1.1.1 - Pima Community College

Transcription

Table of Contents
Introduction .......................................................................................................................1
Completion Status ..............................................................................................................2
Initiative 1: Provide Evidence of Student Learning and Teaching
Effectiveness .................................................................................................3
Strategy 1.1: Create goals for student learning outcomes that are clearly
stated for each education program and make effective
assessment possible .......................................................................................3
Strategy 1.2: Create effective learning environments to ensure student success..............14
Strategy 1.3: Develop and enhance effective educational and business
partnerships to increase learning opportunities for students .......................17
Strategy 1.4: Value and support effective teaching to develop the community
through learning ..........................................................................................29
Strategy 1.5: Develop and enhance learning and educational resources to
support student learning and effective teaching ..........................................35
Strategy 1.6: Prepare the College for the North Central Accreditation
Self-Study ....................................................................................................41
Initiative 2: Improve Student Success in Developmental Education.........................45
Strategy 2.1: Leverage community resources ...................................................................45
Strategy 2.2: Develop effective strategies to help developmental students
successfully complete coursework ..............................................................56
Strategy 2.3: Design and implement effective instructional models for
developmental courses ................................................................................63
Strategy 2.4: Increase professional development activities for mathematics,
reading, writing, and ESL faculty and Learning Center directors...............69
Strategy 2.5: Establish an advising system for students who are required to
retake a developmental course ....................................................................72
Strategy 2.6: Establish effective leadership, processes, and resources to
support an effective Developmental Education Program ............................76
Initiative 3: Redesign Student Services ........................................................................81
Strategy 3.1: Reorganize College leadership of student services to be more
centralized and coordinated .........................................................................81
Strategy 3.2: Reconfigure and update technology ............................................................83
Strategy 3.3: Configure an employee intranet to address communication and
training.........................................................................................................86
Strategy 3.4: Implement a student services center approach on all Campuses.................90
Strategy 3.5: Improve staff training in student services ...................................................96
Strategy 3.6: Conduct a staffing review............................................................................99
Initiative 4: Create Foundations for Creativity and Innovation..............................102
Strategy 4.1:
Strategy 4.2:
Strategy 4.3:
Strategy 4.4:
Strategy 4.5:
Expand College access and outreach .........................................................102
Create a college-wide wellness program ...................................................113
Expand and develop community connections ...........................................121
Revitalize College spaces ..........................................................................135
Create an institutional structure of change ................................................141
Initiative 5: Improve the Use of Physical Assets........................................................146
Strategy 5.1: Develop and implement an institutional facilities master plan .................146
Strategy 5.2: Develop an instructional facilities model ..................................................155
Strategy 5.3: Integrate environmentally sustainable design and
maintenance practices................................................................................161
Strategy 5.4: Develop external partnerships ...................................................................166
Initiative 6: Master Technology ..................................................................................173
Strategy 6.1:
Strategy 6.2:
Strategy 6.3:
Strategy 6.4:
Strategy 6.5:
Strategy 6.6:
Improve technology training .....................................................................173
Improve use of technology ........................................................................179
Improve support for technology ................................................................187
Improve College communication ..............................................................191
Protect information ....................................................................................195
Expand access to internal information (Intranet) ......................................199
Initiative 7: Strengthen Administrative Operations .................................................203
Strategy 7.1:
Strategy 7.2:
Strategy 7.3:
Strategy 7.4:
Increase public information about College operations ..............................203
Systematically assess and address College risk and liability ....................208
Improve internal operations.......................................................................214
Expand use of customer feedback tools to improve service
delivery ......................................................................................................223
Strategy 7.5: Strengthen employee training in operational procedures ...........................227
Introduction
The 2008-2011 College Plan covered the period from July 1st 2008 through June 30th 2011. It
focused efforts on seven initiatives:
1. Provide Evidence of Student Learning and Teaching Effectiveness
2. Improve Student Success in Developmental Education
3. Redesign Student Services
4. Create Foundations for Creativity and Innovation
5. Improve the Use of Physical Assets
6. Master Technology
7. Strengthen Administrative Operations
The Plan included 38 strategies and 200 action items which explored important issues affecting
students, employees, and the wider community. This report includes the detailed activities that
were carried out in order to complete the strategies and actions. Within each action, activities are
organized by District location. Of the 200 action items, 194 were completed within the Plan time
period.
1
Completion Status
Initiative
Actions
Strategies Actions
Completed
Percent
Actions
Completed
1. Provide Evidence of Student
Learning and Teaching
Effectiveness
6
31
291,2
93.5%
2. Improve Student Success in
Developmental Education
6
28
243
85.7%
3. Redesign Student Services
6
35
35
100.0%
4. Create Foundations for
Creativity and Innovation
5
24
24
100.0%
5. Improve the Use of Physical
Assets
4
24
24
100.0%
6. Master Technology
6
32
32
100.0%
7. Strengthen Administrative
Operations
5
26
26
100.0%
TOTAL
38
200
194
97.0%
1
Action 1.1.1, Standardize student learning outcomes college-wide, including program and course
offerings, was not fully completed during this plan cycle. Although much was accomplished during the
Plan time period, the extensive work needed to complete this action has necessitated that it roll over into
the next planning cycle. Student learning outcomes will be the focus of Strategy 2.6 within the new 20112013 College Plan, and college-wide standardization of these outcomes will be addressed specifically in
Action 2.6.3.
2
Action 1.1.7, Incorporate the goals of the Governor’s P-20 outcome recommendations into the College’s
offerings, was not completed during this plan cycle. The Governor’s P-20 council was reconstituted in
such a way that College involvement was no longer advantageous.
3
Strategy 2.5, Establish an advising system for students who are required to retake a developmental
course, was not completed during this plan cycle. After careful consideration by the Developmental
Education and Retention Standing Committee, it was recommended to the Chancellor that the actions
within this strategy be re-evaluated as part of a broader plan for improving developmental education at the
College. These ideas, along with many others, will be considered in the new Developmental Education
Initiative in the 2011-2013 College Plan.
2
Strategy 1.1
Create goals for student learning outcomes that are clearly
stated for each education program and make effective
assessment possible
Completion Date: April 30, 2010
Provost and Executive Vice Chancellor, Assistant Vice Chancellor
for Academic Services and Vice Provost, and Administrative Chair
of the Student Learning Outcomes Standing Committee
Six Actions Complete
Two Actions Incomplete
Strategy 1.1 was designed to promote the establishment of clearly defined student learning
outcomes (SLOs), with emphasis on SLO standardization, dual enrollment and transfer
partnership development, alignment with K-12 and universities, math, science and writing
subject areas, and workforce and industry needs. Major accomplishments within this
strategy include: (1) Initiation of the standardization process for program outcomes and
establishment of outcomes for most of the College’s occupational and transfer programs,
(2) Student Success (STU) course offerings added at local high schools for increased
access, (3) Significant increases in dual enrollment course offerings and the number of
students enrolled, and (4) Establishment of new partnerships with universities to increase
bachelor degree options for students.
3
1.1.1
Standardize student learning outcomes college-wide,
including program and course offerings.
Assistant Vice Chancellor for Academic Services and Vice Provost,
and Vice Presidents of Instruction
Action 1.1.1, Standardize student learning outcomes college-wide, including program and course
offerings, was not fully completed during this plan cycle. Although much was accomplished during
the Plan time period, the extensive work needed to complete this action has necessitated that it roll
over into the next planning cycle. Student learning outcomes will be the focus of Strategy 2.6 within
the new 2011-2013 College Plan, and college-wide standardization of these outcomes will be
addressed specifically in Action 2.6.3.
All Campuses
1 Course level objectives have been aligned with program outcomes and are consistent across the
College. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
2 Modified objectives have been entered into the course bank and are therefore available online for
students and faculty. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
3 Review and update of program objectives has been incorporated into the Program Review
process. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
4 The process for the development of program outcomes has been standardized. Program outcomes
have been developed for most of the College's occupational and transfer programs. The outcomes
have been entered into TracDat. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
5 TracDat system purchased and operational in Fall of 2008. Data entry is ongoing. (All, VPs of
Instruction)
Community Campus
1 Adult Education has standardized course schedules and course offerings at the three learning
centers. (CC, S. Lee)
2 Adult Education Student learning outcomes are standardized and located in the Arizona Adult
Education Content and Performance Standards for Adult Basic Education (ABE), Adult
Secondary Education (ASE) and English Language Acquisition for Adults (ELLA). The
Standards were developed by practitioners from across Arizona and under the supervision of the
Arizona Department of Education. (CC, S. Lee)
Desert Vista Campus
1 Early Childhood program completely revised their curricula and aligned to the National
Association for the Education of Young Children (NAEYC) standards in preparation for national
accreditation. (DV, S. Kukla, A. Henderson, C. Yrun-Calenti, D. Cohn)
East Campus
1 At the East Campus, SLOs were identified by program faculty and approved for Emergency
Medical Technology, Pharmacy Technology and Veterinary Science Technology. (EC, C. Fugett)
Northwest Campus
1 Defined student learning outcomes (SLO) for the Clinical Research Coordinator, Direct Care
Provider, Student Success and Therapeutic Massage programs. Shelly Dorsey guided the
development of SLOs in Clinical Research Coordinator, Therapeutic Massage, Direct Care, and
Hotel Restaurant Management programs. In addition, the STU CDAC has developed SLOs, and
is continuing to assess SLOs in the STU courses and program. (NW, Ann Shubitz, Dave Padgett,
Janet Vizard, Patricia Houston, DeLisa Siddall, Andy Robinson)
4
2 Northwest is represented on the District Student Learning Outcomes Standing Committee by the
Division Dean and needed information is relayed to the campus.
The Campus Student Learning Outcomes (SLO) facilitator, Shelly Dorsey, made a presentation
to the campus community in January 2009. SLOs were also presented by Patricia Houston as an
agenda item at Spring Convocation. Bill Scurrah led a campus meeting regarding Criterion 5,
Engagement and Service. The Campus administrator attended the SLO update on 4/30/09. (NW,
Patricia Houston)
3 The administrative co-chair of World Languages and Sign Language CDACS, worked closely
with faculty to implement Program Review. (NW, Patricia Houston)
West Campus
1 In Spring 2009, leveled performance objectives for nursing core courses were revised and
approved by the College Curriculum Committee. These new objectives will enhance
evidence-based content in the nursing curriculum. (WC, M. Mayhew, Division Dean of Nursing)
2 Math Faculty and SLO facilitator, Roger Werbylo, gave faculty workshops at All Faculty Day
and in a Department Chair forum during spring 2009 with the purpose of updating and providing
direction for the next level of SLOs. (WC, V. Cook, VP of Instruction)
3 Seven SLOs were identified and approved by the nursing faculty. Measurement of these SLOs
will begin in Fall 2009. (WC, M. Mayhew, Division Dean of Nursing)
1.1.2
Align program offerings with K-12 and university curriculum.
Desert Vista Campus
1 Pima's AA in Early Childhood Education to the UA's Bachelors Early Childhood Education
program has been finalized. (DV, S. Kukla, S. Gers, Division Dean, T. Roush, VP of Instruction,
C. Albrecht, President)
2 Student Success courses are offered for students at the following high schools:
a. PPEP TEC HS - STU 100 (College Success Skills), STU 105 (Math Success Skills), STU 109
(Making Career Choices)
b. Toltecalli Academy - STU 100 (College Success Skills), STU 109 (Making Career Choices)
(DV, M. Sando)
Northwest Campus
1 Implemented Perkins Grant for Clinical Research Coordinator. (NW, P. Houston, A. Moraga, A.
Robinson)
2 NW Campus hosted and will continue to host regional "Train-the-trainers" sessions for State
Certification of Direct Care Provider. (NW, P. Houston)
3 With Joint Technical Education District created a foundational course that will lead high school
students into Allied Health fields. (NW, P. Houston)
West Campus
1 Perkins Grant awarded for three consecutive years, 06-07, 07-08, and 08-09 for Medical
Laboratory Technology, allowing for purchase of capital equipment, including urinalysis
analyzer, electrophoresis, CO2 incubator, funding professional development for faculty, and
funding half time lab support position (lead faculty Linda Saavedra). (WC, M. K. Gilliland WC
Division Dean Science and Technology)
5
2 Perkins Grant awarded for two consecutive years, 08-09 and 09-10 for Fashion Design, allowing
for laptops, software, machines, program staff with each grant at approximately $50,000 and
$75,000. Funding allowed staff to visit five high schools, and conduct workshops to train
teachers about Fashion Design from around the state. Will do a summer workshop on behalf of
the Arizona Department of Education (ADE) in summer 2009. Division Dean and VP of
Instruction to attend ADE meeting in June 2009 to discuss statewide assessments. (WC, D.
Lammers, WC Division Dean Arts Communication and Humanities; T. Felty, Arts Dept (ART)
Chair)
1.1.3
Increase high school offerings through dual enrollment for
transfer.
All Campuses
1 High school offerings through dual enrollment have been increased substantially over the past
three years (from 2006-07 to 2008-09). The number of locations has increased from 27 to 31 and
the number of students has increased from 1,039 to 1,517. Total courses offered have increased
from 100 to 204 over the same time period. (All, VPs of Instruction, B. Murphy, AVC and Vice
Provost)
2 VPs of Instruction met with service area high school and charter school administration to discuss
an increase of offerings with a special focus on Tech Prep and JTED. Discussion led by H. Muir.
(All, H. Muir, VP of Instruction)
Desert Vista Campus
1 Dual Enrollment Status: Fall 2008 (7 classes/116 students), Spring 2009 (12 classes/255
students) Schools: Desert View High School, Sahuarita High School, Sunnyside High School,
San Miguel High School, PPEP TEC High School, Aztlan Academy and Toltecalli Academy
(DV, Marilynn Sando, Outreach Coordinator)
2 Engaged in meetings with principals, assistant principals, counselors and other pertinent staff at
the following high schools regarding the expansion of Dual Enrollment offerings on these dates
1/29/09, 2/4/09, 2/9/09, 2/16/09, 2/23/09, 3/4/09, 3/9/09, 3/14/09, and 3/16/09: This included
Sahuarita HS, San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS, Toltecalli
Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, and S.T.A.R. Academy.
(DV, T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B. Wheeler, Division
Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach Coordinator)
3 The following high schools in the Desert Vista Campus catchment area offer PCC dual
enrollment classes for transfer: Desert View HS - WRT 100, WRT 101, MAT 122, MAT 151,
SLG 101; Sahuarita HS - MAT 122, MAT 151; San Miguel HS - SPA 101 (two Classes), SPA
102 (two classes); Sunnyside HS - WRT 100, WRT 101; Toltecalli Academy - WRT 100. We are
currently collaborating with Pueblo HS and Alta Vista HS for participation in the dual
enrollment program in 2010-2011. DV held Spring 2010 Dual Enrollment School visits to
various High Schools in our service area: Alta Vista High School on 2/17/10, Desert View High
School on 2/1/10, PPEP TEC on 2/12/10, Pueblo Magnet High School on 3/5/10, Sahuarita High
School on 2/19/10, San Miguel High School on 2/11/10, STAR Academic on 2/1/10, Sunnyside
High School on 2/5/10, Toltecalli Academy on 2/8/10 (DV, T. Roush, VP of Instruction, B.
Miller, M. Sando, J. Soto, VP of Student Development)
Northwest Campus
1 Increased occupational and transfer course offerings in Dual Enrollment by 5% in service area
high schools and charter schools. Dual enrollment offerings are up from 15 in Spring 2008 to 29
in Spring 2009, a 93% increase in Northwest Campus service area schools. (NW, Aubrey
Conover, Dave Padgett)
6
West Campus
1 Added JTED courses in Digital Arts and Fashion Design. (WC, V. Cook, VP of Instruction)
2 Offered BIO110 Techniques and Mathematics for the Laboratory dual enrollment classes with
Pueblo High School in Spring 2009. (WC, M. K. Gilliland WC Division Dean Science and
Technology)
3 The WC offered dual enrollment classes at the Luz Academy and Tucson High in Fall 2008 and
Spring 2009 semesters. (WC, D. Lammers, WC Division Dean Arts Communication and
Humanities, V. Cook, WC VP of Instruction)
1.1.4
Increase high school offerings through dual enrollment for
occupational/workforce including Tech Prep and the Pima
County Joint Technological Educational District (JTED).
All Campuses
1 The Tech Prep Coordinator and Vice Presidents of Instruction continue to work with Pima
County Public School Districts, Charter High Schools, the JTED and with Job Corp to create
more career and technical education and workforce opportunities for secondary education level
students. The results are as follows: Since the 2006-2007 academic year to the current academic
year (2009-2010): 1) the annual number of Occupational Dual Enrollment sections of classes has
increased from 20 to 100; 2) the number of students enrolled in Occupational Dual Enrollment
classes has increased from 268 (2006-2007) to the current year figure of 1,319; 3) the number of
articulation agreements has increased from 312 to the current year figure of 335; and, 4) the
number of students enrolled in articulated credit classes has increased from 1,794 in 2006-2007
to the current year figure of 2,000. JTED enrollments have increased from a low of 10 to the
current semester enrollment of 102. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
Desert Vista Campus
1 DVC dual enrollment for occupational and workforce include culinary arts, aviation and early
childhood education. A new JTED program was established at the aviation center and has served
over 100 students. (DV, T. Roush, VP of Instruction, B. Miller, M. Sando, J. Soto, VP of Student
Development, S. Gers, Division Dean, D. Stogsdill)
1/29/09, 2/4/09, 2/9/09, 2/16/09, 2/23/09, 3/4/09, 3/9/09, 3/14/09, and 3/16/09. This included
Sahuarita High School, San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS,
Toltecalli Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, and S.T.A.R.
Academy. (DV, T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B.
Wheeler, Division Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach
Coordinator)
Downtown Campus
1 Downtown Campus continues to provide leadership in Dual Enrollment. As of the date of this
report, there were 1,326 students enrolled in dual enrollment classes. There are currently 349
articulation agreements in place. In 2008-2009, 1,897 students received articulated credit and it is
estimated that the number in this year will be in the 2,000-2,200 range. (DC, T. Forster, Division
Dean)
East Campus
1 The East Campus Pharmacy Technology program served and enrolled 35 JTED students focused
on this career. (EC, C. Fugett)
7
Northwest Campus
1 High School students have had an opportunity to learn about these three programs either on the
NW Campus, or as the program faculty traveled to various venues. (NW, A. Robinson, J. Vizard,
A. Trujillo, P. Houston)
2 Implemented a JTED cohort for HS juniors at the NW Campus for a year and a half program
leading to a certificate in Hotel and Restaurant Management (HRM). (NW, P. Houston, A.
Trujillo)
3 Increased occupational and transfer course offerings in Dual Enrollment by 5% in service area
high schools and charter schools. Dual enrollment offerings are up from 15 in Spring 2008 to 29
in Spring 2009, a 93% increase in Northwest Campus service area schools. (NW, A. Conover, D.
Padgett)
West Campus
1 Added JTED courses in Digital Arts and Fashion Design. (WC, V. Cook, VP of Instruction)
1.1.5
Strengthen student preparation in mathematics, writing, and
science.
All Campuses
1 Advisory Committee for Biotechnology Education includes members from the University of
Arizona and Tucson Unified School District. Meets one or two times per semester to discuss,
coordinate and promote Biotechnology education in K-12, community college, and
4-year/graduate school. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
2 Faculty liaisons to the Learning Center in math and writing. This is a supplemental assignment
position with a specific set of responsibilities. (All, VPs of Instruction, B. Murphy, AVC and
Vice Provost)
3 In numerous contract training classes offered through the WIRED initiative, embedded
contextualized math and science concepts are a part of the classes; Pima County highly supported
this approach. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
4 Math, science and writing instructors volunteer office hour time in the Learning Center to
provide extra tutoring for all students. (All, VPs of Instruction, B. Murphy, AVC and Vice
Provost)
5 Math, science, and writing faculty are active in the recruitment of tutors for the Learning Center.
(All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
6 Pima Community College Mathematics Competition provides a way to recognize math
achievement at the secondary level and provides a mentorship relationship with the community
high school mathematics teachers. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
7 Science and Engineering Day is an annual event coordinated by Alexander Shayevich,
Engineering Lead Faculty, with TUSD. Invitations are sent to 150 students and the event
includes hands-on demonstrations and activities in Engineering and other science fields. This
year Chemistry, Physics and Optics/TEC were included. (All, VPs of Instruction, B. Murphy,
AVC and Vice Provost)
8 Summer 2009 had Summer Bridge Academies in Optics/TEC and Engineering (supported in part
by an NSF ATE sub-recipient grant with ASU), and in Biotechnology (supported in part by
JTED). Some students also had support through the TUSD CTE program (Career and Technical
Education). (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
9 Use of Accuplacer as a diagnostic tool to assess math, writing and reading readiness at the
sophomore and junior level, and prepare individual educational plans for Pima Partnership
Charter High School students. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
8
10 Vice Presidents of Instruction participated in a statewide consortium of educators, business
professionals and non-profit organization members to develop a coherent K-20 engineering
pathways structure. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
Community Campus
1 Adult Education increased the number of math classes offered, to include three Saturday Math
Express classes at the Community Campus offered in the spring 2010. Math Express classes are
intensive, short-term reviews of key math skills necessary to pass the GED Math test. (CC, S.
Lee)
Desert Vista Campus
1 Conducted planning meetings on the following dates: 10/07/08, 11/14/08
12/01/09, 12/05/08, 12/11/08, 12/13/08, 01/11/09, 01/16/09, 2/13/09, 2/17/09, 3/05/09, and
3/13/09 for GEAR UP campus activities and GEAR UP Summer Math Academy. Collaboration
continues with West Campus, the University of Arizona, Sunnyside School District and Tucson
Unified School District. (DV, M. Sando, Division Dean, B. Miller, Advanced Program Manager,
B. Wheeler, Outreach Coordinator, C. Albrecht, President, D. Aguilar and L. Leon, Faculty)
2 DV faculty spend office hours in the learning center tutoring students. (DV, D. Pacheco, T.
Roush, VP of Instruction, S. Gers, Division Dean)
3 DV reading and math faculty give common final exams. (DV, D. Pacheco, T. Roush, VP of
Instruction, S. Gers, Division Dean)
4 Pima's Center for Early Childhood Studies, working with the Math Department faculty, has
designed course sections of MAT 086 and MAT 092 with continuous supplemental instruction
for AA Early Childhood transfer students. These courses will be implemented in Fall 2010 and
Spring 2011. (DV, S. Kukla)
5 Upward Bound (UB) provides instruction in Math (SAT/ACT prep and AIMS prep-offering
Algebra II this summer), Science (summer program courses in Physics) and Writing
(Literature/Composition). Currently, all our UB seniors have met the AIMS requirements for
graduation in Math, Reading, and Writing. Models and other scientific materials have been
ordered to establish a "Science Corner" study room for students to practice lab skills outside of
lab time. (DV, D. Pacheco, T. Roush, VP of Instruction, S. Gers, Division Dean)
6 Upward Bound has created, and hired staff for, a series of enrichment workshops in the
following subjects: Literature, Law, Culture, and Science. The workshops occurred on 9/20/08,
10/2/08, 10/18/08, 11/15/08, 12/13/08, 1/10/09, 2/7/09, and 3/14/09. (DV, Daniel Pacheco,
Upward Bound Program Manager, Rosemary Ortega, Coordinator, Carlos Gonzales, Support
Tech, Erin Suelmann, Carolina Sesteaga, Joanne Kingman, Temporary Staff Instructors)
East Campus
1 The East Campus Library assisted with the implementation of a student learning outcomes
survey for various EC writing classes. (EC, C. Fugett, President)
2 The East Campus’ Project SOAR, an SSS/Trio grant for students with disabilities, hired and
trained 5 tutors in math, reading and writing. In the Spring 2011 semester 100 SOAR students
received 320 hours of tutoring in these subjects. (EC, C. Fugett)
Northwest Campus
1 Capital requests, including new physics equipment, were approved and the equipment purchased.
(NW, A. Conover)
2 Created new writing computer classroom utilizing laptop ovens. Laptop oven was purchased via
the capital process and is utilized by WRT instructors in A-316. (NW, P. Leverentz, P. Houston,
D. Padgett)
3 Exploring the development of a non-credit refresher summary in math (CDAC approved).
Proposal to be sent to the Provost. (NW, N. Corson, A. Conover, D. Padgett)
9
4 Implemented a new pilot to allow MAT 092 students to utilize the Testing Center which will
allow for more time on task in the classroom. The Northwest Assessment Center only has one
testing room, thus a limited number of students can be served. In MAT 092 the testing pilot was
continued in Fall 2008 and Spring 2009. Assessment of the pilot will occur at the end of Spring
2009. (NW, D. Morris-Murphy, D. Padgett)
5 Implemented master tutor pilot supplemental instruction for specific mathematics courses at the
Northwest Campus. A tutor pilot was continued for MAT 220 in Fall 2008 and Spring 2009.
(NW, Nina Corson, Ed Gallagher, Diana Morris-Murphy, Dave Padgett)
6 Northwest carried out a realignment of instructional staff to match faculty and student needs.
(NW, V. Cook, VP of Instruction)
7 Purchased science program's capital requests to enhance learning. A gas chromatography system
was purchased for the Chemistry Department. A media and solutions dispenser was purchased
for Biology. (NW, S. Kramer, A. Conover)
8 The Provost approved the pilot project with a math refresher. The program is active and ongoing.
(NW, N. Corson, A. Conover, V. Cook, VP of Instruction)
9 Used Perkins funds to support at-risk students in Math and Science with tutoring as needed.
(NW, P. Houston, A. Robinson, E. Gallagher)
West Campus
1 "Science and Engineering Day" held at WC on March 9, 2009 with outreach to 150 Middle and
High School students, in conjunction with GEAR UP (lead faculty, Dr. Alexander Shayevich,
Engineering). (WC, M. K. Gilliland WC Division Dean Science and Technology)
2 Added six sections of modularized MAT offerings to allow students to move through refresher
material before entering college-level math. (WC, V. Cook, VP of Instruction)
3 Biology Study Lab, only at WC, open 8-8 Monday-Thurs and 8-4 Friday, provides models,
microscopes and general study assistance for Anatomy and Physiology course. (WC, VPs of
Instruction, B. Murphy, AVC and Vice Provost)
4 Identified Histotechnology (HTP) liaisons and established memorandum of agreement to create a
statewide Histotechnology program based in Phoenix College is in process, with the support of
local clinical partners originally contracted with the College. (WC, M. K. Gilliland WC Division
Dean Science and Technology)
5 National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation
Progress Report for HTP submitted November 2008. NAACLS Accreditation for HTP until 2011
was awarded in Spring 2009, which will carry us through the "teach out" phase of the program.
(WC, M. K. Gilliland WC Division Dean Science and Technology)
6 National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation Site
Visit for MLT in September 2008. NAACLS Accreditation for MLT until 2011 was awarded
Spring 2009. (WC, M. K. Gilliland WC Division Dean Science and Technology)
1.1.6
Strengthen university partnerships to include
occupational/workforce and transfer.
All Campuses
1 Harry Muir regularly updated VP of Instruction group on future statewide JTED opportunities
with K - 20 implications. Directions were given on how to maintain and expand our JTED
offerings. (All, VP of Instruction)
2 Vice Presidents and Carol Hutchinson attended statewide Perkins meeting in Phoenix in June,
2009. (All, VP of Instruction)
10
3 VPs of Instruction and managers actively pursue opportunities at all levels with University
partners to establish more bachelor's degree options for students. The following are new existing
or in-work partnerships:
a. Pathways grant - Early Childhood Education (ECE) grant to promote transition to
universities from Pima ECE programs.
b. Early Childhood Education College of Education articulation agreement signing ceremony is
scheduled for May 6, 2010.
c. Eastern New Mexico University articulation agreement is to include an Aviation BAS and
Nursing Bachelor's degrees.
d. Chamberlain College Nursing BSN.
e. Embry-Riddle Aeronautical University articulation agreement is to include an Aviation BAS,
with articulation for general education and business degrees also in development. The agreement
is scheduled to be completed in Academic Year 2010-2011.
f. University of Arizona (UA) South collaboration included West Campus and East Campus and
involved the renting of space to UA South with the goal of students being able to transfer
coursework seamlessly to three UA South BS degrees in Commerce, History and Psychology.
g. Post Baccalaureate Teacher Education program working reverse articulation agreement with
University of Arizona.
h. Arizona Board of Regents allowed universities to accept 75 credits (up from 60) for BAS
degrees.
i. 90/30 program with interdisciplinary degree options with NAU.
j. Tuition Assurance Guarantee (TAG) program with ASU primarily focuses on 2+2
opportunities with the Carey School of Business. Pima's fulltime faculty member Rick Rosen is
the faculty representative working with Marie Hesse of ASU. (All, VPs of Instruction, B.
Murphy, AVC and Vice Provost)
Community Campus
1 An integrated health basic skills class and a general basic skills class were offered at El Pueblo
Liberty Learning Center as part of a pilot with the Pima County One Stop. (CC, S. Lee)
Desert Vista Campus
1 Desert Vista Campus coordinated a successful GEAR UP Program Summer Math Academy for
high school sophomores from Pueblo High School (HS), Desert View HS and Sunnyside HS.
Many of those students will be eligible to participate in the PCC dual enrollment program in
2010-2011. (DV, B. Miller, M. Sando)
2 DV will sign an articulation agreement with UA for a complete seamless transfer of the AA in
Early Childhood Education into University of Arizona's baccalaureate degree program on May 6,
2010. (DV, S. Gers, Division Dean, S. Kukla)
3 Served on the University of Arizona President's Diversity Council and attend regular meetings
and activities. Served as campus liaison for the PCC/UA Program for Joint Admissions and
Enrollment. Served as campus lead person for the UA New Start Summer Program partnership.
Attended meetings on these dates: 11/18/08, 12/06/08 01/23/09, 02/20/09, 03/05/09 and
03/12/09. (DV, M. Sando, Outreach Coordinator)
East Campus
1 Working closely with UA South, administrators are working on the articulation of the East
Campus Logistics and Supply Chain Management curriculum to a BAS in Logistics from UA.
Several meetings have been held with UA South, and it is anticipated that the process will be
finalized later in 2010. (EC, C. Fugett, President)
Northwest Campus
1 95/33 partnership between Hotel and Restaurant Management program and Eastern New Mexico
University to culminate in BAAS degree is being explored at this time. (NW, A. Trujillo, P.
Houston, D. Padgett)
11
2 A proposal to increase the AA transfer degree to NAU to 72 credits has been developed,
allowing for options in the program that could lead to Casino Management. (NW, D. Padgett, P.
Houston, A. Shubitz)
3 Armando Trujillo proposed expanding the number of Hotel and Restaurant Management credits
transferred from PCC to NAU to 75. (NW, A. Trujillo, P. Houston)
4 Developed state Direct Caregiver curriculum, devise alternate methods of curriculum delivery,
and seek state and grant funds to support training of Direct Caregivers. Dave Padgett and Patricia
Houston are working with Ted Roush, the former NWC Division Dean, on the Statewide Direct
Care Workforce Committee. Marketing for the statewide program have been received and in the
progress of being distributed. (NW, P. Houston, D. Padgett)
5 Increased and developed advisory board membership for all occupational programs. (NW, V.
Cook, VP of Instruction, P. Houston)
6 Proposal for Hotel Management courses has been written for Casino del Sol. (NW, D. Padgett, P.
Houston, A. Shubitz)
7 Strengthened relationship with new NAU Hotel Restaurant Management administration.
Exploring the development of a 2 plus 2 program with University of Nevada Las Vegas in Casino
Mgt. (NW, A. Trujillo, D. Padgett, P. Houston, A. Shubitz)
8 The Northwest Campus Curriculum Coordination assisted the University of Arizona College of
Medicine's Clinical Research Graduate program in the development of curriculum. (NW, D.
Padgett, P. Houston, A. Shubitz)
West Campus
1 Joint recruiting meeting held October 15, 2008 for NAU/PCC Health programs at WC. (WC, J.
Gillis, WC Division Dean Health Related Science and Fitness)
1.1.7
Incorporate the goals of the Governor's P-20 outcome
recommendations into the College's offerings.
Action 1.1.7, Incorporate the goals of the Governor’s P-20 outcome recommendations into the
College’s offerings, was not completed during this plan cycle. The Governor’s P-20 council was
reconstituted in such a way that College involvement was no longer advantageous.
All Campuses
1 The "Governor's P-20 Council" has not been activated under the current Governor. There have
been no outcomes to incorporate. Should such outcomes become available, the VPs of Instruction
will review and incorporate as directed. (All, VPs of Instruction, B. Murphy, AVC and Vice
Provost)
Desert Vista Campus
1 The Pima/UA Early Childhood Education Undergraduate Community of Practice are part of a
larger professional development alliance of seven communities of practice that collaborate to
address early childhood professional development in central Pima County across the spectrum,
from entry-level workshops to master's level graduate program development, using
evidence-based curricula and innovative strategies. The tools used to guide this professional
development system are a coaching model of instructional support and a developmentally
appropriate framework. This meets the P-20 recommendation of providing effective support to
teachers and principals. (DV, S. Kukla)
12
1.1.8
Increase enrollment and offerings for Tech Prep, JTED, and
workforce students
All Campuses
1 The Tech Prep Coordinator and Vice Presidents of Instruction continue to work with Pima
County Public School Districts, Charter High Schools, the JTED and with Job Corp to create
more career and technical education and workforce opportunities for secondary education level
students. The results are as follows: Since the 2006-2007 academic year to the current academic
year (2009-2010): 1) the annual number of Occupational Dual Enrollment sections of classes has
increased from 20 to 100; 2) the number of students enrolled in Occupational Dual Enrollment
classes has increased from 268 (2006-2007) to the current year figure of 1,319; 3) the number of
articulation agreements has increased from 312 to the current year figure of 335; and, 4) the
number of students enrolled in articulated credit classes has increased from 1,794 in 2006-2007
to the current year figure of 2,000. JTED enrollments have increased from a low of 10 to the
current semester enrollment of 102. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
Desert Vista Campus
1/29/09, 2/4/09, 2/9/09, 2/16/09, 2/23/09, 3/4/09, 3/9/09, 3/14/09, and 3/16/09. This included
Sahuarita High School, San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS,
Toltecalli Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, and S.T.A.R.
Academy. (DV, T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B.
Wheeler, Division Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach
Coordinator)
2 Enrollment in occupational and JTED programs increased 22% from FY 2009 to FY 2010 at
Desert Vista. (DV, T. Roush, VP of Instruction, S. Gers, Division Dean)
West Campus
1 JTED agreement in development with Digital Arts (DAR) program and new Game Design
(GAM) program. The goal is for Spring 2009 implementation. Students are to attend at WC.
(WC, D. Division Dean Arts Communication and Humanities, D. Landry, WC Digital Arts
Chair)
2 Offered WRT101 Writing I dual enrollment classes with Luz Academy and Tucson High in Fall
2008 and Spring 2009 semesters. (WC, D. Lammers, WC Division Dean Arts Communication
and Humanities, V. Cook, WC VP of Instruction)
3 Summer Academies for High School "Bridge" students, held in 2008 and 2009, were funded by
Joint Technology Education District (JTED), National Science Foundation (NSF) grant and
assisted by JobPath in Biotechnology and Technology and Engineering. (WC, M. K. Gilliland
WC Division Dean Science and Technology)
13
Strategy 1.2
Create effective learning environments to ensure student
success
Assistant Vice Chancellor for Student Services
Complete
Strategy 1.2 was designed to promote effective learning environments for students through
effective assessment, appropriate placement, and strategic joint admissions programs.
Major accomplishments within this strategy framework include: (1) Establishment and
continuation of pilot assessment programs at area high schools and investigation into new
partnerships, (2) Enrollment of 68 new students into the PCC-UA Joint Admissions (JA)
Program for 2009-10, (3) Establishment of requirements that students assess and meet
prerequisites for each course prior to registration, with some automated checks done in
Banner, and (4) Improvement of Carl Perkins grant tracking through Career Services and
the new tracking tool, NACElink.
14
1.2.1
Support a pilot assessment project in K-12 to include charter,
private and public schools.
Vice Presidents of Student Development
All Campuses
1 Accuplacer is being piloted at the Pima Partnership Academy and High School (HS), Catalina
Magnet High School, and local public high schools within the Desert Vista Campus area,
Sahuaro, Sunnyside and Cholla, as well as Northwest Campus High Schools, Mountain View and
Marana. Juniors at Marana HS are tested on site to identify basic competencies for the purpose of
preparing them for admission to college. Beginning in academic year 2007-2008 to date, a total
of 2,296 have been assessed using this instrument. (All, Vice Presidents of Student
Development)
2 Accuplacer is piloted at the following Charter Schools: Pima Partnership Academy and High
School, Alta Vista High School, PPEP Tech and Sonoran Science Academy. (All, L. Menchaca,
AVC for Student Services)
3 Sophomores and Juniors are tested on site to identify basic competencies for the purpose of
preparing them for admission to college. Overall, 1,065 students were assessed in 2007-2008,
1,103 students were assessed in 2008-2009, and 1,057 students were assessed in 2009-2010. (All,
L. Menchaca, AVC for Student Services)
4 The private and public schools include: Immaculate Heart, Catalina Magnet High School, and
local public high schools within the Desert Vista Campus area, Sunnyside, Star Academic and
Cholla, as well as Northwest Campus High Schools, Mountain View and Marana. The East
Campus provides testing services to Sahuaro. (All, L. Menchaca, AVC for Student Services)
5 Use of Accuplacer Pilot in Charter, Private, and Public Schools. (All, L. Menchaca, AVC for
Student Services)
Northwest Campus
1 Continue effective offerings of special programs for unique student populations, such as Progress
and Aztec Middle College. (NW, D. Siddall)
2 Proper placement into high school math has resulted in fewer student failures. Mountain View
High School utilizes Accuplacer results to determine course offerings for the year. (NW, L.
Menchaca, AVC for Student Services)
3 Received an opportunity for a new pilot at Mountain View High School in Marana, utilizing the
Accuplacer instrument. Mountain View has requested the project continue. The Mathematics
CDAC has requested the project continue at Mountain View High School and be expanded to
Marana High School. (NW, A. Conover, D. Morris-Murphy, J. Worrall, D. Padgett, L. Morales,
N. Corson, J. Knapp)
West Campus
1 New webcams installed in the Video Relay Service (VRS) laboratory (February, 2009). These
webcams benefit the VRS lab and also Interpreter Training and Sign Language students. (WC,
Mary Beth Ginter, WC Division Dean Business Computer Social Science Languages)
2 WC requested and was granted an assessment pilot for Tucson High School. (WC, V. Cook, VP
of Instruction)
15
1.2.2
Develop strategic joint program admissions opportunities for
students.
All Campuses
1 PCC-UA Joint Admissions (JA) program has accepted 68 new students for the 2009-2010
academic year. Student program orientation was held in October. A MyPima Group was created
to facilitate communication and post resources. Ongoing marketing efforts include revamped
fliers, brochures and signage. Official transcripts for all JA students have been sent to UA, and
will continue at the end of each semester. Piloting a dedicated STU 107 section in Spring 2010.
(All, Vice Presidents of Student Development)
2 Proposal submitted to Chancellor Flores and President Shelton to increase partnerships between
UA and Pima. The Joint Admissions program is a key component of the proposal. (All, Vice
Presidents of Student Development)
1.2.3
Develop appropriate placement of students in basic skills
coursework.
All Campuses
1 Students are required to assess prior to registration and are not allowed to register for classes
without pre-requisites. Pre-requisites for math and writing are automated in the Banner system.
(All, Vice Presidents of Student Development)
Community Campus
1 The Arizona Department of Education requires all Adult Basic Education (ABE) and Adult
Secondary Education (ASE) students be placed into classes utilizing the Test of Adult Education
(TABE) and all English Learner Acquisition for Adult (ELAA) students be placed using the
TABE CLAS-E. The TABE-CLAS E was newly implemented in July 2009. (CC, S. Lee)
1.2.4
Expand Perkins Placement tracking college-wide.
All Campuses
1 The Carl Perkins Basic Grant requires that occupational (or Career and Technology) students at
the College be reported by their course-taking behavior. The College can track all secondary
students taking dual enrollment courses through the College. The College places an attribute
code on those identified in our database as a secondary Career and Technology student in an
articulated occupational course. This is done manually using hardcopy secondary classroom
rosters which are provided to the College and enables tracking. In addition, Career Services is
being redesigned through a college-wide work group. It will include a tracking tool
(NACELINK), a re-emphasis on internships and a strengthened connection with the Alumni
Association. These strategies will be utilized to improve the tracking and placement of
occupational students in programs that receive Perkins funding. (All, Vice Presidents of Student
Development)
16
Strategy 1.3
Develop and enhance effective educational and business
partnerships to increase learning opportunities for students
Completion Date: December 15, 2010
Provost and Executive Vice Chancellor, Presidents, Assistant Vice
Chancellor for Academic Services and Vice Provost, and Vice
President of Instruction for Workforce and Business Development
Complete
Strategy 1.3 was designed to enhance and develop educational and business partnerships
through contract customization and innovation, teacher training projects, and grants
development. Major accomplishments within this strategy include: (1) Development and
approval of a new Standard Practice Guide that details the process for contract training at
the College, (2) Partnership with Cochise College and Arizona Western College to offer
professional development courses for K-8 teachers as part of the WIRED-STEM grant, (3)
Establishment of three new articulation agreements directly related to teacher training, (4)
Collaboration between Adult Education staff and ESL faculty to improve student success
and services, (5) Strengthening of the partnership between the Northwest Campus and the
YMCA, and (6) Receipt of a 16.9 million dollar grant from the US Department of Health
and Human Services to better serve Temporary Assistance for Needy Family (TANF)
clients and eligible participants.
17
1.3.1
Increase business and industry customization and innovation
through contracts.
Vice President of Instruction for Workforce and Business
Development
All Campuses
1 The degree of industry customization has steadily increased in the types of contracts with
businesses. (All, VPs of Instruction)
2 The number of College contracts has steadily increased. (All, VPs of Instruction)
3 The VPs of Instruction at all campuses are actively engaged in seeking contract training
opportunities through their outreach to businesses throughout Pima County. (All, VPs of
Instruction)
Community Campus
1 Adult Education contracted with Pima County One Stop to provide Adult Basic Education
classes to dislocated workers. Some classes were integrated to bridge students into training
programs. Classes included Health, Machinist and GREEN Technologies. (CC, S. Lee)
2 Adult Education contracted with the Literacy for Life Coalition to provide workplace education
English classes to The Groundskeeper, a landscaping company, Desert Diamond Casino, Arizona
Diamondbacks and Raytheon to provide basic education in math, reading, writing and English.
(CC, S. Lee)
3 Adult Education partnered with Pima County One Stop to pilot a concurrently offered Adult
Education course with a credit logistics class. (CC, S. Lee, President)
4 Community Campus has steadily increased its net income through contract training. (CC, N.
Russell, VP of Instruction)
5 Continuing Education offered the first contract on career management and the job search process
to Pima Council on Aging Mature Worker Connection clients, thereby establishing a working
partnership with an external client. (CC, S. Lee, N. Russell, M. Romance)
6 New Standard Practice Guide developed to detail the process for contract training for the
College; presented and approved by Chancellor's Cabinet on November 2, 2010. (CC, N. Russell,
VP of Instruction)
7 Prison Program initiated a general education program at the Southern Arizona Correctional
Release Center women's facility. The Arizona Department of Corrections contract is funding the
program through a grant from the Department of Education. The program is aimed at allowing
incarcerated students to achieve an Associate of Applied Science degree in Business and
Industry. FY 11 funding was increased to allow expansion of this program at the Arizona State
Prison -Tucson men's facility. (CC, S. Lee, N. Russell, S. Steinman, M. Treacy)
8 Provided technology support and innovation to all Community Campus departments supporting
Workforce and Business Development. (CC, S. Lee, S. Mendoza)
18
9 The Contract Sales team contracted with many new client companies since July 2008 for
employer-paid training. New clients thru contracts: Arizona Shuttle, Afni, Southwest Gas, MTD
Products, Asarco, Las Artes Education Center, Transportation Security Administration, San
Xavier Cooperative Services and Cross-Country Automotive Services. The remaining new clients
were obtained in collaboration with the Pima County One Stop, with classes funded by either the
Workforce Innovation in Regional Economic Development (WIRED) or Community-Based Job
Training (CBJT) Grants. Those clients included Patio Pools, San Pedro and Southwestern
Railroad, Southwest Commodity Warehouse, Allegra Printing, Alcoa Fastening Systems,
Horizon Moving Systems, Sargent Controls, Iota Engineering, Abrams Airborne Manufacturing,
ADS Precision Machining, Universal Avionics, Ballistic Fabrication, Tucson Embedded
Systems, Perfection Powder, Hi-Tech Machining, Evergreen Air, Paragon Space,
Bombardier/Learjet and the City of South Tucson. LN 701 Pre-Academy: Introduction to Border
Security Careers will be provided in June 2010 jointly to students enrolled in logistics courses on
the East Campus and to students referred to the course via Pima County One-Stop Centers. (CC,
N. Russell)
10 The degree of industry customization has steadily increased in the types of contracts with
businesses. Community Campus has worked to provide training to over 100 contractors. (CC, N.
11 The Public Safety and Emergency Services Institute (PSESI) maintains clinical /vehicular
agreements for Emergency Medical Services students with Ajo Ambulance, Carondelet Health
Network, City of Tucson, Corona de Tucson Fire Department, Drexel Heights Fire District, Fry
Fire Department, Golder Ranch Fire Department, Green Valley Fire District, Health Care
Innovations, Nogales Fire Department, Northwest Fire Department, Picture Rocks Fire
Department, Rincon Valley Fire District, Rio Rico Fire District, Rural Metro Corporation,
Sonoita-Elgin Fire District, Tubac Fire Department, Southwest Ambulance, Tucson Heart
Association, Tucson Medical Center, University Medical Center, University Physicians
Healthcare, Inc., and the Veterans Hospital. (CC, S. Lee, N. Russell, S. Steinman, S. Kifer)
12 The Public Safety and Emergency Services Institute (PSESI) maintains partnership training
contracts to provide courses in fire science, law enforcement and community development with
the City of South Tucson, City of Tucson, Northwest Fire District, Golder Ranch Fire District,
Green Valley Fire District, Town of Oro Valley, Drexel Heights Fire District, Town of Marana,
Pima County Attorney's Office, Pima County Sheriff's Department, Rio Rico Fire District, Rural
Metro Corporation, Tubac Fire Department, United Way of Southern Arizona, and the Volunteer
Center of Southern Arizona. (CC, S. Lee, N. Russell, S. Steinman, S. Kifer)
13 The Public Safety and Emergency Services Institute has delivered customized training in
Emergency Medical Services for employees of the Tucson Fire Department, Rincon Valley Fire
District, Green Valley Fire District, Northwest Fire District, Border Patrol, and the U.S. Air
Force. (CC, S. Lee, N. Russell, S. Steinman, S. Kifer, S. Hollingsworth)
14 The Public Safety and Emergency Services Institute maintains a contract with the Governor's
Office of Highway Safety to provide education courses in Phlebotomy for Law Enforcement.
(CC, S. Lee, N. Russell, S. Steinman, S. Kifer, S. Hollingsworth, H. Moreno)
15 The VP of Instruction of Workforce and Business Development (WBD) has visited all other
campuses to discuss with campus administration how the WBD staff members at Community
Campus are available to assist with contract training. (CC, N. Russell, VP of Instruction)
16 The VP of Instruction of Workforce and Business Development has proposed expansion of
PCC's national contract training programs; currently concluding a national contract with EdLink;
currently scheduling visits with several other potential national partners. (CC, N. Russell, VP of
Instruction)
17 The VP of Instruction of Workforce and Business Development is actively engaged in seeking
and negotiating contracts. (CC, N. Russell, VP of Instruction)
19
Desert Vista Campus
1 Created separate IGAs with Pascua Yaqui (PY) to deliver Business and Office and Early
Childhood Education programs to students on site at the PY location. Created contract to offer
aviation courses to Bombardier. (DV, Stewart, Kukla, Stodsgill)
West Campus
1 The Nursing Division maintains educational training contracts with the Tucson Medical Center
and the Carondelet Health Network. (WC, M. Mayhew, WC Division Dean of Nursing)
1.3.2
Develop projects for Teacher Training with university and
college partners.
Vice Presidents of Instruction
Community Campus
1 Adult Education instructors have access to a variety of learning resources through IDEAL, a
web-based program established through a partnership between the Arizona Dept. of Education
and Arizona State University. (CC, S. Lee, President)
2 As part of the WIRED-STEM Grant, the Teacher Education Program partnered with Cochise
College and Arizona Western College to offer 31 one-credit Professional Development courses
for K-8 Teachers in Pima, Cochise, Yuma, and Santa Cruz Counties. There have been over 300
registrants as of May 2010. (CC, B. Nelson, M. Schuetze)
3 Provided technology support and innovation to all Community Campus departments supporting
Teacher Education training. (CC, S. Lee, President)
4 Three articulation agreements include teacher training options:
New Masters in Education Option for All Teacher Education Post-Degree Program Students
(Fall 2010): Pima Community College Post-Degree Teacher Certification Program is now in
partnership with Plymouth State University to help Post-Baccalaureate students go forward to
complete a Masters Degree in as few as twelve months. Students enroll in six Plymouth State
graduate courses and submit a portfolio representing work completed during that Post-Degree
Program. Three masters programs of study are available: M.Ed. Elementary (K-8), M.Ed.
Secondary (7-12), and M.Ed. K-12 Education Self-Designed for Special Education.
Eastern New Mexico University articulation agreement (June 2009): This includes a Vocational
Education Teacher degree program which at least one employee of the College is using.
2+2 agreement with the UA for Early Childhood Education in May 2010 (CC, D. Gifford, VP of
Instruction)
Desert Vista Campus
1 DV's Center for Early Childhood Studies completed a 2+2 Pathway Agreement to a B.A. in Early
Childhood Education with state teaching certification at the University of Arizona for students
completing their AA in ECE at Pima Community College. Another agreement, with UA South, is
in the final approval phase for a 2+2 Pathway to a B.S. in Elementary Education with state
teaching certification and ECE Endorsement for students completing an AA EE with ECE
Concentration. Through funding from a First Things First grant supporting Innovative
Professional Development administered by United Way of Tucson and Southern Arizona, the
Center for Early Childhood Studies at Pima Community College has created a cohort of ECE
students from PCC and the UA, named ENLACE. They are considered as one student body from
two institutions in the lower and upper divisions of a BA ECE with state teaching certification.
Faculty and staff from both institutions are also connected through this cohort via conferences
and planned meetings to discuss relevant issues around Developmentally Appropriate Practice
and curriculum alignment. (DV, Kukla)
20
1.3.3
Increase partnerships college-wide.
Presidents
All Campuses
1 VPs of Instruction reported on their active campus activities in outreach and
partnership-building. Reports are included in the working agenda notes. (All, VP of Instruction)
Community Campus
1 a. Renewal of agreement with Arizona Department of Motor Vehicles as testing center for
motorcycle licensing.
b. Collaborated with Motorcycle Safety Foundation in the layout and design of experienced rider
and dirt bike rider curriculum.
c. Explored partnership with the Office of Professional Development for delivery of employee
education at the College.
d. Published non-credit Continuing Education schedule of classes with credit schedule.
e. Established equine industry commitment to non-credit curriculum and promotion of annual
event.
(CC, S. Lee, N. Russell, M. Romance)
2 a. Staff sat on the Arizona Mature Workforce Initiative committee for the Governor's Advisory
Council on Aging. Project is intended to develop curriculum for employer mature worker
friendly re-certification.
b. Staff engage in site visits to Pima County schools to promote Pima for Kids children's
programs.
(CC, S. Lee, N. Russell, M. Romance)
3 Adult Education began GED preparation classes at East Campus and Goodwill of Southern
Arizona/Silverlake location. (CC, S. Lee)
4 Adult Education partnered with Pima County One Stop to offer workplace-contextualized GED
prep classes. (CC, S. Lee)
5 Adult Education staff met with English as a Second Language (ESL) faculty to discuss the needs
of low-level ESL students and how we could work together more effectively. (CC, S. Lee,
President)
6 Adult Education staff worked with PCC recruiters and Student Life Staff to take students on
campus tours. (CC, S. Lee, President)
7 Adult Education staff worked with PCC recruiters to visit Adult Education classrooms and
provided information to students about transitioning to college credit classes. (CC, S. Lee,
President)
8 Adult Education Transition Program worked with PCC Recruiters and Student Life staff to
improve the transition of students between Adult Education and credit programs. (CC, S. Lee,
President)
9 Adult Education worked in partnership with District IT and Student Development staff in
preparing for Adult Education students to be entered in Banner. (CC, S. Lee, President)
10 Adult Education worked in partnership with District IT and Student Development staff in
preparing for Adult Education students to be entered in Banner. Adult Education staff met with
ESL faculty to discuss the needs of low-level ESL Developmental Education students and how
we could work together more effectively. Adult Education Transition Program worked with PCC
Recruiters and Student Life staff to improve the transition of students between Adult Education
and credit programs. Adult Education staff worked with PCC recruiters to visit Adult Education
classrooms and provided information to students about transitioning to college credit classes.
Adult Education staff worked with PCC recruiters and Student Life Staff to take students on
campus tours. (CC, S. Lee)
11 Collaborate with Motorcycle Safety Foundation in the layout and design of experienced rider and
dirt bike rider curriculum. (CC, N. Russell)
21
12 Contract sales collaborated with West Campus' Technology department and Downtown Campus'
Office of Career and Technical Education to offer 13 credit courses in manufacturing and
technical science for Raytheon employees via the WIRED grant. (CC, N. Russell, VP of
Instruction)
13 Contract sales is offering a noncredit course in leadership development, BP 405A Leadership
Development. This course was developed in relationship with administrative, operational and
engineering staff at Caterpillar, Inc., Green Valley to teach new leadership skills to new
managers. The course dates are June 22, and 23, 2010 and October 12, 2010. (CC, N. Russell, VP
of Instruction)
14 Contract sales partnered with Northwest Campus' Hotel and Restaurant Management team to
plan and design the initial stages of a multi-phase training program to help the Pascua Yaqui
Tribe prepare for the grand opening of its new Casino del Sol hotel. (CC, N. Russell, VP of
Instruction)
15 Contract sales partnered with Northwest Campus to provide two sections of non-credit customer
service training for Northwest employees. (CC, S. Lee, N. Russell, S. Steinman, G. Wilson, B.
Holmes)
16 Contract Sales responded to weekly requests for curriculum from sister institutions in the Global
Corporate College. Community Campus also benefited by obtaining curriculum from Global
Corporate College partners regarding multiple subject matters. (CC, S. Lee, N. Russell, S.
Steinman, G. Wilson, B. Holmes)
17 Contract Sales team collaborated with the Northwest Campus to initiate discussions with the
Town of Marana regarding potential training opportunities the College could provide, and with
the Pascua Yaqui Tribe regarding training and professional development for casino workers.
(CC, S. Lee, N. Russell, S. Steinman, G. Wilson, B. Holmes)
18 Establish equine industry commitment to non-credit curriculum and promotion of annual event.
(CC, N. Russell)
19 Established Tucson vendor relationships with the American Red Cross, Xanadu Dance, Flor de
Liz Dance, Fort Lowell Tennis Center, The Yoga Connection, and Kodenkan of Tucson Martial
Arts and Fitness. (CC, N. Russell, VP of Instruction)
20 Explore partnership with the Office of Professional Development for delivery of employee
education at the College. (CC, N. Russell)
21 Pima Community College was awarded the U.S. Small Business Association (SBA) Earmark
Grant. This earmark grant will create 13 courses in business entrepreneurship for local small
business owners and those interested in starting a business. This grant will run from January 31,
2010 to January 30, 2013. (CC, N. Russell, VP of Instruction)
22 Provide technology support and innovation to all Community Campus departments and actively
engage with departments outside of the campus such as the Alumni foundation, ACES and Staff
Council. (CC, S. Lee)
23 Provided technology support and innovation to all Community Campus departments and actively
engaged with departments outside of the campus such as the Alumni foundation, ACES and Staff
Council. (CC, S. Lee, N. Russell, S. Steinman, G. Wilson, B. Holmes)
24 Publish non-credit Continuing Education schedule of classes with credit schedule. (CC, N.
Russell)
25 Renew Tucson vendor relationships for non-credit instruction with the American Red Cross,
Xanadu Dance, Flor de Liz Dance, Fort Lowell Tennis Center, The Yoga Connection, Kodenkan
of Tucson Martial Arts and Fitness. (CC, N. Russell)
26 Renewal of agreement with Arizona Department of Motor Vehicles as testing center for
motorcycle licensing. (CC, N. Russell)
27 Staff from the law enforcement and fire science programs participate on the Citizens Corps, a
group of community citizens trained to assist first responders in the event of a community
disaster. (CC, R. Ebright, R. Petelle)
28 Staff sat on the Arizona Mature Workforce Initiative committee for Governor's Advisory Council
on Aging. Project is to develop curriculum for employer mature worker friendly re-certification.
(CC, D. Gifford)
22
29 The Contract sales team has offered courses introducing Border Patrol career possibilities and
the application process. LEN 701 Pre-Academy: Introduction to Border Security Careers is a
16-hour noncredit course that was held on April 10 and 24, 2010 for 15 students enrolled at the
Joint Technological Education District (JTED) Learning Center. (CC, N. Russell, VP of
Instruction)
30 The Fire Science Program Manager participates on the Metropolitan Medical Response System
(MMRS) committee. (CC, J. Daglio)
31 The Fire Science Program Manager serves on the Pima Interagency Training Council (PITC) for
fire agencies and districts. (CC, J. Daglio)
32 The Public Safety and Emergency Services Institute serves as the American Heart Association
(AHA) Regional Training Center and provides oversight to other AHA training sites and
issuance of AHA cards. (CC, N. Russell, S. Steinman, S. Kifer, S. Hollingsworth, A. Yeoh)
33 The Truck Driver Training program just concluded a successful year with a credit program
completion rate of 92% and 74% job placement rate with local and national trucking carriers.
Combined with additional successes for the non-credit completions and placements, this resulted
in an 83% completion rate and 100% job placement rate. (CC, S. Lee, N. Russell, S. Steinman)
Desert Vista Campus
1 Conducted planning meetings on the following dates: 10/07/08, 11/14/08, 12/01/09, 12/05/08,
12/11/08, 12/13/08, 01/11/09, 01/16/09, 2/13/09, 2/17/09, 3/05/09, 3/13/09 for GEAR UP
campus activities and GEAR UP Summer Math Academy. Collaboration continues with West
Campus, the University of Arizona, Sunnyside School District and Tucson Unified School
District. (DV, M. Sando, Division Dean, B. Miller, Advanced Program Manager, B. Wheeler,
Outreach Coordinator, C. Albrecht, President, D. Aguilar and L. Leon, Faculty)
2 DV President serves on the Tucson Airport Authority. (DV, Albrecht, Miller, Roush)
3 DV President serves on the Tucson Hispanic Chamber of Commerce Foundation Board. (DV,
Albrecht, Miller, Roush)
4 Partnered with Midvale Park Neighborhood Association to sponsor the Annual Fall Festival and
the El Tour de Tucson. (DV, Albrecht, Miller, Roush)
5 Partnered with San Miguel High School to offer Corporate Internship sites for four students for
the academic year. Partnered with Sunnyside Unified School District (SUSD) to offer a pilot
hybrid and online dual enrollment program. Partnered with SUSD to offer a summer program for
rising Freshmen to increase readiness skills prior to students entering 10th grade. Partnered with
SUSD to offer training to parents of students who received laptop computers. (DV, Albrecht,
Miller, Roush)
6 Worked with eight local high schools (HS) and charter high schools to offer dual enrollment
courses. Partnered with six local high schools to offer Talent Search and Upward Bound
activities. Partnered with JTED to offer aviation courses to HS students. By the time of HS
graduation, the students earned an 18 credit hour PCC general aviation mechanics certificate.
