NOVEMBER 12, 2008

A retreat of the Maricopa County Community College District Governing Board was scheduled to be held at 4:00 p.m. at the Rio Conference Center in Tempe, Arizona, pursuant to A.R.S. §38-431.02, notice having been duly given.


Don Campbell, President
Colleen Clark, Secretary
Linda Rosenthal, Member
Scott Crowley, Member
Jerry Walker, Member

Guest: Debra Pearson (Newly Elected Board Member)

Rufus Glasper
Maria Harper-Marinick
Debra Thompson
Darrel Huish
Steve Helfgot
Albert Crusoe
Casandra Kakar for Anna Solley
Pete Kushibab
Paul Dale
Patty Cardenas-Adame for Shouan Pan
Joyce Elsner for Ken Atwater
Jan Gehler
Gene Giovannini
Mark Mason for Maria Hesse
Ernie Lara
Todd Simmons for Linda Thor
Jean Ann Abel for Velvie Green

The retreat was called to order at 4:05 p.m. by Governing Board President Don Campbell. Dr. Campbell welcomed everyone to this year Annual Monitoring Retreat and expressed appreciation that they took time to attend what the Board’s Calendar calls for as a yearly review of the Board’s Outcome Statements. He acknowledged the presence of all Governing Board Members in attendance and special guest from the Arizona Board of Regents, Mr. Fred DuVal. He then turned the meeting over to Vice Chancellor Debra Thompson.

Agenda Overview
Vice Chancellor of Business Services Debra Thompson provided an overview of the agenda which included:

• A presentation by Mr. Fred Duval pertaining to the Quiet Crisis in Education
• Assessment Monitoring Update
• Student Success Initiative
• Institutional Effectiveness Monitoring Update and Fact Book
• Economic Overview & Economic Modeling Tool
• Chancellor’s Remarks
• Board Member Comments

Assessment Monitoring Update

Speaking on this topic was Derek Borman of Mesa Community College who provided a summary of the 07-08 Student Learning Outcomes Update.

Chandler-Gilbert Community College
• SLOAC cross-cultural outcomes ratified by 10 academic divisions
• SLOAC developed personal development, critical thinking, communication and literacy goals/indicators template
• SLOAC awards funding for projects totaling 229 hours of development focusing on outcomes-related issues

Estrella Mountain Community College
• Piloted CBASE—tool assessing skills in English, math, science & social studies
• Development of interdisciplinary writing rubric, pilot in Fall 08/Spring 09
• Continued use of SAAC EZ form, more documentation of course-level assessment
• Assessment Happens newsletter published three times
• Team faculty, administrators, and institutional researchers attended HLC annual meeting

GateWay Community College
• Establishment of general education clusters comprising multidisciplinary teams
• Articulation of two-year assessment cycle
1. Year 1: Fall planning
2. Year 1: Spring assessment
3. Year 2: Closing the loop

Glendale Community College
• Structured tutorial courses and Nursing Entrance Exam improve nursing student performance on National Council of Licensure Examination
• Annual administration of Closing The Loop survey
• Secondary outcomes (speaking, technology literacy and information literacy) assessed every three years
• Process incorporated to evaluate demographic representativeness of samples in secondary outcomes assessments

Mesa Community College
• 12th annual Student Assessment Week, 3,000 students assessed in information literacy, numeracy, problem solving/critical thinking, and scientific inquiry
• Beginning students scored significantly higher than finishing students in most areas
• Finishing students did NOT score significantly higher than beginning students, in all areas of problem solving/critical thinking
• Piloted first online outcomes assessment using WebCT Paradise Valley Community College
• Academic Assessment Team, General Education Teams & Out of Classroom Assessment Team
• Created assessment rubric to address HLC recommendations: 1) feedback to programs, 2) inform and involve students, 3) measurable objectives, and 4) used in all program areas to improve student-learning
• Spring 2008 General Education Data Collection: 256 rubrics completed by 57 (57.6%) full-time faculty

