2017 League for Innovation Self-Study Report

2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE

TABLE OF CONTENTS

MEMBERSHIP REAFFIRMATION AND SELF-STUDY REPORT 2017 LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE: BOARD OF DIRECTORS, MARICOPA COMMUNITY COLLEGE DISTRICT INSTITUTIONAL IDENTITY AND CULTURE • Letter from the Board President

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• Vision, Mission, and Values 7 • Student Population 12 • Governance 13 • Community Impact and Support 14 • Colleges Snapshots 16

CRITERIA FOR BOARD MEMBERSHIP • Letters of Recommendation 38 • Strategic Plan for Student Success 43 • Institutional Performance of Excellence and Effectiveness

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• 2017-20 MCCCD Strategic Plan Performance to Date

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• Innovative Programs and Practices 54 • Institutional Stability: Financial Resources 58 • Collaborative Resources and Partnerships 60 • Quality Leadership 62 • Commitment to the League 73 • Support of the League 76 • National and State Recognition of Excellence

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LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

• Chancellor’s Statement 5

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INSTITUTIONAL IDENTITY AND CULTURE

2411 W. 14th St. Tempe, AZ 85281 Dear League for Innovation Board,

LETTER FROM THE CHANCELLOR

March 2, 2017

The Maricopa Community College District, known as one of the most innovative and progressive institutions in the nation, continues to serve as a leadership benchmark among community and technical colleges. Our long-standing membership with the League for Innovation in the Community College is highlighted by decades of recognition for excellence in higher education.

Acknowledging that excellence requires constant self-assessment and continual improvement, it is my pleasure to submit this 2017 Self-Study Report for membership reaffirmation. We are proud to continue affiliation with the League since our executive leadership has transitioned. We also welcome the responsibility to remain a contributing partner within the international community of higher education. Maricopa’s focus is to remain globally engaged and provide access to education for all, regardless of means or status. Our goal is to equip students with skills, knowledge, and experiences that position them for meaningful employment and rich lives.

and noncredit students enrolling annually at our 10 colleges, the Maricopa Corporate College, and many satellite locations throughout the Valley. It is no surprise that an organization of this size makes a substantial economic contribution. In fact, the Maricopa Community Colleges adds $7.3 billion to Arizona’s economy each year. We are the largest workforce trainer in Arizona and offer credit programs in 95 percent of the highest in-demand occupations in the greater Phoenix metropolitan area.

Traditional and online students have access to award-winning faculty, cutting-edge technology, and an engaging college experience. At Maricopa Community Colleges, we keep up with trends in teaching and learning, integrating collaborative workspaces and flexibility in course delivery, to allow our students ways to compete on the national and international stages. More importantly, our students and alumni are leaders, thinkers, innovators, and scholars who are building a better world for us all.

With 40 leading four-year institutions, the Maricopa Community College District has one of the most robust online transfer programs for students working toward a bachelor’s degree. Our partnerships with Arizona State University, for example, provide near-seamless transfer of credit to over 250 degree options. In the years 2014-15, approximately 24 percent of bachelor’s degree recipients at ASU had 12 or more credits from MCCCD. We look forward to many more decades of innovative success and League membership.

Maria Harper-Marinick, Ph.D. Chancellor

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

Among our greatest assets is our strong learning culture, diverse and inclusive, with more than 200,000 credit

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OUR VISION

OUR MISSION

Community – We value all people—our students, our employees, their families, and the communities in which they live and work. We value our global community of which we are an integral part.

Excellence – We value excellence, and encourage our internal and external communities to strive for their academic, professional, and personal best.

Honesty and Integrity – We value academic and personal honesty and integrity, which are essential in our learning environment. We strive to treat each other with respect, civility, and fairness.

Inclusiveness – We value inclusiveness and respect for one another. We believe that teamwork is critical, and each team member is important. We depend on each other to accomplish our mission.

Maricopa Community Colleges provides access to higher education for diverse students and communities.

Innovation – We value and embrace an innovative and risk-taking approach so we can remain at the forefront of global educational excellence.

We focus on learning through:

Learning – We value lifelong learning opportunities that respond to the needs of our communities and are accessible, affordable, and of the highest quality. We encourage dialogue and the freedom to have an open exchange of ideas for the common good.

• University Transfer Education • General Education • Developmental Education • Workforce Development • Student Development Services • Continuing Education • Community Education • Civic Responsibility • Global Engagement

Responsibility – We value responsibility and believe that we are each accountable for our personal and professional actions. We are responsible for making our learning experiences significant and meaningful.

Stewardship – We value stewardship and honor the trust placed in us by the community.

We are accountable to our communities for the efficient and effective use of resources as we prepare our students for their role as productive global citizens.

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

A community of colleges—colleges for the community—working collectively and responsibly to meet the lifelong learning needs of our diverse students and communities.

OUR INSTITUTIONAL VALUES

VISION, MISSION, STATEMENT OF VALUES

VISION, MISSION, AND STATEMENT OF VALUES

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Strategic Commitments

VISION A community of colleges—colleges for the community—working collectively and responsibly to meet the lifelong learning needs of our diverse students and communities.

MISSION Maricopa Community Colleges provides open access to higher education for diverse students and communities.

We focus on learning through:

27,015

degrees and certificates awarded

MARICOPA IS AN ECONOMIC ENGINE

• University Transfer Education

Statewide Economic Impact :

• General Education

$7.3 billion

• Developmental Education • Workforce Development • Student Development Services • Continuing Education • Community Education • Civic Responsibility • Global Engagement

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10 COLLEGES, ONE WORLD-CLASS SYSTEM

MARICOPA IS A PRIMARY PIPELINE TO LOCAL STATE UNIVERSITIES

Students that transfered with 12 or more credits from MCCCD:

24,052 NAU 6,083 UA 3,135

ASU

#1

IN ARIZONA FOR WORKFORCE TRAINING IN: Computer systems networking, RNs, Emergency medical technicians, Hospitality, Fire science, Criminal justice/police, Aviation maintenance.

2017-20 OVERVIEW

The Governing Board (GB) Outcomes are accomplished through the following three Strategic Commitments:

1.1 University Transfer Education and General Education,

2. Be a Driving Force for Economic and Workforce

1.2 Workforce and Economic Development, 1.3 Developmental Education, and 1.4 Community Development and Civic and Global Engagement.

The District adheres to these directives with integrity as a responsible steward of public funds, providing learning experiences that enable students to improve their lives and empower their communities. In this regard, the District is a vehicle for social change, dedicated to serving the various communities within Maricopa County through partnerships that strengthen the K-20 pipeline and connect students to the workforce. The District accomplishes these tasks via system interdependence; allocation of resources to strategic priorities; and a commitment to employee engagement and satisfaction in support of student success.

1. Build a Thriving Community through Access and Student Success (aligned with GB Outcomes 1.1, 1.3, and 1.4)

Development in Arizona (aligned with GB Outcome 1.2)

3. Attain Recognition as an Innovator among

Institutions of Higher Education (aligned with GB Outcomes 1.1, 1.2, 1.3, and 1.4)

In keeping with these commitments, this community of colleges–colleges for the community–works collectively and responsibly to meet the lifelong learning needs of Maricopa County’s diverse students and communities.