(DV, Albrecht, Miller, Roush)
East Campus
1 East Campus Drawing I and II classes participated in an experimental drawing class with third
and fourth year University of Arizona art majors. Materials from the joint effort were displayed
in the East Campus Gallery, and other collaborations, which help bridge Art students to the
University of Arizona, are planned. (EC, C. Fugett, President)
2 East Campus employees collaborated with the Stand for Children project, volunteering their time
and energy staffing a booth at the annual event at Reid Park Zoo. (EC, C. Fugett, President)
3 East Campus Mathematics Instructor Ana Jimenez has developed a service learning project
benefiting GED students at Adult Education Centers. Intermediate Algebra students tutor Center
students in basic mathematics in exchange for earning 5% of their grade. (EC, C. Fugett,
President)
23
4 EC staff has formed the East Campus Outreach Team, a clearinghouse for campus program
information and an outreach component to other service area programs. (EC, C. Fugett,
President)
5 EC Student Government and UA African American Studies Students hosted a table distributing
"Forward the Vote" guides highlighting propositions in the 2010 elections. (EC, C. Fugett,
President)
6 In conjunction with Safe Halloween XIII, East Campus contributed over 100 pounds of food to
the Community Food Bank. (EC, C. Fugett, President)
7 Partnering with the Community Food Bank, East Campus Emergency Medical Technology
program collected over 1,000 pounds of food. (EC, C. Fugett, President)
8 Student clubs at the East Campus partnered with the Groves-Lincoln Park Neighborhood
Association and the Tucson Audubon Society to replant and restore native vegetation in the
Atturbury Bird and Animal Sanctuary. (EC, C. Fugett, President)
9 Sunnyside Mariachi and Baile Folklorico collaborated with East Campus Spanish students to
produce a Dia de los Muertos Celebration on campus. (EC, C. Fugett, President)
10 The annual Arizona Agriculture Articulation Task Force planning meeting was hosted by Pima's
East Campus. (EC, C. Fugett, President)
11 The East Campus hosted an Officer and Active Member Training for the Alpha Beta Chi Chapter
and attendees for the Arizona Region of Phi Theta Kappa. (EC, C. Fugett, President)
12 The East Campus partnered with TUSD African-American Studies Department to co-sponsor
"Parent University", an outreach effort to parents and grandparents of TUSD students to support
the "going to college" attitude and provide resources for parents and grandparents to understand
the support that is needed to ready young students to participate in higher education. (EC, C.
Fugett, President)
13 The East Campus Student Government collaborated with Soleng Elementary in providing a
Leadership Training Institute for 85 fifth grade students. (EC, C. Fugett, President)
14 The East Campus Student Government partnered with the American Red Cross on a successful
Summer Blood Drive in July of 2010. (EC, C. Fugett, President)
Northwest Campus
1 Began the exploration of the development of a new Human Resource Management program in
Casino Management with University of Nevada at Las Vegas.
Articulation with UNLV is under investigation. New casino management courses are under
development. (NW, D. Padgett, P. Houston, A. Trujillo)
2 Continued partnership with Pima Council on Aging to involve business, industry and the over-50
population in training and coursework with the Mature Worker Program in both Marana and Oro
Valley. Patricia Houston serves on the Pima Council on Aging Mature Worker Steering
Committee. The project is on hold due to funding. (NW, P. Houston, S. Lee)
3 Continued the Hotel and Restaurant Management (HRM) program with NAU's new
administration. The NAU administration is still in a state of flux. (NW, D. Padgett, P. Houston,
A. Trujillo)
4 Explored new program partnerships with Towns of Oro Valley and Marana. Courses were
offered at Oro Valley Library and at Marana Middle School in the fall semester. Coyote Trail
Elementary School will be the new site in Marana. Courses at the Chinese Cultural Center will
begin in the Fall 09. (NW, P. Houston, A. Conover, D. Rodriguez-Pitel, D. Padgett)
5 Explored the additional use of the YMCA for Northwest Campus credit courses.
New courses have been offered at the YMCA including a basketball course and Tae Kwon Do.
The Weight Training courses have more than 60 students in each for the Spring 2009 semester.
(NW, P. Houston, D. Padgett)
6 Explored use of JTED culinary facility at Mountain View High School for Human Resource
Management program. (NW, A. Trujilo, V. Cook, A. Conover)
7 Explored ways to continue developing partnership with NW YMCA. Specific focus on increased
credit offerings in the new facility, greater coordination of senior workshops, and a speaker
series. (NW, V. Cook, D. Wright, A. Conover)
24
8 Exploring a partnership with the Pascua Yaqui Tribe regarding Hotel and Restaurant
Management and Casino Management. A proposal for Hotel Management courses has been
written for Casino del Sol and is currently on hold due to economic circumstances. (NW, D.
Padgett, P. Houston, A. Trujillo)
9 Implemented the 2nd year pilot with the new Geosciences Faculty Sharing program with the
University of Arizona. The second year of the pilot is implemented with Ross Waldrip as the
administrative appointment. The search for a permanent full-time faculty in Geosciences is
complete and the name has been forwarded for approval. (NW, D. Padgett, VP of Instruction)
10 Increased number of courses accepted by Northern Arizona University's Human Resource
Management Program. (NW, A. Trujilo, V. Cook, A. Conover)
11 Northwest Campus leadership serve on a variety of local and regional Boards. (NW, J. Kooi, P.
Houston, D. Zirbes, C. Strom)
12 Patricia Houston serves on the board for CERCLL (U of A Center for Educational Resources in
Culture, Language and Literature) and continue activities as "education lead" for Tucson Sister
Cities. (NW, P. Houston)
13 Provided training for Pascua Yaqui Tribe at Casino Del Sol Hotel through HRM program. (NW,
A. Trujilo, V. Cook, A. Conover)
14 Served as Board member of the Northern Pima County Chamber of Commerce and Chair of the
Scholarship Committee. (NW, S. Lee)
15 Served as Chairperson of the Marana Chamber of Commerce Education Committee. Events
include Principal for a Day and Adopt a School programming. PCC NW Campus won the
Marana Chamber of Commerce Community Profit Partnership Award for this year. (NW,
Patricia Houston)
16 Served on the Board of the Northwest YMCA and the YMCA Facilities Committee.
Dave Padgett serves on the YMCA Board and on its Facilities Committee. (NW, D. Padgett)
17 Served on the Metro Water Bond Oversight Committee and the Municipal Property Corporation
Committee (NW, C. Strom)
18 Served on the Northwest Medical Center Women's Services Committee, which promotes
wellness and other related concerns. (NW, C. Strom, S. Lee)
19 Strengthened the partnership with the YMCA.
a. Northwest Campus is currently advertised on the YMCA's new LCD. In addition, joint street
banners and posters are being developed.
b. Developed customer service training for NW YMCA member services team.
c. Hosting Friday Summer Science Camp kids from June to August.
(NW, P. Houston, A. Trujillo, D. Meeks, A. Conover, D. Padgett, Dr. Rodriguez-Pitel)
20 Toured Southern AZ Mental Health Center (SAMHC), and Marana Health Center (Fall 2008);
continued participation in high school outreach via campus speakers' bureau (Fall-Spring
2008-09); add STU 107 dual enrollment class at Mountain View High School (Fall-Spring
2008-09); continued TUSD (Aztec) partnership. (NW, S. Desjardin, D. Siddall, R. Walkinshaw)
West Campus
1 A Community Open House was held on April 6, 2009 at the WC Dental Clinic; attendees were
Advisory Committee members for the three Dental Studies programs, alumni of the programs,
and members of the dental professional community. (WC, J. Gillis, WC Division Dean Health
Related Science and Fitness)
2 A Histotechnology liaisons and memorandum of agreement to create a statewide Histotechnology
program based in Phoenix College is in process, with support of local clinical partners originally
contracted with the College. (WC, M. K. Gilliland WC Division Dean Science and Technology)
3 Completed Across-institution agreement with the U of A to share Dance Faculty with PCC
(academic years 2009-10; 2010-11; 2011-12). Full-time, three-year Administrative appointment
faculty are to teach students to perform at each location. (WC, D. Lammers, WC Division Dean
Arts Communication and Humanities; V. Cook, WC VP of Instruction)
25
4 Dr. Rodriguez-Pitel participated in the planning of the 2011 Southern Arizona Asian American
and Pacific Islander Conference held at West Campus March 2011. Over 80 participated
including 45 students from TUSD high schools. (WC, L. Albert, D. Rodriguez-Pitel)
5 Held meetings on 3/6/09 and 4/17/09 with University of Arizona (UA) Veterans Administration,
and Grossmont Cuyahoga Community College towards the goal of reinstating and reinvigorating
the Rehabilitation Curriculum in partnership with UA. (WC, Mary Beth Ginter, WC Division
Dean Business Computer Social Science Languages, V. Cook, VP of Instruction)
6 Hosted the national Certified Dental Technician (CDT) examination May 8-9, 2009, in
partnership with Tucson Prosthodontics. (WC, J. Gillis, WC Division Dean Health Related
Science and Fitness)
7 The National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation
Progress Report for the Histotechnology program (HTP) was submitted November 2008.
NAACLS Accreditation for HTP until 2011 was awarded in Spring 2009, which will carry us
through the "teach out" phase of the program. (WC, M.K. Gilliland WC Division Dean Science
and Technology)
8 The National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) Accreditation
Site Visit for the Medical Laboratory Technology program (MLT) was in September 2008.
NAACLS Accreditation for MLT until 2011 was awarded in Spring 2009. (WC, M. K. Gilliland
WC Division Dean Science and Technology)
9 The Office of Student Life partnered with the National Latino Aids Awareness Day organization
to hold an annual awareness day event in 2009 and 2010. (WC, D. Rodriguez-Pitel)
10 The partnership with LULAC continued during 2008-2011 with West Campus hosting the Youth
Leadership Conference for middle and high school youth annually in March. (WC, L. Albert, L.
Morales)
11 WC Division Dean STEM transitioned from President-elect to President of the Society for
Anthropology in Community Colleges, National Association (under the parent organization
American Anthropological Association) bringing the April 8-11, 2009 Annual Meeting to
Tucson. (WC, M. K. Gilliland WC Division Dean Science and Technology)
12 Working with faculty to guide turning all self-paced (SP) classes into SP hybrid. This includes
encouraging faculty to become Blackboard/Vista certified and enhance change in SP classes to
include Blackboard/Vista features. (WC, M. B. Ginter, WC Division Dean Business Computer
Social Science Languages)
1.3.4
Develop partnerships and grants to increase student
scholarships.
Presidents
Community Campus
1 Adult Education submitted and received a grant from the Community Foundation of Southern
Arizona for $21,000 to provide for seventy-two GED Testing Awards for low-income students
and fifty-eight transition scholarships to PCC. (CC, S. Lee, President)
2 Continuing Education offered a funded project for teachers in partnership with Project Wild, a
program of the Council for Environmental Education, that is one of the most widely-used
conservation and environmental education programs among educators of students in kindergarten
through high school. (CC, D. Gifford, VP of Instruction)
3 In collaboration with Arizona HEAT, Ed2Go, and Gatlin. Community Campus submitted 80
non-credit topics, certificates and programs for approval for veterans benefits, GI Bill, and
Workforce Investment Act. In collaboration with Arizona HEAT and Pima One Stop developed
and submitted curriculum for career readiness workplace skills in math, reading for information
and locating information. (CC, N. Russell, VP of Instruction)
4 Provided technology support and innovation to all Community Campus departments and external
organizations included Northern Arizona University and the United Way. (CC, S. Lee, President)
26
5 Several grant applications were submitted to bring in funds for GED testing scholarships and for
tuition for credit classes. (CC, S. Lee)
6 The Fire Science program established a SuperBoot Scholarship through the PCC Foundation.
Initial contributions were made by the Green Valley Fire District, Tucson Fire Employees Union
and Dr. Brenda Even. Two $500.00 scholarships have been awarded. (CC, N. Russell, VP of
Instruction)
7 Worked with the Pima Community College Foundation to establish a process, create an approved
application, and form a selection committee to award the Mario and Mary Jo Yrun Scholarships
for Post-Degree Student Interns interested in serving high need students in a Title I School. Two
$1000 Scholarships were awarded for Fall 2010. (CC, S Lee, M. Bero, M. Radloff, R. Haeger)
8 Worked with the Pima Community Foundation to establish a process, create an approved
application, and form a selection committee to award the Mario and Mary Jo Yrun Scholarships
for Post-Degree Student Interns interested in serving high need students in a Title I School. Two
$1000 Scholarships were awarded for Fall 2010. (CC, S. Lee)
Desert Vista Campus
1 Pima Community College received a US Department of Health and Human Services grant that
targets Temporary Assistance for Needy Families (TANF) clients or eligible participants. The
grant is over five years and focuses on creating pathways for individuals into healthcare careers.
There are 15 targeted fields, including but not limited to nursing assistant, direct care, medical
assisting, medical office and coding, emergency medicine, pharmacy, and community health
workers. The total grant value is for $16.9 million with a goal to train approximately 1700
individuals over the five years.
The grant provides resources to assist the students in such support areas as child care and
transportation. It also provides support for tutoring and academic support services. Finally, it
provides scholarships to students entering eligible healthcare programs including developmental
and adult basic education coursework. The estimated scholarship value over five years is
approximately 3 million dollars. (DV, Albrecht, Stewart)
2 The DV President secured a donation from the Tucson Hispanic Chamber of Commerce
Foundation Board to the DV Title V Endowment. (DV, Albrecht, Stewart)
East Campus
1 In collaboration with five sponsoring business organizations, East Campus faculty presented the
Alberding Amble, a 5K/Fun Run, which raised close to $2,000 for mathematics scholarships.
(EC, C. Fugett, President)
Northwest Campus
1 Considered the successful implementation of the 3rd year of the Upward Bound Grant, and
examining the possibilities of grant renewal. (NW, V. Cook, A. Conover)
2 Explored new scholarship development with philanthropists and corporate giving programs.
a. The Abbetts contributed $105,000 to establish a nursing scholarship.
b. Portland Cement has agreed to fund $3,000 in scholarships, and
c. Temple Foundation agreed to fund $15,000 in scholarships for Clinical Research, and two
Direct Care Professional scholarships.
d. Two additional private donors have been identified for Clinical Research Coordinator and
Direct Care Provider.(NW, S. Lee, D. Rodriguez-Pitel)
3 Explored the development of Title III grant opportunities. The campus was informed in late May
that we are eligible for Title III. (NW, D. Morris-Murphy, D. Padgett, S. Lee)
4 Increased Online and hybrid courses. Course offerings are up 63% and 48% respectively, year to
date. (NW, V. Cook, D. Wright, A. Conover)
27
West Campus
1 Continued participation as a partner in a National Aeronautics and Space Administration
(NASA) Space Grant, and Center for Integrated networks (CIAN) Optics Grant, which includes a
scholarship for a College Native American science student and summer stipend for one West
Campus faculty member (Dr. Tony Pitucco, and Dr. Silvia Kolchens, lead faculty). (WC, M. K.
Gilliland WC Division Dean Science and Technology)
2 The Health and Wellness Marketing Group presented a $1,000.00 check to the WC Division
Dean of Nursing for nursing student scholarships on December 3, 2009. (WC, M. Mayhew, WC
Division Dean of Nursing)
28
Strategy 1.4
Value and support effective teaching to develop the
community through learning
Provost and Executive Vice Chancellor, and Assistant Vice
Chancellor for Academic Services and Vice Provost
Complete
Strategy 1.4 was designed to promote and support effective teaching at the College through
expanded professional development and faculty mentoring programs. Major
accomplishments within this strategy include: (1) Recommendations were submitted for a
two component adjunct faculty mentoring program to cover both administrative and
academic functions, (2) Workshops on innovation in teaching, and alternative teaching and
learning styles were held across the District, (3) Implementation of Best Practices sessions
for faculty members, and (4) Recommendations were made on ways of refining and
improving the Faculty Success Program.
29
1.4.1
Expand faculty mentoring program to adjunct faculty.
All Campuses
1 In our meeting on November 25th 2008, the Vice Presidents reviewed the College's current
adjunct faculty mentoring programs and made suggestions for consideration of a district-wide
program. The East Campus has a full-fledged program and the other campuses have
discipline-based or partial mentoring programs. Our recommendations for a district-wide
program are separated into two components; administrative and department/discipline-specific
adjunct faculty mentoring. The first focuses on administrative responsibilities including copying,
grade deadlines, and syllabi construction among other items. The second component places
attention on faculty-to-faculty mentoring within the discipline, with emphasis on classroom
management and subject matter delivery. Additional details are in the TracDat Document folder,
under VP Instruction filename VP 1 4 1 Submitted January 7 2009.docx. (All, VPs of
Instruction)
Community Campus
1 Adult Education has a mentor program for new instructors that meet weekly with other senior
instructors and managers to assist them to become familiar with program requirements and
teaching adults students. In addition there is assistance for curriculum and lesson development.
Adult Education has an Instructor/Mentor program for TIAN (Teachers Investigating Adult
Numeracy) that includes full and part-time instructors. (CC, S. Lee)
Desert Vista Campus
1 Offered four sessions of technology training to adjunct faculty. (DV, Bettye Wheeler Division
Dean, Don Shaffer Director of IT)
Downtown Campus
1 We have sponsored a few adjuncts for the Business Math mentoring program.
Adjuncts mentored include Steven Brownstein and Elisabeth Dinkleman. (DC, Dan Wright,
Division Dean)
West Campus
1 In addition to the College mentoring program, the Nursing Division developed and launched a
comprehensive mentoring program for two new full-time hires and all adjunct faculty. A tool was
designed to evaluate the effectiveness of the division program. A policy was established, and
handbooks were created and distributed in Fall 2008. (WC, M. Mayhew, WC Division Dean of
Nursing)
1.4.2
Expand teaching strategy workshops college-wide with a
focus on learning styles.
Community Campus
1 Instructional Designers developed and presented a “Generational Learning Styles” educational
workshop on August 28, 2010, to the West Campus Nursing faculty as part of their Department
of Health Education Continuing Education requirements. (CC, D. Gifford)
2 The Center for Learning Technology presented teaching strategy workshops college-wide as part
of their Showcase Series (http://cc.pima.edu/~bbfaculty/Showcase/ShowcaseDirectory.html)
including workshops designed to help faculty identify activities for visual, auditory and
kinesthetic learning styles as well as Student-Centered Learning, which covered learning styles
tools. (CC, D. Gifford)
30
3 The Public Safety and Emergency Services Institute offered training for its Fire Science adjunct
faculty members in April. This day-long workshop was titled Ethical Leadership in the Public
Safety Classroom, and was taught by a nationally-known presenter in this field, Chief Kevin
Brame. A portion of this lecture concentrated on Learning Styles and Concepts for Adult
Learners. (CC, N. Russell, VP of Instruction)
Desert Vista Campus
1 Hosted college-wide workshop for developmental education faculty in August 2008. Offered
Millennial training workshop in February 2009. Offered workshop on integrating Student Life
into the classroom as a means of student retention in April 2009. (DV, Simone Gers Division
Dean, Matt Matera Student Life Coordinator, Shawn Hellman Faculty)
2 Spring 2009 All Faculty Day presentation focused on millennial students and how their learning
styles differed from students of past generations. (DV, T. Roush)
3 Spring 2011 Faculty Professional Development featured workshop on Use of Social Media in the
Classroom to address learning styles of today’s students. (DV, T. Roush)
4 Spring 2011 Faculty Professional Development workshops included applications of classroom
technology to address auditory vs. visual learners. (DV, T. Roush)
5 Use of Smart Board engages students on multiple levels and allows students with
learning/listening difficulties to access classroom notes on the Web following classroom
instruction. Since Fall 2009, every Desert Vista Faculty Professional Development event (held
twice per year) has included workshops on use of Smart Boards. (DV, T. Roush)
Downtown Campus
1 Faculty Tech Mentoring Program. (DC, Andersen, Duchicela and Muir)
2 Individual one on one teaching strategies for course development. (DC, Title V Faculty and
Instructional Designer)
3 Learning Studio Teaching Strategies Workshops. (DC, Andersen, Duchicela, Rosen and
DeFrain)
4 Ongoing Professional Development Workshops Title V. (DC, Andersen, Duchicela and Diezel)
5 Several of our Writing Department faculty attended the 2009 Writing College Discipline Area
Committee (CDAC) Professional Development Day. Our instructors also participated in the
Desert Vista Developmental Education Workshop. Over 50% (19 of 34) of Science and
Communication faculty have completed or are taking Blackboard Vista training. (DC, D. Wright,
Division Dean)
6 Title V FITT Training for Full and Part-time Faculty. (DC, Andersen, Duchicela and Muir)
East Campus
1 An East Campus Instructional Lab Specialist provided training via PowerPoint workshops for
campus faculty. (EC, C. Fugett, President)
2 The East Campus held a special campus All Faculty Day with workshops on classroom
instructional issues and Student Learning Outcomes. (EC, C. Fugett, President)
Northwest Campus
1 Resource Center held a series of technology-focused workshops aimed at engaging students'
various learning styles including Beginning classroom Technology, Smartboard Use in the
Classroom, and PowerPoint in Lecture. (NW, V. Cook, A. Conover, E. Gallagher, J. White)
2 Tutor and adjunct faculty workshops held through Resource Center with sections and resources
on addressing different learning styles of students. (NW, E. Gallagher)
3 With a focus on expanding offerings of various modalities, NW requested and received
Blackboard Vista training for 141 full-time and adjunct faculty, staff and administrators. (NW,
V. Cook)
West Campus
1 The Biology Department provided learning style training, including handbooks, at the beginning
of each semester to full-time and adjunct faculty. (WC, D. Lammers, M. Gilliland)
31
2 The Writing Department provided a handbook to full time and adjunct faculty that incorporated
teaching strategies and learning styles. (WC, D. Lammers, R. Simpson)
1.4.3
Develop additional professional development opportunities
for faculty.
Community Campus
1 Adult Education instructors and management staff participated in the Mountain Plains Adult
Education Association Conference in Spring 2010. Adult Education instructors and staff have
formed Professional Learning Communities (PLCs) and meet regularly. The purpose is to allow
time for teacher discussion of best practices and for collaboration for the purpose of improving
student achievement. Some Adult Education instructors have completed the Arizona Dept. of
Education, training in teaching math called Teachers Investigating Adult Numeracy (TIAN). Ten
Adult Education employees completed a three-year training program offered by the Arizona
Dept. of Education called Professional Development Leadership (PDL)resulting in the
implementation of a Professional Learning Communities initiative for all Adult Education
instructors consisting of once-per-month collaborative meetings in which teachers examine their
student work using specific analysis protocols. Other Arizona Department of Education/Adult
Education Services (ADE/AES) trainings are the Reading Initiative and the Leadership
Excellence Academy. Several PCAE staff are participants in these multi-year training programs.
(CC, S. Lee)
2 Contract Sales department sponsored on December 3, 2009 a webinar provided by the National
Council on Continuing Education and Training (NCCET) for faculty, staff and adjunct faculty
regarding ways to use PowerPoint in classrooms. 13 people, including 5 Workforce and Business
Development adjunct faculty, attended and learned tips and tricks for making PowerPoint more
powerful in classroom presentations. (CC, N. Russell)
3 Provide technology support and innovation to all Community Campus departments requesting
resources that develop success in the development of professional development opportunities for
faculty. (CC, D. Gifford)
4 Provide technology support and innovation to all Community Campus departments who actively
participate in the mentoring program to adjunct faculty. (CC, D. Gifford)
5 Some Adult Education instructors have completed the Arizona Dept. of Education, training in
teaching math called Teachers Investigating Adult Numeracy (TIAN). (CC, S. Lee)
6 Ten Adult Education employees completed a three-year training program offered by the Arizona
Dept. of Education called Professional Development Leadership (PDL)resulting in the
implementation of a Professional Learning Communities initiative for all Adult Education
instructors consisting of once-per-month collaborative meetings in which teachers examine their
student work using specific analysis protocols. (CC, S. Lee)
Desert Vista Campus
1 Held three Teaching Innovation Forums in the Fall 2008 Semester: Curriculum Alignment, Black
Board Vista and Teaching ESL Students; Awarded two $1,000 Innovation Awards for
Instructional and Student Services Innovation. (DV, Lori Grimm, Lloyd Sandmann, Linda
Rousos Faculty, Christal Albrecht President)
East Campus
1 All Faculty Day contained workshops on technology innovation as well as hybrid and online
instruction. (EC, C. Fugett, President)
2 The East Campus CDAS conducted Pima Reports training for EC Department Chairs and lead
faculty. (EC, C. Fugett, President)
32
3 The East Campus offered a special audio conference, "Veteran Issues at Community Colleges:
Are You Ready for Returning Vets?" The conference was about preparing and assisting military
veterans by addressing the emotional, mental, career, family and financial challenges that go
above and beyond the traditional college transition. (EC, C. Fugett, President)
Northwest Campus
1 All three counselors teach STU 100 and are currently developing a consolidated course to ensure
content is the same for teaching and learning. By Spring 2009, accomplished standardized course
materials supplements. Rob Walkinshaw developed a packet to be used in place of formal text
for all 100 sections and began offering different modalities for STU in Spring 2009 (STU 105
and 107 as self-paced); also continued with STU 107 dual enrollment at Mountain View High
School. (NW, R. Walkinshaw, D. Siddall, S. Desjardin)
2 Developed technology workshops for faculty. During the first week of faculty accountability in
the Spring semester, there were four such workshops and three additional sessions during the
semester. (NW, P. Houston, D. Padgett)
3 Implemented Best Practices sessions for faculty. The sessions have been augmented by
workshops on Student Learning Outcomes, technology, sabbatical reports and Classroom
Management. Workshops on each have been offered to adjunct and full-time faculty, including
guest lectures. (NW, P. Houston, D. Padgett)
4 Implemented several Code of Conduct training opportunities for faculty. Completed and
Ongoing: Code of Conduct training was provided at the Fall and Spring Adjunct Faculty
Orientation and the Department Chair meetings. A training session for all faculty was offered
twice in the spring semester. (NW, A. Conover, P. Houston, D. Padgett)
West Campus
1 Deans reviewed syllabi of full-time and part-time faculty for instructional improvement during
department chair meetings during 2010-2011. (WC, D. Lammers, Academic Deans)
2 Deans worked with the Center for Learning Technology on a training video for faculty to utilize
online tools and teach online. (WC, D. Lammers, Academic Deans, CLT Staff)
3 Information on teaching and classroom management strategies was provided to adjunct faculty at
department meetings 2009-2011. (WC, D. Lammers, Academic Deans)
4 Provided campus-wide syllabi templates for all adjunct faculty. (WC, D. Lammers, D. Miller)
5 The Faculty Resource Center provided over 40 workshops on the topics of academic services,
instructional design, online grading, MyPima and technology applications. (WC, D. Lammers, D.
Miller, Academic Deans)
6 West Campus Cabinet received training in fall 2010 from DSR Coordinator on accessible
technology to aid in student learning. (WC, D. Lammers, B. Richards, Academic Deans)
1.4.4
Refine the faculty success program to support instructional
improvement.
All Campuses
1 In our meeting on November 18th 2008, the Vice Presidents assessed components of the current
Faculty Success Program from an operational standpoint. The group discussed how the program
serves as a good start but suggested that Division Deans and faculty might benefit from training
or workshops to make the process more productive and increase consistency throughout the
campuses. Additionally, the Vice Presidents will contact Meet and Confer Management team
members directly to offer suggestions for potential improvements to Policy on the topic of the
Faculty Success Program. (All, VPs of Instruction)
33
2 VPs of Instruction refined the Faculty mentorship program to improve faculty-to-faculty contact.
The VPs of Instruction also developed recommendations for improvement in the Adjunct Faculty
Mentoring pilot, recommending orientation and training events for all adjuncts. (All, T. Roush,
VP of Instruction)
3 VPs of Instruction sent memo of recommendation to the Provost's Office on ways to refine the
faculty success program on November 18, 2008. The memo is included in the working agenda
notes. (All, VP of Instruction)
Community Campus
1 Provided the Post-Degree Teacher Education adjunct faculty with a comprehensive, face-to-face
orientation. (CC, D. Gifford)
34
Strategy 1.5
Develop and enhance learning and educational resources to
support student learning and effective teaching
Provost and Executive Vice Chancellor, and Assistant Vice
Complete
Strategy 1.5 was designed to support student learning and effective teaching at the College
through enhancement and critical evaluation of learning resources. Major accomplishments
within this strategy include: (1) Specialized technology and software training for faculty
and adjuncts, including training on effective use of the MyPima platform, (2) Vice
Presidents developed a list of potential opportunities to enhance learning, including training
on learning styles, alternative teaching modalities, retention strategies, methods for
increasing student engagement in the classroom, and curriculum development, (3) Increased
student access to Student Success (STU) course content through module and workshop
development, and (4) Review of Learning Center services by Vice Presidents of Instruction
and recommendations for a more comprehensive service review process college-wide.
35
1.5.1
Increase the number of professional development workshops
for faculty and adjunct faculty relating to learning resources.
Vice Presidents of Instruction, and Vice Presidents of Student
Development
All Campuses
1 Added the following training programs: Academic Advising Training, FERPA Workshops,
Career Services Workshops, Accessing resources via MyPima, and Code of Conduct Training
(All, Murphy, AVC and Vice Provost)
2 The Vice Presidents of Instruction generated a list for potential opportunities to develop and
enhance learning and educational resources to support student learning and effective teaching,
College Plan Action Items, 1.5.1 and 1.5.2. The list of suggestions for professional development
opportunities included teaching millennium students, teaching developmental students by
discipline, replication model of writing CDAC workshops, intervention strategies, FERPA,
workshops on learning styles, employing alternative teaching modalities, student success
strategies, teaching the online and hybrid learners, retention strategies, effective classroom
management, promotion of student engagement in the classroom, development of hybrid courses,
faculty leadership on campus, curriculum development, career services in instruction, becoming
a master teacher training, creative uses of professional development funds and other motivators
for professional development, creating an environment of change, student complaint processes,
and embedding technology into existing and new curriculum. (All, Vice Presidents of
Instruction)
3 VPs of Instruction sent memo of recommendation to Provost with suggestions on developing and
enhancing learning and effective teaching and recommendations for professional development
opportunities for administrators and staff on November 18, 2008. Memo included in working
agenda notes. (All, VP of Instruction)
4 VPs of Instruction sent memo of recommendation to Provost's Office in regard to handling
requests for overloads for full-time and adjunct faculty on December 15, 2008. (All, VP of
Instruction)
Community Campus
1 Created a Teacher Education Program-specific Orientation for Adjunct Faculty. (CC, D. Gifford)
2 Created a Teacher Education Program-specific Orientation for Incoming Faculty Members. (CC,
D. Gifford)
3 Twenty-five instructors and management staff participated in the Mountain Plains Adult
Education Association Conference April 21-24 in Tempe, Arizona. Funding was made available
from ACES and the Arizona Department of Education. – Luisa Hernandez. El Pueblo Liberty
once again hosted the statewide Digital Storytelling Institute (DSI), for the third year in a row.
Twelve adult education staff members from adult education programs across the state completed
the 4-day training that culminated in a showing. Four PCCAE staff members participated in the
Institute. The training was provided by Creative Narrations contractors Jennifer Nowicki-Clark
and Evan Goldberg. Adult Education has designed and implemented staff training on MyPima,
ADE/AES IDEAL web-based learning resources, and Skills Tutor, a web-based GED and
workplace preparation program. (CC, S. Lee)
Desert Vista Campus
1 Used the Audio Response System during Opening Day 08/25/08 for faculty to learn and utilize
the technology in the classroom. (DV, Leticia Menchaca, VP Student Development)
East Campus
1 A member of the East Campus' Educational Technology Work Group has presented at least five
technology workshops for faculty's professional development. (EC, C. Fugett, President)
36
2 East Campus has developed a Teaching Strategies Workshop for campus instructional faculty.
3 The East Campus provided specialized training in PowerPoint for their faculty and adjunct
faculty. (EC, C. Fugett, President)
4 The East Campus, in conjunction with the Office of the Provost, hosted and provided faculty
leadership for a Teaching Strategies Workshop which provided professional development
opportunities for full-time and adjunct faculty as well as Pima Community College adult
education instructors. (EC, C. Fugett, President)
5 The EC's Tutoring Center piloted an enhanced tutoring program for Chemistry. (EC, C. Fugett,
President)
West Campus
1 The Faculty Resource Center developed “FRC News to Use” summer 2010, an electronic
informational newsletter distributed weekly to all full-time and adjunct faculty. The newsletter
provides links to instructional technology and software, and instructional and academic services
announcements. (WC, D. Lammers, D. Miller)
2 The Faculty Resource Center provided over 40 workshops on the topics of academic services,
instructional design, online grading, MyPima and technology applications during 2010-2011.
(WC, D. Lammers, D. Miller)
1.5.2
Expand access to learning resources for faculty, adjunct
faculty and students through multiple modalities.
Development
All Campuses
1 Intranet development, MyPima alerts and announcements, Podcasting, Video clips for various
resources, Online, and MyPima allows the ability to provide 24/7 services. Disk, jump drive etc.,
Pima chat with scheduled programs and a library of previous chats, Social networking,
Telephone/Helpline. (All, Murphy, AVC and Vice Provost)
2 The Vice Presidents of Instruction generated a list for potential opportunities to develop and
enhance learning and educational resources to support student learning and effective teaching,
College Plan Action Items, 1.5.1 and 1.5.2. The list of suggestions for professional development
opportunities included teaching millennium students, teaching developmental students by
discipline, replication model of writing CDAC workshops, intervention strategies, FERPA,
workshops on learning styles, employing alternative teaching modalities, student success
strategies, teaching the online and hybrid learners, retention strategies, effective classroom
management, promotion of student engagement in the classroom, development of hybrid courses,
faculty leadership on campus, curriculum development, career services in instruction, becoming
a master teacher training, creative uses of professional development funds and other motivators
for professional development, creating an environment of change, student complaint processes,
and embedding technology into existing and new curriculum. (All, Vice Presidents of
Instruction)
Community Campus
1 Adult Education students beginning in the Fall 2010 term will have the same access to PCC
services such as the library and computer labs because of the integration into Banner. (CC, S.
Lee)
2 Developed and presented eleven evening or Saturday training workshops for Post-Degree
students to enhance teaching skills linked to their coursework and to support their becoming high
quality educators by partnering with the Amphitheater School District HR Department, Pima
Community College education faculty, and Arizona Department of Education Special Education
Services. (CC, D. Gifford)
37
3 In addition to class resources, adult education students have access to a variety of online
resources. One in particular is Skills Tutor, which is also available at the Pima County Libraries.
Two Adult Education staff members have completed the Blackboard portal training to support
Adult Education hybrid/distance learning GED preparation program. (CC, S. Lee)
4 Provide technology support to Professional Development and Community Campus departments
central to faculty and adjunct faculty workshops including (but not limited to), video streaming,
audio, website management, etc. (CC, D. Gifford)
5 Provided Endorsement courses to certified teachers in multiple modalities including open
entry/open exit, online, face-to-face, weekend, hybrid, and on site by contract. (CC, D. Gifford)
Desert Vista Campus
1 Brought students to an opening reception of the Art of Democracy at the University of Arizona
Student Union Art Gallery. 90 students, two faculty members, and two advisors attended the
event to learn about the portrayals of democracy through various forms of art. Many of the
students examined the art pieces online, analyzed them at the gallery, participated in small-group
discussions about their analyses, and wrote about their experiences through a class assignment.
(DV, Matt Matera, Student Life Coordinator, Dr. Charles McKenzie, WRT Instructor)
2 Math Faculty provided Professional Development for Math Tutors. (DV, Darla Aguilar, Faculty,
Simone Gers, Division Dean)
East Campus
1 A member of the EC student body was granted a scholarship to attend the Hispanic Association
of Colleges and Universities conference. (EC, C. Fugett, President)
2 A Transfer Fair for students, focused on expanding access and providing enhanced educational
resources, was hosted by the East Campus. (EC, C. Fugett, President)
3 The East Campus has created a resource for basic computer skills tutorials that has been
marketed to teachers and EC staff to refer students to the Learning Center for basic computer
skills and online course start-up help. (EC, C. Fugett, President)
4 The East Campus Office of Student Life was an exhibitor of a nationally acclaimed Holocaust
Exhibit. The campus was the only local higher education entity selected for this exhibition. (EC,
C. Fugett)
5 The East Campus provided student representatives in each of the past two years to the statewide
Arizona Town Hall event. (EC, C. Fugett)
Northwest Campus
1 Developed Perkins Grant proposal for Clinical Research Coordinator Program. Proposal has been
submitted to the Program Services Office. (NW, P. Houston, A. Conover, A. Robinson, D.
Padgett, L. Brown-Quick)
2 Encouraged faculty to use advising hours in the tutoring lab and promote the sessions to students.
Several key faculty have provided tutoring and improved services to students. (NW, E.
Gallagher, P. Houston, D. Padgett, D. Morris-Murphy)
3 Encouraged selected students to volunteer as mentors to at-risk students and provided a structure
for the mentoring to occur. (NW, Patricia Houston, Suzanne Desjardin, Dave Padgett)
4 Implemented the new Blackboard and Microsoft XP training opportunities.
Blackboard Vista training was completed. (NW, R. Foth, P. Leverentz, D. Padgett, P. Houston)
5 Increased level and depth of knowledge concerning state university admissions, advising
programs, particularly the University of Arizona, and modified STU 107 and 210 to assist
students to dual enroll and transfer. Rob Walkinshaw has developed a proposal for STU 107 and
PJAE. (NW, R. Walkinshaw)
6 Increased student access to Student Success (STU) course content via development of
modules/workshops. Counselors have been involved in developing daily student orientations.
Rob Walkinshaw has been the lead counselor for this effort in the district. (NW, S. Desjardin, P.
Houston, R. Walkinshaw, D. Siddall, D. Padgett)
38
7 Increased technology and literacy resource training opportunities for students through the library.
Sessions were offered in the Fall and Spring semesters. (NW, N. Lam, K. Swank, D.
Morris-Murphy, N. Trejo, D. Padgett)
8 Piloted a new program involving NW Campus faculty who assisted students who wanted specific
career information connected with a major. Faculty volunteered to provide career guidance to
students within their discipline. (NW, S. Desjardin, P. Houston, D. Padgett, R. Walkinshaw, L.
Morales)
9 To improve and increase student understanding of transfer processes and options, worked with
UAPCCTCC to develop events like "Love Your Major" on campus to promote university
transfer. Rob Walkinshaw gave adjunct instructors for STU 210 the same course assignments to
ensure campus consistency with class, and coordinated with all STU 210 instructors regarding
course content. (NW, R. Walkinshaw)
West Campus
1 Librarian, Sandra Ley, worked with the Center for Learning Technology during 2010-2011 to
create online information literacy tutorials to allow online students to receive library-related
instruction. (WC, D. Lammers, D. Miller, S. Ley)
2 Online components were incorporated (Starry Night software, SimBio and homework
applications) into astronomy, biology, physics and chemistry classes during 2010 and 2011.
(WC, D. Lammers, M. Gilliland)
3 Services were expanded in the biology and physics study labs during 2010-2011 to include a
cadre of student volunteers to tutor students. Faculty volunteered and applied office hours to
assist students in the labs. (WC, D. Lammers, M. Gilliland)
4 The American Sign Language and Interpreter Training Program bag the use of Flip Videos
(online videos) for teaching and learning beginning fall 2010. (WC, D. Lammers, M. Ginter)
5 The ESL and Interpreter Training academic programs incorporated iTunes University for
classroom instruction during 2010-2011. (WC, D. Lammers, M. Ginter)
6 The Learning Resource Center administered the LASSI inventory with student athletes beginning
summer 2010 during pre-skills workshops and post workshops resulting in increased student
success. Athletes attended up to seven student success and skills development workshops. This
project will continue in collaboration with the College Football Program. (WC, D. Lammers, D.
Miller, P. Turrentine)
7 The National Institutes of Health, Post-Doctoral Excellent in Research 5-year grant was renewed
in 2009 to support science faculty in summer research, joint teaching and mentorship and to
purchases materials and supplies for the Biotechnology program. (WC, D. Lammers, M.
Gilliland)
8 The Social Services Department received $200,000 through the TANF-Health Professions
Opportunity Grant in 2011 to provide a certificate program, to include online courses, to train
low-income students as Community Health Advisors. The grant provides scholarships and fund
for books/supplies. (WC, D. Lammers, M. Ginter)
9 The West Campus Library completed 257 instructional sessions during 2010-2011 with 8,711
reference contacts. (WC, D. Lammers, D. Miller, J. Labuda)
10 University of Arizona faculty who oversee the Biosphere invited West Campus science faculty
and students to visit the Biosphere during 2010-2011. They requested we recruit science students
for summer internships. Faculty member, Dr. Francisco Delgado-Duran is participating in a
summer 2011 faculty research project as part of the PERT grant. (WC, D. Lammers, M.
Gilliland)
39
1.5.3
Establish a service review process to identify the effectiveness
of learning resources and professional development
opportunities
Development
All Campuses
1 For College Plan Action Item 1.5.3, review of learning resources and professional development
opportunities might require a district-wide working group consisting of Vice Presidents of
Instruction and Student Development, Advanced Program Managers, Academic Service Center
Coordinators, and Students and charged with evaluating effectiveness, consistency, application
of innovation, and constant improvement of services. (All, Vice Presidents of Instruction)
2 VPs of Instruction conducted and evaluated a Learning Center service review. (All, T. Roush, VP
of Instruction)
3 VPs of Instruction sent memo of recommendation to Provost with suggestions on developing and
enhancing learning and effective teaching and recommendations for professional development
opportunities for administrators and staff on November 18, 2008. Memo included in working
agenda notes. (All, VP of Instruction)
4 VPs of Instruction sent memo of recommendation to Provost's Office in regard to handling
requests for overloads for full-time and adjunct faculty on December 15, 2008. (All, VP of
Instruction)
40
Strategy 1.6
Prepare the College for the North Central Accreditation
Self-Study
Provost and Executive Vice Chancellor, and Self-Study Steering
Committee
Complete
Strategy 1.6 was designed to help prepare the College for the North Central Accreditation
Self-Study and visitation in fall 2010. Major accomplishments within this strategy include:
(1) Development and implementation of a three-part series of professional development
workshops, open to all College staff, faculty, and administrators, to improve institutional
understanding of the reaccreditation process, (2) Attendance by administrators at Higher
Learning Commission workshops and annual conference, (3) Early submission of the
College Self-Study in spring 2010, (4) Completion of a successful site visit in fall 2010 and
formal reaccreditation of the College, and (5) Incorporation of reaccreditation feedback into
the development of the 2011-2013 College Plan.
41
1.6.1
Conduct regular meetings with the Self-Study Steering
Committee.
Assistant Vice Chancellor for Academic Services and Vice Provost
All Campuses
1 HLC Steering Committee meetings were held on the following dates in 2008: September 26,
October 10, and November 21. 2009: February 14, March 13, April 10, September 25, and
November 13. 2010: February 19, April 30, and September 3. (All, M. Martinez Sanchez, AVC
for Academic Services and Vice Provost)
Community Campus
1 Participant and Chair of the Technology and Design subcommittee for the Self Study Steering
Committee. (CC, S. Lee, President)
Northwest Campus
1 Suzanne Desjardin, Dan Wright, and Jana Kooi served on the NCA Reaccreditation College
Committee. (NW, J. Kooi, President)
1.6.2
Regularly review reports on the status of the criteria for
accreditation.
All Campuses
1 All Vice Presidents of Instruction and the Vice Provost routinely received updates and reviewed
information regarding the accreditation process. Review of materials and information included
the Accreditation webpage and regular reports from the Accreditation Steering Committee
members. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
2 Routinely reviewed Pima Reports, faculty evaluations, feedback forms and budgets to monitor
criteria. (All, M. Martinez Sanchez, AVC for Academic Services and Vice Provost, V. Cook, D.
Gifford, D. Lammers, H. Muir, B. Murphy, T. Roush, N. Russell, VPs of Instruction)
Community Campus
1 As member of Criterion 3 and the Technology and Design Subcommittee, regularly review
reports on the status of criteria. (CC, S. Lee, President)
1.6.3
Conduct regular professional development workshops for
employees on the accreditation process.
All Campuses
1 The following VPs of Instruction were on the steering committee that created and presented the
accreditation workshops: Ted Roush, Harry Muir, Brigid Murphy, Dee Lammers, Mary Ann
Martinez Sanchez and Vicki Cook. (All, VPs of Instruction)
2 Thirty-three Professional Development workshops were presented. Presenters included several
VPs of Instruction. VPs of Instruction encouraged all staff and faculty in their respective areas to
attend. (All, M. Martinez Sanchez, AVC for Academic Services and Vice Provost, V. Cook, D.
Gifford, D. Lammers, H. Muir, B. Murphy, T. Roush, N. Russell, VPs of Instruction)
42
Community Campus
1 Adult Education staff and instructors have participated in the reaccreditation workshops offered
through the Provost's Office and prepared material for the CC evidence room. (CC, S. Lee,
President)
1.6.4
Continue to participate on an annual basis in the Higher
Learning Commission student learning workshops in Lisle,
Illinois.
Provost and Executive Vice Chancellor
All Campuses
1 The Chancellor, Provost, Vice Presidents of Instruction, Student Learning Outcomes Faculty
Facilitators and Administrators have attended workshops. (All, H. Tilson, Senior Assistant to the
Provost)
1.6.5
Continue to participate in the Higher Learning Commission
annual conference held in April in Chicago, Illinois.
All Campuses
1 The Provost, Vice Provost and Higher Learning Commission Accreditation Faculty Coordinator
attended. The Provost and Faculty Coordinator presented. (All, H. Tilson, Senior Assistant to the
Provost)
1.6.6
Submit the Self-Study in spring 2010.
All Campuses
1 The Self-Study was submitted ahead of time in Spring 2010. (All, H. Tilson, Senior Assistant to
the Provost)
Community Campus
1 Adult Education submitted a detailed program description as part of the Self-Study. This will be
the first time Adult Education participates in the re-accreditation process. (CC, S. Lee, President)
1.6.7
Host the North Central Accreditation (NCA) team in fall 2010.
All Campuses
1 The College hosted a very successful site visit in September 2010. (All, H. Tilson, Senior
Assistant to the Provost)
Community Campus
1 Participant in its hosting and Chair of the Technology and Design subcommittee for the Self
Study Steering Committee. (CC, S. Lee, President)
43
1.6.8
Follow-up on items after the NCA team visit spring 2011.
All Campuses
1 Followed up in Spring 2010 and are continuing follow up. Chancellor received confirmation of
10 year accreditation renewal in December 2010. Executive Director of Planning and
Institutional Research put together a plan for the final phase which has been incorporated into the
new College Plan. (All, H. Tilson, Senior Assistant to the Provost)
Community Campus
44
Strategy 2.1
Leverage community resources
Completion Date: June 30, 2009
Presidents
Complete
Strategy 2.1 was designed to improve the College’s ability to leverage community resources
through evaluation of existing partnerships and the design and implementation of new
opportunities. It also involved educating the community on the need for broad involvement
in developing multi-level shared responsibility development education. Major
accomplishments within this strategy include: (1) Meetings with many area high schools
regarding the expansion of dual enrollment course offerings, (2) Collaboration with Pima
County One Stop to develop fast-track workforce education programs for displaced and
incumbent workers, (3) Training of student services staff on current community scholarship
opportunities, (4) Various collaborative campus programs and events with community
organizations, including libraries, homeowners associations, interfaith councils, and health
providers, and (5) Discussions between College administrators and area community
organizations and high schools regarding the need for collaboration on developmental
education.
45
2.1.1
Inventory and assess community resources to determine how
they can augment PCC programs.
Development
All Campuses
1 An ad hoc Developmental Education Committee was established on September 11, 2008 and
charged with drafting a proposal to develop an alternative to the semester-based developmental
education program, research best practices and provide recommendations for developmental
education program improvement at Pima Community College.
A Developmental Education Program Proposal was prepared and submitted to Dr. Suzanne Miles
on December 1, 2008. The proposal includes national best practices and recommendations for
implementing an effective developmental education programs.
2
3
4
5
6
A standing Developmental Education and Retention Committee has been established by the
Chancellor and is comprised of internal and external members, developmental education faculty,
college administrators, representatives from student development, instructional faculty, and
counselor and retention specialists. The charge to the committee is to review the activities and
programs related to developmental education and retention at the College and recommend
improvements to the Chancellor.
(All, VP of Instruction)
As part of the College's self study for reaccreditation, subcommittees on the five criteria are
identifying community resources and partnerships, many related to basic skills development.
(All, VP Student Development)
Campuses maintain contact information of organizations within assigned service areas including
neighborhood associations, social services agencies, and faith-based organizations. (All, VP
Student Development)
Consortia such as the umbrella organization, Literacy For Life, have formed and provide one
stop connections for some services and contact points. (All, VP Student Development)
Outreach Coordinators established an activity database in July 2008 and make this available to
other departments. Directory of Community Resources for Southern Arizona published by
Information and Referral Services is in PCC counseling centers and libraries, and contains 26
categories within Education and lists 451 services. (All, VP Student Development)
Pima Community College Adult Education (PCCAE) maintains a service referral list for students
needing additional support services. (All, VP Student Development)
Community Campus
1 Evaluate Community Campus resources to determine how they can augment PCC Programs
(most recently Prison and DM resources). (CC, S. Lee)
Desert Vista Campus
1 Community outreach expanded to tribal entities, neighborhood associations, and community
organizations such as Pascua Yaqui Tribal education programs, First Things First Regional
Partnership Council, San Xavier Educational Center, C.E. Rose Family Center Progress class,
Midvale Park Neighborhood Association, Sol Casinos, Tohono O'Odham Nation Scholarship
Program, Native Education Alliance, Tucson Indian Center, and Southwest Family Center.
Activities took place on these dates 07/07/08, 07/09/08, 08/04/08, 08/05/08, 08/11/08, 09/09/08,
09/10/08, 09/15/08, 09/18/08, 09/20/08,10/01/08, 10/14/08 10/17/08, 10/18/08, 10/30/08,
11/15/08, 11/20/08, 11/21/08, 12/02/08, 12/10/08, 12/16/08, 1/14/09, 2/02/09, 2/21/09, 3/15/09
(DV, M. Sando, Outreach Coordinator)
2 Developed Community Resources List for Student Referrals. (DV, Leticia Menchaca, VP
46
3 VP of Instruction developed a list of over 75 businesses that were identified for contact in the
next 6-9 months. Pascua Yaqui and Tohono O'Odham nations offer grants which can be used to
leverage campus resources and benefit students. (DV, T. Roush, VP of Instruction)
Downtown Campus
1 DC has contacted all K-12 high schools in its service area to see how we can partner with each
other utilizing joint resources. As a result, the College is offering dual enrollment programs at the
Academy of Math and Science and Catalina High School and Upward Bound programs at
Amphitheater High School, Rincon High School and Presidio Charter High School. In addition,
joint programming efforts have been successful in setting up a remediation program at Pima
Partnership High School and developing plans for a dual enrollment program at Catalina Allied
Health Magnet High School. (DC, H. Muir, VP of Instruction)
East Campus
1 A forthcoming collaboration with the East Campus and the Statewide Instructional Technology
Project for training and professional development is currently under review. (EC, C. Fugett,
President)
2 Artists from the private sector and regional and state institutions contributed loaned artwork to
the EC Sculpture-On-Campus program. (EC, C. Fugett, President)
3 Democracia U.S.A. and the East Campus engaged the public in non-partisan voter registration
efforts during the 2008 campaigns. (EC, C. Fugett, President)
4 East Campus partnered with SunEdison to present a Solar Expo, initiate a Solar Job Fair and
sponsor a community lecture on solar power. (EC, C. Fugett, President)
5 East Campus Writing faculty sponsored Saturday lectures during the spring semester featuring
three nationally known professional writers. (EC, C. Fugett, President)
6 EC Accounting faculty secured free Peachtree software as a major teaching tool for the
classroom. (EC, C. Fugett, President)
7 EC Business faculty is utilizing an electronic business textbook and helping students save
educational expenses. (EC, C. Fugett, President)
8 EC Student Government expanded their annual Blood Drive in partnership with the TV show
Extreme Makeover: Home Edition and the American Red Cross. (EC, C. Fugett, President)
9 EC Writing students were treated to a lecture by author Dr. Ann Lopez, author of "The
Farmworkers' Journey". (EC, C. Fugett, President)
10 Members from the Tucson League of Women Voters attended EC student government meetings
in order to assess and offer helpful suggestions in regards to running a proper business meeting.
11 Space at the UA Science and Technology Park for both classes and advising has been negotiated
through an agreement between the East Campus and the UA South. (EC, C. Fugett, President)
12 The East Campus teamed with ten other institutions of higher learning and the Humane Society
of the United States (HSUS) in signing a pledge to be proactive in preventing severe animal pain
and distress. (EC, C. Fugett, President)
13 The East Campus, along with the City of Tucson, cosponsored a full day technical training event
on Photovoltaic and National Electrical Code Training for inspectors and facilities personnel.
14 The EC partnered with Mollen Immunization Clinics to offer flu vaccine to all students and
employees. (EC, C. Fugett, President)
15 The EC's Lecture Under the Stars series brings science scholars to campus to present to the
community. (EC, C. Fugett, President)
16 Through linkages with SunEdison and TEP, solar paneling was installed on one EC building and
connected to the solar grid. (EC, C. Fugett, President)
17 Water for People, an international aid organization, presented at an East Campus forum with
local candidates running for the Central Arizona Water Conservation District board. (EC, C.
Fugett, President)
47
Northwest Campus
1 Piloted Basic Skills Assessment instrument at Mountain View High School which will assist in
placing students in high school and college math courses. Assessments were administered at
Mountain View during the sophomore in order to prepare for College mathematics. This project
was coordinated with the Math College Discipline Area Committee (CDAC). The Math CDAC
has approved utilizing Accuplacer at Marana High School next year. (NW, N. Corson, J. Knapp,
J. Worrall, L. Morales, D. Padgett, A. Conover)
West Campus
1 Dean Ginter and Chair Taylor met with Director of Latin American Studies, University of
Arizona South, in 2011 to plan outreach to high schools to encourage a Spanish minor path
starting in high school, through the College and on to University of Arizona South. (WC, D.
Lammers, M. Ginter)
2 Dean Ginter met with Northern Arizona University representatives in 2011 to discuss feasibility
of creating a PCC pathway for students to obtain a bachelor’s in accounting or finance. (WC, D.
Lammers, M. Ginter)
3 In fall 2010, the STEM Dean and faculty met with JTED to establish a student cohort for dual
enrollment in the Technology, Electronic Assembly Certificate program. (WC, D. Lammers, M.
Gilliland)
4 President Albert, faculty, staff and administrators met quarterly with Western Pima County
Community Council (Ajo, Arizona) and the Ajo Unified School District during 2008 and 2009.
Activities included GED testing in 2009, development of non-credit classes and discussions on
dual enrollment courses. (WC, L. Albert, Dionne-White, Student Services Staff)
5 President Albert, VPs Lammers and Morales met with Principals of Tucson High School and
Cholla High School May 2011 to expand partnership efforts. A retreat is planned with Tucson
High School for June 2011 to discuss a summer math academy in 2012. (WC, L. Albert, D.
Lammers, L. Morales)
6 The Accounting Department collaborated with the Volunteer Income Tax Assistance program
during 2010-2011 to provide training to accounting students. Students volunteered to assist the
community with income tax preparation. (WC, D. Lammers, M. Ginter)
7 The continued partnership with JobPath from 2009 to 2011 has supported students in the Medical
Lab Technology program with financial assistance. The STEM Dean and faculty meet twice a
year with JobPath board members. During 2011 meetings discussions on potential Biotechnology
grant opportunities took place. (WC, D. Lammers, M. Gilliland)
8 The Fashion Design program received donations from several business organizations (PGM
Fashions, Ropa al Mayoreo, The Sewing Room, Gaetana’s Salon and others) to support the May
2011 Fashion Show “Pima Runway.” (WC, D. Lammers, R. Simpson)
9 The STEM Division Dean and faculty participated in the Biotechnology Advisory Group
(industry partners, TUSD high schools and University of Arizona) to discuss promoting
biotechnology education at all levels and to develop a career pathway into biotechnology and
biosciences. (WC, D. Lammers, M. Gilliland)
10 The West Campus implemented the October 2008 Health and Safety Fair in partnership with
Marana Health Center and featured information booths and health screenings with over 50
community organizations, health-related businesses, and PCC nursing and health-related
programs represented. The event drew 2,000 participants. A 2011 planning committee is
preparing for the 2011 Health and Safety Fair (October 20, 2011). (WC, L. Albert, G. Escobedo,
M. Mayhew)
11 Two academic divisions partnered with the Senior Community Service Employment Program to
place two support staff beginning 2009 to receive training and volunteer work assignments. (WC,
L. Albert, M. Ginter, R. Simpson)
48
2.1.2
Evaluate existing partnerships to determine which practices to
strengthen, add, or eliminate.
Development
All Campuses
1 Administrators serve on Boards of Directors for many non-profit organizations within the service
areas. (All, VP Student Development)
charged with developing a proposal to develop an alternative to the semester-based
developmental education program, research best practices and provide recommendations for
developmental education improvement at Pima Community College.
implementing an effective developmental education programs. Both internal and external
communities must become involved in partnerships with the College and the Developmental
Education programs to support student success.
3
4
5
6
Community organizations are using an expanded definition of literacy that includes such aspects
as health, workplace, technology, and financial; PCC is examining ways this can impact basic
skills development. (All, VP Student Development)
Interactions within the community with literacy groups is strong; those for math are less evident.
Student Development has expanded basic skills assessment in the high schools and with other
community entities for the purpose of early identification of college readiness, allowing for
intervention as needed. (All, VP Student Development)
VP of Adult Education is a board member of the Literacy For Life consortium and is in a
position to be current on related resources and activities (All, VP Student Development)
Community Campus
1 Adult Education strengthens its partnership with Literacy Volunteers of Tucson (LVT) by
offering classes at the new location. LVT also took the initiative and worked very closely with
Adult Education during the statewide effort to stop the elimination of state funding. (CC, S. Lee)
2 Contract Sales department provided consultation on budget development and contract language
to Adult Education regarding the College’s intergovernmental agreement (IGA) with the Pima
County Sheriff for adult education and GED testing at the Pima County Jail, and with Adult
Education regarding the College’s relationship with other parties who use the College for GED
test administration. (CC, N. Russell)
49
Desert Vista Campus
1/29/09, 2/4/09, 2/9/09, 2/16/09, 2/23/09, 3/4/09, 3/9/09, 3/14/09,3/16/09 : Sahuarita High
School (HS), San Miguel HS, Alta Vista HS, Desert View HS, Sunnyside HS, Toltecalli
Academy, Aztlan Academy, PPEP TEC HS, Pueblo HS, Rio Rico HS, S.T.A.R. Academy. (DV,
T. Roush, VP of Instruction, L. Menchaca, VP Student Development, B. Wheeler, Division
Dean, B. Miller, Advanced Program Manager, M. Sando, Outreach Coordinator)
2 Expanded Dual Enrollment/Dual Enrollment Tech Prep with TUSD, Sunnyside, Sahuarita,
Charter Schools, Rio Rico and Nogales; Expanded partnership and developed marketing
materials with University of Arizona South to include offering Baccalaureate Program at Desert
Vista beginning in fall 2009; Employed student interns from San Miguel High School. (DV, S.
Gers, B. Wheeler, K. Schiefen, Division Deans; C. Albrecht, President)
3 Serve on the University of Arizona President's Diversity Council and attend regular meetings and
activities. Serve as campus liaison for the PCC/UA Program for Joint Admissions and
Enrollment. Serve as campus lead person for the UA New Start Summer Program partnership.
Attended meetings on these dates 11/18/08, 12/06/08 01/23/09, 02/20/09, 03/05/09 and 03/12/09.
(DV, M. Sando, Outreach Coordinator)
4 VP of Instruction and a campus team visited 12 dual enrollment HS campuses to establish and
strengthen dual enrollment partnerships. (DV, T. Roush and L. Menchaca, VP of Instruction)
Downtown Campus
1 DC is evaluating all existing partnerships to determine which practices to strengthen, add, or
eliminate. Similar evaluations were made at Flowing Wells High School and at all Pima County
high schools that have Career and Technical Education programs in AUT, BCT, CAD, MAC,
WLD, IDE, Fashion Merchandising, BUS, MKT, CSA, and ACC. (DC, H. Muir, VP of
Instruction)
East Campus
1 A representative from the East Campus Art Department serves as curator for quarterly art
exhibitions held at the Clements Fitness Center. (EC, C. Fugett, President)
2 An East Campus representative served on the selection committee for a UA South advisor
position. (EC, C. Fugett, President)
3 An EC representative served as a member of a community panel for a charter high school's
accreditation renewal visit. (EC, C. Fugett, President)
4 East Campus representatives met with JTED officials and will now offer EMT100 to Fire
Academy students. (EC, C. Fugett, President)
5 EC History faculty facilitated a town hall meeting on issues of race and ethnicity for Vail School
District #20. (EC, C. Fugett, President)
6 In an effort to strengthen communication between University Medical Center pre-med students,
EMT faculty has given several presentations highlighting the East Campus program. (EC, C.
Fugett, President)
7 Partnership relations have been increased between the East Campus and Aztec Middle College, a
unique alternative school located on the campus. (EC, C. Fugett, President)
8 The East Campus is collaborating on a joint marketing and counseling venture with the UA
South. (EC, C. Fugett, President)
9 The East Campus is utilizing an increasing number of Joint Technological Education District
(JTED) course offerings. (EC, C. Fugett, President)
10 The East Campus is working in partnership with the City of Tucson Parks and Recreation
Department to submit a Housing and Urban Development (HUD) grant to expand facilities at the
Clements Recreational Center. (EC, C. Fugett, President)
50
Northwest Campus
1 Collaborated with new partners such at the Chinese Cultural Center and Marana schools.
Partnerships with the Marana Middle School site were eliminated. Coyote Trail Elementary
School will be the new site in Marana. Courses at the Chinese Cultural Center will begin in the
Fall 2009. (NW, P. Houston, A. Conover, S. Lee, D. Rodriguez-Pitel, D. Padgett)
2.1.3
Design opportunities for collaboration with existing service
area programs in libraries, faith-based organizations,
neighborhood associations.