Phoenix College
• Writing Assessment Committee collected 173 usable artifacts from 13 departments writing artifacts, female/white/diploma students scored higher.
• Review of Numeracy Assessment rubric, accepted without changes
• Day of Learning session: “Engage Your Students with an Oral Presentation”
• Critical Thinking Assessment Committee department visits and data collection
• 400 students assessed in information literacy, statistical analysis next year
• Further development of workforce graduate surveys, online option under scrutiny

Rio Salado College
• 19 departments reported critical thinking components of 48 courses (400 sections), analysis and evaluation most often cited
• Rio students scored higher than national average on Measurement of Academic Proficiency and Progress
• Annual Learning Experience On Assessment & Learning, 480 adjunct faculty attended
• Four RioLOGS awarded during the 2007/2008 academic year

Scottsdale Community College
• Appointed Assessment Coordinator and Steering Committee
• Nursing students scored (800) well above acceptable level (700) on HESI test
• Administration of Intercultural Development Inventory to study-abroad students
• Critical thinking outcome adopted
• Published and disseminated “Tips For Effective Writing”
• Participating in HLC’s Academy for Assessment of Student Learning South Mountain Community College
• Academic Program Review and Assessment of Student Learning committee developed new program reporting format, greater emphasis on qualitative
• Academic Assessment Week summative and formative evaluations
• Five faculty completed Quality Matters training for development of online courses
• APRASL sponsored “From Objectives to Outcomes” workshop
• Identification of GE outcomes: critical thinking, analytical thinking, information literacy, written/oral communication, and personal development
• Will participate in HLC’s Academy for Assessment of Student Learning

A second handout was provided by Derek that provided ideas for closing the loop on the activities and initiatives of MCC’s Results Outreach Committee. These include Content Expertise, Campus Visits, Promotion, Grants, Campus Culture, and Faculty Resources.

The question was asked by Chancellor Glasper as to what one sentence advice should be given:

This was answered as follows:
1. On-line assessment needs to get going
2. Have a plan for outcomes measures. Should be deliberate choice about outcomes measurement.
3. Get faculty buy-in. Needs to become part of culture.

The question was also raised about classroom assessment. Is achievement correlated to what is taking place in the classroom? There needs to an assessment of techniques used.

Quiet Crisis in Education

Mr. Fred DuVal, provided a presentation pertaining to the crisis taking place in education which most of the public is not aware of because it is not presented in a way that is fundamental to the future and future generations. Members of the Board of Regents are making a concerted effort to present this message which questions if America’s economic success is over; does America have the psyche to succeed; who are we as Americans. He commented that other countries are more educated than the USA. Our fourth graders are math, science, and reading deficient and they never catch up. Arizona is in the bottom tier of college going rates. A lot of talent is being wasted. A barrier is the thought that is it better to be rich than smart. Low income students do not go to college. This is a quiet crisis because it is does not have high visibility. There are different kinds of ways; many casualties in education. Four ways to compete: dictator, size, cost, innovation. We only compete in one (talent-based). U.S. must increase degrees by 1/3 to compete. The future workforce need will require degrees. Need to double degree production by 2020.

Solutions include workforce preparation, innovation and research, economic growth and development. The more you learn the more you earn. There are two cycles: a vicious stagnate economy and growth, and stagnate income base. Have lead economic growth through tax cuts. Future is linked to investment in economic tax base. We are losing our competitive edge. There is no birthright to America’s leadership in the world. The risk is we won’t know it is over until we have lost. It is in our DNA to be first. We think we have done it all. If we think about our kids, this is a policy choice. Through inaction to meet this crisis we will let this continue. Attempting to build a coalition between community college and K-12. All stakeholders need to make education a priority of our culture. Need make people know that pathways exist to higher education. How does policy get structured? Is there sufficient buy-in from Board of Regents? Is there openness to changing policies if they start at community colleges. Need to create a stronger pipeline towards universities. If people are able to get a two year degree, 80% chance of never being on welfare. (Video available for viewing at

Student Success Initiative

Dr. Daniel Corr, Vice President of Academic Affairs at Scottsdale Community College, spoke about the MCCCD Student Success Pilot Project.

