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Maricopa County Community College District Governing Board Agenda

December 5, 2017

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.

AGENDA REVIEW District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 Governing Board Room (M200), Second Floor 4:00 P.M. CALL TO ORDER AGENDA REVIEW FOR THE DECEMBER 12, 2017 REGULAR BOARD MEETING ADJOURNMENT TO MONITORING RETREAT MONITORING RETREAT Immediately Following Agenda Review, Same Location PRESENTATION AND DISCUSSION OF ANNUAL MONITORING REPORT DATA ADJOURNMENT

_____________________ 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 Friday preceding the scheduled meeting. Without advance notice we are unable to guarantee the accommodations of choice. For a literal translation of this agenda, right click on the web page located at https://district.maricopa.edu/board-operations/current-agenda.php and select “Translate to English” from the pull down menu. A new dialog box will pop up and you may choose the appropriate language for translation. For more information, please contact the Board Assistant at (480) 731-8889.

Maricopa County Community College District Governing Board Agenda

December 12, 2017

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.

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

GENERAL 1. Call to Order 2. Pledge of Allegiance 3. Substitutions 4. Student Life Reports—Phoenix College 5. Emeritus, Awards, and Recognition (3)

• Faculty Emeritus Distinction—Glendale Community College—Dr. Renee Barstack • Faculty Emeritus Distinction—Glendale Community College—Dr. Thomas Foley • Faculty Emeritus Distinction—Glendale Community College—Michael Holtfrerich

6. Chancellor Report • Transformation Plan Update

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 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.

https://district.maricopa.edu/board-operations/current-agenda.php

Governing Board Agenda | December 12, 2017 Page 2

_____________________ 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 Friday preceding the scheduled meeting. Without advance notice we are unable to guarantee the accommodations of choice. For a literal translation of this agenda, we recommend Google Translate (https://translate.google.com/). For more information, please contact the Board Assistant at (480) 731-8889.

CONSIDERATION OF CONSENT AGENDA 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 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

7. MINUTES *7.1 Approve the minutes of the November 14, 2017 Agenda Review and Work Session 8. CHANCELLOR/BOARD *8.1 Approve Faculty Emeritus Distinction—Glendale Community College—

Dr. Renee Barstack *8.2 Approve Faculty Emeritus Distinction—Glendale Community College—

Dr. Thomas Foley *8.3 Approve Faculty Emeritus Distinction—Glendale Community College—

Michael Holtfrerich *8.4 Approve Rio Salado College Student Success and Scaling Initiative *8.5 Approve Designee Related to Unemployment Compensation Information 9. ACADEMIC AFFAIRS *9.1 Approve Curriculum *9.2 Approve Transfer from Maricopa Community Colleges Foundation—New

Grant Award Charting Clear Routes to Completion: Achieving Deeper Learning While Saving Students Time and Money Implementation Grant

*9.3 Approval of Intergovernmental Agreement with Mesa Unified School District No. 4 for College Advisors Program

10. BUSINESS SERVICES *10.1 Approve Authorization to Enter into a License Agreement for the Use of

College Soccer Fields and Locker Rooms between Chandler-Gilbert Community College (CGCC) and SportingAZ FC

*10.2 Approve Agricultural Lease with H Four Farm III *10.3 Approve Sale of Real Property to Foothills Academy Inc. *10.4 Approve Agricultural Lease with Rexco, LLC 11. HUMAN RESOURCES *11.1 Approve Adoption of Staff Policies Relating to Salary Administration,

Employee Classification & Employee Movement, and Compensable Work Time—Non-Exempt Employees

Governing Board Agenda | December 12, 2017 Page 3

_____________________ 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 Friday preceding the scheduled meeting. Without advance notice we are unable to guarantee the accommodations of choice. For a literal translation of this agenda, we recommend Google Translate (https://translate.google.com/). For more information, please contact the Board Assistant at (480) 731-8889.

INFORMATION ITEMS/FIRST READINGS 12. HUMAN RESOURCES 12.1 Review Employments (Regular, Short-Term, and Specially Funded)

(November, 2017) and Separations (November, 2017) MONITORING REPORTS 13. BUSINESS SERVICES 13.1 Review Final Budget Analysis Report, Fund 1—General Unrestricted Fund

for the Five Months Ended November 30, 2017 EMPLOYEE GROUP REPORTS 14. Faculty Executive Council Report COMMUNITY LINKAGE 15. Governing Board Reports 16. External Community Reports 16.1 Arizona Association of District Governing Boards (AADGB) 16.2 Arizona School Boards Association (ASBA) 16.3 Association of Community College Trustees (ACCT)

ESTABLISHMENT OF NEXT MEETING DATES, TIMES AND PLACES 17. January 9, 2018, 5:00 p.m., Election of New Officers, Governing Board Room 18. January 9, 2018, 5:30 p.m., Agenda Review, Governing Board Room 19. January 9, 2018, 6:30 p.m., Subcommittee (if needed), Governing Board Room 20. January 23, 2018, 6:30 p.m., Regular Board Meeting, Governing Board Room ADJOURNMENT

Maricopa County Community College District

Governing Board Minutes November 14, 2017

An Agenda Review and Work Session of the Maricopa County Community College District Governing Board were scheduled to be held beginning at 4:00 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to ARS §38-431.07, notice having been duly given.

GOVERNING BOARD Linda Thor, Vice President Johanna Haver, Member Jean McGrath, Member Dana Saar, Member Alfredo Gutierrez, Member Absent: Laurin Hendrix, President Tracy Livingston, Member

ADMINISTRATION Maria Harper-Marinick LaCoya Shelton Debbie Kushibab Gaye Murphy Edward Kelty Paul DeRose for Chris Haines Steven Gonzales Terry Leyba Ruiz Sasan Poureetezadi Christina Schultz Kate Smith for Chris Bustamante Leslie Cooper

Agenda Review Call to Order

Vice President Thor called to order the Agenda Review for the November 28, 2017 Regular Board Meeting at 4:05 p.m. Item 7-1: Minutes of 10.10.17 and 10.24.17. No discussion. Items 8-1 thru 8-6 Emeritus: Six emeritus recommendations will be on the agenda. No questions asked. Item 8-7: U.S. Small Business Administration Award for America’s Small Business Development Center Arizona Network. No discussion. Items 9.1: Curriculum: No discussion. Items 10.1 thru 10.6 Business Services: Item 10.1 Final Guaranteed Maximum Price Amendment Number Three “C” Building Remodel at Phoenix College: This will be the final item submitted for this remodel. Item 10.2: Conceptual Approval for the Makerspace at GateWay Community College – Stauffer Annex : GWC President Gonzales and Kristin Gubser reported that they had come to the Board before the summer break to ask for approval of a $3 million grant which required a similar dollar match. The other match has come from the City of Phoenix. Since that time they have provided each of the board members with answers to their questions. They

Minutes | November 14, 2017 Agenda Review and Work Session Page 2 of 7

expressed appreciation for the opportunity to explain what their plans were. The changes include the adoption of a design thinking methodology approach which would provide an educational platform providing for Train the Trainer which would take what faculty are doing and bring design principles that employers want. They intend to include a boot camp to teach design thinking principles intended to increase productivity and increase retention.

• Drop-off space is location on west side of building • Agrees with makerspace concept, however location is an issue. Is it

sustainable? • Nine minutes from Phoenix College and sixteen from GWC • Can’t see investing $6 Million on this project for two years. Parking is

an issue. • Enthusiastic about this project. Alternative source of revenue. • This particular site make sense because of explosive growth in

downtown Phoenix. Change in demographics in center of Phoenix. This is precisely the right place. Parking is an issue in every city and this is part of becoming a major urban city. Everyone has learned to adopt and adapt. Value of building will increase.

Item 10.3: Award for Investment Advisory Services

• In 2009 the Audit and Finance Committee recommended that 2/3 of funds invested with the State Treasurer be invested elsewhere. 35% of deposits stayed with the State Treasurer. RBC was the first investment house the funds were invested with. Now Chandler Management Group is the chosen bidder. This decision was made by in-house financial team. The Audit and Finance Committee served in an advisory capacity. Dr. Thor and Mr. Hendrix serve on this committee. Add this item as a discussion item for the Budget & Finance Meeting on November 28.

• Surprised that the investment is not with the State Treasurer’s Office since they have been so successful.

• Members wanted investment trends for State Treasurer, Chandler Asset Management, and RBC Investments in order to compare growth of funds.

• Members wanted to know how much money was involved in this investment.

Item 10.4: 32-Year Ground Lease with Arizona Agribusiness and Equine Charter School (AAEC) Inc., and Arizona Corporation and an Independent Public High School District. No changes were made to this item which has been resubmitted. The only thing eliminated was that there were no previous intentions for use of the land.

• Concern about stables and the proximity to the Performing Arts Center. Concerned about how this will play out.

• Criticism is not about this school but rather the property use. Too many questions unanswered.

• Impressed with cleanliness • This is a 32 year lease that will mature in 2050. No provisions for

increases. Can’t see horse stables next to PAC. • No foreseeable use for the land. Will increase enrollments.


Adjournment of Agenda Review Call to Order of Work Session On Policies Recommendations Part I Introduction by Chancellor

• Major concern about 32 year lease. This property is next to an area that city plans to develop into major educational park. Land will go up in value.

Item 10.5: Grant Canyon University (GCU) License Agreement with Phoenix College

• Would like list of institution we have agreements with. • Concern about having an agreement with an institution that charges

$700 per credit. Should consider economic consequence to our students. Tuition is too high and will vote no on this.

• Our students are intelligent enough to make decisions such as this. • Reconsider agreements with “for-profit” institutions.

Item 10.6: Intergovernmental Agreement Between City of Phoenix and the Maricopa County Community College District

• Corrections needed on this item. Item 11.1: Placeholder for Human Resources. This item to be listed as First Reading Item for November 28 and action on December 12. Item 12.1 Human Resources Mr. McGrath requested an accounting for continued employments in light of decreasing enrollments at the various colleges. Item 13.1, 13.2, and 13.3 Monitoring Reports: No discussion. The Agenda Review ended at 5:10 p.m. Dr. Thor called the Work Session to order at 5:16 p.m. Chancellor Harper-Marinick provided introductory context comments about the evening’s session. She reminded everyone that compensation policies were being brought back to the board as requested in adopted resolutions. The Board would be asked to provide confirmation. These were part of a decision made back in 2012. Key components were to reduce classifications from 1800 to no more than 500, provide for open range pay system, and make changes to all employees with the exception of faculty. No faculty component was included in the 2012 decision. At that same time, a decision was made to commit to “a fair, consistent, flexible and competitive classification and compensation program that supports the mission and vision of MCCCD. Our classification and compensation program is designed to attract and retain a high-quality and diverse workforce through competitive and progressive pay practices that are externally competitive and internally equitable; and supports a fiscally responsible pay program.” Additional context for this evening’s discussion included:


Board Member Comments Presentation by Vice Chancellor of Human Resources Classification/ Compensation Components Compensation Model of the Future

• June 2017 Board Action Item rescinding delegation of authority for employee policies

• September 2017 Board Resolution to draft new, updated employee policies that support the District’s ability to operate fluidly and efficiently to meet the goals of its strategic commitments

• November 14, 2017 - today’s work session serves to respond to those directives in preparation of release HCM R4 and implementation of Class/Comp

• Remaining policies in staff policy manual to be addressed in accordance with proposed Work Plan

Outside firm was hired in 2012 when we moved to new model. They have done work until now. The processes have come from the consultants. Board Member Saar wanted to remind everyone that the Board did not “abdicate” but “delegated” these responsibilities and it is up to the Board to approve Board policies. Vice Chancellor Shelton explained that Board Members and Vice Chancellor had received a 3-ring binder with Table of Contents, an Executive Summary of Recommendations for February action, Draft Employee Policy Manuals, Glossary of Items Referenced, Index, Policies, and Appendices. Ms. Shelton explained the three Relevant Classification/Compensation Components:

• Classification • Includes classification structure, such as • grades, • Job families, and • Job series. • Went from over 1800 classifications to 255.

• Compensation: Open Range • Has a minimum, midpoint and maximum value assigned to each

grade. • An employee's salary can be at any point between minimum and

maximum.

• Compensation: Performance Based Pay • Rewards employees for meeting performance targets that are linked

to organizational goals. • Includes: • Base pay • Merit pay • Variable pay (incentives)

MCCCD Compensation Model of the Future: Total Rewards

• Base Pay – fixed (“cash”) compensation based on current role and market

• Merit Pay – percentage increases or flat amount added to base salary based upon the employee’s contributions and achievements.


Goal Deliverables

• Variable Pay – a lump-sum payment earned depending upon achievement of performance targets or goals. Variable pay does not adjust base pay.

• Non-Financial Rewards – non-cash awards to recognize a specific achievement

• Benefits as part of the Total Rewards Compensation Model include both mandatory benefits and voluntary programs

Goal: A comprehensive, Robust Talent Management System Technology: Maximize functionality of system through reduction in customizations and elimination of manual processes where possible thus improving process efficiencies and enabling improved compliance. Timeline: 2014-2018 HR Redesign: Redesign of HR workflow and business processes to meet advanced talent management needs of MCCCD, design and functionality of HR system with a focus on operational excellence, products / service / outcomes / customer experience; and end-to-end view of work across employment life cycle, no silos. Timeline: 2017-2020 Classification & Compensation: Valid, reliable classification/ compensation system designed to be fiscally responsible, externally market competitive/internally equitable. Encourage attraction of top talent and comply with pay equity and other applicable laws. Completion of the Study sets the foundation for implementation of a performance based pay system for appropriate performance rewards and incentives. Timeline: 2012-2018 Performance Management: Competency based easy to use electronic tool tied to system and local strategic commitments and goals. Establishes common language for success factors across jobs. Includes employee career development & succession planning feature essential for talent management Timeline: 2017-2020 Talent Management: Organizational capability to attract, engage, develop and retain talent necessary to advance transformation, system priorities and objectives. Talent management includes succession planning and facilitates employee career mobility. -Requires technology infrastructure supportive of talent management essentials -Equitable, clearly distinguishable classifications upon which to build competencies -Competitive compensation system, which incentivizes workforce to excel - Performance management system for accountability, measurement of progress and rewards To be Delivered February 5, 2018

• Implemented classification & compensation structure reflective of open range system


Policy Review Results Compensable Time Salary Administration

• Policies to support these changes in place (drafted and adopted by the Governing Board)

• Detailed implementation plan for rollout of performance based pay to include leadership and employee training

• Completed e-performance tool to support competency-based outcomes focused performance management, career, and succession planning; and supports a performance based pay environment

• E-compensation delivered functionality to support performance based merit and variable pay

• All additional elements of HCM R4 (in addition to/outside of classification and compensation configuration)

• Reviewed over 30 policy topics relating to classification,

compensation and employment mobility • These policies were located in different employee policy manuals

with differing terms that meant the same thing • In most cases, these were a mix of both policy and procedure • The goal was to move to a more concise, accurate and

understandable set of policies to be consistently applied throughout Maricopa

Further streamlined to three single policy documents using the following design criteria:

• Simplify • Consolidate like topics, introduce consistent use of language • Separate procedures from policy documents • Integrate best practices modeled after other higher education

institutions • Ensure policy language conducive to move to performance based

pay environment • Hyperlinks where appropriate (i.e., FLSA laws, I-9 requirements) • A single Definitions section (glossary, not policy)

More Concise, Accurate and Understandable Set of Policies

• In order for HCM R4 to go live in February, it is recommended that the Board adopt the following three policies:

– Compensable Time – Salary Administration – Classification and Employment Mobility

Compensable Time covers the following topics:

• Overtime, Blended Overtime • Compensatory time • Shift Differential • Uniform Allowance • Holiday Pay • On-Call and Emergency Call Back Pay

Salary Administration covers the following topics:

• Initial Pay Placement


Classification and Employment Mobility Revised Policies Timeline

• Promotions, Lateral Changes, Demotions, Reclassifications • Annual Pay Increases • Anniversary Awards • Temporary Assignments • Educational Awards

Classification and Employment Mobility covers the following topics:

• Classification of Positions • Employment Mobility

The adoption of these policies will complete the policy related requirements needed to implement HCM R4 / Classification & Compensation in February 2018 November 14th – Work Session To Review November 28th – Official First Read December 12th – Second Read and Requested Adoption February 5th – Implementation of HCM R4 and Class/Comp

Discussion Comments Discussion comments:

Adjournment

• No longer paid for longevity. No longer move on a step basis. • Compensation should be based on job description of what performance

is expected. Job descriptions are documented and specific to scope of what should be delivered.

