text:
Glendale Community College
Self-Study Report 1991-92
A Self-Study of Glendale Community College
submitted to
The Commission on Institutions of Higher Education,
North Central Association of Colleges and Schools
Chicago, Illinois
in application for
Continued Accreditation
Table of Contents
Introduction 1
Organization of the Report 1
Self-Study Process at GCC 3
GCC and the Maricopa County Community College
District 6
Profile of GCC's Service Community and Students 8
Summary of GCC's Accreditation History 10
Significant Developments Since the 1983 Self-Study 12
Criterion One: Mission 15
Evolution of GCC's Mission Statement 17
Appropriateness of Mission 19
Mission as a Guideline for Assessment 19
Criterion Two: Resources 21
2.1 Human Resources 23
Faculty 24
Management, Administrative and Technological
(MAT) Personnel 30
Support Staff 30
Other Personnel ; 31
Common Policies 32
Measures of Job Satisfaction 33
2.2 Organizational Structure and Systems 35
Boards of Governance 35
District Governance 37
College Organization and Administration 43
2.3 Fiscal Resources 51
Revenue Sources 51
Fund Accounting 54
Budget Development 55
Budget Management and Accounting 58
Auxiliary Services 59
2.4 Physical Resources 61
Physical Plant 61
Equipment 68
Summary 74
Criterion Three: Accomplishment of Purposes 75
Overall Student and Employee Evaluation of Mission 77
Accomplishment of Mission and Purposes 80
3.1 Instruction and Curriculum 80
Purpose: General Education 80
Purpose: Occupational Education 83
Purpose: College/University Transfer
Courses 87
Purpose: Basic Skills Development 91
Table of Contents
Table of Contmts
3.2 Purpose: Student Support Services 95
Educational Support Services 97
Support Services for Special Constituencies .. 105
Student Activities 112
Physical Support Services 116
3.3 Partnerships with the Community 120
Purpose: Business/Industry/Educational/
Agency Linkages 120
Purpose: Community Enrichment 128
Purpose: Development of Global Awareness,
Citizenship, Multicultural
Understanding, and Volunteerism 134
3.4 Priorities of Mission 138
Mission: Comprehensive Educational Services 138
Mission: Educational Services Responsive
to Community Needs 140
3.5 Institutional Assessment 144
Summary 152
Criterion Four: Planning ~ 153
Planning Processes 155
Strategic Planning 155
Facilities Master Planning 158
Other College Planning Processes 160
Using Assessment Outcomes in Planning 163
Action Plans in Response to Outcomes of Self-Study 164
Looking Back and Looking Ahead 165
Response to Concerns of 1983 NCA Team 165
Building on Our Strengths 172
Looking Toward the Future 172
Glossary of Acronyms 175
Index. 177
Table of Figures
Institutional Surveys 5
Map of Service Area 7
Historical Enrollment Trends 8
Student Ethnicity 9
GCC Employee Groups 23
Ethnicity Comparison 25
Curriculum Development Flowchart 39
Satisfaction with Faculty/Staff Issues .48
Evaluation of GCC Executives .49
Comparison of State Aid/FTSE 52
Historic Comparison of Cost/FTSE for MCCCD 56
Historical Capital Budget for GCC. 57
Comparison of Space Utilization for MCCCD 61
GCC Campus 1991 Compared to 1983 62
Use of Instructional Space 63
Importance of GCC's Purposes to Students 77
Students' Evaluation of GCC's Success at
Accomplishing Purposes 78
Faculty/Staff Evaluation of GCC's Success at
Accomplishing Purposes 79
Students' Evaluation of Support Services 95
Faculty/Staff Evaluation of Support Services -
Highest Rated 96
Faculty/Staff Evaluation of Support Services -
Lowest Rated 96
Improvement in Student Personal Characteristics 136
Summary of Effectiveness Measures 145
Strategic Planning Process 156
Capital Development Plan 159
Table of Figures
Library Media Center
Department Chairpersons
1. Programs/Services offered by department.
2. Profile of department personnel.
SEE ATTACHMENT "s"
3. Significant changes in staffing since 1983.
a. Staff of 18 increased to 24, later reduced to 21;
(1) positions eliminated due to automation - 1
(2) positions transferred to new department - 1
(3) positions vacant - 1
b. 60% turnover of library/media faculty due to
transfers to colleges within District;
c. Library automation forced some shifts in
staffing patterns and work roles;
d. District-wide personnel study forced reorganization
and reclassification of library/media staff other
than faculty.
4. Mission/Philosophy
The mission/philosophy of the Library/Media Center,
along with the expectation of quality and efficient
service, remains unchanged. However, the implementation
of the automated library system and the cooperation
among libraries in the community have created the
demand for increased awareness of community library
and information needs.
5. Changes in programs/services since 1983.
a. Library automation.
Stimuli: District commitment to improved library
services; a need for greater cooperation
among the 9 district libraries and media centers;
and availability of electronic databases.
b. Increased coo1eration between library/media center
and other college units; and other libraries.
stimulus: Library automation and the lack of
adequate funds created the need to share
resources--decrease duplication.
c. Increased networks through electronic and
telecommunications have enhanced ability to provide
better and speedier service.
Stimuli: Library automation; increased
telecommunications capabilities; creation of the
West Valley Library Network; the OPAC (online
public access catalog); and other online
d. Provisions made for student use of audiovisual
material and equipment.
Stimuli: Student and faculty demand; full
utilization of available resources.
e. Better integration of
materials to create a more real learning resources center".
Stimuli: Library automation - the Online
Public Access Catalog (OPAC). The OPAC caused
materials in nontraditional formats to become
more visible. Student and faculty interest in
using both print and nonprint materials in
classroom teaching/instruction and assignment
has increased.
The realization that nonprint and electronic
media are equally as important as print media.
Instruction in the use of media resources.
f. Video presentation used for library orientations.
Stimuli: Student interest in video; the
convenience of reviewing video tapes;
increased demands on staff and staff time.
g. Reception of programs from satellites.
Stimulus: Installation of satellite dish.
a. Television studio moved to High Technology Center.
stimulus: Space allocated in new building
with appropriate equipment and accommodations.
b. Industrial Televison studio transferred to
Electronics Department.
Stimulus: Relationship to electronics
c. Library Technology Program deleted from curriculum.
Stimuli: Decreased demand for library
technicians; trend showing decreased student
enrollment due to demand; lack of adequate
facilities and equipment to train the "new
a. Library operations and procedures.
Stimuli: Library automation; online databases;
CD-ROMs; fax machines; and telecommunication.
b. Library/media instruction practices.
Stimuli: Increased use of video as a teaching
tool; formal instruction of students in
presentation techniques using graphics, etc.
c. Extended weekend and evening library/media center
Stimuli: Demand; college commitment
of resources.
d. Increased staffing.
Stimuli: Extended weekend and increased
evening hours.
These additions, deletions, and modifications have somewhat
succeeded in effecting the desired outcome of improved
service to users. However, they have also highlighted
inadequacies in collections, staffing needs, space
allocations, and limitations in other resources.
6. Changes in the operation of department since 1983.
a. Library/Media Center reporting structure changed.
Stimulus: Hiring of an associate dean.
b. staff library/
and recesses.
Stimulus: Library faculty realized a need to
provide college community with same services
and service quality during vacations and
evenings. Summer 1990 was staffed primarily by
Residential Faculty.
c. Consolidation of budget management and monitoring
Stimuli: Efficiency, accountability, accuracy;
the need to maximize financial resources;
computerized budgeting system.
d. Increased hours of operation.
Stimuli: Assessment of services; student
demand; college commitment of resources.
e. Review of current position descriptions in an
attempt to get personnel working within scope of
job descriptions and job titles.
Stimulus: Library automation--the need to
equalize workload among staff. Library
automation created inequities in the
distribution of workload.
f. Staff responsibilities changed due to technology.
Stimulus: Library automation--the need to adopt
changes in job responsibilities in order to
adapt to technological advancements.
g. Less autonomy in library operations, procedures.
Stimulus: Library automation--requires
uniformity of some processes and procedures.
h. Heightened dependency on other college agencies/units
for support.
stimuli: Library automation--its
relationship/linkages with Finanicial Records
System (FRS) and Student Information Systems;
the need for technical support from college and
district centers to maintain functionality and
remain operational.
i. Greater visibility and significance.
Stimuli: Library automation and West Valley
Library Network--access to other library
collections - MCCCD, ASU, Glendale Public
Library, OCLC; online databases and CD-ROM.
Expanded knowledge of management information
systems, computerization, and networks.
j. Greater awareness of the issue of copyright.
Stimulus: Online/electronic databases and
reproduction limitations.
The Library/Media Center has been effective in achieving the
desired outcomes. We are continuing to plan, explore,
experiment with, and implement additional resources to become
more of an electronic library/media center. We are planning
to establish a microcomputer laboratory to provide computer
access for those students who are not enrolled in formal
computer classes. This accommodation will be made with the
allocation of space by the library/media center and hardware
by the computer center. The Library/Media Center is
currently working with the Glendale Public Library, through a
proposed grant, to provide typewriters for students and the
community. These typewriters will be housed in the
Library/Media Center.
7. Departmental and program changes anticipated within the
next 10 years.
We expect an increased demand/activity in all functional
areas of the Library/Media Center. Reference assistance
will be expanded to include content evaluation of
information. This will require a new and expanded
knowledge by library personnel.
Interlibrary loan, that is, borrowing from and loaning
to other liraries will continue to increase as
libraries shift from "ownership to access".
Increased access to online databases and electronic
indexes will be more accessible as telecommunication
standards are established, and copyright issues related
to electronic dissemination of information are
Emphasis will be on the electronic medium. A shift from
prlnt to nonprint, but paper will remain the primary
Library instruction will become more comprehensive to
include information literacy. Focus of lnstruction will
broaden to include not only the location of information
resources, but the effective use of these resources.
Microcomputer workstations will be standard equipment in
the library/media center. This will require staff with
some technical expertise.
Library/Media Center programs will focus on its role in
the elimination of illiteracy.
Increased emphasis on the in-house production of
materials and programs.
Increase in staffing and extension
positions to 12 months with more flexible scheduling.
Retirements--It is estimated that approximately 33% of
current staff will retire.
New library/media center facility.
The identification of a more clearly defined role.
8. Anticipated impact of afternoon college.
There will be an increased demand for library/ media
services. In the past, the Library/Media Center
experienced a "slow service" period from 2:00pm to
5:00pm; this trend will decrease as student enrollment in
afternoon classes increase. The increased demand for
services will impact staff scheduling and workload.
During the past two years we have experienced a
significant increase in the number of students using the
library/media center in the afternoon. This increase in
usage forced the decision to remain open during the
afternoon of the summer sessions and increase staffing at
the reference/information desk.
9. Twelve month instructional program.
The initiation of a 12 month instructional calendar will
create a need to (1) evaluate and redistribute staff
workloads; (2) increase the number of extended contracts
or provide 12 month contracts; (3) and staff vacations
will need to be more evenly distributed throughout the
calendar year. Additional funds may be needed to satisfy
these concerns.
10. Records and reports.
Records are maintained and reports are prepared monthly
by each functional unit in the library/media center.
These reports are essential in the development of the
the library/media center's annual report which is
forwarded to the supervising dean and the library
faculty. The annual report has been useful in
completing the periodic HEGIS Report.
statistics and other data used in the preparation of
reports are generated by the functional units and by the
central library computer. The statistics and other data
will include library attendance; material circulation;
reference assistance; number of online searches; usage
by faculty, staff, students, community; fines, debts;
and interlibrary cooperation.
11. Evaluation of services and programs.
We lack a formal mechanism for evaluation. We have
utilized the suggestion box and the bulletin
board, but these methods proved ineffective. Informal
evaluation is accomplished by feedback received from
users. We are planning to conduct a users' survey in
the 1990-91 academic year.
12. Procedures for handling complaints.
Complaints are handled by personnel within the
functional unit in which the complaints occur. If the
complaints are not resolved at this level, the
complaints are referred to the "librarian" responsible
for the unit, the library/media center director, and, if
necessary, to the supervising dean. Complaints are
generally resolved before reaching the dean level.