The Project’s Objectives are:
• To develop, implement and sustain a systemwide initiative to positively impact student retention, persistence,a nd goal completion.
• “One Maricopa” – a standardized Maricopa experience for our student cohort.

The Project’s Process:
• Representatives from all ten colleges met eight times starting in Spring 2008;
• The grou’s work was shared with faculty, college presidents, and other stakeholders along the way;
• National, state, and local research was reviewed;
• MCCCD’s best practices were identified.

The Cohort consisted of:
• New-to-college students;
• Enrolled in 12 credit hours or more;
• Degree or transfer intent;
• Some colleges are including other populations.

The Maricopa Experience will include:
• Participation in a comprehensive orientation program;
• Assessment tests for Reading, Writing, and Mathematics;
• Academic advising.

Additional Measures for Developmental Students:
• They begin their developmental courses during their first semester;
• Enrollment in a student success course;
• Colleges will retain flexibility in the delivery of prescribed experiences.

Other Student Success Efforts:
• Early warning systems;
• Academic support services;
• Professional development for faculty and staff;
• Service learning, learning communities, and other opportunities for engagement.

Measures of Success/Evaluation:
• Completion of the course with a grade of a C or better.
• Persistence from semester to semester at any MCCCD College;
• Successful completion of college-level courses after completion of developmental sequence;
• Persistence to goal (degree/transfer).

Next Steps:
• Implementation teams being formed at each college;
• Orientation, assessment and advisement for Spring 2009 semester;
• Required Reading and Student Success courses for Fall 2009 semester;
• Initial funding allocation used to establish Student Success Infrastructure.

• Communication. Communication. Communication.
• Recruitment of Reading faculty;
• Realignment of business practices
• Integration with new Student Information System

Institutional Effectiveness Monitoring Update and Fact Book
Beth Larson provided the following information:

• Monitoring Update
• Predictive Analysis
• Fact Book 2007-08
• Fact Card

Indicators are used to help document the degree to which the district is accomplishing its mission.

The Chancellor has challenged the district to act upon his number one priority, helping students succeed, by working together as “One Maricopa” in support of student success.

Monitoring Areas include

  • Student Progress
  • General Education
  • Developmental Education
  • Workforce
  • Transfer

Performance Targets

  • National Community College Benchmarking Project was used to set performance targets.
  • Comparisons are based upon data from 170 Community Colleges Nationwide
  • Benchmarks can be set and used to identify areas for improvement and areas of strength.
  • Progress can be measured over time.

Significant improvements

  • Student Progress
  • Credit Student Persistence Fall 2006 to Fall 2007
  • Workforce
  • Occupational Completers
  • Completers employment within three months of completion.
  • Completers continuously employed 9 months after completion.

Significant declines

  • Student Progress
  • Institution Wide Credit Course Withdrawal
  • Credit and College Level Course Success Rates
  • College Level Course Retention Rate
  • Institution Wide Credit Course Excelling Rate
  • Developmental Education
  • Developmental Reading Success Rate

Key Findings – Student Progress

  • The share of grades reflecting successful completion (A,B,C,P) has fallen.
  • The share of withdrawals (W,Y) has risen.
  • The share of excelling grades (A, B) has fallen. (56.7% – 55.3%)
  • 61% of students enrolled in Fall 2006 continued their enrollment to the following spring 2007.
  • 45% of students enrolled in Fall 2006 continued their enrollment to the following Fall 2007.
  • Fall-to-fall persistence was significantly higher than in the previous reporting period.
  • Targets met for
  • Credit course completion (A,B,C,P)
  • Share of grades excelling (A,B)
  • Targets not met for
  • Credit course withdrawal
  • College level course success and retention
  • Fall to spring and fall to fall persistence

General Education
Success in core academic skill areas.
– College Algebra
• MAT150,151,152
– English Composition
• Eng 101
– English Composition II
• Eng 102
– Communication
• Com100

Share of Grades Reflecting Successful Completion (A,B,C,P) 2007

College Algebra 55.5% 59%
English Composition II 59.5% 69%
English Comp I 67.7% 72%
Communication 72.4% 77%

Developmental Student Profile

  • In Fall 2007 nearly 15,000 students (12.5% of all students) were enrolled in one or more developmental education courses.
  • 70% of the students have no prior college experience.
  • Almost half are under 20 years of age.