Development
All Campuses
1 A list of existing faith based organizations, community based organizations and neighborhood
associations is in development and under review at this time. (All, VPs of Instruction)
charged with drafting a proposal to develop an alternative to the semester-based developmental
education improvement at Pima Community College.
3
4
5
6
Grant funded units are bringing programming into neighborhood venues. PCC offers classes in
neighborhood facilities. Programs targeted to parents and families are being held in campus
service areas. (All, VP Student Development)
PCC is currently working with the County One Stops to develop fast-track workforce education
(occupational) programs in selected occupations for displaced and incumbent workers. We are
also defining the entry-level skills in reading, writing and math associated with each program. A
Basic Education component is being developed for displaced and incumbent workers with basic
skills deficiencies to improve basic skills and move students from the imbedded basic skills
programs into a specific occupational program. (All, VP of Instruction)
PCCAE offers GED Prep courses in the community; NWC offers a campus-based opportunity.
PCCAE offers GED Testing in the community; WC offers a campus-based opportunity and one
in Ajo. (All, VP Student Development)
Community Campus
1 Staff members from the Eastside Learning Center and members of the 292C neighborhoods and
Freedom Park Neighborhood Center are in the process of developing an Oral History Project of
selected individuals and long-time residents of the area. (CC, N. Reeder)
2 The PCCAE Civics team, Eastside Student Leadership Council members, and AmeriCorps
Volunteers staffed a booth at the Twenty-Ninth Street Corridor Communities (292C) Annual
Celebration at Freedom Center where approximately 2,500 people attended. (CC, S. Lee)
51
3 The Refugee Education Project at Eastside Learning Center has developed English for
Housekeeping Vocational English as a Second Language (VESL) classes for newly arrived
refugees, in cooperation with the International Rescue Committee (IRC), Catholic Social
Services (CSS) and Lutheran Social Ministries (LSM). (CC, M. Gromyko)
Desert Vista Campus
Program, Native Education Alliance, Tucson Indian Center, Southwest Family Center. Activities
took place on these dates 07/07/08, 07/09/08, 08/04/08, 08/05/08, 08/11/08, 09/09/08, 09/10/08,
09/15/08, 09/18/08, 09/20/08,10/01/08, 10/14/08 10/17/08, 10/18/08, 10/30/08, 11/15/08,
11/20/08, 11/21/08, 12/02/08, 12/10/08, 12/16/08, 1/14/09, 2/02/09, 2/21/09, 3/15/09 (DV, M.
Sando, Outreach Coordinator)
2 Continued partnership with San Miguel HS, hiring student interns for campus positions. (DV, T.
Roush, VP of Instruction)
3 Staff attend regular Sunnyside Unified School District (SUSD) Learning Community Leaders
monthly meetings (09/03/08, 11/05/08, 01/08/09, 2/04/09, 3/04/09 and 03/11/09); attended the
SUSD Digital Advantage Celebrations; serve on the SUSD Dollars for Scholars Selection
Committee. Currently collaborating with SUSD on PCC summer classes for SUSD graduating
seniors who are Dollars for Scholars recipients. (DV, Marilynn Sando, Outreach Coordinator,
Brian Miller, Advanced Program Manager, Christal Albrecht, President)
4 Throughout the Fall 2008 semester, hosted and attended meetings for Midvale Park
Neighborhood Association; Attended meetings with the Interfaith Council; Participated in Job
Path job fairs. (DV, Christal Albrecht, Alma Yubeta, Marilyn Sando, John Carbajal )
Downtown Campus
1 DC has worked with the Interfaith Council on internships in marketing and communications,
with the Flowing Wells Neighborhood Association with the EEE HUD grant program and with
Ward 3 related to planning and empowerment zone revitalization strategies. In addition, the
Downtown Campus has worked with the Downtown Public Library (main library) on referrals
for community user services as well as possible video-phone usage. (DC, H. Muir, VP of
Instruction)
East Campus
1 EC staff and administrators volunteer at the City of Tucson's Ward IV office's Back to School
Bash. (EC, C. Fugett, President)
2 EC staff has formed the East Campus Outreach Team, a clearinghouse for campus program
information and an outreach component to other service area programs. (EC, C. Fugett,
President)
3 For TRiO Day, a national day of volunteering, the East Campus Upward Bound Program
collaborated with the Groves-Lincoln Park Homeowners Association and Tucson Clean and
Beautiful to perform clean up and maintenance at upper Lincoln Park. (EC, C. Fugett, President)
4 In collaboration with the American Red Cross, the East Campus held two 2-day blood drives
during FY2009-10, and collected the most units of any PCC campus (208, with 82 first time
donors). (EC, C. Fugett, President)
5 In partnership with Marana Health Clinics, the East Campus remodeled its limited space to
include a small health clinic for the benefit of students, staff and the surrounding community.
6 In partnership with the Groves-Lincoln Park Neighborhood Association, the East Campus' Safe
Halloween XII attracted 1,500 attendees and garnered over 300 pounds of food for the
Community Food Bank. (EC, C. Fugett, President)
52
7 Las Posadas, a traditional Mexican event commemorating the holy family's search for lodging,
was reenacted by EC Student Government for the eastside community. (EC, C. Fugett, President)
8 Partnering with the Groves-Lincoln Park Neighborhood Association, City Parks and Recreation,
and Tucson Clean and Beautiful, the East Campus Upward Bound Program held a trash cleanup
day in Lincoln Park. A newspaper article highlighting the event appeared in the Tucson Daily
Star. (EC, C. Fugett, President)
9 The East Campus partnered with the UA Center for Latin American Studies, Arizona Water for
People and Water Conservation Alliance of Southern Arizona (CASA) to present a community
event on managing water resources. The event featured University of South Australia professor
and Fulbright scholar, Jennifer McKay. (EC, C. Fugett, President)
10 The East Campus provided two special program opportunities for Vail School District employees
"Back to School", classes for professional development, and "Vail Classified Academy", classes
in liberal arts for degree-seeking employees. (EC, C. Fugett, President)
11 The Groves-Lincoln Park Neighborhood Association is the main partner for the East Campus'
Safe Halloween event. (EC, C. Fugett, President)
12 The President and staff members of the East Campus participated in events at Vail Pride Day, a
celebration of the accomplishments of the Vail community. (EC, C. Fugett, President)
13 Tucson Accelerated High School and EC's Northeast Education Center collaborated on an
informal information series titled "Parent/Student Connections to Learning". (EC, C. Fugett,
President)
Northwest Campus
1 Explored childcare options with YMCA. Space issues currently prevents YMCA from providing
child care. There may be a possible change with the additional YMCA building. (NW, D.
Padgett, P. Houston, S. Lee)
2 Implemented the NWC community outreach plan to promote college and campus services and
courses to libraries and homeowner associations. Approximately 20 homeowners associations
and three service area libraries have been visited. There have been increased requests for our
NWC Speakers' Bureau, including at Sun City.
(NW, P. Houston, R. Rojas, S. Lee, D. Rodriguez-Pitel)
3 Student Services staff have been trained on current community scholarship opportunities. (NW,
S. Desjardin, J. Worrall)
West Campus
1 Carried out outreach to JobPath regarding Biomedical, Biotechnology and Technology Education
with meetings in Fall and Spring of 2008-2009. (WC, M. K. Gilliland WC Division Dean
Science and Technology)
53
2.1.4
Educate the community on the need for broad involvement in
establishing multi-level Developmental Education
programming as part of a shared responsibility model.
Presidents, Vice Presidents of Instruction, and Vice Presidents of
Student Development
All Campuses
charged with developing a proposal to “to develop an alternative to semester-based
developmental education program, research best practices and provide recommendations for
developmental education program improvement at Pima Community College.” The proposal
includes involvement with both internal and external communities.
2
3
4
5
counselor and retention specialists. The charge to the committee is “to review the activities and
improvements to the Chancellor. (All, VPs of Instruction, VPs of Student Development)
Community Campus administration is coordinating the development of contract and open
enrollment classes for fiscal 2010 using Workforce Investment Act (WIA) and American
Recovery and Reinvestment Act (ARRA) stimulus funding. Downtown Campus, West Campus
and East Campus administrators are very involved in the development and delivery of these
courses, which include embedded contextual learning. (All, VP of Instruction)
PCC faculty are involved in the Teacher Education Program and help prepare future teachers to
provide basic skills to students in the K-12 system; graduates are employed throughout Pima
County. (All, VP Student Development)
SD and PCCAE are collaborating to keep advisors and counselors current on Adult Education
programming and transition opportunities. (All, VP Student Development)
Staff, faculty, and administrators serve on community boards and organizations and give voice to
this perspective. PIR conducts on-going research and provides reports that are made public and
utilized to improve student services and instruction. (All, VP Student Development)
Community Campus
1 Community Campus administration is currently negotiating the renewal of the Intergovernmental
Agreement (IGA) with the Pima County Sheriff's Office (PCSO) for adult basic education classes
and GED Testing at the Pima County Jail facility. (CC, J. Kooi, President)
2 Community Campus administrators, faculty and staff have provided steady, strong
communication with community partners through participation in various Innovation Frontier
Arizona-WIRED grant and Community Based Job training (CBJT) grant activities (e.g.,
leadership and oversight, committee and Board participation, curriculum development, etc.). The
significance of various types of developmental education, including topics such as literacy
training and the transition through adult education into college courses is integrated throughout
IFA-WIRED and CBJT activities. (CC, J. Kooi, President)
3 Community Campus President Jana Kooi has given invited presentations to various community
organizations (e.g., Tucson Breakfast Club and Rotary Club chapters) which included substantial
coverage of the need for collaborative and ongoing developmental education. (CC, J. Kooi,
President)
54
Desert Vista Campus
1 Dual Enrollment (DE) visits to local service area High Schools included pointed exchanges about
developmental education. As a result, the College increased its offerings of developmental
education courses at DE high schools. (DV, T. Roush, B. Miller, M. Sando)
2 Offered developmental education contract classes to Toltecali Charter School; Worked with
SUSD to align High School math curriculum to college curriculum. (DV, Simone Gers, Division
Dean, Christal Albrecht, President)
Downtown Campus
1 DC established a developmental education diagnostic and remediation program at the Pima
Partnership High School during the Spring 2009 semester using Accuplacer as a diagnostic tool.
DC will have the REA, WRT and MAT departments work with the Pima Partnership High
School reading, writing and math faculty to develop the remediation materials needed for the
next school year. (DC, H. Muir, VP of Instruction)
East Campus
1 A demonstration project on Biology basics was offered to campus visitors as part of the EC Safe
Halloween program. (EC, C. Fugett, President)
2 The East Campus Upward Bound Program provides AIMS and educational enrichment classes
for selected students from four service area high schools. (EC, C. Fugett, President)
Northwest Campus
1 Work with the Upward Bound grant target high schools to educate them regarding developmental
education. Ongoing work with HS to identify and connect with academically at-risk students.
(NW, A. Conover, V. Elias)
55
Strategy 2.2
Develop effective strategies to help developmental students
successfully complete coursework
Completion Date: September 30, 2010
Development
Complete
Strategy 2.2 was designed to outline the development of a series of strategies to help
developmental education students complete the developmental sequence. Major
accomplishments within this strategy include: (1) Successful piloting of assessment testing
at many area high schools, (2) Standardization of English as a Second Language (ESL)
orientation and implementation of a new, Arizona Department of Education approved
diagnostic test for ESL students, (3) Initial development of an optional College Readiness
Academy for students who are not able to pass the assessment tests, and (4) Use of a
College Preparation (CP) hold for students who are not able to pass the assessment tests,
and directed advising to encourage these students to enroll in Student Skills courses.
56
2.2.1
Enhance communication with school superintendents
regarding student success.
Presidents
Desert Vista Campus
1 In September 2008, 2009, and 2010, the Desert Vista cabinet met with Principals and
Superintendents from the DV service area. Topics such as campus climate, enrollment growth,
alignment of curricula and developmental education were discussed. (DV, C. Albrecht,
President)
East Campus
1 After discussions with the Superintendent of the Vail School District, East Campus
administrators expanded outreach efforts to District faculty, students, and Rita Ranch residents.
2 Communication with various Vail School District officials prompted East Campus administrators
to provide specialized assessment testing for dual enrollment students in Cienega, Empire, and
Vail Charter high schools. (EC, C. Fugett, President)
Northwest Campus
1 Improve advising of Developmental Education students in the Student Services area. DeLisa
Siddall and Andrea Dorsey began working with Assessment Center staff and Retention Specialist
to intervene and refer developmental students at first campus visit to appropriate advising. (NW,
D. Siddall, A. Dorsey)
2 Met with service area principals to discuss needs. (NW, D. Padgett, P. Houston, S. Lee)
3 Superintendent of Marana School District requested assessment scores for their graduates.
Accuplacer assessment pilot in this district has been very successful for the graduates.
Assessment scores were provided. (NW, A. Conover, A. Shubitz, D. Padgett)
2.2.2
Evaluate pilot assessment project in K-12, to include charter,
private and public schools (builds upon Action Item 1.2.1).
Desert Vista Campus
1 Accuplacer is piloted at the Pima Partnership Academy and High School, Catalina Magnet High
School, and local public high schools within the Desert Vista Campus area, Sahuaro, Sunnyside
and Cholla, as well as Northwest Campus High Schools, Mountain View and Marana.
Sophomores and Juniors are tested on-site to identify basic competencies for the purpose of
preparing them for admission to college. Over 1,000 students have been assessed in each of the
past three years. Mountain View High School utilizes Accuplacer results to determine course
offerings for the year. Proper placement into high school math has resulted in fewer student
failures. (DC, DV, NW, J. Haynes, VP of Student Development)
2.2.3
Develop and deliver an orientation that prepares students to
take an assessment test.
All Campuses
1 An orientation and tutorial for Basic Skills assessment will be available online at www.pima.edu
in PDF format. A PowerPoint presentation is available for use by Student Services and Outreach
staff. (All, L. Menchaca, N. Sorenson, VPs of Student Development)
57
Community Campus
1 A fully standardized and centralized student orientation was implemented at the Community
Campus for all ABE/ASE students wishing to enter the program. GED 101 is an eight-hour
intake that includes information on program offerings, transitioning to higher education or career
training, suggestions for being a better student, placement test, and one-on-one advising and class
scheduling. (CC, R. Suitt, K. Rose)
2 A standardized orientation for all ELAA students was also implemented. (CC, A. Hostetter)
2.2.4
Evaluate available assessment tools and identify ways to
provide additional information about student skill levels and
areas for improvement.
Development
All Campuses
1 Seven assessment tools were evaluated. Included in these were tools for basic skills, study
behaviors, learning styles, talent and strengths, technology and internet skills, information
literacy, and student engagement assessment. Each tool provides expanded information about
student skills and abilities that could be delivered in a variety of methods by faculty, staff and the
College. Information about delivery formats, costs, content and assessment publisher were
provided. (All, VPs of Instruction and VPs of Student Development)
Community Campus
1 The Arizona Department of Education implemented the use of the TABE-CLAS-E for all ELAA
students. Unlike the previous test, this test provides instructors with individual diagnostic profile
containing additional information about the students’ skill levels and areas for improvement. The
test evaluates a student’s skills in reading, writing, listening, and speaking. (CC, L. Hernandez)
Desert Vista Campus
1 Requests from high schools in the Desert Vista service area for data regarding student
performance have been forwarded to PIR. (DV, B. Miller, Advanced Program Manager)
2.2.5
Establish an optional 'Readiness Academy' for students to
prepare for mathematics, reading, and writing instruction.
Development
All Campuses
1 Students placing into developmental courses in mathematics, reading, and writing can be offered
an optional Readiness Academy designed to help improve their scores on the placement tests.
Students can take one hour Academic workshops in each discipline; these are taught by faculty
members experienced in teaching developmental courses. In addition, students can take Student
Success workshops in Study Skills, Time Management, Note Taking, and Basic Computer Skills
and will also utilize computer-based practice modules that identify which skills the student needs
to build. After completing the Academic Workshop, students will retake the appropriate
assessment test; students who do not place into college-level classes will be directed to additional
one-hour Academic Workshops. (All, VPs of Instruction and VPs of Student Development)
Community Campus
1 Adult Education has submitted a proposal to offer College Readiness Academies. Adult
Education has offered successful College Readiness Academies in reading, writing and math in
the past. (CC, R. Suitt)
58
Desert Vista Campus
1 Math faculty member Darla Aguilar provided leadership for the development of a workshop
series called Math Brush-up Seminars. The seminars assisted students with math problems to
help them with classes that they were enrolled in and to prepare for assessment tests. (DV, D.
Aguilar, Math Faculty)
East Campus
1 Over 50 East Campus Upward Bound students prepare for college entry with semester
coursework in Mathematics, English and Science. (EC, C. Fugett, President)
West Campus
1 A GEAR UP Math Academy focusing on Algebra and Geometry skills for Tucson and Cholla
High School Students was created and scheduled June 1 to 26, 2009 and attended by
approximately 80 students. (WC, N. Sorenson, WC Vice President of Student Support Learning
Services, M. K. Gilliland WC Division Dean Science and Technology)
2.2.6
Review and revise placement procedures for English as a
second language (ESL) students.
All Campuses
1 ESL CDAC recommended "Ability to Benefit" tests and passing scores. Passing scores were
identified for the following assessment tools: Asset, COMPASS, Accuplacer (CPT) and CELSA.
(All, VPs of Instruction)
2 Revised cut scores and placement recommendations for the CELSA (Combined English as a
Second Language Skills) test are in place at all Assessment and Testing Centers. (All, VPs of
Instruction, VPs of Student Development)
3 The ESL CDAC has suggested using a series of basic questions before assessment, rather than
relying on self-identification. (All, VPs of Instruction)
Community Campus
1 The Arizona Department of Education implemented the use of the TABE-CLAS-E for all ELAA
students. Unlike the previous test, this test provides instructors with individual diagnostic profile
containing additional information about the students’ skill levels and areas for improvement. The
test evaluates a student’s skills in reading, writing, listening, and speaking. (CC, S. Lee)
Downtown Campus
1 ESL Orientation. The ESL CDAC developed a standard ESL orientation that could be
customized for each campus. This orientation was offered over several semesters at WC and at
DC. (WC, DC, VPs of Instruction)
West Campus
1 ESL Orientation. The ESL CDAC developed a standard ESL orientation that could be
customized for each campus. This orientation was offered over several semesters at WC and at
DC. (WC, DC, VPs of Instruction)
59
2.2.7
Develop an early intervention plan to identify and assist
students having difficulties in developmental courses.
All Campuses
1 Basic Skills Assessments are required for all students entering the College for the first time.
Students who place into two or more developmental education classes have a College Preparation
(CP) hold placed on their accounts. The hold stays on until they have successfully passed the
developmental education classes. Students with CP holds need to meet with an advisor or
counselor to have the hold removed once they have successfully passed their developmental
education classes or assess at a higher level. Students designated with a CP hold are strongly
encouraged at their New Student Orientation or first advising meeting to register for STU 100:
College Success Skills and to take STU 109a: Career Choices class. (All, VPs of Student
Development)
2 Counselors or advisors have been assigned for designated initiatives such as high school dual
enrollment and Adelante. Title V and Upward Bound programs provide unique support to
students before entering the College. (All, VPs of Student Development)
3 Forms are available online and in the faculty and adjunct faculty handbooks called the "campus
early alert form" and the "student referral form" that faculty can utilize to refer students to
Student Services staff for academic assistance. This support can come in the form of: 1.
One-on-One counseling sessions to examine particular challenges the individual student may be
having; 2. Make suggestions or referrals for internal support services, such as: Study Skills
Workshops, Computer Literacy Workshops, Disabled Student Resources (DSR), Code of
Conduct review and reinforcement, Library Skills, Personal Finance and Budgeting etc.; 3. Make
suggestions or referrals to outside agencies such as: DES, Catholic Community Services, WIC,
ACCESS, Child Family Connections, etc. (All, VPs of Student Development)
4 The Department of Athletics utilizes a Student-Athlete Progress Report on a quarterly basis
(minimum) to check academic progress; intervention strategies are prescribed depending on
need. Student Athletes are required to spend 2-4 hours per week in the Campus Learning Centers.
(All, E. Soto, Athletic Director)
Community Campus
1 PCC ESL CDAC and Adult Education staff have met to begin development of plans to assist
students with more correct placement in low level developmental education ESL classes. (CC, N.
Reeder, M. Gromyko, K. Rose)
Downtown Campus
1 Counseling liaisons make classroom visits to developmental education courses to provide an
overview of the support services available in the Student Service Center to enhance student
success. The classroom visits also provide faculty with useful tools for students they work with,
in order to eliminate the need to spend long hours with students outside of the classroom in
addition to the amounts of time required for instructional preparation, delivery, and assessment
of students. Student Development Center liaisons with instructional faculty have been
established to support and enhance development education students' experiences. The liaisons
from student development that are responsible for forging relationships with faculty members are
the Student Development counselors. Through this relationship, the faculty is made aware of the
services that the Student Development counselors provide. Faculty members are encouraged to
refer students in developmental education who are having difficulties in their academic progress
to seek counseling services in order to improve their performance before or as soon as they
experience any academic challenges. (NW, DC, D. Zirbes, J. Haynes, VPs of Student
Development)
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East Campus
1 East Campus has been awarded a Student Support Services grant for $1.1 million, Student
Opportunities in Achievement and Retention (SOAR), from the US Department of Education.
The grant will provide specialized academic support the East Campus' disabled student
population. (EC, C. Fugett, President)
2 From November 2010 through May 2011, Project SOAR selected and hired a Program Manager,
Retention Specialist and Support Specialist. 100 students have been admitted to this selective
program and have successfully completed the Spring 2011 semester. Student have received over
320 hours of tutoring and participated in over 300 hours of programs and activities. Outreach has
been conducted at all campus locations, agencies and K-12. (EC, C. Fugett)
Northwest Campus
1 Counseling liaisons make classroom visits to developmental education courses to provide an
overview of the support services available in the Student Service Center to enhance student
success. The classroom visits also provide faculty with useful tools for students they work with,
in order to eliminate the need to spend long hours with students outside of the classroom in
addition to the amounts of time required for instructional preparation, delivery, and assessment
of students. Student Development Center liaisons with instructional faculty have been
established to support and enhance development education students' experiences. The liaisons
from student development that are responsible for forging relationships with faculty members are
the Student Development counselors. Through this relationship, the faculty is made aware of the
services that the Student Development counselors provide. Faculty members are encouraged to
refer students in developmental education who are having difficulties in their academic progress
to seek counseling services in order to improve their performance before or as soon as they
experience any academic challenges. (NW, DC, D. Zirbes, J. Haynes, VPs of Student
Development)
2.2.8
Increase involvement of retention specialists with
developmental students.
All Campuses
1 The Retention Specialists role has changed. Several of these staff are no longer in that position
(two retirements and one moved into a higher position). Through discussions with the
Counseling Coordinators and the VPs, training was offered to all counselors and advanced
specialists to serve these students. As a result, Developmental Education students no longer have
to wait to be seen by one Retention Specialist at the campus - they can be served by others and
have the hold lifted. Another benefit is all Developmental Education students can now be served.
Previously each Retention Specialist had a 'case load' of 80 students and followed them for two
semesters. This was problematic for the large campuses as many more than 80 students assessed
into Developmental Education courses. In addition, students entering in the spring term were not
added to any load and were often lost in the shuffle. To provide a more accurate comparison to
the numbers below, between Nov 1, 2008 and June 30, 2009 the College placed 1,039 CP holds
and 400 students were served by Retention Specialists. One year later, November 1, 2009 to June
30, 2010, 2447 holds were placed and 878 students were served by Counselors and Advanced
Specialists. 64% of the students who assessed into two or more Developmental Education
classes, have not registered for classes. (All, L. Morales, AVC for Student Services)
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Desert Vista Campus
1 The Student Life Office held scholarship workshops on 9/30/08 and 10/1/08 to inform students
about the requirements for the All-USA Scholarship and teach them how to write strong personal
statements that can be used for additional scholarships. The 36 participants visited the Learning
Center and received packets of scholarship information, free lunch, and advice about writing
essays from the DV Student Life Coordinator and Student Retention Specialist. (DV, Matt
Matera Student Life Coordinator, Scott Appleman Learning Center Writing Specialist, Kat
Manton-Jones Student Retention Specialist)
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Strategy 2.3
Design and implement effective instructional models for
developmental courses
Complete
Strategy 2.3 was designed to help create and implement effective instructional models for
developmental courses, with a focus on modular course design, integration of ESL best
practices, and increased use of technology. Major accomplishments within this strategy
include: (1) Proposal of offering a modular eight-week pilot in FY 2012 for students to
move through the developmental reading and writing sequences in one semester, (2)
Inclusion of ESL best practices, including diagnostic testing and integration of discipline,
for consideration by the Developmental Education and Retention Committee, (3) Increase
in the number of developmental sequence courses taught online or in hybrid format to 56 in
fall 2010, (4) Collaboration between Student Success instructors and developmental
education faculty to add appropriate content to developmental sequence courses, and (5)
Development and release of an online basic skills tutorial for students to prepare them for
assessment test-taking.
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2.3.1
Develop and deliver modular courses and other formats that
meet student needs.
All Campuses
1 Campuses are currently offering the following:
a. One on one tutoring in MAT, REA, ESL and WRT.
b. Modular courses for WRT 070 and WRT 100.
c. Noncredit workshops in REA, WRT, MAT and ESL.
d. Use of Assistive Technology for DSR / Dev Ed students in Learning Centers enhancing
reading capabilities in all four subject areas.
e. Linking subject area courses (REA 081 and WRT 070) (MAT 082 and MAT 086) (MAT 091
and Mat 122).
f. Using a case study approach in MAT and WRT for Developmental Education students.
g. Using innovative software in MAT, WRT, ESL and GED prep.
h. Contextualized Basic Skills courses for occupational Developmental Education students.
(All, VPs of Instruction)
2 For FY 2012, proposing a modular eight-week pilot for cohort(s) to move through
Developmental Education REA and WRT sequences in one semester. (All, VPs of Instruction)
Community Campus
1 Community Campus embedded contextualized learning of basic skills in several of its contract
training opportunities with occupational students in FY09, FY10 and FY11. (CC, N. Russell, VP
of Instruction)
2 For FY 12, proposing a modular pilot for cohort(s) to move through Developmental Education
REA, WRT and MAT sequences without regard to semesters. (CC, N. Russell, VP of Instruction)
3 Provide technology and support that enables the development and delivery of modular courses.
(CC, D. Gifford, VP of Instruction)
Desert Vista Campus
1 VP of Instruction Roush and Dean Corson created a schedule to include developmental education
course offerings in abbreviated, intense formats, online delivery and hybrid delivery. Courses are
also offered on evenings and weekends. (DV, Roush, Corson)
East Campus
1 High school student enrolled in the East Campus' Upward Bound program receive instruction in
math, reading, and writing from PCC instructors. Content material has been modified to
correspond to the levels of student ability demonstrated by assessment indicators. (EC, C. Fugett,
President)
Northwest Campus
1 Developed non-credit preparatory math course to pilot in Fall 2009. This project has been
approved by the Math CDAC and is in the process of being implemented beginning July 09.
(NW, N. Corson, D. Padgett, A. Conover, J. Knapp)
2 Expand role of full-time faculty in teaching development education courses by hiring new
adjunct faculty to teach transfer level math. The number of full-time faculty limited the ability to
teach other than transfer level courses. An additional administrative appointment has been
granted which may result in full-time faculty teaching more developmental courses and adjunct
teaching more transfer courses. (NW, WC, D. Padgett, P. Houston, A. Conover, N. Corson and
V. Cook, VP of Instruction)
3 Explored offering modular ESL courses in Marana in Fall 2008 with no success. ESL courses
were piloted in Marana but were cancelled due to low enrollment. (NW, D. Padgett, P. Houston)
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4 WC is experimenting with scheduling module MAT courses offered at various times in the
semester to allow students to refresh specific math skills before entering college-level math.
(NW, WC, D. Padgett and V. Cook, VP of Instruction)
West Campus
1 Expand role of full-time faculty in teaching development education courses by hiring new
adjunct faculty to teach transfer level math. The number of full-time faculty limited the ability to
teach other than transfer level courses. An additional administrative appointment has been
granted which may result in full-time faculty teaching more developmental courses and adjunct
teaching more transfer courses. (NW, WC, D. Padgett, P. Houston, A. Conover, N. Corson and
2 The Learning Resource Center offered free basic skills computer workshops during fall and
spring semesters from 2009-2011. (WC, D. Lammers, D. Miller)
3 The Math Department conducted training for adjunct math faculty in 2010 and 2011 on the use
of Math XL software. The number of math sections was expanded and online instructional
material and resources were developed. (WC, D. Lammers, M. Gilliland, R. Werbylo)
4 WC is experimenting with scheduling module MAT courses offered at various times in the
semester to allow students to refresh specific math skills before entering college-level math.
(NW, WC, D. Padgett and V. Cook, VP of Instruction)
2.3.2
Integrate ESL best practices into developmental courses.
Community Campus
1 PCC ESL CDAC and Adult Education staff are developing a plan to assist students with correct
placement in low level developmental education ESL classes. (CC, S. Lee, President)
2 Provide technology and support that enables the development and delivery of modular courses
such as Dragon Naturally Speaking with CLT. (CC, D. Gifford, VP of Instruction)
Desert Vista Campus
1 VP of Instruction Roush and Dean Corson met with DV ESL faculty to brainstorm best practices
for integrating ESL practices into Developmental Education courses. The ideas generated from
this session have been forwarded to the Developmental Education and Retention Committee for
possible inclusion in the College Plan. (DV, Roush, Corson)
District Office
1 ESL Best Practices list compiled and submitted to the Developmental Education Committee.
ESL Best Practices include use of diagnostic testing vs. assessment testing and integration of
discipline when teaching (e.g. Writing and Reading). (DO, VPs of Instruction)
2.3.3
Deliver Learning Center options for developmental
mathematics, reading, writing, and ESL courses.
All Campuses
1 Contextualized Basic Skills Courses for Occupational Education and Developmental Education
students. (All, VPs of Instruction)
2 Linking subject area courses. i.e. REA 081 and WRT 070. MAT 082 and 086, and MAT 092 and
122 (in development). (All, VPs of Instruction)
3 Modular courses for Developmental Education WRT. (All, VPs of Instruction)
4 Noncredit workshops in REA, WRT, MAT, and ESL. (All, VPs of Instruction)
5 One-on-one tutoring in MAT, REA, ESL and WRT. (All, VPs of Instruction)
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6 Use of Assistive Technology for DSR and/or Developmental Education students in the Learning
Centers enhancing reading capabilities in all four subject areas. (All, VPs of Instruction)
7 Utilizing a case study approach in MAT and WRT for Developmental Education students. (All,
VPs of Instruction)
8 Utilizing new innovative software in MAT, WRT, ESL and GED prep. (All, VPs of Instruction)
Community Campus
1 Work closely with faculty to provide timely and appropriate options for developmental courses
(Hawkes learning systems, etc.). (CC, D. Gifford, VP of Instruction)
East Campus
1 At the EC Learning Center, developmental grammar students utilize specially created worksheets
to focus their learning. (EC, C. Fugett, President)
2 Specialized tutoring for Disabled Students has been made available (via Project Student
Opportunities in Achievement and Retention) in the East Campus Learning Center. (EC, C.
Fugett, President)
3 The East Campus Learning Center has created specific workshops geared to augment
mathematics instruction for developmental courses. (EC, C. Fugett, President)
2.3.4
Increase use of technology-delivered instruction.
Community Campus
1 Continuing Education has expanded its non-credit coursework with Career Training programs
that match the top 50 WIA programs. The curriculum is being submitted for Workforce
Investment Act approval in Arizona. (CC, N. Russell, VP of Instruction)
2 Increased online, hybrid non-credit courses available in personal exploration, software, writing,
health care, work preparation and business from FY 2010 to FY 2011. Enrollment year-to-date
has doubled. (CC, N. Russell, VP of Instruction)
3 MAT faculty are using online homework sites to enhance timely feedback. (CC, D. Gifford, VP
of Instruction)
4 Meeting with department chairs on a quarterly basis to provide the latest in technology-driven
instruction and techniques. (CC, D. Gifford, VP of Instruction)
5 MyPima and Blackboard Vista are being investigated as possible enhancements for Adult
Education GED Online classes as well as seat-based Adult Education classes. Adult Education
students now have received access to Skills Tutor. (CC, S. Lee, President)
6 REA, MAT, WRT and ESL faculty use a variety of computer lab software to enhance courses.
Examples include Read and Write Gold, Natural Readers, MathXL, MyMath Lab, Dragon
Naturally Speaking, Focus on Grammar and Tell Me More. (CC, D. Gifford, VP of Instruction)
7 Some courses in the developmental sequences are being taught online, as hybrids, with
computers or with Blackboard Vista enhancements. For Fall 2010, there are 56 courses total with
online presence, which fit this criteria. Of those, 31 are fully online, 16 are web hybrids, and nine
are computer-enhanced with Blackboard. (CC, D. Gifford, VP of Instruction)
Desert Vista Campus
1 DV increased enrollment in online courses 213% from fall 2008 to fall 2009 and 56% from
spring 2009 to spring 2010. Additionally, hybrid course enrollment increased 11% from fall 2008
to fall 2009 and 28% from spring 2009 to spring 2010. Hybrid dual enrollment courses were
developed with SUSD. (DV, C. Albrecht, T. Roush, N. Corson)
East Campus
1 The East Campus has created a special area for faculty to utilize and experiment with
state-of-the-art equipment and software that will enhance all types of instructional delivery. (EC,
C. Fugett, President)
66
2 The East Campus Learning Center has increased the use of both MathXL and the Disabled
Student Resource computer in their day-to-day instruction. (EC, C. Fugett, President)
Northwest Campus
1 Continue to expand variety of offerings in traditional, fast-track, mediated self-paced and other
flexible formats. (NW, V. Cook, D. Wright, A. Conover)
2 Increase web-hybrid and fully online course availability. Increased number of hybrid sections
offered by 243% and fully online by 100%. (NW, D. Padgett, A. Conover, P. Houston)
2.3.5
Evaluate approaches and incorporate research-based best
practices college-wide.
Development
All Campuses
1 As part of the planning process for the 2011-2013 College Plan, the Initiative I workgroup
identified Northern Virginia Community College, South Texas Community College, and
Tallahassee Community College as institutions with unique approaches to developmental
education. Teams visited each community college in spring 2011 and reported back to the
workgroup with their findings. Best practices from these institutions were used in developing the
new College Plan Initiative. (All, College Planning Committee)
2 A standardized affective realm assessment tool is not used by Pima at this time. Affective realm
(learning history and styles) tools are recommended in assessment of developmental education
students. There is an assessment of the affective that is available with the current ECompass
Assessment. (All, VPs of Student Development)
3 Basic Skills Assessments are required for all students entering the College for the first time. This
helps to determine appropriate placement. (All, VPs of Student Development)
4 Oversee campus scheduling of developmental education classes including multiple modalities
and instructional deliveries, tutoring, academic advising, study skills workshops and
supplemental instruction. (All, VPs of Instruction, VPs of Student Development)
5 Placement tests are used at some key "feeder" high schools to assess students' academic
competencies at the sophomore level to provide adequate time for preparation and remediation if
the assessment shows that the student is not college-ready. (All, VPs of Student Development)
6 STU instructors are working with developmental education faculty to find creative ways to
infuse STU content into their courses. (All, VPs of Student Development)
7 Student Services Centers developed and implemented a Readiness Academy as outlined in
College Plan Action 2.2.5. (All, VPs of Student Development)
8 To address possible cases of students inappropriately being placed in developmental education
due to lack of test taking skills, the Student Services Centers developed, and made an online
basic skills tutorial available to students. It is available at www.pima.edu and at all self-service
kiosks at Student Services Centers. Students can use it to prepare for their academic assessments.
(All, VPs of Student Development)
67
9 VPs of Instruction and VPs of Student Development and Campus Administration briefed on
2009-2010 District-wide Developmental Education Standing Committee’s evaluation of existing
college practices and Recommendation of employment of research-based best practices
including:
a. Establish diagnostic assessment followed by placement.
b. Establish a faculty and instructor certification enrichment program.
c. Identify and expand support services.
d. Implement a first-year experience course.
e. Deliver courses in multiple modalities.
f. Establish a centralized Department of Developmental Education.
g. Leverage community resources.
h. Conduct normative and summative analyses.
i. Create a business plan for the revised developmental education program. (All, VPs of
Instruction, VPs of Student Development)
10 VPs of Instruction and VPs of Student Development have representation on Sub-Committee for
2011-2013 College Plan Initiative on Developmental Education chaired by Chancellor. (All, VPs
of Instruction, VPs of Student Development)
Community Campus
1 Shared information with campuses on best practices on technology-related (laptop and server)
best practices college-wide. (CC, D. Gifford, VP of Instruction)
Downtown Campus
1 DC Learning Center implementation of MAT modular courses per modifications of MAT
faculty. (DC, D. Williamson, R. Steinberg and D. Kastigar)
2 DC Use of Assistive Technology with Dev Ed Students in tutoring. Learning Commons. (DC,
Discipline faculty, tutors and D. Kastigar)
3 DC Writing Center implementation of new WRT strategies per recommendations of WRT
faculty. (DC, Scurrah, Dorsey, Beckman and Anderson)
East Campus
1 Implementing a signaling system for tutor awareness is one way the East Campus Learning
Center has improved efficiency in operations. (EC, C. Fugett, President)
2 Trainings focused on improving instructional delivery to students with different learning styles
have been created for tutors at the East Campus Learning Center. (EC, C. Fugett, President)
West Campus
1 A team of six math faculty visited Cochise College on April 18, 2011 to investigate the
implementation of the National Center for Academic Transformation redesign model for their
developmental math program. (WC, M. Gilliland, R. Werbylo)
2 Dean Gilliland and Math Chair Werbylo met with Pearson to learn more about the MyMathLab
software during 2011 and worked with practice courses. (WC, M. Gilliland, R. Werbylo)
3 The West Campus STEM team researched alternative developmental education models for math
including the National Center for Academic Transformation Emporium Model during 2011.
Math Chair Werbylo completed NCAT training in February 2011. (WC, D. Lammers, M.
Gilliland, R. Werbylo)
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Strategy 2.4
Increase professional development activities for
mathematics, reading, writing, and ESL faculty and
Learning Center directors
Vice Chancellor for Human Resources
Complete
Strategy 2.4 was designed to increase professional development for faculty and staff
involved with Developmental Education. It also included professional development for ESL
and ABE. Major accomplishments within this strategy include: (1) Implementation of an
annual college-wide professional development conference for Math, Reading, Writing and
ESL in August 2008, (2) Utilization of Title V funding to support an ongoing mentoring
program that includes working with Faculty to retain developmental education students in
their classes, (3) Numerous tools have been made available in the online professional
development resource including 'Decimals and Percents' and 'Writing Simply and Clearly',
and (4) Customized courses have been developed to provide increased training
opportunities for Learning Center directors.
69
2.4.1
Incorporate the August Developmental Education in-service
into on-going professional development for all mathematics,
reading, writing, and ESL faculty; broaden target audience to
include Student Success (STU) faculty, counselors, and
Learning Center staff.
Desert Vista Campus
1 Designed and implemented annual college-wide professional development conference for Math,
Reading, Writing, and ESL in August 2008. (DV, D. Aguilar, S. Hellman, Faculty; S. Gers, B.
Wheeler, Division Deans)
Downtown Campus
1 Although the Downtown Campus has not incorporated the August Developmental Education
in-service into ongoing professional development for all math etc., the Title V summer program
has worked with all fulltime MAT, REA, WRT, ESL, World Languages, BIO and AST, and
some Counselors and Librarians in terms of effective ways to reach the Millennial generation
student at all levels of subject matter. The group this summer was identified as the Basic Skills
faculty group for the purposes of the grant program. (DC, H. Muir, VP of Instruction)
2.4.2
Provide professional development activities throughout the
semester for Developmental Education faculty.
Desert Vista Campus
1 Offered two Teaching Innovation Forums on teaching reading strategies and teaching ESL
students during Fall 2008 semester. (DV, L. Grimm, L. Rousos, Faculty)
District Office
1 The following professional development tools have been made available in the College's online
professional development resource, ED: "Decimals and Percents", "A Guide for the Adult
Learner", "Business Writing Essentials", "Principles of Plain English", "Writing Simply and
Clearly", "Modeling Critical Thinking Behavior", and many others. Specialized courses tailored
to PCC employees have been developed and are offered, including "Instruction" and
"Technology I and II". (DO, L. Wakefield, AVC for HR)
Downtown Campus
1 DC Title V has designed an ongoing professional development mentoring program for the Basic
Skills subject areas that will include working with faculty to retain developmental education
students in their classes. (DC, WC, H. Muir and V. Cook, VP of Instruction)
2 WC Title V provides year to year professional development peer mentoring opportunities in the
area of hands-on health-related simulation. (DC, WC, H. Muir and V. Cook, VP of Instruction)
East Campus
1 The East Campus EC Learning Center provided professional development training for Writing
tutors as part of the requirements in meeting College Reading and Learning Association (CRLA)
standards. (EC, C. Fugett, President)
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Northwest Campus
1 Ensured that all advisors and counselors have up-to-date information and training in regards to
Developmental Education students. Current information distributed via email, handouts and
training sessions. (NW, S. Desjardin)
2 Participate in college-wide Developmental Education professional development conference;
activities, workshops, seminars for all Developmental Education faculty and staff.
Faculty participated in College training in Fall 2008. (NW, D. Padgett)
West Campus
1 DC Title V has designed an ongoing professional development mentoring program for the Basic
Skills subject areas that will include working with faculty to retain developmental education
students in their classes. (DC, WC, H. Muir and V. Cook, VP of Instruction)
2 WC Title V provides year to year professional development peer mentoring opportunities in the
area of hands-on health-related simulation. (DC, WC, H. Muir and V. Cook, VP of Instruction)
2.4.3
Provide professional development opportunities for Learning
Center directors, possibly leading to certification.
District Office
1 The following customized course has been developed and is available in ED: "Library Services
and Library Support". Specialized tools include "Disrupting Class" and "Making Instruction
Work", among many others. (DO, L. Wakefield, AVC for HR)
Downtown Campus
1 DC Learning Center Directors have completed her Learning Assistance Center and Certified
Tutoring Trainer certificate and can train/certify tutors. (DC, H. Muir, VP of Instruction)
West Campus
1 The West Campus Learning Center Coordinator attends the annual College Reading and
Learning Association (CRLA) conference for professional development and engages in activities
for the CRLA International Tutor Training Program Certification. (WC, D. Lammers, D. Miller)
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Strategy 2.5
Establish an advising system for students who are required
to retake a developmental course
Not Complete
Strategy 2.5, Establish an advising system for students who are required to retake a
developmental course, was not completed during this plan cycle. After careful
consideration by the Developmental Education and Retention Standing Committee, it was
recommended to the Chancellor that the actions within this strategy be re-evaluated as part
of a broader plan for improving developmental education at the College. These ideas, along
with many others, will be considered in the new Developmental Education Initiative in the
2011-2013 College Plan.
72
2.5.1
Create and implement a system that requires students retaking
courses to have mandatory advising prior to re-registering.
All Campuses
charged with developing a proposal to develop an alternative to semester-based developmental
implementing an effective developmental education program.
2
3
4
5
Exploring the feasibility of the advising system to include a message via MyPima to be sent to
students failing a developmental class to meet with a Retention Specialist or Advisor before
re-registering for a class. This advising intervention will be folded into the Proactive Advising
Campaign. A hold will be placed on the student's record until the mandatory advising session
takes place. (All, VP Student Development)
Meeting with Developmental Education faculty. (All, VP Student Development)
Meeting with Retention Specialists (All, VP Student Development)
Researching systems used at other colleges for students re-taking developmental classes (All, VP
73
2.5.2
Develop supplemental activities (workshops, self-paced,
online) for students retaking Developmental Education
classes.
Development
All Campuses
implementing an effective developmental education program including recommendations for
developmental education students retaking a developmental education course. Best practices
include a freshman orientation course and supplemental activities that are effective in increasing
retention and persistence.
2 Offered a series of Brush Up Math Workshops for developmental education students. (All, D.
Aguilar, Faculty, B. Wheeler, Division Dean)
3 Student Success Modules, Tutoring, Study Skills Workshops, Meeting with faculty/and or
counselors, online resources, Student Success classes, Success Plans, Orientation Modules (All,
VP Student Development)
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2.5.3
Develop a Peer Mentor Program for Developmental Education
students.
Development
All Campuses
The recommendations include the development of a Peer Mentor Program and a Peer and
Professional Tutor Program. A Developmental Education Program Proposal was prepared and
submitted to Dr. Suzanne Miles on December 1, 2008. The proposal includes national best
practices and recommendations for implementing an effective developmental education program.
2 VPs of SD recommend implementation of student ambassadors at welcome center (All, VP
Community Campus
1 San Miguel high school students job shadow CC staff (CC, VP Student Development)
2.5.4
Evaluate the effectiveness of these practices (2.5.1 - 2.5.3)
Development
All Campuses
The proposal includes both an evaluative and summative analysis of the recommendations. A
Developmental Education Program Proposal was prepared and submitted to Dr. Suzanne Miles
implementing an effective developmental education program.
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Strategy 2.6
Establish effective leadership, processes, and resources to
support an effective Developmental Education Program
Provost and Executive Vice Chancellor, Presidents, Vice Presidents
of Instruction, and Vice Presidents of Student Development
Complete
Strategy 2.6 was designed to improve the Developmental Education Program through
effective leadership, processes, and resource allocation. The focus was on creating an
organizational culture in support of basic learning, supported by the College leadership
structure and regular college-wide meetings. Major accomplishments within this strategy
framework include: (1) Customization of certain ESL courses to specifically address
deficiencies, (2) Testing of early intervention models and cohort formats for underprepared
students, (3) Development of a revised advising campaign to inform developmental
education students about resources available to facilitate their success, (4) Hiring of
additional math, reading, and writing tutors, and (5) Project Degree grant application
submitted with a focus on developmental education students.
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2.6.1
Support an organizational culture dedicated to improving
basic skills development for all students and student outcomes
within Developmental Education.
Provost and Executive Vice Chancellor, Presidents, Vice Presidents of
Instruction, and Vice Presidents of Student Development
All Campuses
1 A proactive advising campaign has been implemented. Throughout the semester, students receive
targeted messages inviting them to meet with an advisor and counselor, attend a workshop, and
informing them of resources available to facilitate their success. In addition, the Developmental
Education and Retention Standing Committee has submitted a comprehensive proposal to
address the needs of Developmental Education students. The VPs of Student Development will
support implementation of the approved recommendations resulting from the work of the
Committee. (All, Vice Presidents of Student Development)
2 A Title III grant is being submitted to integrate academic learning center functions and resources
to improve the success of underprepared students. (All, VPs of Instruction, B. Murphy, AVC and
Vice Provost)
3 Adult Education is submitting grants to seek funding for College Readiness Academies. (All,
VPs of Instruction, B. Murphy, AVC and Vice Provost)
4 Faculty members are customizing delivery of ESL courses for underprepared students to focus on
specific deficiencies based upon assessment scores. (All, VPs of Instruction, B. Murphy, AVC
and Vice Provost)
5 In support of underprepared students, GED testing has centralized and streamlined its intake
processes, location and support services. (All, VPs of Instruction, B. Murphy, AVC and Vice
Provost)
6 Short term, free basic computer workshops are being offered to underprepared students to
increase technology skills. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
7 The Center for Training Development is being combined with an expanded Learning Center,
with dedicated increased study areas and study rooms. (All, VPs of Instruction, B. Murphy, AVC
and Vice Provost)
8 The College is advising occupational students to take contextualized writing and math courses
such as GTM and GTW to increase their skills. (All, VPs of Instruction, B. Murphy, AVC and
Vice Provost)
9 The College is seeking a Gateway To College National Network grant to aid and track
developmental education students who have tested into all three developmental disciplines. (All,
VPs of Instruction, B. Murphy, AVC and Vice Provost)
10 Using a cohort format with underprepared students, learning modules are being developed to link
concepts of WRT 070 to WRT 100. Upon assessment, a similar approach may follow to link
WRT 100 to WRT 101. (All, VPs of Instruction, B. Murphy, AVC and Vice Provost)
11 When working with business clients in the community, Workforce and Business Development
staff members and faculty are increasingly designing customized courses to include
contextualized learning in an effort to increase workforce skills. (All, VPs of Instruction, B.
Murphy, AVC and Vice Provost)
Desert Vista Campus
1 DV held a campus cabinet retreat that highlighted initiatives in the new College Plan
including Strategy 1 Improve Developmental Education. Discussions conveyed the significance
of organizational culture at the campus level that supports improvement of basic skills for all
students. DV identified potential developmental education pilots that can be implemented on
campus. (DV, J. Bia)
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2 Over 40% of all our Upward Bound students are considered academically at risk. Our mission is
to prepare all of our students for success in a post-secondary institution, which includes
improving the basic skills of our academically at-risk (Developmental Ed.) students. This
includes having them attend tutoring sessions in order to improve their basic skills and offering
PCC's STU courses to our graduating seniors as well. (DV, D. Pacheco)
3 Pima's Center for Early Childhood Studies, working with the Math Department faculty, has
designed course sections of MAT 086 and MAT 092 with continuous supplemental instruction
for AA Early Childhood transfer students. These courses will be implemented in Fall 2010 and
Spring 2011. (DV, S. Kukla)
East Campus
1 The East Campus offered GED Preparatory classes, expanding the availability of these classes to
the far East Side of Tucson. (EC, EC and CC Presidents, EC VP of Instruction, CC Advanced
Program Managers)
2 The East Campus partnered with TUSD African-American Studies Department to co-sponsor
"Parent University", an outreach effort to parents and grandparents of TUSD students to support
the "going to college" attitude and provide resources to ready young students for higher
education. (EC, EC President, EC VP of Student Development, EC Executive Assistant,
Outreach Coordinator)
3 The seating capacity of basic skills assessment at the East Campus was almost doubled to a total
of 54 seats from 29. This expansion improved access to incoming students. (EC, EC President,
EC VP of Student Development, Facilities staff)
Northwest Campus
1 Explored offering the GED test on campus. Initial research done by Diana Morris-Murphy.
Challenges involve staffing and facility limitations. (NW, D. Padgett, L. Morales)
2 Explored possibility of offering GED and ABE in the Town of Marana in collaboration with
PCAE. Financial constraints with PCAE have prevented this from going forward. (NW, D.
Padgett, P. Houston)
3 Retain more Developmental Education students with an early intervention model. Refined the
referral process of Developmental Ed students from Assessment to Advising. (NW, D. Siddall)
2.6.2
Identify effective District and Campus organizational and
leadership structures compatible with needs and make
appropriate institutional assignments.
Provost and Executive Vice Chancellor, and Presidents
Desert Vista Campus
1 Additional tutors have been hired for math, reading and writing courses at DV. (DV, Hock)
2 In addition to the responsible parties listed in the College Plan for each initiative and
strategy, DV has identified individuals from within the campus cabinet for each initiative to
serve as leads and points of contact to ensure campus contributions occur and are included in the
reports. The DV academic dean served on the developmental education and retention committee
as well as the college planning committee and will continue to be instrumental in the
implementation of developmental education pilots at the campus. (DV, J. Bia)
District Office
1 A Vice President position was created in the Provost area in January 2010, focusing on
Developmental Education. (DO, S. Miles, Provost and Executive Vice Chancellor)
2 The Vice President in the new position at the District Office attended numerous national
conferences, learning about best practices in developmental education and reporting back to
senior administrators. (DO, B. Murphy, AVC and VP)
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East Campus
1 A team of East Campus Instruction and Student Services administration and staff met with
principals and counselors of service area schools to encourage dual enrollment offerings and
early assessment of high school students. (EC, EC VP of Instruction, EC VP of Student
Development)
2 The East Campus' Project SOAR hired and trained 5 tutors in math, reading and writing to serve
more than 100 students with disabilities and developmental education needs. (EC, EC President,
EC VP of Student Development)
Northwest Campus
1 Two Mathematics faculty attended the National Center for Academic Transfer conference which
included Developmental Education. They provided a faculty perspective on this topic. (NW, J.
Kooi, President and DV, C. Albrecht, President)
2.6.3
Institute quarterly college-wide meetings to assess progress of
the Developmental Education initiative.
All Campuses
1 The College Plan is a standing item at the following meetings: Chancellor's Cabinet, Provost
AVC meeting, Provost Lead meeting, Campus Cabinets, and both Vice President group
meetings. These standing items cover all aspects of activities in support of the College Plan.
Progress on the Developmental Education initiative has been carefully monitored and discussed
as needed at these regularly scheduled meetings. (All, All senior administrators)
2 The Developmental Education and Retention Standing Committee met once every 2-4 weeks
during the 2009-2010 academic year. The Committee submitted nine recommendations to the
Chancellor: 1) Establish diagnostic assessment followed by placement; 2) Establish a faculty and
instructor certification enrichment program; 3) Identify and expand support services; 4)
Implement a First-Year Experience course; 5) Deliver courses in multiple modalities; 6)
Establish a Department of Developmental Education; 7) Leverage community and other
resources; 8) Conduct a summative evaluation of the proposed program; and, 9) Create a
business plan for the revised developmental education program. The recommendations were
approved by the Chancellor in April 2010 and are moving forward to the Planning Committee.
(All, J. Kooi, President)
2.6.4
Align resources in support of Developmental Education.
Provost and Executive Vice Chancellor, and Presidents
Desert Vista Campus
1 DV applied for a $250,000 Gateway to College National Network: Project Degree grant. Desert
Vista Campus received a site visit from the grantor on 4/27/10, and is waiting for response on
funding. (DV, C. Albrecht, President, T. Roush, VP of Instruction)
2 First Things First Professional Development Alliance grant funds were used in the creation of
two developmental math courses. (DV, S. Kukla)
District Office
1 A Vice President position was created in the Provost area in January 2010, focusing on
Developmental Education. (DO, S. Miles, Provost and Executive Vice Chancellor)
2 The Vice President in the new position at the District Office attended numerous national
conferences, learning about best practices in developmental education and reporting back to
senior administrators. (DO, B. Murphy, AVC and VP)
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Northwest Campus
1 Two Mathematics faculty attended the National Center for Academic Transfer conference which
included Developmental Education. They provided a faculty perspective on this topic. (NW, J.
Kooi, President and DV, C. Albrecht, President)
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Strategy 3.1
Reorganize College leadership of student services to be
more centralized and coordinated
Complete
Strategy 3.1 was designed to oversee the reorganization of student services leadership to be
more centralized and coordinated. Major accomplishments within this strategy include: (1)
Reorganization of campus student services leadership such that the Vice Presidents of
Student Development report directly to the Vice Provost and Assistant Vice Chancellor for
Academic Services, and (2) Standardization of the communication avenues between
campuses student services leadership, district leadership, and the campus presidents.
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3.1.1
Reorganize the leadership of Campus student service
operations to have the student service lead Campus position
(Vice President) directly report to a position within the
Provost's Office.
District Office
1 Leadership of Campus student service operations has been reorganized so that the Vice
Presidents of Student Development report to the Vice Provost and Assistant Vice Chancellor of
Academic Services. (DO, B. Murphy)
Northwest Campus
1 Supported the reorganization of student services with continued improvement of services and
redesign of facilities. (NW, L. Morales, J. Worrall)
2 Supported VP of Student Development group with implementing Exeter recommendations.
Suzanne Desjardin served on Advising Intranet Committee; Rob Walkinshaw served on the
Career Services Improvement Committee; and DeLisa Siddall served on the Financial Aid
Improvement Plan Committee. (NW, S. Desjardin, D. Siddall, R. Walkinshaw)
3.1.2
Create standardized communication avenues between the
position in the Provost's Office and the Campus Presidents to
maintain consideration of Campus specific initiatives and
needs.
All Campuses
1 Communication avenues between the Vice Provost and Campus Presidents have been
standardized and include dissemination of minutes of operational M7 meetings, one-on-one
meetings between Campus Presidents and the Vice Provost, and between Campus Presidents and
the Vice Presidents of Student Development. (All, AVC and Vice Provost, Murphy)
West Campus
1 Established, coordinated, and standardized communication mechanism with the VP of Student
Development (M7) to benefit the Student Services/Development staff in the transition process.
Implemented the improved New Student Orientation program/system at the campus beginning
April 29, 2009. Counseling faculty are the lead facilitators/ designers. (WC, N. Sorenson, WC
Vice President of Student Support Learning Services)
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Strategy 3.2
Reconfigure and update technology
Complete
Strategy 3.2 was designed to improve the use of technology in Student Services through the
use of Degree Audit, tutorials, Workflow, and more. Major accomplishments within this
strategy include: (1) Launch of the Degree Audit Program to students in August 2009, (2)
Utilization of Workflow for three processes in Student Services, (3) Implementation of
self-service on all campuses, and (4) An analysis of Banner student module access across
all student services areas.
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3.2.1
Implement a functional Degree Audit Application and
consider program structure development from external
services.
District Office
1 Degree Audit Program (MyDegreePlan) implemented for use by trained counselors, advisors, and
degree checkers. Degree Audit Program will go live for students August 26 2009. (DO, Miles,
Provost and EVC)
3.2.2
Build a tutorial to assist students with running and interpreting
the Degree Audit through self-service.
District Office
1 A tutorial to assist students in the use of MyDegreePlan is under development. (DO, Miles,
Provost and EVC)
3.2.3
Reconfigure various Banner processes to utilize updated
functionality.
Community Campus
1 Work with Campus Departments to identify deficiencies in the Banner process and work with the
Module Leaders to resolve the issue. (CC, S. Lee)
District Office
1 Banner processes have been reviewed, with three processes now in Workflow and several in the
queue for Workflow development. (DO, Miles, Provost and EVC)
2 Students are being notified of class cancellations or changes through MyPima email. (DO, Miles,
Provost and EVC)
3.2.4
Make self-service the standard by which transactional
activities are completed by students.
All Campuses
1 All campuses to have open space with banks of computers and printers for student self-serve.
2 Self-help tutorial cards developed and distributed to all campuses. (All, VP Student
Development)
District Office
1 Self-service process implemented on all campuses. (DO, Miles, Provost and EVC)
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3.2.5
Implement Workflow and evaluate whether external services
would expedite and be a cost effective approach to setting up
workflows.
All Campuses
1 There has been a electronic process for student academic transcripts established between the
University of Arizona and Pima Community College. (All, H. Tilson, Senior Assistant to the
Provost)
District Office
1 Workflow implemented for veterans benefits, transcript requests, and tuition assessment forms.
(DO, Miles, Provost and EVC)
3.2.6
Review screen access permissions by staff level and
methodology by which access is granted.
District Office
1 Banner access permissions for staff was reviewed and the business process to obtain or change
Banner security was reviewed and revised. In addition the security for the Banner Accounts
Receivable module was reviewed and revised. (DO, H. Rillos, Director of Fiscal Services)
2 Banner student module access (security) was analyzed across all student services areas and
completely restructured to enhance security and simplify approval process. A role-based
permission schema and paperless approval process has been implemented, along with a
redesigned request form. (DO, M. Tulino, Registrar)
3.2.7
Expand the definition of 'student' across the College to include
serving the needs of the credit, clock-hour and non-credit
students at all locations.
All Campuses
1 Implemented non credit grade transcripts for CEUs (Credit Equivalent Units). (All, H. Tilson,
Senior Assistant to the Provost)
Community Campus
1 All Adult Education students are now entered into Banner and are officially PCC students. This
project has taken well over a year and has brought together numerous staff from District IT,
Student Services, and Adult Education to complete this project. (CC, S. Lee)
District Office
1 Admissions for Adult Basic Education, Non-credit, and Center for Training and Development
students in process of standardization. (DO, Miles, Provost and EVC)
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Strategy 3.3
Configure an employee intranet to address communication
and training
Complete
Strategy 3.3 was designed to support the development of an employee intranet and included
configuring the system, monitoring usage and establishing a process to ensure the intranet
remains up-to-date. Major accomplishments within this strategy include: (1) The initial
phase of programming for the intranet was configured by December 2008 and included
hierarchical navigation and search engine integration, (2) Tutorials on the intranet will be
made available in the College’s Employee Development system, (3) The Provost’s Office is
evaluating methods to streamline the SPG development process through a system of
periodic review, and (4) The effectiveness of the intranet tool will be assessed using
surveys, and a timeline for administering those surveys has been established.
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3.3.1
Configure an Information Bank searchable by alpha structure
and keyword entry, as well as utilize 'push' technology to
notify designated staff of categories of events and
information.