13. Adequacy of departmental offerings.
The library/media center lacks adequate space to
accommodate: (1) current student enrollment and usage;
(2) microcomputer lab and typing facilities; library/
media collections; (3) student media production area;
and (4) conference and group study rooms. The
collections, print and non-print, lack breadth and
Limitations: Lack of funds and space are the major
14. Comparison of day/evening offerings.
The primary difference is the reduced staff
and the dependency on visiting staff.
Because of the number of hours of operation, the
support staff must be assigned to cover the evening
and Saturday operations. This creates a shortage of
staff during the daytime hours and weekdays when the
demand for service is greatest. This shortage limits
the types of services and the quality of service that
can be provided in both the day, evening, and weekend
15. Major strengths of department.
General commitment and orientation to service;
Responsiveness to users within limitations;
Interest and involvement in community service; and
highly qualified staff.
16. Major weaknesses.
Lack of adequate resources to support programs;
Staff dissension/dissatisfaction;
. staff must work evenings/Saturdays
staff size prevents flexibility
. human factors
Library faculty turnover.
Resistance/adaptability to change.
Uniformity and/or lack of personnel policies have a
tendency to prevent the flexibility needed to
effectively operate and manage service oriented
organizations such as libraries. There are often
complaints regarding schedules, hours, and
flexibilities in other college operations that
cannot be accommodated in service agencies.
17. Goals for next 5 years.
continued commitment to service;
Flexibility to meet changing needs;
Facility upgrade;
Enhanced technology and its applications;
Increased budget a locations for collections,
staffing, technological support.
18. Relationship of #17 to GCC's mission.
Consistent with GCC's mission to serve multifaceted
needs of the college and its constituents.
19. Additional information:
Library/Media usage has increased exponentially
since 1983, while the funding has remained stable.
In the 1983 Report of a visit to Glendale Community
College (NCA), an estimated 5,000 students visited
the IMC (now referred to as the Library/Media
Center) per month (p.26). During the academic year
1989-90, this number has increased to an average of
21,000+ per month, indicating that the facility has
a high level of activity and is being actively
utilized. Not only has the number of students
utilizing the Library/Media Center increased
significantly, but the number of students checking
out materials has increased more than 50%.
The budgets for nonprint materials and subscriptions
have not increased proportionately. More
significantly, subscriptions, our most highly used
resources, have decreased by 60% since 1983.
To accomplish the task of increasing library
resources, the District, in addition to providing
funds for the implementation of an automated library
system, allocated an average of $25,000 per year to
Glendale over the past five years. This amount
assisted in increasing the book budget to
approximately $45,000 per year. The increase in the
funds to audiovisual media has been minimal, while
the usage has continued to grow annually. Because
of the growth in the use of audiovisual materials,
$5,000 of the $25,000 provided by District was
allocated to audiovisual resources.
The 1983 Report noted that there was no continuity
of leadership during the summer months. This has
been somewhat eliminated by the director and other
members of the library faculty committing themselves
to extended contracts and flexible scheduling in
order to provide the much needed year-round
att. 2
Attachment A
NCA Library Media Services Self Study-1990
Student Faculty Staff Community
Book circulation x x x x
Periodicals circulation x x x x
Reference circulation x x
Non-print circulation x x x
Interlibrary loan x x x
Ubrary/media instruction x x x
Ubrary/media orientations x x x x
Online search srvcs. (OPAC) x x x x
Online srvcs. (fee based) x x
MCCD library coop/access x x x x
Reference service x x x x
Reserve matIs. /holds x x x
Bibliographic preparation x x x
Microfilm read. /print. x x x x
Handicapped-visually impaired x x x x
Photography/graphics x x x
Audio services/tape dup. x x x
Video production x x x
Slide tape production x x x
Equipment distribution x x x
Film/video ordering & sched. x x
Film/video deliveries & set up x x
Public address sys. & set up x x
Transparency production x x x x
Photocopiers x x x x
Typewriters x x x x
Consulting srvcs x x x x
Attachment B
Library/Media Center Personnel
Director 1
Reference Libr. 1
Access Libr. 1
Serials/Automation 1
Collection Dev. 1
Educational Services 1
Media Coordinator 1
F N/A 9 mos. w/ext.
F N/A 9 mos.
F N/A 9 mos.
F N/A 9 mos.
F N/A 9 mos.
F N/A 9 mos.
F N/A 9 mos.
Catalog Assistant I 1 F Materials Processing 12 mos.
Office Coordinator III 1 F Secretary/Library Tech. 12 mos.
Library Assistant I
Library Assistant I
Library Assistant II
Library Clerk
Serials; Circulation
Acq., Circ., Serials
Reference; Circ./ILL
12 mos.
12 mos.
12 mos.
9.5 mos.
Graphic Designer 1
AV Clerk 1
AV Technician 2
AV Maintenance Tech. 1
Student Assistants 20
F Graphics/Media
F Audiovisual
I-F,I-P Audiovisual
F Audiovisual
P Varies
10 mos.
12 mos.
12 mos.
12 mos.
Off. Coord.III
I I I I I Access Librarian I I Reference Librarian I JCollection Dev. LibrarianI ISerials/Automation I I Media Coordinator I rdU~' Servo Librarian I Librarian
Lib. Asst. II (Grade 8)
Lib. Asst. I (Grade 6)
Lib. Clerk (Grade 5)
Lib. Asst. I (Grade 6)
1/2 time
Lib. Asst. II (Grade 8) Lib. Asst. 1 (Grade 6)
Cat. Asst. I (Grade 6)
Lib. Asst. I (Grade 6)
Lib. Asst. I (Grade 6)
1/2 time
AV Technician (Grade 9)
AV Technician (Grade 9)
1/2 time
AV Maintenance Technician
(Grade 9)
AV Clerk (Grade 5)
Graphic Designer (Grade 9)
This report represents the culmination of an IS-month comprehensive
institutional self-evaluation by the faculty, staff, and administration of
Glendale Community College (GCC). It reports the findings of that self study
and is submitted as part of the application to the Commission on
Institutions of Higher Education (CIHE) of the North Central Association
of Colleges and Schools (NCA) for continued accreditation.
Organization of the Report
NCA's criteria for accreditation provide the basic framework for this
report. Following the introductory section, the next four sections of the
report directly address the four evaluative criteria for GCC. The contents
of each of the major sections of the report are described below.
This section provides background information on GCC to provide a
meaningful context for the rest of the report. This introduction includes:
• a description of the self study process and the purposes of that self study,
• a description of GCC's relationship with the Maricopa County
Community College District (MCCCD),
• a profile of GCC's service community and its diverse student body,
• a historical perspective of GCC and its affiliation with the NCA,
• a summary of the significant developments at GCC since the last
Criteria for Accreditation
The four evaluative criteria of the NCA are addressed in the subsequent
four sections of the report.
• The section on Criterion One describes GCC's mission statement
and changes in the statement since the last self-study.
• The section on Criterion Two describes and evaluates the college's
resources (human, fiscal, and physical) as well as their organization
and administration.
• The section on Criterion Three assesses the college's effectiveness
in utilizing these resources to accomplish its purposes.
In keeping with the increased emphasis by CIHE on Criterion
Three and documentation of institutional effectiveness, this section
documents that GCC is accomplishing each of the ten elements of
its mission statement. Consequently, the educational programs and
student support services are described in this section of the report as
GCC Self-Study 1992
Self-Study Process I
DB = Data Book
O'Neil Surveys
C ::: Community
E::: Employee
S::: Student
TEX-SIS Surveys
G::: Graduate
L ::: Non-Continuing
E::: Employees
2 Self-Study Process
they relate to each of the components of GCC's mission. Measures
and student outcomes that assess the college's success in
accomplishing each purpose are also included.
This section concludes with a summary of the college's current
assessment efforts and assessment plan for the future.
• The section on Criterion Four describes the college's planning
processes and their effectiveness in enabling the institution to
respond to changing needs and areas of concern.
Major strengths and challenges are summarized in each section.
Summary: Looking Back and Looking Ahead
The last section summarizes the current status of the college, reflects on
the concerns expressed by the last NCA Consultant-Evaluator team in
1983, and looks ahead to GCC's future directions.
Glossary and Index
A glossary of acronyms is included on pages 175-176 of this report.
The report is also indexed to help the reader locate specific information.
The index begins on page 177. .
Supporting Documents
This self-study report is supported by three companion volumes of
supporting information and by an extensive collection of exhibits in the
resource room.
Basic Institutional Data Forms/General Institutional
These required elements of GCC's application for continued
accreditation are contained in the first companion volume to this self-study
Self-Study Appendices and Data Book
Selected graphs and tables from GCC's Institutional Data Book (Exhibit
C.G) are cited as evidence in the self-study report and are included in the
second companion volume. References to these figures are indicated in the
text by the abbreviation DB followed by the figure number.
This companion volume also contains six appendices to the report
including college and district organizational charts (Appendix 3), membership
lists of the self-study committees (Appendix 1), and a list of exhibits (Appendix
Exhibits available in the resource room are referenced in the text by
number and listed in Appendix 6. Among these exhibits are the complete
reports submitted by the self-study subcommittees (Exhibit S.8-SCR#J-J J).
The results of surveys conducted by O'Neil Associates of the community
(C), employees (E), and current students (5) and by TEX-SIS of graduates
GCC Self-Study 1992
(G), non-continuing students (L), and employers (E) are also found in their
entirety in the resource room (see Figure II; Exhibits U.2-U.8).
Self-Study of GCC's College Center
The third companion volume is a mini self-study of Estrella Mountain
Community College Center (EMCCC), a new campus of the MCCCD
that currently operates under the accreditation status of GCC.
Purposes of GCC's Self-Study
GCC's 1990-1991 Self-Study was undertaken with SIX primary
1. to present evidence that GCC meets the North Central Association
of Colleges and Schools' General Institutional Requirements and
the criteria for accreditation,
2. to identify areas of strength that need to be maintained and areas of
concern to which the institution needs to respond,
3. to identify meaningful measures that assess the effectiveness of
programs, services and the institution as a whole,
4. to develop a mechanism to continue this assessment effort and
maintain this commitment on an ongoing basis,
5. to develop a means to incorporate assessment outcomes in planning
at all levels in the institution.
6. to improve the awareness of faculty and staff of aspects of college
operation outside of their own area,
The planning and organization of this effort are described below.
Self-Study Theme: Adelante
Striving for broad college participation in this endeavor, GCC's self-study
steering committee wanted to convey to every employee the value
and importance of self-study, not only to maintain accreditation but to
evaluate the institution and shape its future. Thus, the committee sought a
self-study theme that would reflect these objectives, along with a
commitment to the continued success, growth and progress of GCC, and
the special qualities which make the college unique. The committee wanted
to find a theme with a message and a spirit of its own.
Thus, the committee selected "Adelante" ("ah-day-LAHN-tay") - the
Spanish word for "forward" or "charge." This single lyrical word
simultaneously conveyed a vision for the future and a sense of the college's
unique heritage. GCC is not a college "resting on its laurels," but a
progressive and dynamic institution, learning from the past and moving
forward into the next century. "Adelante" said all this with a Southwestern
GCC Self-Study J992
An appropriate
theme for the future.
Self-Study Process 3
All faculty,
administration and
staff participated in
the self-study.
1 Self-Study Process
Organization of Self-Study Process
Self-study committees were co-chaired by representatives of both
faculty and administration. Committee assignments reflected employee
preference as well as a balanced distribution of employee groups, genders,
and ethnicities. The electronic communication system (A-l mail) made it
possible for employees who were unable to attend committee meetings to
participate and contribute to the self-study process. A self-study newsletter,
Adelante, was also published periodically to keep the campus community
informed of the progress and outcomes of the self-study (Exhibit 5.1:
Student and community participation in the self-study was also
solicited. The self-study co-coordinators made presentations at the Student
Interclub Council, Student Government meetings and at meetings of the
President's Community Council. Articles on the self-study also appeared
in The College Voice, the student newspaper (Exhibit 5.7: Publicity on Self-Study).
The 1991-92 self-study was co-coordinated by a faculty member from
the biology department (Karen A. Conzelman, Ph.D.) and the director of
Career Educational Services (Renee Rodgers-Barstack, Ed.D.), with the
guidance of the Dean of Administrative Services Joyce K. Elsner, Ed.D.).
EMCCC's self-study was coordinated by EMCCC's director of Library
Information Services (Philip Tompkins, M.L.S.).