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

MCCCD’s Strategic Plan is the guide by which all 10 colleges, the Corporate College, and two skill centers operate to provide open access to higher education for students and communities. The Strategic Plan functions as a map for student success, relying upon four service directives, which are the Governing Board Outcomes:

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STRATEGIC COMMITMENTS

Strategic Commitments

BUILD A THRIVING COMMUNITY THROUGH ACCESS AND STUDENT SUCCESS

As an employer, Maricopa County Community Colleges embraces an organizational culture

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

committed to supporting, developing, and growing

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its most tangible and valuable asset: the employees who make up its diverse and talented workforce.

vv Ensure that students have a world-class learning experience from qualified and diverse faculty and staff.

vv Enhance the teaching and learning experience through targeted student engagement strategies.

vv Expand transfer programs with the state universities

These strategic commitments will be achieved

to increase the number of students completing quality

in a culture of collaboration, conversation, and

degrees and certificates.

communication focused on increasing employee diversity/inclusion, satisfaction, growth, and performance with a positive impact on both the workplace and our communities.

vv Employ strategic enrollment strategies to increase enrollment and persistence rates across all student populations. vv Reform developmental education to significantly improve student outcomes.

• Achieve a

60-40 ratio of full-to part-time faculty

• Increase the enrollment of underserved populations by 15% • Improve the graduation rate of academically underprepared students by 10%

• Improve the graduation rate of underserved populations by 10%

• Increase the success rate in developmental education courses to 75%

• Increase number of students transferring to state universities by 15% and increase reverse transfer awards by 20%

• Increase the three-year graduation and transfer completion

%

rates by 50

vv Address employer-skills gaps with quality degrees and certificates related to the highest demand jobs.

BE A DRIVING FORCE FOR ECONOMIC AND WORKFORCE DEVELOPMENT IN ARIZONA

ATTAIN RECOGNITION AS AN INNOVATOR AMONG INSTITUTIONS OF HIGHER EDUCATION

vv Accelerate workforce innovation and

vv Utilize technology to scale innovations and

vv Increase workforce training and customized

vv Close the equity gap in student success for

responsiveness.

vv Implement new competency-based, self-paced occupational programs.

vv Increase programmatic articulation agreements and career pathways with secondary schools to increase the number of students continuing with MCCCD. vv Streamline occupational curricula processes to

leverage resources.

underrepresented minority populations. vv Become a leading community college in producing first-generation graduates, as well as transfer-student success.

vv Create a regional and national brand that effectively communicates the quality of Maricopa Community Colleges.

respond expeditiously to industry needs.

• Be transformative in implementing a seamless • Create a

25% increase in students graduating

with degrees and certificates in the highest demand, above livable-wage jobs

• Increase access and opportunity by enrolling

30% of students in alternate-delivery

occupational programs

• Increase Small Business Development Center (SBDC) jobs creation by 1,400 and capital formation by $80M

• Increase student articulation from secondary schools by creating new workforce pathways • Create new guided career pathways to connect

student experience • Create a culture of faculty innovation in teaching and learning • Enhance student learning and success by increasing the diversity and inclusiveness of our workforce to reflect the demographics of Maricopa County • Increase entrepreneurial and MCCCD

Foundation development by $50 million

• Leverage systemwide resources to enhance efficiency and effectiveness through strategic consolidation of programs and services

students to sustainable jobs and increase employer engagement as part of an integrated, customer-centered workforce system vv Improve Maricopa County’s economic and social mobility metrics.

[Targets based on 2016-17 data]

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

solutions for business, government, and industry.

STRATEGIC COMMITMENTS

2017-20

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STUDENT POPULATION Approximately 200,000 students were enrolled in credit and noncredit courses at Maricopa Community Colleges.

(Spring 2017, 45th day)

56% Women 45% White 29%

Hispanic / Latino

8%

Black

6%

Asian / Pacific Islander

3%

American Indian

9%

Other/Unspecified

36%

Age 25 or older

70%

Part-time

38%

Intend to transfer

26%

Intend to gain or improve workforce skills

12%

Attend for personal interest

50%

Attend primarily during the day

35%

Are enrolled primarily in online or other distance-learning course

GOVERNANCE

GOVERNANCE CHANCELLOR Maria Harper-Marinick, Ph.D.

GOVERNING BOARD President Mr. Laurin Hendrix

Vice President Linda Thor, Ed.D.

Term Expires: 12/31/20

At Large

Term Expires: 12/31/20

District 5 District 3

At Large

District 4

District 2

Term Expires: 12/31/20 Term Expires: 12/31/18 Term Expires: 12/31/18 Term Expires: 12/31/18 Term Expires: 12/31/20

Members Mr. Alfredo Gutierrez Mrs. Johanna Haver Ms. Tracy Livingston Ms. Jean McGrath

Mr. Dana Saar

COLLEGE LEADERSHIP PRESIDENTS

Chandler-Gilbert

Estrella Mountain

GateWay

Glendale

Mesa

Paradise Valley

Phoenix

Rio Salado

Scottsdale

South Mountain

William Guerriero, Ed.D. (Interim) Ernie Lara, Ph.D. Steven Gonzales, Ed.D. Teresa Leyba Ruiz, Ed.D. (Interim) Sasan Poureetezadi, M.Ed. (Interim) Paul Dale, Ed.D. Christine M. Haines, M.Ed. (Interim) Chris Bustamante, Ed.D. Jan L. Gehler, Ed.D. Shari L. Olson, Ph.D.

VICE CHANCELLORS Executive Vice Chancellor and Provost (Interim) Business Services

Human Resources

Information Technology Services

President and CEO, MCCCD Foundation

Paul Dale, Ed.D. Gaye Murphy, M.P.A LaCoya Shelton, M.A. Ed Kelty, M.Ed. Christina Schultz, M.A.

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

District 1

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COMMUNITY IMPACT AND SUPPORT LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

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DEMONSTRATING THE VALUE OF MCCCD In 2015, the Maricopa County Community College District released the findings of an extensive study which details the economic impact, benefits, and return on investment (ROI) that MCCCD provides to its key stakeholder groups—students, society, and taxpayers. The study was conducted by Economic Modeling Specialists International (EMSI). EMSI, a leading provider of economic impact studies and labor market data to educational institutions, workforce planners, and regional developers internationally– used economic and financial data from MCCCD’s fiscal year 2013-14 and augmented it with industry, economic, and employment data from various other sources. The complete study can be found at https://asa.maricopa.edu/departments/ institutional-effectiveness/reports/maricopaeconomic-impact-study MCCCD creates a significant positive impact on the business community and generates a return on investment to its major stakeholder groups— students, society, and taxpayers. Using a twopronged approach that involves an economic impact analysis and investment analysis, the study calculates the benefits to each of these groups. Results of the analysis reflect Fiscal Year (FY) 2013-14.

RETURN ON INVESTMENT TO STUDENTS, SOCIETY, AND TAXPAYERS Student perspective MCCCD’s students spent a total of $225.2 million to cover the cost of tuition, fees, books, and supplies. They also forwent $1.2 billion in money that they would have earned had they been working instead of learning.

In return for the monies invested in the college, students will receive a present value of $6 billion in increased earnings over their working lives.