• Equity issues. Law governs around gender and role. To determine equity we have to determine what internal equity is in length of service, etc., for workplace to start defining what it means to us.

• Why don’t we consider contracting our services? No recommendations for outsourcing.

• Part of this journey is to align compensation with philosophy. At issue is internal employees are being neglected.

• COLAS: temporary measures. Used when not maintaining market. • Check time-and-a-half aspect on holiday pay. • Sabbaticals pertinent to employees other than faculty. • Opportunity provide context of work that has been done. Follow-up to

be done for next meeting during Policy Committee. First Read on November 28 and Adoption on December 12.

The Work Session adjourned at 6:45 p.m.

_____________________ Dr. Linda Thor Governing Board Vice President

CONSENT AGENDA ACTION ITEM

Governing Board Agenda Meeting Date: December 12, 2017

Item Number Item Title Responsible Agents 8.1 Faculty Emeritus Distinction

Dr. Renee Barstack Glendale Community College

Dr. Maria Harper-Marinick Dr. Terry Leyba Ruiz

Recommendation In accordance with the Governing Board Policy it is recommended that the Governing Board award Faculty Emeritus Distinction to Dr. Renee Barstack, Faculty, English.

Justification Professor Renee Barstack's contribution to students and faculty in the Maricopa Community College District warrant the designation of emeritus status upon her retirement from Glendale Community College. She served for 36 years at GCC, serving the College in various roles: Coordinator of Career Planning and Placement, Acting Director of Research and Development, Director of Career and Adult Education Services, and English faculty.

Besides teaching English, literature, and education courses, Dr. Barstack was the faculty advisor for the Exceptional Students club for many years. She also served on the department's assessment committee and on Faculty Senate. Dr. Barstack served her stuents and the department by volunteering in the Writing Center and serving as Hospitality Chair for many years. She dedicated many hours to Readfest and to the Employee Recognition committee.

Funding Approvals/Certifications Source: Account Identification:

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




Dr. Thomas Foley Glendale Community College


Recommendation In accordance with the Governing Board Policy it is recommended that the Governing Board award Faculty Emeritus Distinction to Dr. Thomas Foley, Faculty, Mathematics.

Justification Professor Tom Foley's contribution to students and faculty in the Maricopa Community College District warrant the designation of emeritus status upon his retirement from Glendale Community College.

He served for 21 years at GCC as a dedicated faculty member teaching a wide variety of mathematics courses. Dr. Foley also served the GCC Mathematics Department as an Assistant Chair for several years. During this time, he scheduled classes, recruited and mentored dozens of adjunct faculty, and supervised the evening program. Tom is best remembered for his passionate advocacy for student success.






Michael Holtfrerich Glendale Community College


Recommendation In accordance with the Governing Board Policy it is recommended that the Governing Board award Faculty Emeritus Distinction to Mr. Michael Holtfrerich, Faculty, Mathematics

Justification Professor Michael Holtfrerich's contribution to students and faculty in the Maricopa Community College District warrant the designation of emeritus status upon his retirement from Glendale Community College. He has served for 28 years at GCC as a dedicated faculty member teaching a wide variety of classes.

Mr. Holtfrerich served as the Department Chair for Mathematics from 2001 through 2012. He was an outstanding chair who led the department through many changes. Mr. Holtfrerich also served as an interim Dean of Instruction for several semesters starting in 2012 and ending with his retirement in 2017. In addition to his teaching and leadership roles at GCC, Mr. Holtfrerich served as a student club advisor. He also co-authored and shared a College Algebra textbook that is still in use by many students at GCC.





Item Number Item Title Responsible Agents 8.4 Approve managing partner for Rio Salado

College’s Student Success and Scaling Initiative Dr. Maria Harper-Marinick

Dr. Chris Bustamante

Recommendation A cross-functional RFP Evaluation Committee for RFP 3387-10 recommends that the Governing Board approve the selection of CampusWorks, Inc., to function as a managing partner for the Rio Salado College student success and scaling initiative, currently known as “RSC National.” This two-year contract is for $2,075,790.

Justification CampusWorks will provide start-up expertise and services in scaling Rio Salado College strategically across the country. They will provide critical insight during the design and start-up phase of this initiative. CampusWorks will conduct a college readiness assessment and provide a full-time managing director for two years who will assist the college in building an ideal student experience and supporting them with a best-in-class infrastructure. They will ensure effective coordination when services and/or tools need to be contracted to third parties in support of this ideal student experience. Simultaneously, CampusWorks, via Ins & Outs, a marketing subcontractor, will assist “RSC National” with implementing its brand and marketing strategy as well as providing some dedicated marketing resources to targeted markets. CampusWorks will facilitate the strategic prioritization of actions required to make “RSC National” a high-functioning, independent business unit within two years with a goal of achieving ongoing profitability within three years. CampusWorks will help the college search for a highly-qualified Chief Operating Officer (COO) and provide business continuity as the selected COO and team implement the business plan. The concept of collaborating with a managing partner to scale is a demonstrated best practice for successful online initiatives. ASU utilized an Online Program Manager (OPM) to help scale its online program. Using a managing partner was a key finding from the 2016 Bill and Melinda Gates planning grant when the college conducted Think Tanks with industry leaders such as Southern New Hampshire University (SNHU) and University of Maryland University College (UMUC). After a short-term contract, the managing partner is off-boarded and the college has a sustainable business model in place.

Funding Approvals/Certifications

Source: Account Identification:




Item Number Item Title Responsible Agents 8.5 Approval of Designee Related to

Unemployment Compensation Information Dr. Maria Harper-Marinick

Recommendation It is recommended that Governing Board designate Dan Huston, Director of Technology Research, Design, and Operations, to obtain wage data from the Department of Economic Security (DES) in compliance with federal law, which allows disclosure of confidential Unemployment Compensation (UC) information to an elected official (the Governing Board) or its designee. Justification Maricopa Community Colleges maintains a Data Sharing Agreement (DSA) with the Unemployment Insurance section within the Department of Economic Security (DES) to obtain wage data for compliance reporting requirements. Federal law requires that DES may only share unemployment compensation to “an elected official in the Federal, State, or local government” or its designee. Adoption of this item will permit MCCCD to collect the information in compliance with that law. The MCCCD Office of Institutional Effectiveness has historically been charged with obtaining, securing, and reporting on this data. To ensure appropriate security controls, a single employee within the office has historically been tasked with the stewardship of the data. MCCCD uses that information in a variety of ways. Uses include:

• MCCCD accepts a Carl D. Perkins Career and Technical Education Grant each year. This grant provides funding for career and technical programs across the District. As a condition of accepting the grant, Maricopa is required to report, in aggregate numbers, on the impact of the career and technical programs. One of these impacts is related to job placement and wage data is used as an indirect measurement.

• The Governing Board's Workforce Development metrics. • MCCCD has TAACCCT grants from the Department of Labor that has wage data reporting

requirements. • The Aspen Prize for Community College Excellence is another report that requires

reporting of this data, again at aggregate levels. MCCCD has met all of the technical and security requirements to implement this Data Sharing Agreement.





Item Number Item Title Responsible Agents 9.1 Curriculum Dr. Karla Fisher

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 December 12, 2017 MCCCD Governing Board Action Items Curriculum Summary

COURSE PROPOSALS: Course Deletions………………………………………………………………………………………………….…………page 5 PV RDG091 Course Modifications………………………………………………………………………………………………….……page 6 MC CNS106 RS CSI200 SC CUL130, CUL170, CUL230 New Courses…………………………………………………………………………………………………………….……page 8 MC CIS265, SWU181, SWU182, SWU183 PV IPH101, IPH105, IPH110, IPH111, IPH112, IPH115, IPH201, IPH220, IPH275, IPH280, IPH285, IPH290 RS CSR176, CSR177, CSR178 PROGRAM PROPOSALS: Occupational Program Modifications (OPM)…………………………………………..……………….……….………page 12 CG AAS/3765 Mortuary Science 12 Shared by: CG, MC GW CCL/5809N Construction Trades: General Construction Worker 12 CCL/5338 Surgical Technology for the Operating Room Nurse 13 MC CCL/5204N Linux Professional 13 Shared by: CG, EM, GC, GW, MC, PC, PV, SC, SM PC CCL/5824N Environmental and Natural Resource Conservation 13 AAS/3157 Environmental and Natural Resource Sustainability 14 PV CCL/5018 Teaching Healing Meditation for Stress Management 14 RS AAS/3092 Workforce Development and Community Re-Entry 15 SC AAS/3564 Culinary Arts 15 CCL/5363 Culinary Arts 16

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

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GBA December 12, 2017 MCCCD Governing Board Action Items Curriculum Summary

PROGRAM PROPOSALS - continued New Occupational Programs (NOP)………………..…………………………………..……………….……..….………page 17 RS CCL/5894N Workforce Development: Foundations in Addictions and Substance Use Disorders 17 CCL/5895N Workforce Development: Introduction to Sustainable Food Systems 17 Occupational Program Deletions (OPD)………………………………………………..……………….…….….………page 18 CG AAS/3117 Electric Utility Design Technology 18 MC AAS/3765 Mortuary Science 18 Shared by: CG, MC Academic Program Modifications (APM)……………………………………………..……………….……….…………page 19 PC AC/6227N Environmental and Natural Resource Stewardship 19

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

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CURRICULUM ACTIVITY: COURSES FOR December 12, 2017

Total Course Proposals Submitted (25 with 0 X-refs added and 0 X-refs deleted) Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals

Course Deletion (CD) 1 1

New Course (NC) 4 12 3 19

Course Modification (CM) 1 1 3 5 New Courses from CM (Cross-References, Modules or Suffixed Courses) 0 Total Courses College Columns 0 0 0 0 5 13 0 4 3 0 0 25

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

CURRICULUM ACTIVITY: PROGRAMS FOR December 12, 2017

Total Program Proposals Submitted (15 with 0 Program Addition(s)) Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals Occupational Program Deletion (OPD) 1 1 2 New Occupational Program (NOP) 2 2 Occupational Program Modification (OPM) 1 2 1 1 2 1 2 10 OPM-Program Addition New Programs Created 0 OPM-Change in Availability New Programs Created 0 Academic Program Deletion (APD) 0 New Academic Program (NAP) 0 Academic Program Modification (APM) 1 1 APM-Program Addition New Programs Created 0 APM-Change in Availability New Programs Created 0

Total New Program 0 0 0 0 0 0 0 2 0 0 0 2 Total Modified Programs 2 0 2 0 2 1 3 1 2 0 0 13 Total Programs College Columns 2 0 2 0 2 1 3 3 2 0 0 15

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

ATTACHMENT: CD COURSE DELETIONS: MARICOPA COMMUNITY COLLEGES

MCCCD GOVERNING BOARD DATE: 12/12/2017

X-REF TYPE COLLEGE SUBJECT TITLE EFFECTIVE END OF

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A PV RDG091 College Preparatory Reading 2018 Fall

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

ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


ACT CREDITS PERIODS LOAD

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CNS106 Foundations of Concrete LEC 4.0 2.0 2.0 LAB 0.0 4.0 3.4 Proposed Changes: Activity Type, Credits, Periods, Load Examines the effects of concrete-making materials (aggregates, cements, admixtures, etc.) on the properties of fresh and hardened concrete. Concrete mixture proportioning is discussed along with the calculations and statistical analysis of strength testing. Prerequisites: None. Type: O College: MC Effective: 2018 Fall ___________________________________________________________________________________________ CSI200 Retail Website Customer Service LEC 3.0 3.0 3.0 Proposed Changes: Credits, Periods, Load, Description, Competencies, Outline Overview of customer agent's role and responsibilities. Introduction to retail website features and procedures. Includes shopping guides, customer accounts, and basic order entry guidelines and procedures. Prerequisites: None. Type: O College: RS Effective: 2018 Spring ___________________________________________________________________________________________ CUL130 Savory Foods I L+L 3.0 6.15 5.20 Proposed Changes: Title, Periods, Load, Description, Competencies, Outline Studies all facets of hot foods; including vegetable preparation, stocks, sauces, soups. Reviews ingredients, production and plating techniques that are unique to a contemporary, continental kitchen. Prerequisites: None. Type: O College: SC Effective: 2018 Fall ___________________________________________________________________________________________ CUL170 Dining Room Operations I L+L 3.0 5.8 4.96 Proposed Changes: Credits, Periods, Load, Description, Competencies, Outline Focuses on theory and practice of operating a casual dining room; includes set-up and clean-up, food and beverage service, proper etiquette, point-of-sale operation and presenting guest checks. Emphasis on service techniques, including buffet and banquet set-ups, and customer accommodations. Prerequisites: None. Type: O College: SC Effective: 2018 Fall ___________________________________________________________________________________________

http://aztransmac2.asu.edu/cgi-bin/WebObjects/MCCCD.woa/wa/freeForm2?id=118047




ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES



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CUL230 Savory Foods II L+L 3.0 7.0 5.8 Proposed Changes: Title, Description, Competencies, Outline Hot food product utilization, preparation and display for contemporary, continental kitchen. Focuses on classical preparation skills with an emphasis on contemporary food production, organization, communication, teamwork and plating skills. Food production focuses include the creation of appetizers, hors d'oeuvres, salads, and salad dressings; the use of grains and legumes; the production of charcuterie; and the creation of display pieces. Prerequisites: A grade of C or better in CUL130. Type: O College: SC Effective: 2018 Fall ___________________________________________________________________________________________


ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES



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CIS265 Advanced iOS Application Development L+L 3.0 4.0 3.7 Advanced iOS device programming utilizing the Swift/XCode application, and the programming languages Objective-C and/or Swift, utilizing various iOS frameworks. Understand iOS hardware and feature basics. Go through entire design process from concept to final product delivery. Prerequisites: A grade of C or better in CIS150++ and CIS165, or permission of Instructor. Type: O College: MC Effective: 2018 Spring ___________________________________________________________________________________________ CSR176 Customer Product Service Management for Web Hosting/ Domain Registrar LEC 3.0 3.0 3.0 Introduction to web hosting and domain registrar products and customer services. Includes features and benefits of branding, productivity, presence, and marketing. Prerequisites: None. Type: O College: RS Effective: 2018 Spring ___________________________________________________________________________________________ CSR177 Customer Representative for Web Hosting/Domain Registrar Services L+L 2.0 4.0 3.4 Customer service account procedures for web hosting and domain registrar product application. Includes new accounts, branding, and presence strategies and products, and their application to meeting customer needs. Also covers hosting and website design procedures as well as completion of a marketing consultation. Prerequisites: None. Type: O College: RS Effective: 2018 Spring ___________________________________________________________________________________________ CSR178 Customer Service Consultations and Troubleshooting Lab LAB 1.0 2.0 1.7 Practical application of strategies and procedures for conducting customer consultations and troubleshooting. Prerequisites: None. Type: O College: RS Effective: 2018 Spring ___________________________________________________________________________________________ IPH101 Introduction to Public Health LEC 3.0 3.0 3.0 Introduction to Public Health introduces students to the broad discipline of public health and how it influences community and individual health status. Includes sciences of public health, historical context of public health, role of various public health agencies, core functions, methods of measurement and evaluation, major public health issues in the United States, public policy, and factors that contribute to individual and community health. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________









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IPH105 Introduction to Patient Navigation LEC 3.0 3.0 3.0 Basic concepts of patient navigation including disease prevention and community health, health insurance navigation, as well as accessing and analyzing health information. Training in assisting individuals with limited health literacy to access the maximum array of benefits from community services, clinical care, and health insurance. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH110 Principles of Health and Behavior Change LEC 3.0 3.0 3.0 Introduction to the social and behavioral science theories used in public health. Provides an overview of health promotion principles and various theories and models developed to change health behavior and promote the health of individuals and societies. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH111 Public Health Across the Lifespan LEC 3.0 3.0 3.0 Introduction to evidence-based research of trends and developments in health throughout the lifespan, dealing with the prenatal period through advanced age. Training in the individual, social, and environmental factors to determine and address health status and health inequities across the lifespan and in public health interventions such as education, policy, and environmental changes. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH112 Community-Based Health Education in Health and Illness LEC 3.0 3.0 3.0 Provides the student with a basic understanding of the application of public health principles to community-based health education interventions. Includes an overview of public health, factors impacting health, health education theories and ethical considerations, the community needs assessment process, the program planning process, health communication, interventions at both the individual and population level. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH115 Introduction to Health Administration and the U.S. Health System LEC 3.0 3.0 3.0 Introduction to the U.S. health care delivery system including knowledge and skills needed to navigate health care within a health care organization. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________