The task of self-study was divided among seven committees: Mission
and Planning, Institutional Structure and Organization, Human Resources,
Fiscal and Physical Resources, Educational Programs, Support Services,
and Institutional Effectiveness. The members of each committee and their
affiliations with the college are listed in Appendix 1.
Each of the seven study committees was charged with describing and
evaluating their assigned aspect of the college relative to the four criteria
set forth by NCA's Commission on Institutions of Higher Education and
the stated mission and purposes of the college (Exhibit 5.2: Adelante notebook).
While all of the committees were asked to evaluate Glendale
Community College's effectiveness in meeting its objectives in their areas
of responsibility, a committee dealing specifically with institutional
effectiveness was included in the self-study committee structure to consider
this issue from an institutional perspective. Members of this committee
worked as liaisons with the other committees to make sure that relevant
measures of effectiveness were included in their reports and to extract
pertinent data from their research.
In addition to the study committees, an eighth "Resource Committee"
was created to provide necessary support to the other committees. Members
of this committee included research staff to assist with data compilation
and analysis, support staff to provide technical assistance with
communication and computer equipment, and media resource personnel to
assist with graphic design and audiovisual needs.
GCC Self-Study /992
All data and document requests were coordinated through the college
self-study office to minimize duplicate queries. All surveys were
coordinated through the Steering Committee. A table of surveys used for
the self-study is shown in Figure 1.1. Three new surveys to aid in the self-study
were developed in consultation with an independent research firm
(O'Neil Associates, Tempe AZ). Questions to be included were solicited
from the self-study committees, and drafts of the questionnaires were
circulated among the committees for their suggestions.
Figure I. 1 Institutional Surveys
# of
# # Percent Survey
Distributed Returned * Returned Type Consultant
Employees 1 882 555 63 percent Custom O'Neil
Full-time 400 301 75 percent
Part-time 482 254 53 percent
Current 1 1900 Custom O'Neil
Students -- -
Graduates Standard TEX-SIS
1st year 8 2211 242 II%t Standard TEX-SIS
3rd year 4 617 197 32%* Standard TEX-SIS
1 500 397 79 percent Standard TEX-SlS
Employers 1 184 85 46 percent Standard TEX-SIS
Community 1 300 300 100 percent Custom O'Neil
Source: Office of Institutional Effectiveness
Final committee reports were collected at the end of the spring
semester (Exhibit 5.8: 5CRs #1 - 1J). The most significant conclusions of these
reports were summarized into this self-study report by the self-study co-coordinators.
Draft copies of this compiled report were provided to each
office or department, to students in the library and in the college newspaper
office, and to community members via the President's Community
Council. The report was modified to incorporate comments from these
individuals before final editing and printing.
* Sample or N
t Previous years return rates have ranged from 38-57% (see Exhibit u'7).
*Previous years return rates have ranged from 36-61% (see Exhibit u'1).
GCC Self-Study 1992
mandated a new
approach to self-study.
Self-Study Process 5
6 GCC and MCCCD
GCC is one of eight separately accredited colleges in the Maricopa
County Community College District (MCCCD) (Figure 1.2). Located in the
metropolitan Phoenix area, MCCCD is a flourishing educational system
with a growing student population. MCCCD is currently the second largest
community college district in the nation, serving upwards of 94,000
students each semester. Annually, the district serves more than 170,000
different individuals (Exhibit F.3: Adopted Budget Fiscal Year 1991-92). Of all
adults residing in Maricopa County, approximately 40 percent have
attended one of the Maricopa Community Colleges (Exhibit G.9: Maricopa
Community Colleges Information Update).
All the colleges of the district are overseen by a single Chancellor and
Governing Board and are united by a common district mission statement.
In addition, a number of policies and administrative decisions, such as
salary, hiring, terms of employment, and budget, are negotiated at the
district level and require board approval.
Each college is a unique, semi-autonomous institution with its own
college mission statement, and a personality that reflects its community
demographics and the needs of its service area. Each college is also shaped
by the priorities and vision of its faculty and administration. GCC shares
the greatest similarities in size, enrollment, growth, and age with Mesa
Community College (MCC), in the east valley.
New MCCCD campuses continue to be built to meet the growing
demand in the more peripheral areas of the valley. These new campuses have
traditionally operated temporarily under the accreditation of a "parent"
college and are distinguished by being called "college centers" rather than
"colleges." MCCCD presently has two such college centers, Chandler Gilbert
Community College Center (CGCCC), in the southeast valley,
and Estrella Mountain Community College Center (EMCCC), in the west
(Figure 1.2).
From its inception, each college center is regarded as distinct from its
parent institution. A core of administrators and faculty is hired and
encouraged to develop their own unique vision. The college centers apply
for independent accreditation from the NCA as soon as they are well
established. For example, after seven years as a center of MCC, CGCCC
just completed the self-study process for initial accreditation in October,
1991 (Exhibit G.l: CGCCC Self-Study). The consultant-evaluator team
recommended five years of initial accreditation for CGCCC; the final
decision should be made at the June meeting of the CIHE. After this
action, CGCCC will be renamed CGCC and the Provost's title will be
changed to President.
GCC is currently the parent college for MCCCD's newest campus,
Estrella Mountain Community College Center (EMCCC). Consistent with
the usual relationship between parent college and college center, EMCCC
has a separate identity from GCC. Therefore, for the purposes of the self-study,
EMCCC is included as a separate companion volume to this report.
GCC Self-Study 1992
Figure 1.3 Historical Enrollment Trends
GCC's service area includes the communities of Glendale, Peoria,
Tolleson, and portions of Phoenix (Figure 12). More than 666,000 people
reside within the six-mile radius of GCC's service area (DB 23.1), and the
population is projected to increase to nearly 850,000 by the year 2005 (DB
24.1). The major employers are medical centers, electronics manufacturers,
an Air Force base, and municipal governments (DB 20.4). Employment is
expected to more than keep pace with the projected population increase
(Compare 24 percent population growth with 39 percent employment
increase; DB 24.1, DB24.3).' .
Enrollment at GCC has increased 38 percent between 1982-83 and the
1990 fall 45th day§ headcount of 18,500 (Figure 1.3.. DB 11.1). The number of
full-time student equivalents (FTSE") has also increased over this period
(Figure 13.. DB 10.1).
• Headcount B FTSE
8 Community and Students
§ Student enrollment is officially reported on the 45th calendar day of each semester.
Allocation of state funding is based on these figures .
•• FTSE are based on 15 credit hours per semester.
GCC Self-Study /992
Figure 1.4 Student Ethnicity
The projected population growth in the service area suggests that the student
body will continue to grow over the next decade (DB 10.10, 11.12).
Unduplicated headcount calculations show that GCC is actually serving
more than 30,000 different individuals during a fiscal year (DB 11.4). About
85 percent of GCC enrollment comes from residents of the college's
service area (DB 13.11). Approximately 38 percent of GCC students are new
to the college, while about 18 percent are former students returning, and
approximately 44 percent are continuing students (DB 13.8). High school
graduates and students transferring from another college or university make
up nearly 90 percent of the new admissions (DB 13.7).
Because of its open admissions policy (Exhibit G.8: General Catalog), GCC,
like most community colleges, has students with diverse backgrounds and
educational goals (DB 13.13; O'Neil 554,55). The "average student" at GCC is
a 30-year-old white female Maricopa County resident who is enrolled in
six credit hours (DB 13.1, 13.2b, 13.3, 13.6, 13.9).
While the average age of all students is 30, GCC has students ranging in
age from under 19 to over 60 (DB 13.2a and b). Interestingly, the median age
of our service area is also approximately 30 (DB 23.4a). The percentage of
minority students has increased consistently over the last nine years, from
12.7 percent in 1982-83 to the current 16.4 percent (Figure [4; DB 13.3).
GCC currently
serves more than
30,000 different
people each year.
Afro American D White/Other
Mexican American
1982-1983 Percentages 1990-1991 Percentages
Native American
Asian American
Source: DB 13.3
Representation of ethnic minorities in the college's service area is similar
to that of the college with the exception of Hispanics who may be
somewhat underrepresented at GCC (Figure 2.2; DB 23.7).
GCC Self-Study /992 Community and Students 9
GCC has been
accredited by the
North Central
Association of
Colleges and
Schools since 1967.
/0 Community and Students
Students identify similar reasons for enrolling at GCC as do
community college students nation-wide. Many GCC students are
preparing to transfer to another college or university (38%). Occupational
goals also motivate many students to enroll at GCC; over one quarter of
current students enrolled to acquire skills needed for a new occupation (20
percent preparing to enter the job market and 8 percent preparing to change
careers), and another 10 percent enrolled to improve skills for present job.
Nearly 20 percent of students named personal interest or self-improvement
as their primary reason for enrolling at GCC (DB 13.13). Data compiled by
the American Association of Community and Junior Colleges shows that
this profile is similar to that of community, technical and junior college
students throughout the nation (Exhibit A.7: Community College Week, 4(4): 1).
Most of GCCs students are freshmen (having completed fewer than 29
credits), but sophomores (having completed more than 30 credits) make up
nearly 20 percent of the college's enrollment, and over 10 percent are
students who have already completed at least an Associate's degree (DB
13.18). Part-time students continue to outnumber full-time students by 3: 1
(DB 13.5a). The average credit load of GCC students is currently 6.3 (DB
13.6), but approximately 40 percent are enrolled in 3 or fewer credit hours
(DB 13.5b). The 25 percent who are full-time students (enrolled in 12 or
more credit hours) tend to be younger, with an average age of22 (DB 13.2b).
Approximately half the students attend during the day and the other
half are evening students (DB 13.4). The average age of day students is 27,
while that of evening students is 32 (DB 13.2b).
From 1920 until 1963, Phoenix College was the only community
college in Maricopa County. In 1962, acting under the provisions of the
state's Junior College law, the voters established a community college
district for the county, incorporating Phoenix College. The junior college
system of Maricopa County officially opened in 1963 with four additional
rented locations. A successful bond issue in May, 1964, allowed the district
to purchase and begin construction on permanent sites. Glendale
Community College's official groundbreaking ceremony was held on May
6, 1965, and a little over one year later, the doors of the college opened to
its first students.
Although Phoenix College had been an NCA accredited institution
since 1928, the establishment of a multi-college district necessitated a
change in affiliation status with North Central. In 1967, the three colleges
of the district, Phoenix College (PC), Glendale Community College
(GCC), and Mesa Community College (MCC) were evaluated by an
NCA team (Exhibit 5.4: Self-Study, 1967). In August 1967, the Executive Board
of the Commission on Higher Education approved the transfer of
accreditation from PC to the Maricopa County Community College
District (MCCCD) and also voted to accredit the colleges as
operationally separate institutions. The NCA Board noted that the
organizational structure of the district was inadequately defined. Therefore,
it required that a consultant be appointed for each of the three campuses for
GCC Self-Study /992
a three-year period to assist in formulating a clear delineation of the
functions of the Governing Board, District Office, and college
The report of the consultant, filed in July, 1968, affirmed that steps had
been taken to address the concerns of the previous evaluation team (Exhibit S.4:
Self-Study, 1967). Although no subsequent visits were stipulated by the NCA
Board of Directors, neither was any action taken at this time to clear the
district office and colleges of the consultations stipulated upon the granting
of accreditation.
GCC, PC, and MCC came up for regular decennial review by NCA in
1977 (Exhibit S.5: Self-Study, 1977). The NCA Executive Board decided to
make concurrent and 'coordinated evaluative visits to the three colleges.
Each of the three colleges was visited February 5-10, 1977, by a different
evaluation team. Because of the inconclusive manner in which the 1967
concerns were resolved and because of concerns expressed by NCA teams in
their visits to Maricopa Technical College [now GateWay Community
College (GWCC)] and Scottsdale Community College (SCC) in 1974
and 1975, the NCA Executive Board also requested a district self-study
report from the district administration. A fourth team, composed of the
chairs of the three college evaluation teams plus two additional members
and the general chair, was charged with evaluating MCCCD and its
operations during the same week.
At the conclusion of this evaluation cycle, GCC, MCC, and PC were
each awarded six years of continued accreditation by NCA. However, as a
result of continued concerns about the relationship between the Governing
Board, District Office and the individual colleges, additional limited
focus visits were scheduled in the Spring of 1979 and 1981. The first of
these occurred April 9-12, 1979, and the report of this visit was accepted
by the NCA Executive Board on July 23, 1979. On June 23, 1980, the
NCA Executive Board voted to modify its previous action and to forego
the 1981 focus visit (Exhibit S.5: Self-Study, 1977).