All Campuses
1 The initial phase of programming for an employee intranet (InfoBank) within MyPima will be
configured by December 15, 2008. This phase includes hierarchical navigation and search engine
integration. Push technology, via MyPima Groups, will allow Student Services administrators to
communicate with staff. M7 is working with staff in various student services units to develop
content for the intranet. Deployment of the InfoBank is contingent upon implementation of the
Luminis 4 platform and content delivery. (All, AVC Marketing, Howell)
Community Campus
1 IT provides support for a service provided with the combination Hotsheets (campus publication),
email and network resources for the campus. (CC, S. Lee)
3.3.2
Set up regular reports to evaluate usage of the Information
Bank by all employees.
All Campuses
1 Web Systems staff have developed a methodology for logging InfoBank activity and capturing
data. Once the databank is in production, we will begin collecting data and producing monthly
reports. (All, AVC Marketing, Howell)
Community Campus
1 IT provides support for Hotsheets as a standard means of communication at the campus level
where a variety of information is shared. (CC, S. Lee)
3.3.3
Establish process to keep Information Bank current on a daily
basis.
All Campuses
1 The InfoBank utilizes the web content management system to edit or upload content. Authorized
subject experts will have access to update InfoBank documents and web pages daily using this
system. (All, AVC Marketing, Howell)
Community Campus
1 Process established and provided by IT on Hotsheets. (CC, S. Lee)
3.3.4
Establish an online training site for employees, on which
specific position training tutorials may be placed.
All Campuses
1 All student development department Intranet pages will include a training and procedures
manual. (All, VP Student Development)
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2 The AVC of Human Resources and Director of Web Systems have agreed that online classes and
tutorials will be placed in the appropriate section of the College's Employee Development
system. Procedure manuals and desk aids will be placed in the appropriate section of the
InfoBank. (All, AVC Marketing, Howell)
Community Campus
1 Training and processes as they pertain to the campus is available on the Hotsheets network folder
(Night Supervisor, Banner, etc.). (CC, S. Lee)
3.3.5
Update, standardize and maintain Standard Practice Guides
(SPGs) for all student related processes, incorporating
redesigned process flows.
All Campuses
1 Standard Practice Guides (SPGs) for all student-related processes have been identified and are in
various stages of being updated and maintained. (All, AVC and Vice Provost, Murphy)
Community Campus
1 Information for specific guides as they pertain to the campus is available at the Hotsheets
network folder and supported by campus IT. (CC, S. Lee)
3.3.6
Evaluate methods to streamline the SPG development and
maintenance process.
District Office
1 The Provost's Office is evaluating methods to streamline the SPG development and maintenance
process through a system of periodic review. (DO, AVC and Vice Provost, Murphy)
3.3.7
Maintain previous College catalog versions for reference.
All Campuses
1 PDF files of five previous catalogs are available via a channel in MyPima. Once the InfoBank
has been deployed, these files will move into the InfoBank. (All, AVC Marketing, Howell)
3.3.8
Develop an evaluation mechanism by which to measure
effectiveness of intranet tool.
Community Campus
1 Intranet is a highly effective tool as it provides real time updates to campus processes. (CC, S.
Lee)
District Office
1 Effectiveness of the intranet tool will be measured by recording the number of visits and using
surveys developed by Planning and Institutional Research. (DO, AVC and Vice Provost,
Murphy)
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2 The Director of Web Systems and the Executive Director of Planning and Institutional Research
met on December 11th, 2008 to discuss an evaluation mechanism to measure the effectiveness of
the Information Bank. It was decided that the best approach would be to survey users shortly
after the deployment of the InfoBank, and to follow up with an additional survey after one year.
As the InfoBank will initially target Student Services documents, the effectiveness survey will be
incorporated into Action Item 3.4.9. When documents for other areas become available, the
effectiveness survey will be sent out to all employees. (DO, L. Glogoff and N. Richmond)
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Strategy 3.4
Implement a student services center approach on all
Campuses
Complete
Strategy 3.4 was designed to guide the implementation of a student services center
approach on all campuses. Major accomplishments within this strategy framework include:
(1) Collaboration between Provost Office staff and Vice Presidents of Student Development
to ensure that the business transformation objectives are consistent college-wide, (2)
Implementation of 24/7 online admissions and registration through MyPima, and
availability of admissions and registration for non-credit students at all campuses, (3)
Inclusion of an improved new student orientation at the campuses, (4) Addition of Live
Chat functionality, allowing students to ask synchronous advising and financial aid
questions, (5) Implementation of “Student Service Center” changes at all campuses and
centers, with student self-service as the cornerstone, (6) Formation of a Financial Aid Task
Force to coordinate the implementation of recommendations from the Financial Aid
Services Review, and (7) Initiation of a process to review all student record holds for
purpose, use, and redundancy.
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3.4.1
Create a college-wide team to direct the business
transformation objectives.
District Office
1 Various members of the Provost's staff, including the Vice Provost, the AVC for Student
Services, the Provost's Senior Assistant, and the Registrar, have worked with the Vice Presidents
of Student Development to ensure that the business transformation objectives are consistent
college-wide. (DO, Miles, Provost and EVC)
3.4.2
Complete any physical restructuring necessary to implement
the 'Student Services Center' approach.
All Campuses
1 Proposal of campus redesign accepted and approved. Campus floor plan designs discussed with
AVC for Facilities. (All, VP Student Development)
2 All campus student services in temporary locations, with construction nearing completion at all
campuses. All furniture, computers, and printers ordered. Ribbon cutting ceremony scheduled for
November 2, 2009.
3 Architect assigned to Vice President of Student Development (M7) group. (All, VP Student
Development)
Community Campus
1 Provided technology support and network coordination to implement the “Student Services
Center” approach. (CC, S. Lee)
District Office
1 Physical restructuring that will aid in the full implementation of the "Student Services Center"
approach is underway on all campuses and is scheduled for completion in October. (DO, Miles,
Provost and EVC)
3.4.3
Develop a seamless admissions process.
All Campuses
1 A seamless admissions and registration process has been developed. Students have access to
admission and registration services at all six campus locations and education sites. (All, VPs of
2 Admissions and registration of non-credit students at all campuses. (All, VP Student
Development)
3 Dual enrollment and underage processes have been separated and streamlined providing simpler
processes and access. (All, VPs of Student Development)
4 Increased staff training. (All, VP Student Development)
5 Online admissions available (enhancements needed). (All, VP Student Development)
6 Staff training has been provided through campus and college-wide trainings. Through the
Advising Updates, the admissions and registration practices and procedures have been
thoroughly presented and discussed and are fully implemented at all campus and education sites.
(All, VPs of Student Development)
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7 The joint admissions processes for the University of Arizona and Northern Arizona University
are clearly displayed on the web site making the admissions processes seamless and easily
accessible. (All, VPs of Student Development)
8 The online admissions application has been clarified and simplified making it user-friendly. (All,
VPs of Student Development)
9 UA math students assessed, admitted, and registered over a two-day period to coincide with their
orientation. (All, VP Student Development)
Community Campus
1 The Adult Education Services office was established at the Community Campus. The office
opened its door in January 2010. The purpose of the office is to manage information, registration
and eligibility, orientations, scheduling, initial data entry into both Banner and ADE’s required
database. Rationale for establishing this office included providing a consistent student
experience, reduction of duplication of efforts, and consistent data quality management practices.
(CC, J. Warfield, K. Rose)
3.4.4
Expand student service processes in a variety of modalities.
All Campuses
1 Implemented the improved New Student Orientation program at the campuses beginning April
29, 2009, with Counseling faculty as the lead facilitators and designers. (All, VP of Student
Development)
2 Live Chat provides students the opportunity to ask synchronous advising and financial aid
questions each week, implementing automated student email notifications for a variety of student
service-related functions (transcript requests, TAFs, veterans welcome). (All, VP Student
Development)
3 Online admissions and registration available. MyPima allows for 24/7 access. (All, VP Student
Development)
4 Online courses switch to Blackboard Vista enhanced services. (All, VP Student Development)
West Campus
1 Established, coordinated, and standardized communication mechanism with the VPs of Student
Development (M7) to benefit the Student Services/Development staff in the transition process.
(WC, N. Sorenson, WC Vice President of Student Support Learning Service)
3.4.5
Implement the proposed 'Student Services Center' changes at
all Campus and center locations.
All Campuses
1 Student Services Center (SSC) concept proposal accepted. Met with VC for IT, AVC for
Marketing, Webmaster, and Registrar to develop redesign implementation plan. (All, VP Student
Development)
2 The SSC Model consists of Welcome, Triage, Self-Service and appointments, and has been fully
implemented. (All, VP of Student Development)
Community Campus
1 Successfully implemented the proposed “Student Services Center” changes at the campus and
center locations. Computers to enable student self-service stations at additional CC sites were
approved in capital requests. This will expand some of the foundational concepts within the
Student Services Center Model to these sites. (CC, S. Lee)
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District Office
1 All campuses have moved to the welcome desk triage model. Physical renovation will ensure
consistent signage and recognizable Student Services Center. (DO, Miles, Provost and EVC)
2 Student Service Center (SSC) changes have been implemented at all campuses and centers, with
student self-service being the cornerstone of the approach. (DO, Miles, Provost and EVC)
3.4.6
Make changes to process flows in all services as prescribed,
and outlined in updated SPGs.
All Campuses
1 Created a model district-wide allowing students to come to a single locale at the campus
welcome desk. Student is then triaged and sent to appropriate area. For example, student may be
sent to a self-service computer kiosk, bank of networked computers, advisor, counselor, financial
aid representative, or assessment and testing. (All, H. Tilson, Senior Assistant to the Provost)
District Office
1 All students are welcomed upon arrival. (DO, Miles, Provost and EVC)
2 Students are being triaged to ensure that those with transactions that will take a minimum amount
of time are seen quickly. (DO, Miles, Provost and EVC)
3 Students who need further assistance are referred to staff for walk-in help or an appointment if
necessary. (DO, Miles, Provost and EVC)
3.4.7
Form a task force to coordinate implementation of
recommendations from the Financial Aid Services Review,
and address the following Financial Aid issues: Institutional
Student Information Record (ISIR) processing, verification
item processing, Campus responsibilities and coordination,
Banner screen access, tuition deferment, bookstore payment,
work study process, and scholarship process.
All Campuses
1 A Federal Work Study process was implemented. Expanding opportunities with Human
Resources in phase II. (All, L. Menchaca, AVC for Student Services)
2 A scholarship process was implemented to improve the efficiency of awarding and reconciling
scholarships. (All, L. Menchaca, AVC for Student Services)
3 Banner screen access: Banner security reviewed and implemented with a new security protocol.
(All, L. Menchaca, AVC for Student Services)
4 Bookstore payment: The Finance Office offers a voucher system for financial aid and veterans
students. (All, L. Menchaca, AVC for Student Services)
5 Campus responsibilities and coordination were implemented with the development and
implementation of financial aid levels to meet the implementation of the Student Services
Centers. The Financial Aid Office has created training Level I, II and III training, shadowing
opportunities, Question and Answer session regarding financial aid, and a monthly newsletter to
support financial aid knowledge. (All, L. Menchaca, AVC for Student Services)
6 Institutional Student Information Record (ISIR) Process reviewed during a SunGard Banner
evaluation. The intake flow of student records has been automated to increase efficiency using IT
automation software UC4. (All, L. Menchaca, AVC for Student Services)
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7 Members of VP of Student Development group serve on the Task Force and subcommittee teams
to develop plans to implement the Financial Aid Services Review. (All, VP Student
Development)
8 The Verification Process was completed with the implementation of the BDMS document
imaging system and access reports to manage staff workflow and accountability. (All, L.
9 Tuition Deferment process: The Finance Office implemented a payment plan system. (All, L.
Community Campus
1 Implemented the technology support required for success in the Financial Aid Services review.
Shared initial scanning solutions across the college in support of Financial Aid. (CC, S. Lee)
District Office
1 A new verification process has been developed by Financial Aid staff to ensure compliance and
consistency among all personnel. (DO, Miles, Provost and EVC)
2 Federal Work Study has been revamped. A federal work study website has been put into place to
maintain all available positions. (DO, Miles, Provost and EVC)
3 Financial Aid is in the queue for workflow development. (DO, Miles, Provost and EVC)
4 Financial Aid Task Force formed in 2009 to coordinate implementation of recommendations
from the Financial Aid Services Review. (DO, Miles, Provost and EVC)
3.4.8
Review and reconfigure use of student record holds.
All Campuses
1 Began the process of reviewing the 97 holds currently in the system. The current process
involves:
a) Identifying the purpose of each hold
b) Identifying which holds are currently being used
c) Identifying which holds are redundant
Identifying how students are made aware of the hold, how they can resolve the hold, and
providing recommendations on what to do with each hold (i.e., remove, combine with others,
develop a new hold, provide a better description on how to resolve, etc.).
District Office
1 A thorough review of holds has been conducted as of summer 2009, resulting in the elimination
of some outdated holds. Effective September 2009, advising holds will no longer be placed
automatically. (DO, Miles, Provost and EVC)
3.4.9
Develop an evaluation mechanism by which to measure
effectiveness, accuracy, usefulness, and satisfaction with
redesigned services.
District Office
1 Satisfaction with redesigned student services will be assessed through MyPima. (DO, Miles,
Provost and EVC)
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2 In order to evaluate the redesigned student services model at PCC, the Assistant Vice
Chancellor for Student Services designed three separate surveys to obtain input from students,
Student Services Center employees, and all other employees. The Office of Planning and
Institutional Research administered the surveys to the different populations during late 2010 and
early 2011. 1,412 students, 98 Service Center employees, and 85 other employees responded.
Most responses were positive or neutral, and ratings and comments are being used to make
further improvements. (DO, Office of Planning and Institutional Research, L. Menchaca, AVC
for Student Services)
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Strategy 3.5
Improve staff training in student services
Complete
Strategy 3.5 was designed to ensure improved staff training in student services. Major
accomplishments within this strategy framework include: (1) Inclusion of a Procedures
Manual for each area of student development, as well as an online training tutorial
document, on the College Intranet, (2) Identification of responsible parties for the
maintenance of the student development intranet sites and associated training materials to
ensure they are up to date, and (3) Training of all student development staff regarding use
of the intranet and assessment upon completion of training as part of the annual staff
evaluation process.
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3.5.1
Create online training modules which include job tasks and
responsibilities for each functional area, as well as Banner
module-specific competencies.
All Campuses
1 Online training in the Employee Development system on academic advising was accessed by 100
employees, of which 77 successfully completed the coursework. (All, J. May)
2 Procedures Manual for each area of student development now available on the Intranet. Each
section includes an Assessment for Learning to be used for all training. All training is
competency based. Semester Academic Advising Training offered in March 2009 and October
2009. (All, VP of Student Development)
District Office
1 Intranet content for information and training in functional areas has been developed and will be
uploaded by September 15, 2009. (DO, Miles, Provost and EVC)
3.5.2
Construct online training tutorial for using the employee
intranet for all employees.
All Campuses
1 All student development staff will be trained on how to use the intranet. (All, VP Student
Development)
2 Student Services Managers include completion of Intranet training on all Student Services Center
staff annual evaluations. (All, VP Student Development)
District Office
1 Online training tutorial PDF available on the homepage of the intranet. (DO, R. Howell, AVC for
Marketing)
2 Presentation and introduction to the Student Services portion of the Intranet was completed
following presentations on All College Day 2009. (DO, L. Morales, AVC Student Services, L.
Glogoff, Director of Web Services).
3 Staff will be assessed upon completion of training. (DO, Miles, Provost and EVC)
4 The Office of Professional Development provided MyPima Intranet training to 88 new
employees. Web Design Intranet training was provided to 14 employees. (DO, J. May)
3.5.3
Develop and implement methodology by which all training
tutorials are maintained and updated to stay "current".
All Campuses
1 All student development Intranet sites will be assigned to administrators for ownership, and
writers and editors will be assigned for each site. (All, VP Student Development)
District Office
1 The Office of Professional Development completed course reviews and revisions to eight courses
(five online, three instructor-led). (DO, J. May)
2 Vice Presidents of Student Development will ensure that training tutorials are maintained and
updated to stay current. (DO, Miles, Provost and EVC)
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3.5.4
Create a system by which refresher training is provided and
monitored for employees.
District Office
1 The Office of Professional Development supported training course delivery for Student Services
and Financial Aid. (DO, J. May)
2 The Student Services Managers will be responsible for ensuring that training is current for all
employees. (DO, Miles, Provost and EVC)
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Strategy 3.6
Conduct a staffing review
Complete
Strategy 3.6 was implemented to facilitate the redesign and improvement of campus student
services by conducting a staffing review in the area of student development. Major
accomplishments within this strategy include: (1) Development of student service center
protocols and dissemination of these guidelines to all student development staff and
counselors, (2) Visitation of best practices institution Johnson County Community College
to better understand their model and implement compatible aspects at the College, (3)
Position review for all student development staff to better identify duties, responsibilities,
and organization, and (4) Evaluation of collected position information and organizational
charts by Human Resources.
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3.6.1
Define the purpose and desired student services of the
organizational structure and each personnel position within
the structure.
All Campuses
1 A new model at all campuses provides: Welcome, Triage, Self-service, Appointments. Student
Services Centers (SSC) Model and Protocols manual developed. All services are defined and
explained in the manual. Each section defines staffing requirements for services. Managers and
Coordinators training on the SSC Model was completed September 4 and 5, 2009. All other
Student Development (SD) staff, including counselors, has completed training on the SSC Model
and Protocols. (All, VPs of SD)
3.6.2
Define staff competencies for each position, implemented
consistently across the Campuses.
All Campuses
1 Human Resources Classification Specifications have been revised to reflect responsibilities
requirements to staff the Student Services Centers (SSC). The Student Development services
have a site on the Intranet. Each department includes an Assessment for Learning to be used for
all training. All training is competency based. Student Services Managers and Advising and
Counseling Coordinators are responsible for all training and evaluation of SD staff. (All, VPs of
SD)
3.6.3
Identify other colleges using a competency approach to
defining employment positions and evaluate whether there is
an existing model to adopt.
All Campuses
1 Johnson County Community College in Kansas was visited to learn about their model. They did
not have a competency approach to defining the employment positions, however, several aspects
of their model were incorporated into Pima's Student Services Centers (SSC) model. The Exeter
report identified best practices institutions: Johnson County Community College, Valencia
Community College, Central Piedmont Community College. (All, VPs of SD)
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3.6.4
Have all employees complete a work distribution survey,
assess what is being done by each position and the amount of
time spent on the activity.
All Campuses
1 Student Services Review meetings completed at all campuses. A total of 12 meetings were held.
Position Review of all positions in Student Development (SD) completed on September 11,
2009. Regular employees occupying budgeted positions were asked to complete the Position
Review Form (PRF) to describe their duties and responsibilities over a five day work week. They
were also asked to provide information about assignments and duties performed during other
times of the year, and provide job related comments. Immediate supervisors and administrative
supervisors reviewed the documents. They had the opportunity to provide additional comments
before signing the documents. Once the information was collected at the campuses, the employee
forms and current and proposed organizational charts were sent. The Human Resources office
received the information on September 11, 2009. (All, VPs of SD)
2 Staffing review resulted in eighteen automatic reclassifications, followed by an additional eight
successful upgrades after a desk audit review. (All, L. Morales, AVC for Student Development)
3.6.5
Develop a College reorganization plan to best utilize staff,
based on the defined purposes, incorporating updated
technological capabilities and redesigned processes.
All Campuses
1 Approval of the staffing report resulted in the redistribution of staff (including counselors) in
student development to provide appropriate staffing levels at each of the campuses. (All, L.
Morales, AVC for Student Development)
2 Organizational Charts submitted to HR. Analysis of Position Review and Org Charts to be
completed by HR. Report due September 27, 2009. Final report to be submitted to Provost on
September 30, 2009. (All, VP of Student Development)
3 The position information collected was evaluated and analyzed, and recommendations were
made. Final staffing report for the Student Services Centers (SSC) was submitted to the Provost
on September 30, 2009. (All, VPs of SD)
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Strategy 4.1
Expand College access and outreach
Completion Date: January 29, 2010
Presidents
Complete
Strategy 4.1 was designed to expand College access and outreach to its various
constituencies. Major accomplishments within this strategy include: (1) Using the
newly-developed intranet system to distribute information regarding College recognition of
prior learning, (2) Updating the Schedule of Classes to include pertinent information about
Express Format courses to better serve students, (3) Investigating pilot courses with shared
sections between campuses, and multiple start and end dates, (4) Engaging local high
school students with workshops, fairs, and tutoring events, and (5) Focusing marketing
efforts in order to reach non-traditional populations, including career information for those
over age 50 in Career Focus, Adelante information for Hispanic males, and materials for the
Tribal Summit.
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4.1.1
Identify and connect community partners in a concerted effort
to initiate a solid statewide P-20 program that stimulates
higher educational expectations across all economic and social
spectra.
Development
All Campuses
1 Continued to offer the League of United Latin American Citizens (LULAC) conference for K-12
students that emphasizes programs of study, advantages of completing a college degree, and job
shadowing. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
2 Continued to offer the Pima Leadership Institute with the University of Arizona; consider
expansion with NAU and ASU. (All, VPs of Instruction, B. Murphy, AVC for Academic
Services and Vice Provost)
3 Establish "Home-School Student Day" for K-12 students to attend college classes with a mentor
student - Day at College. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and
Vice Provost)
4 Establish a culture of Going to College, beginning in elementary and middle schools, through the
development of programs that identify the advantages of going to colleges, with emphasis on
appropriate activities by age. (All, VPs of Instruction, B. Murphy, AVC for Academic Services
and Vice Provost)
5 Establish a PCC Literacy Coaching Council to encourage volunteering (students, faculty and
staff) with the partner literacy providers throughout Pima County. Do the same for tutoring. (All,
VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
6 Establish a Tribal Nation Day for K-12 students to attend college classes with a mentor student.
(All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
7 Explore the establishment of an Early College program in partnership with school districts. (All,
8 Explored the Gateway to College Partnership. (All, VPs of Instruction, B. Murphy, AVC for
Academic Services and Vice Provost)
9 Identify and publish existing and potential P-20 partners by campus and College. (All, VPs of
Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
10 Increased dual enrollment course offerings at Pima County high schools. (All, VPs of Instruction,
B. Murphy, AVC for Academic Services and Vice Provost)
11 Partnered with Pima County to develop occupational training and ABE at partner sites. (All, VPs
of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
12 Pima 4 Kids currently offers an introduction to the College through its offerings to elementary
and middle school students during the spring, summer and fall months. These courses offer
students an opportunity to explore age-appropriate concepts in various disciplines. The program
will explore expansion opportunities. (All, VPs of Instruction, B. Murphy, AVC for Academic
13 Work with partner school districts to align high school learning outcomes with college readiness
in reading, writing and mathematics. (All, VPs of Instruction, B. Murphy, AVC for Academic
14 Worked with members of the Literacy Leadership Coalition and the Community Foundation of
Southern Arizona to promote and support literacy education in public forums and events such as
the Tucson Festival of Books. (All, VPs of Instruction, B. Murphy, AVC for Academic Services
and Vice Provost)
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Community Campus
1 College Preparation workshops were provided for over 70 Adult Education students. Students
who attended the workshops gained skills and instruction in time management, test and note
taking, improving reading and writing skills, improving memory and study power, understanding
of college expectations and culture and other skills needed to be a successful student. Training
also included, Steps to Success at Pima Community College including college vocabulary,
Admission, Registration, financial aid, assessments, advising and counseling resources, and
campus tours. Basic materials necessary for the workshops will be provided to participants. (CC,
K. Rose)
Desert Vista Campus
1 VPs of Instruction have compiled a listing of each campus' community and business partners.
Site visits to various companies in the DV service area are being scheduled. (DV, T. Roush and
J. Soto, VP of Instruction and VP of Student Development)
East Campus
1 Community partners for the East Campus included, the logistics industry, Pima County One
Stop, the Tucson Regional Economic Organization (TREO), Cochise and Western Arizona
Community Colleges, and respective neighboring counties. Thirty-five students received grant
funding in the 2009-2010 year. In the Fall 2010, 19 students completed a basic or advanced
certificate. In the Spring 2011 the program had it first associate degree graduates with 11
students completing the AAS. Internships in this industry were a part of the curriculum for
advanced certificate and associate degree students. (EC, C. Fugett)
2 The East Campus developed curriculum for a Logistics and Supply Chain Management program
that offers three degrees and has been emulated by both Arizona Western and Cochise College.
The curriculum is in the process of being articulated with the UA South into several of their
degree programs. (EC, C. Fugett, President)
West Campus
1 WC President served as chair of the Metropolitan Education Commission, directing the
implementation of the Pima County Regional College Access Center. (WC, Louis Albert,
President)
2 WC Vice President of Student Development Disabled Student Resources (DSR) served as
Community Co-Chair of the 2009 LULAC Youth Leadership Conference. The College hosted
over 3,000 middle and high school students in March 2009 emphasizing leadership, high school
graduation, and participation in higher education. (WC, N. Sorenson, WC Vice President of
Student Development DSR)
4.1.2
Establish a comprehensive system to recognize prior learning,
including credit by examination.
Provost and Executive Vice Chancellor, and Assistant Vice Chancellor
for Academic Services and Vice Provost
Community Campus
1 Team attended CAEL conference. Follow-up workshop planned for June, 2010. (CC, S. Lee)
2 Workforce and Business Development, through its national programs (ITCAP and National
Center for Construction Education and Research), awards college credits across the country
using a challenge exam process. Credits have been awarded in the following disciplines:
Construction, Information Technology, Business and Foreign Language. (CC, S. Lee)
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District Office
1 As additional sections of the employee intranet are developed and the College website is
redesigned, more information on recognition of prior learning, including credit by examination,
will be made available to students and staff. (DO, B. Murphy, AVC for Academic Services and
Vice Provost)
2 Pima Community College students may receive credit by examination in several ways:
a. Advanced Placement (AP) and International Baccalaureate (IB) Programs
b. College-level Examination Program (CLEP)
c. Special examination for credit
Details of these examinations are given in the Admissions, Registration, and Records section of
the online College catalog. (DO, B. Murphy, AVC for Academic Services and Vice Provost)
3 Pima Industry Training Credit Approval Process (ITCAP) Program evaluates prior learning:
a. Industry standard curriculum for IT, languages, business, etc., reviewed via Workforce
curriculum review process
b. Courses are given Workforce prefixes (e.g., Berlitz Spanish Level I assigned SPN 101, not
academic prefix, SPA 101)
c. Courses completed throughout the nation via contracted training partners, including other
regionally accredited colleges
d. Students opt to earn credit by examination at conclusion of course
e. Exam results reviewed by certified adjunct faculty
f. Workforce credit and grade awarded; appears on student transcripts with Workforce prefix, not
as transfer credit (e.g., SPN 101 - 3.0cr.)
(DO, B. Murphy, AVC for Academic Services and Vice Provost)
4 Public Safety and Emergency Services Institute (PSESI) assesses prior learning. The Prior
Learning Assessment course (EED 110) was designed as a way for students to earn college
credits for the professional training and experiential learning they have participated in outside of
the typical classroom environment. PSESI offers these courses in the Fall and Spring semesters
every year. Students can earn college credits in Emergency Medicine Technology (EMT),
Corrections (COR), Juvenile Corrections (JVC), Law Enforcement (LEN) or Fire Science (FSC)
by presenting a portfolio that includes certification materials and written documentation that
identifies, describes and validates professional training and experiential learning. The portfolio is
evaluated and assigned a college-level credit equivalency. The credits that are awarded for
experiential learning in the EMT, COR, JVC, LEN or FSC prefixes appear on the students'
transcripts as transfer credits from the PSESI. The credits earned under the Experiential
Education (EED) prefix appear on a student transcript as any other Pima Community College
class would. (DO, B. Murphy, AVC for Academic Services and Vice Provost)
5 The Assessment portion of the Student Services section of the employee intranet provides
information on credit by examination. (DO, B. Murphy, AVC for Academic Services and Vice
Provost)
6 While not all assessment of prior learning recognized by the College will transfer to other
institutions, the College continues to explore new ways to assess such learning and make
students aware of the opportunities. (DO, B. Murphy, AVC for Academic Services and Vice
Provost)
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4.1.3
Establish scheduling choices and opportunities that allow
students variable start and end dates to extend or contract
course length according to individual needs.
All Campuses
1 A proposal was submitted to the Chancellor for the initial establishment of flexible scheduling.
The following outlines the components of that proposal:
The initial set of courses to be offered under flexible scheduling will include WRT 101, MAT
122, and two CIS courses. Classes will be "turned on" for enrollment concurrent with the
activation of the Summer term for enrollment, but with the first start on April 1, 2010. The same
classes will be offered from then on commencing with the first of each month.
a. All class durations will initially be set at 12 weeks. Students may finish early and be graded for
any class upon completion.
b. As long as maximum student credit-hour loads are not exceeded, there is no limit to how many
classes a student in Flexible Scheduling may take. There are also no sequencing restrictions (i.e.
a student may start a class May 1, June 1, and August 1 regardless of whether previous classes
are completed). Note: students must complete any prerequisite class successfully before taking
the next class in a sequence (i.e. Student must complete MAT 122 before he/she can sign up for
MAT 151).
c. Instructor load will be based on 15 students per class. If the first CRN attains 15 or more
students, the instructor will receive a full contract for that class. If the first CRN attains less than
15 students, the instructor will be assigned the next CRN until a count of 15 or more students is
attained, up to three sections.
d. Classes will be scheduled using Banner's Open Learning module.
Follow-up steps:
a. By June 1, 2010, VPs of Instruction should decide on additional course offerings to add for the
beginning of the fall semester.
b. By July 1, 2010, VPs of Instruction must review scheduling, financial aid, marketing, Center
for Learning Technology (CLT), and faculty aspects of implementation to remediate any
problems.
2 Developed, as a pilot, a Schedule of Classes (SOC) electronic information cue for students in the
form of a pop-up for the Express modality. The pop-up defines the Express as "Express format
Course meets one day a week for 5 or 6 weeks; extensive outside class work is required. Click
here for important requirements." The link will take the student to a document which provides
more in-depth information about the modality. This action is based on a request from faculty that
students enroll in Express courses without understanding the modality. The SOC information line
and link material were reviewed by the Web Systems Director. The Vice Presidents of
Instruction will seek to pilot additional modalities in the Academic Year of 2009-2010. Memo is
included in the working agenda notes. (All, VP of Instruction)
3 VPs of Instruction discussed district-wide master-scheduling of courses with more than one
campus as a lead and with multiple start and end dates to meet the needs of specialty disciplines.
Electronic Systems Technology, Environmental Technology, and future SOLAR courses will
serve as a pilot with shared sections at WC and EC. (All, VP of Instruction)
4 VPs of Instruction met with Faculty Senate in May 2009 to discuss the structure and viability of
master-scheduling alternative modalities at each campus and district-wide. (All, VP of
Instruction)
106
5 VPs of Instruction sent memo of recommendation to Provost in regard to suggested restructuring
of the College's Winter Intercession on April 28, 2009. Memo included in working agenda notes.
Desert Vista Campus
1 VPs of Instruction have proposed a process for offering classes with flexible start and end dates.
The initial class offerings will be composed of a modest offering of online classes. Financial aid
and schedule tracking concerns will be addressed by using the Banner Open Learning module.
The VPs of Instruction will evaluate late Spring offerings and revise the strategy for summer and
fall offerings. (DV, T. Roush, VP of Instruction)
East Campus
1 In addition to Math and Language express courses, East Campus Instruction offers an AA degree
in Liberal Arts in an Express Degree format. (EC, C. Fugett, President)
Northwest Campus
1 Created a shared network area for Student Orientation scheduling. (NW, L. Morales, J. White)
2 Held Blackboard Vista training and opportunities for full and adjunct faculty with more than 25
faculty in each class. (NW, D. Padgett, P. Houston, A. Conover)
3 Increased evening/weekend, online, hybrid, and Express format course offerings.
Weekend offerings increased in fall by 58%, and Express by 167%. (NW, D. Padgett, A.
Conover, P. Houston)
4.1.4
Accelerate the curriculum process to be more responsive to
new program development and changing market needs.
District Office
1 The curriculum process will be placed into a workflow to facilitate faster and more efficient
processing of curriculum materials. (DO, B. Murphy, AVC for Academic Services and Vice
Provost)
2 The workflow is now complete and was used during the spring 2011 semester to accelerate the
curriculum process. (DO, M. Martinez Sanchez, AVC for Academic Services and Vice Provost)
East Campus
1 In response to a request from the Tucson Police Department, East Campus Administration of
Justice faculty are collaborating with the Public Service and Emergency Services Institute to
create an "Academy to Graduation" pathway to an AAS or AA degree. (EC, C. Fugett, President)
2 New East Campus offerings in Agriculture (AGR), Animal Science (ANS), and Veterinary
Science (VSC) are now available in Banner. (EC, C. Fugett, President)
3 The East Campus Pharmacy Tech program was given reaccreditation by the American Society of
Health System Pharmacists. (EC, C. Fugett, President)
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4.1.5
Provide incentives to faculty to move curriculum towards new
technologies and methods of instruction.
Provost and Executive Vice Chancellor, Assistant Vice Chancellor for
Academic Services and Vice Provost, and Vice Presidents of
Instruction
All Campuses
1 In an effort to meet the requirements of the College Plan's Action Item 4.1.5 and work within
current budget constraints, the VP of Instruction group proposed a variety of methods to provide
both monetary and non-monetary incentives to increase faculty use of technology in curriculum,
in the classroom and in alternative methodologies.
Payment for adjuncts and off-contract full-time faculty for Blackboard Vista training throughout
the current fiscal year was identified as a needed compensated activity to meet the Action Item.
High interest and participation of faculty in training sessions during the past year has greatly
contributed to the professional development of our faculty and increased the number of hybrid
and online offerings in the district-wide schedule. Additionally, the VPs of Instruction supported
continued practice and Policy of payment for new online course development. The
newly-created, streamlined online course development process will support the steady growth of
online offerings at the College.
Many activities at the campuses have addressed Action Item 4.1.5 without added compensation.
Some of the district-wide activities include Technology Showcases at each campus,
technology-based Title V projects at DC, DV, and WC, establishment of technology "sandboxes"
at the campuses, faculty-led Google document training sessions, cross-training staff, and the use
of faculty advising hours for professional development opportunities. One of the strongest
actions to meet 4.1.5 is the deployment of instructional designers to each campus. Having a staff
member with Blackboard Vista expertise will allow adjunct and full-time faculty direct, formal,
and informal opportunities to integrate technology into their curriculum and instruction. (All,
Desert Vista Campus
1 At DV, reading faculty Lori Grimm worked with Don Shaffer, Director of Information
Technology, to develop training modules for the use of the Smart Board. The training was
designed to specifically assist faculty in common sense use of the Smart Boards. Lori has
provided this training to full time and part time faculty during Faculty Professional development
days. (DV, T. Roush, VP of Instruction)
East Campus
1 An East Campus faculty has been reassigned to work on the technical aspects of incorporating
software for the visually impaired into online curriculum. (EC, C. Fugett, President)
Northwest Campus
1 Encouraged and supported the faculty to continue to develop more innovative course offerings
that meet the needs of students, using program development funds. (NW, D. Padgett, P. Houston,
A. Conover)
West Campus
1 Forty-two full-time and adjunct faculty members completed training on the use of Blackboard
Vista technologies (WC, L. Albert, President)
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4.1.6
Increase linkages with K-12 institutions.
Vice Chancellor for Information Technology, and Assistant Vice
All Campuses
1 Shared and developed strategies to more actively engage with K-12 schools. Activities include,
but are not limited to:
a. Offering Speaker's Bureau, NW
b. Earth Science, NW
c. Physics Phun Night, WC
d. Summer Theater Workshop, WC
Desert Vista Campus
1 Educational Talent Search Program provided continuous presence at 14 different High (HS) and
Middle Schools (MS), and provided academic assistance and/or information to MS and HS
students. (DV, H. Acosta, Educational Talent Search Program)
2 The TRiO Upward Bound staff meet with each participating school (Sunnyside, Desert View,
and Vision Charter High Schools) on a quarterly basis to provide academic support and
counseling. (DV, D. Pacheco, Upward Bound Program Manager, R. Ortega, Coordinator, C.
Gonzales, Support Tech)
East Campus
1 An East Campus Astronomy instructor, in collaboration with area volunteers and students,
successfully coordinated the launch of a high altitude balloon for the retrieval of research and
statistical data. (EC, C. Fugett, President)
2 East Campus Art Department faculty guided students in the creation of a mural for the front of
Ford Elementary School. (EC, C. Fugett, President)
3 East Campus Aztec Middle College, in partnership with the Reading Seed Organization, has
mentored the first and second graders of Lyons Elementary in reading. (EC, C. Fugett, President)
4 East Campus hosted Soleng Tom Elementary School's Leadership Day for over 60 5th and 6th
grade students. (EC, C. Fugett, President)
5 East Campus Upward Bound staff held a special Spring Semester Orientation Program focusing
on financial aid. Over 65 participants (parents and students) listened to speakers from the
campus, the University of Arizona, the Metropolitan Education Commission (MEC), and the
Voces Company regarding financial aid opportunities. (EC, C. Fugett, President)
6 High school students from Sunnyside and elementary school students from Amerischools
participated in an East Campus tribute to Mother's Day, which included music, dancing and a
fashion show. (EC, C. Fugett, President)
7 In collaboration with Sunnyside High School and Desert Vista Spanish classes, the East Campus
hosted a Dia de los Muertos event demonstrating the traditions and significance of the cultural
celebration. (EC, C. Fugett, President)
8 In support of children who had been removed from their homes, the East Campus held a Back to
School Supplies Drive. (EC, C. Fugett, President)
9 Outreach and recruitment staff visited every charter high school in the East Campus service area,
and gave numerous tours to groups of interested potential students. (EC, C. Fugett, President)
10 Pima for Kids Summer 2010 offers over 20 classes for grade school youth at the East Campus.
11 The AZ Distributive Education Club of America (DECA) held its Southern Area Winter
conference at the East Campus. Over 400 students and 85 business representatives attended the
event. (EC, C. Fugett, President)
109
12 The East Campus Advanced Program Manager for Instructional Services served as a panel
member to listen and review candidates' presentations for the new principal position at Santa Rita
High School. (EC, C. Fugett, President)
13 The East Campus has renewed dual enrollment partnerships with several high schools in its
service area. (EC, C. Fugett, President)
14 The East Campus hosted a campus tour of 35 Flowing Wells High School students and provided
them with presentations on the Pharmacy, Emergency Medical and Veterinary Technician
programs. (EC, C. Fugett, President)
Northwest Campus
1 Developed strategies to more actively engage with K-12 schools. Rose Rojas has visited high
schools, middle schools, and elementary schools, and the administrative team has visited all high
schools in the service area. (NW, A. Conover, R. Rojas, D. Padgett)
2 Explored dual enrollment with the Joint Technology Education District (JTED) in Direct Care
and Clinical Research Coordinator. (NW, A. Conover, P. Houston, S. Lee, D. Padgett)
3 Hosted Earth Science fairs in Fall 2008 and Spring 2009, with attendance by middle and
elementary students. Earth Science was hosted in October and Earth Day was held in April.
(NW, D. Padgett, A. Conover, D. Meeks)
4 Increased dual enrollment by 75% for Fall 2008 and 93% for Spring 2009. (NW, D. Padgett, A.
Conover)
5 Increased visibility in elementary schools by offering Speaker's Bureau. (NW, A. Conover, R.
Rojas)
6 Participated on the college-wide Dual Enrollment Committee and brought forward the
recommendation for standardizing the Administrative Services components related to Dual
Enrollment (e.g. IGA's, billing) (NW, C. Strom, A. Conover, J. Worrall, P. Leverentz)
West Campus
1 Center For Arts September 13, 2008 children's play "1000 Cranes" included Japanese cultural
activities. Attendance at the play included over 100 children and family members and 1,500
public school children. (WC, D. Lammers, WC Division Dean Arts Communication and
Humanities)
2 Five WC Digital Arts (DAR) students mentored TUSD students in a Community Transition
Program by assisting them with photography and printing projects, culminating in the TUSD
students' work being selected for book bags to be sold at the Tucson Botanical Gardens. (WC, D.
Lammers, WC Division Dean Arts, Communication and Humanities, D. Landry, WC Digital Arts
Chair)
3 JTED agreement in development with Digital Arts (DAR) program and new Game Design
(GAM) program. The goal is to implement the agreement for the Spring 2009, with students
attending West Campus. (WC, D. Lammers, Division Dean Arts, Communication and
Humanities, D. Landry, WC Digital Arts Chair)
4 On November 14, 2008, twenty students and three teachers from Ajo High School, along with 13
local GEAR UP students, visited the WC. Students participated in hands-on demonstrations in
Digital Arts; a tour of the Music and Theater buildings, where they got the opportunity to
experiment with the digital pianos and music software; and in the Visual Arts arena they
observed the foundry process and clay pots being thrown, visited the Jim Waid exhibit at the
Louis Carlos Bernal Art Gallery and created a photograph project to take home. (WC, D.
Lammers, WC Division Dean Arts, Communication and Humanities)
5 Outreach presentation by WC Division Dean of Science and Technology at Tucson High
International Teachers Workshop "Globalizing Your Classroom" on November 17, 2008. (WC,
M. K. Gilliland, WC Division Dean Science and Technology)
6 Science and Engineering Day drew 180 middle school students (including teachers and
counselors) from five TUSD schools on 3/4/11. Students engaged in four hands-on projects and
learned about engineering, chemistry, physics, and solar technology. (WC, D. Lammers, M.
Gilliland)
110
7 STEM Division sponsored a Science and Engineering Day held on March 9, 2009, with outreach
to 150 Middle and High School students, in conjunction with GEAR UP (lead faculty, Dr.
Alexander Shayevich, Engineering). (WC, M. K. Gilliland, WC Division Dean Science and
Technology)
8 Tech Prep articulation developed with assistance of Fashion Design and Clothing (FDC) faculty;
four high schools (Rincon, Amphi, Nogales, Flowing Wells) to teach one articulated course
(WC, D. Lammers, WC Division Dean Arts, Communication and Humanities)
9 The academic deans and two faculty of the STEM division are members of the JTED
Biosciences Advisory Committee. The committee includes University of Arizona, K-12 and
community members. (WC, D. Lammers, M. Gilliland)
10 The Advanced Program Manager met with three high schools in 2010-2011 to reaffirm dual
enrollment procedures and classes (Tucson High Magnet School and Luz Academy) and to
explore new dual enrollment opportunities with Cholla High School. (WC, D. Lammers, D.
Miller)
11 WC Vice President of Student Support Learning Services provided leadership for 1) the
development of a Dia de los Muertos program in collaboration with El Centro Cultural de los
Americas; 2) GEAR UP; 3) Cholla High School, Pueblo High School, Desert View High School,
and WC History and Humanities faculty. (WC, N. Sorenson, WC Vice President of Student
Support Learning Services)
4.1.7
Deliver multi-targeted market campaigns for specific
non-traditional populations including seniors, working adults,
and new community populations.
Assistant Vice Chancellor for Marketing
All Campuses
1 Regular meetings with District Marketing to enhance marketing efforts in campus service areas.
Reports and updates to VP of Instruction group on materials produced and contacts made. (All,
VPs of Instruction)
Desert Vista Campus
1 Educational Talent Search Program provides 14 different High (HS)and Middle School (MS)
students, their parents, and the respective HS and MS with PCC program and activities
information. (DV, H. Acosta, Educational Talent Search Program)
2 The Upward Bound program provides information about Upward Bound and PCC to high school
administrators and staff (Sunnyside, Desert View, and Vision Charter High Schools), parents and
students, and the community. (DV, D. Pacheco, Upward Bound Program Manager, R. Ortega,
Coordinator, C. Gonzales, Support Tech)
District Office
1 Multiple marketing activities have been implemented targeting non-traditional populations,
including: a Fall 2009 Career Focus article featuring educational opportunities for individuals
over 50; marketing for the Adelante program for Hispanic males; marketing for the Tribal
Summit and Native American transfer week; and all key promotional materials, including Spring
and Fall enrollment campaigns, brochures, flyers, web images, etc., featured diversity in age,
gender, ethnicity, job status with an emphasis on working adults. (DO, R. Howell, AVC for
Marketing)
East Campus
1 The East Campus has formed a Non-Traditional Student Support Group to help students
overcome challenges and obstacles to success. (EC, C. Fugett, President)
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2 To encourage senior citizens, working adults and other non-traditional populations to enroll at
PCC, East Campus created Vail Academy for working adults seeking a first degree or changing
careers. (EC, C. Fugett, President)
Northwest Campus
1 Increased visibility with senior populations by offering speakers bureau seminars and/or credit
courses in Oro Valley and other senior communities. (NW, D. Rodriguez-Pitel, P. Houston)
2 Participated with the Pima Council on Aging's Mature Workers program in the Towns of Oro
Valley and Marana. (NW, P. Houston, S. Lee)
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Strategy 4.2
Create a college-wide wellness program
Completion Date: August 13, 2010
Complete
Strategy 4.2 was designed to initiate the creation of a college-wide wellness program.
Major accomplishments within this strategy include: (1) Implementation of a “Maintain,
Don’t Gain” program from November 2010 to January 2011, with over 100 College
employees actively participating, (2) Collaboration with CIGNA HealthCare and the
Wellness Council of Arizona to provide monthly wellness programs for College employees,
(3) Development of specialized non-credit Fitness and Sport Science, and Fitness and
Wellness courses that are open to the community, (4) Posting of a monthly Wellness
Newsletter on the Intranet for College employees, and (5) Expansion of the Student
Resources Health and Wellness webpage.
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4.2.1
Develop and initiate a college-wide employee wellness
program. Incorporate and expand opportunities into existing
professional development program and assess feasibility of a
benefits package that includes health incentives, rewards,
and/or recognition for participation in program.
Executive Vice Chancellor for Administration
All Campuses
1 A three year wellness program plan was implemented and is ongoing. During the planning
stages, the feasibility of different options was considered and the components of the wellness
program incorporate various rewards, recognition, and incentives. The wellness program
includes: ‘Wellness Wednesdays’, flu shot clinics, ‘Maintain Don’t Gain’, biometric screenings,
skin damage screenings, nutritional education, body fat analysis, healthy eating/cooking tips, etc.
(All, G. Goodman, Director of Employee Service Center)
2 A variety of online safety trainings have been made available to employees through the
Employee Development system. (All, D. Armstrong, AVC for Personnel Services)
3 A 'Wellness Newsletter' is posted monthly for employees and supervisors, which is provided by
the College's Employee Assistance provider. (All, J. May)
4 Based upon a ‘best practice’ model, the inaugural "Maintain, Don't Gain" program was
implemented from November 2010-January 2011 and incorporated supportive teamwork,
recognition for participants, and interesting and motivational emails. All teams that succeeded in
maintaining or losing weight during the holiday season were included in a raffle for prizes, thus
providing healthy incentives, rewards, and recognition for participation. (All, G. Goodman,
Director of Employee Service Center)
5 Employees participated in wellness workshops including: First Aid and CPR, Office and Back
Safety, Stress Management, Planning for Life Issues Upon Retirement and Recognizing Drug and
Alcohol Abuse. (All, D. Armstrong, AVC for Personnel Services)
6 Exempt employee's Professional Development Day key-note speaker presented information and
exercises regarding stress management (exempt regular employees). (All, D. Armstrong, AVC
for Personnel Services)
7 The College annually reviews options for employee benefits plans, including offering different
types of employee benefits plans like high deductible medical benefit plans. (All, G. Goodman,
Director of Employee Service Center)
8 The College has actively participated with benefits providers regarding wellness programs
available for employees. Options provided by benefits providers were reviewed and when
appropriate, programs were implemented at the College including: ‘Wellness Wednesdays’, flu
shot clinics, ‘Maintain Don’t Gain’, biometric screenings, skin damage screenings, nutritional
education, body fat analysis, healthy eating/cooking tips, etc. (All, G. Goodman, Director of
Employee Service Center)
9 The College is a member of the Wellness Council of Arizona and employees from the Employee
Service Center attended the Wellness Council of Arizona annual meeting and attended
information sessions on numerous wellness topics including offering incentives to improve
employee wellness. (All, G. Goodman, Director of Employee Service Center)
10 The College participates in Activate Tucson, a program that develops wellness in Pima County
employees by encouraging healthy eating and exercise. Programs include a healthy cooking
competition that District Finance employees have participated in. (All, G. Goodman, Director of
11 The Employee Service Center works closely with the College’s pharmacy provider to maximize
the savings to the College by better utilizing all of the options available under the contract. (All,
G. Goodman, Director of Employee Service Center)
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12 The medical benefits plans for fiscal year 2012 now include no employee copayments for many
preventative health care costs (e.g. annual checkups, etc.). (All, G. Goodman, Director of
13 The non-exempt employee's Professional Development Day held with a focus on stress
management (non-exempt regular employees). (All, D. Armstrong, AVC for Personnel Services)
14 The preferred provider organization (PPO) medical benefits plan available through CIGNA was
structured with a healthy rewards account that reimburses the employee a fixed dollar amount
each fiscal year for some copayments and medical expenses. This additional payment is an
incentive that increases awareness of medical costs. (All, G. Goodman, Director of Employee
Service Center)
15 VPs of Instruction shared ideas on developing new wellness offering at each campus and
district-wide. New prefix (Fitness and Wellness, FAR) developed to envelop various course
offerings and provide students with an easier to identify list of wellness courses. (All, VP of
Instruction)
District Office
1 Developed Health Insurance request for proposal (RFP) and new subsidy structure to provide
more affordable dependent care coverage for employees. (DO, Director of Employee Service
Center)
2 Fact sheet on wellness tools currently available to College employees was shared with the
Benefits Working Group. (DO, Director of Employee Service Center)
3 In Fall 2008, 2009, and 2010, flu shot clinics were set up at each campus and each year hundreds
of employees participated. (DO, G. Goodman, Director of Employee Service Center)
4 The College is working with CIGNA HealthCare and Wellness Council of Arizona providing
monthly wellness programs for employees. The College won an award in October 2010 for
process and leadership in worksite wellness. (DO, G. Goodman, Director of Employee Service
Center)
5 Wellness activities were available to employees during open enrollment. These activities
included biometric screenings, skin damage screenings, nutritional education, body fat analysis
and healthy eating/cooking tips and demonstrations by Chef Barry Infuso. (April-May 2011)
(DO, G. Goodman, Director of Employee Service Center)
6 Wellness Wednesdays were implemented and held monthly via teleconferencing sites at each
campus. Topics included smoking cessation, weight control, skin cancer awareness, investing for
retirement and other discussions. Began July 2010- ongoing. (DO, G. Goodman, Director of
4.2.2
Identify key student health and wellness factors that influence
retention and student success. Design campus-specific
wellness programs.
Assistant Vice Chancellor for Student Services, and Vice Presidents of
Student Development
All Campuses
1 Campuses have responded to local wellness "fads" offering and then expanding offerings of
Zumba, Latin exercise dancing. (All, VPs of Instruction)
2 Counselors are available to students for crisis intervention and referral as needed. Counselors are
available to faculty for consultation regarding students who need assistance. (All, VPs of Student
Development, VPs of Instruction)
3 Expand College "Speaker's Series" to have nutrition and wellness faculty along with counselors
(stress management, grief and recovery, making healthy choices) engage the community in small
forums in order to promote wellness strategies. (All, VPs of Student Development, VPs of
Instruction)
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4 Key student health and wellness factors influencing retention and students success are: exercise,
awareness of counseling services, nutrition, and awareness of wellness resources and services.
(All, AVC for Student Services, VPs of Student Development)
5 Offer workshops on nutrition and how to eat economically but also healthfully. Counselors
sponsor workshops for Progress! students on these topics.
Students earn extra credit and points toward scholarships for attending these sessions. (All, VPs
of Student Development, VPs of Instruction)
6 Promote wellness and health within the Office of Student Life by providing literature and health
tips, promoting PCC courses that focus on wellness and health, and sponsoring guest speakers.
Student Services staff collaborate with the Office of Student Life to co-sponsor and promote
these events. (All, VPs of Student Development, VPs of Instruction)
7 Recommend establishment of a webpage that consolidates wellness opportunities within the
College for both students and employees. The webpage could be accessible from the Pima
Homepage for maximum utilization. Links to approved websites promoting wellness have been
submitted to the AVC of Marketing. (All, VPs of Student Development, VPs of Instruction)
8 Students are informed by advisors or counselors at Student Services of behavioral health services
available through community agencies. (All, VPs of Student Development, VPs of Instruction)
9 The Action Plan for the FSS/FAW Program/Service Review 2010 includes action items to
develop non-credit fitness classes, pursue adding a General Education requirement that students
take a "Lifestyle Education" course, and to collaborate with UA regarding joint efforts to teach
Physical Education. (All, VPs of Instruction)
10 Work closely with different academic health-related programs to host a series of wellness
workshops that focus on taking care of oneself - mind, body and soul/spirit. (All, VPs of
Instruction)
11 Work closely with Sodexho to make sure healthy food alternatives are available in the cafeteria
and have student representation in their menu selection process. (All, VPs of Student
Community Campus
1 Continuing Education has moved wellness classes including Yoga and Tai Chi from offsite
locations to Community Campus and scheduled these classes for employee enrollment
immediately following the work day. (CC, N. Russell)
2 The Public Safety and Emergency Institute is developing a fitness and nutrition program for Fire
Science and Law Enforcement students to be taken in preparation for academy participation.
(CC, N. Russell)
Desert Vista Campus
1 A project is in process where PCC students enrolled at the Desert Vista or West Campuses will
have access to fitness facilities at either location, whether or not they are enrolled in a class at
that location. (DV, WC, T. Roush, D. Lammers, VPs of Instruction)
2 DV developed a Weight Watchers program for employees. DV Student Life Office sponsored
blood drives on October 6 and 7, 2009 and February 9 and 10, 2010. DV Student Life Office
hosted a variety of events for students to help increase retention and student success. Among
these were the following: intramural club flag football, intramural club softball, intramural club
volleyball, intramural club ultimate Frisbee, intramural club basketball, and hiking events at
Tucson Mtn. Park. In addition, events were held for students and employees such as workshops
on stress management, reflexology, and women's health issues. Free massages were provided for
employees and students as part of the stress reduction activities. In addition, activities were held
surrounding National Coming Out Week and World Aids Day. (DV, A. Palmer, Student Services
Coordinator, G. Caballero, Student Life Coordinator, B. Miller, Advanced Program Manager)
3 Presented website to DV and WC Administrators and to the Campus and District Administrators
at the Program Review. (DV, G. Lewis, Fitness Coordinator)
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Downtown Campus
1 Encourage wellness walks at lunch around campus. (DC, H. Muir, VP of Instruction, J. Haynes,
VP of Student Development)
2 Hosted smoke cessation workshops in the past for students. (DC, H. Muir, VP of Instruction, J.
Haynes, VP of Student Development)
East Campus
1 East Campus counselors held stress and finals survival workshops. (EC, M. A. Martinez
Sanchez, VPs of Instruction, N. Sorenson, VPs of Student Development)
2 East Campus held a Wellness Fair in conjunction with the opening of the clinic on the eastside.
(EC, M. A. Martinez Sanchez, VPs of Instruction, N. Sorenson, VP of Student Development)
3 East Campus Student Life and Cultural Activities initiated or hosted the following wellness
activities: Depression screenings; Blood drives (five per year); Disabled Student Resources
Awareness Days; Distribution of brochures and pamphlets on HIV and AIDS, STDs and STD
prevention, and Cancer Screening. (EC, C. Fugett, President)
4 Students have access to Marana Health Center (MHC), on the West Campus site and on the East
Campus. Closer collaboration is in process with MHC staff to promote greater awareness and use
by students. (WC, EC, D. Lammers, M. A. Martinez Sanchez, VPs of Instruction, L. Menchaca,
N. Sorenson, VP of Student Development)
5 The East and Northwest Campuses have contractual agreements with near-site fitness centers that
allow students access to those centers through credit classes. Classes are actively promoted by
counselors and advisors to students and the public. (EC, NW, M. A. Martinez Sanchez, V. Cook,
VPs of Instruction, N. Sorenson, D. Zirbes, VPs of Student Development)
Northwest Campus
1 In coordination with National Depression Screening Day, Suzanne Desjardin and Student Life
held depression screening on campus. (NW, S. Desjardin)
2 Participated in the YMCA wellness fair, Healthy Kids Day. Student Ambassadors, Tiffany
Hastings-Kibler, and Dave Padgett participated in both YMCA events. (NW, D. Padgett, T.
Hastings-Kibler)
3 Sessions on Eating Disorders and Alcohol Awareness were offered. (NW, A. Dorsey)
4 The East and Northwest Campuses have contractual agreements with near-site fitness centers that
allow students access to those centers through credit classes. Classes are actively promoted by
counselors and advisors to students and the public. (EC, NW, M. A. Martinez Sanchez, V. Cook,
VPs of Instruction, N. Sorenson, D. Zirbes, VPs of Student Development)
5 Through list serves and meeting notes, advisory committee members for Therapeutic Massage
(TMA) and Clinical Research Coordinator (CRC) provide NW students, faculty and
administrators with information regarding community health and wellness events and fairs, and
provide updates of job opportunities in health-related industries. (NW, V. Cook, VP of
Instruction)
West Campus
1 A project is in process where PCC students enrolled at the Desert Vista or West Campuses will
have access to fitness facilities at either location, whether or not they are enrolled in a class at
that location. (DV, WC, T. Roush, D. Lammers, VPs of Instruction)
2 Establish a Wellness Center that is open to faculty, staff and students that promotes health and
wellness. This center would provide individuals a health assessment, access to exercise
equipment, receive personal coaching and assistance. (WC, D. Lammers, VP of Instruction)
3 Students have access to Marana Health Center (MHC), on the West Campus site and on the East
Campus. Closer collaboration is in process with MHC staff to promote greater awareness and use
by students. (WC, EC, D. Lammers, M. A. Martinez Sanchez, VPs of Instruction, L. Menchaca,
N. Sorenson, VP of Student Development)
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4 The West Campus Fitness and Conditioning Center allows students access to a full-service
fitness facility through credit classes. (WC, L. Menchaca, VP of Student Development, D.
Lammers, VP of Instruction)
4.2.3
Offer wellness programs in the community.
Development
All Campuses
1 All wellness sessions offered at the campuses are open to the public. (All, VPs of Student
2 Expand College "Speaker's Series" having nutrition and wellness faculty along with counselors
(stress management) engage the community in small forums in order to promote wellness
strategies. (All, VPs of Instruction)
3 Sponsor Breast Cancer Race Walk Teams and Diabetes Walk Team annually. (All, VPs of
Instruction)
4 VPs of Instruction shared ideas on developing new wellness offerings at each campus and
district-wide. New prefix (Fitness and Wellness, FAR) developed to envelop various course
offerings and provide students with an easier to identify list of wellness courses. (All, VP of
Instruction)
Community Campus
1 Countywide event focused on building healthy family relationships is one of six events scheduled
annually. The 2011 event includes area experts on relationship dynamics, child development,
PTSD, and birth order. (CC, N. Russell)
2 Countywide Fitness Special Event is one of six events scheduled annually. The 2011 event
includes triathlete training by a top world triathlete, physical therapy, personal trainers, nutrition,
acupuncture, stress management, yoga, and mental wellness topics. (CC, N. Russell)
3 Work has begun between the West and Community Campuses to develop an array of non-credit
offerings for the community. (CC, WC, D. Lammers, D. Gifford, N. Russell, VPs of Instruction)
Desert Vista Campus
1 Fitness and Sport Science (FSS) and Fitness and Wellness (FAW) developed non-credit fitness
and wellness courses open to members of the community. (WC, EC, NW, DV, D. Lammers, M.