This translates to a return of $4.20 in higher future income for every $1 that students invest in their education. The average annual return for students is 16.6%.

Social perspective Society as a whole in Arizona will receive a present value of $25.7 billion in added state income over the course of the students’ working lives. Society will also benefit from $337.9 million in present value social savings related to reduced crime, lower unemployment, and increased health and well-being across the state.

For every dollar that society spent on MCCCD during the analysis year, society will receive a cumulative value of $12.10 in benefits, for as long as the 2013-14 student population at MCCCD remains active in the state workforce.

Taxpayer perspective In FY 2013-14, state and local taxpayers in Arizona paid $499 million to support the operations of MCCCD. The net present value of the added tax revenue stemming from the students’ higher lifetime incomes and the increased output of businesses amounts to $1.9 billion in benefits to taxpayers. Savings to the public sector add another $111.9 million in benefits due to a reduced demand for government-funded services in Arizona.

Dividing benefits to taxpayers by the associated costs yields a 4.0 benefit-cost ratio, i.e., every $1 in costs returns $4.00 in benefits. The average annual return on investment for taxpayers is:

STUDENTS

$4.20

Gained in lifetime income.

SOCIETY

TAXPAYERS

$12.10

Gained in added state income and social savings

$4.00

Gained in taxes and added public sector savings

The expenditures of students who relocated to the region during the analysis year added approximately $240.6 million in income to the economy.

Alumni impact Over the years, students have studied at MCCCD colleges and entered or re-entered the workforce with newly-acquired skills.

Today, thousands of these former students are employed in Maricopa County.

The accumulated contribution of former students currently employed in the regional workforce amounted to $6.3 billion in added income during the analysis year.

Job Equivalents

During the analysis year, MCCCD and its students added $7.3 billion in income to the Maricopa County economy, approximately equal to 3.8% of the Gross Regional Product. The economic impacts of MCCCD break down as follows:

Job equivalents are a measure of the averagewage jobs that a given amount of income can potentially support. They are calculated by dividing income by the average income per worker in the region. Based on the added income created by MCCCD, the job equivalents are as follows:

MCCCD employed 9,856 full-time and parttime employees in FY 2013-14. Payroll amounts to $527.8 million, much of which is spent in Maricopa County to purchase groceries, clothing, and other household goods and services. The college spends another $362.8 million to support its day-to-day operations.1 The net impact of district payroll and expenses in Maricopa County during the analysis year was approximately $732.4 million in added income.

Operations spending impact = 14,571 job equivalents Impact of student spending = 4,786 job equivalents Alumni impact = 125, 341 job equivalents Overall, the added income created by MCCCD and its students supported 144,697 job equivalents.

Impact of student spending Approximately 11% of students attending MCCCD colleges originated from outside the county. Some of these students relocated to Maricopa County and spent money on groceries, transportation, rent, and other goods and services at county businesses.

1 Considering data limitations, 2012-13 college financial data is used as a proxy for 2013-14. All other data reflects the 2013-14 reporting year.

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

IMPACT ON BUSINESS COMMUNITY

Operations spending impact

COMMUNITY IMPACT AND SUPPORT

FOR EVERY $1 SPENT BY...

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SNAPSHOT MARICOPA COMMUNITY COLLEGE DISTRICT The Maricopa County Community College District (MCCCD), one of the largest community college systems in the United States, consists of ten regionally accredited colleges. For nearly 60 years, MCCCD has been an innovative leader in higher education excellence and an advocate for accessible, high quality, and affordable education for students. The Maricopa Community Colleges Foundation has awarded more than $32 million in scholarships and program grants in the past 40 years, with just over 1,800 scholarships worth $2 million in the past year alone.

MCCCD provides hundreds of academic, career, technical, and personal interest programs. Students who plan to transfer to a university can choose from the Arizona General Education Curriculum Certificate (AGEC); an Associate Degree in arts, business, or science; or a specialized degree in elementary education or fine arts. Many Associate of Applied Science degrees are designed for students seeking technical expertise or to upgrade their career skills.

As the largest provider of workforce training in Arizona, MCCCD continues to help Arizona advance economic development. MCCCD and its students added $7.3 billion in income to Maricopa County’s economy in 2013-14 (the most recent data). MCCCD’s Center for Workforce Development serves as a resource for information about labor, economic, and workforce trends, and workplace issues.

MCCCD works with municipalities across Maricopa County and industry partners to provide innovative job training programs and specialized courses.

Approximately

200,000

Credit and noncredit students

10

Individually accredited community colleges

27,908

Degrees and certificates conferred (2015-16)

8,866

Faculty and full-time staff (2016)

10,400

Students transferred to a four-year public college or university

Arizona’s largest provider of vocational training

32% Full-time students enrolled 68% Part-time students enrolled

20,401

SNAPSHOT CHANDLER-GILBERT COMMUNITY COLLEGE Chandler-Gilbert Community College (CGCC), a student-centered institution accredited by the Higher Learning Commission, creates learning experiences and growth opportunities designed to engage and develop a diverse, multicultural community of students. CGCC’s vision is to prepare students to lead their communities into a promising and sustainable future.

Credit and non-credit students enrolled in FY 2015-16

1,245

395

New Spring 2016 students with no prior college

33%

CGCC is focused on:

Students that intend to transfer to a four-year college

Student Success Employee Collegiality Collaboration Service to Community

550+

VALUES • • • • •

Innovation Through Exploration Learning Through Experiences Growth Through Service Sustainability Through Engagement Inclusiveness Through Awareness

Certificates awarded in 2015-16

36%

In addition to providing general education that leads to degrees, certificates, or transfer to a four-year institution, CGCC provides hands-on learning experiences through field-based programs. These programs offer career- and social-service-related, experiences while contributing credits toward degrees or certificates.

• • • •

Degrees conferred in FY 2015-16

Full-time and adjunct faculty

73%

Students that transfered in-state attended ASU (2015)

19

Student median age

SNAPSHOT ESTRELLA MOUNTAIN COMMUNITY COLLEGE Estrella Mountain Community College (EMCC) values and delivers education through the paradigm of a Learning College philosophy, a concept that places learning first and provides educational experiences for learners any way, any place, any time.

Since opening in 1992, EMCC has created a sense of place that expresses the historical and cultural values of the surrounding communities.

In addition to providing occupational training for immediate job entry, EMCC offers a wide variety of degree-tracked and community education courses.

EMCC is accredited by the Higher Learning Commission, identified as a Hispanic and Minority Serving Institution through the U.S. Department of Education, and provides exceptional and creative learning experiences that prepares all learners to achieve their dreams and transform their lives. EMCC is focused on: • • • • • • • •

Developmental Education General Education Transfer Education Learner Support Services Workforce Development Community Education Civic Responsibility Global Engagement

VALUES • • • • •

Integrity Diversity Collaboration Innovation Sustainability

Estrella Mountain Community College is a Hispanic-Serving Institution.

13,908

Credit and non-credit students enrolled in FY 2015-16

2,334

Associate degrees and certificates awarded in 2015–16

45%

Fall-to-fall retention rate in 2015–16

87%

College-level course success rate in Fall 2016

669

Transfers from EMCC w/12+ credits to four-year universities, 2015 – 16

51%

Increase in transfers to four-year universities from 2010 – 16

24

Student median age

SNAPSHOT GATEWAY COMMUNITY COLLEGE The first technical college in Arizona, GateWay Community College (GWCC) has built a legacy of innovation, pioneering vision, and technical education excellence by being the first college to: • Use community advisory committees and • Tailor courses to business and industry needs.