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IPH201 Introduction to Epidemiology LEC 3.0 3.0 3.0 Introduction to epidemiology and its role in public health. Training in the application of epidemiologic concepts and methods such as disease causation, terminology, and control principles relating to the spread, prevention, and control of communicable diseases and principles and practices of field investigation. Prerequisites: A grade of C or better in (MAT206 or PSY230). Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH220 Introduction to Mobile Integrated Health Care LEC 3.0 3.0 3.0 Students learn components of patient-centered health care defined specifically for needs of the community. Training in determinants of health, health status indicators, cultural competence, health disparities, and bridging the gap of patient health care needs with social service resources and referrals. Additional topics include legal and ethical issues of mobile care, health care information technology, and insurance and reimbursement programs. Prerequisites: None. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH275 Patient Navigator Practicum LAB 3.0 15.0 11.4 Provides students with hands-on experience in the role of the patient navigator professional in the public health field, including guiding patients through various types of health care situations. Prerequisites: A grade of C or better in [COM270, FON241, (HCR230 or HES210), HTM150, IPH101, IPH105, and IPH201] or permission of Instructor. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH280 Health Education Practicum LAB 3.0 15.0 11.4 Provides students with hands-on experience in the role of the health educator professional in the public health field, including assessing health education needs and developing and delivering health education programs. Prerequisites: A grade of C or better in [COM270, FON241, (HCR230 or HES210), HTM150, IPH101, IPH110, IPH111, IPH112, and IPH201] or permission of Instructor. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ IPH285 Health Administration Practicum LAB 3.0 15.0 11.4 Provides students with hands-on experience in the role of the health administrator professional in the public health field, including applying managerial functions within a health care agency. Prerequisites: A grade of C or better in [(HCR230 or HES210), HSM222, HTM150, IPH101, IPH115, and IPH201] or permission of Instructor. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________









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IPH290 Mobile Integrated Health Practicum LAB 3.0 15.0 11.4 Provides students with hands-on experience in the role of the mobile integrated health professional in the public health field, including using evidence-based health care interventions and guiding patients through health care payment systems. Prerequisites: A grade of C or better in [COM270, FON241, (HCR230 or HES210), HTM150, IPH101, IPH201, and IPH220] or permission of Instructor. Type: O College: PV Effective: 2018 Fall ___________________________________________________________________________________________ SWU181 Economics: A Social Issues Perspective LEC 3.0 3.0 3.0 Introduction to economic principles through the lens of contemporary social issues for social work and related fields. Prerequisites: None. Type: A College: MC Effective: 2018 Fall ___________________________________________________________________________________________ SWU182 A Social Services Perspective of Government LEC 3.0 3.0 3.0 Government and the role of policy practice in advancing social and economic justice and effective social services within the southwest. Prerequisites: None. Type: O College: MC Effective: 2018 Fall ___________________________________________________________________________________________ SWU183 Introductory Ethics: A Social Service Perspective LEC 3.0 3.0 3.0 Introductory exploration of ethics from a historical and multicultural perspective viewed through the lens of contemporary social issues. Prerequisites: None. Type: O College: MC Effective: 2018 Fall ___________________________________________________________________________________________





ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: AAS/3765 Program Title: Mortuary Science Initiating College: CG Effective Term: 2018 Spring Program Availability: Shared by: CG, MC Total Program Credits: 69-70 CIP Code: 12.0301 Overall G.P.A.: 2.00 Faculty Initiator: Tom Taggart Instructional Council: Occupational Administrators Council (53) Proposed Changes: Program Availability to College Specific, Program Description, Program Notes, Admission Criteria, Free Elective Credits, Free Electives, Gen Ed Total Credits, Gen Ed Core Credits, First Year Composition Requirements, Oral Communication Requirements, Critical Reading Requirements, Mathematics Requirements Description: The Associate in Applied Science (AAS) in Mortuary Science program includes studies in public health; business management; natural sciences; legal, ethical and regulatory concerns; and clinical requirements associated with the mortuary field. The curriculum combines coursework in mortuary science with a general education component. The AAS in Mortuary Science is accredited by the American Board of Funeral Service Education (ABFSE) 992 Mantua Pike, Suite 108, Woodbury Heights, NJ 08097, 816-233-3747, www.abfse.org. Completion of the courses in program prepares the student to sit for the National Board examination and begin state internship requirements. _________________________________________________________________________________________ Award/Major Code: CCL/5809N Program Title: Construction Trades: Construction Worker Training for Cranes/Rigging Equipment Initiating College: GW Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 13 CIP Code: 46.9999 Overall G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Program Title, SOC Code, Program Description, Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Certificate of Completion (CCL) in Construction Trades: Construction Worker Training for Cranes/Rigging Equipment program is designed to train construction workers in safety policies and procedures related to construction and maintenance work. Training includes introductory courses in the areas of hoisting equipment operations, including theoretical and practical knowledge and information on the best practices of mobile and overhead crane operation, rigging and hand signaling. _________________________________________________________________________________________


http://aztransmac2.asu.edu/cgi-bin/WebObjects/MCCCD.woa/wa/freeForm?id=118329



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Award/Major Code: CCL/5338 Program Title: Operating Room Nursing Initiating College: GW Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 21.0 CIP Code: 51.3812 Overall G.P.A.: 2.00 Faculty Initiator: Susan Tome Instructional Council: Allied Health (51) Proposed Changes: Program Title, Program Description Description: The Certificate of Completion (CCL) in Operating Room Nursing program is designed to provide a basic foundation of knowledge for the registered nurse interested in working in the operating room setting. Based on safety of patient care, the registered nurse will become knowledgeable of the "Association of Operating Room Nurses (AORN) Standards of Practice," perform operating room techniques in the scrub and circulator role and gain exposure to the general surgery arena. The didactic and lab information is provided in a face-to-face format. Clinical experience will allow the student to gain experience in the scrub and circulating role and learn the circulator`s role in caring for the patient in pre-op holding, the operating room, and post operative care environments. Post graduation the registered nurse may sit for the Certified Nurse Operating Room (CNOR) certification, an accredited credentialing program for perioperative registered nurses. _________________________________________________________________________________________ Award/Major Code: CCL/5204N Program Title: Linux Professional Initiating College: MC Effective Term: 2018 Spring Program Availability: Shared by: CG, EM, GC, GW, MC, PC, PV, SC, SM Total Program Credits: 12 CIP Code: 11.0901 Overall G.P.A.: 2.00 Faculty Initiator: Dennis Kibbe Instructional Council: Computer Information Systems (12) Proposed Changes: Program Description, SOC Code, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Linux Professional program is designed to help prepare students for a variety of industry-recognized Linux certification exams as well as provide practical hands-on skills for the work place. The program includes a core of Linux classes including Linux operating system basics, System Administration, Network Administration and Network Security. These classes will help develop a student's knowledge and skill level in preparation for employment or to improve current professional skills. Objectives for a variety of industry certifications are encompassed within course and program objectives. _________________________________________________________________________________________ Award/Major Code: CCL/5824N Program Title: Environmental and Natural Resource Conservation Initiating College: PC Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 16 CIP Code: 03.0101 Overall G.P.A.: 2.00 Faculty Initiator: Steve Thorpe Instructional Council: Sustainability (91) Proposed Changes: Total Program Credits, Program Notes, Program Prerequisite Credits, Program Prerequisites, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Environmental and Natural Resource Conservation program is designed for students seeking educational and professional development in the fields of natural resource management, wildland firefighting, and other conservation and outdoor-related occupations. _________________________________________________________________________________________






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Award/Major Code: AAS/3157 Program Title: Environmental and Natural Resource Sustainability Initiating College: PC Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 63-66 CIP Code: 03.0101 Overall G.P.A.: 2.00 Faculty Initiator: Steve Thorpe Instructional Council: Sustainability (91) Proposed Changes: Program Prerequisite Credits, Program Prerequisites, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Natural Science Requirements, Program Competencies Description: The Associate of Applied Science (AAS) in Environmental and Natural Resource Sustainability program is designed for students seeking educational and professional development in occupations related to the sustainable use of resources. Students will gain an understanding of the multidimensional nature of modern sustainability issues, problems, and policies, ethical theories and moral principles of global environmental issues, methods of inquiry, human impact on ecosystems, and public policy related to environmental and natural resources. In addition, students participate in field and internship activities. A Certificate of Completion (CCL) is also available. _________________________________________________________________________________________ Award/Major Code: CCL/5018 Program Title: Teaching Healing Meditation for Stress Management Initiating College: PV Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 22.5 CIP Code: 51.3399 Overall G.P.A.: 2.00 Faculty Initiator: Karen Fehr Instructional Council: Exercise Science, Health & Physical Education, Recreation & Wellness (32) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Teaching Healing Meditation for Stress Management program provides instruction and experiential training in kinetic, auditory, and visual modalities of healing meditation; instruction and training in the application of these techniques to stress management; and training and practical experience in teaching and utilizing healing meditation for stress management in clinical and professional settings. _________________________________________________________________________________________





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Award/Major Code: AAS/3092 Program Title: Workforce Development and Community Re-Entry Initiating College: RS Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 64-67 CIP Code: 30.9999 Overall G.P.A.: 2.00 Faculty Initiator: Kirk Bowden/Shawn Korman Instructional Council: Occupational Administrators (53) Proposed Changes: Program Description, Restricted Electives, Courses Competencies Description: The Associate in Applied Science (AAS) in Workforce Development and Community Re-Entry program is designed to provide incarcerated persons with the skills needed to effectively transition from incarceration to the community. Courses in the program will focus on job readiness, job preparation, and job retention skills as well as family reunification, personal and social skill development, and substance abuse education. The program includes a Certificate of Completion (CCL) in Workforce Development and Community Re-Entry and an Associate in Applied Science (AAS) in Workforce Development and Community Re-Entry, as well as various other Certificates of Completion in the areas of Carpentry, Graphic Arts, Automotive Technology, Furniture Construction/Refinishing, Electrical, Trim Plumbing, Addictions and Substance Use Disorders, and Sustainable Food Systems. _________________________________________________________________________________________ Award/Major Code: AAS/3564 Program Title: Culinary Arts Initiating College: SC Effective Term: 2018 Fall Program Availability: College-Specific Total Program Credits: 60-65 CIP Code: 12.0503 Overall G.P.A.: 2.00 Faculty Initiator: Ramona Goth Instructional Council: Hospitality (58) Proposed Changes: Program Description, Program Notes, Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Associate in Applied Science (AAS) in Culinary Arts degree is designed to train students who wish to become culinary industry professionals for diverse food service operations. The program focuses on the preparation of casual and upscale cuisine for a variety of services, including full-service, buffet, banquet, and a la carte. Students rotate through all areas of food preparation and apply their knowledge and skills during lunch and dinner service aimed at our contemporary continental on-campus restaurants. The option of a Certificate of Completion (CCL) in Culinary Arts is also available. _________________________________________________________________________________________





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Award/Major Code: CCL/5363 Program Title: Culinary Arts Initiating College: SC Effective Term: 2018 Fall Program Availability: College-Specific Total Program Credits: 26 CIP Code: 12.0503 Overall G.P.A.: 2.00 Faculty Initiator: Ramona Goth Instructional Council: Hospitality (58) Proposed Changes: Program Description, Program Notes, Total Program Credits, Admission Criteria, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Culinary Arts program is designed to train students who wish to become culinary industry professionals for diverse food service operations. The program focuses on the preparation of casual and upscale cuisine for a variety of services, including full-service, buffet, banquet, and a la carte. Students rotate through all areas of food preparation and apply their knowledge and skills during lunch and dinner service aimed at our contemporary continental on-campus restaurants. An Associate in Applied Science (AAS) degree in Culinary Arts is also available. _________________________________________________________________________________________


ATTACHMENT: NOP NEW OCCUPATIONAL PROGRAMS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: CCL/5894N Program Title: Workforce Development: Foundations in Addictions and Substance Use Disorders Initiating College: RS Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 12-13 CIP Code: 51.1501 Overall G.P.A.: 2.00 Faculty Initiator: Kirk Bowden Instructional Council: Occupational Administrators (53) Description: The Certificate of Completion (CCL) in Workforce Development: Foundations in Addictions and Substance Use Disorders program is designed to provide the incarcerated person with a foundational perspective of professions in the alcohol and drug abuse rehabilitation field. Courses focus on professional ethics, the evolution of alcohol and drugs, related abuse; including, addiction and mental disorders, categories of substances, and pharmacology. Beginning professional counseling skills and record-keeping will be covered. _________________________________________________________________________________________ Award/Major Code: CCL/5895N Program Title: Workforce Development: Introduction to Sustainable Food Systems Initiating College: RS Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 12 CIP Code: 19.0505 Overall G.P.A.: 2.00 Faculty Initiator: Shawn Korman Instructional Council: Occupational Administrators (53) Description: The Certificate of Completion (CCL) in Workforce Development: Introduction to Sustainable Food Systems program is designed to prepare the incarcerated person with skills needed to work in the sustainable food systems industry. Courses will cover principles and skills for professional cooking and commercial baking, including safety and sanitation, in addition to food production models and the effects of food systems on the environment, health, and communities. Courses will also include techniques in preparing organic foods and creating sustainable menus. _________________________________________________________________________________________



ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: AAS/3117 Program Title: Electric Utility Design Technology Initiating College: CG Effective Term: 2018 Fall Program Availability: College-Specific Total Program Credits: 61-64 CIP Code: 46.0303 Overall G.P.A.: 2.00 Faculty Initiator: Mark Weaver Instructional Council: Occupational Administrators (53) Proposed Program Availability: This program will no longer be available. Rationale for Change: Faculty has recommended to sunset this program due to insufficient student demand and low completion numbers. _________________________________________________________________________________________ Award/Major Code: AAS/3765 Program Title: Mortuary Science Initiating College: MC Effective Term: 2017 Fall Program Availability: Shared by: CG, MC Total Program Credits: 69-70 CIP Code: 12.0301 Overall G.P.A.: 2.00 Faculty Initiator: Bryce Bond Instructional Council: Occupational Administrators (53) Proposed Program Availability: This program will be College-Specific at CG. Rationale for Change: Mesa Community College placed this program on moratorium in April, 2016 and is no longer offering the program. _________________________________________________________________________________________

ATTACHMENT: APM ACADEMIC PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: AC/6227N Program Title: Environmental and Natural Resource Stewardship Initiating College: PC Effective Term: 2018 Spring Program Availability: College-Specific Total Program Credits: 25-27 CIP Code: 03.0201 Overall G.P.A.: 2.00 Faculty Initiator: Steve Thorpe Instructional Council: Sustainability (91) Proposed Changes: Program Description, Total Program Credits, Program Prerequisite Credits, Program Prerequisites, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Academic Certificate (AC) in Environmental and Natural Resource Stewardship program develops knowledge and understanding of the environmental and natural resource issues, problems, and policies through the study of selected courses. Students will examine the ethical theories and moral principles of global environmental issues, explore methods of inquiry, and the human impact on ecosystems and human policy related to natural resources. _________________________________________________________________________________________


Governing Board Action Item – Revised 8/23/2017



Item Number Item Title Responsible Agents 9.2 Transfer from Maricopa Community

Colleges Foundation-New Grant Award Charting Clear Routes to Completion:

Achieving Deeper Learning While Saving Students Time and Money

Implementation Grant

Dr. Karla Fisher

Recommendation It is recommended that the Governing Board accept the grant of $300,000 from the Maricopa Community Colleges Foundation. This grant was made to the Maricopa Community Colleges Foundation by the Teagle Foundation to benefit the Guided Pathways project and will last for three years from January 1, 2018 to December 31, 2020.

Justification The Teagle Foundation requires that all grants from their organization be received by a 501(c)(3) non-profit organization. The Interim Executive Vice Chancellor and Provost has approved the application for funding. The Foundation President & CEO has approved the use of the Foundation’s 501(c)(3) designation to apply for and receive the funding. The project will build on a planning grant, funded by the Teagle Foundation, which was received by Mesa Community College, South Mountain Community College, Phoenix College, and GateWay Community College and supported early exploration of Guided Pathways. This implementation grant will support faculty pathway mapping of degrees, certificates, and transfer options, as well as communication with faculty about Guided Pathways.


