $56,416.04 1/28/2015Rio Salado Community College Pirshafiey,Monica Rose Short Term Admin Asst I 1 12 Months 1,525.13$ $39,806.00 1/28/2015Scottsdale Community College Olsen,Walter L. Short Term Admin of Justice 1 9 Months 2,893.13$ $56,416.04 1/28/2015Scottsdale Community College Dye,Shakesha Latrice Short Term Exec Secretary I 1 12 Months 1,311.72$ $34,236.00 1/28/2015Scottsdale Community College Herbst,Kimberly Short Term Graphic Designer II 1 12 Months 1,525.13$ $39,806.00 1/28/2015South Mountain Comm College Tapia,Nick Short Term History 1 9 Months 2,478.77$ $48,336.02 1/28/2015South Mountain Comm College Das,Tuli R. Short Term Financial Aid Tech I 1 12 Months 1,099.73$ $28,703.00 1/28/2015South Mountain Comm College Perez,Yvonne Marie Short Term Student Svcs Spec 1 12 Months 1,388.89$ $36,250.00 1/28/2015Mesa Community College Haney,Donovan S. Short Term Public Safety Aide 1 12 Months 1,199.39$ $31,304.00 1/29/2015

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Employee Class: Short Term


Paradise Valley Community Coll Askew,Mary E. Short Term Office Coord II 1 12 Months 1,268.66$ $33,112.00 1/31/2015South Mountain Comm College Hernandez,Manuel Edward Short Term Student Svcs Spec 1 12 Months 1,388.89$ $36,250.00 1/31/2015South Mountain Comm College Cecil,Cammy Short Term Admin Asst I 1 12 Months 1,525.13$ $39,806.00 1/31/2015

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Employee Class: Specially Funded


District Support Services Cntr Loveland,Richard B SPF Small Business Analyst 1 12 Months 2,097.89$ $54,755.00 1/5/2015Rio Salado Community College Drummond,Bruce N. SPF Reporter Host 1 12 Months 1,466.05$ $38,264.00 1/5/2015Maricopa Skill Center Brown,Robert Eugene SPF Assoc Instructor 1 12 Months 1,467.32$ $38,297.00 1/13/2015District Support Services Cntr Martinez,Araceli SPF SBDC Prog Asst 1 12 Months 1,164.41$ $30,391.00 1/28/2015District Support Services Cntr Kirton,Ellen SPF Mgr Small Business Develop Ctr 1 12 Months 2,568.39$ $67,035.00 1/28/2015District Support Services Cntr Burns,Karen SPF Small Business Analyst 1 12 Months 2,097.89$ $54,755.00 1/28/2015District Support Services Cntr DuBois,Patti SPF Small Business Analyst 1 12 Months 2,097.89$ $54,755.00 1/28/2015District Support Services Cntr Wolden,Dorothy SPF Small Business Analyst 1 12 Months 2,097.89$ $54,755.00 1/28/2015District Support Services Cntr Schumann,Thomas Keller SPF Small Business Analyst 1 12 Months 2,097.89$ $54,755.00 1/28/2015Estrella Mountain Comm College Medford,Jeremy M SPF Manufacturing Tech 1 9 Months 4,045.28$ $78,883.00 1/28/2015Mesa Community College Yocham,Cecilia Maria SPF Admin Secretary III 1 12 Months 1,409.62$ $36,791.00 1/28/2015Mesa Community College Begell, Dirk SPF Manufacturing Lab Tech 1 12 Months 1,388.89$ $36,250.00 1/28/2015Rio Salado Community College McDowell,Ryan M. SPF Graphic Designer I 1 12 Months 1,388.89$ $36,250.00 1/28/2015Rio Salado Community College Fritcke,Katherine M. SPF Reporter Host 1 12 Months 1,388.89$ $36,250.00 1/28/2015Rio Salado Community College Conmy,Jessica L. SPF Program Advisor 1 12 Months 1,543.22$ $40,278.00 1/28/2015South Mountain Comm College Wainhaus,Rachel SPF Program Advisor 0.75 12 Months 1,157.41$ $30,208.40 1/28/2015

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S E P A R A T I O N S

Section II Separations Maricopa Community Colleges 2/23/2015 1:10 PM Page 1

INFORMATION ITEM


Item Number

Item Title Responsible Agents

14.2 SEPARATIONS Ms. LaCoya Shelton-Johnson Recommendation In accordance with employee group policies, the following personnel actions were approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification


Chancellor ____________________________ Academic & Student Affairs ______________ Human Resources _________ITS__________ Business Services ______________________ Res Dev & Cmty Relations _______________ College President ______________________