Accredited by the Higher Learning Commission, GateWay Community College works collectively and responsibly to meet the lifelong learning needs of diverse students and local communities by providing a relevant and quality education that empowers them to achieve their goals.

GWCC’s three campuses are committed to the following strategic objectives: • • • • • •

Access Learning Success Community Engagement Entrepreneurship Stewardship

VALUES • • • • • •

Learning Diversity Service Teamwork Integrity Entrepreneurial Spirit

9,081

Credit and non-credit students enrolled in FY 2015-16

150

Degree, certificate, and workforce training options

Washington Campus

56

Percentage of Fall 2015 to Fall 2016 retention rate of first-time, full-time students

37

Percentage of Fall 2015 to Fall 2016 retention rate of part-time students Central City Campus and Deer Valley Campus

62

Percentage of Fall 2015 to Fall 2016 retention rate of first–time, full-time students

GateWay Community College is a Hispanic-Serving Institution.

28

Student median age

SNAPSHOT GLENDALE COMMUNITY COLLEGE Since it opened its classroom doors in 1965, Glendale Community College (GCC) has grown to serve nearly 20,000 students annually, offering affordable, high quality education in an engaging academic environment. Accredited by the Higher Learning Commission and a designated Hispanic Serving Institution, GCC was the first community college in the West Valley of Phoenix. In 2000, GCC North campus opened along with additional classroom locations at local high schools.

Attentive to the needs of a diverse student body, GCC is a designated Veteran Supportive Campus, so named by the Arizona Department of Veterans’ Services.

In March 2017, the college renovated its Veteran Services Center in order to better serve students transitioning from military to civilian life, as well as active duty military students.

VALUES • • • • • •

Sustainability Quality Excellence Respect Honoring Diversity Student Success

Glendale Community College is a Hispanic-Serving Institution.

31,985

Credit and non-credit students enrolled in FY 2015-16

500,000+ Alumni

147

Number of acres on the GCC campus

$3,425,000

Value of annual scholarships and financial aid

GCC Forensic team was first in 2010 International Forensic Association for 2-year colleges, 4th overall

#8

Ranking among Veteran-friendly two-year colleges

100

Degree and certificate programs

34,568

SNAPSHOT MESA COMMUNITY COLLEGE Since opening its doors over 50 year ago, Mesa Community College (MCC) has grown from three buildings and two houses in an undeveloped area of Mesa, to two campuses and multiple locations. MCC is accredited by the Higher Learning Commission. Unique outreach and retention efforts, innovative teaching methods, and quality curricula encourage student retention, persistence, and graduation.

Mesa Community College serves as a resource for college and career readiness, transfer education, workforce development, and lifelong learning. In working toward becoming a Hispanic Service Institution, Mesa Community College is laying the groundwork for federal funds to expand their capacity to serve Latino and other underserved populations.

To build an exceptional college, Mesa’s long-term focus remains: • Strategic Enrollment Management • Effective Teaching and Learning • Signature Career Pathways

VALUES • • • • •

Individuals and Communities Innovation Integrity Learning Service Excellence

Credit and non-credit students enrolled in FY 2015-16

108+

Degree and certificate programs

42%

MCC students planning to transfer to a four-year college

96%

Students who would recommend MCC to friends and family

530,000

Community service hours that 17,000 students have completed since 2002

550+

International students from 150 countries

98%

Graduates satisfied or very satisfied with the quality of the instruction at MCC

SNAPSHOT PARADISE VALLEY COMMUNITY COLLEGE Established in 1985, to serve the North Valley through its main and Black Mountain campuses, Paradise Valley Community College (PVCC) is accredited by the Higher Learning Commission, as well as other national professional associations that accredit individual programs, including nursing, firefighter, fire operations, and early childhood.

PVCC is dedicated to transforming lives and enabling positive social change through the power of learning. In order to meet these goals through the long-term success of students, staff, partners, and the community at large, PVCC has established these strategic goals: • • • •

Empower All Students to Succeed Engage and Invest in Community Empower Employees to Excel Expand and Maximize Resources

VALUES • • • • • •

Integrity Diversity Innovation Partnerships Excellence Sustainability

13,760

Credit and non-credit students enrolled in FY 2015-16

66%

Fall-to-Fall retention rate

78%

College-level course success rate

77%

Continuing students

1,915

Approximate degrees and certificates awarded in 2015-16

94%

Nursing program FY 2016 NCLEX-RN pass rate

100%

Paramedic program FY 2016 national skills exam pass rate

SNAPSHOT PHOENIX COLLEGE Established in 1920, Phoenix College was the first college in the Maricopa County Community College District. Accredited by the Higher Learning Commission, Phoenix College is a learner-centered, comprehensive community college dedicated to providing affordable, high quality, and accessible education to the multicultural student community. With Hispanic enrollment over 40%, it is a designated Hispanic Serving Institution, as defined by the Higher Education Act and the U.S. Department of Education.

The college provides an enriching learning environment, including state-of-the-art instructional classrooms, computer labs, performing arts theaters, and award-winning athletic teams. The Phoenix College Dental Assisting and Dental Hygiene programs, accredited by the Commission on Dental Accreditation of the American Dental Association, operate a community dental clinic.

Four learning principles guide Phoenix College’s programs: • • • •

Evaluation Communication Collaboration Responsibility

VALUES • • • • • •

Engagement Innovation Respect Excellence Integrity Stewardship

Phoenix College is a Hispanic-Serving Institution.

18,367

Credit and non-credit students enrolled in FY 2015-16

150+

Traditional and three online degree programs offered

600+

Degrees that were conferred in 2015-16

1,001+

Number of occupational certificates awarded in 2015-16

50

Different languages spoken by our diverse student body

100+

Countries represented in Phoenix College’s student body

30

Student clubs on campus

SNAPSHOT RIO SALADO COLLEGE

Credit and non-credit students enrolled in FY 2015-16

Known as the “college without walls,” Rio Salado College was founded in 1978 to provide access to a quality, higher education learning experience for multicultural students studying at a distance. Accredited by the Higher Learning Commission, Rio Salado offers relevant degree programs that meet the unique needs of a diverse student body, including developing workforce skills or the academic foundation to transition the student to a four-year university.

Students served online 2015-16

Out-of-state students

Students can choose: • • • • • •

130 Programs of Study 600+ Online classes 28 AAS Degrees 9 Academic Certificates 81 Certificates 12 Academic Degrees

Veterans and active-duty military

VALUES • • • • • • • •

Customer-focused Diversity Inclusiveness Innovation Professionalism Relentless Improvement Sustainability Teamwork

Students who transferred to an Arizona public university 2015-16

$

Value of free dental services provided to children in need through Rio Salado Dental Clinic (2015-16)

KJZZ: first U.S. community college radio station to add international news bureau in Mexico

SNAPSHOT SCOTTSDALE COMMUNITY COLLEGE Scottsdale Community College (SCC improves the quality of life in the community by providing challenging, supportive, and distinctive learning experiences. SCC is committed to offering high quality, collaborative, affordable, and accessible opportunities for learners to achieve their goals by: • Delivering Rigorous and Relevant Instruction • Providing Outstanding Support to Students, Faculty, and Staff • Encouraging an Open and Dynamic Exchange of Learning • Promoting Civic Responsibility, Sustainability, and Global Engagement • Fostering Personal Growth and Connectedness Established in 1970, Scottsdale Community College is accredited by the Higher Learning Commission and is the only public community college located on Native American land, offering a dedicated student service program geared to the unique needs and interests of our Native American students.