Chancellor _____________________________ Academic & Student Affairs______________ Business Services________________________ Human Resources________ITS____________ Res Dev & Cmty Relations________________ College President_______________________

Governing Board Action Item – Revised 8/23/2017

Project Budget Summary

Salaries 2 Co-Project Director Faculty - 160 summer hours each per year; 4 credit hour release each per academic year 4 Lead Faculty 2 credit hour release each per academic year 4 Mapping Coaches 80 summer hours each per year 40 Mapping Faculty 40 summer hours each per year

$47,808

$20,928

$26,880

$134,400

$ 230,016

Benefits Co-Project Director Faculty Lead Faculty Mapping Coaches Mapping Faculty

$9,316 $4,078 $5,238

$26,190

$ 44,822

Travel Project results dissemination travel to conferences.

$ 17,500

Materials and Supplies $ 4,480

Other Refreshments for pathway mapping sessions.

$ 3,182

Total $300,000


Governing Board Agenda Meeting Date: November 28, 2017

Item Number Item Title Responsible Agents 9.3 Approval of Intergovernmental Agreement

with Mesa Unified School District No. 4 for College Advisors Program

Dr. Karla Fisher Sasan Poureetezadi

Recommendation

It is recommended that the Governing Board approve an intergovernmental agreement with Mesa Unified School District No. 4 for six Mesa Community College advisors to visit Mesa Unified School District schools and work directly with those schools’ staff to register school students and provide student services. The duration is July 1, 2017 through June 30, 2018, with one-year renewals up through June 30, 2023.

Justification Representatives of Mesa Community College (MCC) and Mesa Unified School District (School District) have developed an innovative college advisors program under which six MCC advisors will work at School District schools to provide its students will college services, including recruitment, advising, placement testing, one-on-one meetings and registration. The intergovernmental agreement (IGA) establishes the structure of the collaborative program, including project management, training, activity calendaring, advisor responsibilities, advisor evaluation and governance such as coordination and reporting. The IGA also addresses student privacy issues. No funds will be exchanged under the IGA. The School District’s Governing Board has already approved the IGA.





Item Number Item Title Responsible Agents 10.1 Authorization to Enter into a License

Agreement for the Use of College Soccer Fields and Locker Rooms between

Chandler-Gilbert Community College (CGCC) and SportingAZ FC

Ms. Gaye Murphy Dr. Williams Guerriero

Recommendation

It is recommended that the Governing Board approve a license agreement with SportingAZ for the use of the soccer fields and locker rooms at the Pecos Campus of CGCC beginning February 1, 2018, and ending July 31, 2018.

Justification Sporting AZ is looking to establish CGCC as their home field for the 2018 season (February through July), including weekday morning practices and occasional evening games. This season runs parallel to CGCC’s fall soccer schedule. The lease price, calculated using Maricopa’s standard facilities rates, is $34,000 to be paid up-front upon approval of the agreement. In addition to the lease terms, SportingAZ intends to donate equipment to improve the soccer facilities for their use during the term of the lease and for the college’s ongoing benefit. Additional bleachers and a new video tower will be donated to CGCC through the Maricopa District Foundation and have an estimated value of $40,000. The video tower replacement is a necessary expense that the college would incur if this agreement is not approved. If this lease agreement is approved, the rental revenue generated will cover the incremental costs of the agreement (increased lawn maintenance, police and custodial support for events) and the remainder will be reinvested into the athletics program to establish a new practice field that will reduce wear on the college’s existing game field, as well as other minor site improvements.





Item Number Item Title Responsible Agents 10.2 Approval of Agricultural Lease

with H Four Farm III Ms. Gaye Murphy

Dr. Ernie Lara Recommendation It is recommended that the Governing Board approve a three-year agricultural lease with H Four Farm III from January 1, 2018 through December 31, 2020 for approximately 80 acres of vacant MCCCD property on the northeast corner of the intersection of Southern and Turner Avenues in Buckeye, Arizona, at an annual rent payable in the amount of $150 per acre for a total $12,000. Justification This agricultural lease continues a relationship that MCCCD has had relating to its vacant land in Buckeye since MCCCD purchased the land. The lease allows Estrella Mountain Community College to avoid the costs of weed and dust control on the land while at the same time generating some rental income. H Four Farm III was farming the land when MCCCD purchased the property. MCCCD staff consulted with Mr. Charles J. Havranek, Southwest Land Associates, LLC, about the reasonableness of the rental rate. Mr. Harvanek’s credentials are attached to this agenda item. He graciously provided staff with information at no cost. For the reasons stated below, Mr. Havranek thinks that the rent MCCCD is charging is right in line with the current agricultural rental rate market He advised that he had recently put a lease in place in April of 2016 for 230 acres on the southeast corner of Broadway and Miller, approximately 3 miles east of the H Four lease, for $150 per cropland acre. Also, the 480 acres one-half mile southwest of the H Four lease, he advised, was leased in May of 2017 for $150 per cropland acre per year. Mr. Havranek said that all of these leases (H Four included) are in the Roosevelt Irrigation District with similar water cost, crop adaptability, crop rotations, and soils. If one were to perform a rental rate appraisal, he said, one would look for rents on similar quality farmland, i.e., comparable cash rents. If ground is suitable for produce crops, it will bring a higher rent. But neither the vacant land that H Four rents nor the land that MCCCD rents under an agricultural lease to Rexco is considered produce-suitable due to saltier soils (Rexco), or saltier water (H Four). Regarding the question of whether MCCCD should explore asking for a share of the income from the crops grown on the land, Mr. Havranek stated there is no crop share or crop income share in a cash rent lease, which is the kind of lease MCCCD has with the farmer. He advised that crop share leases are not typical in Arizona and require the land owner to share in the expenses of farming the land as well as in the profits, if there are any. (continued)



When ask whether MCCCD should bid out the opportunity to other farmers in an attempt to possibly get a higher rental rate, Mr. Havranek advised that crop commodity prices have softened since 2014, so farmers are not bidding up rents in 2017. He stated that if MCCCD opened the opportunity, it might get a slightly higher rate. However, Mr. Havranek says that he always looks too see if the bidder is a good farmer, that is, control the weeds, fertilize properly, maintain the irrigation ditches and ports, and perform other similar activities. Given the fact that the rental rate is in line with similarly agricultural leases for the area and the H Four Farm III has been a good tenant, it is staff’s recommendation that the Governing Board approve this lease. The lease is for three years, and provides that MCCCD may terminate the lease after one year if it determines that it has a need for it. Termination occurs after a 180-day notice to the farmer, or the date that reaping of the crops is complete, whichever is longer.


* * * DRAFT * * * Governing Board Agenda Meeting Date: December 12, 2017 Item Number Item Title Responsible Agents 10.3 Approval of Sale of Real Property to

Foothills Academy Inc. Ms. Gaye Murphy

Dr. Paul Dale Recommendation It is recommended that the Governing Board approve the sale of 4.4 acres of vacant land located at the southwest corner of East Carefree Highway and North 60th Street in the City of Scottsdale to the Foothills Academy Inc. for $1 million. Justification Currently MCCCD owns, on behalf of PVCC, approximately 80 acres of land at 64th Street and Carefree Highway in north Scottsdale. Located on the site is the PVCC Black Mountain campus site, a full service YMCA Fitness Center, and a community center operated by the Foothills Community Foundation. The model of this site is built around co-located community partners.

Foothills Academy, an Arizona charter school, wishes to purchase 4.4 acres of land at that location for $1 million, which is $200,000 below the land’s appraised value. It intends to build a charter high school on the land that will include a blackbox theater. The sale of this land will tangibly benefit PVCC by providing an income stream and reducing costs in the following manner: a) the charter high school will generate additional FTSE revenue from dual and concurrent enrollment estimated to be $195,800 over a four-year period, b) PVCC will be permitted to use up to seven classrooms at the charter school at any time not regularly scheduled or in use by the Foothills Academy at no cost under shared use agreement, and c) PVCC will be permitted to use the blackbox theater (24 days per year) annually at no cost The value of the use of the classrooms and the blackbox theatre are estimated over a 4-year period to be $124,800 District Office and PVCC staff have determined that these 4.4 acres do not affect PVCC’s long term plans for the site. The sales agreement between MCCCD and the Foothills Academy stipulates PVCC’s rights to use the classrooms and the blackbox theatre. It also contains a buy-back provision at the sales price if the Foothills Academy does not develop the land by December 31, 2023 or wishes to sell the land before constructing any building, as well as a first right to purchase the land and improvements constructed on it. Finally, it requires that the use of the land be restricted to use by an accredited high school or post-secondary school and other related educational uses customarily associated with those uses, including a community theatre.

The co-location of the charter public high school furthers the community partnership model that already exists at the Black Mountain campus.


Chancellor _______________________________ Academic & Student Affairs _________________ Business Services _________________________ Human Resources ___________ ITS _________ Res Dev & Cmty Relations __________________ College President _________________________



Item Number Item Title Responsible Agents 10.4 Approval of Agricultural Lease

With Rexco, LLC Ms. Gaye Murphy

Dr. Shari Olson Recommendation It is recommended that the Governing Board approve a three-year agricultural lease with Rexco, LLC from January 1, 2018 through December 31, 2020 for approximately 43 acres of vacant MCCCD property at 59th Avenue and Vineyard in Phoenix, Arizona, at an annual rent payable in the amount of $175 per acre for a total $7, 525.

Justification This agricultural lease continues a relationship that MCCCD has had relating to its vacant land in Phoenix since MCCCD purchased the land. The lease allows South Mountain Community College to avoid the costs of weed and dust control on the land while at the same time generating some rental income. Rexco was farming the land when MCCCD purchased the property. MCCCD staff consulted with Mr. Charles J. Havranek, Southwest Land Associates, LLC, about the reasonableness of the rental rate. Mr. Harvanek’s credentials are attached to this agenda item. He graciously provided staff with information at no cost. For the reasons stated below, Mr. Havranek thinks that the rent MCCCD is charging is right in line with the current agricultural rental rate market. He advised that the Rexco lease, at $175 per acre per year, is in the typical range of $150 to $200 per acre for SRP ground in the Phoenix area. The Rexco land tends to have saltier soils than most SRP ground, since it is only about a mile from the Salt River. Saltier ground tends to be at the lower end of the range, and the better ground tends to be at the high end of the range. If one were to perform a rental rate appraisal, he said, one would look for rents on similar quality farmland, i.e., comparable cash rents. If ground is suitable for produce crops, it will bring a higher rent. But neither the vacant land Rexco rents nor the land that MCCCD rents under an agricultural lease to H Four Farm III is considered produce-suitable due to saltier soils (Rexco), or saltier water (H Four). Regarding the question of whether MCCCD should explore asking for a share of the income from the crops grown on the land, Mr. Havranek stated there is no crop share or crop income share in a cash rent lease, which is the kind of lease MCCCD has with the farmer. He advised that crop share leases are not typical in Arizona and require the land owner to share in the expenses of farming the land as well as in the profits, if there are any.

(continued)



When ask whether MCCCD should bid out the opportunity to other farmers in an attempt to possibly get a higher rental rate, Mr. Havranek advised that crop commodity prices have softened since 2014, so farmers are not bidding up rents in 2017. He stated that if MCCCD opened the opportunity, it might get a slightly higher rate. However, Mr. Havranek says that he always looks too see if the bidder is a good farmer, that is, control the weeds, fertilize properly, maintain the irrigation ditches and ports, and perform other similar activities. Given the fact that the rental rate is in line with similarly agricultural leases for the area and Rexco has been a good tenant, it is staff’s recommendation that the Governing Board approve this lease. The lease is for three years, and provides that MCCCD may terminate the lease after one year if it determines that it has a need for it. Termination occurs after a 180-day notice to the farmer, or the date that reaping of the crops is complete, whichever is longer.

SECOND READING ITEM Maricopa Governance Policies


Item Number Item Title Responsible Agents 11.1 Adoption of Staff Policies

Relating to Salary Administration, Employee Classification & Employee

Movement, and Compensable Work Time

Dr. Maria Harper-Marinick Ms. LaCoya Shelton

Recommendation It is recommended that the Governing Board adopt the following three employment policies:

1. Classification and Employee Mobility 2. Salary Administration 3. Compensable Time

Adoption of these policies will allow the Maricopa County Community Colleges District to implement the Classification and Compensation system. Justification The policies presented for approval represent a consolidation of policies on these topics found in the Employee Group Manuals for Crafts, Maintenance and Operations Management, Administration, Technology, Professional Staff Association, Public Safety, Maricopa and EMCC Skill Centers, Specially-Funded, and Staff Policy Manual A-16 Holidays and A-28 Non-Classified Employees. Consolidating the policies found in these manuals, and revising them for consistency with the District’s new Classification and Compensation system, will allow equitable administration of the new Classification and Compensation system.



STAFF POLICY MANUAL

A. APPLICABILITY. Classified, Non-Classified, Full-Time and Short-Term Employees.

B. POLICY.

1. Employee Base Pay.

a. Pay Ranges. Each classification shall be assigned a pay range. Pay ranges shall

have a minimum, midpoint, and maximum. A list of pay ranges by classification can be found here.

b. Pay Placement. All employees shall be assigned a base pay rate between the pay range minimum and the midpoint based on established pay placement procedures, except that an employee may be assigned a pay rate above the midpoint if (a) the employee exceeds the minimum qualifications for the position based on established pay placement procedures and (b) approved by the Vice Chancellor for Human Resources or designee.

c. Pay Increases. Annual pay increases are subject to availability of funding and

approval by the Governing Board. Applicability and eligibility will be identified in the corresponding Governing Board Action Item.

d. Market-Based Pay System. The District uses a compensation system that determines

the market value of a job classification based on the skills, knowledge, and responsibilities required to competently perform a position. The Vice Chancellor for Human Resources shall recommend changes to established pay ranges, as appropriate, for approval by the Chancellor and Governing Board.

2. Other Forms of Compensation.

a. Variable Pay Plans. The District may establish recognition, bonus, incentive, and other

variable pay plans, as recommended by the Vice Chancellor for Human Resources and approved by the Chancellor and Governing Board. Such plans are subject to availability of funds.

b. Merit Pay Plan. The District may establish a merit pay program based upon annual performance ratings outcomes. Such plans are subject to availability of funds.

Policy XXX SALARY ADMINISTRATION

Effective Date: 00/00/00

Applicable Law/Statute:

Source Doc/Dept:

Authorizing Pol/Reg.

c. Uniform Allowance. Certain District positions require uniforms. Employees required to wear uniforms will receive an annual uniform allowance in an amount recommended by the Vice Chancellor for Human Resources and approved by the Chancellor and Governing Board. The uniform allowance shall be paid in two lump sums bi-annually. Employees who serve in a position eligible for a uniform allowance for only a portion of a year shall receive a pro-rated allowance.

d. Anniversary Awards.

An employee will receive a monetary one-time, lump sum award according to the following schedule on the employee’s anniversary date of hire with the District: 10 years of continuous service: $500.00 20 years of continuous service: $1,000.00 30 years of continuous service: $1,500.00 APPLICABLE TO ALL: Time spent serving as a residential faculty member, adjunct faculty employee, student worker, or hourly request for personnel (RFP) worker does not count toward an employee’s years of service for purposes of an anniversary award.

e. Professional Development.

i. Professional Development Activities. Employees may be eligible for

reimbursement for professional development activities, subject to approval by the appropriate College President or Vice Chancellor.

ii. Educational Awards. Employees shall receive a permanent base-pay increase

upon the completion of a bachelor’s, master’s, or doctoral degree, earned at an accredited institution, as approved by the Vice Chancellor for Human Resources or designee. If a qualified employee would exceed the maximum of her or his pay range if provided such an increase, the employee shall receive a one-time award that is equivalent to the base-pay increase the employee would have received.

To qualify for an educational award, the degree must be (a) job-related or pursued in preparation to take on greater responsibilities or a higher position; and (b) part of an individual career development program.