A. Martinez Sanchez, V. Cook, T. Roush, VPs of Instruction)
2 The DV Weight Watchers program was extended to the community, and employees from other
PCC campuses attend the meetings. Fitness Coordinator supported the FSS program review
process which incorporated the College Wellness objectives. (DV, A. Palmer, Student Services
Coordinator, G. Lewis, Fitness Coordinator)
East Campus
1 An informal Wellness group that focuses on exercise, healthy eating, and health-related
information. (EC, VPs of Instruction)
2 East Campus held a Wellness Fair in conjunction with the opening of the clinic on the eastside.
(EC, M. A. Martinez Sanchez, VP of Instruction)
3 East Campus Student Life and Cultural Activities initiated or hosted the following wellness
activities: Depression screenings; Blood drives (five per year); Disabled Student Resources
Awareness Days; Distribution of brochures and pamphlets on HIV and AIDS, STDs and STD
prevention, and Cancer Screening. (EC, C. Fugett, President)
5 In partnership with Marana Healthcare, the East Campus opened the East Center, a community
clinic offering a variety of wellness programs. (EC, C. Fugett, President)
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Northwest Campus
1 Agreement in place with NW YMCA to wave the membership fee for all full time employees.
2 Established an informal Wellness working group at NW that has met for four years with a focus
on providing the campus community with information on wellness activities. (NW, V. Cook, VP
of Instruction)
4 In coordination with National Depression Screening Day, Suzanne Desjardin and Student Life
held depression screening on campus. (NW, S. Desjardin)
5 Increased fitness course offerings at the YMCA and explored more off-site offerings. The
YMCA's offerings increased in Fall 2008 by 24%. New site at Chinese Cultural Center for Fall
2009 is set for Fitness and Wellness (FAW) classes. (NW, P. Houston, A. Conover, D. Padgett)
6 NW partners with YMCA's classes, community workshops, and events that promote fitness and
wellness. (NW, V. Cook, VP of Instruction)
7 NW Therapeutic Massage students have volunteered their services at college and community
events. (NW, V. Cook, VP of Instruction)
8 Participated in the YMCA Wellness Fair and Healthy Kids Day. (NW, V. Cook, VP of
Instruction)
9 Sessions on Eating Disorders and Alcohol Awareness were offered. (NW, A. Dorsey)
West Campus
1 A Fitness and Conditioning Clinic is scheduled for the Spring 2011 term, and weekend
workshops for the Older Active Adult and Conditioning for Youth are also being developed for
Spring 2011 at the West Campus. (WC, D. Lammers, VP of Instruction)
2 A Heath and Safety Fair was held on October 16, 2008 in partnership with the Marana Health
Center, with over 50 agency participants and estimated attendance >500 (WC, L. Albert,
President)
3 As part of the required 50 hours of community service in the Respiratory Therapy Program,
students provided service at the Health and Safety Fair, Zoo Lights fundraiser, and the College
40th Anniversary Dinner. Health Related Professions (HRP) and Nursing students provided
service activities for Project Ayuda in conjunction with their clinical rotations. (WC, L. Albert,
President)
5 Partner with different community associations to promote wellness through workshops. (WC, D.
6 The Dental Hygiene and Dental Assisting Programs have hosted numerous wellness activities in
the community including the American Dental Association Give Kids a Smile Day, Small Steps
for Big Smiles, Pima Community College Health Fair, pre and elementary school patient
education programs, and the University Physicians Hospital-Kino Career Fair. (WC, D.
7 Through a partnership with the Marana Health Center, students in the Community Health Worker
Programs will intern, doing fieldwork to support physicians. (WC, D. Lammers, VP of
Instruction)
8 Using funds from a grant received by the Kettering Foundation, three open-to-the-public
health-related lectures were held (2/19/2009, 3/26/2009, 4/23/2009) (WC, L. Albert, President)
9 Work has begun between the West and Community Campuses to develop an array of non-credit
offerings for the community. (CC, WC, D. Lammers, D. Gifford, N. Russell, VPs of Instruction)
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4.2.4
Develop links to online wellness resources
Development
All Campuses
1 A 'Wellness Newsletter' is posted monthly on the Intranet for employees and supervisors with a
link to the College's Employee Assistance provider. (All, J. May)
2 Links to Wellness web pages were identified. (All, J. Haynes, A. Parker, N. Sorenson, VPs of
3 The Student Resources – Health and Wellness page links were revised and expanded in
September of 2008 by the AVC for Student Services. An employee Wellness page was
implemented on the Intranet in December of 2010 by the Employee Services Center, which
provides links to Deer Oaks, Wellness Wednesday programs, and “Maintain Don’t Gain”
resources. (All, L. Glogoff)
Community Campus
1 Online wellness courses offered through non-credit Continuing Education include nutrition, child
development, communication, anger management, assisting aging parents, handling medical
emergencies, bioenergy healing, alternative medicine, natural health and healing, and low-fat
cooking. (CC, N. Russell)
Desert Vista Campus
1 Fitness Coordinator created a DV Campus Wellness Website. Presented and demonstrated the
website at the Program Review to the District and Campus Administration. (DV, G. Lewis,
Fitness Coordinator)
District Office
1 The intranet webpages of the Employee Service Center have been expanded to include a new
webpage for wellness resources including information on wellness activities, wellness learning
opportunities, and general wellness information. This information is updated as required. (DO,
G. Goodman, Director of Employee Service Center)
2 The Vice Presidents of Instruction and the Vice Presidents of Student Development have
gathered links to various websites and are working with Marketing to ensure the appropriateness
of these links for possible inclusion on the College website. (DO, VPs of Instruction, VPs of
Student Development, R. Howell, L. Glogoff)
East Campus
1 The East Campus, in conjunction with Sodexo and Helping Hands Across America, promoted
HelpStopHunger.org, an online resource for stopping hunger. (EC, C. Fugett, President)
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Strategy 4.3
Expand and develop community connections
Presidents
Complete
Strategy 4.3 was designed to expand and develop community connections through the
expansion of outreach activities, the development of personal interest sampler courses,
improving employee participation in community activities, reaching out to non-traditional
students, and promoting internship opportunities. Major accomplishments within this
strategy include: (1) Expansion of dual enrollment programs to include occupational
courses, (2) Serving first generation students and low income families through the Trio and
GEAR UP programs, (3) Broadening of Community Education to offer a wider variety of
courses, including professional development, business development, and IT courses, (4)
Strong college-wide participation in the 2008-2009 United Way Day of Caring and
Campaign, (5) Mature Worker Connection Community Workshops at Downtown Campus
and at the District Office, (6) Inventory and verification of existing internships at the
College, and (7) Establishment of a new position within Program Services to oversee
College internships.
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4.3.1
Expand and enliven outreach activities to established service
areas and to inadequately-served remote locations.
Assistant Vice Chancellor for Student Services, and Vice Presidents of
Student Development
All Campuses
1 Campus administration is going out and introducing PCC to agencies, businesses and homeowner
associations. (All, VPs of Student Development)
2 Center for Training and Development began a program to offer business and office training
on-site at the Pascua Yaqui TANF (Temporary Assistance for Needy Families) Program, helping
families move off welfare to become self supporting, contributing members of their community.
3 College recruiters have a database of numerous outreach activities that includes information on
type of activity, date, number of contacts, and general comments/appraisal of event. (All, VP
4 Dual enrollment classes are offered at remote county high schools such as Sahuarita, Empire,
Tanque Verde, Marana, Mountain View, among others. (All, VP Student Development)
5 During non-peak periods Advisors provide outreach services to assigned high schools. (All, VP
6 During non-peak periods. advisors provide outreach services to assigned high schools. (All, VP
7 Employee speaker's bureau is being developed. (All, VP Student Development)
8 Employer census defined for the purpose of creating a priority list for outreach. (All, VP Student
Development)
9 G.E.D. and PCC assessments are offered in Ajo, Az. (All, VP Student Development)
10 High school recruitment visits included numerous high schools outside Pima County, such as,
Yuma, the Hopi, and Navajo Reservations, and the counties of Pinal, Santa Cruz, Yavapai,
Cochise, Gila and Maricopa. (All, VP Student Development)
11 Outreach through the Occupational Program areas is expanding with new opportunities through
Occupational Dual Enrollment and JTED. (All, VP Student Development)
12 PCC Advising Office has been established at the UA Science and Technology Park, and courses
are also offered on-site. (All, VP Student Development)
13 Services are offered to Casino Del Sol employees through a recently implemented outreach
activity. (All, VP Student Development)
14 Student Success classes are arranged for the three charter high schools under the Chicano Por La
Causa (CPLC) umbrella with students taking STU100 and STU109A. (All, VP Student
Development)
15 The College recruiter visits schools in the Tohono O'Odham Nation. (All, VP Student
Development)
16 The Trio (Talent Search, Upward Bound) and GEAR UP Programs serve underrepresented
populations, specifically first generation college students (middle and high school) and low
income families. (All, VPs of Student Development)
17 Vail Classified Academy established for V.U.S.D. employees to take PCC classes. (All, VP
Community Campus
1 Continuing Education participated in several community events to promote programs: Lifelong
Learning Expo (December 2009), Alumni Zoo Lights (December 2009), Pima County Fair (April
2010), Southwest Police Competition and Training (April 2010) Southern Arizona Arts and
Cultural Festival (April 2010), and Stand Up for Children at Reid Park Zoo (April 2010). (CC, N.
Russell)
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2 NW and WC worked with CC to offer Pima for Kids in Summer 2008 and 2009. (NW, WC, CC,
D. Padgett, V. Cook and N. Russell, VP of Instruction)
3 The Public Safety and Emergency Services Institute is providing a training alternative for rural
law enforcement agencies with Pima Community College’s Law Enforcement Academy. Pima
Community College’s academy is expected to be officially recognized by the Arizona Peace
Officers Standards and Training Board (AZ POST) in May 2010. The target start date for the
first academy is fall 2010. (CC, N. Russell)
Desert Vista Campus
Program, Native Education Alliance, Tucson Indian Center, Southwest Family Center. (DV,
Marilynn Sando, Outreach Coordinator)
2 Delivered the Early Childhood Education Program to Pascua Yaqui on-site at the reservation;
Delivered Dual Enrollment Tech Prep to Rio Rico and Nogales; Delivered Dual Enrollment and
evening courses to Sahuarita High School; Delivered a newly developed JTED-Dual
Enrollment-Tech Prep Collaborative Aviation Program for Sahuarita and Sunnyside; Held
several meetings for Math Curriculum Alignment with Sunnyside Unified School District. (DV,
Shanna Kukla, Simone Gers, Kate Schiefen, Christal Albrecht)
3 Talent Search program provides outreach activities that promote PCC programs and activities to
high school and middle school students, their parents and respective school representatives. (DV,
Hector Acosta, Educational Talent Search Program)
Downtown Campus
1 Apprenticeship training sessions provided in Information Tech - E (ITE) division subject areas
off and on campus. Some apprenticeship classes are held on campus; others are held at remote
locations arranged for by the particular apprenticeships. We also have "contract-instruction"
arrangements, for example the classes running at Fred Acosta Job Corp. (DC, Harry Muir, VP of
Instruction)
2 Downtown Campus established a Service Area outreach team. The team first met on 2/17/2009,
and will focus on achieving the related College Plan areas in the Downtown Campus Service
Area. The team's first activities will focus on the development of a comprehensive plan. (DC,
Harry Muir, VP of Instruction)
3 Downtown Campus is actively developing short programs specifically for re-training displaced
workers, unemployed people, and youth. The short nature of these programs is being driven by
the Economic Stimulus funding, the need to quickly expend those funds and the urgency of
retraining workers. (DC, Harry Muir, VP of Instruction)
4 Downtown Campus staff has been actively involved in the creation of a business association for
the areas adjacent to the campus. The Gateway Business Alliance mission is "to be a positive,
all-inclusive force in generating a healthy, viable, prosperous and safe business and community
environment in the greater Tucson area." DC staff serve on the Business Assistance and
Education subcommittee. The DC is considered such an important partner it is the only entity in
the area identified on the GBA boundary map. ( For more information see
http://www.tucsonaz.gov/planning/prog_proj/projects/oracle/business.html ) (DC, Jason Brown,
Executive Assistant to the Downtown Campus President)
5 Foster Care Youth Mentoring Program working with the Department of Economic Security
(DES), In My Shoes, Inc., Juvenile Court System. Activities include connecting foster care youth
with mentors at Pima Community College Downtown Campus (Counselors) who will assist them
as they pursue post secondary interests. This program works directly with community partners to
improve the student success of this population of low income, underprepared, and generally first
generation college students. (DC, Harry Muir, VP of Instruction)
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6 Ongoing Downtown Campus administration of the Housing and Urban Development (HUD)
funded Education for Economic Empowerment (EEE) program. This program worked for over
three years in the Empowerment Zone of Tucson in which it trained 92 students in family
finance, home maintenance, personal, educational and employment skill building. A last group,
with approximately 20 students ran through the summer of 2009. The training took place in
neighborhood centers which helped establish a true outreach relationship between the service
area and the Downtown Campus. (DC, Harry Muir, VP of Instruction)
7 Ongoing Downtown Campus involvement with the local neighborhoods through the Oracle Area
Redevelopment Plan project. This is a City of Tucson Urban Planning project that will develop a
comprehensive plan for the DC area neighborhoods by the end of 2009. DC staff serve on both
the Citizen's Steering Committee (CSC) and the Technical Advisory Team for the project. CSC
meetings are held in the Amethyst community room at DC. (For more information see
http://www.tucsonaz.gov/planning/prog_proj/projects/oracle/index.html ) (DC, Jason Brown,
Executive Assistant to the Downtown Campus President)
8 The Mature Worker Connection Employer Certificate Training Workshops target senior citizens
50 years and older who are looking to re-enter or enter the workforce for the first time. There
was direct involvement with community business. (DC, Harry Muir, VP of Instruction)
East Campus
1 A group of mathematics students from Cananea, MX were hosted and toured by East Campus
Mathematics Faculty. (EC, C. Fugett, President)
2 A Speaker's Bureau featuring staff and faculty from the East Campus was developed and is
available to eastside community organizations. (EC, C. Fugett, President)
3 East Campus had an outreach table staffed all day at Vail Pride Day, held at the Pima County
Fairgrounds. (EC, C. Fugett, President)
4 East Campus held a "Get Ready for College" program for the parents of Upward Bound Students
and the parents of approximately 60 out-of-county high school graduating seniors. (EC, C.
Fugett, President)
5 East Campus representatives attended a Workforce Investment Act (WIA) Resource Fair at the
Pima County One Stop to inform County caseworkers and selected students about occupational
and academic programs. (EC, C. Fugett, President)
6 The East Campus has utilized classroom space in the UA's Science and Technology Park to offer
classes to the over 7,000 workers who are employed there. (EC, C. Fugett, President)
Northwest Campus
1 Explored offering credit courses to the Village of Catalina. Offered STU Progress class Fall 08
with no enrollments. Will continue to explore other course options. (NW, P. Houston, D.
Rodriguez-Pitel)
2 Northwest Campus will work with Community Campus to offer 15 Pima for Kids sessions in
Summer 2009 and more Community Education courses in Fall and Spring. Pima Kids courses are
being offered in Summer 09 and Community Education courses including GED courses have
been offered every semester. (NW, P. Houston)
4 Offered Fall and Spring courses in Oro Valley with no enrollments. Offered five courses in the
Fall with three courses running with small enrollments; in the Spring offered courses with only
one course going with small enrollments. (NW, D. Padgett, VP of Instruction)
5 Toured Southern AZ Mental Health Center and Marana Behavioral Health. (NW, S. Desjardin,
Campus Counselors)
6 Visited service area providers for counseling referrals; created list for campus counselors for
referral by specialty. (NW, S. Desjardin, A. Dorsey)
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West Campus
1 Established regular schedule of GED testing in Ajo Arizona, in partnership with the Ajo School
District and the International Sonoran Desert Alliance. (WC, WC President, Albert)
3 Quarterly visits to the Western Pima County Community Council in Ajo, Arizona to report on
PCC and WC activities and opportunities. (WC, WC President, Albert)
4 Starting May, 2008, established quarterly visits to the Western Pima County Community Council
in Ajo, Arizona, to report on PCC and WC activities and opportunities. (WC, L. Albert,
President)
5 WC Vice President of Student Support Learning Services provided leadership for the
development of a Dia de los Muertos program in collaboration with El Centro Cultural de los
Americas. (WC, N. Sorenson, WC Vice President of Student Support Learning Services)
6 WC's administrative team established course offering information and enrollment services to Ajo
High School in a series of visits during 2008 and 2009. (WC, V. Cook, VP of Instruction)
4.3.2
Develop multi-discipline, personal interest 'Pima Sampler'
course modules for local businesses, community
organizations, and special interest groups.
Community Campus
1 CC administration has met with administrators and staff at other campuses to provide assistance
in the development, scheduling and student registration for non-credit and continuing education
classes. (CC, N. Russell, VP of Instruction)
2 CC and DC administration provided information to Pima County One Stop personnel to increase
their awareness of PCC offerings when discussing educational opportunities with One Stop
clients. This information emphasized PCC's ability to offer alternative schedules, customized
courses and non-traditional offerings. (CC, DC, N. Russell and H. Muir, VP of Instruction)
3 PCC Community Education (CE) has broadened its scope beyond personal enrichment courses.
In conjunction with the Workforce and Business Development (WBD) staff, CE and WBD are
marketing and offering a wider variety of courses, including professional development, business
development, IT courses, and continuing education units in some disciplines. More courses are
slated for development. (CC, N. Russell, VP of Instruction)
Desert Vista Campus
1 Planned non-credit computer training for parents of SUSD students who received laptop
computers through the Digital Advantage Program. Scheduled Pima for Kids offerings for
Summer 2009 at Desert Vista Campus. (DV, Christal Albrecht, President, Ted Roush, VP of
Instruction)
Downtown Campus
1 CC and DC administration provided information to Pima County One Stop personnel to increase
their awareness of PCC offerings when discussing educational opportunities with One Stop
clients. This information emphasized PCC's ability to offer alternative schedules, customized
courses and non-traditional offerings. (CC, DC, N. Russell and H. Muir, VP of Instruction)
2 The Handyman certificate is a group of Building and Construction Technology (BCT) classes
that prepare the student to sit for licensure exams in the Home Maintenance and Repair category.
There are actually a series of these licenses. Students may continue in additional grouped course
sequences to prepare them to sit for the respective licensure examinations. These course
groupings were developed as a direct response to a need stated in the community. (DC, Harry
Muir, VP of Instruction)
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East Campus
1 In response to student interest, the EC created links to a Holocaust course offering. (EC, C.
Fugett, President)
4.3.3
Strengthen employee motivation and participation in
community activities by providing flexible work schedules for
designated community service days.
Vice Chancellor for Community Relations and Institutional Outreach
All Campuses
1 The College encourages employees to participate in the United Way Day of Caring and provides
flexible work schedules during the week the United Way Day of Caring occurs. Additionally, for
our Step Progression Plans which encourage community service, if an employee cannot complete
their community service outside of work hours, supervisors are encouraged to assist employees
by modifying their work schedule in order for them to participate. (All, J. May)
Community Campus
1 Provided flexible work schedules on designated community service days (United Way). (CC, S.
Lee)
Desert Vista Campus
1 Employees volunteered for the United Way Day of Caring, Pima Alumni Zoo Lights, and ACES
BBQ. (DV, L. Hock, Program Manager; M. Sando, J. Carbajal, Outreach Coordinators; D.
Shaffer, Director of IT)
District Office
1 Summary of United Way Day of Caring and Campaign
United Way Campaign (October)
The Pima family supports various non-profit organizations; however, the United Way campaign
is one of our largest district-wide fundraising efforts for the community. College Events is the
headquarters for the campaign and oversees all the campus campaigns, receives all the pledge
forms, calculates giving, and formulates reports. All campus representatives' report to the College
Events Coordinator and provide the status of their campaign. In the 2008-09 campaign, we raised
more than $33,054 district-wide.
More than 100 employees (district-wide) participated in United Way's Day of Caring. Day of
Caring gives employees an opportunity to spend their workday or a Saturday on volunteer
projects.
(DO, Ramirez, VC Community Relations and Institutional Outreach)
East Campus
1 A large group of East Campus staff took part in the United Way's Day of Caring. (EC, C. Fugett,
President)
2 An EC representative participated in both the "Sun Riders Toy Run" and the Red Crosses' "Ride
for the Red". (EC, C. Fugett, President)
3 Both East Campus exempt and non-exempt staff participated in the ACES BBQ for Our Troops,
which raised money for Christmas baskets for families of our servicemen and women overseas.
4 East Campus faculty and staff were actively involved in two AVIVA Family and Children's
Services drives, the School Supplies Drive sponsored by Staff Council, and the Toy Drive
sponsored by the Department of Public Safety. (EC, C. Fugett, President)
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5 EC staff participated in a Volunteer Day at the Community Food Bank. (EC, C. Fugett,
President)
6 The East Campus formed teams to have a presence at the UA Cancer Walk and PCC's Athletes
Walk. (EC, C. Fugett, President)
4.3.4
Enhance community liaisons with strong public visibility
through College-hosted open houses, competitions, or clinics.
and Assistant Vice Chancellor for Student Services
Community Campus
1 El Pueblo Liberty celebrated its 10th Anniversary by hosting a community event honoring the
Student Ambassadors. Key community leaders and partners participated in the event. (CC, R.
Suitt, A. Magisos, J. Stanowski)
2 Participate in College Alumni Foundation and Golf Tournament committee to enhance
community. (CC, S. Lee)
3 The Family Literacy Program (FLP), in collaboration with Make Way for Books, Reading Seed,
and the Pima Tucson Public Library, was the recipient of a $25,000 release of funds ($18,000 for
the FLP) from the Literacy for Life Coalition. Together they collaboratively developed and
implemented the Teach the Parent, Reach the Child: Partners in Literacy program. (CC, S. Lee)
4 The Refuge Education Program was the recipient of $20,000 to begin Vocational ESL classes
with a focus on Housekeeping. These classes are in cooperation with the International Rescue
Committee, Catholic Social Services, and Lutheran Social Ministries. (CC, M. Gromyko)
Desert Vista Campus
1 Hosted Career Fair on October 15, 2008; Hosted Aviation Building Dedication and Open House
October 17, 2008; Offered three Aviation Open Houses throughout fall 2008; Hosted the Aircraft
Owners and Safety Association meeting fall 2008; Hosted First Things First Regional Council
Meetings throughout fall 2008; Hosted Southern Arizona Association for Education of Young
Children (SAZAEYC) Meetings throughout fall 2008; Hosted a luncheon for Superintendents
and Principals for the Desert Vista Service Area fall 2008. (DV, Evelyn Martinez, Christal
Albrecht, Simone Gers, Kate)
2 The DV Student Government continues its partnership with Tucson Clean and Beautiful by
cleaning up Calle Santa Cruz on these dates 10/10/08, 11/14/08, 2/13/09, 3/13/09. (DV, Matt
Matera, Student Life Coordinator)
3 The DV Student Government worked with the American Red Cross on two 2-day blood drives
this year on the following dates 10/1/08, 10/2/08, 3/3/09, 3/4/09 (DV, Matt Matera, Student Life
Coordinator)
Downtown Campus
1 Downtown Campus hosts numerous events for outside entities. The Amethyst and Copper rooms
are used by the community on a nearly daily basis. Additional details are included in an archived
document in TracDat. (DC, John Carroll, Campus Director of Administrative Services)
2 Downtown Campus will host the Third Annual Mathematics competition for High School
Freshmen and Sophomores. This event invites teams of six students to compete in mathematics.
The students also receive a tour of the Downtown Campus, and their teachers get a one-hour
mathematics-related professional development session led by our faculty. This activity has
included 11-15 High School teams each year. (DC, Jason Brown, Executive Assistant to the
Downtown Campus President)
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3 EEE workshops were featured on KUAT TV as well as in the local newspaper. One of the
features of this program was a service project chosen by each group of students. This varied from
creating food baskets for the needy in the neighborhood, to public property cleanup activities to
murals on neighborhood center buildings. All have helped enhance Pima's presence in a
long-term way in this service area. (DC, Harry Muir, VP of Instruction)
4 Foster Care Youth Open Houses and Community workshops. Pima Community College
Downtown Campus and the Arizona Commission for Postsecondary Education partnered with
the Arizona Department of Economic Security Young Adult Program to present a kickoff event
for foster youth nearing the end of high school. The event started with pizza and soft drinks, and
included games, presentations and goodie bags full of information on attending college. The
evening was highlighted by talks from Rhonda Jeffers, herself a foster child; Representative
David Bradley; and Dr. April Osborn of the Arizona Commission for Postsecondary Education.
The partnership is a yearlong collaboration and future events are in the works. (DC, Harry Muir,
VP of Instruction)
5 Hold a Business and Industry Open-House to allow business representatives to come and look at
our programs and labs. Also invited high school students to come visit the programs/labs and talk
with industrial representatives. Open house was held 3/27/09. (DC, Terry Forster)
6 Mature Worker Connection Community Workshops. The Mature Worker Connection job seeker
workshop targets senior citizens 50 years and older who are looking to re-enter or enter the
workforce for the first time. The workshop content is focused on preparing the senior worker
(Mature Worker) for seeking, securing and maintaining a position in today's workforce. The
Mature Worker Connection Employer Certificate program is a program for employers to learn
how to create a Mature Worker friendly work environment. The noncredit workshops have been
offered at the Downtown Campus and at the District and both curriculums had my involvement
in terms of their development and implementation. (DC, Harry Muir, VP of Instruction)
7 Upward Bound Program at Downtown Campus is a federally funded Trio program that prepares
disadvantaged high school students to succeed in life by succeeding in school. Preparation
includes the provision of tutoring and courses/workshops in academics, career exploration, test
preparation, cultural activities, foreign languages, financial literacy, and community service. To
achieve these goals, college staff work closely with local high schools, businesses, and agencies
to provide the opportunities previously described. Downtown Campus' Upward Bound Program
serves three area high schools and an inadequately served population of students representing
low income, underprepared, first generation college students. (DC, Dan Wright)
East Campus
1 A Davis Bilingual Elementary School group participated in the East Campus' annual Las Posadas
event. (EC, C. Fugett, President)
2 An East Campus Majors Fair was held to inform the student community of degree and certificate
programs, transfer opportunities, and to clarify/plan career goals. (EC, C. Fugett, President)
3 East Campus student club members served in volunteer capacities at the League of United Latin
American Citizens (LULAC) Youth Leadership Conference. (EC, C. Fugett, President)
4 East Campus student club members served on the committee for and participated in the National
Alliance for the Mentally Ill (NAMI) walk. (EC, C. Fugett, President)
5 East Campus students, in collaboration with the Volunteer Center of Southern Arizona,
participated in several service projects with community partners such as "Arts for All" and
"Make Way for Books". (EC, C. Fugett, President)
6 In collaboration with the Tucson Police Department and the National Traffic Highway Safety
Administration, East Campus Student Life hosted a clinic on reducing injuries through speed
enforcement. (EC, C. Fugett, President)
7 Safe Halloween XI, held on the East Campus, attracted hundreds of community members to the
campus. (EC, C. Fugett, President)
8 The Advanced Program Manager from the East Campus was the keynote speaker for Tucson
Accelerated High School's graduation ceremony. (EC, C. Fugett, President)
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9 The East Campus Art Department curates rotating art shows in the Clements Fitness Center. (EC,
10 The East Campus hosted Get Ready for College!, a morning of information regarding PCC
programs, financial aid, careers, and transfer/partnerships. (EC, C. Fugett, President)
11 The East Campus hosted meeting for the Pima/Santa Cruz Tech Prep Leadership. (EC, C. Fugett,
President)
12 The East Campus offered student testing for the National Association of Board Certified
Electrical Practitioners (NABCEP) qualifying exam. (EC, C. Fugett, President)
13 The East Campus partnered with the US Customs Office to celebrate National Black History
Month with a keynote address by a former City of Tucson Vice Mayor. (EC, C. Fugett,
President)
14 The East Campus, in partnership with Phi Theta Kappa, presented the 2009 Honors Seminar
Series "The Paradox of Affluence: Choices, Challenges and Consequences". (EC, C. Fugett,
President)
15 The EC's highly publicized Sculpture-On-Campus III opening was a huge success with a large
community contingent in attendance. (EC, C. Fugett, President)
Northwest Campus
1 Hosted Greater Tucson Leadership class on arts and culture with theme "Arts Education in
Tucson." PCC Fine Arts and Creative Writing programs were spotlighted. (NW, P. Houston, M.
Duwell)
2 Hosted the Greater Oro Valley Arts and Cultural Festival on March 14 and 15, 2009, with
approximately 20,000 participants. (NW, D. Padgett, VP of Instruction)
3 NW hosted a campus 5-year celebration and community open house on November 8, 2008 with
approximately 400 participants. (NW, D. Padgett, VP of Instruction)
4 Participated in K-12 events, such as Pima County High School Academic Decathlon held at
Marana High School in February 2009. Hosted High School Principal and Counselor Breakfast
in December 2008. (NW, A. Conover, R. Rojas, D. Padgett, D. Rodriguez-Pitel)
5 Participated in the NW-YMCA events, such as Trunk or Treat, Tree Lot sale, and Healthy Kids
Day. (NW, R. Rojas, D. Padgett, T. Hastings-Kibler)
6 Strengthened community partnerships by participating in Multi-Chamber Expo, and other
Chamber and Rotary events. (NW, S. Lee, L. Morales, D. Padgett, D. Rodriguez-Pitel)
West Campus
1 A Community Open House was held on April 6, 2009 at the WC Dental Clinic; attendees were
Advisory Committee members for the three Dental Studies programs, alumni of the programs,
and members of the dental professional community. (WC, J. Gillis, WC Division Dean Health
Related Science and Fitness)
2 Center For Arts September 13, 2008 children's play "1000 Cranes" included Japanese cultural
activities; attended by over 100 children and family members; 1500 public school children
attended the play. (WC, D. Lammers, WC Division Dean Arts Communication and Humanities)
3 Held "Principal's Breakfast" for WC Service Area principals and teachers, which included
presentations by Dr. Lou Albert and Nancee Sorenson (WC, Sorenson)
4 Hosted community open house on April 6, 2009 at WC Dental Clinic; attendees were Advisory
Committee members for the 3 Dental Studies programs, alumni of the programs, and members of
the dental professional community. (WC, J. Gillis, WC Division Dean Health Related Science
and Fitness)
5 Hosted the national Certified Dental Technician (CDT) examination May 8-9, 2009, in
partnership with Tucson Prosthodontics. (WC, J. Gillis, WC Division Dean Health Related
Science and Fitness)
6 Outreach presentation by WC Division Dean of Science and Technology at Tucson High
International Teachers Workshop "Globalizing Your Classroom" 11/17/2008. (WC, M. K.
Gilliland WC Division Dean Science and Technology)
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7 Sculpture on Campus Project implemented to bring artists' work from Arizona and beyond for
public display at campus, includes artists' lectures led by ART faculty Joe Dal Pra, (WC, D.
Lammers, WC Division Dean Arts Communication and Humanities; V. Cook, WC VP of
Instruction)
8 The Dental Hygiene Clinic provided oral health instruction, dentist exams, x-rays, cleanings,
fluoride treatment and sealants to approximately 80 children at “Give Kids a Smile Day” on
February 1, 2011. A total of ten elementary and middle schools participated in this annual
community outreach event. (WC, D. Lammers, M. Mayhew)
9 The fall 2010 Social Services (SSE 146 Child Abuse Intervention and Protection) class
completed a project to educate the campus and community on child abuse. Over 200 donations
($350 value) of hygiene and personal items were collected and distributed to Casa de los Niños
and Tucson Metropolitan Ministries. Project sites were West Campus and Subway Restaurant at
Foothills Mall. (WC, D. Lammers, M. Ginter)
10 The national Certified Dental Technician (CDT) examination was hosted by the WC Dental
Clinic on May 8-9, 2009, in partnership with Tucson Prosthodontics. (WC, J. Gillis, WC
Division Dean Health Related Science and Fitness)
11 The Respiratory Therapy (RTH) Program participated in the University Family Care member
health fair on January 27, 2011 at the Freedom Park Recreation Center. Asthma screenings,
blood pressure/pulse testing and other tests were performed. RTH students also participated in a
University Family Care event for the homeless on March 4, 2011. (WC, D. Lammers, M.
Mayhew)
12 The Social Services Student Organization sponsored the 2nd Annual Holiday Gathering on
December 18, 2010. Seven needy families received food baskets and gifts. Over 120 individuals
attended and ten business organizations provided donations. (WC, D. Lammers, M. Ginter)
13 The WC co-sponsored the "Rallying the Village" event with the primary emphasis on February
22, 2009, in conjunction with many African-American organizations with over 200 participants.
(WC, N. Sorenson, WC Vice President of Student Support Learning Services)
14 WC hosted a series of three evening clinic/lectures on wellness with local health-care providers
as guests. (WC, V. Cook, VP of Instruction)
15 WC Music Department hosted Music Teachers National Assn., Tucson Chapter, scholarship
auditions at the Center for Fine Arts on December 6, 2008. (WC, D. Lammers, WC Division
Dean Arts Communication and Humanities, M. Nelson, WC Music (MUS) Dept. Chair)
16 WC Student Government adopted a family with two children in December 2010 and raised
$1,700. The family was adopted through the Salvation Army Adopt a Family Program. (WC, D.
Rodriguez-Pitel)
4.3.5
Develop a comprehensive, imaginative and assertive outreach
for senior citizens by offering non-credit, pass-fail, or
low-credit course options, tailored to their needs.
and Assistant Vice Chancellor for Student Services
Community Campus
1 Continuing Education offers noncredit and personal enrichment courses directed at the senior
population. Many of these courses were developed with specific interests of seniors in mind.
They include exercise programs, dance courses, art classes and computer classes. They are
offered at times convenient for seniors and retired persons, and some are held at area retirement
homes. (CC, N. Russell)
Desert Vista Campus
1 Planned Senior Citizen's course offerings for Summer 2008. (DV, Christal Albrecht, Ted Roush)
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2 Scheduled courses appealing to Senior Citizen's for Summer 2009 to be offered at Desert Vista
Campus. (DV, Christal Albrecht, President, Ted Roush, VP of Instruction)
District Office
1 The College has been designated as a friendly employer to mature workers by the Governor's
Office. The Chancellor created a working group that assisted in developing non-credit courses
tailored to the needs of mature workers. The courses developed were: 1) Job Search Workshop
and 2) Mature Worker Friendly employer training. Eighty-one Arizona employers attended the
pilot training course and provided feedback on the efficacy of the course. Forty mature workers
attended the Job Search Workshop and provided an evaluation feedback of 3.86 on a 4.0 scale. A
partnership was established with the Pima Council on Aging (PCOA) Mature Workers
Connection to assist the College in identifying and registering eligible senior citizens.
(DO, R. Ramirez, VC for Community Relations and Institutional Outreach)
Downtown Campus
50 years and older who are looking to re-enter or enter the workforce for the first time. The
workshop content is focused on preparing the senior worker (Mature Worker) for seeking,
securing and maintaining a position in today's workforce. The Mature Worker Connection
Employer Certificate program is a program for employers to learn how to create a Mature
Worker friendly work environment. The noncredit workshops have been offered at the
Downtown Campus and at the District and both curriculums had PCC involvement in terms of
their development and implementation. Dr. Harry Muir was the lead on the job seeker work
group and a participant, Susan Kifer from SBDC at the Community Campus was the lead on the
Employer Certification program. (DC, Harry Muir, VP of Instruction)
East Campus
1 The EC engaged the Pima Council on Aging's Mature Worker Connection in initial partnering
discussions involving training related to workforce development. (EC, C. Fugett, President)
Northwest Campus
1 Increased visibility with senior communities by offering speaker's bureau opportunities. (NW, D.
Padgett, D. Rodriguez-Pitel)
2 Worked with Pima Council on Aging with the Mature Worker program in the Towns of Oro
Valley and Marana. (NW, P. Houston, S. Lee, D. Padgett)
West Campus
1 Due to high enrollment, WC added two sections of Senior Fitness to the spring 2009 schedule.
(WC, V. Cook, VP of Instruction)
2 WC placed three individuals in campus positions from the Pima Council on Aging Mature
Workers program. (WC, V. Cook, VP of Instruction)
4.3.6
Offer a larger menu of non-credit options at all Campuses to
attract interest from non-traditional students.
Community Campus
1 Continuing Education introduced a new division, career and professional development, to
establish a presence in the business community and to open a new stream of revenue for the
department. During fall 2009 and spring 2010, approximately 250 students enrolled in career and
professional development courses. (CC, N. Russell)
2 Spearheading Continuing Education’s effort to implement a web registration system for
noncredit courses, with the expectation that this will increase access and enrollment; Continuing
Education team will be joining the effort in May. (CC, N. Russell)
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3 The Contract Sales department offered a new series of non-credit open-enrollment courses
designed to provide basic business financial knowledge to small business owners and others
interested in business financial operations and processes. Courses were offered in the Summer
and Fall 2009 Continuing Education catalogs. (CC, N. Russell)
Desert Vista Campus
1 Scheduled CE Course offerings for Summer 2009 to be offered at Desert Vista Campus. (DV,
Christal Albrecht, President, Ted Roush, VP of Instruction)
Downtown Campus
50 years and older who are looking to re-enter or enter the workforce for the first time. The
workshop content is focused on preparing the senior worker (Mature Worker) for seeking,
securing and maintaining a position in today's workforce. The Mature Worker Connection
Employer Certificate program is a program for employers to learn how to create a Mature
Worker friendly work environment. The noncredit workshops have been offered at the
Downtown Campus and at the District and both curriculums had PCC involvement in terms of
their development and implementation. Dr. Harry Muir was the lead on the job seeker work
group and a participant (Susan Kifer from SBDC at the Community Campus was the lead on the
Employer Certification program). (DC, Harry Muir, VP of Instruction)
East Campus
1 East Campus' Upward Bound program offers educational enrichment courses to 50+ low income,
first generation in college high school students. (EC, C. Fugett, President)
2 Non-credit classes are offered at both the Northeast and Southeast Education Centers through
Community Campus' Community Education program. (EC, C. Fugett, President)
3 Pima Community College's Pima for Kids offered 18 classes for children on the East Campus in
the summer of 2009. (EC, C. Fugett, President)
Northwest Campus
1 Collaborated with Community Campus to offer non-credit classes the Chinese Cultural Center.
(NW, P. Houston, A. Conover, D. Padgett, D. Rodriguez-Pitel)
2 NW and WC worked with Community Campus to offer non-credit Pima for Kids in Summer
2008 and 2009. (NW, WC, D. Padgett and V. Cook, VP of Instruction)
West Campus
1 Continued and increased internships at Tucson City offices for Computer Information System
(CIS) students (Jim De Laune, responsible instructor) (WC, M. B. Ginter, WC Division Dean
Business Computer Social Science Languages)
2 First Summer Theater Workshop offered, June, 2009. Students from four high schools (Desert
View, Sahuarita, Amphi and Flowing Wells) participated, ending with a production for family
and friends; Theater Staff (THE) Todd Poelstra promoted at 10 local high schools (WC, D.
Lammers, WC Division Dean Arts Communication and Humanities)
3 Non-credit creative writing workshops were offered in weekend formats in both fall and summer
sessions. (WC, V. Cook, VP of Instruction)
4 NW and WC worked with Community Campus to offer non-credit Pima for Kids in Summer
2008 and 2009. (NW, WC, D. Padgett and V. Cook, VP of Instruction)
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4.3.7
Promote and facilitate an increased number of internships for
students and employees by reducing any existing barriers,
posting and advertising a "Web-pool" of internship
candidates, and creating additional for-credit internships.
All Campuses
1 Developed and refined clinical or internship opportunities for Clinical Research Trial
Coordinator program, NW, Digital Arts, WC, Medical Laboratory Technician, WC among others
throughout the District. (All, VP of Instruction)
2 Existing internships have been verified as active and have been inventoried. (All, B. Murphy,
3 Job description for Assistant Program Manager has been modified to include development of
new internships and improved follow-up with businesses, students, and faculty. Interviews are in
progress for the hiring of Assistant Program Manager (hired in June 2009). (All, B. Murphy,
Desert Vista Campus
1 Used PERT Grant funding to offer internships to employees. The Culinary and Food Service
programs at Desert Vista Campus work extensively with local employers to provide externship
and internship opportunities. The Center for Training and Development (CTD) clock hour
program offers 2-4 week externships with employers as part of its certificate programs. These are
designed to assist the student with placement into an employment setting.
Students enrolled in culinary programs have also participated in apprenticeship training with the
journeyman cook, baker, and pre apprentice programs. These apprenticeships include extensive
internship hours at qualified local hotels, restaurants, country clubs and bakeries. During 2008,
there were six apprentices and three pre-apprentices who participated in the program. For 2009,
partnerships with new sponsoring employers will be developed to enable even more students to
participate. (DV, Bettye Wheeler, Kate Schiefen, Division Deans)
Downtown Campus
1 http://dtc.pima.edu/blc/ is a webpage dedicated to the self-paced Biology courses offered at the
Downtown Campus. Included on that page is a link to internships and opportunities associated
with the Biology Learning Center. It is updated regularly with new internships and opportunities
on a regular basis. (DC, Dan Wright, Division Dean, Science and Communication Arts)
East Campus
1 In FY2008-9 and FY2009-10, the East Campus partnered with the Disney College Program to
hold interviewing sessions at least twice a year. Two students have been placed in paid
internships with the Disney Corporation as a result of these interviews. (EC, C. Fugett, President)
2 The Business Department at the East Campus piloted a model internship program for Business
students. (EC, C. Fugett, President)
Northwest Campus
1 Developed and refined internship opportunities for Clinical Research Trial Coordinator and
Therapeutic Massage program students. First internships offered Fall 2008 and increased in
Spring 2009. (NW, L. Brown-Quick, C. Strom, D. Padgett, A. Robinson, P. Houston)
2 Increased internship opportunities for students in the Hotel Restaurant Management Program at
various local resorts. Advisory Board members pledged continuing support for internships. (NW,
A. Trujillo, P. Houston)
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West Campus
1 Continued and increased internships at Tucson City offices for CIS students (Jim De Laune
responsible instruction) (WC, M. B. Ginter, WC Division Dean Business Computer Social
Science Languages)
2 During Fall 2008, Spring 2009, and Summer A session, over eleven Journalism students were
assigned to unpaid internships at the Tucson Citizen, KGUN, KVOA, Clearchannel, Tucson
Weekly and Southern Living Magazine. (WC, D. Lammers, WC Division Dean Arts
Communication and Humanities, C. Lancaster, WC Journalism (JRN) Faculty)
3 In Fall 2008 and Spring 2009, Digital Arts students were assigned to internships with local
businesses, KVOA, Masterpieces and Muscular Dystrophy Association (MDA). (WC, D.
Lammers, WC Division Dean Arts Communication and Humanities, D. Landry, WC Digital Arts
(ARTS) Chair)
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Strategy 4.4
Revitalize College spaces
Executive Vice Chancellor for Administration, and Vice Chancellor
for Information Technology
Complete
Strategy 4.4 was designed to revitalize College spaces through improved learning
environments, shared learning areas, and new technologies. Major accomplishments within
this strategy include: (1) Expansion of computer commons facilities at all campuses, (2)
Increased coverage of wireless networks at all campuses, (3) Establishment of dedicated
quiet study areas at several campuses, and (4) Establishment of the Learning Commons at
Downtown Campus, an area that incorporates the computer commons, library, and tutoring
services into a collaborative learning environment.
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4.4.1
Create learning environments that meet student needs and
expectations.
Presidents, and Vice Presidents of Instruction
All Campuses
1 All campuses are developing plans to utilize more flexible learning spaces. (All, VPs of
Instruction)
2 All campuses have expanded computer commons facilities and have numerous renovation
projects that have expanded technology capabilities (including PSESI, CTD Truck Driver
Training, Motorcycle Safety location change, Desert Vista's new study rooms, Learning Center
Foundation Fund for Excellence updates). (All, VPs of Instruction)
3 All campuses have expanded wireless access points with the majority of the campus physical
sites wireless as a result. (All, VPs of Instruction)
4 Community Campus, Desert Vista and Downtown Campus offered contextualized learning as
part of the WIRED and CTD workforce programs. (All, VPs of Instruction)
5 In December 2008, VPs of Instruction toured each campus to view the ways learning
environments are now used and to generate ideas for future use. (All, VPs of Instruction)
6 Use of Assistive Technology for DSR and Developmental Education students in the Learning
Centers enhancing reading capabilities in all four subject areas (including ESL). (All, VPs of
Instruction)
7 Utilizing new innovative software in MAT, WRT, ESL and GED prep. (All, VPs of Instruction)
Community Campus
1 Create a space to provide student access to open study/meeting area in close proximity to the
testing center and computer commons. The first phase of the project was to remove walls and
counters in order to open the area for easy student/faculty/staff flow to the Campus Resource
Center intake window, and testing room. The second phase was to relocate the open computer
commons adjacent to the newly created learning area. Functional furniture was added as well as
an easy print copier and a homework/library drop box. Students are now utilizing the Learning
Area for studying, exam preparation, scholarly networking, tutoring and meeting informally with
faculty. (CC, S. Lee)
2 Dedicated a quiet testing space at Eastside Learning Center. (CC, S. Lee)
3 Desert Vista Learning Center dedicated a Quiet Room for Adult Education and CTD remediation
independent learning. (CC, DV, S. Lee)
4 Provide support and resources to create and maintain learning environments, both in the real and
virtual environment. (CC, N. Russell)
5 The conversion of Campus Resource Center booth to develop a Student Learning Area created
space to provide student access to open study/meeting area, testing center and computer
commons. The move of the computer commons was the final part of the plan. Students are
utilizing the Learning Area for studying, exam preparation, and meeting with instructors. (CC, S.
Lee)
6 The Motorcycle Safety Program training range was relocated to the West Campus. The new
range provides increased space to offer advanced training classes, and the facilities have been
greatly improved. (CC, N. Russell)
7 The Truck Driver Training Program office area was redesigned to provide students with access to
computers since there is no computer lab onsite. (CC, N. Russell)
8 To accommodate increasing enrollments, the Public Safety and Emergency Services Institute
invested allocated capital funding to add another computer lab and upgrade computer hardware.
(CC, N. Russell)
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Desert Vista Campus
1 Brought students to an opening reception of La Celebración y el Sufrimiento on 9/15/08: Many
Mouths One Stomach and the Las Madres Project at the University of Arizona Student Union Art
Gallery. 23 students, one faculty member, and two advisors attended the event to learn about
immigration issues through various forms of art. The students wrote about their experiences in a
class assignment. (DV, Matt Matera, Student Life Coordinator, Andrew Graham, WRT Adjunct
Faculty)
2 Desert Vista Learning Center dedicated a Quiet Room for Adult Education and CTD remediation
independent learning. (CC, DV, S. Lee)
3 The Student Life Coordinators from across the district implemented four retreats on 9/27/08,
10/4/08, 2/21/09, and 3/7/09 to facilitate Pima Leadership Institute workshops for 51 PCC
students. They learned about topics including time management, wellness and stress
management, communication, networking, and creating change. The retreats were held at all
PCC campuses throughout the semester. (DV, Matt Matera, Student Life Coordinator)
4 The TRiO Upward Bound Program is creating a summer program to address student needs and
expectations. Up to 61 students will enroll into PCC credit and non-credit class according to the
PCC assessments. (DV, Daniel Pacheco, Upward Bound Program Manager, Rosemary Ortega,
Coordinator, Carlos Gonzales, Support Tech)
5 Title V has enhanced technology capabilities in specific Desert Vista and West Campus
occupational programs and to the general student population at the Downtown Campus Center
for Integrated Learning. (DV, WC, DC, VPs of Instruction)
District Office
1 The Downtown Campus Library and Learning Center are being combined to better fulfill the
learning needs of students. Estrella Community College's facility was benchmarked for this
project. This project is part of the Title V grant and has been completed. (DO, W. Ward, AVC
for Facilities)
Downtown Campus
2 West Campus Medical Laboratory Technology/Geology Labs are complete. As part of this
project, standards for Medical Lab Technician laboratories have been established, and the latest
technology is being developed to respond to learning styles and characteristics of a new
generation of learners. (DC, W. Ward, AVC for Facilities)
East Campus
1 Changes in the hours of operation of the East Campus Learning Center provided more access to
non-traditional students. (EC, C. Fugett, President)
2 Construction of a Health Clinic at the East Campus has been completed. (EC, W. Ward, AVC for
Facilities)
3 East Campus Student Life conducted special Campus Watch Training opportunities for students.
4 New cement pads for three dimensional art installations are being planned for the
Sculpture-On-Campus IV program at the East Campus. (EC, C. Fugett, President)
5 Outdoor learning labs have been integrated into the planning of the East Campus Basin
Renovation Project. (EC, C. Fugett, President)
6 Reorganization of the East Campus Learning Center created additional space for students. (EC,
7 The East Campus has outfitted a classroom with state-of-the-art computers and has designated it
for Reading classes. (EC, C. Fugett, President)
137
8 The East Campus Library's "Bookman's" Project created display shelving to highlight new
materials, repositioned stacks to allow for greater display options, and relabeled the Reference
and Circulation areas to make them more patron friendly. (EC, C. Fugett, President)
9 The physical space in the East Campus' Cafe Agave has been reconfigured to make it more
conducive to learning. (EC, C. Fugett, President)
10 The seating capacity of basic skills assessment at the East Campus was almost doubled to a total
of 54 seats from 29. This is an improved environment and modality of assessment for incoming
students. (EC, C. Fugett)
Northwest Campus
1 Included a new capital request for a dedicated science study area. Study area is being planned for
the library building. (NW, K. Swank, N. Lam, S. Kramer, C. Strom, A. Conover, D. Padgett)
2 Science Lab Safety Training was conducted for students and faculty. (NW, S. Kramer, A.
Conover, T. Roush)
3 West Campus expanded technology capabilities in the Academic Computing Center by adding
notebook computers, Mac computers and expanded lab hours for Digital Arts students.
Northwest campus created new sciences hands-on, integrated learning lab with software, 3-D
models and supportive equipment for science courses. (WC, NW, VPs of Instruction)
West Campus
1 Disabled Student Resources (DSR) computer stations were added to the Academic Computer
Commons and Learning Center to provide greater access to learning technologies that can assist
students with disabilities. (WC, D. Lammers, D. Miller, District IT)
2 Lighting repair on parking lot #10 was completed on January 14, 2011. (WC, W. Ward)
3 Phase III is complete for a new WC Respiratory Therapy Laboratory and classroom with new
technology for instruction for a new generation of students. This project supports the Title V
grant. (WC, W. Ward, AVC for Facilities)
4 Room AG35 has been identified as the campus lactation room. (WC, W. Ward)
5 Rooms F120 and F130 (connecting rooms) previously used for Histotechnology lab and teaching
space were converted into lecture and dry lab space for teaching integrated Physics and
Engineering classes. This classroom space has been filled through most of the teaching week.
The integrated sections have resulted in higher completion rates than the traditional lecture
sections with separate labs. (WC, W. Ward)
6 The Academic Computer Commons added ten Mac computers to expand lab hour access for
Digital Arts students. (WC, D. Lammers, D. Miller)
7 The Fashion Design Laboratory (Building C) was renovated during summer 2010 and in
operation for fall 2010 classes. (WC, W. Ward)
8 The Nursing Lab and classroom (D114, D116) will be completed by the end of summer 2011 as
part of the final phase of the Title V grant project which ends September 2011. (WC, W. Ward)
9 The planning process for the renovation of the Fitness and Sports Sciences building began
December 2010. Renovation to upgrade the HVAC system and remodel the locker rooms and
showers will take place during summer 2011 in preparation for fall 2012 classes. (WC, W. Ward)
10 The West Campus Community Room Dance Studios are complete for classes with new, state of
the art dance floors and new technology for instruction. (WC, W. Ward, AVC for Facilities)
11 The West Campus Learning Center has added notebook computers to enhance technology access
and to facilitate the learning and tutoring environment for students. (WC, D. Lammers, D.
Miller)
12 The xero-scape landscape project around the J and H buildings was completed April 2011. West
Campus completed the planting of ash trees to replace the honey locust trees in front of the grass
areas around D and E buildings. (WC, W. Ward)
138
14 Two Dance Studio classrooms were completed December 2010 (A Building) and in operation for
spring 2011 classes. (WC, W. Ward)
15 Using Title V funds, the Radiologic Technology laboratory (K-122) was remodeled and
state-of-the-art digital radiology equipment was installed on January 2009. (WC, L. Albert,
President)
16 West Campus expanded technology capabilities in the Academic Computing Center by adding
notebook computers, Mac computers and expanded lab hours for Digital Arts students.
Northwest campus created new sciences hands-on, integrated learning lab with software, 3-D
models and supportive equipment for science courses. (WC, NW, VPs of Instruction)
17 West Campus expanded wireless access points campus-wide to all areas including the furthest
points of the FSS and CFA buildings. Future plans (2012) involve adding more access points that
offer both public and private access. (WC, District IT)
18 West Campus Nursing Computer classroom is complete. This is a Title V project and is intended
to set standards for a computer classroom. The latest technology is being deployed to respond to
the learning styles and characteristics of a new generation of nursing students. (WC, W. Ward,
AVC for Facilities)
19 West Campus Nursing-Phase 2 simulation labs are complete. As part of this Title V project,
standards have been developed for health care simulation labs that will guide future development
of such areas across the health care curriculum and the latest technology will be deployed to
respond to a new generation of heath care students. (WC, W. Ward, AVC for Facilities)
20 West Campus remodel of Respiratory Care classroom (HG-06) and Skills Lab (HG-07) was
completed December 2010 and in operation for spring 2011 classes. (WC, W. Ward)
21 With the closing of the Child Development Center on June 30, 2011, the space will be converted
to conference and meeting space. (WC, W. Ward)
4.4.2
Design a technology center where students and faculty create
a community of shared learning of new technology.
Chancellor for Information Technology
Community Campus
1 Computer Commons is the area where students and faculty have access and can inquire about
new technology both in and outside of the classroom. (CC, S. Lee)
Downtown Campus
1 Using federal funds from the Downtown Campus’ Title V Grant, Students in the Center, the
college has created technology centers at Downtown Campus which provide a venue for the
shared learning of new technology. Title V’s primary purpose is to assist faculty in learning and
using technology for educational purposes. An extension of this has been to introduce new
technology to students. Title V has created several technology centers at the campus. The center
piece is the Learning Commons which is a technology rich space for students and faculty and
includes the Computer Commons, Library, and Tutoring. Within this space students can go to
staff and librarians for help with technology. Additionally there is the Library Learning Studio
which functions as a classroom and a technology sandbox where students and faculty can learn
new technologies. Title V also created the Faculty Resource Center which has high end
technology and staff available to help faculty and students with any educational technology
needs. All Title V spaces are technology rich, highly flexible and created to promote
collaborative learning and technology communities. In addition, to support the continued growth
of these communities, Title V provides year-round technology training and workshop
opportunities. (DC, K. McIntosh, Acting AVC for IT)
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4.4.3
Create a learning area for library services that provides the
opportunity for shared resources and learning.
All Campuses
1 All campus libraries will have Google Chrome Notebook computers available for student check
out in Spring 2011. (All, VPs of Instruction)
2 All campuses are offering some bibliographic instruction sessions in the instructional faculty
member's classroom through the use of laptop computers in a transportable oven. (All, VPs of
Instruction)
3 College Librarians have created LibGuides to facilitate student research, resources and learning
for a variety of PCC courses. (All, VPs of Instruction)
4 Discussion memo sent to Provost on January 12, 2009. Memo discussed current, and future
issues, challenges and opportunities in managing creative, vibrant library and learning center
spaces. Memo included in working agenda notes. (All, VP of Instruction)
Downtown Campus
1 Creation of the Title V Learning Commons model at the Downtown Campus. (DC, VPs of
Instruction)
2 The Downtown Campus Library and Learning Center are being combined to better fulfill the
learning needs of students. Estrella Community College's facility was benchmarked for this
project. This project is part of the Title V grant and has been completed. (DC, W. Ward, AVC
for Facilities)
East Campus
1 The East Campus Learning Center reorganization created additional learning space for students
at the Center. (EC, C. Fugett, President)
Northwest Campus
1 Dedicated new Learning Center space. Remodeling plan has been approved by the President to
include new student study carrels and a café counter with dedicated computers. (NW, D. Padgett,
K. Swank, N. Lam)
2 Explored the concept of coffee shop in the library and a cyber café. Plans will be submitted to
President Lee in May 2009. (NW, D. Padgett, K. Swank, N. Lam)
West Campus
1 All campus libraries have Google Chrome Notebook computers available for student check-out
in spring 2011. Students may use them campus-wide to facilitate group or individual computing
needs. (WC, District IT)
2 College Librarians have created LibGuides to facilitate student research, resources and learning
for a variety of PCC courses. (WC, D. Lammers, R. Gallivan)
3 Three campus planning committee meetings were held February 2, 2009, February 20, 2009 and
March 12, 2009 to allow for input on future use of learning spaces. (WC, L. Albert, President, V.
Cook, VP of Instruction)
4 Two public forums were held (April 24 and May 5, 2009) to foster discussion on opportunities
for improvement and integration of WC Academic Spaces (WC, L. Albert, President)
5 WC brought a team of faculty, staff and administrators on April 9, 2009 to view Estrella
Mountain for ideas for future low or no cost ways to better utilize existing learning spaces. (WC,
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Strategy 4.5
Create an institutional structure of change
Complete
Strategy 4.5 was designed to create an institutional structure of change at the College.
Major accomplishments within this strategy include: (1) Establishment of the Innovation
Award Program and Employee Recognition Program at Desert Vista Campus, (2) Creation
of a workgroup at Desert Vista Campus to generate new ideas, (3) Establishment of the
Campus Watch Program at East Campus for increasing Campus security and reducing risk,
and (4) Faculty training on conflict management and strategies to maximize the teaching
and learning relationship at Downtown Campus.
141
4.5.1
Foster a working environment in which employees, policies,
and practices promote change and reasonable risk.
Presidents
Community Campus
1 At the September 11, 2009 All Campus Meeting, attendees were provided with results of the
Organizational Climate Survey. The meeting included breakout sessions with five to seven staff
members per table discussing specific employee or student issues and developing ideas for
possible responses to each. (CC, S. Lee, President)
2 CC communications have been enhanced to include a quarterly newsletter, daily email Hotsheets,
a suggestion box for employees to offer comments and suggestions, and direct interaction forums
such as "Cake with the Cabinet" which encourages employee input into campus operations. (CC,
S. Lee, President)
3 CC implemented an employee recognition program derived from a national workplace
productivity process called "Fish!". The process includes "Catch-of-the-Day" public recognition
for employees identified by their peers as going above and beyond the routine. Recognition is
accomplished through a campus email publication, information posted in the employee lounge,
and personal appreciation from the President. (CC, S. Lee, President)
4 CC solicited employee feedback for workplace improvements during breakout group sessions in
a workshop held at an all campus meeting. Ideas and suggestions have been openly discussed,
publicized in campus publications, and implemented when possible. (CC, S. Lee, President)
5 CC team and program area retreats often provide avenues for employee feedback and include
discussion of topics related to organizational climate and workplace conditions. (CC, S. Lee,
President)
6 Contract Sales department used multiple vendors to meet training and professional development
requirements for local companies that were funded by the Workforce Innovation in Regional
Economic Development (WIRED) grant. Examples: technical familiarization on Boeing 737
Next Generation and 767 aircraft; geometric dimensioning and tolerancing (GD&T) for
computer-aided drafting (CAD) operators; reverse engineering using a coordinate measuring
machine (CMM); AS 9100 quality control systems for aviation systems; and highly technical
computer hardware and software systems used by the Air Force, the Army and defense
contractors. (CC, N. Russell)
7 Members of the CC President's Cabinet and other campus leadership groups routinely invite
employee feedback at team, project, and program meetings and employees often add agenda
items to those meetings. (CC, S. Lee, President)
8 Numerous changes have been implemented within Adult Education, including changes in class
offerings, class schedule, and length of each session, ELAA orientation, tracking students’
progress tests, evaluating ELAA students, and using standardized forms to track students’
attendance. (CC, S. Lee)
9 Organizational Climate is a standing item for discussion at CC President's Cabinet. Ideas and
discussion related to organizational climate, workplace quality, and productivity are encouraged.
(CC, S. Lee, President)
Desert Vista Campus
1 Established a system of centralized event and vendor scheduling to improve communication and
success of events. Developed an Innovation Award program in which any employee can apply
for funding to improve a process or create a new practice. Established an employee recognition
program. (DV, C. Albrecht, President)
East Campus
1 Instructional lab specialist staff has been cross-trained with the East Campus Library specialist to
do tech-level work at the front desk of the library. (EC, C. Fugett, President)
142
2 Specialized training, "Communicating with Students with Disabilities", was held for employees
at the East Campus. (EC, C. Fugett, President)
3 The East Campus President held 13 "Chat for Change" sessions in 2010, soliciting suggestions
for efficiencies and positive campus change from 95 staff, faculty and students. In 2011, eight of
these sessions were held. (EC, C. Fugett, President)
Northwest Campus
1 VPs of Instruction established daily multidepartment instructional staff meetings to create
productive lines of communication and clear processes. NW created Resource Center to leverage
employee experience and skills in Commons, Adjunct Faculty and Tutoring Centers. (NW, NW
Cabinet, NW VP of Instruction)
4.5.2
Create campus-based think tanks with rotating membership
that meet to recommend change, generate ideas, solve
identified problems and encourage risk.
Presidents
Community Campus
1 All About Learning and Continuing Education have partnered to provide STEM summer camps
to children 5 to 12 years of age. (CC, N. Russell, VP of Instruction)
Desert Vista Campus
1 Established a workgroup on campus to generate ideas. The workgroup will continue to meet
throughout the year. (DV, T. Roush, VP of Instruction)
District Office
1 Reinstituted purchasing workgroup to improve communications and compliance between District
Office and campuses. (DO, T. Harrington, Director of Purchasing)
East Campus
1 As a long-term response to upcoming grant opportunities, the East Campus has developed a
Grant Workgroup to evaluate needs, compile support data, and provide reaction to grant
proposals. (EC, C. Fugett, President)
2 In response to employees, East Campus developed a Book Club which meets regularly to discuss
current publications on social or health related topics. (EC, C. Fugett, President)
3 The East Campus Educational Technology Group was formed to work on the integration of
technology on campus and is currently developing a faculty "sandbox" project. (EC, C. Fugett,
President)
4 The EC Campus Watch Program is an expanding, voluntary model for increasing campus
security and differing crime activity. (EC, C. Fugett, President)
5 The EC Wellness Circle provides options for staff and faculty to expand awareness of healthy
life patterns. (EC, C. Fugett, President)
Northwest Campus
1 Created and promoted author lecture series, Holocaust lecture workshops and women's history
seminar to promote generation of inclusive scholarship. (NW, NW Faculty, NW Cabinet)
2 Established electronic campus work group on MyPima to generate ideas for new building. (NW,
NW Cabinet)
143
4.5.3
Create professional development opportunities that stimulate
creativity and innovation. Suggested topics might include
benefits of conflict, stress reduction, creative problem-solving,
and coaching and leading a change-oriented team.