GCC's most recent self-study cycle culminated with the visit of the
NCA evaluation team to GCC from October 24-26, 1983 (exhibit S.6: Self
Study, 1983). The team recommended and the board approved eight years of
accreditation for the college. The only additional requirement was the
filing of a report focused on three concerns 'of the team: (l) the lack of a
regular evaluation system for appointive faculty, (2) problems in
organizational structure, and (3) inadequate follow-up of program
completers and inadequate program evaluation. A report addressing these
issues was submitted by GCC in January, 1986; it was reviewed and
accepted by the Commission's Executive Board, and no further reports were
mandated (Exhibit S.6: Self-Study, 1983). The next review was scheduled for
GCC Self-Study 1992
Accreditation History I I
12 Significant Developments
In the eight years since the last self-study, GCC has continued to
provide accessible, high-quality instruction and services to a growing and
changing student body.
• Added 13 new buildings including 11 buildings used for
• Added "Afternoon College" program (classes taught between 1:00
and 4:00 pm at a reduced tuition).
• Increased offerings during summer session.
• Added 31 full-time faculty positions.
• Reorganized administration to create Dean of Arts and Sciences,
Dean of Business and Technology, Dean of Administrative Services,
Dean of Educational Services, and Associate Dean of Student
• Developed "open-entry/open-exit" (OE/OE) courses (self-paced
competency-based instruction). The program has grown from 1,306
students in 1984-85 to more than 6,000 students in 1989-90 (DB 11.8,
• Changed programs, course offerings, degrees, and certificates in
response to the changing needs of the community, business and
industry, and local educational institutions (see Appendix 5).
• Developed "The Institute for Business, Industry, and Technology"
to provide customized training for local business and industry.
• Developed the Literacy Center in response to a need for adult basic
skill development.
• Created the first "endowed chair" in the district to recognize
faculty excellence in "learning through technology."
• Established permanent advisement/registration site (Center for
Information, Advisement and Registration, CIAR).
•. Established college Fitness Center open to students, employees, and
the community.
• Added telephone-registration option for students enrolling in six or
fewer credit hours.
Since 1983, GCC has made dramatic efforts to integrate technology
into all aspects of its operation and instruction. The impact of this
technological revolution has been far-reaching.
• Electronic communication system (All-in-One) facilitates efficient
communication on campus, across the district, and with colleagues
at other institutions.
GCC Self-Study 1992
• Enrollment and registration are now entirely done "on-line" [using
Student Information System (SIS)].
• Student records are now kept in a computer database facilitating
institutional data collection and analysis.
• Student transcripts are transmitted electronically to other colleges
within the district and the local state university (Arizona State
University) expediting student data exchange.
• Financial records are kept in an on-line database [Financial Record
System (FRS)].
• The library cataloguing system is automated district-wide and
gives the user access to information on the holdings of the 10
MCCCD colleges and centers, Arizona State University West and
Glendale Public Library.
• Computer-aided instruction and tutorials are used in a variety of
instructional environments throughout campus, and the faculty are
encouraged to develop their own instructional software.
• The High Tech Center (HTC) and the recently completed High
Tech 2 (HT2) provide "state-of-the-art" facilities for the
integration of computers in instruction and are complemented by 11
smaller instructional computer labs on campus.
• All faculty desiring a personal computer for their office are
provided one. Site-based training and technical support are also
• Installation of a new district-wide voice/video/data microwave
network has improved communication throughout the college and
GCC Self-Study 1992
Significant Developments 13
GCC Self-Study 1992
Criterion One
The institution has clear and publicly stated purposes,
consistent with its mission and appropriate to a
postsecondary educational institution.
This section examines the mission and purposes of the college relative to
Evaluative Criterion One, including:
• the development of the mission
• changes in the mission since the most recent self-study
e its appropriateness to the institution
GCC's Mission
Glendale Community College's mission statement provides the basic
framework from which all other aspects of the institution are defined,
including planning, resource allocation, and evaluation. The college's
mission statement is reviewed every three years coincident with its regular
cycle of strategic planning, by both a community advisory committee and
a college committee composed of faculty and administration.
This chapter reviews the developmental history of GCC's current
mission statement and discusses its appropriateness to the institution.
At the time of the last North Central Association accreditation visit
(October 1983), GCC's mission statement was as follows:
Glendale Community College is a public supported comprehensive community
college dedicated to serving the educational needs of the people of Western
Maricopa County. The multifold educational program enables students to
achieve the following goals:
1. Training in a broad range of skills and occupations preparing
students for entry-level positions of a technical and professional
2. Study of fundamental courses to remedy or improve
backgrounds which had been limited by lack of prior
3. Availability of academic programs and credits which can be
transferred to institutions offering baccalaureate degrees.
4. Options to continue development of present knowledge and
skills, either to confirm present employment or to discover
another occupation.
5. Courses of general and special interest which would help
students to assume more active roles in community affairs.
6. Opportunities to explore and develop personal interests and
capacities so that individual satisfaction might be achieved.
7. Guidance and counseling in proper development of social,
personal, and educational goals.
The instructional program is designed to prepare students for the upper
division of senior colleges and universities, or for immediate entry into career
fields. Courses are also offered for those not concerned with earning academic
credit but who wish to select studies on a basis of interest or to improve their
In 1987 with input from the more than 100 community members of the
President's Business and Industry Council (PBIC), the college revised its
mission statement. It was published as follows in the 1987-88 college
GCC Self-Study /992
Criterion 1
Mission 17
Criterion 1
Mission revision is
a key component of
GCC's strategic
planning process.
18 Mission
The mission of Glendale Community College is to meet the diverse
educational needs of the people of western Maricopa County by offering
accessible and excellent adult educational opportunities.
We believe education is a lifelong necessity, and we offer both credit and noncredit
learning experiences. As a comprehensive community college, we are
committed to offering:
General education, to enable the community to study fine arts,
natural sciences, liberal arts and social sciences;
The first two years of baccalaureate education;
Occupational education, including courses, certificate and degree
programs designed to provide job training, retraining, and upgrading
of skills;
Adult developmental basic education, to provide literacy as well as
access to postsecondary education and opportunity for personal and
family economic improvement and enrichment;
Student support service programs, including admissions, articulation
with high schools and universities, financial assistance, educational
assessment, counseling, tutoring, learning resources, job placement,
advisement, follow-up and special assistance for students;
Linkages to provide services to the business community and other
Community service programs of an educational nature, intended
for the enrichment of the community.
The instructional program is designed to prepare students for the upper
division of senior colleges and universities, or for immediate entry into career
fields. Courses are also offered for those not concerned with earning academic
credit who wish to select studies on a basis of interest or to improve their
The mission statement was revised again in 1990 in conjunction with
strategic planning. The resulting mission, as published in the General
Catalog, semester class schedules, faculty and student handbooks, and
GCC's Annual Report, is:
The mission of Glendale Community College is to provide comprehensive
educational services responsive to community needs.
Glendale Community College is committed to:
General Education
Occupational Education
College/University Transfer Courses
Basic Skills Development
Student Support Services
Business/Industry/Educational/Agency Linkages
Community Enrichment and the
Development of Global Awareness, Citizenship, Multi-Cultural
Understanding, and Volunteerism.
Although the current mission statement is much more succinct, its basic
elements have not changed significantly since 1983 (see Appendix 2.1 comparing
GCC Self-Study 1992
GCC Self-Study 1992
• The section of this report addressing Criterion 3 discusses these survey results
extensively and evaluates each element of the college mission.
Criterion 1
Mission 19
The GCC mission statement and goals were developed with broad
participation from all segments of the college community.
The mission and goals are appropriate to a postsecondary
educational institution.
GCC's mission is consistent with the missions of the Maricopa
County Community College District and the Arizona State Board
of Directors of Community Colleges.
The mission and purposes of the college have been made public.
The GCC mission and purposes address the needs of students.
The mission and purposes of the college are supported by the
faculty, staff, and students.
• The current mission statement needs to be further defined in terms
of measurable objectives and outcomes.
1983 with 1990). The mission still reflects GCC's commitment to providing
many educational services to meet the diverse needs of a dynamic
Surveys of faculty and staff, current students and community members
reveal that all aspects of GCC's mission are important to the college and
community' (see Figures 3.1,3.3; Exhibits U.2-U.4: O'Neil surveys). GCC's mission
statement is consistent with the comprehensive nature of the State
Community College Board and of the Maricopa County Community
College District (see Appendix 2.2).
In this self-study, the purposes stated in GCC's mission were used as
the basis of assessing institutional effectiveness (see Criterion 3). However, in
attempting to do so, it became apparent that the current mission statement,
did not itself provide objectives which could be easily measured. Although
the mission statement is appropriate for public information, for the
purposes of future assessment, each of GCC's purposes needs to be further
defined in terms of measurable objectives and outcomes. The next cycle of
strategic planning will incorporate this concern and build upon the measures
identified in this self-study process.
Criterion 1
20 Mission
GCC Self-Study 1992
Criterion Two
The institution has effectively organized adequate
human, financial and physical resources into
educational and other programs to accomplish its
The purpose of this section is to describe and evaluate the following
resources relative to Evaluative Criterion Two:
2.1 Human Resources
• faculty
• administration
• support staff
2.2 Organizational Structure
• boards of governance
• district administration
• college administration
2.3 Fiscal Resources
2.4 Physical Resources
• physical plant
• equipment
This section describes the numerous resources which GCC has compiled
in order to effectively accomplish its mission. The college's human
resources (personnel' ) are described first, followed by a review of the
college organizational structure. Fiscal and physical resources are described
along with the corresponding institutional allocation processes.
The use of these resources to support the college mission is described
and evaluated in the next section of this report. That section reviews the
educational programs and student services/activities made possible by the
current organization and use of existing resources.
GCC is staffed by over 850 full-time and part-time personnel. Most
full-time employees belong to one of the following employee groups:
Residential Faculty (RFP), Management, Administrative and
Technological personnel (MAT), Professional Staff (PSA), Maintenance
and Operations (M&O), Crafts, and Specially Funded personnel (Figure
Figure 2. 1 GCC Employee Groups
IE Crafts
rn CEC
a Early Retired
OFT Faculty
E3 Spec Fund
These positions are covered by district-wide employment policies (Exhibit
H.12: Policy Manuals), and each is defined by a written job description (Exhibit
H.4: Job description book). Policies shared by all employee groups are covered by
a district Common Policies statement. These shared policies are described
in more detail at the end of this section. There is no collective bargaining
in Arizona, but MCCCD employee groups do participate in a "Meet and
Confer" process to determine salary, benefits and other working conditions.
Students have been described in the Introduction (pages 8-10).
GCC Self-Study 1992
Criterion 2: Resources
Faculty 23
Criterion 2: Resources
The total number of
residential faculty
positions has
increased nearly 20
percent since
21 Faculty
In Arizona, all instructional faculty must be certified by the State
Board of Directors for Community Colleges. For academic positions, the
minimum requirements are a Master's degree with at least 24 upper
division/graduate hours in the subject area to be taught. In occupational
areas, directly related work experience plus at least 64 semester hours of
college course work is an alternative to graduate level education. (Exhibit
L.11: Guidelines for Teacher Certification). In several disciplines, Computer
Science, Counseling, Electronics, Library, Mathematics, Nursing and
Religious Studies, the MCCCD Governing Board has approved additional
requirements on the recommendation of their respective Instructional
Councils. All faculty must also hold a current Arizona State Community
College Teaching Certificate.
Full-Time Faculty
Residential faculty are faculty members originally employed with the
intention that they will be continuing employees (RFP 1.2.10). These faculty
members are bound by the policies prescribed in the Residential Faculty
Policies (RFP) manual (1991-93).
Ninety-five percent of GCC's residential faculty positions are
instructional positions; the rest are classified as service faculty (primarily
librarians and counselors). Recently, a new model of service faculty has been
developed to support the large number of courses taught in the "open entry open
exit" (OE/OE) format.