3. Position Changes and Compensation.

a. Promotion. An employee promoted to a higher-graded job classification shall receive a base pay increase within the higher job classification pay range consistent with pay placement procedures.

b. Demotion. An employee demoted to a lower-graded job classification shall receive a

base pay decrease within the lower job classification pay range consistent with pay placement procedures.

c. Lateral Transfer. An employee who transfers to a position in a classification at the

same grade level shall receive no change in pay.

d. Reclassification. An employee whose position is reclassified to a higher-graded job

classification shall receive the greater of (a) the new pay range minimum or (b) a 5% base pay increase. An employee whose position is reclassified to a lower-graded job classification shall maintain her or his base pay if it falls within the pay range for the lower classification. If the employee’s base pay is above the maximum of the lower job classification pay range, the employee shall receive a pay decrease to the maximum of the pay range. An employee whose position is reclassified to a job classification at the same grade shall receive no change in pay.

e. In-Range Progression. An employee may be eligible for a temporary or permanent

base pay increase within the classification pay range when there has been a change to the responsibilities and duties of a position, but reclassification is not warranted. An increase for an in-range progression shall not exceed 5% of the employee’s base pay. The new base pay shall not exceed the classification pay range maximum. To qualify for an in-range progression, an employee must (a) not have received any disciplinary actions for the 12 months preceding the request; (b) not be on probation; and (c) have received a “Meets Expectations” rating or above on the previous year’s performance evaluations. Human Resources will establish in-range progression procedures.

f. Temporary Reassignment. An employee temporarily reassigned to a position in a higher-graded job classification shall receive a base pay increase within the higher pay range consistent with pay placement procedures. Upon completion of the temporary reassignment, the employee shall return to her or his previous classification and pay. An employee temporarily reassigned to a position in the same or lower-graded classification will not receive any change in pay.

REVISIONS Type Date Description Effective XX/XX/XX Initial Policy Revision XX/XX/XX

STAFF POLICY MANUAL

A. APPLICABILITY. Non-Exempt Classified, Non-Classified, Short-Term Employees.

B. POLICY.

1. Hours Worked.

a. Non-exempt employees shall be compensated for all hours worked in accordance with the Fair Labor Standards Act (“FLSA”). All non-exempt employees must accurately record all hours worked.

b. Activities Before and After the Work Schedule. When the District requires an

employee to change into or out of uniform, engage in special washing or cleaning procedures, or perform other activities on or at a worksite before or after the work period, the time spent in such activities is considered time worked.

c. Meal Periods. Except in the case of certain Public Safety personnel or unless

otherwise approved by the employee’s immediate supervisor, a non-exempt employee will not be paid for a meal period of 30 minutes or more if the employee is entirely relieved of her or his duties.

d. Rest Periods. Rest periods of 15 minutes or less, up to twice per day, may be

taken by employees, the timing of which shall be at the discretion of the department director. Rest periods are paid time. Normal rest periods missed or not taken do not accumulate, cannot be added to other rest periods, and cannot be used to extend the unpaid meal period or added to the beginning or end of the workday. Notwithstanding any provision of this section, rest periods shall be accurately reported by the employee.

e. Starting Time. A non-exempt employee shall not commence work more than

seven minutes before the employee’s scheduled work time or continue working more than seven minutes after the employee’s scheduled work time without prior approval of the employee’s supervisor, except in emergency situations where advance approval cannot be obtained. An employee who violates this section may be subject to discipline; however, the employee must report, and the District will pay for, all hours worked.

f. Time Spent in Training. Under certain circumstances, time spent attending a pre-

approved training, program, seminar, conference, convention, course, or

Policy XXX COMPENSABLE WORK TIME



Source Doc/Dept:


workshop may be compensable. See https://www.dol.gov/whd/regs/compliance/whdfs22.htm.

g. Travel Time. Under certain circumstances, a non-exempt employee may be

compensated for travel time. Typical travel between home and the workplace is not compensable. See https://www.dol.gov/whd/regs/compliance/whdfs22.htm.

2. Overtime.

a. Non-exempt employees shall be paid at the rate of one and one-half times the

employee’s regular rate of pay for all hours worked over 40 in a workweek. All overtime must be scheduled and approved in advance by the employee’s supervisor, except in emergency situations where advance approval cannot be obtained. An employee who violates this section may be subject to discipline; however, the employee must report, and the District will pay for, all overtime hours worked.

b. Blended Overtime. Applies to additional work scheduled and performed on a

continuous basis over a period of time in a different job than the primary job (does not include teaching). All hours worked over 40 in the workweek will be paid at the blended overtime rate.

c. Compensatory Time. Non-exempt employees in participating departments may

elect to accrue compensatory time off in lieu of receiving payment for overtime hours worked. Compensatory time will be earned at the rate of one and one-half hours for each hour of overtime worked. No employee may accrue more than 120 hours of compensatory time. An employee shall be paid for all overtime hours once the employee reaches the 120-hour maximum.

d. Workweek. The workweek for FLSA purposes shall begin at 12:01a.m. Saturday

and end at 12:00a.m. the following Friday.

3. Other Forms of Compensation.

a. Emergency Call-Back Pay. Non-exempt employees who (a) have left the worksite and are unexpectedly required to return at a time outside the employee’s normal work hours or (b) are required to report to work while on an approved leave of absence shall receive call-back pay. Call-back pay shall be the equivalent of three hours or the actual number of hours worked, whichever is greater. Travel time to and from work on a call-back is not compensable time.

b. Holiday Pay.

Non-exempt employees scheduled or required to work on a designated holiday shall (a) be paid for all hours actually worked at one and one-half times the employee’s regular hourly rate of pay; and (b) receive up to eight hours of holiday pay (prorated to reflect the employee’s full-time or part-time schedule) at the employee’s regular rate of pay. If a designated holiday falls while an employee is on vacation, the employee will be paid holiday pay and not charged vacation leave.

https://www.dol.gov/whd/regs/compliance/whdfs22.htm

https://www.dol.gov/whd/regs/compliance/whdfs22.htm

c. On-Call Duty Pay. Under certain circumstances, non-exempt employees who maintain availability to return to work within a specified time period during off-duty hours shall receive on-call duty pay. An employee shall receive 10% of the employee’s base hourly rate of pay for each hour served in an on-call duty assignment.

d. Shift Differential Pay. Non-exempt employees regularly scheduled to work certain

evening and weekend shifts shall receive shift differential pay in the amount of $0.50/hour.

REVISIONS

Type Date Description Effective XX/XX/XX Initial Policy Revision XX/XX/XX

STAFF POLICY MANUAL

A. APPLICABILITY. Classified, Non-Classified, and Short-Term Employees. B. POLICY.

1. Classification of Positions. Positions are classified based on the level and scope of assigned duties and responsibilities. Positions with similar duties, responsibilities, and decision-making authority are grouped together in the same classification. Classifications that focus on similar fields of work are grouped together in the same job family. A list of classifications, job families, and class specifications can be found here.

2. Reclassification of Existing Positions.

A position may be reclassified when there has been a significant change to the duties and responsibilities of the position. Human Resources will establish reclassification procedures. Absent exceptional circumstances, a reclassification request may be made no more than once in a 12-month period. Reclassification decisions are not subject to the grievance procedure contained in this manual.

An employee may be eligible for an in-range progression when there has been a change to the responsibilities and duties of a position, but reclassification is not warranted. See Salary Administration policy.

3. Employee Movement. When an employee moves from one position to another, the move

may result in a change in classification. a. Promotion. Promotion is the movement of an employee to a position in a higher-

graded job classification. Promotions are made based on qualifications and performance.

b. Demotion. Demotion is the movement of an employee to a position in a lower-graded job classification. Demotions may be voluntary or involuntary.

c. Lateral Transfer. A lateral transfer is movement of an employee to a different position

in the same job classification or to a different job classification in the same pay range.

Policy XXX CLASSIFICATION & EMPLOYMENT MOBILITY



Source Doc/Dept:


d. Temporary Reassignments. A temporary reassignment is the short-term movement of an employee from one position to another. Upon completion of a temporary reassignment, an employee shall return to the employee’s previous position.

e. Administrative Reassignments. An administrative reassignment is the movement

of an employee from one position to another in response to a legitimate business need, as determined by the Human Resources Division.

4. Succession Planning. As needed and as deemed appropriate, the Chancellor may

direct the assessment of leadership needs of the District to ensure the training and selection of qualified leaders from inside and outside the District.

REVISIONS

Type Date Description Effective XX/XX/XX Initial Policy Revision XX/XX/XX

*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 12/1/2017 12:10 PM 1

E M P L O Y M E N T S

INFORMATION ITEM Governing Board Agenda Meeting Date: December 12, 2017

Item Number Item Title Responsible Agent 12.1 EMPLOYMENTS & SEPARATIONS

(New Hires, Specially Funded, and Short-Term) Ms. LaCoya Shelton

Recommendation In accordance with employee group policies, the following personnel were approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. (November, 2017). Justification


Chancellor __________________________ Academic & Student Affairs ____________ Business Services ____________________ Human Resources _________ ITS _______ Res Dev & Cmty Relations _____________ College President _____________________

MCCCD Hires - November 2017

Location Name Employee Class Job Title FTE Start Date Annual SalarNew/ReplacementGlendale Community College Herrera,Charles A College Safety Public Safety Police Officer 1.00 11/1/2017 64,006.00$ ReplacementGlendale Community College Kunaschk III,Edmund J.Maintenance & OperationsBuilding Maint Tech 1.00 11/20/2017 35,615.06$ ReplacementDistrict Support Services Cntr Baker,Deborah L Mgmt, Admin, Tech Instructional Designer 1.00 11/20/2017 75,280.00$ ReplacementDistrict Support Services Cntr Gherna,Jason Mgmt, Admin, Tech Systems Admin II 1.00 11/6/2017 77,200.00$ ReplacementDistrict Support Services Cntr Johnston,Mark Mgmt, Admin, Tech Systems Admin II 1.00 11/27/2017 70,768.00$ ReplacementDistrict Support Services Cntr Kester,Joseph Mgmt, Admin, Tech Mgr Marketing Public Relation 1.00 11/6/2017 89,086.00$ ReplacementDistrict Support Services Cntr Reisslein,Jana Mgmt, Admin, Tech Instructional Designer 1.00 11/13/2017 75,280.00$ ReplacementMesa Community College Kubova,Victoria N. Mgmt, Admin, Tech Project Coord 1.00 11/4/2017 57,900.00$ ReplacementMesa Community College Malins,Dzintra Professional Staff Student Svcs Spec 1.00 11/18/2017 38,647.00$ ReplacementMesa Community College Olin,Gregory S. Professional Staff Student Svcs Spec 1.00 11/18/2017 40,681.00$ New **Mesa Community College Tibbetts,Lucas A Professional Staff Student Svcs Spec 1.00 11/18/2017 36,613.00$ ReplacementPhoenix College Saper-Bloom,Lisa Professional Staff Admin Secretary II 1.00 11/27/2017 32,401.00$ ReplacementChandler-Gilbert Comm College Howe,Barbara B. Service Resid Faculty Librarian 1.00 11/27/2017 59,862.67$ Replacement13 Regular, Classified Hires for November 2017

Location Name Employee Class Job Title FTE Start Date Annual SalarNew/ReplacementDistrict Support Services Cntr Cly,Donna R. Non-Faculty 6 >= 6 MonthsStudent Svcs Spec 1.00 11/13/2017 34,578.00$ New (Call Center) *District Support Services Cntr Hossain,Antra Non-Faculty 6 >= 6 MonthsStudent Svcs Spec 1.00 11/21/2017 36,613.00$ New (Call Center) *District Support Services Cntr Pleasant,LaJuane M Non-Faculty 6 >= 6 MonthsStudent Svcs Spec 1.00 11/13/2017 34,578.00$ New (Call Center) *District Support Services Cntr Williams,Sandra C. Non-Faculty 6 >= 6 MonthsStudent Svcs Spec 1.00 11/13/2017 36,613.00$ New (Call Center) *Phoenix College Ochoa,Mayra L. Non-Faculty 6 >= 6 MonthsStudent Svcs Spec 1.00 11/18/2017 34,578.00$ ReplacementRio Salado Community College Aguilar,Alma Karina Non-Faculty 6 >= 6 MonthsOffice Coord II 1.00 11/6/2017 33,443.00$ Replacement6 Short-Term Hires for November 2017

19 Total Hires for November 2017

* Transformation** New to reduce dependence on part-time staff

MCCCD Separations - November 2017

Governing Board Separations ReportLocation Employee Name Job Title Last Day Worked ActionChandler-Gilbert Comm College Booth,Kristy K. Science Lab Tech 11/3/2017 SeparationChandler-Gilbert Comm College Porter,Patricia Ann Dir Career Educ Planning Svcs 11/3/2017 SeparationDistrict Support Services Cntr Cram,Philip D. Enterprise Application Admin 11/1/2017 RetirementDistrict Support Services Cntr Hessler,Harry Von Coord Employee Org Learning 11/8/2017 SeparationDistrict Support Services Cntr Landagora,Dustin C. Enterprise Data Modeler 11/13/2017 RetirementDistrict Support Services Cntr Morgan,Willa Asst General Counsel 11/1/2017 SeparationDistrict Support Services Cntr Saldana,Perla L. Financial Aid Tech III 11/13/2017 SeparationEstrella Mountain Comm College Whitney,Kathryn A. Admin Secretary III 11/17/2017 RetirementGlendale Community College Harvey,Tiffany M. Mgr Student Svcs 11/27/2017 SeparationGlendale Community College Tanner,Brandon R. Public Safety Aide 11/9/2017 SeparationMesa Community College Blocker,Tracey Student Svcs Spec 11/3/2017 SeparationMesa Community College Ramchandra,Sanjeev Student Svcs Spec 11/17/2017 SeparationNorthwest Skill Center Tullison,Patricia Office Asst 11/1/2017 SeparationParadise Valley Community Coll Hastings,Joshua Samuel Client Support Analyst 11/20/2017 SeparationPhoenix College Jones,Aaron M. Public Safety Svcs Lab Tech 11/17/2017 SeparationRio Salado Community College Griffin,Jonathan Voc Trainer Incarcerated Prog 11/3/2017 SeparationRio Salado Community College Liddell,Tiffany J. Outreach Spec Early Childhood 11/3/2017 SeparationRio Salado Community College Magallan,Gerardo Admin Asst II 11/30/2017 RetirementRio Salado Community College Nave,Karen L. Site Coord 11/15/2017 RetirementRio Salado Community College Quinteros,Maria Admin Asst I 11/22/2017 SeparationRio Salado Community College Vanselow,David Electrician 11/8/2017 SeparationScottsdale Community College Lopez,Miguel Angel Coord Perform Arts Facilities 11/18/2017 SeparationScottsdale Community College Russell,Brenda M. Testing Tech 11/13/2017 Separation23 Separations November 2017

MONITORING REPORT

POLICY TYPE: CHANCELLOR LIMITATIONS POLICY TITLE: FINANCIAL CONDITION AND ACTIVITIES; FINANCIAL PLANNING AND BUDGETING

Governing Board Agenda Meeting Date: 12/12/17

ITEM NUMBER ITEM TITLE RESPONSIBLE AGENTS 13.1 Budget Analysis Report Ms. Gaye Murphy

Fund 1: General Unrestricted Fund Ms. Kim Granio For the Four Months Ending 10/31/2017

Expenditure Summary: $197.6M (year to date); projected expenditure at year end: $679.7M • Typically evenly spread across each month, as the majority is payroll and benefits which are recorded

every two weeks. • x% of expenditures have been recognized year to date (versus x% in 16/17, x% in 15/16, and x% in

14/15). • x% of the budget remains unexpended or unencumbered (versus x% in 16/17, x% in 15/16, and x% in

14/15). Revenue Summary: $325.2M (year to date); projected revenue at year end: $682.4M • 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.

• x% of the budgeted revenue has been recognized year to date (versus x% in 16/17, x% in 15/16, and x% in 14/15).

Fund Balance and Financial Stability Requirements • Projections are for the Fund 1 balance to increase by ~$2.8M (from $177.9M to $180.7M) in FY 17/18. • MCCCD is required to maintain a financial stability balance equal to 8% of the annual projected

revenue. This currently equates to $54.6M. The remaining fund balance of $126.1M 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 $1.3M.

• 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.

• The Governing Board contingency beginning balance is $900,000. The remaining balance as of 10/31/17 is $900,000.

Items of Particular Interest: Substantial Deviations from Budget or Expectations

None.