All Campuses
1 Developed "Leadership and Communication" training which focused on developing strategies to
promote and enhance staff communication and leadership that will increase staff's ability to serve
students and meet program objectives. (All, D. Armstrong, AVC for Personnel Services)
2 Employees participated in a Stress Management training session at All College Day.
Administrative Support Specialists and Coordinators attended a session where they were engaged
in discussions to find solutions to daily work situations. (All, D. Armstrong, AVC for Personnel
Services)
3 Identifying spotlight online courses in the Employee Development system for all employees on
areas pertaining to Stress Management, Problem-solving, Conflict Management. (All, D.
Armstrong, AVC for Personnel Services)
4 VPs of Instruction sent a memo of recommendation to the Provost and the Chair of the
Professional Development Committee, Charlotte Fugett, on ways to refine the faculty success
program on November 18, 2008. The memo was included in working agenda notes. (All, VP of
Instruction)
5 VPs of Instruction sent a memo of recommendation to the Provost for a suggested process for the
development of new online courses. With Nancy Russell as the lead, the VPs of Instruction
understand the recommendation is waited approval of the Chancellor's Cabinet. (All, VP of
Instruction)
Community Campus
1 CC staff presented technology sandbox to give WC faculty opportunity to view new technologies
available for classroom. (CC, WC, N. Russell and V. Cook, VP of Instruction)
Downtown Campus
1 All Faculty Day and Adjunct Faculty Orientation topics will focus on student behavior, conflict
management and developing strategies to maximize the teaching/learning relationship. (DC, H.
2 Downtown Campus has created two work groups to focus on innovative ways to strengthen the
Campus response to issues of sustainability and organizational climate. Membership is voluntary
and cross stratifies employee groups. (DC, H. Muir, VP of Instruction)
3 On All Faculty Day and Adjunct Faculty Orientation and during the regular semester, the
Downtown Campus provides workshops on professional development topics such as My Pima,
Smartboard I, II and III, Advanced PowerPoint, WIMBA training, new subject matter software,
Crystal Reports and advanced email Outlook features. (DC, H. Muir, VP of Instruction)
4 The Title V Tech Team provides one-on-one assistance in the use of educational technology for
students, staff, faculty and administrators as well as periodic workshops such as "sandboxes" and
My Pima assistance. (DC, H. Muir, VP of Instruction)
East Campus
1 The East Campus has created a Brown Bag Series with interesting topics presented by staff,
faculty, and administrators. Additionally, they have provided workshops on Student Code of
Conduct and Classroom Management Techniques. (EC, C. Fugett, President)
2 The East Campus Library Director attended the American Library Association Midwinter
Conference and learned about customer service methods, resource optimization, and
organizational improvement. (EC, C. Fugett, President)
144
Northwest Campus
1 Campus Director of Administrative Services developed a Leadership development plan in
coordination with the Executive Vice Chancellor for Administration using a Pima Community
College District (PCCD) mentor, leadership coach and special projects to improve campus and
District Office workflow and communications. (NW, C. Strom)
2 Campus participated in international celebration of Charles Darwin's birthday with a presentation
by biology faculty, Jennifer Katcher.(NW, J. Katcher, P. Houston)
3 Developed a campus Think Tank which made recommendations for the next academic year
which included Environmental Learning and Sustainability, a Technology "sandbox", and
walking meetings to offering CHM 140. (NW, J. Worrall, C. Strom)
4 Facilitated access to technology awareness and implementation by offering ongoing technical
workshops and asking faculty and staff for innovative ideas. Offered multiple sessions of
MyPima, TurnItIn.Com, Classroom Technology, HTML workshops, SmartBoard training, and
Classroom Innovations. (NW, P. Houston, R. Foth, P. Leverentz, S. Neiderriter, J. White, D.
Meeks)
5 Held a cross-discipline collaborative event involving art, music, and poetry faculty and students
called AMP Art, Music, and Poetry. The event was an outdoor evening celebration open to the
public. (NW, M. Duwell, S. Salmonj, S. Lee, P. Houston)
6 Provided resources for faculty and staff professional and program development. More than
$30,000 was dedicated to program development and almost all of the professional development
funds were allocated to staff and faculty. (NW, A. Conover, P. Houston, D. Padgett, S. Lee)
7 Three NW faculty have taken sabbaticals and brought back innovative ideas and practices for
enhancing teaching and learning. (NW, G. Gonzales, J. Katcher, K. Redig)
West Campus
1 CC staff presented technology sandbox to give WC faculty opportunity to view new technologies
available for classroom. (CC, WC, N. Russell and V. Cook, VP of Instruction)
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Strategy 5.1
Develop and implement an institutional facilities master
plan
Complete
Strategy 5.1 was designed to guide the development and implementation of an institutional
facilities master plan. Major accomplishments within this strategy framework include: (1)
Completion of a Facilities Condition Audit for all District facilities, (2) Approval by the
Board of Governors of facilities capital improvement projects at the Northwest, East, and
West campuses, (3) Projections of growth areas and associated facilities needs district-wide
to better serve students into the future, and (4) Completion of a utilities infrastructure audit
to better understand the lifespan and replacement cost of equipment within the College
utilities infrastructure.
146
5.1.1
Review and assess pertinent background information,
including but not limited to Campus and Site master plans and
the findings of the 2000 North Central Association of
Colleges and Schools Report.
Assistant Vice Chancellor for Facilities, Assistant Vice Chancellor for
Information Technology, and Assistant Vice Chancellor for Academic
Services and Vice Provost
All Campuses
1 The Facilities Department reviewed the Campus and Site master plans and the 2000 North
Central Association of Colleges and Schools report and determined that there was a need to hire
an outside, professional auditing agency to evaluate the condition of all College facilities and
plant equipment. (All, W. Ward, AVC for Facilities)
2 The review of Campus and Site master plans and the 2000 North Central Association of Colleges
and Schools report assessment also revealed a need to review the condition of utilities
infrastructure. (All, W. Ward, AVC for Facilities)
3 The College developed a request for proposals (RFP) and through a selection process selected
Kitchell to perform the facilities condition audit. (All, W. Ward, AVC for Facilities)
4 The Facilities Department also completed a District-wide audit of the way-finding systems as
part of the Americans with Disabilities Act. (All, W. Ward, AVC for Facilities)
5 The Facilities Condition Audit project field assessment is complete for District facilities. The
data were compiled and incorporated into the FAMIS work order system. (All, W. Ward, AVC
for Facilities)
6 The Utilities Infrastructure Audit is complete for the District. (All, W. Ward, AVC for Facilities)
7 The Facilities Condition Audit Phase II project field assessment for District kitchen equipment is
in process. The data will be incorporated into the FAMIS work order system. (All, W. Ward,
AVC for Facilities)
District Office
1 Improve College communications: The College portal, MyPima, has improved communications,
as have various organizational restructurings that more clearly identify communications
channels. The employee Intranet also improves access to important information. (DO, K.
McIntosh, Acting AVC for IT)
2 Improve technology for management and instruction: The College continues to improve and
expand the use of technology for both management and instruction. The introduction of MyPima
was a major step in digitizing many formerly paper-based processes as well as providing digital
support for all credit classes. The College uses Blackboard Vista for its online instruction and
provides training for full-time and adjunct faculty who wish to teach online, hybrid, or
web-supported courses. Administrative processes are increasingly digital, including application
and hiring processes. (DO, K. McIntosh, Acting AVC for IT)
3 Information Technology (IT) works closely with Facilities staff to coordinate IT related activities
such as installation or modifications of communications and networking equipment for all new
construction or renovations of existing structures. (DO, K. McIntosh, Acting AVC for IT)
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5.1.2
Review and assess the outcome of the current life cycle model
for Campus and District Office plants.
Assistant Vice Chancellor for Facilities
All Campuses
1 The results of the facilities condition audit and the utilities infrastructure audits have been input
into the FAMIS work order system with repair schedules and expected lifespans. (All, W. Ward,
AVC for Facilities)
Desert Vista Campus
1 The Desert Vista Campus Central Plant replacement project is complete. The antiquated plant
was replaced with a state-of-the-art modular chiller plant. Upgrades to the roof-top air handling
equipment have also been completed. (DV, W. Ward, AVC for Facilities)
5.1.3
Use enrollment and program planning to forecast amounts and
types of space and equipment that will be required.
Development
All Campuses
1 Based on traffic statistics, identified the need for group advising and targeted programming to be
held within the Student Services Centers or in other facilities of close proximity. (All, VPs of
2 Expanded the use of Student Services Center open spaces to include mini-sessions on such topics
as payment plan, basic computer skills, and MyPima. (All, VPs of Student Development)
3 Facilities funding through the Capital Budget is based on forecasts of enrollment and student
need. On April 16, 2010, the Board of Governors approved a list of capital improvement projects
for fiscal years 2011 and 2012. Planned improvements include:
Northwest Campus: a new building for classrooms, laboratory space and faculty offices. The new
building will free existing space, allowing for the creation of a Student Center that will include a
computer commons, a tutoring area, and other facilities.
East Campus: a new building for classrooms, faculty offices and other educational space. Also,
space currently covered by an overhang will be completely enclosed and turned into educational
space, and extra parking will be added to the west side of the campus.
West Campus: The Fitness and Sports Sciences Building will be renovated to update its heating
and cooling, and to improve space utilization to better serve PCC's student-athletes and the
community. (All, C. Fugett, President)
4 VPs of Instruction and Deans review the advice of advisory committee members on forecasting
equipment needs. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice
Provost)
5 VPs of Instruction are prioritizing new online course development based, in part, upon three year
enrollment data. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice
Provost)
6 VPs of Instruction have agreed that programs approved for Perkins Grant funding will seek
equipment from that source; programs not funded will seek equipment and space from capital.
Also, VPs of Instruction annually reach consensus and rotate on a campus basis which programs
to submit for Perkins funding. (All, VPs of Instruction, B. Murphy, AVC for Academic Services
and Vice Provost)
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7 VPs of Instruction have analyzed the data reflecting increased online enrollments. Thus, Center
for Learning Technology leadership is researching new Learning Management Systems, along
with other new technologies to stay current in offering courses in this modality. (All, VPs of
8 VPs of Instruction have met with Bill Ward to review ongoing and future district-wide facilities
projects. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
9 VPs of Instruction sent memo of update and recommendation to the Chancellor, Provost, Vice
Provost, and Executive Vice Chancellor for Finance and Administration on January 30, 2009.
Memo included in working agenda notes. (All, VP of Instruction)
10 VPs of Instruction use enrollment data when justifying capital projects. (All, VPs of Instruction,
Community Campus
1 Adult Education leadership has reviewed data to predict future enrollments and services; they
have recommended consolidation of learning services across the county. (CC, S. Lee, President,
N. Russell, VP of Instruction, D. Gifford, VP of Instruction)
2 Davis Monthan Advanced Program Manager (APM) had forecasted the amount of additional lab
equipment needed based on the enrollment data indication of high interest in hybrid science
courses. (CC, N. Russell, VP of Instruction, D. Gifford, VP of Instruction)
3 Public Safety and Emergency Services Institute data reflects increasing open enrollment students;
additionally the department has added a new program on Law Enforcement. Thus, space for the
entire department is projected in the new EC building which will save dollars spent leasing the
facility. Also, the EC EMT-Basic program will be able to share recourses with the CC
EMT-Paramedic program. (CC, N. Russell, VP of Instruction, D. Gifford, VP of Instruction)
4 The Public Safety and Emergency Services Institute conducts bi-annual reviews of its equipment
needs to remain current in EMT technologies. (CC, N. Russell, VP of Instruction, D. Gifford, VP
of Instruction)
Desert Vista Campus
1 Desert Vista is currently expanding the learning center to combine the tutoring functions of the
credit, CTD, and GED programs. (DV, C. Albrecht, President, T. Roush, VP of Instruction)
2 Desert Vista is currently renovating B151 to convert the large computer lab space into three
classrooms, to better serve students. (DV, C. Albrecht, President, T. Roush, VP of Instruction)
3 Desert Vista used enrollment data to justify the creation of a new Medical Assisting lab to
support the medical assisting program and the new phlebotomy program. (DV, C. Albrecht,
President, T. Roush, VP of Instruction)
District Office
1 A classroom utilization report has been developed that provides data on student use of classroom
space by day of the week and hour of the day (DO, M. Dworschak, Director of Business
Operations)
Downtown Campus
1 All Innovative Pilot Programs currently are under review and must submit an enrollment and
program business plan by June 4, 2010. (DC, H. Muir, VP of Instruction)
2 DC is designing informal learning spaces inside and outside its classrooms to maximize the
limited amount of space that exists on its campus. (DC, H. Muir, VP of Instruction)
3 DC is using enrollment data, program planning scheduling information, student demographics
and completed educational technology training to forecast the usage of Learning Studios and
assign qualified staff. (DC, H. Muir, VP of Instruction)
4 DC utilizes enrollment data and monitors equipment usage in an effort to forecast needed
equipment for the annual Capital Outlay process. (DC, H. Muir, VP of Instruction)
5 Program reviews require use of enrollment and program planning data to forecast amounts and
types of space and equipment that will be required to maintain, expand and/or reduce the scope
of the program under review. (DC, H. Muir, VP of Instruction)
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6 Title V at DC is offering teaching and learning workshops to maximize the number of classes
using online learning materials and increase student retention rates. (DC, H. Muir, VP of
Instruction)
East Campus
1 As a cost saving measure, the East Campus efficiently closed the Northeast Center and absorbed
the enrollment so that student educational plans were not disrupted. (EC, C. Fugett)
2 Based on enrollment in the sciences, EC will be planning for the use of a new building approved
by the Board of Governors during the May 2010 Board of Governors meeting. (EC, M. A.
Martinez Sanchez, VP of Instruction)
3 Classroom space at the campus and at the UA South Tech Park is being used for new logistics
classes. (EC, M. A. Martinez Sanchez, VP of Instruction)
4 EC has examined proposed plans to increase testing and storage space for the EMT program in a
building expansion approved by the Board of Governors during the May 2010 Board of
Governors meeting. (EC, M. A. Martinez Sanchez, VP of Instruction)
5 EC is exploring the possibility of a Title III grant to fund the re-design of instructional services to
better serve students and faculty. (EC, M. A. Martinez Sanchez, VP of Instruction)
6 Increased training of faculty and use of Smart Boards in math classrooms. (EC, M. A. Martinez
Sanchez, VP of Instruction)
7 Increases in the numbers of Administration of Justice and EMT sections have led to more
extensive usage of classroom and storage space at the Northeast Center. (EC, M. A. Martinez
Sanchez, VP of Instruction)
8 Perkins funds usage to update and upgrade equipment in EMT. (EC, M. A. Martinez Sanchez,
VP of Instruction)
9 Reconfiguration of public use and student use computers at the Northeast Center due to increased
student usage. (EC, M. A. Martinez Sanchez, VP of Instruction)
Northwest Campus
1 Developed a classroom utilization plan by conducting a gap analysis. (NW, D. Padgett, A.
Conover, P. Houston, D. Morris-Murphy)
2 During summer 2010, three math classrooms will be fitted with lecture capture capabilities. Four
NW math instructors will be trained to incorporate lecture capture technology into their online,
hybrid and traditional classes. (NW, V. Cook, VP of Instruction)
3 In response to increased enrollments and campus traffic, the Campus Resource Center (CRC)
was created to consolidate technological trainings and adjunct faculty resources. The focus
remains on high quality service for students, faculty and staff, while at the same time creating
efficiencies by adjusting scale of services and cross-training instructional staff. (NW, V. Cook,
VP of Instruction)
4 Increased demand for computer use in the Computer Commons has generated plans for a
re-configuration of student and community use computers. The new plan will move computers
from a linear formation to a flexible, distributed floor plan with more space for the use of
laptops. (NW, V. Cook, VP of Instruction)
5 Northwest Campus began renovations on traditional classroom D 301 in summer 2010 to create a
multi-use classroom with lab and study space for science students. (NW, V. Cook, VP of
Instruction)
6 Northwest Campus received BOG approval to build a 47,000 square foot space with science
classrooms and laboratories and an upgraded student space at the Northwest Campus.
Architectural team identified and approved in Spring 2011. (NW, J. Kooi, Cabinet)
7 NW is re-designing all of the instructional service areas on the 2nd floor of the "B" building to
better serve the increase of student, faculty and staff needs. Application for a Title III grant to
fully fund the project is underway with a due date of June 2010. (NW, V. Cook, VP of
Instruction)
8 Secured new building interactive rendering for a future science and occupational program
building. (NW, S. Lee)
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9 Secured permission to lease occupational faculty office relocatable for 2010-2011. Capital
project approved May 2009. (NW, S. Lee, C. Strom, S. Moen)
10 To better integrate Student Government and Student Life with the general student population, the
Student Life office moved from A 220 to the newly-designed Student Lounge area in D 203.
11 To maximize classroom usage and increase sections in writing, math, and social sciences, three
traditional classrooms have been designated as hybrid rooms for scheduling spring 2010 and fall
2011 sections. (NW, V. Cook, VP of Instruction)
12 Using data indicating growing enrollments of math and sciences, NW will begin a series of
forums to plan the best use of space and technologies for a new building approved at the May
2010 Board of Governors meeting. (NW, V. Cook, VP of Instruction)
13 With the high demand for quiet, contained study spaces in mind, NW has created a total of four
new study rooms in the Library. (NW, V. Cook, VP of Instruction)
West Campus
1 Advisory boards for all occupational areas assist those areas in determining needs, including the
boards for Fine Arts, Digital Arts and the Health Related professions. (WC, D. Lammers, VP of
Instruction)
2 Digital Arts (DAR) and Fine Arts (ART) share are lab space for printing and also share a
classroom for an ART/DAR photo class. (WC, D. Lammers, VP of Instruction)
3 Faculty Resource Center (FRC) reconfiguration. (WC, D. Lammers, VP of Instruction)
4 Medical Lab Tech received Perkins Funds and used them to get equipment up to industry
standards. (WC, D. Lammers, VP of Instruction)
5 New dance floor purchase and remodel of the dance room. (WC, D. Lammers, VP of Instruction)
6 Perkins funds usage: update/upgrade equipment and software for Fashion Design program,
support for an instrumental program manager, and the redesign of two classrooms into one
Fashion Design classroom/lab. (WC, D. Lammers, VP of Instruction)
7 Title V funds used in the Nursing program to add current technologies and to fund temporary
employees. College capital funds have also been used to reconfigure classrooms. (WC, D.
5.1.4
Hire outside expertise, as needed, to guide plan development.
All Campuses
1 The architectural/engineering firm GLHN Architects has conducted in-depth analysis of the
West, Downtown, and East Campus infrastructure to assist the college in long-range planning
and development of facilities. (All, D. Bea, EVC for Administration)
2 The district-wide facilities condition audit was conducted by Kitchell and is complete for District
facilities. The audit inspected all facilities as part of the project. The data that were gathered
were incorporated into the FAMIS work order system. (All, W. Ward, AVC for Facilities)
5.1.5
Establish a means to fund the predictable rate of facilities and
equipment depreciation.
All Campuses
1 Altiris software is being used by Facilities to track equipment. (All, W. Ward, AVC for
Facilities)
2 Kitchen equipment was evaluated during the facilities condition audit and the collected data will
be incorporated into the FAMIS work order system. (All, W. Ward, AVC for Facilities)
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3 The data gathered during the utilities and facilities condition audits have been and will be
utilized during the capital budget process to ensure that equipment nearing its expected end of
life is included in the capital budget plan and funded to ensure the timely replacement of
equipment. Additionally, the annual operating budget includes funding for regular and preventive
maintenance for District equipment and infrastructure. (All, D. Bea, EVC for Administration)
4 The facilities condition audit was conducted by Kitchell and is complete for District facilities.
The data from the audit included the estimated lifespan and estimated replacement cost for each
piece of equipment along with a summary by fiscal year of estimated total dollars needed by the
College to make the suggested improvements. This data was incorporated into the FAMIS work
order system. (All, W. Ward, AVC for Facilities)
5 The utilities infrastructure audit was conducted by GLHN and is complete for District facilities.
The data that were gathered included the estimated lifespan and the estimated replacement cost
for utilities infrastructure. This data was incorporated into the FAMIS work order system. (All,
W. Ward, AVC for Facilities)
5.1.6
Establish facilities management principles that align plant
development and facilities renovations, purchases and leases
with College goals.
Student Services, and Assistant Vice Chancellor for Academic
All Campuses
1 A new secure process for the collection and recycling of used, "wiped", and crushed hard drives
from College computers was developed and implemented. (All, W. Ward, AVC for Facilities)
2 An improved Capital Project Development submittal system was established to improve
consistency of equipment replacement. (All, W. Ward, AVC for Facilities)
3 As a result of the District-wide Student Services project, the Facilities Department instituted a
number of facilities management improvement methods used to manage excess furniture and
equipment. Surplus college furniture and equipment inventory is stored and managed by
Materials Management for use district-wide. (All, W. Ward, AVC for Facilities)
4 Canceled lease on Northeast Learning Center and where applicable, consolidated operations to
other PCC locations. (All, W. Ward, AVC for Facilities)
5 Coordination of display racks for materials within the Student Services Centers. (All, VPs of
Student Development, AVC for Student Services, AVC for Academic Services and Vice Provost)
6 Coordination of signage within the Student Services Centers. (All, VPs of Student Development,
AVC for Student Services, AVC for Academic Services and Vice Provost)
7 Facilities has partnered with the Contracts Department to put into place new procedures to
standardize our lease agreements and support documentation and to track them with the
Omniware database. (All, W. Ward, AVC for Facilities)
8 Leased space from under-utilized Green Valley Performing Arts Center to charter school. (All,
9 Materials Management identifies functional furniture which is then separated from auction items.
Furniture from campuses is tracked and stored by like items to allow for re-use by others. Surplus
inventory is being managed for use college-wide. (All, W. Ward, AVC for Facilities)
10 Physical remodel of Student Services facilities in the form of Student Services Centers. (All, VPs
of Student Development, AVC for Student Services, AVC for Academic Services and Vice
Provost)
11 Purchase of Q-nomy customer experience management software and identification of related
equipment for purchase and placement within the Student Services Centers for use in serving and
tracking student usage. (All, VPs of Student Development, AVC for Student Services, AVC for
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12 To establish better consistency and coordination of the installation of signs throughout the
District, signage is now the responsibility of the Facilities Department. (All, W. Ward, AVC for
Facilities)
Desert Vista Campus
1 DV worked with the AVC for Facilities to install a new state of the art chiller system, which is
predicted to save 40% in energy costs. The removal of the old equipment will make way for the
creation of the medical assisting/phlebotomy lab. (DV, W. Ward, AVC for Facilities, C.
Albrecht, President)
District Office
1 Physical restructure of the layout of SSCs are aligned with the redesign of the Student Services
Center approach. Line management systems, self serve stations, staff stations, and welcome
centers are all aligned college-wide and have been implemented. (DO, AVC for Facilities, AVC
for Student Services, AVC for Academic Services and Vice Provost)
East Campus
Facilities)
5.1.7
Develop a list of quantitative and qualitative standards to
guide facilities and property development that are sensitive to
environmental issues and community impact.
Assistant Vice Chancellor for Facilities, and Presidents
All Campuses
1 A project for rainwater harvesting is being implemented at NW campus. This environmental
project involved working with students and staff to determine what water harvesting techniques
should be incorporated, what equipment is needed, and where the equipment should be installed.
Equipment is scheduled to be installed at NW during summer 2011. Future rainwater harvesting
projects at other locations will use the standards developed during this initial project at NW.
(All, W. Ward, AVC for Facilities)
2 Improving the efficiency of antiquated equipment is fundamental to our equipment replacement
process (e.g. DV central plant, WC Center for the Arts). (All, W. Ward, AVC for Facilities)
3 To determine standards and guidelines for future projects, Facilities personnel use various
methods including: benchmarking other community colleges (student services redesign); using
data gathered from College projects (NW faculty offices); and working with various stakeholders
to determine project needs (NW rainwater harvesting project). These standards and guidelines
are documented and used to direct planning and implementation of future projects. (All, W.
Ward, AVC for Facilities)
Desert Vista Campus
1 DV and Facilities Department have evaluated facilities projects for environmental issues and
community impact. The campus has installed a new chiller that is more efficient and
environmentally friendly. (DV, J. Bia)
East Campus
1 The East Campus Basin Renovation project leaders met with East Campus Biology and Art
Faculty and the Academic Dean to create a plan which would include, as part of the renovation,
outdoor learning spaces for the arts and the sciences. (EC, EC President, EC Academic Dean, EC
Faculty, Facilities Project Managers)
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Northwest Campus
1 Four Cabinet members served on the architect selection committee in Spring 2011. NW Cabinet
and faculty members developed a Water Harvesting Plan to mitigate erosion and encourage
growth of native plants. (NW, NW Cabinet, NW Faculty)
5.1.8
Establish short term and long term facilities goals
All Campuses
1 Information is now in the Facilities Management System which ensures that necessary
maintenance is scheduled and completed as required and future projects will be incorporated into
the capital budget process. (All, W. Ward, AVC for Facilities)
2 The facilities condition audit was conducted by Kitchell and is complete for District facilities.
The data from the audit included the estimated lifespan and estimated replacement cost for each
piece of equipment along with a summary by fiscal year of estimated total dollars needed by the
College to make the recommended improvements. This summary is reviewed each year to
determine priorities and goals for both capital projects and regular and preventive maintenance
required for District equipment and infrastructure. (All, W. Ward, AVC for Facilities)
3 The Utilities Infrastructure Audit is complete for the District. The final report is planned to be
completed by the auditor by July 1, 2011. (All, W. Ward, AVC for Facilities)
5.1.9
Establish measures to assess status and progress.
Executive Vice Chancellor for Administration, and Presidents
All Campuses
1 The information now in the FAMIS work order system provides status reports and enables future
reporting capabilities. (All, D. Bea, EVC for Administration)
Desert Vista Campus
1 DV assesses status and measures progress through periodic meetings with Facilities staff as an
agenda item on campus cabinet agenda. AVC for Facilities also serves as a guest at campus
cabinet meetings and provides project updates throughout the year. (DV, J. Bia)
East Campus
1 Project Managers for the East Campus Basin Renovation and E-4 Building Overhang Expansion
provided East Campus administration with weekly email updates, updates to campus Cabinet
meetings, and met with faculty and staff at All Campus meetings. (EC, EC President, Facilities
Project Manager, AVC for Facilities)
Northwest Campus
1 Campus leadership facility managers to update campus resources in building B, create hybrid
science learning lab, enlarge parking lots, consolidate the library in B-3, create an instructional
administrative suite, and redesign the Student Life area. (NW, NW Cabinet, C. Strom)
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Strategy 5.2
Develop an instructional facilities model
Complete
Strategy 5.2 was designed to oversee the development of an instructional facilities model
through an analysis of existing facilities, research and the design of multi-use learning
environments. Major accomplishments within this strategy include: (1) The Vice Presidents
of Instruction toured all PCC campus learning centers during the Spring 2009 semester and
analyzed operations at their campuses, with a focus on alternative learning deliveries, (2)
Approaches used by other colleges were researched, including information from Columbian
Basin, Rio Salado, and Allegheny, (3) Supported by the Downtown Campus’s Title V
funding, two existing classrooms will be reconfigured to the Learning Studio standards, (4)
All PCC campuses are staying current with the Downtown developments and are examining
their facilities in the context of these developments, and (5) A range of activities have been
carried out across all campuses and notable developments include the remodeling of adjunct
faculty offices at Northwest, deploying the latest technology in a computer lab for Nursing
students at West, remodeling at the East Campus to include space for a health clinic for
students, and conversion of a classroom at the Community Campus El Rio Learning Center
into a computer lab to allow students to participate in self-paced classes.
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5.2.1
Analyze existing College instructional facilities which use
alternative learning deliveries.
All Campuses
1 VPs of Instruction toured all Pima Community College campus learning centers and interviewed
the center directors and/or librarians during the 2009 Spring semester. The Vice Presidents also
analyzed each operation on their own campuses as to how effective the various alternative
learning deliveries were in terms of student success and persistence. (All, VP of Instruction)
Community Campus
1 Provide support and service to all class and conference room facilities to meet the needs of
alternative learning deliveries. (CC, S. Lee)
Desert Vista Campus
1 VPs of Instruction conducted a survey of all campus learning centers to look for best practices.
VPs of Instruction developed discussion points towards a new approach to learning centers
where library functions and learning centers were integrated. (DV, T. Roush, VP of Instruction)
Downtown Campus
1 An ongoing analysis of the use of an Alternative Learning Center for delivery of self-paced
writing and math modular courses has resulted in the decision to cease such activities in this
space for math instruction, while increasing the use of the space for writing instruction. (DC, D.
Wright, Division Dean)
5.2.2
Research and evaluate data from recognized higher education
institutions that are leaders in maximizing the use of
technology and classroom facilities.
Assistant Vice Chancellor for Information Technology, and Vice
Presidents of Instruction
Desert Vista Campus
1 As part of the Downtown Campus Title V project, other institutions of higher learning were
reviewed. Information from those reviews was utilized in the design phase of the Downtown
Campus Title V project. (DV, T. Roush, VP of Instruction)
District Office
1 The Information Technology (IT) Committee subcommittees on academic standards and
mentoring (addressing requirements in College Plan 6.2 and 6.3) conducted research of peer
institutions and leaders in academic technology to support their recommendations for PCC
standards in learning environment software, hardware, and professional development of faculty
in the use of these tools. The research has been completed, compared against current baseline
standards, and the reports of the subcommittees will be provided to the IT Committee by October
2009. (DO, A. Leible, AVC for IT)
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Downtown Campus
1 As part of the Downtown Campus Title V project, data from Columbian Basin Community
College (CC), Estrella Mountain CC, Rio Salado CC, Allegheny CC, Arizona State University
and Chandler Gilbert CC were examined and the concept of radical flexibility in space usage and
technology deployment was developed for the Downtown Campus's Center for Integrated
Learning. In addition, experts and consultants from Estrella Mountain CC and Florida State
University have been contracted in terms of use of new technologies in the classroom. West
Campus has also reviewed several College models and "field trips" to Estrella Mountain CC have
occurred during the 2008-09 fiscal year. The trips have included faculty, staff and administrators
from West and Downtown Campuses, as well as staff and administrators from District IT,
Facilities and Project Architects. (DC, H. Muir, VP of Instruction)
2 Ongoing analysis through participation in a workgroup comparing peer institutions with regard to
the use of technology and classroom facilities. Site visits made in conjunction with DC Title V
program to Estrella Mountain CC completed 5/31/09, and NCA sponsored site visits to
Westwood College campuses in Colorado and California completed 06/03/09, and to Prairie
State College completed 10/22/08. (DC, D. Wright, Division Dean)
5.2.3
Educate the College community on flexible learning spaces
and strategies.
All Campuses
The memo is included in the working agenda notes. (All, VP of Instruction)
Community Campus
1 Meeting with faculty (once a quarter) on available technology and advances in flexible learning
spaces and strategies. (CC, S. Lee)
Desert Vista Campus
1 Desert Vista Campus has begun initiatives to reform uses of its Atrium, Learning Center, and
Patio areas. A new centralized scheduling initiative has helped to inform multiple facilities users
of new ways of viewing facilities' use. Programs at West and Downtown campuses have involved
staff and faculty in the process to evaluate and re-focus on facilities use. (DV, T. Roush, VP of
Instruction)
Downtown Campus
1 As part of the Downtown Campus Title V project, the Center for Integrated Learning model has
been shared with all campus administrations, to the public via a presentation to the Board of
Governors in an open meeting, and in open forums to students, staff, faculty, administrators and
the general public at both the West and Downtown Campuses. West Campus has also held open
forums concerning their concepts of flexible learning spaces and strategies during the 2009
Spring semester. (DC, H. Muir, VP of Instruction)
2 On-going Faculty Institute for Technology and Training (FITT) developed by Title V program.
The first division receiving the training this summer is the Downtown Campus Science and
Communication Arts division with meetings held on All Faculty Day, 05/31/09 and 06/05/09 so
far. (DC, D. Wright, Division Dean)
Northwest Campus
1 Analyzed existing College instructional facilities by expanded use of e-classes through hybrid
and fully online through the use of a computer oven. Hybrid courses increased by 30% in Fall
2008 and 92% in Spring 2009. Online courses increased by 185% in Fall 2008 and by 21% in
Spring 2009. (NW, D. Padgett, P. Houston, A. Conover)
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2 Developed classroom short- and long-term usage plan for optimal class size. (NW, D. Padgett, A.
Conover, P. Houston)
5.2.4
Develop facilities standards to maximize space and respond to
current and future learning styles.
Information Technology, and Assistant Vice Chancellor for Academic
All Campuses
1 The District-wide Student Services remodeling project is complete. This capital improvement
project standardized student services operations throughout the District and provides for
improved operations of these areas. (All, W. Ward, AVC for Facilities)
Community Campus
1 Provide support, service and design to maximize space and respond to current and future learning
styles (PSI, DM, etc). (CC, S. Lee)
District Office
1 District and Campus Information Technology (IT) personnel provide network connectivity and
customer services for all facilities and projects through campus and District IT staff as needed,
and endeavor to identify all aspects of each project to ascertain its technical requirements and
make recommendations for the best technology fit for that project. (DO, A. Leible, AVC for IT)
Downtown Campus
1 As part of the Downtown Campus Title V project, the Center for Integrated Learning adopted
standards for the four Learning Studios that maximize room usage and allows for the deployment
of the latest technologies responding to the learning styles and characteristics of the Millennial
generation of students (the largest number of Community College students). (DC, H. Muir, VP of
Instruction)
2 The Downtown Campus Library and Learning Center were combined to better fulfill the learning
needs of students. Standards for IT, AV equipment, furniture, classroom size, etc. have been
created based upon this project (DC, W. Ward, AVC for Facilities)
Northwest Campus
1 Adjunct faculty offices at Northwest Campus have been remodeled and are now used as a
standard for redesign of other adjunct faculty offices (NW, W. Ward, AVC for Facilities)
West Campus
1 The West Campus D-1 Nursing Computer classroom is a Title V project and sets a standard for
future computer classrooms by including the latest technology to respond to the learning styles
and characteristics of a new generation of nursing students. (WC, W. Ward, AVC for Facilities)
2 West Campus D-1 Nursing-Phase 2 simulation labs are complete. As part of this Title V project,
standards are being developed for health care simulation labs that will guide future development
of such areas across the health care curriculum and the latest technology will be deployed to
respond to a new generation of heath care students. (WC, W. Ward, AVC for Facilities)
3 West Campus Medical Laboratory Technology/Geology Labs are complete. As part of this
project, standards for Medical Lab Technician laboratories have been established, and the latest
technology is being developed to respond to learning styles and characteristics of a new
generation of learners. (WC, W. Ward, AVC for Facilities)
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5.2.5
Redefine and reconfigure existing interior and exterior spaces
into formal and informal learning areas.
Vice Presidents of Instruction, and Assistant Vice Chancellor for
Facilities
All Campuses
Community Campus
1 El Rio Learning Center converted one of its classrooms into a computer lab that will allow
students to participate in self-paced classes. (CC, S. Lee)
2 Provided wireless technology and copier resources as a means for redefining formal and informal
learning spaces. (CC, S. Lee)
Desert Vista Campus
1 Redefinition of uses of the campus Atrium and Patio areas is nearing completion. Many public
functions will be scheduled for the Patio area, leaving the Atrium available as a student
interaction area. We expect completion by fall 2009. (DV, T. Roush, VP of Instruction)
2 The former Desert Vista central plant chiller and boiler rooms are being converted into
classroom spaces to increase space for campus programs. (DV, W. Ward, AVC for Facilities)
Downtown Campus
1 Facilities and the Downtown Campus are working to establish a cabinet-making training facility
at the Maintenance and Security Carpentry Shop for use to train students after-hours when the
shop is not being utilized. (DC, W. Ward, AVC for Facilities)
2 For DC's Title V project, two existing classrooms will be reconfigured to adhere to the
aforementioned Learning Studio standards and two existing campus spaces will be redesigned
into Learning Studios as well. In addition, as a Computer Aided Drafting (CAD) class project, all
exterior areas of the Downtown Campus within the campus boundaries are being redesigned as
informal learning areas to capitalize on the need for more informal learning spaces and the
growing number of wireless computer users. All Pima Community College campuses are staying
current with the Downtown Campus Title V developments and are examining both their own
alternative learning facilities and learning spaces in the context of these developments. (DC, H.
needs of students. This project is part of the Title V grant. Estrella Community College's facility
was benchmarked for this project. (DC, W. Ward, AVC for Facilities)
East Campus
1 A conference room at the East Campus has been transformed into a Webinar Center for faculty
and staff use. (EC, C. Fugett, President)
Facilities)
3 In partnership with Marana Health Clinics, the East Campus remodeled its limited space to
include a small health clinic for the benefit of students, staff and the surrounding community.
4 The EC's Lecture Under the Stars series is held at night in an area of campus known as the
Outdoor Learning Center. (EC, C. Fugett, President)
5 The EC's Sculpture-On-Campus program utilizes the campus' natural beauty as a venue for
regional three dimensional sculptures. (EC, C. Fugett, President)
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Northwest Campus
1 The Northwest Campus hill-side erosion control and tree planting project is complete. This work
will prevent erosion of campus grounds and allow for improved water drainage. (NW, W. Ward,
AVC for Facilities)
5.2.6
Design multi-use learning environments such as a
warehouse-type facility with various sized classrooms and
storage facilities around the perimeter.
Vice Presidents of Instruction, and Assistant Vice Chancellor for
Facilities
All Campuses
Desert Vista Campus
1 In conjunction with the other VPs of Instruction, recommendations were developed to integrate
Library and Learning Center resources and to enable seamless interaction between these two
learning environments. (DV, T. Roush, VP of Instruction)
Downtown Campus
1 As part of the Downtown Campus Title V project four learning studios, one mini learning studio
training room, a renovation of AH 110 for multiple discipline usage (ART, BCT, MAT and
general education courses) and plans for more informal learning areas in exterior spaces will be
developed during the next four years. These changes will allow much more flexible uses of the
existing campus facilities for non-credit and credit learning activities. (DC, H. Muir, VP of
Instruction)
2 Facilities and the Downtown Campus are working to establish a cabinet-making training facility
at the Maintenance and Security Carpentry Shop for use to train students after-hours when the
shop is not being utilized. (DC, W. Ward, AVC for Facilities)
needs of students. This project is part of the Title V grant. Estrella Community College's facility
was benchmarked for this project. (DC, W. Ward, AVC for Facilities)
4 We are working in collaboration with Maintenance and Security to move our Cabinet making
program to the S. Country Club site in the Facilities Carpenter shop. This will be a collaborative
effort that will be a win-win situation in several ways. It will provide more room for the training
that is currently too crowded to be a safe working environment, free up space for the rest of the
training that goes on in the same area, and provide space for more of the needed equipment to
teach this program properly. Facilities will gain the benefit of having a better equipped shop.
Additionally, Facilities will use the space during the day, and the program will use the space in
the evenings (and possibly weekends), making this a multi-purpose shop for the benefit of the
college in programming and in service. (DC, T. Forster, Division Dean)
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Strategy 5.3
Integrate environmentally sustainable design and
maintenance practices
Complete
Strategy 5.3 was designed to integrate environmentally sustainable design and maintenance
practices throughout the College. Major accomplishments within this strategy include: (1)
Facilities improvements are being made using environmentally friendly roofing materials,
(2) Establishment of sustainability work groups, consisting of students and employees, at
the District Office and all campuses to provide recommendations and guidance, (3)
Installation of a new central plant at the Desert Vista Campus, (4) Hosting a water
sustainability special presentation at the East Campus, and (5) Development of a
comprehensive strategy to promote sustainability, including college-wide workshops,
adoption of a college-hosted annual symposium on sustainability, and internal marketing to
increase sustainability awareness.
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5.3.1
Research how sustainability initiatives are being implemented
in educational facilities.
All Campuses
1 Based upon research that was performed, roofs are being repaired with environmentally friendly
roofing material. (All, W. Ward, AVC for Facilities)
2 Based upon research that was performed, the paint shop is using paint with low volatile organic
compounds (VOC). (All, W. Ward, AVC for Facilities)
3 Environmental Health and Safety has improved the handling and regulatory compliance for the
collection and recycling of used fluorescent tubes, light bulbs, batteries, and electronic waste.
4 New water treatment company (NALCO) uses environmentally sound chemicals. (All, W. Ward,
AVC for Facilities)
Community Campus
1 The four adult learning centers participate in the College's recycling program. (CC, S. Lee)
District Office
1 Space Management, Project Management, and Facility Assessment modules are being added to
the FAMIS software license. (DO, W. Ward, AVC for Facilities)
5.3.2
Establish sustainability goals (cost benefit analysis is implied
in setting goals) for design, construction, renovation and
maintenance of physical assets.
All Campuses
1 College furniture vendor provides equipment that is high quality, long lasting and can be re-used,
restored, and recycled. (All, W. Ward, AVC for Facilities)
2 Energy Management Control System upgrades are ongoing and include installation of routers and
other equipment like digital controls that will eliminate the need to have desktop computers at
each location running 24/7/365 for control of Heating, Ventilation, and Air Conditioning
(HVAC) systems. This upgraded equipment will continue to allow for the monitoring and control
of HVAC systems from remote locations. (All, W. Ward, AVC for Facilities)
3 Facilities and Finance conduct analyses to determine the best approach with equipment
replacement. (All, W. Ward, AVC for Facilities)
4 Facilities and Finance have worked closely to ensure various multi-campus Capital Projects are
sufficiently funded as part of the annual capital budget process. Each year the College identifies
the funding necessary to replace outdated and obsolete equipment with more efficient and useful
equipment. (All, W. Ward, AVC for Facilities)
5 Facilities, Finance, and IT worked together to evaluate and implement PC energy conservation
software. The cost savings were included in the FY 2012 budget. (All, W. Ward, AVC for
Facilities)
6 The architectural/engineering firm GLHN Architects has conducted in-depth analysis of the
West, Downtown, and East Campus utilities infrastructure to assist the college in long-range
planning and development of facilities. (All, W. Ward, AVC for Facilities)
7 The district-wide facilities condition audit has been conducted by Kitchell, with expected
lifespan and replacement schedules added to the FAMIS work order system. (All, W. Ward,
AVC for Facilities)
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Desert Vista Campus
1 Began installation of a new central plant at DV, replacing the 30-year old unit. The plant is
expected to reduce heating and cooling costs 30% and will be fully operational by February
2010. Actively promoted a campus recycling program and participated in Keep Tucson Beautiful
by adopting a section of the Calle Santa Cruz. Planned for a community garden with construction
to begin January 2010. (DV, C. Albrecht, President, E. Wheeler, Division Dean)
2 The Desert Vista Campus Central Plant replacement project is complete. The antiquated plant
was replaced by a state-of-the-art modular chiller plant. Upgrades to the roof-top air handling
equipment have also been completed. Cost savings are estimated at greater than $100,000 per
year. (DV, W. Ward, AVC for Facilities)
Downtown Campus
1 All Title V construction developed consistent with Green principles. (DC, H. Muir, VP of
Instruction)
2 Created a Campus Sustainability Work Group composed of faculty, staff and administrators to
identify sustainability projects and areas of campus to focus on. Met twice in the 2009 Fall
semester. Campus Sustainability Work Group is developing a set of recommendations for the
design of a green campus. (DC, H. Muir, VP of Instruction)
3 The CAD 196 class developed the AH Patio and LB Exterior Student Study Area plans that were
submitted for the Capital Outlay request. The plans included green and sustainable features. (DC,
H. Muir, VP of Instruction)
Northwest Campus
1 Created a Northwest sustainability work group to identify environmentally friendly
recommendations with proper funding to maintain NW environmental sensitivity. (NW, D.
Padgett, VP of Instruction)
5.3.3
Recommend target funding levels to accomplish sustainability
goals.
Assistant Vice Chancellor for Finance
All Campuses
1 Facilities and Finance have worked closely to ensure multi-campus Capital Projects are
sufficiently funded as part of the annual capital budget process. Each year the College identifies
the funding necessary to replace outdated and obsolete equipment with more efficient and useful
equipment. (All, W. Ward, AVC for Facilities)
5.3.4
Develop a college-wide strategy which raises awareness and
educates the College community on practices that support
sustainability.
Development
All Campuses
1 A rainwater harvesting project is being implemented at NW campus. The project included
working with students and staff to determine what water harvesting techniques should be
incorporated, what equipment is needed, and where the equipment should be installed.
Equipment is scheduled to be installed at NW during summer 2011. Future plans include
expanding the project to other campuses. (All, W. Ward, AVC for Facilities)
2 Appoint one district-wide administrator to "lead" and gather sustainability suggestions, forward
to correct departments and provide feedback. (All, VPs of Instruction, B. Murphy, AVC for
163
3 Awareness and education of the College community for the DV central plant replacement project
included articles in @PimaNews, mention at All College Day, and articles in other publications
including Facilities Manager Magazine, and a best practice case study on McQuay International's
website. (All, W. Ward, AVC for Facilities)
4 Campuses and District Office each establish sustainability workgroups, including employees and
students. Workgroups will examine local sustainability challenges and implement locally as
applicable. Will forward suggestions for district-wide consideration. (All, VPs of Instruction, B.
Murphy, AVC for Academic Services and Vice Provost)
5 College Marketing and Video Production departments produce internal and external campaigns
to promote sustainability concepts and initiatives.
a. Run video PCC television station
b. Stream video via links on PCC website
c. Sustainability Tip of the Week in @PimaNews
6 Community Campus VPs of Instruction carpool to meetings whenever possible to save energy
and costs. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
7 Complete a feasibility study regarding non-credit/credit/certificate/degree programs in
sustainability disciplines. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and
Vice Provost)
8 Desert Vista Community Garden - water harvesting, solar power. (All, VPs of Instruction, B.
9 East Campus - solar usage. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and
Vice Provost)
10 Encouraging "Think Before You Print" campaign in all emails. (All, VPs of Instruction, B.
11 Establish "Think Green" suggestion boxes across the College. (All, VPs of Instruction, B.
12 Establish MyPima "blog" for employees and students to share sustainability tips and best
practices. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
13 Host college-wide conference for faculty, staff, students and community members in Fall 2010 to
educate the broader College community on the concepts of sustainability. (All, VPs of
14 Northwest Campus redesign - energy conservation. (All, VPs of Instruction, B. Murphy, AVC for
15 Partner with vendors (Sodexho, Follett) to establish sustainability initiatives. (All, VPs of
16 PCC Adult Education reusing its textbooks to a greater extent. (All, VPs of Instruction, B.
17 Survey faculty on how they are presenting sustainability in their classes; work with CDACs to
share and increase sustainability discussions, assignments, and projects. (All, VPs of Instruction,
18 Sustainability workgroups develop and host workshops at campus locations to educate the
College community on sustainability topics as they relate to work and daily life. (All, VPs of
19 Sustainability workgroups host sustainability forums to be held college-wide to facilitate sharing
of campus initiatives and best practices. (All, VPs of Instruction, B. Murphy, AVC for Academic
20 The College launched a four-credit weekend course in solar technology, offered through the East
Campus. This course, called Beginning Photovoltaic Technology, prepares students to become
certified solar panel installers and uses equipment installed at EC. (All, W. Ward, AVC for
Facilities)
21 The College received the Community College Business Officers' (CCBO) 2010 Exemplary
Practice Award for the Desert Vista Campus Modular Central Plant Replacement project
completed during winter 2009-10. (All, W. Ward, AVC for Facilities)
164
22 VPs of Instruction encouraging staff to use double-sided copies, and reuse paper to print on the
2nd side. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and Vice Provost)
24 VPs of Instruction working on class scheduling as a group; save energy by not utilizing all parts
of all campuses daily. (All, VPs of Instruction, B. Murphy, AVC for Academic Services and
Vice Provost)
25 Working with District IT in establishing video conferencing - energy savings on gas and costs.
Desert Vista Campus
1 VPs of Instruction and VPs of Student Development collaborated to develop a comprehensive
strategy to promote sustainability. Included in this strategy are establishment of campus-level
sustainability groups, institution of college-wide workshops on sustainability, adoption of a
college-hosted annual symposium on sustainability, and internal marketing of sustainability and
sustainability awareness. (DV, T. Roush, VP of Instruction, J. Soto, VP of Student Development)
East Campus
1 In partnership with SunEdison, the EC presented a Solar Expo, Solar Job Fair, and sponsored a
community lecture on solar power. (EC, C. Fugett, President)
2 The East Campus hosted a special presentation on Water Sustainability, bringing together a
Fulbright scholar from the University of South Australia under the co-sponsorship of the UA
Center for Latin American Studies. Support for the presentation came from Water for People and
Water Conservation Alliance of Southern Arizona (Water CASA). (EC, C. Fugett, President)
3 Working in collaboration with Tucson Electric Power, the East Campus installed solar paneling
on one of their buildings and connected to the solar grid. (EC, C. Fugett, President)
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Strategy 5.4
Develop external partnerships
Complete
Strategy 5.4 was designed to promote the development of external partnerships to better
utilize and improve College facilities. Major accomplishments within this strategy include:
(1) Meetings with local industry representatives to explore College participation in solar
power initiatives, (2) Completion of an archaeological survey at the East and West
campuses to maintain compliance with the Arizona Antiquities Act, (3) Collaboration
between East Campus and UA South to offer PCC classes and services at the UA Science
and Technology Park and UA South classes at East Campus, and (4) Collaboration between
Community Campus and the 29th Street Coalition to investigate the leasing of vacated
Roberts Elementary School as a cost-effective replacement for other College leases.
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5.4.1
Identify and assess external community opportunities and
constraints impacting College facilities planning.
All Campuses
1 College personnel participate with Southwest Gas and other local fire and police departments in
conducting annual disaster workshops to better improve relationships with the various agencies
and to better respond during emergencies. (All, W. Ward, AVC for Facilities)
2 Facilities administration have partnered with the three state universities to improve the
operations of state college and university facilities. (All, W. Ward, AVC for Facilities)
3 Facilities leadership is actively involved with the Arizona Chapter of the Association of Physical
Plant Administrators (APPA) organization. The Assistant Vice Chancellor (AVC) for Facilities
and the Director of Facilities Operations and Construction are members of a task force dedicated
to increasing the membership in APPA by community colleges nationwide. (All, W. Ward, AVC
for Facilities)
4 Facilities leadership personnel have also improved relationships with local utility companies
such as Tucson Electric Power (TEP) and Southwest Gas Company. As a result of these
improvements, College facilities leadership has direct access to senior TEP leadership to resolve
utility issues and to enable the College to gain knowledge of power outages and other events that
affect the operations of the College. (All, W. Ward, AVC for Facilities)
5 Facilities personnel are members of various local government organizations such as the Regional
Transportation Committee and Interstate I-19 expansion project group. (All, W. Ward, AVC for
Facilities)
Community Campus
1 Community Campus is exploring the use of Roberts Elementary School (closed by TUSD) for its
Public Safety and Emergency Services Institute programs and Adult Education programs. (CC, S.
Lee, President)
Desert Vista Campus
1 DV has arrangements with external entities for conducting special projects and some grant
activities. The Fitness Center is located adjacent to a city park resulting in some shared facilities
and parking areas. (DV, J. Bia)
District Office
1 Developed alliances and relationships with various vendors such as Trane and county and city
officials. (DO, W. Ward, AVC for Facilities)
2 Facilities personnel are members of various organizations such as the American Society of
Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE). (DO, W. Ward, AVC for
Facilities)
3 Met with executives from Tucson Electric Power and Southwest Gas Company to improve
relationships and better prepare for emergencies. (DO, W. Ward, AVC for Facilities)
East Campus
1 An archaeological survey was completed for the West and East Campuses. This work allows the
College to stay compliant with the Arizona Antiquities Act. (WC, EC, W. Ward, AVC for
Facilities)
2 East Campus Executive Assistant Dan M. Offret is a gubernatorial appointee on the Tucson
Active Management Area's Groundwater Users Advisory Council, an elected board member of
the Metropolitan Domestic Water Improvement District, and an active participant on the Tucson
region's Safe Yield Task Force. (EC, C. Fugett, President)
3 East Campus President Charlotte Fugett serves as a board member on the Vail Community
Action Board. (EC, C. Fugett, President)
167
4 East Campus President served on the Vail Vision Project, which assessed the strengths and
weaknesses and opportunities for the Vail community, including the K-12 and higher education
available to Vail community residents. (EC, EC President)
5 East Campus staff and students have partnered in the development and restoration program of the
nearby Atturbury-Lyman Bird and Animal Sanctuary. (EC, C. Fugett, President)
6 East Campus Student Life Coordinator Constance Strickland serves on both the Board of
Directors and the Marketing Committee for the National Congress on Race and Ethnicity
(NCORE). (EC, C. Fugett)
7 East Campus VP of Student Development Nancee Sorenson is a board member for the MHC
Healthcare Board. (EC, C. Fugett)
8 In partnership with the University of Arizona South, the East Campus maintains office space and
offers both classes and services at the UA Science and Technology Park, a location where
approximately 7,000 people are employed. (EC, C. Fugett, President)
9 The East Campus has reinvigorated the Clements Center Advisory Board and strengthened the
partnership with the City of Tucson Parks and Recreation Department in the scheduling and
utilization of the Center's facilities. (EC, C. Fugett, President)
10 The East Campus is an involved member of the Greater Vail Chamber of Commerce, providing
an educational link for businesses on the far eastside. (EC, C. Fugett, President)
11 The East Campus is exploring opportunities with Santa Rita, Palo Verde, Cienega, Empire,
Tanque Verde and Sabino High Schools to offer an early College experience by opening their
unused campus facilities to blended class usage. (EC, C. Fugett, President)
12 The East Campus President serves on the Vail Community Action Board and the subcommittee,
Youth Out of School Time. (EC, EC President)
13 The relationship with the Groves-Lincoln Park Neighborhood Association and the East Campus
has been strengthened by continued representation at quarterly business meetings and
collaboration on several yearly projects. (EC, C. Fugett, President)
Northwest Campus
1 Increased Dual Enrollment partnerships with local high schools and upgraded facilities for Aztec
Middle College. Increased high school student and parent participation in current Upward Bound
grant activities. (NW, A. Conover, V. Cook, C. Strom)
West Campus
1 An archaeological survey was completed for the West and East Campuses. This work allows the
College to stay compliant with the Arizona Antiquities Act. (WC, EC, W. Ward, AVC for
Facilities)
5.4.2
Create facilities partnerships with local municipalities that
respond to identified opportunities and constraints.
Presidents
Community Campus
1 Collaborated with the 29th Street Coalition (neighborhood associations) to support the possibility
of PCC leasing the newly vacated Roberts Elementary School in TUSD to replace the leases for
the Eastside Learning Center, and Public Safety and Emergency Services Institute. The proposal
would be more cost effective for the College. (CC, S. Lee, President)
2 Currently have facility partners as it pertains to technology at the Arizona Department of
Corrections, Davis Monthan AFB and Pima County One Stop. (CC, S. Lee, President)
3 La Paloma Family Center will be a no cost site for non-credit classroom learning. (CC, N.
4 Musselman's Honda Center will provide no cost access to a Motorcycle Foundation dirt bike
track to collaborate with the Continuing Education in development of a dirt bike rider safety
course. (CC, N. Russell, VP of Instruction)
168
5 New Horizon's computer educator and Continuing Education have created a relationship that
builds revenue, expands classroom space, and shares teaching expertise. (CC, N. Russell, VP of
Instruction)
6 Worked with Green Valley Arts Council, DO Facilities, Pima County and Desert Vista campus
administration in the Fall 2009 to transition the Green Valley Learning Center into a self
sustaining facility. The strategy changed from only offering non-credit community education
courses to credit offerings through the Desert Vista Campus. Since 2010 no PCC courses have
been offered and the building has been leased to a charter school. (CC, S. Lee, President)
7 Worked with Pima County One Stop to return Lindsey Adult Education Center when services
were consolidated to Community Campus. (CC, S. Lee, President)
8 Worked with the 29th Street Coalition (neighborhood associations) to support the Pima County
Bond that includes approximately $4,000,000 to build a new Freedom Park Adult Education
Learning Center. (CC, S. Lee, President)
Desert Vista Campus
1 Grant activities necessitate shared space at Pima County One Stop Center facilities for staff
office space and classrooms for orientations and workshops. CTD also provides training at the
Pascua Yaqui Training Center and CTD nursing programs utilize facilities at local hospitals for
on-site training. (DV, J. Bia)
East Campus
1 City of Tucson Parks and Recreation and the East Campus allocate activity, meeting, and
instructional space at the William Clements Recreational Center, which is adjacent to the
campus. (EC, C. Fugett, President)
2 The East Campus spearheaded Pima United TRiO Volunteer Day in partnership with the City of
Tucson's contractor for graffiti abatement. (EC, C. Fugett, President)
3 The Tucson Ward Four Council Offices and the East Campus collaborate extensively on
community programs, sharing facility space as well as resources. (EC, C. Fugett, President)
Northwest Campus
1 Enhanced HRM NAU 2 + 2 course offerings in contract with Casino del Sol Hotel. NW hosted
2nd Annual Southern Arizona Arts and Cultural Fair in Spring 2011. (NW, J. Kooi, NW Cabinet,
A. Trujillo, HRM Department Chair)
2 Expanding partnerships in the Towns of Marana and Oro Valley to have course offerings at other
locations and ease the strain on campus facilities. (NW, D. Padgett, VP of Instruction)
5.4.3
Identify governmental capital improvement projects and
opportunities and assess their relevance and impact on College
facilities.
Presidents, and Assistant Vice Chancellor for Finance
All Campuses
1 Facilities has worked with Finance to receive rebates from utility companies for purchase of
energy efficient equipment. Facilities has created a partnership with the Grant’s Office to
improve communications regarding upcoming facilities related grant opportunities. (All, W.
Desert Vista Campus
1 Some of the bonds approved for Regional Transportation Authority have had major impacts
on PCC campuses. The I-10 widening project directly impacted Downtown, Community and
West Campuses during construction and also greatly benefited each of the campuses once
completed. The roads and intersections near Desert Vista Campus have impacted traffic flow
and also benefited the campus. (DV, J. Bia)
169
East Campus
1 An East Campus group has been formed to explore governmental funding for the creation of a
state-of-the-art Educational Resource Center for students, faculty and staff. The Center would
use an integrated approach to space utilization, forming an organic library and learning system
with the goal of increasing student retention rates. (EC, C. Fugett, President)
2 East Campus administration meets regularly with the leadership of Santa Rita High School to
monitor the high school's facilities expansion in order to assess the potential for dual enrollment,
JTED and regular college course offerings. (EC, East Campus VP of Instruction and VP of
Northwest Campus
1 Submitted Title III grant in fall 2010 to improve and upgrade the instructional spaces in the
second floor of the B building. (NW, NW Cabinet, J. Kooi, K. Lutrick, D. Morris-Murphy)
2 Worked with the Towns of Marana and Oro Valley to develop a new facilities partnership when
Pima County bond is passed. The PCC Board of Governors wrote a letter of support for Town of
Marana Bond Project. The Marana project is on hold due to economic constraints. (NW, S. Lee)
5.4.4
Explore areas of regional population growth and the impact on
College facilities.
Presidents
All Campuses
1 PCC campuses and Pima County One Stop Center identified the educational needs of the various
populations served by the One Stop. The result has been Contextualized training by industries
(green, health, IT, basic skills) and offered on campus or off-campus for youth, dislocated
workers and long term unemployed adults. Federal grants has enhanced this relationship. (All, J.
Bia)
Desert Vista Campus
1 DV has established a working relationship with the Pascua Yaqui Tribe. DV and the Tribe have a
grant proposal pending that will provide contextualized learning for the growing tribal youth
population entering various occupational training. The project will also assist the large number of
dislocated workers. (DV, J. Bia)
2 DV has established a working relationship with the San Xavier District and the Tohono O'odham
Nation. The growing youth population and high unemployment has resulted in paid summer
internship on campus for tribal students. (DV, J. Bia)
3 DV has submitted a proposed project to the Tohono O'odham Nation to provide on-site Nursing
Assistant training at the Archie Hendrick's Long Term Care Facility on the reservation, and to
provide train-the-trainer for facility staff. (DV, J. Bia)
4 Sahuarita has seen steady growth on the far south east side of Tucson. DV is projected to
continue to benefit from the growth through steady enrollment and dual enrollment opportunities.