In the budget process, each department has the opportunity to request
funding for new faculty positions (Exhibit H.9: Position request form). The
College Staffing Advisory Committee considers the requests of each
department and makes recommendations to the college President as to the
allocation of budgeted slots (RFP 1.2.2). Among the criteria considered in
this allocation process are the relationship of each request to mission and
strategic planning goals, need, and the ratio of departmental FTSE to fulltime
faculty (RFP 5.2). Over the last eight years, GCC's residential faculty
has grown from 183 positions (I982-83) to the current (I991-92) 204
residential faculty (DB 18.4). In comparison, MCC, with a slightly higher
FTSE and total enrollment, has 234 residential faculty (Exhibit F..3: Adopted
Budget Fiscal Year 1991-92). Because of the current steady state budget situation
in the district, there will likely be no new residential faculty positions for
1992-93 (Exhibit F.1 0: GCC 1992-93 Budget Proposal, Tab 5).
The RFP stipulates that the day program will be staffed at 90 percent
of the projected enrollment for the fall and spring terms by residential
faculty (RFP 5.2). GCC has come close to meeting the 90: 10 staffing ratio
each year for the college as a whole and for most of the departments (DB
18.20, 18.21). With no new positions in 1992-93, however, the college will be
challenged to maintain compliance; conservative estimates project the need
for eight new full-time positions next year (Exhibit F.10: GCC 1992-93 Budget
Proposal, Tab 5, pp. 6-7).
GCC Self-Study 1992
GCC Self-Study 1992
Full-Time Faculty
Faculty 25
Ceriterion 2: Resources
Sources: DB 18.9, 13.3,23.7
Mexican American
American Indian Asian American
Afro American
Figure 2.2 Ethnicity Comparison
Current district-wide staffing policies do not acknowledge faculty
reassigned time (DB 18.16, 18.17), OE/OE enrollment, the evening or weekend
programs, or summer school. These issues are among those under study by
district groups.
Recruitment and hiring policies and practices at GCC were among the
most highly evaluated of the management dimensions rated in a recent
employee survey (Figure 2.5; 0 'Neil EJ44, p. 53).
Recruitment and Hiring
National advertisements and recruitment letters to major universities
generate applications for full-time faculty positions. All applications are
collected in a general district-wide pool annually between October and
Specific faculty openings are advertised first internally; current faculty
may request a transfer (RFP 3.15). If no' suitable internal candidate is found,
the district pool is screened by a departmental committee, selected
candidates are interviewed, and three to five candidates are forwarded to
the college President (or Provost) who makes the final decision (RFP 2.11).
Formal approval is given by the MCCCD Governing Board.
MCCCD abides by state and federal non-discrimination and equal
opportunity statutes. The district and the college have made a strong effort
in recent years to recruit and hire faculty of culturally and ethnically varied
backgrounds. As a result, the ethnic demographics of current full-time
faculty closely match the ethnicity of the student body, of the service area
(Figure 2.2), and is very close to the district average (DB 18.9 MCCCD).
Criterion 2: Resources
GCC has 204
residential faculty
positions; 52 have
doctorates. The
average faculty
salary is $49,627.
26 Faculty
Contract Renewal, Promotion and Tenure
Residential faculty are classified as being either appointive or
probationary depending on their years of service (RFP 1.2.10). Contracts are
renewed automatically unless the faculty member is notified by the dates
specified in RFP 3.10.
There are no promotions, but faculty can advance on the salary schedule
in two ways. Vertical movement occurs upon annual contract renewal (RFP
4.5). Horizontal advancement is granted to individuals who advance their
experience or education to the doctoral level (RFP 4.4, RFP A.2, A.3, Appendix E).
Probationary faculty become appointive faculty after their fifth year of consecutive service and consistent evaluation (after their sixth year in the case of faculty hired before the 1989-90 academic year) (RFP 22.214.171.124).
Faculty Evaluation
Residential faculty are evaluated by their students, a faculty member,
the department/division chairperson, and the appropriate dean (RFP 3.4)
(Exhibit Hi: Faculty Evaluation Form). Provisional faculty are evaluated annually,
and appointive faculty are evaluated every three years. The consequences for
unsatisfactory evaluations are specified in the RFP (184.108.40.206 - 126.96.36.199).
The evaluation process was rated favorably by 49 percent of full-time
faculty in a recent survey (Nt =147; O'Neil E17); this compares to a favorable
evaluation by 52 percent of all full-time employees (N=480). Nearly 40
percent of residential faculty also feel that evaluation does not have any
impact on the quality of their work (N=147; O'Neil E18). Modifications in the
existing evaluation process are being considered (e.g., suggesting peer
evaluators from another MCCCD college, scheduling classroom visitations
for a particular week rather than a specific class period, updating evaluation
criteria, analyzing student evaluations to provide composite scores to
faculty member).
Compensation and Benefits
The salary schedule for residential faculty (RFP 4, Appendix E) considers
both years of teaching and education. The average faculty salary for GCC is
$49,627 (Source: MCCCD Wage and Salary Office); this is comparable to the
district average of $49,268 but significantly higher than the median for
two-year colleges nationally of $37,200 (Exhibit A.5: The Chronicle of Higher
Education Almanac, 1991).
Benefits are specified in the RFP Appendices A, Band C. They include
opportunities for professional growth, tuition waivers, a comprehensive
benefit program (Exhibit H3: Flex Benefits Brochures), and extra pay for extra
duty (e.g., overload instruction, coaching, advisement, chairing a
department) .
t N indicates the total number of respondents to the question.
GCC Self-Study 1992 According to survey results, faculty are quite satisfied with their salary
and benefits; 52 percent of respondents said they were very satisfied and 39
percent were somewhat satisfied (N=153; 0 'Neil E 36).
Profile of Faculty
The quality of GCC's instructional program is reflected in the very
positive ratings given by current students (N=1867; O'Neil 530), non-continuing
students (N=397), graduates (TEX-SIS) , employees (N=451; O'Neil E21) and
community members (N=299; O'Neil e21).
Over 95 percent of GCC's full-time faculty have graduate degrees (DB
18.10). Approximately one quarter have doctorates - a percentage
consistent with the level of education of the district faculty and slightly
higher than found at MCC (DB 18.10 MCCCD, 18.10 MCC). Encouraged by the
salary schedule as well as personal interest, many faculty continue to pursue
additional course work (DB 18.19; Exhibit U9: Personnel profile).
Many faculty remain active professionally. Over 75 percent are
members of at least one professional organization. Although not required to
do so, many have authored publications, made presentations at professional
meetings, and attended conferences on education and in their discipline
(N=154; Exhibits U9: Personnel profile; 0.1: Faculty publications). GCC faculty are
also experienced educators: over 75 percent have at least five years of
teaching experience and over 40 percent have been teaching at least 10 years
While men outnumber women (55 percent to 45 percent) among fulltime
faculty (DB 18.7), GCC has a higher percentage of female faculty than
either the district average (DB 18.7 MCCCD) or MCC (DB 18.7 MCC). Nearly
70 percent of GCCs faculty are at least 41 years of age (DB 18.8). More than
one-third of faculty have been teaching in MCCCD for more than 10 years,
and over 90 percent of those years have been at GCC (DB 18. 19a).
Short-Term Full-Time Faculty (One Semester Only, One
Year Only)
Under certain conditions, full-time faculty are hired on a "one semester
only" (OSO) or "one year only" (OYO) basis. Usually these short term
positions replace residential faculty members on sabbatical leave or
temporarily fill budgeted positions until the department completes the
hiring process. .
The criteria for hiring OSO and OYO faculty are the same as for
residential faculty. GCC currently (Fall, 1991) has one 050 and six OYO
Part-Time Faculty
Like most community colleges, GCC recognizes part-time faculty as
an important part of its instructional staff (DB 18.12 - 18.14). The professional
talent and resources that part-time faculty bring to the instructional
program is an indicator of the strong community relationship that the
college enjoys (Exhibit U9: Personnel profile). Roughly paralleling the increase in
enrollment since 1982 (Figure 1.3; DB 11.1, 11.2), the number of visiting faculty
GCC Self-Study 1992
Criterion 2: Resources
Collectively, GCC
residential faculty
represent over 1500
years of teaching
Faculty 27
Criterion 2: Resources
Part-time faculty are
an important part of
GCC's instructional
staff. They bring
current practical
experience in their
discipline to the
28 Faculty
has increased over 30 percent in the last nine years (DB 18.1). Each part-time
faculty member may teach a maximum of 9.0 load hours a semester (Exhibit
H.1O: PT Faculty Board Policies); exceptions require the approval of the dean,
college president and district Director of Human Resources (Exhibit H.1O: PT
Faculty Board policy). Forty-five to fifty percent of the visiting faculty teach
between one and four credit hours each semester (DB 18,3).
Part-time faculty are covered by Part Time Faculty Board Policies
(Exhibit H.I0). Although there is a Part Time Faculty Association (PTFA)
(Exhibits L,19, L,20, L,24: PTFA By-laws; Directory; The Part-Timer, PTFA Newsletter),
there is no "Meet and Confer" process regarding these policies.
Recruitment and Hiring
The criteria for hiring part-time faculty are the same as for residential
faculty. Qualified candidates are often solicited from the local universities
(faculty, graduate students, postdoctoral fellows). Hiring is handled at the
college level. The selection process varies by department.
Part-time faculty are evaluated at least once during each of their first
three semesters by their students and by the department chair or designated
faculty member (Exhibit H.I0, H.ll: Board Policy; PT Faculty Evaluation Form).
Part-time faculty were more positive about the evaluation process (77%;
N=208) and its impact on their work (only 18 percent felt it had no effect; N=21O)
than either residential faculty or the total employee sample (O'Neil E17-18).
Compensation and Benefits
Part-time faculty are paid on a per-load-hour basis (Exhibit H.1O: PT
Faculty Board Policies 5), are eligible for fee waivers and for Professional
Growth funds (e.g., for travel); they are not included in the other benefits programs.
The salary and benefits provided to part-time faculty were sources of
dissatisfaction among GCC employees, particularly faculty, in a recent
survey (N=425; O'Neil E34). Over 55 percent of all respondents, 52 percent of
part-time faculty (N=243) and 73 percent of full-time faculty (N=121) were
dissatisfied with the current level of compensation of part-time faculty
provided by the district.
Other points of concern include the lack of involvement of visiting staff
in departmental and course decisions, and in the college community,
scarcity of office space for visiting staff to meet with students, and the fact
that visiting staff are not directly compensated for office hours or
preparation time.
Profile of Part-Time Faculty
Part-time faculty closely resemble the basic profile of residential
faculty in terms of demographic data (gender ratio, age profile, ethnicity)
(Exhibit U.9: Personnel profile; O'Neil E107-113 cross tabs). Although there are fewer
doctorates among the part-time faculty compared to residential faculty
(Exhibit U.9: Personnel profile; Institutional Data Form C), many visiting staff bring
GCC Self-Study 1992
current practical experience in their discipline to the classroom. Like
residential faculty, visiting staff are active professionally as members of
organizations and participants in meetings and conferences (N=140; Exhibit
u'9: Personnel profile). Proportionally fewer part-time faculty are involved on
college or district committees (N=252 part-time, N=155 full-time; O'Neil E7, 8)
and with student organizations (N=140 part-time; 154 full-time; Exhibit u'9:
Personnel profile).
Other Instructional Faculty
In addition to visiting staff, instruction above the regular contract load
of residential faculty is also done by early retirees (retired faculty who
teach at up to a 49 percent load) and by regular residential faculty on
overload contracts (DB 18.12,18.17).
Early Retirees
Under the provisions of the MCCCD Early Retirement/Active
Retirement Programs, employees meeting certain criteria of age and years
of service are eligible to continue working at up to 49 percent of a full load
(Exhibit H.5, H.6: Early Retirement Program, Active Retirement Program). These early
retirees are paid at a pro rata share of their salary placement at the time of
retirement and receive- wages in lieu of benefits. GCC currently has 35
early/active retirees in its instructional faculty ranks (Source: Office of
Administrative Services). They instruct 6 percent of the total day teaching load
(DB 18.13) and 19 percent of the day teaching load not covered by regular
residential faculty contracts (DB 18.17).
Overload Contracts
Approximately 16 percent of the day teaching load not covered by
regular residential contracts is taught by residential faculty teaching
overloads (DB 18.17). Nearly 300 additional overload hours are taught by
residential faculty in the evening (DB 18.14). About 2/3 of residential faculty
survey respondents teach an overload at least once a year (N=150; O'Neil E160).
Overload instruction is most common in departments that have difficulty
locating qualified part-time instructors (DB 18.17). The policy for this extra
teaching assignment is covered in the RFP (Appendix C.3). Faculty are paid
for overloads on a per-load-hour basis at the same pay rate as part-time
faculty (Appendix C.3.3).