VALUES • • • • • •

Academic Excellence Lifelong Learning, Growth and Success Integrity Innovation Inclusiveness Connectedness

17,248

Credit and non-credit students enrolled in FY 2015-16

#1

Named by White House’s College Scorecard named SCC as the top two-year institute in Arizona

Number of consecutive years the SCC Robotics Club won the AZ VEXU Robotics Championship, competing against teams at ASU and University of Advanced Technology

23

Career/occupational programs at Scottsdale Community College

$1,100,000 Textbook savings because SCC professors turned to Open Educational Resources to get low- or no-cost textbook materials for students

$1,200,000

Funds raised by SCC for the Maricopa Community Colleges Foundation Campaign for Student Success

SNAPSHOT SOUTH MOUNTAIN COMMUNITY COLLEGE South Mountain Community College (SMCC), founded in 1984, is accredited by the Higher Learning Commission and creates a caring teaching and learning environment that fosters student development through engaging, relevant coursework, and programs that help students maximize their strengths in academic and career choices.

The college has created iTeachSMART, an innovative campus committee focused on assessing student learning outcomes at the course, program, and institutional levels to measure the lifelong impact of our education.

The program allows SMCC to utilize data from the committee to continually improve programs and outcomes.

SMCC is committed to protecting the environment by encouraging the entire campus community to embrace sustainable practices and to be socially, economically, and environmentally responsible.

The overall mission of SMCC is to support productive citizenship in an increasingly global and technological society through: • • • • •

General Education Courses Transfer Programs Education and Career Development Continuing Education Developmental Studies and English as a Second Language • Cultural, Civic, and Social Events • Academic Support and Student Services

VALUES • • • • •

Collaboration Community Excellence Integrity Well-being

South Mountain Community College is a Hispanic-Serving Institution.

6,010

Students enrolled during 2015–16

4,200

First-generation college students enrolled 2015–16

42%

Students planning to transfer to a four-year college

104

Acres on South Mountain Community College campus

25+

On-campus clubs and organizations

2015

Year the Community Entrepreneurship Center was established

25

Student median age

CRITERIA FOR LEAGUE MEMBERSHIP

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CRITERIA FOR BOARD MEMBERSHIP

CRITERIA FOR BOARD MEMBERSHIP

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STRATEGIC PLAN FOR STUDENT SUCCESS

The 2016 MCCCD’s Governing Board Report indicates increases in key success metrics, including student, retention from Fall-to-Fall, six-year graduation rates, and student transfer rates from Maricopa Colleges to baccalaureategranting universities, which is directly related to highly effective outcomes for Academic and Student Affairs’ initiatives.

In response to MCCCD’s Governing Board’s strategic directions, the Division of Academic and Student Affairs will: 1. Maximize stakeholder access to the Maricopa Colleges’ facilities, programs and services.

2. Promote and support opportunities for students by enhancing learning environments and delivery options, student retention, and student success.

3. Enhance internal collaboration and increase external partnerships.

4. Identify and pursue new and existing revenue sources while promoting cost-effectiveness.

During the 2016-2017 year, the Maricopa Community Colleges’ new 2017-2020 strategic plan was adopted and implemented with the following key commitments: • “Building a thriving community through access and student success,” • “Be a driving force for economic workforce development in Arizona” • “Attain recognition as an innovator among institutions of higher education.”

View the plan here.

STUDENT SCORECARD: COMPLETION, DEGREES, CERTIFICATES Continuous improvement and innovation are integral elements of Maricopa County Community College District’s operational process. To ensure we are meeting our own high standards, the Governing Board of MCCCD has established an annual monitoring report process to measure institutional effectiveness at a districtwide level, in addition to ongoing accountability measures throughout the colleges. Beginning In 2010, the Governing Board Monitoring Report has been presented to the Governing Board and other key stakeholders in order to evaluate our institutional effectiveness. A sample of the current Board Outcome Metrics includes: • Number of Awards • College-level Course Success • Fall-to-Fall Retention • Semester-to-Semester Retention • Six-Year Graduation Rate • Satisfactory Academic Progress • Percent of Learners Meeting Credit Threshold

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

The Academic and Student Affairs Division acts as a catalyst to support student success.

We initiate and enhance learning throughout our colleges and communities with a network of services, leadership initiatives, technical assistance, and partnerships led by the Office of the Executive Vice Chancellor and Provost.

6. Maintain a strong identity that reflects its role and value to the community.

STRATEGIC PLAN FOR STUDENT SUCCESS

STRATEGIC PLAN FOR STUDENT SUCCESS

5. Recruit, develop and retain a quality workforce.

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STRATEGIC PLAN FOR STUDENT SUCCESS

• Arizona General Education Curriculum and Transfer Degree Completion • Occupational Degrees and Certificates Awarded Annually • Three-year and Six-year Transfer Rates • Occupational Graduation Rate • Wage Impact for Occupational Graduates • Secondary School Occupational Education Transfers to MCCCD • MCCCD’s Overall Impact on Gross Domestic Product (GDP) • Jobs Creation for Small Business • Developmental Education Success Rate

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• Subsequent Math or English Course Success Rates

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• Six-year Graduation Rate of Developmental Education Students • Transfer Rate of Developmental Education Students • Enrollment of Underserved Populations • Non-Credit Headcount • Faculty Diversity • Service Learning Participation The November 2016 Governing Board Outcomes and Metrics highlights include: • More students are successfully completing college-level courses • More students are retained from Fall-to-Fall • Developmental math course success rates increased, as did success rates in college-level math following completion of developmental math courses. Note that for underrepresented minority students, this increase was from 62% to 71%).

• Three-year graduation rates for students in occupational programs increased Review more details of the report here

OTHER ILLUSTRATIONS OF COMMITMENT TO STUDENT SUCCESS Each of the 10 colleges in the Maricopa Community College system is committed to preparing students through active and engaged learning so they can become civic leaders and proponents of positive social change. This type of transformation requires an empowering environment that provides opportunities for students to immerse themselves in many aspects of learning. Here are selected programs and services that help Maricopa college students overcome obstacles that support their academic success: Veteran’s Programs It is a privilege to have United States veterans, active reservists, and family members of veterans among our student body. Our Veterans Services Offices offer assistance to help veterans apply for military educational benefits, enroll in college, and create academic plans for degree completion.

Many of our college veterans centers have been designated as Military Friendly and/or Veterans Supportive Campus. Our Veterans’ program also works closely with community-based veteran groups to raise scholarship funds.

Disability Programs We provide all students with opportunities to experience a quality education so they can achieve their personal definition of success.