(DV, J. Bia)
East Campus
1 A review of regional population growth in the East Campus service area revealed more stable
growth in the southeast quadrant. To that end, the campus has endeavored to capitalize on this
growth by offering classes at the UA Tech Park. This activity has also served to strengthen the
campus' relationship with UA South. (EC, EC VP of Instruction, EC Academic Dean)
2 East Campus has formed a Title III Preparatory Team of faculty, staff and administrators. This
Preparatory Team has included a review of facilities issues, including a study of regional
population growth and trends. This comprehensive analysis will be used to inform the
preparation for filing for a Title III opportunity. (EC, EC VP of Instruction, EC Academic Dean,
EC VP of Student Development, EC APM for Instructional Services)
170
3 East Campus President served on the Vail Vision Project, which assessed the strengths and
weaknesses and opportunities for the Vail community, including the K-12 and higher education
available to Vail community residents. (EC, East Campus President)
4 Prior to closing the Northeast Education Center, other sites were considered. Included in this
assessment were the current and potential population statistics for those areas. Given that the
review revealed a population growth that was stalled, these alternative sites were not
recommended. (EC, EC President, EC VP of Instruction)
5 The East Campus President serves on the Vail Community Action Board and the subcommittee,
Youth Out of School Time. These memberships allow the Campus President to participate in
regional studies and reviews which could impact facilities planning at the College. (EC, EC
President)
6 There is proposed housing expansion in Corona de Tucson (upwards of 4200 new homes.) This
is in the "drawing board" stage and, if it goes forward, will not occur for several years. However,
given current demands and anticipated future population expansion in the Vail area, the seating
capacity of basic skills assessment at the East Campus was almost doubled to a total of 54 seats
from 29. This improved access to incoming students. (EC, EC President, EC VP of Student
Development, Facilities staff)
7 There is recognition that, during the period covered by this Plan, the regional population stalled
in the northeast quadrant of Pima County. This was a critical factor in analyzing the continued
operation of the Northeast Education Center. With population stalled, the decision was made to
close the Center and move classes and enrollments to the East Campus. With this move, a major
cost savings was realized by the College and no student's educational or training plans were
interrupted. (EC, EC President, EVC for Administration, AVC for Facilities, EC VP of
Instruction, EC Academic Dean, EC APM for Instructional Services)
8 Through appointment by the Governor to the Groundwater Users Advisory Council (GUAC) for
the Tucson Active Management Area (AMA), the East Campus Executive Assistant to the
President was positioned to advise the Campus President on conservation efforts that could
impact facilities planning or population expansion. (EC, EC Executive Assistant to the President)
Northwest Campus
1 Cabinet members attend local community meetings and serve as board members on various
committees and boards, including Marana Chamber of Commerce, YMCA board, Marana Health
Center, Pima Council on Aging. (NW, NW Cabinet)
2 The towns of Marana, Oro Valley, and Catalina in northwest Pima County have experienced
tremendous growth in recent years, and have been recognized as some of the fastest growing
areas in the state and Southwest. Marana and the area to the northwest along I-10 has been, and
continues to be, one of the fastest growing areas in the nation and in Pima County. Data provided
by the Marana Strategic Plan indicate a 36% population growth between 2009 and 2011. The
population of the Town of Oro Valley increased over 75% between 2000 and 2010.
Therefore, an active effort has been made on the Northwest Campus to reach out to the
community partners and businesses in order to determine the possible impact of that growth on
the facilities at NW Campus. Subsequently, the following connections have been forged.
Members of the President’s Cabinet serve as board members on various committees and boards,
including Marana Chamber of Commerce, YMCA board, Marana Health Center, Pima Council
on Aging, Tucson Metro Water, NW Medical Center, FL Smidth-Krebs, Town of Oro Valley,
Basis Charter School. Strong relationships have been developed with local public and private
schools. These formal interactions and connections to the community, coupled with historical
and current data provided by regional and state data, show that the NW Campus will continue to
grow in student enrollments.
Therefore, the planning and building process for the NW Campus facility is timely and supported
by sound data from the community. (NW, NW President's Cabinet)
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West Campus
1 The West Campus President participated in meetings of the Pima County Bond Advisory
Committee from 2008-2010. The committee is charged with recommending bond project
priorities. Those priorities include creating a partnership between the College and the County for
construction of a specialized Health Care Campus for the College, a critical project in light of the
fact that the West Campus is at capacity for its health care programs. (WC, L. Albert)
5.4.5
Explore resource development opportunities from all sources
to invest in College facilities.
and Presidents
All Campuses
1 Cultivated and established alliances and relationships with various vendors such as Trane and
county and city officials. (All, W. Ward, AVC for Facilities)
2 Established contacts with the Tucson Electric Power (TEP) partner representatives to begin
negotiations for a joint program TEP/PCC program to decrease electrical consumption during
high demand periods. (All, W. Ward, AVC for Facilities)
3 Established contacts within the local solar industry to begin negotiations for a program to
provide long term service to the College. (All, W. Ward, AVC for Facilities)
4 Facilities leadership personnel are members of various civic boards and organizations such as the
American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE)
organization and the Regional Transportation Committee. (All, W. Ward, AVC for Facilities)
5 Leased space from the under-utilized Green Valley Performing Arts Center to a charter school.
Desert Vista Campus
1 DV has benefited in facilities improvements through various federal grants -- Title V and Health
Professions Opportunities Grant, in particular. Additionally, several new grant applications are
pending, and renewals also incorporate facilities renovations that will benefit the College. (DV,
J. Bia)
East Campus
1 East Campus has formed a Title III Preparatory Team of faculty, staff and administrators and has
explored facilities issues and conducted an "adjacencies exercise" in preparation for filing for a
Title III opportunity. (EC, East Campus VP of Instruction)
2 The University of Arizona South is collaborating with the East Campus to hold classes on the
campus. This partnership is helping Pima students transition to a four year program while
additionally providing some financial benefits to the College. (EC, C. Fugett, President)
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Strategy 6.1
Improve technology training
Completion Date: July 31, 2009
Vice Chancellor for Human Resources, and Vice Chancellor for
Information Technology
Complete
Strategy 6.1 was designed to improve technology-related training through the establishment
of specific position-based usage requirements and tailored training. Major accomplishments
within this strategy include: (1) Implementation of standardized technology training for all
new employees as part of orientation, (2) Addition of many technology-related courses and
materials through Professional Development and the online support system, (3) Ongoing
development of job-specific training requirements, (4) Implementation of Just In Time
training through the use of IT resources and Professional Development, and (5) Increased
collaboration between IT and Professional Development with regard to new software
rollouts and the associated training needs.
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6.1.1
Establish minimum technical usage requirements for all
employees.
Community Campus
1 Minimum requirements have been identified as Office applications, Windows operating system,
Browser use, local/network printing and college ERP (Banner). (CC, S. Lee)
District Office
1 New Employee Orientation includes the process of gaining an email address and signing into
MyPima. The orientation also demonstrates basic technology functionality and basic data and
password security as a part of setting up the employee's email access and MyPima account
access. All employees complete Introduction to Banner, Outlook, Introduction to Employee
Development (custom online learning modules), pima.edu website overview, PimaNews,
software purchase, Communique, and My Resources (timesheet, benefits, policy statements,
tuition waver, performance evaluation). (DO, M. Romance, Director, L. Wakefield, AVC for
HR)
2 The following have been proposed as requirements to perform any level of function other than
selected maintenance trades: Word, Excel, Exchange, Exchange Calendar, MyPima, Internet
Explorer and Mozilla.
The following training is more job specific and requires the user to have the correct access:
Banner Web for employees via MyPima; Helpdesk Support and work order system Track-IT;
Pima Reports; Intranet; Voice Messaging (IT); Writing, Editing, Approving for the Web; Banner:
data standards, student services, registration, finance, requisitions, purchase orders and invoices,
encumbrances, human resources, personnel action request; FAMIS: self-service.
(DO, M. Romance, Director, L. Wakefield, AVC for HR)
6.1.2
Implement training to support usage requirements.
All Campuses
1 Held workshops and provided training opportunities to promote and model creative use of
classroom technology, including Blackboard Vista, Wimba, MyPima, and Smartboard usage.
Community Campus
1 Training provided to department and individuals as they pertain to the applications identified in
the minimum technical usage requirements. (CC, S. Lee)
District Office
1 Availability of Skillsoft, Employee Development, and classroom training such as the new
employee and faculty orientations are provided to address basic and specific technology
requirements. Data provided by the Office of Professional Development (OPD) to the IT
Standards Committee, Mentorship working group shows usage statistics by employees. (DO, M.
Romance, Director, L. Wakefield, AVC for HR)
2 District Office Information Technology (DO IT) and OPD used Train The Trainer (TTT)
techniques for a variety of functions in the 2008-2009 year (BlackBoard Vista Voice Over
Internet Protocol (VOIP), etc.). (DO, K. Kelly, VC for IT, A. Leible, AVC for IT, M. Romance,
Director, L. Wakefield, AVC for HR)
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3 DO IT provided targeted training for the deployment of Office 2007, the VOIP phone system,
and Pima Reports tools for WebI reporting, Universe Design, and version R3 in Academic Year
2008-2009. (DO, K. Kelly, VC for IT, A. Leible, AVC for IT, M. Romance, Director, L.
Wakefield, AVC for HR)
4 DO IT provides contracted training for selected skills such as MS Exchange and Calendar tools
(provided to Cabinet April 2009). (DO, K. Kelly, VC for IT, A. Leible, AVC for IT, M.
Romance, Director, L. Wakefield, AVC for HR)
5 DO IT provides contracted training for specific skills related to job functionality. (DO, K. Kelly,
VC for IT, A. Leible, AVC for IT)
6 Special courses tailored to PCC employees include "Instruction" and "Technology I and II", as
well as "Pima Technology Briefing." (DO, M. Romance, Director, L. Wakefield, AVC for HR)
7 Special training developed and provided to Administrators and managerial staff on how to access
data from existing reports as well as the process for new report requests. (DO, Human Resources,
Planning and Institutional Research)
8 Supervisors provide job specific training on selected software as needed, OPD to provide Banner
specific training with technical input from Banner Module leaders. Both may reference
additional training through Employee Development to supplement skills. (DO, M. Romance,
Director, L. Wakefield, AVC for HR)
9 Training is provided through customized courses for Banner systems and Data Standards,
Compliance Topics, Classroom Management and Safety, Academic Integrity, New Job
Orientation, Legal Issues I and II, Technology I and II, I-9 and E-Verify, Library Services and
Student Services. Professional Development tools, including online courses and online books, are
provided on such topics as Word, Microsoft Office, Blackboard, Access, PowerPoint, Outlook,
Excel, Email, Calendar, Adobe Acrobat, etc. (DO, M. Romance, Director, L. Wakefield, AVC
for HR)
East Campus
1 The East Campus offered four Pre-semester Technology Workshops (How to Use Films on
Demand, Overview of Library Databases, Community Campus Technology Showcase, and EC
Technology Get-together) for faculty and adjunct faculty. (EC, C. Fugett, President)
Northwest Campus
1 Promote and model creative use of classroom technology through workshops and training to
include Blackboard Vista, Wimba, MyPima, and Smartboard usage. Offered multiple sessions of
MyPima, TurnItIn.Com, Classroom Technology, HTML workshops, SmartBoard training, and
Classroom Innovations. (NW, A. Conover, P. Houston, C. Strom, J. White)
6.1.3
Determine and implement methods to tailor training to specific
job function.
Community Campus
1 Provide training to Campus Departments and individuals to ensure success in their specific job
functions. (CC, S. Lee)
District Office
1 Facilitated Business Objects Web Intelligence training for IT, PIR, Finance, Grants and HR
personnel. (DO, K. Kelly, VC for IT, A. Leible, AVC for IT)
2 Job specific training requirements are being developed by OPD and will be available through
Employee Development and SkillSoft programs. These programs can be built to include specific
requirements for the following classifications to allow targeted training opportunities:
Administrators, Administrative Assistants, Executive Assistants, Faculty, Adjunct Faculty,
Banner users, etc. (DO, M. Romance, Director, L. Wakefield, AVC for HR)
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3 Specific training for workflow as it relates to Adjunct Faculty Contract approval is to be
delivered in June 2009. (DO, M. Romance, Director, L. Wakefield, AVC for HR)
Northwest Campus
1 Improved technology use by including staff and faculty in functional specific training (dept
heads, chairs, supervisors), including MyPima, Smartboard, and Blackboard Vista training
completed in Fall 2008 and Spring 2009. Offered multiple sessions of MyPima, TurnItIn.Com,
Classroom Technology, HTML workshops, SmartBoard training, and Classroom Innovations.
Created a "Technology Sandbox" to assist faculty with new changes to hardware and software.
Staff and faculty serve as "beta" testers for new technology rollouts. (NW, A. Conover, P.
Houston, C. Strom, J. White)
6.1.4
Review, assess and develop "just in time" training (for
example, computer based training on demand).
Community Campus
1 Training can be delivered online and via remote connection to provide maximum effectiveness.
(CC, S. Lee)
District Office
1 Just In Time (JIT) was developed through IT resources and contracted training such as Employee
Development, SkillSoft, and New Horizons. This process was also the basis of VOIP, Pima
Reports to include Web Intelligence and Universe Design, and Office 2007 deployment training
from DO IT. Specific training for workflow as it relates to Adjunct Faculty Contract approval is
to be delivered in June 2009. (DO, K. Kelly, VC for IT, A. Leible, AVC for IT)
2 Train The Trainer (TTT) techniques have been used for a variety of functions in the last year
(BlackBoard Vista, VOIP, etc.). (DO, K. Kelly, VC for IT, A. Leible, AVC for IT)
6.1.5
Implement a required system for recurring and updated
training refreshers.
Community Campus
1 Communication with departments and understanding their needs is an important part of training
refreshers. (CC, S. Lee)
District Office
1 DO IT provides contracted training for specific certifications, such as Certified Software
Manager and Advanced Software Manager. (DO, K. Kelly, VC for IT, A. Leible, AVC for IT)
2 Just In Time and Train The Trainer were used for the MS Office 2007 upgrade, Pima Reports
changes, and constant Banner upgrades such as using video conferencing for Financial Aid
updates and meetings. (DO, K. Kelly, VC for IT, A. Leible, AVC for IT)
3 Rollouts of college-wide software is coordinated between IT and OPD. OPD is responsible for
ongoing knowledge and skill transfer for institutional programs and software. (DO, K. Kelly, VC
for IT, A. Leible, AVC for IT, M. Romance, Director, L. Wakefield, AVC for HR)
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6.1.6
Implement technical training specific to major changes
between software versions.
Community Campus
1 Provided training specific to major software changes, i.e. Windows and Office. (CC, S. Lee)
District Office
1 Additional product changes or upgrades, such as the transition from FrontPage to Dreamweaver
or MS Web Expressions, were provided by individual support from DO and Campus IT staff
members directly to users on each campus. (DO, A. Leible, AVC for IT)
2 Business Objects Rev3 and Business Objects Web Intelligence training sessions were provided.
(DO, A. Leible, AVC for IT)
3 Developed a Finance-wide test plan to be utilized for all Banner upgrades and patches. This
ensures that all upgrades and patches are tested thoroughly and uniformly by Finance staff. (DO,
I. Abbs, Director of Business Systems)
4 Exchange, Luminis IV, and Pima Reports PCC IT used contracted training Developmental
Services staff to provide scheduled training sessions throughout PCC. (DO, A. Leible, AVC for
IT)
5 For the Office 2007 upgrade, PCC IT used a combination of Employee Development, SkillSoft,
PCC Helpdesk to answer specific questions, and in person support by PCC Helpdesk through
visits, email, or phone. (DO, A. Leible, AVC for IT)
6 IT is filling the Banner support position to provide training sessions on campus and at DO for
new modules, upgrades, and for problem resolution but also provided hands on training at each
campus on specific issues to improve functionality and efficiencies for requesting staff. (DO, A.
Leible, AVC for IT)
7 To support the upgrade, numerous contracted training sessions were held on VOIP for personnel
at each campus on the day of each cutover to the new VOIP system. (DO, A. Leible, AVC for IT)
8 Two individuals from each campus were paid to attend specific training for BlackBoard Vista
under the Train The Trainer approach. (DO, A. Leible, AVC for IT)
6.1.7
Create and implement training standards for technical training
that include a conceptual overview, impact of changes, and
methods for self-help
Vice Chancellor for Information Technology, and Vice Chancellor for
Human Resources
Community Campus
1 Have created and implemented training standards based on the needs of the department. (CC, S.
Lee)
District Office
1 District IT conducts a half-day session during New Employee Orientation for all new staff
members covering technology-related topics. Topics presented during this 4-hour technology
block include an overview of the college network, access to resources such as email and network
folders, MyPima training, information security, MS Outlook, and the comprehensive list of
online training materials included in the online Employee Development system. (DO, A. Leible,
AVC for IT)
177
2 District IT purchased Banner training modules for Finance, Financial Aid, and Human
Resources. They were installed in 2009 and are located in our Banner Bookshelf. IT Staff
communicated their location, purpose, and how to use them during our Administrative Systems
Working Group Meeting. (DO, A. Leible, AVC for IT)
3 IT Staff has conducted comprehensive Banner Training for Finance Staff (August 19, 2010).
Topics included Banner Bookshelf, Banner Computer Based Training (CBT), SunGard’s Support
Center, Banner Listservs, SunGard Higher Education Commons for accessing, email alerts and
RSS feeds. (DO, A. Leible, AVC for IT)
4 The College implemented Employee Development in July 2008 for all employees to access, track
and report training activity on a variety of topics. Within the online trainings offered there are
many IT Professional Certification modules which include Cisco, Linux Professional Institute
(LPI), Microsoft, Oracle, and Project Management Institute (PMI).
Organizational and Professional Development has created 27 Pima custom courses which include
technical courses on Banner: Introduction to Banner, Banner: Student Services, and Banner:
Admissions and Registrations.
Since July 2008, 529 IT Technical courses have been accessed by employees with 209 successful
completions of the certifications. During that same time period, 84 employees have completed
the Banner custom courses in Student Services, 102 have completed Admissions and Registration
training, and 340 have completed Introduction to Banner and Data Standards training.
Additionally, numerous non-technical courses are available for college employees which provide
training on desktop applications and technical skills development. (DO, K. McIntosh, Acting
AVC for IT, D. Armstrong, AVC for Human Resources)
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Strategy 6.2
Improve use of technology
Completion Date: July 30, 2010
Vice Chancellor for Information Technology
Complete
Strategy 6.2 was designed to improve the use of technology throughout the College. Major
accomplishments within this strategy framework include: (1) Migration to Gmail, and the
addition of Google Applications access for faculty, staff, and students, (2) Establishment of
virtual servers for various academic departments for enhanced resources and efficiency, (3)
Purchase of Computer Based Training for several Banner modules, and installation of the
Banner Bookshelf to enhance the knowledge of College systems, (4) Expansion of IT
support for MyPima to cover after hours and weekends, (5) Implementation of
MyDegreePlan to allow students to self-audit, plan, and review their academic progress
remotely through MyPima, (6) More than doubled the number of College wireless access
points over the 2009-2010 year, and (7) Implementation of high fidelity patient care
simulators in select Nursing courses.
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6.2.1
Enhance continuity between Campus academic needs and
Information Technology operations.
All Campuses
1 Client Services provided training to student services staff on security of printing documents, use
of network file shares and accessing email. They demonstrated how to store documents on a
printer until needed by the staff. Client Services presented the benefits of saving documents on
personal and departmental network file storage areas and more secure methods of accessing their
email from a shared computer station. (All, K. Kelly, VC for Information Technology)
2 IT Staff installed Gmail and migrated over 130,000 user accounts and 5,000,000 emails from our
legacy email system to Gmail over the Christmas 2009 holiday break. Gmail along with the other
Google Applications enable faculty, staff, and students to work collaboratively and learn more
effectively. Additionally, students now have the ability to access their official email with their
mobile phone. (All, K. Kelly, VC for Information Technology)
3 The collaborative project between District and Campus IT enabled our various academic
departments to establish virtual servers to support their areas where as in the past, with strapped
resources and limited space, it was not always possible. This effort also significantly reduced the
time campus IT staff spent procuring, provisioning, and maintaining the hardware, enabling them
to focus more time on providing support to students, faculty, and staff. Additionally, this saved
the college over $100,000 over a five year period. (All, K. Kelly, VC for Information
Technology)
4 The Technology Planning Group meeting focus was changed to provide more feedback from
Campus IT Supervisors. This resulted in more discussions centered on academic computing and
classroom support. (All, K. Kelly, VC for Information Technology)
5 The Vice Chancellor and Assistant Vice Chancellor for IT now initiate two to three visits a year
to each of the Campus Cabinet meetings. Items related to campus computing needs are discussed
with particular focus on academic computing and associated support from District operations. In
addition, District IT Directors visit Campus Cabinet meetings when issues arise or additional
communication is needed. An example is yearly planning for academic and administrative
technology allocations. (All, K. Kelly, VC for Information Technology)
Community Campus
1 Research non-credit online GED preparation courses to prepare learners for math and writing and
offer an alternative direction to learners who can pay for access to this knowledge. (CC, N.
Russell)
2 Standing meetings are held with District Office IT staff and Community Campus Blackboard
Vista staff and administrators to streamline communication on technical issues that affect student
and faculty courses. Downtime is coordinated within this group to minimize impact and
maximize prior notice. (CC, K. Kelly, VC for Information Technology, S. Lee, President, D.
Gifford, VP of Instruction)
3 Work closely with faculty and adjuncts to enhance continuity both online and in person. (CC, S.
Lee)
180
6.2.2
Advance the knowledge of and support for technology
solutions.
All Campuses
1 A student sign-in system is being deployed to every campus student services location by
November, 2010. These systems will provide students the ability to schedule appointments via
the web and improve the overall waiting time. This technology will allow staff to identify trends
in peak hours, services requested, and improve overall service to students. (All, K. Kelly, VC for
Information Technology)
2 Client Services provided training to Student Services staff on security techniques for printing,
storing documents and accessing email. (All, K. Kelly, VC for Information Technology)
3 IT conducted one-hour orientation sessions at campuses in November 2009 to facilitate
knowledge of and support for Google Apps by our students. These sessions provided students an
opportunity to learn about the technology, participate in a demonstration, and ask questions prior
to the upgrade implemented in December 2009. (All, K. Kelly, VC for Information Technology)
4 IT purchased Computer Based Training (CBT) in May 2009 for Banner Finance, Banner
Financial Aid, and Banner Human Resources modules. They were subsequently installed and
continuously maintained. These CBTs, accessible through the Banner Bookshelf or through the
IT Intranet, are available to staff and provide an additional resource to improve their knowledge
of system functionality within the respective Banner modules. (All, K. Kelly, VC for Information
Technology)
5 IT Staff installed the Banner Bookshelf in December 2008. The Banner Bookshelf is our local
documentation repository for SunGard Higher Education software such as Banner, MyPima, and
MyDegreePlan. It provides our users with the knowledge they need to use the technology. The
Banner Bookshelf is continually updated and notifications are sent to the Administrative Systems
Working Group distribution list after every update. (All, K. Kelly, VC for Information
Technology)
6 IT staff worked with Provost Staff, Campus IT Staff, and Campus Assessment Center. Staff
upgraded 149 computers from the stand alone version of ACT's Compass to their Internet
Version. During the process IT provided orientation on the new software for campus staff to
ensure they had the requisite knowledge to support the system. This system will be upgraded by
July 20, 2010. (All, K. Kelly, VC for Information Technology)
7 Perceptis ramped up their support for MyPima to include Blackboard, the academic online
learning system. (All, K. Kelly, VC for Information Technology)
8 Respondus StudyMate and ChemDraw are new site license applications supporting academics.
We are upgrading the antivirus software to include a more robust antispyware application. (All,
K. Kelly, VC for Information Technology)
9 The College has replaced a 14-year-old telephone system with an advanced and supported
Internet Protocol based system. All classrooms at all of the campuses have been wired for
telephone, and have telephones installed for safety and security purposes. In addition to phones
in all classrooms, the College is currently installing an emergency paging system at all campus
locations. (All, K. Kelly, VC for Information Technology)
Community Campus
1 Provided Outlook training for Cabinet members on ways to use features to manage email and
tasks. (CC, S. Lee)
2 Provided technology solutions by imparting limitations and benefits of current technology
resources. (CC, S. Lee)
District Office
1 Enhanced functionality of Contracts System: training; authorization process flow; email
notification. (DO, V. Flynn, Director of Contracts Administration)
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2 The collaboration with the IT Helpdesk partner, Perceptis, expanded from after hours and
weekends to round-the-clock support for MyPima. We are able to provide support during the
hours students and adjunct faculty need assistance. Requests for assistance have increased 15%
each year. (DO, K. Kelly, VC for Information Technology)
3 Worked with Student Accounts, Budget and Reporting, and SunGard to document the processes
and procedures involved in feeding data to Finance. This content was added to the Finance
knowledge base. (DO, I. Abbs, Director of Business Systems)
4 Worked with the Employee Service Center to document the payroll process to better understand
the processes and procedures involved. This content was added to the Finance knowledge base.
(DO, I. Abbs, Director of Business Systems)
Downtown Campus
1 Michelle Glinski and Kimlisa Duchicela held four, one and half hour, "Faculty Workshop: Pima
Students going Google" at the Downtown Campus on January 11th and 12th of 2010. These
workshops provided an opportunity for faculty members to learn more about Gmail and Google
Docs. (DC, K. Kelly, VC for Information Technology)
East Campus
1 All staff of the East Campus Upward Bound program, including the administrative supervisor,
have scheduled training in the use of Blumen 10.0 database software. This software leverages
technology for recording transactions, tracking, and report generation and will improve grant
outcomes. (EC, C. Fugett)
2 East Campus Mathematics faculty created a web format for MAT 173 and MAT 174 courses that
is usable for students without sight. (EC, C. Fugett, President)
3 The East Campus coordinated Campus Blackboard Training and AccuTrack upgrade training for
staff in order to use software more fully to create efficiencies. (EC, C. Fugett, President)
6.2.3
Increase access to academic and business technologies,
without limitations to Campus or learning location.
All Campuses
1 Implemented MyDegreePlan so that Pima students can effectively self-audit, plan academic
progress and programs, and review academic progress remotely via MyPima. (All, K. Kelly, VC
for Information Technology)
2 In a joint effort culminating in the first quarter of 2010, Adult Education students were
successfully integrated into the College administrative system Banner. This integration has made
it possible for Adult Education students to receive many standard student services available
through MyPima. One such example includes online access to library services. (All, K. Kelly,
VC for Information Technology)
3 In December of 2009 and the first quarter of 2010, PCC successfully offered the ability to
process requisitions electronically. Capabilities include automated routing, electronic review and
approval, and remote access via MyPima when outside of the College. (All, K. Kelly, VC for
4 Instructional designers are now assigned to a campus two days a week. While at the campuses,
each designer holds open office hours to answer faculty technology questions as well as meeting
with faculty by appointment to work on online and hybrid class development. Designers are
available for workshops, small training sessions and consultation with administrators on course
development, compliance issues such as copyright and ADA accessibility, and classroom use of
new technology. (All, K. Kelly, VC for Information Technology, S. Lee, President, D. Gifford,
VP of Instruction)
182
5 IT staff implemented remote access to personal file shares (Y drive) which enabled increased
access to information for faculty and staff without limitations to campus or location. (All, K.
Kelly, VC for Information Technology)
6 Several software applications were converted from individual licenses to site licenses and
thereby available to all faculty and staff. The application list includes AutoCAD products,
Respondus StudyMate, Turnitin, ChemDraw, and NetSupport2. In addition to the application
usage on college computers, agreements were created with vendors to provide low-cost access to
software for home or personal use by faculty, staff and students. (All, K. Kelly, VC for
7 The College has upgraded network bandwidth from 1.5Mbps (MegaBit) to 20Mbps at seven
learning centers. This bandwidth increase has resulted in an improved learning experience for the
student and the faculty. This upgrade has allowed for the ability to use more online services and
applications that require the additional network bandwidth. (All, K. Kelly, VC for Information
Technology)
8 WIMBA Classroom has been deployed to all campuses. Training sessions are offered throughout
the year both at Community Campus and on other campuses. WIMBA allows instructors to
interact both visually and in audio with either individual students or groups of students. It also
provides voiceboards to replace written discussion boards in online classes and has been
extensively integrated into language online and hybrid course offerings. (All, K. Kelly, VC for
Information Technology, S. Lee, President, D. Gifford, VP of Instruction)
Community Campus
1 Continuing Education continues effort to implement a web registration system for noncredit
courses, with the expectation that this will increase access and enrollment. (CC, N. Russell)
2 Increased access is provided both online and in person through available technology resources
(both in and outside of the classroom). (CC, S. Lee)
District Office
1 Decision Support Data regarding Student Characteristics by Semester, Academic Success
Indicators by Semester and Student Retention are available without limitations to Campus or
learning location via the College website. Additional reports are under development and will be
available this year. Other reports are available to administrators or cabinet via email as directed.
(DO, K. Kelly, VC for Information Technology)
East Campus
1 East Campus staff created a web site for students seeking to learn basic computer skills in an
online format. As an augmentation to the online format, students were able to receive assistance
and have questions addressed by tutors in the EC Tutoring Center. (EC, C. Fugett)
Northwest Campus
1 Business office converting paper files to electronic files for increased access. (NW, C. Strom,
Director of Admin Services)
2 Created REA hybrid and developing REA online. (NW, V. Cook, VP of Instruction)
3 Increased available laptops for instructional use by 50%. (NW, V. Cook, C. Strom, J. White)
4 Increased enrollment, specifically a 127% increase in online sections. (NW, V. Cook, VP of
Instruction)
5 Offered STU 230 as web-hybrid; explored possibility of expanding the course to fully online for
academic year 2009-2010. (NW, D. Siddall)
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6.2.4
Identify Information Technology innovation and solutions for
classroom and business practices.
All Campuses
1 Client Services initiated a project to network all ceiling-mounted classroom and conference room
projectors at the College. Each location has the ability to manage projectors for remote
troubleshooting and correcting, and advance warning on maintenance issues, such as filter
cleaning and bulb replacements. (All, K. Kelly, VC for Information Technology)
2 Google Docs were implemented. This innovative solution for the classroom provided by IT Staff
in December 2009, enables students and faculty to share documents online, at any time, from any
location. Using Google Docs, students can create and share a variety of online documents, from
word processing and spreadsheets to forms and presentations, all with mobile access from
devices such as the iPhone, Droid, and BlackBerry. (All, K. Kelly, VC for Information
Technology)
3 PCC has successfully implemented automated workflow processes to improve business service
delivery. Several applications of workflow technology are now in place: Students are
automatically notified via email that they are registered for online classes, students registering
for courses at Davis Monthan Air Force Base receive automated notification that includes special
instruction for base entrance and finally, Proposition 300 letters are automatically issued for new
students. Likewise Adjunct Faculty Contracts are generated and automatically routed through the
College for all campuses. Faculty contract acceptance and contract tracking is efficiently
monitored and tracked throughout the system. (All, K. Kelly, VC for Information Technology)
4 Procurement systems have been effectively improved through the Automation Requisition
Approvals which combines the use of approval queues in the Banner Finance system with
workflow technology to route requisitions for approval. (All, K. Kelly, VC for Information
Technology)
5 The College has more than doubled the number of wireless access point devices in the last year.
Many of these access points have been installed in classrooms where the need is the greatest. The
College has also seen a significant rise in the number of laptop ovens deployed on all campuses.
The additional wireless infrastructure has greatly enhanced learning for the students and
instruction for the faculty. (All, K. Kelly, VC for Information Technology)
6 WIMBA Classroom has been deployed to all campuses. Training sessions are offered throughout
the year both at Community Campus and on other campuses. WIMBA allows instructors to
interact both visually and in audio with either individual students or groups of students. It also
provides voiceboards to replace written discussion boards in online classes and has been
extensively integrated into language online and hybrid course offerings. (All, K. Kelly, VC for
Community Campus
1 Meet with department and faculty to provide innovations and solutions to classroom and business
practices. (CC, S. Lee)
District Office
1 PCC successfully demonstrated and implemented the ability to transfer student transcripts
electronically through the University of Texas (UT) SPEEDE server. The UT SPEEDE server is
the intermediate broker and repository for transcripts. This modernization effort, completed in
April 2010, enables fast, secure, and efficient transcript processing with the University of
Arizona (UA) which, in-turn, facilitates improved services for our students transferring to the
UA. (DO, K. Kelly, VC for Information Technology)
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Northwest Campus
1 Northwest Campus is reviewing options for a solution that could capture both the audio in the
class, the computer screen at the lectern, and possibly any external video sources available in the
room (cameras, elmo, etc). Once they select a product, they will configure a room and pilot this
program. If successful, we will roll this to other campuses. (NW, K. Kelly, VC for Information
Technology)
West Campus
1 Remote "grading stations" are being set up in the WC Dental Clinic, allowing instructors to
evaluate computerized radiographs from any location. Data drops installed June 2009, targeted
completion September 2009. (WC, J. Gillis, Division Dean Health Related Science and Fitness)
6.2.5
Provide access to innovative teaching resources that allow
faculty to experiment with new technology, support mentoring
and technology demonstrations, and promote the exploration
and research of new pedagogies.
All Campuses
development, compliance issues such as copyright and ADA accessibility, and classroom use of
new technology. (All, K. Kelly, VC for Information Technology)
2 The campuses have been developing resource rooms at each of their locations. Most have a
comprehensive area where faculty can learn in teams or individually by working with support
staff or faculty teaching faculty. (All, K. Kelly, VC for Information Technology)
3 We have expanded access to the latest versions of many software applications with site licenses
and inexpensive purchases for home or personal use by faculty and staff. Some applications can
also be purchased by students for home use at a significant discount from retail prices. (All, K.
Community Campus
1 Provided administrative access (Desktop) to some select faculty and staff to aide in the
demonstration, exploration and research of new technologies and pedagogies. (CC, S. Lee)
Desert Vista Campus
1 DV hosted technology training workshops for full time and part time faculty in August 2009 and
January 2010. Another workshop will be held August 2010. In August 2009 DV hosted the
Teaching Strategies Workshop which included mentoring and technology demonstrations for
reading, writing and math faculty. (DV, T. Roush, VP of Instruction, D. Aguilar, Mathematics
Department Chair)
East Campus
1 The East Campus' All Faculty Day, held in January, 2010, featured several breakout sessions on
specific technologies and their use in the classroom. (EC, C. Fugett)
2 The East Campus has secured capital funding to create an Instructional Lab and Media Center
which will advance faculty’s classroom capabilities and competencies in technology. (EC, C.
Fugett)
185
Northwest Campus
1 Approved capital requests for instructional improvement in math, sciences and social sciences.
(NW, V. Cook, C. Strom)
2 Biology department is using the ADAM software, Interactive Anatomy Online, to support
student learning through online models. (NW, V. Cook, VP of Instruction)
3 Development of faculty "sandbox" (teaching technology training and support). (NW, V. Cook, A.
Conover, J. White)
4 Development of technological training sessions with instructional designers for faculty and staff
for the upcoming academic year (2010-2011). (NW, V. Cook, A. Conover, J. White)
5 Identified a "single point of contact" for campus-based Blackboard Vista-related tasks and
activities. (NW, V. Cook, VP of Instruction)
6 Implementation of lecture-capture technology across disciplines. (NW, V. Cook, VP of
Instruction)
7 Library and Resource Center providing flip and digital cameras for faculty and student
instructional use. (NW, V. Cook, K. Swank)
8 Streamlined and augmented services and resources for campus adjunct faculty, including the
creation of a centralized resource and training space. (NW, J. Kooi, V. Cook, A. Conover)
9 World Languages department using video and audio recording devices to support student
learning. (NW, V. Cook, P. Houston)
10 World Languages faculty attended the Center for Educational Resources in Culture, Language
and Literacy (CERCLL) Language Technology conference. (NW, V. Cook, P. Houston)
West Campus
1 Effective Fall 2008, all first semester nursing students receive library instruction on accessing
and correctly using databases available for research. In Spring 2009, all full-time nursing faculty
received library instruction on accessing and using College databases for research. In Fall 2009,
all adjunct nursing faculty will receive library instruction. (WC, M. Mayhew, Division Dean of
Nursing)
2 High fidelity patient care simulation has been implemented in NRS 104 Nursing Process I, NRS
105 Nursing Process II, and NRS 202 Nursing Process IV. Each student now receives a total of
23 hours of simulation experience using SimMan®. (WC, M. Mayhew, Division Dean of
Nursing)
3 Nursing faculty now audio recording their lectures and downloading them onto MyPima to
accompany their PowerPoint slides. (WC, M. Mayhew, Division Dean of Nursing)
4 The Nursing Division Student Policy Handbook, all course syllabi, all lecture schedules,
worksheets, handouts and Nursing Scholarship applications were placed on MyPima starting Fall
2008 to enhance their availability for the students. All faculty-student electronic communication
is now done via MyPima. (WC, M. Mayhew, Division Dean of Nursing)
5 Using Department of Education (DOE) Title V funds, the Nursing Division purchased and
deployed a new Audience Response System and all faculty were trained in its use. (WC, M.
Mayhew, Division Dean of Nursing)
6 Using Department of Education (DOE) Title V funds, the Nursing Division purchased and
implemented the Elsevier Simulation Learning System software program, providing a more
comprehensive approach to using simulation as a learning tool. (WC, M. Mayhew, Division
Dean of Nursing)
186
Strategy 6.3
Improve support for technology
Vice Chancellor for Human Resources, and Vice Chancellor for
Information Technology
Complete
Strategy 6.3 was designed to improve support for technology across the College. Major
accomplishments within this strategy include: (1) Establishment of technology mentor
teams across the District, (2) District-wide development and implementation of IT Client
Services Service Agreements, including agreements for Adult Education program sites, (3)
Review of standards for classroom technology and software, and development of a formal
process for annual review, and (4) Implementation of software products to allow for IT
remote access to computers with user permission, eliminating the barrier of space when
addressing technical problems.
187
6.3.1
Identify a system of local technology experts and mentors for
each College location.
All Campuses
development, compliance issues such as copyright and ADA accessibility and classroom use of
Community Campus
1 Adult Education has ETEs (Educational Technology Experts) at each of the learning centers. The
ETEs were trained by ADE and assist staff with implementing technology into the classroom.
(CC, E. Goldberg, D. Lantz-Leppert)
2 Local technology experts readily available both in and outside of IT. (CC, S. Lee)
Downtown Campus
1 Identified technology faculty mentors on campus to assist other faculty and staff with technology
support. (NW, DC, WC, D. Padgett, H. Muir and V. Cook, VP of Instruction)
2 Previously at the Downtown Campus there existed a Campus Tech Team made up of faculty
(instructional and education support), staff and administrators who worked together to provide
assistance and mentorship to all faculty, staff and students who requested it (or who voluntarily
attended various noncredit workshops).
Currently that same Tech Team has evolved into the Title V Tech Team and added new members
and has expanded its function and services to provide a system of campus based technology
experts and mentors for students, staff and faculty.
In addition, Title V is now providing a full-time Instructional Designer (with two day- a -week
assistance from CC Instructional Designers) with the expressed purpose of helping design totally
online and web hybrid courses. (DC, H. Muir, VP of Instruction)
East Campus
1 The East Campus has established an Educational Technology work group, comprised of expert
faculty and staff, to identify campus technology needs and to assist faculty and staff with
technology support. (EC, C. Fugett, President)
Northwest Campus
support. Robert Foth, Mike Tveten, Patricia Leverentz, and Marie Wallace were identified. (NW,
D. Padgett, A. Conover, P. Houston, J. White)
West Campus
188
6.3.2
Implement a pilot of local technology mentors at each
Campus.
Presidents
All Campuses
development, compliance issues such as copyright and ADA accessibility and classroom use of
Community Campus
1 With the Windows 7 implementation, staff and faculty have been identified to receive the new
OS to provide some mentorship when we move to the new OS. (CC, S. Lee)
Desert Vista Campus
1 Established a mentorship program with 21 faculty and staff volunteering to be mentors in the use
of over 30 types of various software applications and computer equipment. (DV, C. Albrecht,
President, D. Shaffer, IT Supervisor)
Downtown Campus
1 Previously at the Downtown Campus there existed a Campus Tech Team made up of faculty
(instructional and education support), staff and administrators who worked together to provide
assistance and mentorship to all faculty, staff and students who requested it (or who voluntarily
attended various noncredit workshops).
Currently that same Tech Team has evolved into the Title V Tech Team and added new members
and has expanded its function and services to provide a system of campus based technology
experts and mentors for students, staff and faculty.
In addition, Title V is now providing a full-time Instructional Designer (with two day- a -week
assistance from CC Instructional Designers) with the expressed purpose of helping design totally
online and web hybrid courses. (DC, H. Muir, VP of Instruction)
East Campus
1 The East Campus has established an Educational Technology work group, comprised of expert
faculty and staff, to identify campus technology needs and to assist faculty and staff with
technology support. (EC, C. Fugett, President)
Northwest Campus
1 Created faculty sandbox room with new technologies (ENO board and short-throw projector) for
faculty to experiment with new technologies. NW identified faculty members who specialize in
particular areas to act as mentors for other faculty members on technology-related topics
including Blackboard, Panopto, and Turning Point audience response systems. (NW, C. Strom, J.
White)
189
6.3.3
Establish minimum technical support levels for faculty,
students, and employees (Service Level Agreements) with
response time commitments and out of hours support for
faculty and employees.
Assistant Vice Chancellor for Information Technology
District Office
1 Services Agreements were developed, negotiated, and agreed to on all six campuses and for
Adult Education program sites, between their Cabinet and their respective Information
Technology offices to provide support based on available resources and the mission of the
campus to ensure continuity of operations and within agreed response timelines. Client Services
also developed and implemented a Services Agreement for all District Offices. (DO, A. Leible,
AVC for IT)
6.3.4
Develop and implement consistent technology standards
across the College, with an annual reassessment process that
includes classroom levels and software standards for faculty
and labs.
Community Campus
1 Adult Education Technology Standards were developed by practitioners in Arizona and are
required to be integrated across the curriculum. (CC, S. Lee)
District Office
1 Standards were reviewed for classroom technology, hardware and software both for classrooms
and offices/departments. A process for annual review was formalized through the PCC IT
Standing Committee. The Technical Planning group consisting of IT supervisors, CDAS, and
District IT staff will review and submit the recommendations for input to the District IT
Committee annually prior to budget cycle deadlines. (DO, A. Leible, AVC for IT)
6.3.5
Implement remote support methods for College technology.
Community Campus
1 Remote support methods in place and used at locations in PSI, Green Valley, DV, Prison and
Truck Driver Training. (CC, S. Lee)
District Office
1 Implementation of the network management tool Altiris also provided two tools to provide
remote desktop support for on and off network PCs and laptops. Carbon Copy is an enhanced
remote desktop capture tool allowing the user to first approve use and then terminate use of the
tool. Carbon Copy allows helpdesk staff to see the user's desktop and repair or correct the issue
from the helpdesk without having to bring the computer into a shop. PCAnywhere is the tool
allowing similar support for desktops and laptops not on the PCC network but requiring support
from anywhere in the world if it is on the internet. (DO, A. Leible, AVC for IT)
190
Strategy 6.4
Improve College communication
Vice Chancellor for Information Technology, and Provost and
Executive Vice Chancellor
Complete
Strategy 6.4 was designed to improve communication channels within the College. Major
accomplishments in this strategy include: (1) Successful piloting of video conferencing
between College locations, (2) Implementation of video conferencing at all six campuses,
the District Office, and Maintenance and Security, (3) Addition of emergency call
telephones in all College classrooms, (4) Establishment of remote access permissions for
College employee personal fileshares, and (5) Addition of a Student Resources tab on
MyPima to provide consistent information on career services, student life, student success,
and advising.
191
6.4.1
Research feasibility and pilot virtual meetings for employees.
Community Campus
1 Several staff members have participated in statewide Arizona Department of Education (ADE)
virtual meetings and trainings. (CC, S. Lee)
2 Testing completed and recommendation to move forward given. (CC, S. Lee)
District Office
1 Identified potential video conferencing units appropriate for the needs of the college. Created a
focus group with individuals across the college to review and test demo units. Piloted demo units
between District Office and West Campus to ensure feasibility. (DO, K. Kelly, B. Basgen)
2 Provided Wellness Wednesdays via teleconferencing at every campus so employees would not
have to leave their campus to participate in presentations (DO, G. Goodman, Director of
3 Worked with Professional Development to provide FY 2010 Open Enrollment presentations
made by the Employee Service Center and CIGNA staff available to employees through ED.
(DO, G. Goodman, Director of Employee Service Center)
6.4.2
Implement a virtual meeting system based on pilot results.
All Campuses
1 Implemented a video conferencing system at all six campus locations, with two units at District
Office, and one unit at Maintenance and Security. Implementation included high definition video
conferencing at all sites, multi-site conferencing support, and the ability to display presentations
and content. (All, K. Kelly, B. Basgen)
Community Campus
1 Implemented video conferencing system in Community Campus A210. (CC, S. Lee)
6.4.3
Enhance college-wide voice communication features and
identify and implement emergency communication methods.
All Campuses
1 Implementation of a new Voice Over Internet Protocol (VoIP) telephone network was completed
for all College campuses by the end of FY09. In addition to the telephone system replacement,
the following interfacing systems were also replaced: Voicemail, Call Management System (used
for managing people and traffic load), Call Accounting System, Enhanced 911. All College
campus classrooms now have telephones that are available for emergency calls out of the College
and are equipped with internal speakers that function with the Emergency Call Group
functionality. (All, K. McIntosh, Acting AVC for IT)
Community Campus
1 Implementation of a two phase process: Phase 1 – provide some basic coverage to emergency
communication (Emergency Intercom); Phase 2 – Purchase and installation of an emergency
speaker system. (CC, S. Lee)
192
6.4.4
Evaluate and implement improvements for remote access to
College systems.
Community Campus
1 Capital funding has been approved for Adult Education learning centers to have VOIP in FY11.
(CC, S. Lee)
2 Improvements ongoing with the addition of Macintosh systems. (CC, S. Lee)
District Office
1 IT began the process to offer the ability for all users to remotely access their personal files (home
folders) on the College’s various file servers in the Spring of 2008. We procured and installed a
networked storage solution which allowed us to move personal file shares from multiple servers
to one central location. This facilitated our ability establish the process, implement security
measures, and test it prior to implementation throughout the college. After testing, formal
announcements were sent via PimaNews, posted in a Spotlight on our website, and briefed in
various meetings. Remote access from off-campus to files stored in personal fileshares (Y-drive)
was granted in August 2008. Files on College computer desktops or group fileshares are not
accessible from off-campus. Procedures for how to access personal file shares (Y-drive) remotely
using a Mac or PC (Vista, XP, or Windows 7) are located within the IT section of the PCC
Employee Intranet. (DO, K. McIntosh, Acting AVC for IT)
6.4.5
Develop consistent class formats and class requirements in
order to effectively communicate to students and student
support employees.
All Campuses
1 A proactive advising campaign was developed to invite students to the Student Services Centers
and inform of internet resources available to them. Email messages are strategically sent to new
students during the academic year and announcements are placed on MyPima. (All, L.
Menchaca)
2 An ALL SSC list serve promotes improved communication, immediate updates, and consistency
of information for staff in the centers as they triage and assist students. (All, AVC for Student
Services)
3 Student Resources tab was created on MyPima. Channels include career services, student life
activities, student success modules and advising information. (All, L. Menchaca)
4 Students can access basic skills assessment scores via the Academics tab of MyPima, to ensure
accessible and consistent information regarding pre-requisite requirements for enrollment into
courses. (All, L. Menchaca)
5 The Intranet offers tools and resources for training and updating staff. (All, AVC for Student
Services)
6 The Model and Protocols Manual has been revised and now includes a separate section on
Specialized Programs so that staff can more effectively guide students. (All, AVC for Student
Services)
193
Community Campus
1 Comprehensive review and revision of Post-Degree Teacher Certification Program EDS and
EDU courses to ensure accuracy of information, consistency in format, and clarity of
instructions. Comprehensive review and revision of Post-Degree Teacher Certification Program
EDS and EDU courses to refine curricular content and strengthen course linkage to standards.
(CC, D. Gifford)
194
Strategy 6.5
Protect information
Completion Date: 7/30/2010
Complete
Strategy 6.5 was designed to enhance the protection of information at the College through
education and new technologies. Major accomplishments within this strategy framework
include: (1) Establishment of security awareness training for all new employees and
creation of a security awareness website, (2) Implementation of a data classification
standard for the College that defines three types of data: confidential, internal only, and
public, (3) Full-disk encryption of all College laptops used by faculty and staff, (4)
Improvement of College firewalls to only allow communication that is specifically
permitted, resulting in better management and control over data center security, (5)
Complete restructuring of Banner access and permissions, and (6) Establishment of annual
audits of all file shares at the College.
195
6.5.1
Implement ways to raise security awareness for faculty,
employees, and students through training, advertisements, and
a security information repository.
All Campuses
1 An IT security awareness website was created (http://www.pima.edu/itsecurity). This website
contains information about the business processes, awareness materials, and technology the
College uses to improve information security. (All, K. Kelly, VC for Information Technology)
2 Security awareness posters were distributed to every campus, district office, and the maintenance
and security facility. These posters help identify common phishing attacks and direct employees
to gain more information on security from the security website. (All, K. Kelly, VC for
3 Several activities to increase general awareness of security concerns include ongoing articles in
Pima News to address specific security topics, and presentations to district and campus cabinets.
(All, K. Kelly, VC for Information Technology)
4 Several venues for security training have been offered. A half-day class for employees was
conducted that covered a variety of security topics. Ongoing security training for IT staff now
occurs to improve the understanding of security devices and practices. Finally, all new
employees are provided security awareness training as a part of new employee orientation. (All,
K. Kelly, VC for Information Technology)
Community Campus
1 Numerous Adult Education staff members have participated in CAT training and each center has
its own CAT team. Each center is having evacuation drills in 2010. (CC, S. Lee)
2 Participate in Emergency preparedness at the campus level. (CC, S. Lee)
3 Security checks were conducted at each Adult Education learning center. Adult Education staff
has worked closely with District Facilities and DPS to identify and address security issues. (CC,
S. Lee)
Northwest Campus
1 Northwest Campus conducted FERPA training for faculty. (NW, V. Cook, VP of Instruction)
6.5.2
Implement college-wide business processes to improve the
management of documents and records, including different
classification levels for records.
All Campuses
1 A data classification standard was implemented that defines three types of data at the college:
confidential, internal only, and public. This standard includes a detailed list of responsibilities for
multiple levels of data handlers: data trustees, data stewards, and data processors. This standard
helps to ensure the college operates on a consistent process in the handling of data to improve
data security. (All, K. Kelly, VC for Information Technology)
2 A standard to define the scope and capabilities of IT data backups was created. This standard
defines the operational purpose of IT data backups, and data recovery capabilities in the event of
catastrophic system loss. (All, K. Kelly, VC for Information Technology)
Community Campus
1 Implementing scanning and document archiving at the business office. (CC, S. Lee)
196
Northwest Campus
1 Business services converting paper to electronic files. (NW, C. Strom, Director of Admin
Services)
6.5.3
Identify and implement encryption technology for mobile
devices.
All Campuses
1 A pilot study occurred to identify encryption technologies for mobile devices such as flash
drives. Several flash drive technologies were tested, including biometric finger print scanners and
password protected devices. The pilot found that the cost per device was prohibitive and that
security awareness was a more appropriate avenue. (All, K. Kelly, VC for Information
Technology)
2 All PCC laptops used by employees and faculty now use full disk encryption to ensure proper
protection of any confidential data that may be stored on the laptop. "Full disk encryption" was
used in order to ensure ease of use for College employees. This implementation was important in
order to reduce risk from laptops being stolen or lost. ARS 44-7501 requires public notification
in the event of "unauthorized acquisition" of confidential data, however notification is not
required if PCC can show that all confidential data were encrypted. (All, K. Kelly, VC for
3 The Information Security website now includes recommendations for protecting mobile devices
that are too disparate for any single technological solution to address. These recommendations
include a top ten list compiled by EDUCAUSE in conjunction with the US Computer Emergency
Readiness Team. (All, K. Kelly, VC for Information Technology)
6.5.4
Make improvements in the overall Information Technology
security infrastructure, including internet accessible servers,
and internal server monitoring and management.
All Campuses
1 Central logging of firewalls and servers allow logs to be centrally managed. Correlation rules and
aggregate statistics provide indicators of possible attacks. This has led to increased visibility of
network security vulnerabilities and incidents. (All, K. Kelly, VC for Information Technology)
2 Firewall rules for internet accessible servers (DMZ) were updated from generic allows rules for
all servers to rules for only specifically permitted traffic. A default deny was also implemented
between high risk DMZ servers to data center servers, resulting in the management of
specifically permitted traffic. (All, K. Kelly, VC for Information Technology)
3 Servers are routinely scanned for vulnerabilities and weaknesses that could be exploited by
attackers. These vulnerabilities and fixes for them are tracked over time to create a
comprehensive awareness of server vulnerabilities. (All, K. Kelly, VC for Information
Technology)
4 Updates are now automatically deployed to all workstations within 24 hours of release from
Microsoft. This has provided a much faster response time to desktop vulnerabilities. (All, K.
Community Campus
1 Monitor network traffic (both wired and wireless) to provide early detection of possible security
threats and virus infections to the College network. (CC, S. Lee)
197
6.5.5
Review and revise business processes for access to
information (including granting, modifying, and removing
access, in addition to audit procedures).
All Campuses
1 A standard was created describing the account creation, maintenance, and removal of a PCC
system account and Banner account for staff and faculty. A PCC system account is a single sign
on account that includes access to email, desktop login, and MyPima. This standard has helped to
create a consistency and provide transparency in account management. (All, K. Kelly, VC for
2 Annual audits of all file shares at the college started in order to review current access
permissions and revise as necessary. This annual process has improved documentation of access,
improved identification of data stewards responsible for data, and improved awareness of the
importance of data on file shares. (All, K. Kelly, VC for Information Technology)
3 Banner: The process for gaining access to Banner has undergone substantial and comprehensive
changes:
a. Re-architect security: All security categories for access to Banner were recreated from scratch
into a new system that provides access to functionality according to job functions as opposed to
job titles. All Banner forms were reviewed for applicability, and structure was created with
deference to the confidentiality, integrity, and accessibility of data.
b. New process and form: A new process and form for requesting Banner access was created.
This process and form includes many substantive changes including: processing time reduced to
a maximum of five days; an entirely electronic process; a single access form for all accounts;
consistency in process for any changes; historical access is no longer carried forward; access is
no longer unique to an individual employee; process responsibilities and capabilities are now in
alignment.
c. Security tool: A security lookup tool was created to enable Banner module leaders to identify
which employees have access to which parts of Banner immediately. This information is
rendered in a variety of formats, providing a module leader immediate and comprehensive insight
into current security access.
d. Comprehensive review: A conversion of all Banner accounts to the new security architecture
began in the summer of 2009 and the first phase will complete in the fall of 2010. (All, K. Kelly,
VC for Information Technology)
District Office
1 The business process for contract administration and associated District and Campus
responsibilities has been reviewed, documented, and presented to Cabinet. (DO, D. Bea,
Executive Vice Chancellor for Finance and Administration)
Northwest Campus
1 Reviewed access to Northwest Campus share drives and listservs. (NW, C. Strom, J. White)
198
Strategy 6.6
Expand access to internal information (Intranet)
Chancellor for Marketing
Complete
Strategy 6.6 was designed to expand access to internal College information through design
and implementation of an intranet platform. Major accomplishments within this strategy
include: (1) Determination of critical information for the intranet, including student services
content, a College Catalog archive, and a Schedule of Classes archive, (2) Identification of
potential web pages for migration to the intranet, (3) Creation of an intranet application
within MyPima, (4) Identification of administrative content owners for each area of the
intranet and development of guidelines for appropriate intranet content, and (5) Updates to
web content management training courses to reflect additional skills needed for intranet
content creation and maintenance.
199
6.6.1
Identify critical information and services to be provided to
internal groups [for example: old catalogs, fact books, College
forms, travel and procurement manuals, organization charts,
Frequently Asked Questions (FAQs) for new employees,
building plans, faculty materials].
Community Campus
1 Information available on Hotsheets network folder. (CC, S. Lee)
District Office
1 Developed a daily registration comparison report that is used to compare current registration
trends against the comparable term a year prior. (DO, I. Abbs, Director of Business Systems)
2 Developed a new set of budget reports that allow for drilldown analysis by organizations and
accounts. (DO, I. Abbs, Director of Business Systems)
3 Developed a Priority Queue report for purchasing which allows them to see all approvers
belonging to a particular queue in the automated requisition process. (DO, I. Abbs, Director of
Business Systems)
4 Developed a report for the Employee Service Center that allows them to identify employees that
have received multiple W-2s. (DO, I. Abbs, Director of Business Systems)
5 Developed a report for the Employee Service Center that better tracks fixed-based pay issues in
order to ensure employees are being paid properly. (DO, I. Abbs, Director of Business Systems)
6 Developed a report that is delivered daily to the AVC for Finance and the Director of Student
Accounts which indicates any cashiers that were under or over for the previous day. (DO, I.
Abbs, Director of Business Systems)
7 Developed and implemented plan for employee notification and outreach related to 403 (b)
changes. (DO, G. Goodman, Director of Employee Service Center)
8 Student Services content was identified as the top priority for delivery in the Intranet. The pages
and content were activated in October 2009. In addition, an archive of catalogs and Schedules of
Classes were made available at that time. Payroll, health, and safety information were identified
as the next priorities. Content in these areas will be posted by December 15, 2009 by Web
Development Systems. A prioritized plan for continuing expansion of content has been
developed. Focus groups are being used to ensure that employees have an opportunity to provide
insight and comments. (DO, K. Kelly, VC for IT)
9 Worked with the Budget and Reporting department to create a variance report that is used to
compare last month's Governmental Accounting Standards Board (GASB) report with the current
month's. (DO, I. Abbs, Director of Business Systems)
10 Worked with the Purchasing department to create a Direct Pay report. (DO, I. Abbs, Director of
Business Systems)
11 After implementation of Student Services content, Intranet sites were implemented for:
Academic Services, College Police, Employee Service Center, Finance, Health and Safety,
Human Resources, Information Technology, and Marketing and Public Information. Staff
continue to identify and load appropriate content into these sites. (DO, K. Kelly, VC for
200
6.6.2
Identify areas on the public Website that should be migrated to
internal content.
Community Campus
1 Adult Education staff identified information from the Website to incorporate into the Intranet.
(CC, S. Lee)
2 Information available on Hotsheets network folder. (CC, S. Lee)
District Office
1 A list of web pages for possible migration to the Intranet has been developed. This information is
reviewed with appropriate administration as content is prepared for the Intranet. (DO, R. Howell,
AVC for Marketing)
6.6.3
Identify and implement the technologies needed to deliver
internal information and services to target audiences.
All Campuses
1 The ability to search both Intranet and public web site content from within the Intranet has been
implemented. (All, K. Kelly, VC for Information Technology)
Community Campus
1 Technologies implemented limited to network services. (CC, S. Lee)
District Office
1 Web Systems staff have created an Intranet application within MyPima. The intranet application
is only available to employees, and only when they are logged into MyPima. Drop-down
navigation and an Intranet-only search engine are currently available to staff. Future
enhancements to the application are planned, including an option to search both Intranet and
public web site content from within the Intranet. (DO, R. Howell, AVC for Marketing)
6.6.4
Develop the policies for content creation and management.
District Office
1 Administrative content owners have been identified for each area of the Intranet. They will select
appropriate content editors and approvers for the various sites in their area of responsibility.
Intranet guidelines including the types of information appropriate for the intranet have been
developed and are given to administrators as they being work on their sections. (DO, B. Murphy,
AVC for Academic Services and Vice Provost)
6.6.5
Provide training for content creation and review.
District Office
1 Provided training of the new Finance knowledge base at a monthly All-Staff meeting. (DO, I.
2 Provided training of the new Finance knowledge base to directors at a monthly Administrative
Management Team meeting. (DO, I. Abbs, Director of Business Systems)
201
3 The Intranet utilizes the same content management tool as the public web site. The few
additional skills needed to create and approve Intranet content have been integrated into the
existing Web Editing and Web Approving training. Experienced editors are given short,
individual training sessions if they are also assigned to edit Intranet content. (DO, R. Howell,
AVC for Marketing)
202
Strategy 7.1
Increase public information about College operations
Complete
Strategy 7.1 was designed to increase public access to information regarding College
operations through report development and web content design. Major accomplishments
within this strategy include: (1) Effective and near-immediate distribution of Board packets
and meeting notes following Board meetings, (2) Distribution of additional financial
information on the web site, including Comprehensive Annual Financial Reports and A-133
Single Audit Reports, (3) Creation of a whitepaper on property taxes, available on the
Finance web page, (4) Preparation of a detailed set of student characteristics reports that
include demographic information and county comparisons and are publicly available on the
College website, and (5) Inclusion of 'Reason for Attending PCC' student intent data in
many College reports.