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January 2015 Separations

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College Location Employee Name Job Title Effective Date Action Reason Chandler-Gilbert Comm College Lach,Ann Grace Admin Asst I 1/24/2015 Termination Personal ReasonsChandler-Gilbert Comm College Potter,Thomas Alan Electric Utility Tech 1/10/2015 Termination Personal ReasonsChandler-Gilbert Comm College Rosenberg,Rona E. Information Clerk 1/3/2015 Termination RetirementChandler-Gilbert Comm College Rosenthal,Edward D. Astronomy 1/10/2015 Termination Personal ReasonsChandler-Gilbert Comm College Palinsky,Julienne G. Admin Asst I 1/3/2015 Termination RetirementDistrict Support Services Cntr Rekas,David S Sr Accountant 1/8/2015 Termination Personal ReasonsDistrict Support Services Cntr Smietana,Claudia L. Admin Asst II 1/6/2015 Termination RetirementDistrict Support Services Cntr Poole,Karen F. Economic Developmt Spec 1/3/2015 Termination RetirementDistrict Support Services Cntr Salter,Tracy E. Institutional Research Analyst 1/3/2015 Termination Personal ReasonsDistrict Support Services Cntr Ryan,Merle K. Payroll Mgr Succession 1/10/2015 Termination RetirementDistrict Support Services Cntr Wallace,Dawn Sepideh Dir State Local Gov Rel 1/17/2015 Termination Personal ReasonsDistrict Support Services Cntr Yabeny,Pam K. Dir Early Outreach Prog 1/3/2015 Termination Personal ReasonsDistrict Support Services Cntr Hale,Carol L. Dir Grants Corp Develop 1/3/2015 Termination RetirementDistrict Support Services Cntr Gal,Donna Lee Business Systems Analyst 1/3/2015 Termination RetirementEstrella Mountain Comm College Cloud,Lourdes Moreno Admin Asst I 1/13/2015 Termination Personal ReasonsGateWay Community College Lesaca,Edward Shervin S. Curriculum Tech 1/21/2015 Termination Personal ReasonsGateWay Community College Long,Jaime Athletic Spec 1/19/2015 Termination Personal ReasonsGateWay Community College Carson,Christopher Vernon Marketing Asst 1/17/2015 Termination Personal ReasonsGlendale Community Coll North Moses,Mary Elizabeth Student Svcs Tech 1/3/2015 Termination Personal ReasonsGlendale Community Coll North Reed,Mark B. Dir Early Outreach Prog 1/3/2015 Termination Personal ReasonsGlendale Community Coll North Smith,Sandra L. Custodian I 1/1/2015 Termination Personal ReasonsGlendale Community Coll North Ford II,Charles E. Electrician 1/3/2015 Termination RetirementGlendale Community Coll North Cabrera,Anthony Leo Custodian I 1/8/2015 Termination RetirementGlendale Community Coll North James,Kathleen A. Admin Secretary I Succ 1/17/2015 Termination RetirementGlendale Community Coll North Daugherty,James R. Home Economics 1/15/2015 Termination RetirementGlendale Community Coll North Bednorz,Joseph E. Counselor 1/3/2015 Termination RetirementGlendale Community Coll North Sindel,Mary A. Admin Secretary III 1/3/2015 Termination RetirementGlendale Community Coll North Tomaszewski,Susan Vasher Admin Secretary III 1/6/2015 Termination RetirementGlendale Community Coll North Cortney,Daniel D. Mathematics 1/3/2015 Termination RetirementMaricopa Corporate College Jeffers,Roberta L Solutions Mgr Mar Corp College 1/3/2015 Termination RetirementMCC at Red Mountain Gilbert,Lisa Beth Admin Secretary I 1/3/2015 Termination Personal ReasonsMesa Community College Jordan,Barbara M. English ESL 1/3/2015 Termination Retirement

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January 2015 Separations

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College Location Employee Name Job Title Effective Date Action Reason Mesa Community College Harris,David G. CIS BPC 1/9/2015 Termination RetirementMesa Community College Baker,Elvira E. Library Asst I 1/7/2015 Termination RetirementMesa Community College Soule,Victoria A Library Asst II 1/8/2015 Termination Personal ReasonsMesa Community College Waybright,Paula Program Advisor 1/6/2015 Termination RetirementMesa Community College Effland Jr,Richard W. Anthropology 1/3/2015 Termination RetirementMesa Community College Gahn,Deana C. Nursing 1/9/2015 Termination RetirementMesa Community College Evans,Linda Oiler English 1/3/2015 Termination RetirementMesa Community College Payne,Jarrett S. Program Advisor 1/16/2015 Termination Personal ReasonsMesa Community College Welsh Jr,Edward L. General Business 1/17/2015 Termination Retirement