Instructors for Non-Credit Courses
There are several programs on campus offering non-credit courses.
These include The Institute for Business, Industry and Technology, the
Center for Community Education, the P.E. department (Fitness Center and
Aerobics), and the High Tech Center. The director of The Institute and the
coordinator of the Center for Community Education hire instructors based
on their qualifications for the course(s) they will be teaching; there are no
formal policies stipulating qualifications for instructors in non-credit
programs. Both programs have internal evaluation practices for their
instructors (Exhibit S.8: SeR#2).
GCC Self-Study 1992
Criterion 2: Resources
In Fall 1990, over
200 load hours were
taught by GCC's
active faculty
Faculty 29
Criterion 2: Resources
.30 Administration
Management, Administrative and Technological (MAT)
This employee group consists primarily of managers and
administrators, but also includes technical employees and laboratory
personnel adjunct to the instructional program. Policies stipulating the
terms, conditions, rights and benefits of these employees are stated in
MAT Policy Manual, 1989-91 and its Addendum. These policies are
negotiated by a "Meet and Confer" committee of the MAT Association
working with the Vice Chancellor for Human Resources (MAT 2). Nearly
half of GCC's MAT personnel are members of the District-wide MAT
Association; this is much higher than the district-wide average of 18 percent
membership (Exhibit S.8: SCR#2).
GCC has 29 (27.8 FTE) MAT employees, including the deans,
associate dean, directors of various student service areas, and directors of
. such operational units as security, buildings and grounds, community and
school relations, and network services (Exhibit F.3: Adopted Budget Fiscal Year
1991-92). MCC, a comparably sized MCCCD college, has 40 MAT
employees (Exhibit F.3: Adopted Budget Fiscal Year 1991-92). Based on data from
the MCCCD department of Human Resources, the demographic profile of
MAT employees is quite similar to the profiles of MCC and the district
as a whole (DB 18.7-18.10); most MAT personnel are in the 31 - 50 age range
with very few (or none in the case of GCC) over 60 years of age (DB 18.8). A
survey of GCC's MAT employees shows that over half of the respondents
have graduate degrees (N=26; Exhibit U.9: Personnel profile).
The various MAT job titles are classified into salary grades I-XI (MAT
p. 19-23). Employees are placed onto the salary schedule based vertically on
this grade classification and based horizontally on years of experience (MAT
Addendum, page 3). Currently, 42 percent of GCC's MAT employees fall
within the first two grades (Source: District Personnel Office).
Support Staff
Professional Staff Association (PSA)
Support staff, such as technicians, clerks, and secretaries (see PSA Policies
for a complete list of job titles), are employed based on the terms and conditions
of the PSA Policy Manual, 1989-1992 and Addendum. These policies are
negotiated by a "Meet and Confer" process between the Professional Staff
Association (PSA) and the district administration (PSA 1.2). Thirty-five
percent of GCC's support staff are members of their association, slightly
lower than the district average of 43 percent.
PSA employees are placed on a salary schedule based on the grade of
their position (PSA 2.4) and on their education and years of work experience
(PSA 2.2.1 and 2.2.2). Regular (budgeted) part-time PSA employees are paid
on a pro rated basis (PSA 4.1.2).
GCC currently has 121 budgeted PSA employees (DB 18.5) and 100.9
full-time PSA equivalents (DB 18.4). These numbers have increased 75 to 85
percent since 1982-83. At that time the ratio of full-time faculty and MAT
GCC Self-Study 1992
to support staff was approximately 3 to 1; currently the ratio has decreased
to roughly 2 to 1 (DB 18.4 and 18.5).
Maintenance and Operations CM&O) Employees
Custodians, groundspersons, and security personnel are covered by
Maintenance and Operations Policies, 1989-91 and its Addendum. These
policies are negotiated with the district by elected representatives from
their employee group (M&O 2.4). Like the other employee groups, M&O
employees are placed on the salary schedule based on their job title and
their years of work and education (M&O 26).
Although the campus and student body have grown considerably in the
last eight years, the total number of personnel in maintenance and operations
and crafts has remained the same (DB 18.4, 18.5). Yet they do an excellent job
with the resources and personnel they have (O'NeiL £51-53).
As the campus has grown, security issues have become an increasing
concern among employees (O'NeiL £56) and students (O'NeiL 550). This may be,
at least in part, a reflection of minimal staffing in this area.
The Crafts Policy Manual, 1989-1992 and its Addendum specifies the
terms, responsibilities and benefits of such crafts personnel as carpenters,
electricians, plumbers, and heating, ventilation and air conditioning
(HVAC) maintenance technicians. These policies are negotiated by a
"Meet and Confer" process (C 1.5). The number of craftspersons at GCC has
remained about the same over the last eight years.
Other Personnel
Specially Funded Personnel
A few positions (currently 13 at GCC) are funded by grants or by fee
generating programs of the college. As such, these specially funded
personnel are not permanent employees; their positions exist only as long as
the source of funding continues. The major employer of specially funded
personnel at GCC is The Institute for Business Industry and Technology.
Currently (Fall 1991), GCC's specially funded employees include
three support personnel and three managers. The hiring, qualifications,
responsibilities and salary of each position are specified in its job
description. The Specially Funded Policy Manual (Exhibit H.12) states the
Board approved policies regarding these employees.
Other Part-time Employees
The college employs part-time personnel in a variety of temporary
positions. These are not board-approved positions and thus are not covered
by any employee policy manual.
GCC Self-Study 1992
Criterion 2: Resources
Support Staff 31
Criterion 2: Resources
GCC's employees
are evaluated on a
regular basis.
32 Other Personnel
Student Employees
Part-time positions are filled each semester by current GCC students
who are paid either from a department's budget or by the College Work
Study (CWS) program. This practice enables students to augment their
educational and living expenses while performing essential jobs on campus.
All student job openings are listed with the GCC Career Center; from there interested students are referred to the supervisor for interviews.
Students qualified for CWS funds are those who have met basic need
requirements through the financial aid process. The CWS program enables
departments to fill essential positions at no cost to themselves.
Common Policies
Board Policies for All Employee Groups
Since 1990 policies common to all employee groups have been
published in a separate common manual (Exhibit H. 12: Board Policy All Employee
Groups). These common policies cover such topics as general employment
requirements, leaves of absence for civic responsibilities (jury duty, voting,
military service), and benefits (tax-sheltered annuities, retirement
programs, tuition waivers). Changes in these policies are negotiated by a
district-wide Common Policies Committee.
Employee Evaluations
Policies for all employee groups specify evaluation procedures (Crafts
11, MAT 7, M&O 13, PSA 2.7, RFP 304). Based on the results of an employee
survey, it appears that those procedures are followed; nearly 90 percent of
respondents indicated that they had been evaluated in the last three years
(N= 546; O'NeiIEI6).
The evaluation system was rated positively by 53 percent of
PSA/M&O/Crafts (N=93), and by 70 percent of the MAT personnel (N=27);
approximately 65 percent of these same employee groups indicated that the
evaluation process helped them improve their job performance (N=120; O'Neil
E17, 18). Residential faculty were slightly less positive about the evaluation
Staff Development .
Employee group policies encourage continued professional
development and education through tuition assistance (M60 Appx A; Crafts
Appx A, PSA Appx A), support to attend seminars and workshops (PSA Appx A;
RFP Appx A.7; MAT 15), paid educational leave or sabbatical (PSA Appx B; RFP
AA, MAT 15, 16), funding for professional growth projects (RFP A.6) and
internships (PSA Appx C).
Funds are administered by district committees on a first-come first-served
basis. In 1990-91, GCC was allocated nearly $40,000 for faculty
travel. District-wide $380,000 was available to support faculty sabbaticals,
and funds totalling $90,000 were allocated for MAT professional growth
activities. Results of a recent survey indicate that most employees are aware
GCC Self-Study 1992
of these professional growth opportunities (N=549; O'Neil E14, 15) and over
half have participated in them (N=549; O'Neil EI4).
Employee Recognition
Recognition awards for individual excellence include:
• Employees of the Year recognizes one employee from each
policy group for his/her contributions to the college;
• Innovator of the Year honors employees for the application of
innovative strategies in any aspect of college operations;
• Instructional Excellence Award (sponsored by the President's
Community Council) recognizes a faculty member for excellence in
the classroom;
• Paul Pair Endowed Chair honors a faculty member for
outstanding and sustained contributions to the college in the use of
technology in instruction.
Despite these annual college recognitions, overall employees were not
particularly satisfied with the "rewards for personal performance" (Figure
2.4). This low level of satisfaction may be explained by the limited number
of awards given. While certainly increasing the prestige for the recipients,
these few awards do not permit GCC to acknowledge the ongoing
outstanding efforts of numerous other employees.
Measures of Job Satisfaction
Overall GCC is regarded as an excellent place to work. When faculty
and staff were asked to rate the college compared to other educational
institutions, 48 percent stated it was above average and another 34 percent
rated it as one of the best (N=519; O'Neil E5). Forty-six percent of respondents
felt that the working environment was better now than compared to when
they were hired (N=539; O'Neil E6). Perceptions of improvement were highest
among support personnel (PSA, M6{) and Crafts; N= 103).
In another question, more than two out of three respondents indicated
that if they had it to do over again they would definitely choose to work at
GCC; an additional 28 percent stated that they probably would (N=542;
O'Neil E20). This is substantiated by the longevity of employment at GCC
for all personnel groups; 40 percent of all full-time respondents indicated
that they had been employed at GCC for four or more years, including 24
percent who had been working at GCC for at least 13 years (N=274; O'Neil
E1l2; DB 18. 19a).
The survey also asked employees to rate fourteen specific aspects of
their work environment (Figure 2.5; See O'Neil E33-46). Salary and benefits for
full-time faculty and for full-time staff were rated far more favorably than
any other category (Exhibit H.3, H.12: Flex Benefits Brochure, Policy Manuals).
GCC Self-Study 1992
Criterion 2: Resources
If they had it to do
over again, over
two-thirds of
employees would
definitely choose to
work at GCC.
Common Policies 33
Criterion 2: Resources
31 Human Resources
Strengths and Challenges
• The success of GCC is largely attributable to the quality and
commitment of its employees - they care about their jobs, are
conscientious and hard working, and are committed to making a
• The district aggressively recruits a diverse faculty and staff, and
provides excellent compensation, benefits and professional growth
• GCC has a highly qualified faculty who are extremely committed to
the college and its mission, to the teaching/learning process, to
innovation, and to the success of their students.
• GCC's dedicated part-time faculty are vital to the delivery of quality
• Non-instructional staff (MAT, PSA, M&O, Crafts) are well qualified
and committed to the college goals.
• Staffing recommendations are made to the President by a College
Staffing Committee after hearing requests for new positions from all
departments. .
• Job satisfaction is very high particularly among full-time employees.
• Conservative estimates project a need for 8 new residential instructional
faculty to keep the college in compliance with the 90: 10 staffing ratio.
Given the budget situation for 1992-93 funds are not anticipated for
new full-time faculty positions.
• District-wide staffing formulas for residential faculty and related
issues need to be studied and defined more clearly in district policy to
assure comparable high quality instruction throughout the day and
evening and throughout the year.
• Other evaluation options should be considered for residential faculty to
make the process more valuable to them.
• Faculty should consider making a greater effort to involve part-time
faculty as part of their departments.
• Greater recruitment efforts by the college would enhance the pool of
candidates available for part-time faculty positions.
• Increasing number of buildings poses a challenge to the existing staff of
groundskeepers, custodians and security personnel.
GCC Self-Study 1992
The GCC institutional structure has well defined roles, responsibilities
and relationships. The college also has a well defined operational
relationship with the district administration and Governing Board, and the
district, in turn, with the State Board of Directors for Community
Colleges. This section presents these organizational structures beginning
with the state and county boards of governance and progressing to the
college level.
Boards of Governance
While the United States Constitution is silent concerning education, the
states have proceeded to establish educational systems under the General
Welfare Clause (Section 8) and the Tenth Amendment. The legislature of
the State of Arizona enacted authorizing legislation in 1960 creating a state
community college system. State law provides for both a State Board of
Directors for Community Colleges (ARS #15-1424; 15-1425) and county district
Governing Boards (ARS #15-1441 - 15-1444) (see SCR#3). A community
college district is a separate entity from a county and may include more than one county.