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 ________________________

http://www.maricopa.edu/business/reporting/reports.html

C h a n d l e r - G i l b e r t | E s t r e l l a M o u n t a i n | G a t e W a y | G l e n d a l e | M e s a | P a r a d i s e V a l l e y | P h o e n i x | R i o S a l a d o | S c o t t s d a l e | S o u t h M o u n t a i n

Table of Contents Section

Slide Number

Executive Summary and Key Metrics

2020 Completion Agenda Goal 1

Outcome 1: University Transfer Education and General Education 5

Outcome 2: Workforce and Economic Development 24

Outcome 3: Developmental Education 38

Outcome 4: Community Development and Civic and Global Engagement 49

Appendix and Methodology

For more information on the Maricopa County Community College District Governing Board Outcomes and Metrics, see http://www.maricopa.edu/publicstewardship/governance/index.php.

http://www.maricopa.edu/publicstewardship/governance/index.php


2020 Board Resolution Completion Agenda Goal

1

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Stu

de

nts

Ear

nin

g A

war

ds

Year

Actual 3.4% Growth Necessary Goal for 2020


24,449 26,860 27,015 27,908

26,277

0

5,000

10,000

15,000

20,000

25,000

30,000

2012-13 2013-14 2014-15 2015-16 2016-17

2

Total Annual Awards (All Students)

Awards decreased in 2016-17, but have increased 7.5% since 2012-13.


9,705 10,724 10,785

11,350 11,049

0

5,000

10,000

15,000

2012-13 2013-14 2014-15 2015-16 2016-17

Awards decreased slightly in 2016-17, but increased almost 14% since 2012-13.

Associate’s Degrees Awarded (All Students)

3


14,744 16,136 16,230 16,558

15,228

0

5,000

10,000

15,000

20,000

2012-13 2013-14 2014-15 2015-16 2016-17

Certificates decreased in 2016-17 primarily due to occupational program closures, but have increased almost 3% since 2012-13.

Number of Certificates Awarded (All Students)

4


University Transfer Education and General

Education

Outcome 1

5


Enrollment of Underserved Populations (New students in Fall terms)

6

7%

31%

2% 2%

27%

43%

11%

0%

10%

20%

30%

40%

50%

Black Hispanic NativeAmerican

Two orMoreRaces

Pell GrantRecipient

Male Age > 24with No

PriorCollege

Fall 2012

Fall 2013

Fall 2014

Fall 2015

Fall 2016

C h a n d l e r - G i l b e r t | E s t r e l l a M o u n t a i n | G a t e W a y | G l e n d a l e | M e s a | P a r a d i s e V a l l e y | P h o e n i x | R i o S a l a d o | S c o t t s d a l e | S o u t h M o u n t a i n 7

40% 42% 42% 43% 44%

60% 58% 58% 57% 56%

0%

10%

20%

30%

40%

50%

60%

AY 2011-12 AY 2012-13 AY 2013-14 AY 2014-15 AY 2015-16

Full-time Faculty with Rio Part-time Faculty with Rio

Full-time to Part-time Faculty Load Ratio (with Rio)


8

45% 46% 46% 47% 49%

55% 54% 54% 53% 51%

0%

10%

20%

30%

40%

50%

60%

AY 2011-12 AY 2012-13 AY 2013-14 AY 2014-15 AY 2015-16

Full-time Faculty w/o Rio Part-time Faculty w/o Rio

Full-time to Part-time Faculty Load Ratio (without Rio)


74% 76% 77% 78% 78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

College-level Course Success (A, B, C, P grades) (All students in college-level courses)

7

9


College-level Course Withdrawals (All students in college-level courses)

10

15% 14% 14%

13% 13%

0%

5%

10%

15%

20%

25%



80% 80% 81% 81% 82%

60% 61% 62% 62% 63%

0%

20%

40%

60%

80%

100%

Fall 2012-Spring 2013





Full-time Part-time

Fall-to-Spring Retention (All Students)

11


59% 59% 60% 61% 63%

43% 43% 44% 45% 45%

0%

20%

40%

60%

80%

Fall 2011-Fall 2012

Fall 2012-Fall 2013

Fall 2013-Fall 2014

Fall 2014-Fall 2015

Fall 2015-Fall 2016

Full-time Part-time

Fall-to-Fall Retention (All Students)

12


4% 4% 4% 4% 4%

8% 8% 9% 8% 9%

0%

5%

10%

15%

20%

25%

30%

Fall 2007 Cohortas of Summer II

2013

Fall 2008 Cohortas of Summer

2014


2015


2016


2017

3-Year 6-Year (includes 3-Year)

Students Graduating with Associate’s Degrees (New students who were degree, certificate, or transfer-seeking)

13


Percent of Students Graduating Within 6 Years (Degrees and Certificates)

(New students who were degree, certificate, or transfer-seeking)

34% 29% 27% 28% 28% 28%

22% 20% 20%

21% 19%

13% 12% 11% 11%

0%

10%

20%

30%

40%

50%


2013


2014


2015


2016


2017

Full-time Total Part-time


Number of Transfer Associate’s Degrees and AGEC Certificates Awarded Annually (All Students)

23

15

6,073 6,812 6,954 7,685 7,235

4,486 4,947 5,040

5,537 5,409

696

825 891

954 931

723

833 796

955 843

685

690 655

631 617

3,115

3,429 3,403

3,273 3,249

0

4,000

8,000

12,000

16,000

20,000

2012-13 2013-14 2014-15 2015-16 2016-17

AAS

AGS

ABUS

AS

AA

AGEC

17,739

15,778

17,536

19,035 18,284


Students Completing AGEC Certificate and Transfer Degrees

(New students who were transfer-seeking)

8% 10%

11% 10%

9%

14% 16%

17% 16%

15%

0%

5%

10%

15%

20%

25%


2013


2014


2015


2016


2017

Completed within 3 years Completed within 6 years

16


AGEC Certificate and Transfer Degrees (New students who were transfer-seeking)

9%

15%

9%

15%

0%

5%

10%

15%

20%

25%

Fall 2011 Transfer-Intent Cohort as of 2017

Transfer degree completion rate within 3 yearsTransfer degree completion rate within 6 yearsAGEC completion rate within 3 yearsAGEC completion rate within 6 years

17


Number of students signing pathway agreements

AY 2014-15

AY 2015-16

AY 2016-17

MAPP (Maricopa to ASU Pathways Program)

3,292 2,458 2,365

Connect2NAU

734 602 511

UA Bridge

102 59 131

Participation in MCCCD Signature Transfer Programs


37% 36% 38% 40% 40%

56% 59% 57% 54% 53%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AY 2011-12 AY 2012-13 AY 2013-14 AY 2014-15 AY 2015-16

Earned Transfer Award

Transferred 80% of Credits Earned

Students Transferring to State Public Universities (New transfers to ASU/UA/NAU with MCCCD degree/certificate or 80% of

MCCCD credits accepted)

19


2.95 2.99 2.96 2.97

0.00

1.00

2.00

3.00

4.00

2011-12 2012-13 2013-14 2014-15 2015-16

2.93

Cumulative First-Year GPA after Transferring

(New transfers to ASU/UA/NAU)

20


Students Transferring to Any Baccalaureate or Higher Degree-Granting Institution (Public or Private) (New students, degree, certificate, or transfer- seeking)

16% 18%

16% 17% 13%

30% 31% 30% 29% 25%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Fall 2007Cohort as of

May 31, 2013


May 31, 2014


May 31, 2015


May 31, 2016


May 31, 2017

Transferred within 3 years Transferred within 6 years (including 3 years)

21


Students Enrolled in Academic Courses Delivered in a Non-traditional Format (Online, Hybrid, Accelerated)

(All Students)

22

46% 40% 37% 36% 35%

54% 60% 63% 64% 65%

0%

20%

40%

60%

80%

100%


Rio Salado Total, other MCCCD


61% 65% 66% 67% 66%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Online Course Success (A, B, C, P Grades) (All Students)

23


Workforce and Economic Development

Outcome 2

24


11,665 12,557 12,521

12,001 11,112

0

2,500

5,000

7,500

10,000

12,500

15,000

2012-13 2013-14 2014-15 2015-16 2016-17

Number of Occupational Degrees and Certificates Awarded

(All Students)

25

The decline is related to 3 programs that ended recently and accounted for 862 awards.


= Credit

= Skill Ctr

= No

Program

Occupation

Registered Nurses

Teacher Assistants

Nursing Assistants

Heavy and Tractor-Trailer Truck Drivers

Computer User Support Specialists

Medical Assistants

Heating, Air Conditioning, and Refrigeration Mechanics and Installers

Preschool Teachers, Except Special Education

Computer Network Support Specialists

Massage Therapists

Medical Records and Health Information Technicians

Web Developers

Licensed Practical and Licensed Vocational Nurses

Hairdressers, Hairstylists, and Cosmetologists

Paralegals and Legal Assistants

First-Line Supervisors of Production and Operating Workers

Emergency Medical Technicians and Paramedics

Dental Assistants

Telecommunications Equipment Installers & Repairers, Except Line

Installers

Respiratory Therapists

Highest-Demand Occupations with MCCCD Degrees and Certificates

MCCCD offers credit programs

in 95% of the highest-demand

occupations (projected 10-year

increase in jobs at the sub-baccalaureate level) in the greater Phoenix

metropolitan area.


Occupational Certificate and Associate Degree Program Graduates Related to Highest Demand Occupations

27

0

0

26

35

46

60

67

102

110

125

146

166

176

193

197

239

781

897

948

1,067

Heavy and Tractor-Trailer Truck Drivers

Teacher Assistants

HVAC Mechanics and Installers

Respiratory Therapists

Massage Therapists

Dental Assistants

Medical Records and Health Information…

Web Developers

Computer User Support Specialists

Medical Assistants

Preschool Teachers, Except Special Education

Hairdressers, Hairstylists, and Cosmetologists

Nursing Assistants

Licensed Practical and Licensed Vocational Nurses

Paralegals and Legal Assistants

Supervisors of Production and Operating Workers

Computer Network Support Specialists

Telecom Equipment Installers and Repairers

Registered Nurses

Emergency Medical Technicians and Paramedics

MCCCD graduated 5,381 students in the highest

demand occupations in the Greater Phoenix metro area in Academic Year 2016. This

is down from the 2015 baseline metric of 5,846. The

2018 goal is a 3% increase over 2015 baseline, or 6,021.


Occupational Graduates Employed in a Field Related to their Award One Year After Graduation

28

Directly Related 61.3%

Not Related 20.5%

Somewhat Related

5.7%

Not Working 12.5%

Source: Blackboard Alumni Survey 2016 Graduates


$3

1,1

05

$3

3,0

88

$2

7,9

81

$2

8,7

77

$2

6,7

86

$3

1,4

04

$2

9,5

46

$3

8,9

53

$5

3,4

38

$4

7,5

00

$3

8,5

47

$3

9,7

41

$4

1,8

86

$4

3,5

13

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000Total Wages Before Completion Total Wages After Completion

Changes in Occupational Student Wages One Year After Graduation



Occupational Students Graduating in 3 and 6 Years (New students, occupational degree or certificate seeking)

22%

13%

9% 10% 11%

28%

17%

14% 14% 14%

0%

5%

10%

15%

20%

25%

30%


2013


2014


2015


2016


2017

3 Years 6 Years (including 3 Years)

30


Numbers of Occupational Students Graduating in 3 and 6 Years (New students, occupational degree or certificate seeking)

639 686 643

718

850 827 925

975 1,042

1,119

0

200

400

600

800

1,000

1,200


2013


2014


2015


2016


2017


31


Success (A, B, C, P) in Occupational Courses Delivered in a Non-Traditional Format

(Accelerated, Hybrid, and Online) (All students)

77% 81% 81% 83% 82%

80% 81% 82% 82% 83%

64% 68% 69% 71% 70%

0%

25%

50%

75%

100%


AcceleratedHybridOnline

32


Response Time to Business and Industry Workforce Needs

33

An accelerated approval process is in place for new Occupational Programs which reduced the timeframe from 15 or more days for Occupational administrators to review submissions down to 10 days, with another 10 days for final approval.

Fast-track grants curriculum approval process put in place for

curricula directly related to grant requirements.


Strongly Disagree

6%

Disagree 6%

Agree 59%

Strongly Agree 18%

Neutral 12%

Employer/Workforce Advisory Board Members’ Satisfaction Rate

34

77% of Advisory Board members

declare MCCCD as responsive to meeting their

workforce needs


MCCCD Students Who Took CTE in High School and Then Enrolled in CTE Courses as College Students

45% 46% 46% 46% 50%

55%

0%

25%

50%

75%

100%

2011 2012 2013 2014 2015 2016*

35

*2016 data are incomplete


MCCCD's Impact on Gross Domestic Product

36

Income Created by MCCCD in FY 2013-14

(Added Income)

$732.4 MILLION

Operations spending Impact

$240.6 MILLION

Impact of student spending

$6.3 BILLION

Alumni impact

$7.3 BILLION

Total impact

For Every $1 Spent By…

STUDENTS $4.20

Gained in lifetime

income for

STUDENTS

SOCIETY $12.10

Gained in added

state income and

social savings for

SOCIETY

TAXPAYERS $4.00

Gained in added

taxes and public

sector savings for

TAXPAYERS

Source: Economic Modeling Specialists, Intl. (EMSI) 2014 Report


Capital Formation and Jobs Created for Small Businesses

37

$30.45

$34.87

$29.00

$0 $10 $20 $30

Capital Formation(in $millions)

2015 2016 2018 Goal

325

561

295

0 100 200 300 400 500 600

Jobs Created(number)


Developmental Education

Outcome 3

38


67% 69% 73% 72% 71%

73% 76% 76% 77% 79%

51% 49%

59% 62% 61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


English Reading Math

Student Success (A, B, C, P grades) in Developmental Education Courses

(All Students)


Developmental Course Withdrawals (All Students)

16% 17%

14% 14% 15%

16% 14%

13% 13% 11%

27% 28%

21% 20% 20%

0%

5%

10%

15%

20%

25%

30%




Developmental English Course Success (A, B, C, P) (All Students)

41

67% 69% 73% 72% 71%

0%

20%

40%

60%

80%

100%



Developmental Math Course Success (A, B, C, P) (All Students)

42

51% 49%

59% 62% 61%

0%

20%

40%

60%

80%

100%



Developmental Reading Course Success (A, B, C, P) (All Students)

43

73% 76% 76% 77% 79%

0%

20%

40%

60%

80%

100%



Subsequent College-Level Math Success (A, B, C, P) (All Students)

44

68% 68% 66% 71% 70%

0%

20%

40%

60%

80%

100%

Fall 2011students to

Fall 2012


Fall 2013


Fall 2014


Fall 2015


Fall 2016


Subsequent College-Level English Success (A, B, C, P) (All Students)

45

75% 78% 79% 80% 80%

0%

20%

40%

60%

80%

100%


Fall 2012


Fall 2013


Fall 2014


Fall 2015

Fall 2015students inFall 2016


Subsequent College-level Course Withdrawals (All Students)

46

20% 18%

20% 18%

16% 14%

12% 11% 10% 10%

0%

5%

10%

15%

20%

25%

30%

Fall 2011Cohort toFall 2012





Math English


Degree or Certificate Awards to Students Who Have Ever Enrolled in Developmental

Education Courses (New students in fall, degree or certificate seeking)

21%

18% 17% 17% 18%

0%

5%

10%

15%

20%

25%

30%

F07 Cohort asof 2013





47


Students (who have ever taken a Dev Ed course) and Transferred to a Baccalaureate or Higher Degree-Granting Institution (Public or Private)

(New degree, certificate, or transfer-seeking students who were ever enrolled in a Dev Ed course)

9% 10% 9% 8% 8%

23% 23% 22% 21% 21%

0%

5%

10%

15%

20%

25%

30%

Fall 2007 Cohortas of May 31,

2013


2014


2015


2016


2017

Transferred within 3 years Transferred within 6 years (including 3 years)

48


Community Development and Civic and Global Engagement

Outcome 4

49


Civic and Global Engagement

168

MCCCD students participated in study abroad programs in

FY 2016-17.

1,950

International students were enrolled at MCCCD

in FY 2016-17.

50

5,714

MCCCD students participated in service

learning opportunities in FY 2016-17.

576 Activities held on MCCCD

campuses in FY 2016-17

that addressed civic or global learning subjects.