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MONITORING REPORT POLICY TYPE: CHANCELLOR LIMITATIONS

POLICY TITLE: FINANCIAL CONDITION AND ACTIVITIES; FINANCIAL PLANNING AND BUDGETING

Governing Board Agenda Meeting Date: February 24, 2015 ITEM NUMBER ITEM TITLE RESPONSIBLE AGENTS 15.1 Budget Analysis Report Ms. Debra Thompson

Fund 1: General Unrestricted Fund Ms. Kim Granio For the Seven Months Ending 1/31/2015

Expenditure Summary: $343.4M (year to date); projected expenditure at year end: $661.9M • Typically evenly spread across each month, as the majority is payroll and benefits which are recorded every

two weeks. • 44.4% of expenditures have been recognized year to date (versus 48.8% in 13/14, 49.9% in 12/13, and 47.9%

in 11/12). • 31.3% of the budget remains unexpended or unencumbered (versus 24.6% in 13/14, 26.2% in 12/13, and 26.3%

in 11/12). • Overall percent of budget recognized or encumbered is lower than in prior years due to increases in budget

allocated to activities or programs which are newer to MCCCD that are taking additional time for hiring and other activities to take place.

Revenue Summary: $446.5M (year to date); projected revenue at year end: $664.1M • The two major revenues, property taxes and tuition, are collected in cycles. Tuition revenue is generally collected

at the beginning of each semester while property tax revenue is mostly collected in the fall and spring when semi-annual payments are due from property owners.

• 64.7% of the budgeted revenue has been recognized year to date (versus 65.6% in 13/14, 67.1% in 12/13, and 67.7% in 11/12).

Fund Balance and Financial Stability Requirements • Projections are for the Fund 1 balance to increase by ~$2.2M (from $164.1M to $166.3M) in FY 14-15. • MCCCD is required to maintain a financial stability balance equal to 8% of the annual projected revenue. This

currently equates to $53.1M. The remaining fund balance of $113.2M is comprised of college carryforward, designations for future operations, minimum financial condition measure for future years, allowance for student bad debt, priority initiatives, capital master planning, reserves for potential claims/contingency, enrollment growth/retention, and a projected undesignated balance of $1.7M.

• Financial activities of the District comply with the Governing Board Policies, Chancellor Interpretations 2.4 and 2.6, though Restricted Fund revenue collection often lags behind expenditures given that the nature of grants and financial aid is one of reimbursement for expenditures and awards.

Items of Particular Interest: Substantial Deviations from Budget or Expectations

The budget for General Tuition is essentially based on anticipated FTSE for the fiscal year and tuition & fee rates. Estimated actual FTSE is tracked throughout the year and General Fund Tuition revenue is adjusted in the Spring to reflect estimated actual FTSE for the year. For FY15 as of January 2015, this amounts to a reduction of projected revenues of $23,000,000. Note, however, the difference in revenues between the budgeted FTSE level and estimated actual is budgeted as a reserve expenditure allocation line that is only allocated if the tuition revenue materializes. Therefore, since the anticipated growth did not occur and the tuition was not realized, there is no expected negative financial impact.

More information on the Budget Analysis Report access: http://www.maricopa.edu/business/reporting/reports.html This report is also provided to the Audit & Finance Committee quarterly.


Chancellor _____________________________ Academic & Student Affairs________________ Business Services________________________ Human Resources________ ITS___________ Res Dev & Com Relations_________________ College President ________________________

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http://www.maricopa.edu/business/reporting/reports.html

Legislative Update – February 24, 2015

1

Monday, February 23rd marked the 43rd day of the 52nd Arizona Legislature, First

Regular Session. To date, 1,138 bills have been introduced, five bills have passed and

three have been signed by the Governor. Last Friday was the deadline for

consideration of bills in their chamber of origin, ending a week of hours-long committee

meetings with packed agendas. The 602 bills that did not get heard in committee are

effectively dead (359 in the House and 243 in the Senate).

This week, often referred to as “crossover week,” both chambers are expected to have

lengthy floor sessions to process the many bills that passed out of committee before the

deadline. The next step is debate in the Committee of the Whole (COW). Once the bill

is debated in COW and voted on by the entire membership of the chamber (Third

Reading), it will be sent across the Capitol Mall to the other chamber for consideration.

The sooner a bill moves to the other chamber, the more opportunities it has to be

calendared for committee action.

Next week, the standing committees in each chamber will begin in earnest to hear bills

from the other chamber, with House committees hearing Senate bills and Senate

committees hearing House bills. The next important milestone of the legislative session

is the deadline for the consideration of other chamber bills, which is March 20. This

deadline will further limit the legislative proposals remaining viable for the session;

however legislators do have other mechanisms by which to bring forward proposals.