State Board of Directors for Community Colleges
The State Board of Directors for Community Colleges is a lay board
appointed by the governor. Membership includes one representative from
each of Arizona's 16 counties, and the State Superintendent of Public
Instruction, the State Director of Vocational Education, and a
representative of the State Board of Regents as ex officio members.
The state board is empowered by the legislature to provide the general
parameters within which all Arizona community colleges operate. This
includes the establishing of tuition and fees, admission standards, and
certification requirements for community college faculty (Exhibit L. 11:
Guidelines for Teacher Certification). New programs and curricula are initiated
by the colleges but are subject to the approval of the state board, and in
specific instances, the Board of Vocational Education. Similarly, site
selection, facilities planning, and campus development are the
responsibility of the District Board subject to the approval of the State
Board of Directors for Community Colleges of Arizona.
The state board employs an executive director and an office staff who
monitor the operation of colleges throughout the state. They also perform
articulation and liaison functions with the legislature, the State Board of
Regents and the State Department of Education.
Maricopa County Community College District
(MCCCD) Governing Board
The MCCCD Governing Board oversees the ten campuses in Maricopa
County within procedural guidelines established at the state level. While
subject to approval, the local governing board is responsible for establishing
the district budget, setting the tax rate and tuition. The MCCCD
GCC Self-Study 1992
Criterion 2: Resources
Governing Boards 35
Criterion 2: Resources
Members of
Governing Board
regularly visit the
colleges to meet
with faculty, staff
and students.
36 Governing Boards
Governing Board is responsible for establishing district-specific policies in
a wide variety of areas (Exhibit L.14: MCCCD Policies and Procedures Manual),
setting salaries and ensuring compliance with state and federal mandates.
The Board, through its Chancellor, also sets the overall direction of the
MCCCD system.
MCCCD serves constituents in a geographical area of more than 9,000
square miles. The Governing Board has five members, each elected by the
voters in a precinct for a term of six years (Exhibit G.12: Precinct map). The
current Board membership includes:
Dr. Merrill Grant Christensen
District 1 (Mesa, Tempe, and Chandler)
term expires - January 1995
Barbara Hitchcock (Board Secretary, 1991)
District 2 (Scottsdale and northeast Phoenix)
term expires - January 1993
Dr. Roy Amrein
District 3 (Phoenix, Paradise Valley, north and west to
term expires - January 1997
Linda B. Rosenthal
District 4 (Phoenix, west to county line)
term expires - January 1997
Dr. Donald Campbell (Board President, 1991)
District 5 (Phoenix, south and west)
term expires - January 1995.
The Governing Board holds regular meetings (on the second and fourth
Tuesdays of each month) and special meetings as needed (Exhibit L.13: Minutes
of Governing Board Meetings). All board meetings are open to the public with
the exception of executive sessions which relate to personnel concerns.
Among the board's standing agenda items are opportunities for citizens and
representatives from employee groups and student governments to speak
directly with the board.
In November 1979 the MCCCD Governing Board adopted a Code of
Ethics and Responsibilities (Exhibit G.1O: MCCCD Policies and Procedures Manual;
SCR#3). This statement outlines the Governing Board's legal powers and
duties and its procedural responsibilities.
The Governing Board members are actively involved with the colleges;
they visit the campuses regularly and are well known to the faculty and
staff. GCC's representative, Ms. Linda B. Rosenthal, has an office on
campus and holds regular publicized office hours. Governing Board
member Dr. Roy Amrein is also a frequent visitor to the GCC campus. In
addition, all Governing Board members are accessible to the faculty and
staff via the district's electronic mail system (A-1 mail).
The organizational philosophy of the district encourages the
involvement of the board members in system-wide commissions, task
GCC Self Study 1992
forces and study committees. They are also active members of the Arizona
Association of District Governing Boards, regular attendants at meetings of
the State Board of Directors of Community Colleges, and active
participants in legislative action.
The Governing Board has a strong commitment to Maricopa
Community Colleges and an understanding of the colleges and their
missions. Four of the five have been members of the board for eight or more
years. Their re-election, often unopposed, is an indication of community
confidence and support (Exhibit [,21: Resumes of Governing Board).
District Governance (Appendix J. 1)
District Administration
The chief executive officer is the Chancellor, who reports to the District
Governing Board. On the Chancellor's staff are four Vice Chancellors
overseeing educational development, business services, employee relations,
and information technology (Appendix 3.1).
The executive leadership of the district is very stable. The Chancellor
has been with MCCCD since 1977, and three of the four Vice Chancellors
have been in their present positions for at least five years (Exhibit L.21: Resumes
of District Administration).
Presidents Council
The council includes all eight college presidents, the provosts of the
two college centers, the director of the Maricopa Skill Center, and the
District Faculty President. This group makes district-wide operational
decisions and recommends action and policy change to the Chancellor. The
Vice-Chancellor for Educational Development presides.
The Chancellor and presidents regularly hold retreats to discuss future
initiatives. These retreats overlap Governing Board retreats. In this way, the
policy making body and the colleges' leadership can be in consensus on new
directions for the district.
Faculty Executive Council
Residential faculty in the district are not unionized. However, there is a
faculty association at each college, and the Faculty Executive Council
represents the faculty to the District administration and the Governing
Board. The council is composed of the faculty presidents from each of the
colleges along with other faculty representatives. The number of
representatives is based on the size of the faculty at the respective colleges.
This group elects the District Faculty President from its membership. The
council is concerned with academic and professional matters. Information
from the Faculty Executive Council is conveyed by electronic
communication and the periodic publication of Peerpoint (Exhibit 0.3). GCC
has been very active in the leadership of the Faculty Executive Council;
currently the President-Elect and Past President are GCC faculty.
GCC Self-Study 1992
Criterion 2: Resources
leadership is
notable for its
longevity and
national reputation.
District Governance 37
Criterion 2: Resources
MCCCD Colleges
share a common
inventory of
courses. Changes
to this course bank
are made through a
well defined
curriculum process.
38 District Governance
District-Wide Committees
To enhance communication throughout the district and to ensure broad
involvement in decision making, a comprehensive system of committees
has been developed. Survey results show that 45 percent of full-time faculty
and 68 percent of administrators are currently members of at least one
district-wide committee (N=155; N=36 O'Neil E8).
Administrative Groups
District administrative groups bring together related personnel from
each of the ten colleges and centers in the system to share information,
discuss common issues and concerns, and resources. Among these
administrative groups are: Deans of Instruction (DIs), Occupational Deans
(ODs), Administrative Services Group (ASG), Deans of Students,
Deans/Directors of Admissions and Records, Directors of Financial Aid,
Career Planning and Placement Council, Disabled Students Services
Council, Honors Coordinators Group, Library and Related Agencies
Directors' Organization (LARADO), Catalog Common Pages
Committee, Professional Growth Committee, Staff Development
Committees, and other computer users groups (see Appendix 4.1 for a description
Of each of these committees).
District Curriculum Process and Committees
All colleges in the district share a common inventory of courses (Exhibit
D.8: MCCCD Course Inventory Audit (CIA)). This course bank helps assure
comparability of courses taught at different MCCCD colleges.
To add, modify or delete a course, a proposal must be evaluated at the
college and district level through a well defined series of steps (see Figure 2.3)
(Exhibit D.3: Curriculum Procedures Handbook, 1991-93). Key groups in this process
are the appropriate Dean at the college initiating the proposal, the District
Instructional Councils, the College and District Curriculum committees.
Final approval comes from the State Board of Directors for
Community Colleges; however, in the case of academic (non-occupational)
courses, the MCCCD Governing Board is empowered to give this approval.
Changes or additions to the district's occupational curriculum require
formal state board approval because of the state funding associated with
many of these courses.
A similar sequence of steps is followed to make changes in the
occupational programs, degrees and certificates.
• Instructional Councils (IC) (1.2.16 Addendum to RFP; Exhibit D.5:
Guidelines for Instructional Councils): The 44 district instructional
councils provide discipline-specific review of proposed curriculum
changes. Each council is made up of a representative from each
MCCCD college. Instructional Council members also represent the
college on the Articulation Task Force (ATF) in that discipline. In
general, ICs are intended to foster communication between faculty
members teaching in the same fields and to improve the quality of
the instructional program of the district.
GCC Self Study 1992
MCCCD Governing Board
Figure 2.3 Curriculum Development Flow Chart
Yes •
Return to
Appropriate Dean
Vice Chancellor for
Educational Development
District Curriculum Committee
Return to
Appropriate Dean Instructional Dean
No Design Facilitator Instructional Council No
Return to
College Curriculum Committee No Initiator
Return to
College President No Appropriate Dean
Yes Return to
District Curriculum Coordinator Instructional
No Design Facilitator
Return to
No Design Facilitator
District Course Inventory Audit
Course Equivalency Guide
Master List of Occupational Programs
Monitoring Academic Progress System (MAPS)
Course/Program Register (C/PR)
Instructional Design
Department/ Occupational Instructional Facilitators, Curriculum Advisory
Division Chair Dean Dean Specialist, Curriculum Committee
Designer Instructional Design Facilitator Return to Initiator
Arizona Community College Board
Cause-specific Committees
Faculty and staff throughout the district are brought together by concern
and interest in common issues. In most cases, they are catalysts for
awareness and change within the district.
• College Curriculum Committee: This committee is described
on page 45.
• District Curriculum Committee: Composed of a dean and one
faculty member from each college, the District Curriculum
committee evaluates curriculum proposals from a district-wide
perspective. This body also makes recommendations for changes in
Graduation/General Education requirements.
Once approved by the governing boards, appropriate changes are made
to the Course Inventory Audit (CIA) and to the official course descriptions
and program requirements listed in all college catalogs. Approved
occupational programs are also listed in the Master List of Occupational
Criterion 2: Resources
Common interests
in contemporary
issues bring faculty
and staff together
often providing the
impetus for
significant change.
10 District Governance:
"At-Risk" Student Task Force: Formed in 1987, the district "At Risk"
Student Task Force was established to share information and
to coordinate its efforts with those of the district staff development
committee and ASU's Cultural Diversity Committee. Among the
outcomes of the task force have been the establishment of mini-grants
for college projects dealing with this student population.
Vision Journal Editorial Board: Supported by district funding,
Vision: The Maricopa Community Colleges journal of Teaching and
Learning was established in 1989 to encourage the sharing of ideas
among those interested in community college education.
Composed of one representative from each college and the district
office, the editorial board solicits and reviews submissions from
faculty, staff and administrators throughout the district. Vision is
published bi-annually and is distributed to all faculty and managers
in the district and to over 1000 community colleges nationally
(Exhibit 0.4: Vision '89, '90, '91).
Ocotillo: Ocotillo was born out of the desire of many faculty to
have an active voice in technology's instructional agenda in the
district. The subgroups of this movement are united by a common
focus on technology and education, but their individual agendas are
varied. Several of GCC's faculty members have assumed leadership
roles in this process (Exhibit L.15: Ocotillo Year End Reports).
Department Chair Committee: The major objective of this
committee is to develop a Department Chair Academy to provide
structured training and ultimately national certification for
community college department chairs. The committee has
sponsored two academic leadership conferences for MCCCD chairs
and 25 chairs from outside the district (Exhibit L.3: Proceedings). The
first annual national academy and conference is planned for March
26-28, 1992 (Exhibit LA: Poster/Conference Announcement).
GCC Self Study 1992
• Wellness: This committee develops and implements district-wide
programs to encourage employee wellness. GCC is currently
piloting an incentive program in which employees will receive cash
benefits for participating in a variety of wellness activities such as
exercise programs, health maintenance seminars, and cholesterol and
blood pressure screenings.
• English as a Second Language: This faculty committee
meets monthly to discuss curriculum and software development as
well as other issues related to the ESL programs at each college.
• Fine Arts Committee: This faculty committee is interested in
promoting Fine Arts activities within the district and in serving as a
voice to the community.
• Insurance Committee: In an advisory capacity to the Vice
Chancellor for Human Resources, this committee considers new
insurance plans and makes recommendations on their inclusion in the
district benefits package (Exhibit H.3: Flex Benefits brochure).
Past cause-specific committees in the district include the Occupational
Education Task Force, the Arts and Sciences Task Force, Vibrant Arts and
Developmental Education Task Force. Each is formed in response to a
concern or interest, effect significant change within the system and then
disband as need for their activity diminishes.