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7.1.1
Research and identify information needs of constituents.
All Campuses
1 Conducted regular visits to service area high schools to continue to educate school personnel and
seek input on their needs. (All, VP of Instruction)
District Office
1 A survey is under development which is to be included in the new Accountability website. The
survey will provide a way for users of the website to give feedback on the content, therefore
providing the College with an improved understanding of the information needs of constituents.
The survey will be prepared using SurveyMonkey. (DO, N. Richmond, Exec. Director of
Planning and Institutional Research)
2 As part of the College Plan planning process, community members and leaders made
presentations to the College and to some College Plan Initiative Planning Committees. (DO, D.
Bea, EVC for Finance and Administration)
3 Over the last year, the AVC for Marketing and staff have met with members of the local and
national media to identify information needs and the best way(s) to communicate such
information (web, press releases, media alerts, direct story pitches). (DO, R. Howell, AVC for
Marketing)
4 Surveys of Pima County residents, community leaders and students were conducted during
October and November 2008 to objectively assess the image of the College, and to identify
opportunities for the College to serve the community better, including information needs of
constituents. (DO, R. Howell, AVC for Marketing)
Northwest Campus
1 Fall visitations conducted by NWC Administrative team. Student Services staff completed
liaison visits to key service area high schools in October and November. (NW, D. Padgett, A.
Conover, R. Rojas)
7.1.2
Develop appropriate reports and deliver via College Website.
District Office
1 Additional financial documentation has been made available on the website including: State of
Arizona Official Budget Forms, Comprehensive Annual Financial Reports and A-133 Single
Audit Reports. As newer documentation is available, the documents are uploaded to the website.
(DO, D. Bea, EVC for Finance and Administration)
2 At the May 2009 meeting of the Planning Committee, the development of performance indicators
that relate to the College Goals was discussed. A range of topics and possible indicators were
considered and further development of the measures will continue through the 2009-2010
planning year. (DO, N. Richmond, Executive Director of Planning and Institutional Research)
3 Created 'whitepaper' on property taxes that assists the public in understanding how property taxes
are calculated and how they work to fund College operations. This whitepaper is posted on the
Finance webpage. (DO, D. Bea, EVC for Finance and Administration)
4 Marketing and Web Services staff collaborated with PIR staff to develop and implement a draft
Accountability web site, which allows for public distribution of key reports regarding such things
as tuition rates, academic success of students, student characteristics, and distribution of students
in Pima County. (DO, R. Howell, AVC for Marketing)
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5 Presenting information comparing PCC with other community colleges is inherently problematic
as state and federal data do not fully capture the goals of community college students. PCC
collects information from students during the registration process on their reason for attending
PCC. The options that the students can select from were revised in early 2009, and from summer
2009 onwards students can select from: 1) Pursuing a PCC degree or certificate; 2) Courses for
transfer to a 4 year college/university; 3) Taking courses for personal interest; 4) Taking courses
for job skills; or, 5) University of Arizona student taking courses at PCC. Existing student reports
will be updated during fall 2009 to incorporate the new options. The first reports presenting the
new data are scheduled for release after the fall 2009 census date. (DO, N. Richmond, Executive
Director of Planning and Institutional Research)
6 The College has a website of key data comparing PCC with other Arizona Community Colleges
and other multi-campus colleges across the US. The data are updated regularly. These data will
be merged with the Accountability website. In addition to comparisons with other Colleges, these
reports include transfer information on PCC students moving on to the state universities. (Aiming
to update by September 30). (DO, N. Richmond, Executive Director of Planning and Institutional
Research)
7 The Finance webpages have been redesigned with improved content and information for both
internal and external constituents. (DO, D. Bea, EVC for Finance and Administration)
8 The software tool Xcelsius has been used to create an interactive dashboard presenting IPEDS
Feedback Data comparing the College with its peer group of large multi-campus community
colleges. The first draft was presented to the Chancellor for his comments on August 24, 2009. A
revised version will be discussed with the Board of Governors on October 14, 2009. (DO, N.
Richmond, Executive Director of Planning and Institutional Research)
7.1.3
Improve public access to Board of Governors information.
District Office
1 All main local media outlets receive electronic copies of the Board meeting packets the Friday
before each Board meeting. (DO, R. Howell, AVC for Marketing)
2 Board packets are uploaded to the website shortly after Board of Governor meetings providing
timely access to this information to both internal and external constituents. (DO, R. Howell,
AVC for Marketing)
3 Each Thursday following a Board of Governors meeting, a press release is issued to all local
media describing the actions taken by the Board at the meeting. (DO, R. Howell, AVC for
Marketing)
4 In collaboration with Web Systems, the Board of Governors webpage and other webpages were
updated to meet the requirements set forth in House Bill 2282 that specified changes to Arizona
Revised Statutes §41-4602. (DO, C. Englander, Executive Assistant)
5 Public access to Board of Governors information is available via a dedicated page linking off of
the About Us page of the web site. Information linked from the Board page includes: special
statements issued by the Board; biographies of each Board member; agendas, minutes and
packets for past Board meetings; results of recent Board events recognizing employee, student
and community member achievements and professional growth; and contact information for the
Board of Governors. The meeting schedule for the Board of Governors is also available online.
(DO, R. Howell, AVC for Marketing)
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7.1.4
Increase information on the College Website for constituents
wanting to do business with the College.
Community Campus
1 Adult Education website was updated with current contact and program information. Adult
Education has worked closely with IT to enter students into Banner. An Adult Education
MyPima tab was created. This tab will allow students to access information specifically
pertaining to Adult Education programs, activities, and operational calendar. (CC, S. Lee,
President)
District Office
1 Board Policy BP-2503, Regulation RG-2503, and the Standard Practice Guide SPG-2503
regarding Use of Facilities were rewritten to clarify, improve, and make consistent the
information provided to the public regarding the use of College facilities. (DO, D. Bea, EVC for
Finance and Administration)
2 Developed request for proposal (RFP) and bid award web page. (DO, T. Harrington, Director of
Purchasing)
3 Developed supplier information for website (DO, T. Harrington, Director of Purchasing)
4 Numerous purchasing forms have been updated, are now available online and are fillable by the
end user. These forms include: Internal Revenue Service (IRS) form W9, Vendor Maintenance
Request, Purchase Order Change Order Request, and the Sole Source Purchase Request and
provide improved service for vendors and College employees working with vendors. (DO, T.
Harrington, Director of Purchasing)
5 Online information and documentation on the Purchasing website has been improved and
outdated materials have been removed. (DO, T. Harrington, Director of Purchasing)
6 Requests for proposal, requests for quotation, and invitations to bid and associated materials are
now created internally using templates that provide better readability, layout, and organization to
better meet the needs of external constituents. The use of these templates ensures that
consistency is maintained with contractual verbiage and provides framework for College work
units to better write and prepare information to be included in these documents. (DO, T.
7.1.5
Create reports that identify College accomplishments
including improved College operations.
District Office
1 A detailed set of student characteristics reports have been prepared. The reports present a variety
of demographic information and, where appropriate, compare with Pima County data. The data
have been posted to the College website at:
http://www.pima.edu/admin/research/studentdata/index.shtml. In addition to tables of data, maps
of student distribution for the top programs and district-wide have been prepared. The maps are
also available via the above link. The first reports and maps were prepared using Spring 2009
data. They will be updated each summer, fall and spring term. (DO, N. Richmond, Executive
2 A webpage has been developed that serves as the repository of data regarding the College Plan.
Both historical information about previous plans as well as reports supporting the current College
Plan are included. Reports include all activities and projects accomplished college-wide in
support of the College Plan. (DO, N. Richmond, Executive Director of Planning and Institutional
Research)
206
3 A webpage has been developed that supports the 2010 accreditation process. This webpage is
updated with the latest reports including a draft of the Accreditation Self-Study that includes
numerous charts of College financial data. (DO, Provost's Office)
4 Academic success indicator reports have been created. These reports present grade distribution
and GPA information as a function of key demographics. The first reports were released
internally at the end of the Spring 2009 term. The reports are posted to the website at:
http://www.pima.edu/accountability/academic-success.shtml. (DO, N. Richmond, Executive
5 In conjunction with the roll out of these reports pertaining to College accomplishments,
Marketing plans to develop communications via @PimaNews and other marketing avenues as
appropriate. (DO, R. Howell, AVC for Marketing)
6 The Employee Pay Redesign Project presentation by the Exeter Group was posted on the
Employee Service Center intranet. (DO, G. Goodman, Director of Employee Service Center)
7 The executive summary of the Organizational Climate Survey has been uploaded to the College
website. (DO, S. Miles, Provost and Executive Vice Chancellor)
8 The Final Report of the Exeter Group concerning College student services was posted on the
College website and is available for download. (DO, D. Bea, Executive Vice Chancellor for
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Strategy 7.2
Systematically assess and address College risk and liability
Completion Date: March 31, 2010
Complete
Strategy 7.2 was designed to systematically assess and address College risk and liability.
Major accomplishments within this framework include: (1) Establishment and training of
Campus Action Teams by Environmental Health and Safety, and Campus Police to ensure
that a group of staff is always available on-site to handle emergencies and other campus
situations, (2) Development of an Identity Theft Prevention Program to comply with new
Federal regulations, (3) Identification and implementation of a college-wide asset
management system, Altiris, by IT and Facilities, (4) Review of the Employee Exit Process
and creation of a checklist that is posted to the College website, and (5) Hiring of a
Compliance Analyst with numerous responsibilities, including research into possible tools
that employees could use to report misconduct or other operational concerns.
208
7.2.1
Research best practices of risk management and risk
assessment.
Assistant Vice Chancellor for Finance, and Assistant Vice Chancellor
for Facilities
All Campuses
1 A PCCCD Emergency Response Plan was written. The plan provides guidance on
responsibilities and specific information on what to do in emergencies. This plan was placed on
the Intranet, so that it is available to all of the College community. (All, W. Ward, AVC for
Facilities)
2 Adverse weather response teams were established to handle and respond to winter and monsoon
storms. (All, D. Groover, AVC for Finance, W. Ward, AVC for Facilities)
3 District Emergency Preparedness procedures were revised and implemented. (All, D. Groover,
AVC for Finance, W. Ward, AVC for Facilities)
4 Environmental Health and Safety (EH&S) and Campus Police established and trained Campus
Action Teams (CAT) to ensure a cadre of staff are on-site to handle emergencies and other
campus situations. (All, D. Groover, AVC for Finance, W. Ward, AVC for Facilities)
5 Environmental Health and Safety (EH&S) created new accident/injury reporting forms and
procedures were developed and placed on the Intranet. These new procedures will help ensure
that accidents are properly documented, investigated, and that the appropriate corrective actions
are taken in a timely manner. (All, D. Groover, AVC for Finance, W. Ward, AVC for Facilities)
6 Environmental Health and Safety (EH&S) established new classes on safety matters such as:
Laboratory Safety; Improved safety for energized equipment; Eye and face protection; Blood
borne pathogens; Fork lift operations; Recycling; Wastewater compliance; and Hazardous
Communication (Chemical Right-to-Know). (All, D. Groover, AVC for Finance, W. Ward, AVC
for Facilities)
7 Environmental Health and Safety (EH&S) has expanded and improved the following program
areas: Laboratory Safety; Lockout/Tagout for energized equipment; Personal Protective
Equipment (PPE); Blood borne Pathogens; Fork Lift Operations; Fire Extinguishers; Hot Work
Permits; and Fire System Impairments. (All, W. Ward, AVC for Facilities)
8 Environmental Health and Safety (EH&S) has improved hazardous waste disposal processes for
District science labs, clinics, and arts areas. (All, D. Groover, AVC for Finance, W. Ward, AVC
for Facilities)
9 Environmental Health and Safety (EH&S) has made improvements to the safety training program
for staff. (All, D. Groover, AVC for Finance, W. Ward, AVC for Facilities)
10 Environmental Health and Safety (EH&S) was designated as the College's central point of
contact with all State, county, and city regulatory authorities such as: OSHA, Fire Marshals,
Pima County Department of Environmental Quality, and the Pima County Wastewater
Reclamation Department. (All, D. Groover, AVC for Finance, W. Ward, AVC for Facilities)
11 Environmental Health and Safety (EH&S) worked with Purchasing to revise the Purchasing Card
(PCard) procedures to prevent unauthorized hazardous material purchases by staff. (All, D.
Groover, AVC for Finance, W. Ward, AVC for Facilities)
12 Facilities personnel participate with the College insurance safety auditor to conduct a yearly risk
management audit of District facilities. (All, D. Groover, AVC for Finance, W. Ward, AVC for
Facilities)
13 Fixed ladders were installed on several buildings throughout the District. These ladders will
provide maintenance personnel with safer means of roof access. (All, W. Ward, AVC for
Facilities)
14 Procedures were established to conduct asbestos inspections prior to construction or renovation
of District facilities. (All, D. Groover, AVC for Finance, W. Ward, AVC for Facilities)
209
15 Reassigned responsibilities for fire safety systems such as fire alarms and fire sprinklers to
Environmental Health and Safety (EH&S). (All, D. Groover, AVC for Finance, W. Ward, AVC
for Facilities)
16 The College has a safety committee and a non-exempt worksite safety committee to assist in
providing a safe and healthy work environment. The general responsibility of the committee is to
assist in providing a safe and healthy work place. Responsibilities are to: review the results of
inspections of reported hazards, review summaries of all accident reports, promote health and
safety education and awareness, recommend standardized policies and procedures for a safe work
place, and to reduce the risk of injuries to employees. (All, W. Ward, AVC for Facilities)
17 The College Worksite Safety Committee is provided access to information to share with
employees to help reduce accident occurrences. (All, D. Groover, AVC for Finance, W. Ward,
AVC for Facilities)
Community Campus
1 Research provided and applied to the backup and destruction of network stored information.
(CC, S. Lee)
District Office
1 The College has been provided access to videos that review various risk issues that are common
in operating large entities like community colleges. These videos will be used to improve
inspections of existing College infrastructure. (DO, D. Bea, Executive Vice Chancellor for
2 The College meets regularly with representatives of 'The Trust', the College's liability insurance
provider and discusses best practices of risk management and assessment. (DO, D. Bea,
Executive Vice Chancellor for Finance and Administration)
7.2.2
Develop college-wide risk assessment tool.
District Office
1 A risk assessment tool has been developed. (DO, D. Bea, EVC for Administration)
2 Administration Management Team members attended Risk Assessment training. (DO, M.
Dworschak, Director of Business Operations)
3 An Identity Theft Prevention Program was developed to comply with new federal regulations. A
"Red Flags" questionnaire was distributed to Campus Administrators. (DO, D. Groover, AVC for
Finance)
4 College cashiers have been trained in safety issues and dealing with different types of customers
and situations that may arise on the job. (DO, D. Groover, AVC for Finance)
7.2.3
Develop departmental self-audit procedures.
District Office
1 A Check Payment Quality Control and Review Checklist has been implemented. (DO, D.
Groover, AVC for Finance)
2 Accounts Payable Invoice Tracking process has been implemented. (DO, D. Groover, AVC for
Finance)
3 Automated the approval of requisitions within a new common framework of approval queues
college-wide. (DO, T. Harrington, Director of Purchasing)
4 Develop and implement a Purchase Award Justification form to be completed for every Purchase
Order Awarded. This form will document the reason for selecting the vendor for a Purchase
Order for scrutiny by auditors to and to link decisions to policies approved by the District in the
Purchasing Policy Manual. (DO, T. Harrington, Director of Purchasing)
210
5 Develop and implement a report to verify the justifications for awarding Purchase Orders to the
top 40 vendors during each quarter in accordance with approved Purchasing Policies and
Procedures. This report will also serve as a quality control check on the Purchase Award
Justification Form and over 50% of the total Purchasing spend for each period analyzed. (DO, T.
6 Developed and implemented P.O. Purchase Award Justification form. (DO, T. Harrington,
Director of Purchasing)
7 Developed cyclical quality control spot checks of PCard usage conformance to procedures. (DO,
T. Harrington, Director of Purchasing)
8 Overpayment procedures have been developed and implemented to reduce overpayments and
resolve issues with employee. Procedure was posted on Intranet (DO, G. Goodman, Director of
9 Payroll Closing Checklist has been developed and is being utilized for each payroll on a
biweekly basis. (DO, K. Dosch, Payroll Manager)
10 PCard Quality Control annual pre-audit review (DO, D. Groover, AVC for Finance)
11 PCard Quality Control reviews have been instituted and are now conducted annually each fall.
(DO, T. Harrington, Director of Purchasing)
12 Reports have been created and are being utilized that identify and correct discrepancies prior to
payroll processing. (DO, K. Dosch, Payroll Manager)
13 The number of time-consuming manual checks was reduced by processing emergency leave
buyouts on normal biweekly check. (DO, K. Dosch, Payroll Manager)
7.2.4
Expand employee training program on risk and liability.
All Campuses
1 Safety and Security improvements: Emergency Response training provided on all campuses. (All,
2 Safety and Security improvements: Enhanced lab safety training created and oversight improved.
3 Safety and Security improvements: Improved emergency and project communication. (All, W.
4 Safety and Security improvements: Occupational Safety and Health Administration (OSHA)
safety training provided throughout the year. (All, W. Ward, AVC for Facilities)
5 Safety and Security improvements: The Department of Public Safety (DPS) performed training to
employees on 'Violence in Workplace'. (All, S. Bay, Director of DPS)
6 Worked with District Safety to train faculty and staff on the College's Emergency Response Plan.
The Campus CAT Team worked with District personnel to train on emergency response. (All,
VP of Instruction)
District Office
1 Cash handling procedures have been updated. (DO, D. Groover, AVC for Finance)
2 TouchNet Manual and Training Materials have been prepared for baseline processes. (DO, P.
Mata, Fiscal Adv. Analyst)
3 Use Tax training has been developed and is administered by the Director of Purchasing. (DO, D.
Northwest Campus
1 NW emergency response training was held on September 12, 2008. The CAT Team received
two-way radio training in December 2008. All Campus Safety meeting held to discuss Bomb
Threat process in March 2009. (NW, S. Lee, C. Strom)
2 Worked with District to conduct simulated emergency response practice drills with Campus
Action Team. Real fire evacuation simulations drill conducted on October 24, 2008. (NW, S.
Lee, C. Strom)
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7.2.5
Establish a college-wide asset management system.
Assistant Vice Chancellor for Finance, and Assistant Vice Chancellor
for Facilities
All Campuses
1 An Information Technology work center was established at the Maintenance and Security Main
Warehouse area to process computer systems from purchase to final disposition. (All, W. Ward,
AVC for Facilities)
2 An Information Technology work center was established at the Maintenance and Security Main
Warehouse area to process computer systems from purchase to final disposition. (All, W. Ward,
AVC for Facilities)
3 The Facility Condition Audit vendor team has bar-coded and entered into the FAMIS work order
control system all District facilities real property equipment. (All, W. Ward, AVC for Facilities)
District Office
1 A college-wide asset management system, Altiris, has been identified and is being used in IT.
Facilities has set up Altiris and is developing reports so that it may best be utilized by the
College and Facilities. (DO, W. Ward, AVC for Facilities)
7.2.6
Develop automated employee separation process to ensure
College property is properly managed.
District Office
1 Employee Exit Process has been reviewed and a checklist has been created and is available on
the College's website. (DO, D. Groover, AVC for Finance)
7.2.7
Enhance communication channels for reporting operational
concerns or misconduct.
All Campuses
1 Created process improvement task teams to review policy and procedures, and make
recommendations for best practices in: PCard, Accounts Payable, Student Life activities,
Cashiering, and Workplace Safety. (All, D. Groover, AVC for Finance)
2 Implemented Identity Theft Prevention Program. (All, D. Groover, AVC for Finance)
3 Improved communication from AVC for Finance to Business Offices and Student Services to
improve communication for reporting operational concerns. . (All, D. Groover, AVC for
Finance)
4 Improved processes for Banner security access. (All, D. Groover, AVC for Finance)
District Office
1 College-wide Accounts Payable Process review completed. The results identified processes and
forms that need updating including automation. The improvements will be implemented during
the 2011-13 College Plan cycle. (DO, Prisila Mata, Supervisor)
2 Created and hired a compliance analyst with numerous responsibilities, including researching
possible tools that employees could use to report misconduct or other operational concerns. (DO,
D. Groover, AVC for Finance)
3 Discussed with the College's internal auditor best practices for providing employees a tool to
report misconduct or other suspected fraud. (DO, D. Groover, AVC for Finance)
212
4 Established college-wide collaborative communication among Student Accounts, Financial Aid,
Student Services, and Cashiers to improve communication for reporting operational concerns.
(DO, D. Groover, AVC for Finance)
5 Researched possible contracted services that could provide a hotline that would permit an
employee to report misconduct or suspected fraud. (DO, D. Groover, AVC for Finance)
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Strategy 7.3
Improve internal operations
Complete
Strategy 7.3 was designed to improve internal College operations through automation of
business processes, employee recognition programs, and additional professional
development and cross-training. Major accomplishments within this strategy include: (1)
Automation of many Finance forms and reports, (2) Development of a Supervisor Leave
Balance report, (3) Implementation of a public recognition reward program at Community
Campus, based on the workplace productivity process called Fish!, (4) Offering of Pima
Reports training for administrators to aid in data-based decision-making, and (5) Creation
of Intranet content with standardized forms for the Employee Service Center, Purchasing
and Contracts, and other areas within the College.
214
7.3.1
Explore automated electronic solutions to College business
processes, emphasizing integrated solutions.
Community Campus
1 Implemented scanning technology to track and provide information promptly to Campus and DO
staff. This also allowed our Campus Business office to consolidate and move to a much smaller
location, freeing up space for the GED program when the Lindsey Learning Center was closed.
2 Implementing technology for document scanning and archiving in the Business Office. (CC, S.
Lee, President)
3 Review of information and reports provided in the Research Accounting module in Banner
Finance to explore the use of additional functionality in tracking grants at the Campus level that
were provided in Banner 8. (CC, S. Lee, President)
District Office
1 Automated billing process for Armed Forces billing is now in use. (DO, M. Dworschak, Director
of Business Operations)
2 Automated deletion process is currently in testing and is scheduled for implementation in Fall
2011. (DO, Larry House, Director of Student Accounts)
3 Automated requisition and purchase order process and archiving procedures - improved
readability, reduced printed material 60%, shared electronic archiving. (DO, D. Groover, AVC
for Finance)
4 Automated the scheduling of finance processes to post payroll expenses. (DO, C. Nickerson,
Business Operations)
5 Axiom/AnyDoc Timesheet Archive was explored as a solution to provide access to timesheet
data. System was not implemented as it was determined not to meet the College's needs. (DO, C.
Florko, Business Operations)
6 Banner's injury reporting and tracking system has been researched and tested for possible future
use. (DO, M. Dworschak, Director of Business Operations)
7 Created and implemented a fillable bank change order form to confirm bank invoicing change
orders from cashiers with direct transmission of form to Budget and Reporting. (DO, D. Groover,
AVC for Finance)
8 Created automated system to track tasks, projects, and college plan actions via email, Microsoft
InfoPath, and Microsoft Access. (DO, D. Bea, EVC for Administration)
9 Deployed Intellecheck 3.0 software to provide for the scheduling of direct deposit delivery and
improved processing of payroll. (DO, K. Dosch, Payroll Manager)
10 Develop Annual/Multi Year Contract list for Contract Management System. (DO, T. Harrington,
Director of Purchasing)
11 Developed an automated Banner upload process (FUPLOAD) for handling Chapter 33 Veteran
Affairs. (DO, I. Abbs, Director of Business Systems)
12 Developed Budget monitoring reports . (DO, M. Dworschak, Director of Business Operations)
13 Developed new FormFusion print formats to improve processing and information delivery for
Purchase Orders. (DO, M. Dworschak, Director of Business Operations)
Requisitions. (DO, M. Dworschak, Director of Business Operations)
Schedule Bill. (DO, M. Dworschak, Director of Business Operations)
16 Developed new Fund Labor Distribution report to improve fiscal oversight. (DO, M. Dworschak,
Director of Business Operations)
17 Developed new monthly expenditure transaction report to improve fiscal oversight. (DO, M.
Dworschak, Director of Business Operations)
215
18 Developed new open encumbrance report to improve fiscal oversight. (DO, M. Dworschak,
Director of Business Operations)
19 Employees may now access W2s securely online using MyPima capability. (DO, K. Dosch,
Payroll Manager)
20 Enhanced Capital Budget database by adding facilities data collection to provide single point of
data entry for all requests, standardized pricing calculations, and prompts to contact
inter-dependent departments such as IT or Facilities. (DO, D. Groover, AVC for Finance)
21 Exeter Group was hired to review time and leave accounting operations at the College and has
made recommendations regarding automation and process improvements. (DO, K. Dosch,
Payroll Manager)
22 Grant Expenditure Report has been developed. (DO, M. Dworschak, Director of Business
Operations)
23 Identified new student payment system and implemented system and training processes for
cashiers and student service employees. (DO, D. Groover, AVC for Finance)
24 Implemented Accounts Payable invoice tracking program. (DO, H. Rillos, Director of Fiscal
Services)
25 Implemented automated Faculty pay choice selection process. (DO, K. Dosch, Payroll Manager)
26 Implemented electronic refund system. (DO, Larry House, Director of Student Accounts)
27 Implemented job detail information on paycheck. (DO, K. Dosch, Payroll Manager)
28 Implemented Marketplace for online registration and payments for Provost workshops. (DO, Ina
Lancaster, Director of Budget and Reporting)
29 Implemented paycheck and payment advice coding explanation; published on payroll Intranet
page. (DO, K. Dosch, Payroll Manager)
30 Implemented Payment Plan. (DO, Larry House, Director of Student Accounts)
31 Initiated and hosted AZ Community College Best Practices Forum; topics included: Payroll,
benefits, student accounts, budget reduction, strategies, purchasing, etc. (DO, D. Bea, EVC for
Administration)
32 Multiple Pay ID Report was developed that will identify employees with multiple pay sources.
(DO, M. Dworschak, Director of Business Operations)
33 Numerous employees were trained in using WebI. The tool was used for certain reports when
appropriate. (DO, D. Bea, EVC for Administration)
34 Payments to major vendors and vendors who request the services are now delivered via
Automated Clearing House. (DO, H. Rillos, Director of Fiscal Services)
35 Payments to the Arizona State Retirement System and Public Safety Personnel Retirement
Systems are now made via secure web connection. (DO, K. Dosch, Payroll Manager)
36 Payroll data files are now transmitted to the bank by Finance via a secure web connection. (DO,
K. Dosch, Payroll Manager)
37 Pharmacy management tools are being utilized by the Employee Service Center to help reduce
pharmacy expenses to the College without sacrificing employee wellbeing or benefits. (DO, A.
Welliver, Benefits Manager)
38 Presented timekeeping training for supervisors integrating automated timesheet use with payroll
regulations. (DO, K. Dosch, Payroll Manager)
39 Provided Human Resources with a Benefits statement for applicant tracking system. (DO, K.
Dosch, Payroll Manager)
40 Set up the TouchNet Marketplace website for the PCC Foundation to receive donations. (DO, C.
Florko, Business Operations)
41 Student Accounts Banner system assessment and enhancement recommendations (Phase I) has
been completed by Exeter. (DO, D. Groover, AVC for Finance)
42 Student Credit Card Refund Report has been developed. (DO, M. Dworschak, Director of
43 The administration of the Family Medical Leave process has been improved and forms have been
updated and uploaded to the intranet. Additional improvements are awaiting web-time entry
decisions from Exeter's recommendations. (DO, K. Walker, Employee Service Center Human
Resource Analyst)
216
44 The life insurance roster is being generated automatically by using a newly developed report.
(DO, A. Welliver, Benefits Manager)
45 TouchNet Bill+Payment Suite has been explored and implemented enabling student self-service
access to online bills and bill payments, web-based bill presentment, secure online payments and
deposits, electronic disbursement of student refunds, and tuition payment plan setup and
enrollment. (DO, J. Calvao, Business Operations)
46 TouchNet Cashiering stations and software has been installed and implemented on six campuses
and District Office along with the associated training. These improvements will reduce manual
processes and improve data security. (DO, P. Mata, Business Operations)
47 Utilize Outlook for department task assignment and tracking. Expanded use of Outlook Calendar
to include due date and deadline tracking. (DO, D. Bea, EVC for Administration)
48 Utilized email capability of Intellecheck software to notify employees of different issues such as:
corrections made to payroll checks, open enrollment benefits verification, and federal and state
tax changes. (DO, K. Dosch, Payroll Manager)
49 Worked in conjunction with the Registrar's Office, Financial Aid, Finance, and IT to create an
automated process for the deletion of registration for students who have not paid their account in
full by the payment deadline. (DO, I. Abbs, Director of Business Systems)
50 Worked with Bank of America to obtain bank statements electronically in order to automate the
bank reconciliation process. (DO, I. Abbs, Director of Business Systems)
51 Worked with the Budget and Reporting department to automate the posting of Veterans Affairs
Interest and Petty Cash journal entries. (DO, I. Abbs, Director of Business Systems)
52 Worked with the Budget and Reporting department to automate the Salary Sweep Process. (DO,
I. Abbs, Director of Business Systems)
53 Worked with the Budget and Reporting department to streamline the process for importing the
Governmental Accounting Standards Board (GASB) report into Banner. (DO, I. Abbs, Director
of Business Systems)
54 Worked with the Purchasing department to alter their Change Order form to better suit the
College's needs utilizing the FormFusion third-party tool from envisions. (DO, I. Abbs, Director
of Business Systems)
55 Working with IT, Finance, Financial Aid, Registrar's Office, and Human Resources to create an
automated solution for handling the multiple PIDM (person identification master number)
problem in Banner. (DO, I. Abbs, Director of Business Systems)
East Campus
1 East Campus Director of Administrative Services developed a substitute business process model
on P-Cards for review/approval by District. (EC, C. Fugett, President)
West Campus
1 District IT, West Campus Student Services and the Nursing Department are in Phase II of
developing an online, automated application process and wait-list management system. Once the
Nursing online system is implemented, the Health Related Professions programs will follow.
(WC, C. Reynolds, WC Director of Administrative Services)
2 Implemented On-Track Express Desktop System (OTEDS) for all incoming package deliveries
starting in the summer of 2008. All packages, upon delivery, are barcode scanned into a tracking
log which creates a delivery list. An employee's signature is now required on the delivery list
when the item is delivered. Delivery lists are filed for future reference. (WC, C. Reynolds, WC
Director of Administrative Services)
3 Print and Copy Management Program: Pharos software was purchased October, 2010. West
Campus Administrative services and District IT departments have worked together to establish
connections between the new software and District employee data. Implementation will be rolled
out division by division as equipment is set for the new service. The campus-wide system is
scheduled for completion by April, 2011. (WC, C. Reynolds, WC Director of Administrative
Services)
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4 Reviewed the Center for the Arts internal and auxiliary programs to strengthen fiscal controls
and improve overall operational outcomes. Implemented approved changes. Reviewed and
updated all procedural documents including the contract for external rentals. Developed program
purpose and guidelines to follow and distribute to PCC users. Developed a facility use calendar
maximizing the use of available time in the three venues. Implemented new rental and internal
use rates in August, 2008. (WC, C. Reynolds, WC Director of Administrative Services)
5 Standardize and implement cost-recovery procedures for the Center for the Arts (CFA). (WC, C.
Reynolds, WC Director of Administrative Services)
6 The Dental Hygiene Clinic is in the preliminary stages of converting to a paperless electronic
management system for patient records. (WC, C. Reynolds, WC Director of Administrative
Services)
7.3.2
Improve the employee time and leave accounting system
through automation.
District Office
1 Exeter Group completed Phase I (initial assessment) and Phase II (requirements gathering and
analysis) which included setting up and demonstrating Banner Web Time Entry prototypes.
Employee Service Center is awaiting a decision regarding implementation of Exeter's
recommendations. (DO, K. Dosch, Payroll Manager)
2 Supervisor Leave Balance Report was developed. (DO, M. Dworschak, Director of Business
Operations)
3 Timesheets with separate weekly totals have been developed with the use of an outside
consultant for the 40 hour work week project. (DO, J. Calvao, Business Operations)
7.3.3
Develop a college-wide calendar for regular review of
Standard Practice Guides and internal procedures.
Assistant Vice Chancellor
District Office
1 A tracking database has been developed and is housed in the AVC’s office. This file is sortable
by SPG number, sponsoring unit, and date of last review. Since July 2008, thirty-three SPG’s
have been reviewed and approved. Six additional SPG’s are under active review. The AVC will
be sending out to the sponsoring units twenty-one SPG’s that have not been reviewed for five
years or more. As part of the review, the sponsoring unit will establish a regular review date of 3,
4, or 5 years. This will provide a way to manage timely review of all SPGs. (DO, D. Yoklic)
7.3.4
Develop employee rewards program to provide incentives for
operational improvements.
All Campuses
1 Emeritus status is given in recognition of distinguished individuals, retired from the College, for
significant contributions to the College. Recipients receive a framed certificate. (All, D.
2 Employee Service awards recognize years of service working for the College. All employees at
10, 20 and 30 (WC has a 40 year employee this year) years of service receive a framed
certificate. (All, D. Armstrong, AVC for Personnel Services)
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3 Outstanding Faculty awards recognize and reward significant service to PCC through, or in
addition to, regular College duties. Award recipients receive a cash award and a framed
certificate. (All, D. Armstrong, AVC for Personnel Services)
4 Outstanding Staff awards recognize and reward significant service to PCC through, or in addition
to, regular College duties. Award recipients receive a cash award and a framed certificate. (All,
D. Armstrong, AVC for Personnel Services)
5 Recognition at Board of Governors Meeting provides formal recognition of outstanding
achievement of employees, students and community members. Employees are recognized for
Local, State, Southwest region, national or international achievement and awards. Award
recipients receive a framed certificate. (All, D. Armstrong, AVC for Personnel Services)
Community Campus
1 Community Campus implemented an employee recognition program derived from a national
workplace productivity process called "Fish!". The process includes "Catch-of-the-Day" public
recognition for employees identified by their peers as going above and beyond the routine.
Recognition is accomplished through a campus email publication, information posted in the
"Aquarium" employee lounge, and personal appreciation from the President. (CC, D. Armstrong,
AVC for Personnel Services)
2 Community Campus routinely holds campus meetings at which employees are publicly
recognized for extraordinary workplace efforts, awards received, and other achievements.
Employees are recognized and praised personally by immediate supervisors and members of the
campus leadership team. (CC, D. Armstrong, AVC for Personnel Services)
Desert Vista Campus
1 The Desert Vista Annual Employee Recognition award is an annual award during the 10, 20, 30
recognition event (this year includes a 40 yr) based on nomination in specific categories. Three
award categories: exempt, non-exempt and "unsung hero" for either exempt or non-exempt staff.
(DV, D. Armstrong, AVC for Personnel Services)
District Office
1 The Provost's Doing a Good Deed award recognizes employees for positive acts. (DO, D.
Downtown Campus
1 DC President's Caught Doing a Good Deed Monthly Staff award recognizes staff who go above
and beyond the call of duty, with nominations direct to President from colleagues. All exempt
and non-exempt staff are eligible. (DC, D. Armstrong, AVC for Personnel Services)
East Campus
1 The Distinguished Faculty Award at East Campus recognizes and rewards EC faculty for
dedication to teaching, service to the community and institution, and participation in
presentations and conferences. (EC, D. Armstrong, AVC for Personnel Services)
2 The East Campus Outstanding Staff award recognizes and rewards staff for significant service to
students, the campus and the surrounding community. (EC, D. Armstrong, AVC for Personnel
Services)
3 The East Campus presents the Outstanding Adjunct Faculty Apple award. (EC, D. Armstrong,
AVC for Personnel Services)
Northwest Campus
1 Annually at the last Northwest Campus meeting of the academic year, the campus recognizes all
campus adjuncts and retirees. (NW, D. Armstrong, AVC for Personnel Services)
2 At each Northwest Campus meeting and annually at the last campus meeting of academic year,
the campus recognizes all campus employees for individual educational attainment and awards
received. (NW, D. Armstrong, AVC for Personnel Services)
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3 The Northwest Campus Annual Employee Appreciation Breakfast recognizes all campus
employees for their work and contributions each October. (NW, D. Armstrong, AVC for
Personnel Services)
West Campus
1 The West Campus presents Outstanding Adjunct Faculty awards that recognize outstanding
adjunct faculty in each division. (WC, D. Armstrong, AVC for Personnel Services)
7.3.5
Expand employee training content to emphasize the College's
culture of continuous improvement and data-based decision
making.
All Campuses
1 Offered "Pima Reports training for Administrators". Participants received an overview and
hands-on training in the use of the Pima Reports tool to include: finding and scheduling reports,
creating shortcuts to reports (Favorites folder), process for requesting new reports and discussion
on additional reporting needs. (All, D. Armstrong, AVC for Personnel Services)
2 Revised Customer Service training to include more information on the Pima product and increase
attendee participation. (All, D. Armstrong, AVC for Personnel Services)
Community Campus
1 Adult Education has established Professional Learning Communities (PLC) to assist with
continuous student achievement improvements and has improved student gains in Spring 2010.
District Office
1 A TouchNet software test plan and environment has been established and the plan is being
updated to include cashiering and online payments. (DO, P. Mata, Business Operations)
2 Completed Excel training with Applied Business Systems team (I. Abbs) for job-specific
applications. (DO, T. Harrington, Director of Purchasing)
3 Conducted an Excel training session for Budget and Reporting staff. (DO, I. Abbs, Director of
Business Systems)
4 Developed a Finance Analyst Tool Builder series to ensure that analyst-level staff have the tools
necessary to complete their day-to-day functions as effectively and efficiently as possible. (DO, I.
5 Developed a Finance knowledge base, utilizing Wiki technology, to better assist with
ascertaining knowledge. (DO, I. Abbs, Director of Business Systems)
6 Developed District/Campus Buyer Team. (DO, T. Harrington, Director of Purchasing)
7 Developed procedures for Purchasing for the upload of P-Card information from JPMorgan
Chase into Banner. (DO, I. Abbs, Director of Business Systems)
8 Developed Purchasing Spend Analysis. (DO, T. Harrington, Director of Purchasing)
9 Explored options for the delivery of professional development training to include a hybrid of
on-line course learning, followed by case study work. (DO, J. May)
East Campus
1 Piloted Professional Development Lab at East Campus to give employees an opportunity to focus
on professional development training away from their work area. (EC, D. Armstrong, AVC for
Personnel Services)
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7.3.6
Investigate, review, and test a document management system.
All Campuses
1 We received BOG approval to purchase the Banner Document Management Suite™ (BDMS),
referred hereafter as document imaging, from SunGard Higher Education (SGHE) in August of
2009. We subsequently negotiated a contract for software and support in September 2009
followed by acquisition of hardware in October, 2008. We began our document imaging
implementation in November 2009. Implementation was broken down into four general phases:
Needs Analysis and Planning, Installation and Testing, Configuration, and Training. During
“Needs Analysis and Planning” SGHE Consulting Practices staff met with institutional
representatives from the technical, functional, and administrative communities to identify our
business needs. The “Installation and Testing” process involved installing document imaging
software; setting up document databases, test servers, workstations, network connections,
scanning, and storage hardware; and confirming that the system was operational.. During the
“Configuration” phase, the SGHE Consulting Practices staff working closely with Pima staff
configured the document imaging solution to meet the institutional and specific implementation
goals identified in the Needs Analysis and Planning phase. Lastly, the administrative and
end-users from Financial Aid and Student Services were trained on the appropriate functional
and technical aspects of the document imaging system. The document imaging solution has been
in use since February 2010 by Student Services and Financial Aid staff at the District and at the
campuses. (All, C. Dooling, Acting VC for IT)
West Campus
1 Implemented Phase I of an electronic program of document storage for Business and Receiving
services January 2009. Purchased multi-functional equipment for both departments that have
scanning capability. Developed an electronic file system for scanned files, and an
implementation plan to phase in the operation of scanning document types over time and staff.
Phase II will include buying three more scanners (July, 2009) and expanding document storage
program to include more types of documents. (WC, C. Reynolds, Director of Admin Svcs)
7.3.7
Standardize college-wide forms, utilize interactive instruction
capabilities, and provide access to forms on College Website.
Community Campus
1 Adult Education now has developed a standardized student sign-in to capture accurate student
attendance for all classes. (CC, S. Lee, President)
2 Collaborate with District Office Risk Management, Contracts, and the Business Office to create a
template for vendor agreements. (CC, N. Russell, VP of Instruction)
3 Collaborate with District Office to revise a Minor Child Release Form used when minor children
participate in camps or other College learning activities. (CC, N. Russell, VP of Instruction)
4 Continuing Education, in collaboration with Information Technology, is assessing flexible
registration and payment for non-credit learners. (CC, S. Lee, President)
5 Create an applicant pool for non-credit, workforce, and professional development
facilitator/trainers using the online application system. (CC, N. Russell, VP of Instruction)
6 Improvements to non-credit revenue posting and refunds are being identified and implemented
reducing unpaid fees, improperly posted revenue and long wait for refunds. (CC, S. Lee,
President)
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District Office
1 All purchasing manuals and forms loaded onto Intranet. (DO, T. Harrington, Director of
Purchasing)
2 Benefits webpages on the Intranet were updated for open enrollment. (DO, A. Welliver, Benefits
Manager)
3 Created and uploaded content to the Intranet for the Health and Safety, College Police, Finance,
Budget and Reporting, and Contracts. Additional information is forthcoming and existing
information is scheduled to be updated regularly. The Intranet is accessible to all College
employees. (DO, D. Bea, EVC for Administration)
4 Created frequently asked questions (FAQs) for student payment website (DO, Larry House,
Director of Student Accounts)
5 Developed Standard Form Service/Purchase Agreements. (DO, T. Harrington, Director of
Purchasing)
6 Fillable Open Enrollment forms, Benefits Guide and contact information was made available on
the Intranet for ease of access to employees. (DO, A. Welliver, Benefits Manager)
7 PCard manual has been completely revised. Forms have also been updated and are available on
the Intranet. Training was conducted with Campuses. (DO, D. Groover, AVC for Finance)
8 Redesigned and made purchase order change order request form fillable. New form available on
website for College-wide access. (DO, T. Harrington, Director of Purchasing)
9 Redesigned and made vendor maintenance form fillable. New form available on website for
College-wide access. (DO, T. Harrington, Director of Purchasing)
10 Redesigned Open Enrollment forms to be fillable. This capability improves readability and
accuracy of data. (DO, A. Welliver, Benefits Manager)
11 Redesigned Request For Quotation Template and Short Form and Request For Bid Template and
Short Forms. (DO, T. Harrington, Director of Purchasing)
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Strategy 7.4
Expand use of customer feedback tools to improve service
delivery
Complete
Strategy 7.4 was designed to improve College service delivery through assessment of
existing customer feedback tools and expansion of feedback tool use. Major
accomplishments within this strategy include: (1) Cataloging of customer feedback tools
used at each campus and within specific programs, (2) Distribution of a business reply
postcard to Tucson area households to determine community interest in College offerings,
(3) Implementation of suggestion boxes in all Provost area offices, (4) Introduction of a
'secret shopper' program for College bookstores, and (5) Research and use of numerous
performance measures in administrative areas, including accounting of late timesheets
within the Employee Service Center and recording of call volume and hold time within
Student Accounts.
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7.4.1
Create an inventory of existing customer feedback tools and
ensure that the appropriate tools are being used to measure
feedback.
Community Campus
1 All Adult Education Learning Centers and the Adult Education Services office at the Community
Campus utilize the student feedback cards. (CC, S. Lee)
2 The Community Campus (CC), including Adult Education Learning Centers and Public Safety
Emergency Services Institute, utilize the College's student feedback cards to make continuous
improvements. (CC, S. Lee, President)
3 The Office of the CC President requested the assistance of Planning and Institutional Research to
create an electronic customer feedback form to improve Information Technology service
delivery. The survey was instituted twice during this academic year to compile feedback used to
improve service. (CC, S. Lee, President)
4 With the Office of the Campus President and Institutional Research, created a customer feedback
form to improve service delivery in IT for the Community Campus. (CC, S. Lee)
District Office
1 Vice Provost compiled and reviewed the inventory of the customer feedback tools listed by
campus. (DO, M. Martinez Sanchez, AVC for Academic Services and Vice Provost)
East Campus
1 East Campus Instruction receives feedback through student evaluations of instructors. (EC, H.
2 East Campus Student Life distributes a survey form for activities and runs the Pima Leadership
Institute (PLI). (EC, H. Muir, VP of Instruction)
3 The East Campus Bookstore carries out a Secret Shopper Survey. (EC, H. Muir, VP of
Instruction)
4 The East Campus Computer Commons holds a Basic Skills workshop and receives feedback
through a survey form. (EC, H. Muir, VP of Instruction)
5 The East Campus Learning Center surveys students once a semester (after mid-terms) regarding
services provided in the Learning Center. Survey questions were written through the Program
Review process with all the Learning Centers many years ago. (EC, H. Muir, VP of Instruction)
6 The East Campus Library carried out an instructor survey titled "Spring 2010 Evaluation of
Library Instruction". The library is also working on another survey titled "East Campus Library
Survey". (EC, H. Muir, VP of Instruction)
7 The East Campus President's Office distributes comment cards, and the Campus President meets
with Student Government. (EC, H. Muir, VP of Instruction)
Northwest Campus
1 Conducted monthly service appraisals of One-Stop Student Services Center. (NW, J. Worrall, L.
Morales)
2 PCC feedback forms collected by the President's Office are distributed to the administrative
supervisor of identified areas. (NW, V. Cook, VP of Instruction)
3 Sciences Learning Lab is developing a user feedback form for distribution and collection at the
end of the Spring 2010 semester. (NW, V. Cook, VP of Instruction)
4 Student Development developed a District standard student satisfaction instrument. (NW, V.
5 The Clinical Research Coordinator Program sends student evaluation and job placement
feedback forms to students upon completion of the program. (NW, V. Cook, VP of Instruction)
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6 The Learning Center and Sign Language Lab distribute and collect student satisfaction surveys
on an on-going and end-of-semester basis. (NW, V. Cook, VP of Instruction)
7 The Resource Center keeps a manual log of complaints and suggestions from users. (NW, V.
8 Therapeutic Massage Program collects student evaluations (in addition to official College
evaluations) at the end of each semester and at the completion of program. (NW, V. Cook, VP of
Instruction)
West Campus
1 All of the six programs in the Nursing and Health Related Professions Division (Nursing,
Radiologic Technology, Respiratory Therapy, Dental Hygiene Education, Dental Assisting
Education and Dental Laboratory Technology) send out annual Graduate Surveys and Employer
Surveys. PCC's Office of Planning and Institutional Research collects the data and sends the
programs a summary of the graduate and employer satisfaction results. (WC, D. Lammers, VP of
Instruction)
2 Student Development surveys students regarding satisfaction related to the Student Services
Centers. (WC, D. Lammers, VP of Instruction)
3 The Dental Hygiene Education Program conducts an "End-of-Program Exit Survey". This survey
is completed by students in the last semester of the program and assesses student satisfaction
with the program as well as the Dental Hygiene Clinic facilities and off-site clinical facilities.
(WC, D. Lammers, VP of Instruction)
4 The Learning Center has an instrument specific to their services for student feedback and data
are collected each semester. (WC, D. Lammers, VP of Instruction)
5 The Nursing Program conducts a "Faculty Evaluation of Clinical Sites" each spring. Full time
and adjunct faculty are surveyed to assess their satisfaction with the clinical sites. (WC, D.
6 The Nursing Program conducts a "Student Program of Learning Survey" each year to assess
nursing student satisfaction with the program and the services (e.g. financial aid services,
counseling and advising services, library resources etc.) that the program or College provides.
(WC, D. Lammers, VP of Instruction)
7 The President's Office collects and distributes follow-up of the "official" PCC feedback cards
that are located throughout locations on campus. (WC, D. Lammers, VP of Instruction)
7.4.2
Research and develop internal performance measures for
administrative operations.
All Campuses
1 Health inspection reports prepared by Pima County are reviewed and discussed with Sodexo
management. (All, D. Bea, Executive Vice Chancellor)
2 Implemented "secret shopper" program for College bookstores. (All, D. Bea, Executive Vice
Chancellor)
Community Campus
1 Create a facilitator feedback instrument and host an annual appreciation/feedback session with
instructors. (CC, N. Russell)
2 Establish performance measures for non-credit Continuing Education including cost per learner,
revenue per learner, cancellations, captured revenue upon cancellation, and new business leads.
(CC, N. Russell)
3 Revise the student feedback instrument for non-credit learning and evaluate results and report by
topic and facilitator effectiveness. (CC, N. Russell)
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District Office
1 Numerous performance measures have been researched and are used regularly as metrics in
various administrative areas. Examples include: Employee Service Center measures quantity of
late timesheets and uses dashboard reports for medical and pharmacy plans that reflect monthly
and yearly cost comparisons; Contracts has metrics built into the Contract Management System;
Purchasing uses metrics that include cost savings, quantity of request for proposals, bids, and
number of active improvement projects; Student Accounts uses call volume and length of time
students are ‘on hold’; College Police uses campus incidents; etc. (DO, D. Bea, EVC for
Administration)
2 Purchasing tracks savings that are experienced due to efforts of the Purchasing staff. (DO, T.
3 Timesheets that are submitted late are counted and tracked in the Employee Service Center to
improve future deadline compliance. (DO, G. Goodman, Director of Employees Service Center)
West Campus
1 Developed and implemented an employee exit process for the college. Met with Exec. Director
of Human Resources Doreen Armstrong, AVC Diane Groover and all Campus CDAS to review
the project's current status. The program is now in use throughout the College, implemented in
December, 2008. (WC, C. Reynolds, WC Director of Administrative Services)
7.4.3
Expand use of customer feedback tools
All Campuses
1 Sent a Business Reply postcard to Tucson metro area residential households (approx. 340,000).
The postcard asks for interest in certain areas of the College offerings and the person's contact
information. (All, H. Tilson, Senior Assistant to the Provost, Provost's Office)
2 Student Learning Outcomes facilitators developed and administered a Student Learning
Outcomes response card designed to solicit feedback regarding how student learning has
improved due to the implementation of the Student Learning Outcomes process. (All, M.
Martinez Sanchez, AVC for Academic Services and Vice Provost, Provost's Office)
3 The Provost implemented the use of suggestion boxes in all of the areas reporting to the Provost's
Office to gather feedback from employees and students in an effort to improve services. (All, M.
Martinez Sanchez, AVC for Academic Services and Vice Provost, Provost's Office)
Community Campus
1 Created a facilitator feedback instrument and host an annual appreciation/feedback session with
instructors. (CC, N. Russell, VP of Instruction)
2 Created an employee "suggestion box" in the employee lounge to collect suggestions to improve
services. CC Cabinet responses were posted on the bulletin board and quarterly employee
meetings were held to discuss issues and give updates. (CC, S. Lee, President)
3 Developed a survey to be completed every quarter for Community Campus IT. A mailing list is
also provided to all campus employees (#cc-techs). (CC, S. Lee)
4 Established performance measures for non-credit Continuing Education, including cost per
learner, revenue per learner, cancellations, captured revenue upon cancellation, new business
leads. (CC, N. Russell, VP of Instruction)
5 Revised the student feedback instrument for non-credit learning and evaluated results and
reported by topic and facilitator effectiveness. (CC, N. Russell, VP of Instruction)
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Strategy 7.5
Strengthen employee training in operational procedures
Complete
Strategy 7.5 was designed to strengthen employee training in operational procedures
through online training programs, basic skills training, and certification programs. Major
accomplishments within this strategy include: (1) Participation of all new regular
employees in the “Essential Learning” training series, (2) Establishment of Performance
and Management, and Evaluation and Timekeeping courses through the Employee
Development system, (3) Development of seven draft training modules for the Financial
Professional Certification Program, (4) Expansion of supplemental annual training at
Community Campus, including teleconference training with offsite locations, and (5)
Piloting of a dedicated Employee Professional Development Lab at East Campus.
227
7.5.1
Develop a Financial Professional certification program for
College employees.
All Campuses
1 Finance has created seven of eight draft modules for the Financial Professional Certification
Program. Module 8, the capstone module, will be developed during the presentations of the first
7 modules to make sure it is an appropriate summary. Project on hold pending finalization from
Finance Departments. (All, D. Armstrong, AVC for Personnel Services)
District Office
2 Provided training of the new Finance knowledge base at a monthly All-Staff meeting. (DO, I.
3 Provided training of the new Finance knowledge base to directors at a monthly Administrative
Management Team meeting. (DO, I. Abbs, Director of Business Systems)
4 Staff Training Program - a training program was developed that will ensure that employees
within Fiscal Services are cross-trained to meet the operational needs of Accounts Payable and
Student Accounts. (DO, H. Rillos, Director of Fiscal Services)
7.5.2
Develop online employee training programs to provide timely
delivery of procedural information.
All Campuses
1 Developed custom online courses for employees in the Employee Development (ED) system.
New courses developed: Performance Management and Evaluation and Timekeeping. (All, D.
2 Updated custom online courses for employees to access: I-9 Fundamentals and Compliance
Topics. (All, D. Armstrong, AVC for Personnel Services)
District Office
1 A Journal Vouchers Manual and associated Online Teaching were developed including eight
module topics and approved as finance certification courses. The course work content,
assessment testing, and delivery mode will be determined by Finance and Human Resources.
(DO, P. Mata, Business Operations)
2 A Requisitions Manual and associated Online Teaching were developed including eight module
topics and approved as finance certification courses. The course work content, assessment
testing, and delivery mode will be determined by Finance and Human Resources. (DO, P. Mata,
3 An Encumbrances Manual and associated Online Teaching were developed including eight
4 An Intro to Finance Manual and associated Online Teaching were developed including eight
5 Developed document explaining how to interpret a Certificate of Insurance and associated
requirements. (DO, M. Dworschak, Director of Business Operations)
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East Campus
1 The East Campus offers faculty and staff Webinars on methodology and information pertinent to
issues in education. (EC, C. Fugett, President)
Northwest Campus
1 NWC employees shall have completed the majority of required coursework online courses via
ED. Ongoing process through Pima News and Northwest campus updates/newsletter. Rolled out
Office 2007, FAMIS updates, Pima Reports, Touchnet, P Card procedures and Travel to campus
personnel. (NW, D. Padgett, L. Morales, S. Lee, A. Conover, P. Houston, C. Strom, J. White)
7.5.3
Expand employee training programs to ensure that basic
regularly utilized College skills are taught.
All Campuses
1 Employee Development (ED) online system offerings are being reviewed for skills that are
essential to College processes (internal controls, communication, supervision and conflict
resolution). Additional essential learning topics are being customized to meet Pima requirements.
(All, D. Armstrong, AVC for Personnel Services)
2 Employees participated in "Essential Learning" trainings: Customer Service, Building Individual
and Team Success, Civility and Ethics in the Workplace, Participating in Your Performance
Evaluation, PCC: A Financial Overview, What is a Community College, Timekeeping,
Performance Management. (All, D. Armstrong, AVC for Personnel Services)
3 Updated online courses in the Employee Development system to include 'MyResources', code of
conduct, as well as compliance topics pertaining to conflict of interest and nepotism. (All, J.
May)
Community Campus
1 Adult Education staff and instructors have attended training presented by Information
Technology, Disabled Student Resources, Students Services, and Equal Employment
Opportunity. Since Adult Education is moving into Banner, specific training was designed for
Adult Education. (CC, S. Lee, President)
2 Conducted quarterly CC employee meetings as well as specific supervisor retreats where
administrators from HR and campus were invited to give updates on the Personnel Policy
statement. Specific changes to the policy were reviewed and also focused in on conflict of
interest and timesheet training. (CC, S. Lee, President)
3 Expansion of annual training in Travel, ARA, Budget Reports, Personnel Action Request
preparation, and other areas with documentation that can be used to supplement ED training, as
well as enabling teleconference training with offsite locations such as the Adult Education
Learning Centers, Public Safety and Emergency Services Institute, and State and Federal Prison
programs. (CC, S. Lee, President)
4 Numerous Adult Education personnel have participated in Arizona Department of Education,
Adult Education Division, professional development initiatives. Since 2005, two cohorts (11
individuals) graduated from the three-year-long Professional Development Leadership Academy.
Seven Managers have enrolled in the Leadership Excellence Academy (two have graduated).
Three Instructors are currently enrolled in a statewide Reading Institute, and 12 Instructors have
participated in Teachers Investigating Adult Numeracy (TIAN), an intensive course in math
instruction. Additionally, multiple Professional Learning Communities (PLCs) are in operation
throughout the adult education centers. (CC, S. Lee, President)
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District Office
2 Skills training for Budget and Reporting staff: online banking reports; fund accounting. (DO, D.
3 Skills training for Student Accounts staff: Perkins Loans, Veterans financial award; Family
Educational Rights and Privacy Act (FERPA); financial aid basic; student customer service.
(DO, D. Groover, AVC for Finance)
4 Teamed with Maintenance and Security to create Supplier Quality Standards. (DO, T.
East Campus
1 A new buyer at the East Campus spent the day training at the District Procurement Department
and received hands-on buyer training and an exchange of learning with District staff. (EC, C.
Fugett, President)
2 East Campus Business Services developed mid-shift scheduling so that staff are available for
coverage and services outside core business hours. (EC, C. Fugett, President)
3 The East Campus Director of Administrative Services implemented a cross training initiative for
Business Services that included all functions, with a primary focus on Cashiering. (EC, C.
Fugett, President)
4 The East Campus is piloting the concept of an Employee Professional Development Lab, a
dedicated resource space that provides access to computer-based learning and online instruction
for College employees. The purpose of the Lab is to provide an environment away from the
workstation with minimal interruptions, where employees will strengthen individual and
organizational performance through skill and competency development. (EC, C. Fugett,
President)
West Campus
1 All full-time Nursing and Health Related Professions division faculty were offered training on
integrating the new Virtual Reality IV software into their curriculum. (WC, L. Albert, President)
2 All full-time Nursing and Health Related Professions faculty received training on the classroom
document readers, Hitachi Board and Audience Response Systems. (WC, L. Albert, President)
3 All lab staff and student aides completed a three-hour Lab Safety Training (included OSHA and
Chemical Hygiene components) and received certificates of completion during summer 2010.
Science and arts lab staff (50 invited district-wide) who work with chemicals and hazardous were
invited; 35 attended. (WC, L. Albert, President)
4 All Nursing and Allied Health Professions full-time faculty were invited to attend a webinar on
how to use the newly purchased ParScore Scantron machine. (WC, L. Albert, President)
5 All Nursing faculty attended a workshop titled "Infusing Gerontology into the Nursing
Curriculum" presented by Arizona State University. (WC, L. Albert, President)
6 All Nursing full-time faculty received training on the use of Verathon Bladder Scanner. (WC, L.
Albert, President)
7 Dental Studies and Allied Health full-time faculty attended a workshop titled "Critical Thinking
and Situational Test Item Writing". (WC, L. Albert, President)
8 Nursing faculty participated in a webinar titled "Using Detailed NCLEX-Test Plan as a Guide to
Testing". (WC, L. Albert, President)
9 West Campus faculty, administrators and staff attended CAT training on October 8 and 15, 2009
and November 4, 2009. Active shooter training was held on February 11, 2011. (WC, L. Albert,
President)
230
7.5.4
Review supervisor and administrator training programs to
ensure adequate training in applicable laws and College
policies and processes.
All Campuses
1 Developed "Pima Reports training for Administrators". Participants received an overview and
hands-on training in the use of the Pima Reports tool to include: finding and scheduling reports,
creating shortcuts to reports (Favorites folder), process for requesting new reports and discussion
on additional reporting needs. (All, D. Armstrong, AVC for Personnel Services, Planning and
Institutional Research)
2 Developed "Timekeeping Management" training for supervisors and administrators. Participants
received basic knowledge of the Fair Labor Standards Act and discussed how recordkeeping is
handled at the College, including payroll procedures designed for compliance. (All, D.
3 Developed online "Performance Management" training for administrators, directors and
supervisors. Participants receive information to help guide them through the Pima Community
College process and forms. This training also provided a theoretical overview of evaluation and
its role in performance management, including legal implications. (All, D. Armstrong, AVC for
Personnel Services)
4 Faculty who participated in the two day "Department Chair Academy" were provided with
essential information regarding policies, applicable laws, responsibilities and resources for newly
elected and re-elected department chairs that will aid College administration in operations to
enhance delivery of instruction. (All, D. Armstrong, AVC for Personnel Services)
5 Various trainings in regards to EEO and ADA where presented by EEO to various groups
throughout the College. Training topics included New ADA Regulations; Returning Veterans
and Hidden Disabilities; ADA and Classroom Management and Conduct; and ADA
Accommodation Process for Employees. (All, J. May)
East Campus
1 A standing item on the East Campus cabinet agenda is titled Internal Controls. At each meeting,
cabinet members review and are briefed on various aspects of College processes and policies.
231

1.1.1 - Pima Community College

Transcription

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