Success in developmental courses.
(<100 not including ESL)
– Math – N=10,662
– English – N=4,332
– Reading – N=3,032

Lower reading success rates when compared to 2006 (-2.9%)

Share of Grades Reflecting Successful Completion (A,B,C,P) 2007
Actual Target
Math 50% 56%
English 60.9% 66%
Reading 65.3% 70%

62% of students who completed developmental math are successful in intermediate algebra within one year. (Target 66%)

72% of students who completed developmental writing ENG071 are successful in First Year Composition (ENG101) within one year.
(Target met 72%)

Maricopa Community College District is the largest provider of workforce training in Arizona.
– 2006-2007 indicators
• 88% of students met academic skill attainment criteria
• 89% of students met occupational skill attainment criteria
• 55% of students completed 18 occupational hours or received an award Overall the district indicators exceed the statewide targets.

Workforce indicators
Actual Target
Academic Skill Attainment 88% 87%
Occupational Skills 89% 86%
Occupational Completers 55% 41%
University Transfer 10% 10%
University Persistence F-S 87% 80%
Job Placement – 3months 63% 40%
Continuous Employment - 9 months 88% 78%

  • Nearly 45% of students indicate an intent to transfer,
  • Nearly 5,400 new transfer students attended Arizona state universities in 2006-2007
  • More than 6,000 bachelor degrees were awarded to students having 12 or more Maricopa Credits.


  • Earned hours 19.45
  • Persistence to second University year – 84%

Tools to help improve student success –
Predictive Modeling:

  • Exploratory data analysis to predict students in developmental courses who are at risk of failure.
  • Clementine data mining software
  • What students could benefit from interventions?
  • Uses multiple variables to construct a model.
  • What information can be used to design a model?
    – Financial aid, socio-economic, placement tests, demographics, course taking behavior are considered.

Fact Card:

Fall 2008 -----Fiscal Year 2007-2008

  • Student Profile
  • Top Programs
  • Enrollment and FTSE
  • Financial Information
  • Transfer Information
  • Employee Information
  • Where to Find More Information:
    MCCCD Data and Projects – Fact Books, Fact Cards, and Student Profiles
  • Reports: Governing Board - Monitoring Reports

Economic Overview & Economic Modeling Tool

Mary Vanis and John Catapano from the Workforce Development Division provided an overview of economic and workforce indicators. Mr. Catapano explained how the EMSI software they subscribe to can provide information which would assist campuses help their student transition to new jobs or careers.


Concluding Comments:
Dr. Glasper commented that we need to review on a daily basis sobering news and that we cannot be more challenged than we are now. We need to change the way we do business. The Board challenged us to mandate in a new direction. To see the best interest of students, we need to do business in a different way. We need to change numbers and we will begin to see the numbers in retention grow. Numbers for our system have been high. We have new partnerships that are being developed to identify students with developmental needs. At the P-20 Council they are redefining their vision so that when students get to us they will be ready to read and achieve. Our business and industry members will be part of our lifeline. He thanked everyone present and for listening to what the data had to say about making changes in our own minds, especially during this time when we need to change our budget. If we are the largest provider of workforce planning, how do we balance or send that message to the state legislature?

  • Mrs. Rosenthal wished everyone good luck.
  • Dr. Campbell commented on everyone’s good work.

The meeting adjourned at 7:00 p.m.



Colleen Clark
Governing Board Secretary