Student Forum to the Governing Board
Formed in 1990-91 at the request of the Governing Board, the Student
Forum is a vehicle for students to communicate their concerns. GCC's
students are represented by members of the day and evening student
government. The forum makes an annual presentation to the board in
Employee Groups
Although there is no provision for collective bargaining in the state of
Arizona, there are seven different employee groups in the district which are
organized to some degree: residential faculty, part-time faculty,
professional staff (classified employees), maintenance and operations,
crafts, food services, and management/administrative/technological. Three
of these groups (Residential Faculty Association, Management,
Administrative and Technological Association and Professional Staff
Association) collect dues from their members and have a rather well-developed
program for employee representation and professional
Meet and Confer: As a "Right to Work" state, Arizona does not require
collective bargaining for public sector employees. However, the MCCCD
Governing Board has chosen to participate in a "Meet and Confer" process
with its employee groups based on "community of interest." The purpose
of "Meet and Confer" is to deliberate and recommend change in the
employee policy manuals, including wages, hours, and other terms and
conditions of employment. Each employee group elects members to serve
on their behalf in the "Meet and Confer" process. The Vice Chancellor of
GCC Self Study 1992
Criterion 2: Resources
District Governance 11
Criterion 2: Resources
12 District Governance
Human Resources serves as the Governing Board representative. The process
has been used for approximately twelve years.
At the conclusion of the most recent residential faculty "Meet and Confer"
(January 1990), part of the agreement was that several "sidebar" issues
would be discussed in the three years before the next "Meet and Confer"
cycle. The issues included: initial placement, faculty evaluations, twelvemonth
contracts, staffing ratios, and salary schedule structure. (Exhibit 0.3:
Peerpoint; L.22: Background documents). The first two of these issues were
discussed during the 1990-91 academic year and tabled by mutual
agreement. The remaining issues will be the agenda for the district faculty
"Sidebar" committee during the next academic year. No formal
negotiations will take place until the "Meet and Confer" process begins'
during the 1992-93 academic year.
Common Policies Committee: {1.2.17 Addendum to RFP} In 1990,
policies applicable to all district employees were removed from the
policies of individual employee groups and published as a separate
document (Exhibit H.i2: Board Policy All Employee Groups). This committee
consists of the official representative of each employee group and is
concerned with any additions or modifications of this policy.
GCC Self-Study 1992
College Organization and Administration (Appendix 3.3)
Although each of the colleges in the MCCCD adheres to the Governing
Board's policies and code of ethics, each college has its own administrative
organization. GCC's organization is further detailed in Appendices 3.2 and
With the philosophy of decentralization operating in the district, the
GCC president and his executive team have a great deal of latitude in
addressing issues on the campus. Interactions between the individual deans
and the president occur almost daily on an informal basis. As needed, they
meet as a group on major issues.
The deans meet weekly to share information and to deal with specific
issues that affect the entire institution.
The College President
The President of the College is the chief administrative officer. He is
appointed by the MCCCD Governing Board and reports directly to the
Chancellor of the District. The President is responsible for overall
budgeting, planning, and personnel concerns. He is responsible for the
management of the institution and for the implementation of district
policies in compliance with the policies of the state system (Exhibit H.12:
Chancellor's Executive Council Policy Book, 1986-89 and Addendum; L.21: Resumes of
College Administration).
The Deans
Since the last self-study there have been some changes in the administrative
organization of the college. This was done, at least in part, in response to
concerns expressed during the last self-study that the Office of the Dean of
Instruction was understaffed.
Dean of Administrative Services is the chief budget officer of the
college. Responsibilities include strategic and facilities planning, research
and grants, library/media services, technology/telecommunication planning
and implementation, student activities, the children's center, safety and
security, and auxiliary services (bookstore, food service).
Dean of Arts and Sciences has responsibility for the development and
operation of the arts and sciences instructional program. The Dean is
responsible for 11 instructional departments.
Dean of Business and Technology is responsible for occupational and
cooperative education programs. Responsibilities include the departments
of Nursing and Business, the Engineering and Technology division, Career
Educational Services, The Institute for Business, Industry and Technology,
General Motors Training Center and Community Education.
Dean of Educational Services is responsible for most student service
areas; curriculum processes and articulation agreements; coordination of
faculty evaluations; production of the college catalog, faculty handbook and
class schedule master; and faculty committee assignments.
GCC Self Study 1992
Criterion 2: Resources
The President
reorganized the
administration to
insure equity of
better lines of
and increased
College Administration 43
Criterion 2: Resources
GCC has
consolidated its
structure to
increase the
efficiency of
11 College Administration
Associate Dean of Student Services reports to the Dean of Educational
Services and has chief responsibility for administering and managing
admissions and records, veterans services, and financial aid. The Associate
Dean chairs the Admissions and Standards Committee and serves as
coordinator of the commencement activities.
GCC's deans bring excellent educational backgrounds and a wealth of
professional experience to their respective positions (Exhibit L.21: Resumes of
College Administration). Three of the five have been with the college for many
years and thus bring a historical perspective to the leadership. The other two
deans bring fresh insights from other institutions. This diversity is
consistent with the breadth of the deans' responsibilities, and enables the
institution to utilize each of their strengths to its best advantage.
Departments Reporting Directly to the President
Athletic Director - The athletic director is responsible for organizing the
intercollegiate athletic teams, scheduling their various competitions,
monitoring compliance with recruitment policies of Arizona Athletic
Conference and National Junior College Athletic Association (NJCAA),
and hiring, supervising and evaluating coaches and athletic specialists. The
athletic director is a full-time faculty member.
Director of Buildings and Grounds - The Director manages the overall
custodial, grounds and crafts activities necessary to operate and maintain
the buildings and grounds. The director supervises and evaluates assigned
maintenance and operations personnel and develops and coordinates
preventive maintenance programs and energy conservation programs.
Department Structure
College faculty are divided among 16 departments or divisions. These
departments include 14 instructional divisions and the service areas of
library/media center and counseling. This represents a consolidation in
department structure from the 1982-83 academic year when there were 21
departments (Appendix 4.2).
Faculty in each department are represented by their chairperson to a
dean. The deans meet with the chairpersons and directors on a regular basis.
The same type of autonomy felt by the deans in relation to the president is
also fostered by the deans with the leaders of their departments. The
management and administration of each department is handled by its
respective chairperson (1'.xhibit L.6: Duties and Responsibilities of Department
Chairpersons are evaluated each year by their operational dean (RFPD.
I.6; Exhibit L. 5: GCC Department Chairperson Evaluation form).
Department/Division chairs are selected every two years by the faculty in
that area (Exhibit L.IS: Procedure for Selecting Department Chairpersons).
Some department chairpersons opt to have an assistant department
chair. These individuals often are responsible for coordinating the evening
instructional program and evaluating evening part-time faculty. Assistant
department chairs are common in departments or divisions in which several
disciplines are combined (e.g., Music, Speech, Theatre, and Foreign
GCC Self-Study 1992
Language department has two assistant chairs, one a music faculty member
and the other speech communications instructor; the chairperson is a foreign
language instructor). (Exhibit C.2: Faculty Handbook).
Governance Committees and Organizations
President's Administrative Council
This Council consists of representatives from the different employee
groups, other administrators on campus (Deans; Associate Dean; Director of
Maintenance and Operations; Coordinators of the offices of Institutional
Effectiveness, Community and School Relations, and Student Activities
and Services; Directors of Career and Adult Educational Services and the
Institute for Business, Industry and Technology; Chief of Safety and
Security; and Manager of College Business Services) and the College
President. The group meets on an "as needed" basis for dissemination of
information of the State Board of Community Colleges, the MCCCD
Governing Board and discussion of relevant college and district issues.
Deans' Council
This council consists of the four deans at GCC and meets once a week
for information dispersal and decision-making. When appropriate, the
group meets with the GCC faculty president and the Manager of College
Business Services as the Budget Development Committee.
GCC Chairpersons' Committee
This committee is composed of chairpersons in the Arts and Sciences
and is chaired by the Dean of Arts and Sciences. This committee meets
regularly for both informational and advisory purposes. The minutes of the
meetings are distributed to all faculty (Exhibit L.1 Minutes).
Budget Development Committee
Consisting of the four deans, the Manager of College Business Services,
and the Faculty Senate President, this committee meets weekly during the
budget development period and later as needed to develop a
recommended budget for the college. In 1991-92, three additional faculty
members attended the committee meetings.
College Staffing Advisory Committee
This committee consists of faculty and administrators. The
administrators are non-voting members of the committee. This group
makes recommendations to the college President for faculty hiring.
College Curriculum Committee
Composed of faculty representatives from various departments. and the
Dean of Educational Services, this committee meets on a monthly basis to
discuss and approve GCC credit course/program additions, modifications
and deletions.
GCC Self-Study 1992
Criterion 2: Resources
College Administration 45
Criterion 2: Resources
Community and
business leaders
work closely with
the college to
develop new
programs and
16 College Administration
The Faculty Association and Faculty Senate
All residential faculty are eligible for membership in the Glendale
Community College Faculty Association. Representatives negotiate
changes in employment policy ("Residential Faculty Policy (RFP)") with
the district administration by a process of "Meet and Confer" (RFP 1.2.7).
Approximately 76 percent of GCC's faculty are members of the
association, slightly below the district average of 83 percent membership.
By and from the membership of the Faculty Association, 15 faculty
representatives are elected to the Glendale Community College Faculty
Senate (one-third each year for three year terms) (Exhibit L.10: GCC Faculty
Senate Constitution).
Generally the Faculty Senate is concerned with academic and other
professional matters. The senate represents the faculty in the selection of
college administrators. The senate also works with the administration to
appoint faculty members to administrative committees.
The president of the Faculty Senate, elected by members of the Faculty
Association for a two year term, represents the faculty on a number of
councils and committees, including the Budget Development Committee
and the President's Administrative Council. The GCC Faculty Senate
President, along with three faculty representatives (two elected from the
Senate and one from the Faculty at large), also serves on the Faculty
Executive Council of the District-wide Faculty Association. As stipulated
in the RFP (Item 2.12.1), the college (and district) association presidents
receive reassigned "time.
Other Committees and Organizations
President's Community Council (PCC)
This Council consists of more than 100 representatives from business,
government and community organizations (Exhibit L.16: Membership list). The
group is chaired by a community council member, and the director of
Career Services coordinates the council's activities. The purpose of the
council is to provide a vehicle for the college leadership to communicate
with community leaders and to work with them to plan future directions
for the college. PCC support was significant in the .1984 Bond Election and
in the development of the High Tech Complex as well as the Alumni
Association (Exhibit L.17: PCC Annual Report).
Faculty Innovation Support Committee (FISC)
The primary objective of this faculty committee is to sponsor monthly
staff development activities for GCC faculty and staff (Exhibit L.9: Annual
report). The committee is supported by the Dean of Educational Services
and the college Innovation Center. The committee is composed of a
representative from the Innovation Center and three faculty members who
each receive three semester load hours of release time for their service.
Funding is provided by the district.
GCC Self-Study 1992
Employee Groups Associations
Full-time Employees
Support staff and management, administrative and technological
employees each have their own association [Professional Staff Association
(PSA) and MAT Association respectively]. These organizations are
primarily concerned about the general working conditions and general
welfare of their employee group. Both associations also elect officers from
their ranks, and the President of each college association is a member of the
District-wide Executive Committee of the association.
Part-time Faculty
The Part-time Faculty Association (PTFA) is concerned with
supporting the needs of part-time faculty throughout the district. Although
they have no formal voice in negotiating policy changes, the group seeks to
promote equity in salary and benefits, better working conditions, and more
effective communication with and between part-time faculty throughout the
district. PTFA currently has 273 members district-wide and
approximately one quarter of those teach at GCC (Exhibits L.19, L.20, L.24: By Laws,
Directory, Newsletters).
Other Committees
Residential faculty are accountable for participation on one college
committee each year. The faculty members are asked annually to rank their
preferences (Exhibit L.2: Committee request form), and the Faculty Committee
Assignment Committee makes the final assignment (Exhibit L.8: 1991-92
Faculty Committee Assignments). Results of a survey of faculty and staff show
that, in fact, 90 percent of full-time faculty are involved with at least one
college committee (O'Neil E7, crosstabs).
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