Community College Survey of Student Engagement (CCSSE)

51

74% 74% 72%

17% 18% 18% 9% 9% 10%

0%

20%

40%

60%

80%

100%

2017 CCSSE CohortHLC CohortMCCCD

Never Sometimes Very Often/ Often

How often have you participated in a community-based project as part of a regular course? (n = 6,739)



52

15% 15% 15%

31% 32% 28%

55% 53% 57%

0%

20%

40%

60%

80%

100%

2017 CCSSE CohortHLC CohortMCCCD

Very Little Some Quite a Bit/ Very Much

The college encourages contact among students from different economic, social, and racial or ethnic backgrounds. (n = 6,657)



53

36% 35% 39% 35% 36% 32% 29% 29% 29%

0%

20%

40%

60%

80%

100%

2017 CCSSE CohortHLC CohortMCCD

Very Little Some Quite a Bit/ Very Much

How much does this college emphasize helping you cope with your non-academic responsibilities (work, family, etc.)? (n = 6,630)


MCCCD Governing Board 2016-17 Outcomes Report

December 5, 2017


Who are MCCCD’s students?


MCCCD Sum of Colleges Headcount

120,686

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015

Fall 45th Day

(Fall 2016)


199,712198,811 197,210

214,732201,077

183,430171,602

0

50,000

100,000

150,000

200,000

250,000

2005 2007 2009 2011 2013 2015 2017

MCCCD Unduplicated FY Credit Headcount


71,387 69,561 70,099

84,544 81,21876,150

72,075

0

20,000

40,000

60,000

80,000

100,000

2005 2007 2009 2011 2013 2015 2017

MCCCD Fiscal Year FTSE


5,707

14,023

43,88217,100

12,586

30,154

27,263

7,87613,080

19,402

0 10,000 20,000 30,000 40,000 50,000

South Mountain

Scottsdale

Rio Salado

Phoenix

Paradise Valley

Mesa

Glendale

GateWay

Estrella Mountain

Chandler GilbertFY 2016-17

FY 2015-16

MCCCD Fiscal Year Headcount


4,120

9,458

17,6358,447

11,428

20,424

5,087

19,0339,788

14,906

0 5,000 10,000 15,000 20,000 25,000

South Mountain

Scottsdale

Rio Salado

Paradise Valley

Phoenix

Mesa

GateWay

Glendale

Estrella Mountain

Chandler-Gilbert Fall 2017Fall 2016

MCCCD Fall 45th Day Headcount


Gender

43% male

56% female

1% undeclared

Student Enrollment

Part-time

Full-time

68%

32%

Average Age

25 years

Average Class Load

8.5credit hours

Fall 45th Day 2016 Demographics


Student Profile – Fall 45th Day 2016

3% 5%8%

29%45%

10% Am Indian/Alaska Native (3%)

Asian/Pacific Islander (5%)

Black, Non-Hispanic (8%)

Hispanic (29%)

White, Non-Hispanic (45%)

Other/Undeclared (10%)


Student Profile – Fall 2016 45th Day

37.3%

28.0%

12.1% 11.5%5.7%

3.0% 1.4%

15-19 20-24 25-29 30-39 40-49 50-59 60+0%5%

10%15%20%25%30%35%40%

Student Profile – Fall 45th Day 2016Age


4%

2%

12%

19%

25%

38%

0% 10% 20% 30% 40% 50%

Undeclared

Meet University Requirement

Personal Interest

High School Student inDual/Concurrent

Enter/Advance in Job Market

Transfer to University

Educational Intent


Note: Scale is abbreviated at 50%.



12

36% 35% 33% 33% 31%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011-12 2012-13 2013-14 2014-15 2015-16

Enrollment of Recent High School Graduates


11,35813,055 13,333

14,48415,688

16,886 17,521

0

5,000

10,000

15,000

20,000

2005 2007 2009 2011 2013 2015 2017

MCCCD FY Dual Enrollment Headcount


137,982 132,877

128,212 126,204120,686

25,253 24,430 25,629 20,979 19,039

0

25,000

50,000

75,000

100,000

125,000

150,000


Total StudentPopulation

Returning Adults

18%18% 18% 17% 16%

Enrollment of Returning Adults who have Completed Some College

57

Students overthe age of 24 who have completed some college or

university credits, but have no

degrees.


Board Resolution:

Increase by 50% the number of students with degrees and

certificates by 2020

Completion Agenda


Completion Agenda Goal

3

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Stud

ents

Ear

ning

Aw

ards

Year

Actual 3.4 % Growth Necessary Goal for 2020


Percent of Students Achieving a Successful Outcome within 6 Years (New students who are degree or certificate seeking)

* Due to rounding, the sum of the numbers may not equal the total.

22% 21% 20% 19% 20%

24% 25% 24% 23% 19%

10% 9% 9% 8% 8%

10% 10% 10% 10% 10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


2013


2014


2015


2016


2017

Earned 30+ Credits (GPA at least 2.0) Still enrolled (year 6)

Transferred Received an award

Total = 64%*Total = 62%* Total = 60%

Total = 65%*

Total = 57%


Percent of Students Who Achieved Their Stated Educational Goals

28%25% 25% 25%

20%

46%42% 41% 40% 39%

28%

43% 40%46%

20%

46%

58%55% 57%

43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 2007 Cohort as of2013





Award-seeking Students within 3 years Award-seeking Students within 6 years

Students with Transfer Intent within 3 years Students with Transfer Intent within 6 years

11


University Transfer Education and General

Education

Outcome 1


Transfers to 4-year Colleges and Universities and Reverse Transfers

7,642 students with 12 or more

credits from Maricopa colleges transferred to an Arizona public university in 2015-16.**

44.6% of bachelor’s degree

recipients at ASU/UA/NAU in

2015-16 (the most recent data

available) had MCCCD credits.

Sources: *National Student Clearinghouse ** Arizona State System for Information on Students (most recent available)

The Reverse Transfer Initiative has helped 662 students receive

degrees or certificates since

the program began two years

ago.


74% 76% 77% 78% 78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


College-level Course Success (A, B, C, P grades)(All students in college-level courses)

7

9


College-level Course Withdrawals (All students in college-level courses)

10

15%14% 14%

13% 13%

0%

5%

10%

15%

20%

25%



80% 80% 81% 81% 82%

60% 61% 62% 62% 63%

0%

20%

40%

60%

80%

100%






Full-time Part-time

Fall-to-Spring Retention(All Students)

11


59% 59% 60% 61% 63%

43% 43% 44% 45% 45%

0%

20%

40%

60%

80%

Fall 2011-Fall 2012

Fall 2012-Fall 2013

Fall 2013-Fall 2014

Fall 2014-Fall 2015

Fall 2015-Fall 2016

Full-time Part-time

Fall-to-Fall Retention (All Students)

12


Workforce and Economic Development

Outcome 2


11,66512,557 12,521 12,001

11,112

0

2,500

5,000

7,500

10,000

12,500

15,000

2012-13 2013-14 2014-15 2015-16 2016-17

Number of Occupational Degrees and Certificates Awarded

(All Students)

25

The decline is related to 3 programs that ended recently and accounted for 862 awards.


= Credit = Skill Ctr = No

ProgramOccupation

Registered Nurses Teacher Assistants Nursing Assistants Heavy and Tractor-Trailer Truck Drivers Computer User Support Specialists Medical Assistants Heating, Air Conditioning, and Refrigeration Mechanics and Installers Preschool Teachers, Except Special Education Computer Network Support Specialists Massage Therapists Medical Records and Health Information Technicians Web Developers Licensed Practical and Licensed Vocational Nurses Hairdressers, Hairstylists, and Cosmetologists Paralegals and Legal Assistants First-Line Supervisors of Production and Operating Workers Emergency Medical Technicians and Paramedics Dental Assistants Telecommunications Equipment Installers & Repairers, Except Line

Installers Respiratory Therapists

Highest-Demand Occupations with MCCCD Degrees and Certificates

MCCCD offers credit programs

in 95% of the highest-demand

occupations (projected 10-year

increase in jobs at the sub-baccalaureate level) in the greater Phoenix

metropolitan area.


Occupational Certificate and Associate Degree Program Graduates Related to Highest Demand Occupations

27

00

2635466067

102110125146166176193197

239781

897948

1,067

Heavy and Tractor-Trailer Truck DriversTeacher Assistants

HVAC Mechanics and InstallersRespiratory Therapists

Massage TherapistsDental Assistants

Medical Records and Health Information…Web Developers

Computer User Support SpecialistsMedical Assistants

Preschool Teachers, Except Special EducationHairdressers, Hairstylists, and Cosmetologists

Nursing AssistantsLicensed Practical and Licensed Vocational Nurses

Paralegals and Legal AssistantsSupervisors of Production and Operating Workers

Computer Network Support SpecialistsTelecom Equipment Installers and Repairers

Registered NursesEmergency Medical Technicians and Paramedics

MCCCD graduated 5,381 students in the highest

demand occupations in the Greater Phoenix metro area in Academic Year 2016. This

is down from the 2015 baseline metric of 5,846. The

2018 goal is a 3% increase over 2015 baseline, or 6,021.


Occupational Graduates Employed in a Field Related to their Award One Year After Graduation

28

Directly Related61.3%

Not Related20.5%

Somewhat Related

5.7%

Not Working12.5%



$31,105

$33,088

$27,981

$28,777

$26,786

$31,404

$29,546

$38,953

$53,438

$47,500

$38,547

$39,741

$41,886

$43,513

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000Total Wages Before Completion Total Wages After Completion

Changes in Occupational Student Wages One Year After Graduation



Occupational Students Graduating in 3 and 6 Years(New students, occupational degree or certificate seeking)

22%

13%

9% 10% 11%

28%

17%14% 14% 14%

0%

5%

10%

15%

20%

25%

30%


2013


2014


2015


2016


2017


30


Numbers of Occupational Students Graduating in 3 and 6 Years(New students, occupational degree or certificate seeking)

639686 643

718850827

925 9751,042

1,119

0

200

400

600

800

1,000

1,200


2013


2014


2015


2016


2017


31


Success (A, B, C, P) in Occupational Courses Delivered in a Non-Traditional Format

(Accelerated, Hybrid, and Online) (All students)

77% 81% 81% 83% 82%80% 81% 82% 82% 83%

64%68% 69% 71% 70%

0%

25%

50%

75%

100%


AcceleratedHybridOnline

32


Response Time to Business and Industry Workforce Needs

33

An accelerated approval process is in place for new Occupational Programs which reduced the timeframe from 15 or more days for Occupational administrators to review submissions down to 10 days, with another 10 days for final approval.

Fast-track grants curriculum approval process put in place for curricula directly related to grant requirements.


Strongly Disagree

6%

Disagree6%

Agree59%

Strongly Agree18%

Neutral12%

Employer/Workforce Advisory Board Members’ Satisfaction Rate

34

77% of Advisory Board members

declare MCCCD as responsive to meeting their

workforce needs


MCCCD Students Who Took CTE in High School and Then Enrolled in CTE Courses as College Students

45% 46% 46% 46%50%

55%

0%

25%

50%

75%

100%

2011 2012 2013 2014 2015 2016*

35

*2016 data are incomplete


Capital Formation and Jobs Created for Small Businesses

37

$30.45$34.87

$29.00

$0 $10 $20 $30

Capital Formation(in $millions)

2015 2016 2018 Goal

325561

295

0 100 200 300 400 500 600

Jobs Created(number)


Developmental Education

Outcome 3


67% 69%73% 72% 71%

73% 76% 76% 77% 79%

51% 49%

59% 62% 61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



Student Success (A, B, C, P grades) in Developmental Education Courses

(All Students)


Developmental Course Withdrawals(All Students)

16% 17%

14% 14% 15%

16%14% 13% 13%

11%

27% 28%

21% 20% 20%

0%

5%

10%

15%

20%

25%

30%




Subsequent College-Level Math Success(A, B, C, P) (All Students)

44

68% 68% 66%71% 70%

0%

20%

40%

60%

80%

100%


Fall 2012


Fall 2013


Fall 2014


Fall 2015


Fall 2016


Subsequent College-Level English Success (A, B, C, P) (All Students)

45

75% 78% 79% 80% 80%

0%

20%

40%

60%

80%

100%


Fall 2012


Fall 2013


Fall 2014


Fall 2015

Fall 2015students inFall 2016


Subsequent College-level Course Withdrawals(All Students)

46

20%18%

20%18%

16%14%

12%11% 10% 10%

0%

5%

10%

15%

20%

25%

30%






Math English


Degree or Certificate Awards to Students Who Have Ever Enrolled in Developmental

Education Courses(New students in fall, degree or certificate seeking)

21%18% 17% 17% 18%

0%

5%

10%

15%

20%

25%

30%






47


Community Development and Civic and Global

Engagement

Outcome 4


Civic and Global Engagement

168MCCCD students

participated in study abroad programs in

FY 2016-17.

1,950International students

were enrolled at MCCCD in FY 2016-17.

50

5,714MCCCD students

participated in service learning opportunities in

FY 2016-17.

576Activities held on MCCCD

campuses in FY 2016-17 that addressed civic or global learning subjects.


Questions?

MCCCD Office of Institutional Effectiveness 12/11/2017

Responses to Governing Board Questions from 2017 Monitoring Report Q. What was the Fall 45th Day FTSE by college? A. Please see the table below.

Fall 45th Day FTSE College FTSE College FTSE Chandler-Gilbert 7,544 Paradise Valley 4,031 Estrella Mountain 5,085 Phoenix 5,853 GateWay 2,395 Rio Salado 3,554 Glendale 9,918 Scottsdale 4,368 Mesa 10,248 South Mountain 2,167

Q. How did developmental education success vary by ethnicity? A. Please see the attached PDF file for the developmental course success (and withdrawal)

rates by ethnicity and other demographic dimensions. Q. Do dual enrollment credits earned trend upward similar to the dual enrollment headcount

trend? A. Yes; please see the chart below. Dual enrollment headcount is on the left axis and credit

hours earned is on the right axis.

Q. Why did the occupational graduation rates decrease while the numbers of occupational

graduates increased over the same time?

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

2004 2006 2008 2010 2012 2014 2016 2018

Earn

ed H

ours

Stud

ents

Fiscal Year Dual Enrollment Headcount and Earned Hours Trends

Students Earned Hours


A. The relevant slides from the Monitoring Report are shown below. In slide 30, the three- and six-year occupational graduation rates drop, and then the three-year rate slowly increases while the six-year rate holds steady. Slide 31 shows the numbers of graduates, which steadily increase for both the three-year and six-year groups. In all cases, the graduation rate is the numbers of graduates (slide 31) divided by the initial cohort size (not shown). Over the time period discussed, the occupational cohort more than doubled, increasing 167% from 2,914 (Fall 2007 cohort) to 7,786 (Fall 2011 cohort). This increase was probably tied to the recession and was greatest from Fall 2007 to Fall 2008 (81% increase). From Fall 2008 to Fall 2009, the cohort grew by 30%. Over the following years, the year-over-year cohort size continued to grow, but at slower rates. Meanwhile, the average annual growth in the number of graduates was approximately 8%. Therefore, the growth in the numbers of graduates was not large enough to keep up with the growth in the size of the cohort and the graduation rate fell for the first few cohorts shown.