As session moves on, bills continue to be examined to identify those that impact

community colleges, higher education, or a Maricopa administrative function. Staff also

monitors bills related to K-12 education and technical corrections for developments that

may ultimately affect the District. Other issues of interest include those affecting local

control, funding sources and student success among others.

Bills of Interest

Following are selected bills of interest that are moving through the legislature.

HB 2091 VETERANS; IN-STATE TUITION (Rep. Borrelli)

A person who, while using federal educational assistance under the G.I. Bill or Post-

9/11 GI Bill, enrolls in a state university or a community college within three years after

being discharged from active duty service of 90 or more days or within three years after

the service member’s death in the line of duty or who remains continuously enrolled

beyond the three-year period following the service member’s discharge or death must

be granted immediate classification as an in-state student if the person has

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demonstrated objective evidence of intent to be a resident of Arizona that includes at

least one of a specified list of evidence. Emergency clause. (Note: This bill conforms

Arizona law to recently passed Federal law.) Passed House 58-0; ready for Senate.

HB 2240 NATIONAL GUARD MEMBERS; TUITION WAIVERS (Rep. Cardenas)

Any member of the Arizona National Guard may attend regularly scheduled courses at

any public institution of higher education in Arizona toward completion of a bachelor’s or

master’s degree and receive up to 16 credits per semester tuition-free, with a maximum

of 120 credits total for a bachelor’s degree and 33 credits total for a master’s degree if

specified conditions are met, including that the member has completed initial active duty

training and is in good standing in the Guard and at the institution. (Note: Amendment-

Requires among other things: Arizona residency, enlistment in Arizona; enrollment only

if course has open seats after registration closes. Passed from House Military Affairs &

Public Safety as amended.

HB 2442 COMM COLLEGE EXPENDITURE LIMITS; RECALCULATION (Rep. Olson)

After the close of each fiscal year and before the following December 1, the Economic

Estimates Commission is required to recalculate the expenditure limitation for each

community college district using the October full-time equivalent student report

produced by the Auditor General. (Note: Amendment-Requires college districts to

submit FTSE calculations to the JLBC to evaluate validity and accuracy of the data.

Directs JLBC to report approved or revised calculations to the Commission and college

districts.) Passed from House Government & Higher Education as amended.

HB 2610 COMMUNITY COLLEGE COLLEGIATE SPECIAL PLATES (Rep. Olson)

The Department of Transportation is required to issue collegiate special license plates

that identify each community college. Of the $25 annual fee, $8 is an administrative fee

and $17 is a donation to the community college district where the community college is

located for placement in the appropriate community college collegiate special plate

fund. Each community college district is required to establish a separate community

college collegiate special plate fund for each community college, and monies in the fund

must be used for academic scholarships. (Note: Amendment-Creates one special plate

per district, rather than per college. Limits eligibility to districts with FTSE of more than

50,000 students.) Passed from House Appropriations as amended.

SB 1285 JOB TRAINING; STIPENDS; STEM; INTERNSHIPS (Sen. Yee)

The Arizona Job Training Program is required to provide internship opportunities for

students and educators in science, technology, engineering and mathematics fields.

Applicants for internship opportunities with businesses in the science, technology,

engineering and mathematics fields are permitted to apply each fiscal year for up to

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$5,000 from the Arizona Job Training Fund for each high school and undergraduate

student and up to $8,000 from the Fund for each graduate student or educator. A

minimum of 50 percent of the monies remaining in the Fund after the statutorily required

appropriations are made must be used to provide internship stipends. Passed Senate

Commerce & Workforce Development Committee as amended.

Governor’s Budget Proposal

As noted previously, Governor Doug Ducey released his budget proposal on Friday,

January 16 and recommended the following:

● Reduce by half the Operating State Aid and STEM/Workforce State Aid formulas

for Maricopa, Pima and Pinal community colleges.

● Maintain the current level of funding for Adult Education and GED in the

Department of Education.

● Continue to require community colleges to transfer $6 per FTSE to the Arizona

Department of Education by December 1 of each year for deposit into the

Education Learning and Accountability Fund.

The reduction in state aid formulas to community colleges results in a General Fund

reduction of $8.8 million. The impact to Maricopa is a reduction in STEM/Workforce

funding to $700,000, from $1.4 million, and a reduction in Operating funds to $3.3

million from $7.4 million along with a drop in FTSE.

Legislative Budget Proposal

Small group meetings are underway within the legislature to discuss issues of top

priority. No formal proposal has been released to date.

*Bill Summaries provided by the Arizona Capitol Reports, LLC

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