To support students with disabilities, there is an Office of Disability Resources & Services at each campus to ensure our facilities, programs, and services are available and easily accessible. We support the rights of students with disabilities and work diligently to comply with the Americans with Disabilities Act. We are in the process of implementing a systemwide online program to support the delivery of programs and services for students registered with our Disability Resource Centers.

ESL Programs Maricopa Community Colleges offer non-credit English as a Second Language courses to support academic success for students who were not raised speaking English. Our programs focus on speaking, listening, reading, and writing English to provide students with the skills necessary for learning.

Career Services works to connect students to career resources/services at the front end and throughout the student lifecycle. Career Services is involved with enrollment, student success courses, and orientations. The new online Maricopa CareerLink will be launched across all colleges in the Fall of 2017. In addition to assessments and student tracking, this tool will connect students to resources and opportunities.

Academic Advisors on Maricopa Community Colleges campuses provide academic support assistance to help students achieve their personal definition of academic success.

College Libraries Traditionally, college libraries have served as a central repository of knowledge and a dedicated location for students to conduct research and study. Each Maricopa Community College has a library on campus that serves this purpose, while also expanding access to knowledge through online reference materials, eBooks, and eResources. We have implemented the innovative program, “Ask a Librarian,” a 24hour chat reference service. See https://www. maricopa.edu/ask-a-librarian Counseling Services The Maricopa Community Colleges provide students with the guidance and support they need to overcome barriers to a post-secondary education and path to completion. Additionally, MCCCD provides access to the resources that help facilitate academic and workforce success.

Maricopa Community Colleges was one of the first in the nation to implement “mandatory” student success strategies, including a one-and three-credit student success course offered by our counseling faculty.

Career Each college campus in the Maricopa Community

http://maricopa.jobing.com/

Personal Whether students experience difficulties with their studies, competing priorities, or the complexities of life, MCCCD offers students on-campus counseling support to help them achieve their academic goals and be their personal best.

Student Engagement Maricopa Community Colleges promotes engagement through student government, clubs, activities, and learning communities that connect students to opportunities that develop valued leadership and workforce skills.

Transfer For students who aim to complete a bachelor’s degree following their community college education, Maricopa Community Colleges have developed special transfer programs and expert support to ensure their MCCCD credits transfer and their path to a continued education is as

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College system has a Career Center producing tools that empower students to work toward career success. Career Centers across the district annually provide multiple career and job fairs, as well as posting all systemwide job opening at:

STRATEGIC PLAN FOR STUDENT SUCCESS

MCCCD recently implemented DRS Connect to provide a seamless and consistent experience for students. This online tool allows Maricopa colleges to share student information, notes, and see student accommodations. Students benefit from this resource through streamlined and consistent support.

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STRATEGIC PLAN FOR STUDENT SUCCESS

effortless as possible. Our largest transfer partner is Arizona State University, where each semester over 26,000 former MCCCD (having earned 12 or more credit hours) are enrolled.

District Financial Aid Operations DFAO was created to assist all 10 Maricopa Colleges Financial Aid departments administer Title IV Federal Funds. DFAO standardized processes and procedures in order to deliver efficient and effective service to students in the following areas:

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

• The Maricopa Verification Processing Center consolidated and standardized the Federal verification process for all 10 colleges and reduced the processing time during the peak processing down to three business days.

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• The Identity Theft Investigation Unit ensures compliance with federal, state, and institutional regulations “to disburse aid only to eligible students, to identify and resolve discrepancies in student information, to ensure that all requirements regarding “regular student” status are met, and to report any suspected fraud to the Department of Education’s Office of Inspector General.

• The Student Loan Support Services helps train front-line staff at the colleges in the area of student loan repayment, provides loan repayment information to students via (presentations, telephone, and one-on-one counseling), calls delinquent borrowers, and provides delinquent and loan default data to the Financial Aid offices.

STUDENT ENGAGEMENT MCCCD’s 10 colleges are members of The Democracy Commitment, a national initiative for community colleges to engage students in civic learning and democratic practices. Each college supports student involvement in its school’s governance. Clubs, activities, and learning communities connect them to opportunities that develop skills valued in the workforce and life.

Student Government MCCCD encourages student involvement in issues related to the governance of their school and have established rules related to the formation of on-campus student governing boards and constitutions with requirements for the elective/appointing officers. Each school’s constitution is submitted to the Governing Board General Counsel for approval, and to ensure compliance with federal and state laws, along with the MCCCD Governing Board of Administrative Regulations.

Clubs Student clubs and organizations are formed under the operational direction of the Office of Student Life and Leadership and the administrative direction of the Vice President of Student Affairs at each college, and offers students many paths to expand their educational experience. Clubs allow students to: • Network • Strengthen social skills • Develop leadership skills • Engage in creative thinking and collaboration • Stay in touch with other alumni, offering educational and workforce opportunities beyond the classroom Activities Each college schedules activities that enrich the on-campus experience, raises cultural awareness, and offers students, staff, and faculty opportunities to be involved in civic improvement. For instance, Empty Bowls is an annual, on-campus event that benefits local food banks. Ten dollars pays for a ceramic bowl filled with soup and bread made by Maricopa art students. The proceeds are donated to food banks in the Phoenix area.

Learning Communities In order to take advantage of the benefits of cohortbased learning and to capitalize on the power of interdisciplinary learning, most of the MCCCD

TRANSFER PROGRAMS AND AGREEMENTS

The innovative reverse transfer program has generated 534 graduates to date since project inception and 287 graduates for the 2016-2017 academic year. The Reverse Transfer initiative is a collaborative effort between Maricopa Community Colleges and Arizona’s major universities. Students who transfer early (without completing their associate degree) to a participating Arizona university from a Maricopa Community College are given the opportunity to combine community college and university credits to determine if missing associate degree requirements have been met.

As part of our commitment to our communities, The Maricopa Community Colleges provide resources that improve civic participation and engagement. Our Civic Toolbox includes: a) voter outreach and education resources designed to raise awareness, encourage participation, and improve voter turnout; b) diversity and inclusion training; c) income tax assistance and education for low-income sneakers; d) a robust senior fitness program; and e) outreach through a community library borrower program.

DUAL ENROLLMENT Maricopa Community Colleges Dual Enrollment Program is an opportunity for high school students to get an early start on college. Dual Enrollment courses allow students to earn both high school and college credit simultaneously during regular school hours at their high school.

The Dual Enrollment courses are taught by high school instructors who have met community college qualifications and the courses are taught at a college level for Maricopa Community College credit. The credit earned may be transferred to a community college or university upon high school graduation. There are 480 Dual Enrollment courses approved for Dual Enrollment in the Course Catalog. Maricopa Community Colleges currently partners with 123 Maricopa County high schools.

In 2015-2016, 17,790 students were enrolled in Dual Enrollment courses and earned a total of 139,189.50 credit hours. Of the total grades earned, 97% were an A, B, or C, and 54% of enrollments received an A grade.

Jennifer Jones, a recent MCCCD student, said, “It’s a great program. You need to understand that it’s for college credit, so you have to be just as driven as a college student, not just a high school student.”

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

The Maricopa Community Colleges have formal transfer partnerships with over 50 public, private, on-ground, online, local, and outof-state baccalaureate-granting institutions.