System Total

Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

63.75% 67.49% 69.40% 73.40% 71.68% 71.34%

By Ethnicity


American Indian 55.62% 59.29% 62.29% 70.83% 63.47% 65.16%

Asian 80.91% 80.40% 79.73% 80.56% 72.43% 76.81%

Black 55.07% 52.84% 59.12% 62.62% 61.36% 63.65%

Hawaiian/Pacific Islander 51.52% 64.29% 66.67% 71.43% 58.82% 47.62%

Hispanic 64.93% 70.44% 70.57% 75.55% 72.75% 72.91%

White 68.07% 70.86% 71.98% 74.34% 75.12% 72.82%

2 or More Races 63.46% 65.83% 63.08% 74.24% 71.79% 56.06%

Other/Unknown 58.79% 67.42% 71.84% 73.02% 70.85% 75.61%

Developmental English Education Course Success Rate56% 59% 62%

71%

63%

65%

81%

80%

80%

81%

72% 77%

55%

53%

59% 63%

61% 64%

52%

64% 67% 71%

59%

48%

65% 70%

71% 76%

73%

73%

68% 71%

72% 74%

75%

73%

63% 66%

63%

74%

72%

56%59%

67% 72%

73%

71% 76%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL ENGLISH COURSE SUCCESS BY ETHNICITY

American Indian Asian Black Hawaiian/Pacific Islander Hispanic White 2 or More Races Other/Unknown

By Gender


Female 68.66% 72.12% 74.13% 78.53% 77.58% 75.92%

Male 58.65% 62.65% 65.10% 68.63% 66.32% 67.02%

Other/Unknown 68.47% 68.70% 61.25% 68.18% 64.76% 72.64%

By Age Group


24 & Younger 62.02% 66.69% 68.27% 72.77% 71.16% 70.51%

25 & Older 68.53% 69.80% 72.93% 75.63% 73.72% 74.93%

62%67% 68%

73% 71% 71%69% 70%73%

76% 74% 75%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL ENGLISH COURSE SUCCESS BY AGE GROUP

24 & Younger 25 & Older

69%72% 74%

79% 78% 76%

59%63%

65%69% 66% 67%68% 69%

61%

68%65%

73%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL ENGLISH COURSE SUCCESS BY GENDER

Female Male Other/Unknown

By Academic Load


Full‐Time 84.38% 85.53% 88.36% 90.27% 88.10% 88.63%

Part‐Time 54.31% 58.97% 58.54% 63.13% 61.06% 59.94%

By Pell Grant Status


Not Pell Recipient 64.40% 68.36% 70.45% 72.79% 70.78% 67.99%

Pell Recipient 63.36% 66.87% 68.57% 73.98% 72.70% 74.89%

84% 86%88% 90% 88% 89%

54%59% 59%

63% 61% 60%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL ENGLISH COURSE SUCCESS BY FT/PT

Full‐Time Part‐Time

64%68% 70%

73% 71%68%

63%67% 69%

74% 73% 75%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL ENGLISH COURSE SUCCESS BY PELL STATUS

Not Pell Recipient Pell Recipient

By First Generation Status


First Generation 62.97% 67.76% 69.04% 73.43% 71.01% 71.21%

Not First Generation 65.28% 66.98% 70.01% 73.36% 72.93% 71.65%

63%68% 69%

73%71% 71%

65% 67%70%

73% 73% 72%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL ENGLISH COURSE SUCCESS BY FIRST GEN.

First Generation Not First Generation

System Total


57.42% 51.12% 49.00% 59.46% 62.44% 61.49%

By Ethnicity


American Indian 53.54% 45.17% 43.14% 50.30% 56.60% 55.53%

Asian 65.18% 64.91% 60.20% 66.09% 66.20% 63.96%

Black 42.01% 36.36% 37.37% 43.07% 47.82% 48.08%


Hispanic 56.73% 51.63% 50.36% 60.19% 62.38% 61.02%

White 62.48% 55.31% 53.11% 63.60% 66.72% 66.68%

2 or More Races 56.31% 53.17% 53.17% 62.83% 57.73% 59.81%

Other/Unknown 57.77% 53.12% 44.95% 59.37% 64.74% 61.90%

Developmental Math Education Course Success Rate54%

45%

43%

50%

57%

56%

65%

65%

60% 6

6%

66%

64%

42%

36%

37% 43% 48%

48%

63%

45% 50%

76%

54%

53%57%

52%

50%

60% 62%

61%

62%

55%

53%

64% 67%

67%

56%

53%

53%

63%

58% 60%

58%

53%

45%

59% 65%

62%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL MATH COURSE SUCCESS BY ETHNICITY


By Gender


Female 59.81% 54.16% 51.99% 61.54% 64.36% 63.29%

Male 54.30% 46.71% 45.65% 56.78% 59.84% 59.15%

Other/Unknown 53.68% 55.79% 48.55% 59.06% 62.38% 59.02%

By Age Group


24 & Younger 56.63% 49.64% 47.65% 59.28% 62.62% 61.40%

25 & Older 58.78% 53.37% 51.65% 59.83% 62.06% 61.73%

57%

50% 48%

59%63% 61%

59%53% 52%

60% 62% 62%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL MATH COURSE SUCCESS BY AGE GROUP


60%54% 52%

62%64% 63%

54%

47% 46%

57%60% 59%

54% 56%

49%

59%62%

59%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL MATH COURSE SUCCESS BY GENDER


By Academic Load


Full‐Time 78.97% 72.51% 70.76% 79.13% 81.83% 81.06%

Part‐Time 47.42% 42.50% 40.74% 48.83% 51.86% 50.53%




Pell Recipient 55.68% 49.99% 47.52% 58.61% 62.33% 61.08%

79%

73% 71%

79%82% 81%

47%43% 41%

49%52% 51%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL MATH COURSE SUCCESS BY FT/PT


60%

53% 52%

60% 63% 62%

56%50%

48%

59%62% 61%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL MATH COURSE SUCCESS BY PELL STATUS






57%51%

48%

59%62% 61%59%

51% 51%

60%64% 63%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL MATH COURSE SUCCESS BY FIRST GEN.


System Total


71.71% 72.64% 76.48% 75.93% 77.27% 79.29%

By Ethnicity


American Indian 63.32% 68.85% 71.79% 68.13% 74.81% 67.94%

Asian 83.88% 84.59% 85.40% 85.28% 86.93% 87.32%

Black 65.04% 60.00% 66.67% 65.90% 73.23% 68.41%


Hispanic 74.00% 75.52% 79.54% 77.85% 77.36% 81.02%

White 74.43% 74.04% 76.76% 78.40% 77.41% 81.27%

2 or More Races 66.94% 70.18% 71.29% 69.41% 71.64% 83.64%

Other/Unknown 63.74% 73.09% 73.90% 73.30% 75.43% 79.66%

Developmental Reading Education Course Success Rate63% 69% 72%

68%

75%

68%

84%

85%

85%

85%

87%

87%

65%

60%

67%

66%

73%

68%

50%

68%

65%

83%

75%

67%

74%

76% 80%

78%

77% 81%

74%

74% 77%

78%

77% 81%

67% 70%

71%

69% 72%

84%

64%

73%

74%

73% 75% 80%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL READING COURSE SUCCESS BY ETHNICITY


By Gender


Female 76.49% 77.52% 80.59% 80.56% 81.54% 83.41%

Male 65.10% 65.66% 71.13% 69.97% 71.21% 73.25%

Other/Unknown 78.51% 75.76% 73.53% 70.24% 78.33% 78.43%

By Age Group


24 & Younger 70.52% 72.38% 76.46% 75.65% 76.73% 79.23%

25 & Older 76.24% 73.62% 76.55% 77.19% 79.66% 79.58%

71% 72%76% 76% 77%

79%76%

74%77% 77%

80% 80%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL READING COURSE SUCCESS BY AGE GROUP


76% 78%81% 81% 82% 83%

65% 66%71% 70% 71% 73%

79%76% 74%

70%

78% 78%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL READING COURSE SUCCESS BY GENDER


By Academic Load


Full‐Time 87.67% 89.56% 90.94% 90.55% 90.48% 93.88%

Part‐Time 62.24% 63.00% 67.61% 65.88% 68.20% 68.80%




Pell Recipient 71.48% 71.90% 75.61% 75.91% 78.31% 80.17%

88% 90% 91% 91% 90%94%

62% 63%68% 66%

68% 69%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL READING COURSE SUCCESS BY FT/PT


72% 74%78% 76% 76% 78%

71% 72%76% 76%

78% 80%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL READING COURSE SUCCESS BY PELL STATUS






72% 72%77% 76% 78% 79%

71% 73%76% 77% 77%

80%

0%

20%

40%

60%

80%

100%


DEVELOPMENTAL READING COURSE SUCCESS BY FIRST GEN.


System Total


20.67% 16.00% 16.78% 14.36% 14.45% 15.00%

By Ethnicity


American Indian 27.40% 19.17% 20.54% 12.50% 18.72% 17.19%

Asian 10.37% 9.60% 8.56% 11.11% 14.49% 12.56%

Black 25.71% 21.29% 22.63% 20.51% 18.91% 18.90%


Hispanic 18.38% 14.12% 15.56% 13.01% 14.21% 13.39%

White 19.87% 15.84% 16.19% 14.57% 12.44% 14.51%

2 or More Races 16.35% 14.17% 20.00% 10.61% 13.68% 26.52%

Other/Unknown 24.62% 15.06% 15.92% 14.88% 14.93% 14.15%

Developmental English Education Course Withdrawal Rate27%

19% 21%

13%

19%

17%

10%

10%

9%

11%

14%

13%

26%

21% 23%

21%

19%

19%

30%

29%

21%

11%

29%

33%

18%

14% 16%

13% 14%

13%

20%

16%

16%

15%

12% 15%16%

14%

20%

11%

14%

27%

25%

15% 16%

15%

15%

14%

0%

10%

20%

30%

40%


DEV. ENGLISH COURSE WITHDRAWAL BY ETHNICITY


By Gender


Female 17.61% 13.53% 14.09% 11.20% 11.21% 12.88%

Male 23.77% 18.33% 19.15% 17.32% 17.33% 16.97%

Other/Unknown 19.82% 14.78% 25.00% 17.05% 20.00% 11.32%

By Age Group


24 & Younger 21.39% 15.96% 17.12% 14.52% 14.47% 14.95%

25 & Older 18.71% 15.62% 15.73% 13.80% 14.40% 14.81%

21%

16%17%

15% 14% 15%

19%

16% 16%14% 14% 15%

0%

10%

20%

30%

40%


DEV. ENGLISH COURSE WITHDRAWAL BY AGE GROUP


18%

14% 14%

11% 11%13%

24%

18% 19%17% 17% 17%

20%

15%

25%

17%

20%

11%

0%

10%

20%

30%

40%


DEVELOPMENTAL ENGLISH COURSE WITHDRAWAL BY GENDER


By Academic Load


Full‐Time 0.62% 0.39% 0.53% 0.37% 0.58% 0.65%

Part‐Time 29.85% 23.17% 26.10% 22.89% 23.42% 24.33%




Pell Recipient 20.26% 15.11% 16.74% 13.80% 13.05% 12.31%

1% 0% 1% 0% 1% 1%

30%

23%

26%

23% 23% 24%

0%

10%

20%

30%

40%


DEVELOPMENTAL ENGLISH COURSE WITHDRAWAL BY FT/PT


21%

17% 17%15% 16%

17%

20%

15%17%

14% 13% 12%

0%

10%

20%

30%

40%


DEV. ENGLISH COURSE WITHDRAWAL BY PELL STATUS






21%

15%17%

15% 15% 15%

19%

17% 16%

14% 14% 15%

0%

10%

20%

30%

40%


DEV. ENGLISH COURSE WITHDRAWAL BY FIRST GEN.


System Total


23.64% 28.00% 28.27% 21.19% 19.78% 20.00%

By Ethnicity


American Indian 26.70% 31.21% 31.64% 24.14% 20.13% 20.32%

Asian 18.21% 17.54% 20.90% 20.76% 15.85% 19.08%

Black 32.76% 36.42% 35.74% 33.31% 28.87% 29.23%


Hispanic 25.25% 27.22% 27.51% 20.18% 20.12% 21.45%

White 20.10% 24.87% 26.11% 19.03% 16.74% 17.16%

2 or More Races 22.01% 25.00% 24.88% 18.42% 29.02% 20.90%

Other/Unknown 21.77% 27.56% 30.43% 19.42% 18.24% 17.05%

Developmental Math Education Course Withdrawal Rate27%

31%

32%

24%

20%

20%

18%

18%

21%

21%

16%

19%

33%

36%

36%

33%

29%

29%

19%

31%

31%

13%

35%

20%

25% 27%

28%

20%

20% 21%

20%

25% 26%

19%

17%

17%

22%

25%

25%

18%

29%

21%22%

28%

30%

19%

18%

17%

0%

10%

20%

30%

40%


DEV. MATH COURSE WITHDRAWAL BY ETHNICITY


By Gender


Female 21.57% 25.46% 26.06% 19.74% 18.87% 18.79%

Male 26.43% 30.39% 31.18% 23.02% 21.00% 22.34%

Other/Unknown 23.81% 25.79% 29.71% 22.15% 20.48% 23.90%

By Age Group


24 & Younger 24.25% 28.05% 28.87% 20.44% 19.31% 20.11%

25 & Older 22.58% 26.65% 27.38% 22.78% 20.86% 20.99%

24%

28% 29%

20%19% 20%

23%

27% 27%

23%21% 21%

0%

10%

20%

30%

40%


DEV. MATH COURSE WITHDRAWAL BY AGE GROUP


22%

25% 26%

20% 19% 19%

26%

30% 31%

23%21%

22%24%

26%

30%

22%20%

24%

0%

10%

20%

30%

40%


DEVELOPMENTAL MATH COURSE WITHDRAWAL BY GENDER


By Academic Load


Full‐Time 1.46% 1.87% 1.98% 1.27% 1.52% 1.52%

Part‐Time 33.92% 37.82% 38.71% 31.94% 29.76% 30.91%




Pell Recipient 23.83% 27.69% 28.90% 21.63% 20.08% 20.35%

1% 2% 2% 1% 2% 2%

34%

38% 39%

32%30% 31%

0%

10%

20%

30%

40%

50%


DEVELOPMENTAL MATH COURSE WITHDRAWAL BY FT/PT


23%

27% 27%

21%20% 20%

24%

28%29%

22%20% 20%

0%

10%

20%

30%

40%


DEVELOPMENTAL MATH COURSE WITHDRAWAL BY PELL STATUS






24%

28%29%

22%20% 21%

23%

27% 27%

20%19% 19%

0%

10%

20%

30%

40%


DEVELOPMENTAL MATH COURSE WITHDRAWAL BY FIRST GEN.


System Total


15.79% 16.00% 13.67% 12.81% 12.95% 11.00%

By Ethnicity


American Indian 20.79% 17.76% 15.95% 19.12% 13.33% 15.27%

Asian 8.06% 8.18% 7.71% 9.03% 9.19% 7.98%

Black 18.80% 22.97% 18.27% 17.97% 17.04% 18.05%


Hispanic 13.84% 13.68% 11.79% 10.67% 12.84% 9.84%

White 15.85% 15.44% 14.44% 12.63% 11.42% 11.15%

2 or More Races 19.35% 17.54% 20.79% 18.82% 17.91% 9.09%

Other/Unknown 19.83% 15.08% 14.63% 14.86% 13.36% 10.59%

Developmental Reading Education Course Withdrawal Rate21%

18%

16%

19%

13% 15%

8% 8%

8% 9% 9%

8%

19%

23%

18%

18%

17% 18%

31%

22%

25%

7%

25%

22%

14%

14%

12%

11% 13%

10%

16%

15%

14%

13%

11%

11%

19%

18%

21%

19%

18%

9%

20%

15%

15%

15%

13%

11%

0%

10%

20%

30%

40%


DEV. READING COURSE WITHDRAWAL BY ETHNICITY


By Gender


Female 12.77% 13.20% 11.32% 10.19% 10.64% 8.96%

Male 19.89% 19.10% 16.70% 16.16% 16.26% 14.47%

Other/Unknown 13.22% 15.15% 16.18% 16.67% 11.67% 17.65%

By Age Group


24 & Younger 16.04% 15.18% 13.49% 12.58% 13.10% 11.13%

25 & Older 14.85% 17.40% 14.39% 13.81% 12.29% 12.04%

16% 15%13% 13% 13%

11%

15%

17%

14% 14%12% 12%

0%

10%

20%

30%

40%


DEV. READING COURSE WITHDRAWAL BY AGE GROUP


13% 13%11%

10% 11%9%

20% 19%

17% 16% 16%14%

13%15%

16% 17%

12%

18%

0%

10%

20%

30%

40%


DEVELOPMENTAL READING COURSE WITHDRAWAL BY GENDER


By Academic Load


Full‐Time 0.67% 0.37% 0.93% 0.68% 0.45% 0.07%

Part‐Time 24.76% 24.34% 21.47% 21.15% 21.54% 19.35%




Pell Recipient 15.01% 15.82% 13.89% 12.48% 12.01% 10.44%

1% 0% 1% 1% 0% 0%

25% 24%

21% 21% 22%

19%

0%

10%

20%

30%


DEVELOPMENTAL READING COURSE WITHDRAWAL BY FT/PT


17%15%

13% 13% 14%12%

15% 16%14%

12% 12%10%

0%

10%

20%

30%

40%


DEV. READING COURSE WITHDRAWAL BY PELL STATUS






16% 16%

13% 13% 13%11%

15% 15%14%

12%14%

11%

0%

10%

20%

30%

40%


DEV. READING COURSE WITHDRAWAL BY FIRST GEN.


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