These partnerships are actively supported and implemented through prescriptive pathways that support associate degree completion and maximize transfer credit, university advisement onsite at the community college campuses, semi-annual transfer fairs, transfer training for academic advisors, and online resources codeveloped by Maricopa and university partners.

Transfer initiatives such as concurrent enrollment, reverse transfer, prior learning assessment, and participation in statewide articulation task forces demonstrate Maricopa’s commitment to providing enhanced educational delivery options to support successful university transfer.

COMMUNITY EDUCATION

STRATEGIC PLAN FOR STUDENT SUCCESS

Colleges offer Learning communities. Popular and success combinations include: ENG 101 and PSY 101, developmental reading and developmental math; science and technical writing courses; and courses aligned to form the First-Year Experience (FYE). In most cases, colleges report higher levels of successful course completion and increased persistence and completion from learningcommunity course pairings.

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The Maricopa Community Colleges provide an affordable way for Dual Enrollment students to progress toward a bachelor’s degree by completing a degree or certificate at a Maricopa college and then transferring to a four-year college or university. Students will save money, learn from highly qualified instructors, and build knowledge and skills to support successful transfer by starting their college education at a Maricopa Community College.

STEWARDSHIP OF RESOURCES

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The Office of Public Stewardship

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The MCCCD Office of Public Stewardship (OPS) was established to formalize administrative responsibility for services that are related to stakeholder accountability. The Office of Public Stewardship is responsible for the Maricopa Concernline, Citizens’ Ombuds Services, Employee Ombuds Services, Public Records Disclosures, and Maricopa Governance. In addition, the OPS is responsible for establishing procedures for the administration of the MCCCD Tuition Waiver Program and monitoring the use of waivers by employees, dependents of employees, and nonemployees authorized by state statute to attend our colleges on a waiver.

The Office of Public Stewardship is committed to demonstrating key policy values such as honesty, integrity, responsibility, and stewardship by assisting both internal and external constituents in identifying and utilizing the proper mechanisms to obtain information and resolve concerns.

SUSTAINABILITY INITIATIVES The Maricopa Community Colleges are committed to sustainability, and actively offer initiatives that preserve natural resources, such as promoting paper reduction, energy efficiency, social awareness, and more. On February 17, 2010, the Chancellor signed the American College and University Presidents Climate Commitment

(ACUPCC), which was a significant step to move all colleges forward with their sustainability initiatives.

All of our colleges have recycling programs.

Seven colleges have installed electric charging stations to prepare for the current and future demand of energy efficient vehicles. We are always researching ways to be wiser in our purchasing, building, and operation. As a district we have committed to build all our new buildings toward a minimum of LEED Silver standard. See https://www.maricopa.edu/ sustainability for an overview of our systemic efforts around sustainability.

• Maricopa Community College District has received the “2016 Excellence in Recycling” Award from the Arizona Recycling Coalition, a statewide organization that evaluates corporate and educational efforts toward improving recycling processes.

• We have launched the Water Conservation Program that will help us reduce our current annual usage of over 250 million gallons of water by approximately 10-30%.

This program will also identify efficiency opportunities that improve the overall ROI of the entire program. We now have four colleges that have renewable energy structures at their location, making it possible for us to save money on the demand charges from utilities and decrease our carbon footprint.

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INSTITUTIONAL PERFORMANCE, EXCELLENCE, AND EFFECTIVENESS The Maricopa County Community Colleges maintain a high standard of excellence and effectiveness by continually examining our programs, student engagement, and outcomes as a community college collectively and individually, to ensure we are delivering the highest quality education possible.

To further support Maricopa County Community Colleges Institutional Performance of Excellence and Effectiveness collectively and individually, presented are select 2015 –2016 accomplishments: • More than 200,000 students attended a Maricopa Community College.

• The number of annual degree and certificate awards has grown 26 percent since 2010–11 to 27,908: • 11,350 Associate’s Degrees • 7,830 Transfer Certificates • 8,728 Certificates of Completion • The number of students with 12 or more credits who transfer to a state university has grown 37 percent over the past 10 years.

• 33,270 students with 12 or more MCCCD credits were enrolled in an Arizona state university.

• More students successfully complete college-level courses. For the new student cohort, course-level success rates have increased to 77 percent in 2015–16, compared to 68 percent in 2011–12.

• Exceeding the National Community College Benchmark Project’s (NCCBP) 90th percentile ranking, Maricopa’s Fall-to-Fall retention rates continue to increase for all students in the new student cohort, from 55 percent in Fall 2014 to 59 percent in Fall 2015.

• Full-time students’ six-year graduation rate increased from 26% to 28%, while part-time students’ graduation rate remained stable at 11%.

• Developmental math course success rates increased, students’ success rates in college-level math after completion of developmental math increased from 63 percent in Fall 2014 to 74 percent in Fall 2015. In addition, student success rates in college-level math after completion of developmental math increased from 62% to 71% for under represented minority students.

• At the 2016 Annual All-Arizona Academic Awards Luncheon, Phi Theta Kappa, the national community college honor society, honored 25 academic all-stars from MCCCD. To be eligible for the award, students must maintain a GPA of 3.5 or higher on a 4.0 scale, be in good academic standing, be working toward an associate’s degree, demonstrate leadership, and interact with their community as a college ambassador.

• Twenty-five Maricopa Community College students were named to the All-Arizona Academic Teams.

MEETING CREDIT THRESHOLD, 2016

• The proportion of part-time students who made satisfactory progress within two years (as measured by the completion of 24 credit hours) increased from 26 to 29 percent in the past year.

• The proportions of both full- and part-time students achieving the credit-hour thresholds in their first two years at MCCCD has increased each year for the past five years.

INDIVIDUAL COLLEGES AND PROGRAMS • Two Maricopa Community Colleges are part of a three-year, $2.3 million research grant from the National Science Foundation to study how algebra is being taught at community colleges. Classes at Glendale Community College and Scottsdale Community College will be analyzed as part of the study. Four other community colleges in Michigan and Minnesota also will be studied. “We will be looking at the relationship between math instructors, students, and the math itself,” said Glendale Community College math faculty, Laura

• Chandler-Gilbert Community College (CGCC) increased transfer of CGCC students to Arizona public universities. In Fall 2015, 5,130 former CGCC students were reported to be attending one of Arizona’s three public universities: 3,728 at Arizona State University (ASU), 933 at Northern Arizona University (NAU), and 469 at University of Arizona (UA). These figures reflect increases of 8.8 percent, 31 percent, and 20.6 percent over the previous year, respectively.

The most popular transfer destination for CGCC students continues to be ASU, where the Maricopa-ASU Pathways program has more than 200 majors.

• Mesa Community College (MCC) exceeded the Governing Board’s Completion Resolution (at MCC identified as “Mission 2020”) goal of increasing the number of graduates by 50 percent. MCC also developed the largest population of international education students in the district with 525 F-1/F-2/J1 students; and for nine years running, has been on the President’s Honor Roll for Community Engagement.

• Paradise Valley’s (PVCC) addition of Aquila Hall at Black Mountain, which opened January 2016, resulted in collaborative efforts to plan and implement new science course opportunities at the site, including biology and chemistry with associated labs.

• Phoenix College (PC) now offers 11 self-study math MOOCs (Massively Open Online Courses) for both faculty and student use.

Mathematics faculty, James Sousa, has created more than 5,060 instructional math videos that are available for free online. As of February 2016, there were more than 57,000 subscribers and over 333 million total views.

• Rio Salado College (RSC) received a $2.7 million Department of Education, First in the World grant, titled Plan for Undergraduate

LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

• The proportion of full-time students who made satisfactory progress within two years (as measured by the completion of 42 credit hours) increased from 42 to 43 percent in the past year.

Watkins, the grant’s principal investigator.

INSTITUTIONAL PERFORMANCE AND EFFECTIVENESS

• MCCCD has a strong history of students succeeding in both academics and athletics.

In the 2015-16 academic year, 175 Maricopa student-athletes and 31 Maricopa teams were recognized for academic excellence by the National Junior College Athletic Association. To qualify for the individual awards, students must have a minimum 3.6 GPA while earning at least 12 credits; teams must have an average GPA of 3.0.

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Success (PLUS). The program focuses on students new to Rio who are seeking a degree or a transfer path. Students are encouraged to enroll in 13 focused credits, which can be applied toward their degree or transfered. The students are placed in a PLUS seminar and assigned a facilitator.

Interventions show strong evidence of increasing student persistence and degree completion. RSC plans for approximately 3,400 students to take part in the program over a three-year period.

• South Mountain Community College (SMCC) enhanced the Junior ACE (Achieving a College Education) program offerings to middle school students to include the Storytelling Institute, business, entrepreneurship, and STEM options, in order to create a pathway to the high school ACE program, and then on to postsecondary education at a college or university.

• Arizona Small Business Development Center (AZSBDC) business owners collectively increased their sales by more than $73 million–$48 million or 66% in Maricopa County. New capital formation of more than $58 million occurred–$24 million or 41% in Maricopa County. AZSBDC clients started 354 new businesses during the same period, and 1,354 jobs were created or retained.

Maricopa County was well-represented in those economic impact results, as well as with 120 new businesses and 419 jobs created or retained.

2017-20 MCCCD STRATEGIC PLAN PERFORMANCE TO DATE Additionally, institutional effectiveness is demonstrated through the lens of the 2017-20 MCCCD Strategic Plan as noted within our three primary commitments and a sample of outcomes: Build a thriving community through access and student success • Nearly 7,000 students who were recipients of Pell grants graduated in the 2015-16 academic year with a degree or certificate.

The vast majority, over 5,000, received a degree as their highest award.

• Over the past five years, the percentage of learners from higher education’s traditionally underserved racial/ethnic groups has increased by 6%, to 39% of MCCCD’s total student population.

• We are closing the gap in academic achievement for lower socioeconomic student populations. Between Fall 2011 and Fall 2015, the gap between Pell recipients and non-Pell recipients in college-level course success has declined from 13 to 4%.

Be a driving force for economic and workforce development in Arizona • For every $1.00 spent on college, MCCCD students receive a return on investment on average $4.20 in higher future income.

• Arizona Small Business Development Center (AZSBDC) business owners collectively

• The eight programs that make up Maricopa Nursing provide equitable access for more than 2,100 nursing students each year.

Maricopa Nursing is the largest provider of nursing professionals in Arizona, attaining recognition as an innovator among institutions of higher education

INNOVATIVE AND EXPERIMENTAL PROGRAMS AND PRACTICES

increased their sales by more than $73 million–$48 million or 66% in Maricopa County.

New capital formation of more than $58 million occurred–$24 million or 41% in Maricopa County. AZSBDC clients started 354 new businesses during the same period, and 1,354 jobs were created or retained.

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INNOVATIVE EXPERIMENTAL PROGRAMS AND PRACTICES • The “Maricopa Millions” Open Educational Resources (OER) project, led by faculty members Lisa Young (SCC) and Alisa Cooper (GCC), continues to dramatically reduce the cost of education for students. The total savings in textbook and material costs is estimated at $7,536,000 since Fall 2013, when the program was first implemented.

This OER initiative continues to have an impact by reducing the cost of higher education for students; and in those cases when OERs are being leveraged, it allows for students to have early and continued access to course materials.

• Dual enrollment created opportunities for 17,335 students enrolled through our 118 high school partners, offering 466 courses throughout the District. Dual enrollment positively impacts the percentage of students with satisfactory academic progress and the Arizona General Education Curriculum (AGEC) attainment rates for each of the colleges where the program is housed.

• Maricopa Community College Foundation supports many different scholarships, including the Achieving a College Education Program (ACE), which targets high school sophomores who traditionally would not be seeking a college education, such as children who would be the first generation to attend college; are in a group; live in temporary housing; and are foster children or teen parents.

• MCCCD implemented the Bridging Success Initiative to help children who are aging

out of the foster care system to get into and complete college. This initiative is funded by the Nina Mason Pulliam Charitable Trust with partners from across the Valley. The program focuses on three key areas: retention, degree completion, and transfer. The Maricopa Community College District is creating supportive environments on all of the college campuses where students can get tutoring, academic counseling, career planning, skill development, and other support services.

Through ASU’s similar Bridging Success Program, counselors who work with these students are focused on making the transfer process smooth.

• The Maricopa Community College District has a long history of providing education and training to veterans and those on active duty who are seeking to gain new skills, enhance existing skills, and translate skills learned in the military for use in the civilian world.

We consider it a high-honor and privilege to have U.S. veterans, active reservists, and family members of veterans among our student body.

MCCCD developed the Maricopa Community Colleges Transition Assistance Program (MCCTAP) to actively assist veterans as they exit the military and transition into civilian life. This program partners with community and college resources to prepare the veteran-student to successfully embark on a college career.

Our Veterans Services Offices assists students with applying for education benefits and enrolling in classes. In addition, specially trained staff members–many of which are veterans themselves–assist veteran-students with academic advising, career services, counseling, disability resources and services, financial aid, scholarship opportunities, and tutoring services.

All 10 Maricopa Community Colleges have received the Veteran Supportive Campus

• The MCCCD Male Empowerment Network (MEN), created to increase the number of minority males who succeed in classes and complete their college education, continues to grow. The Fall-to-Spring retention rate for the MEN 2014-15 cohort was 81 percent and the college-level course success rate was 77 percent (compared to district’s overall 75 percent rate). The fall-to-spring retention rate for the MEN 2015-16 cohort was 86 percent.

• The EXCEL program, in collaboration with the Helios Education Foundation at both Estrella Mountain Community College (EMCC) and Glendale Community College (GCC), provides an opportunity for students who want additional support, advice, and guidance in obtaining an associate degree and/or assistance successfully transferring to a four-year university. EMCC accepted 100 students into EXCEL Cohort 1. The students engaged in academic planning sessions, success coaching, and student success workshops, and achieved a 90 percent year-to-year retention rate and 3.28 GPA. In partnership with ASU and GCC, the program also provides both EMCC and GCC student cohorts a readiness weekend program at ASU.

• Rio Salado College recently launched a new, innovative online request portal that solves all of the problems it was encountering, and enhances the placement experience for students, Rio staff, and participating community schools. Rio Salado College was aware that the system in place to process requests for field study and student teaching placements from students in its Educator Preparation Program (EPP) was difficult for students to navigate, inefficient, and susceptible to errors because of its manual nature.

The EPP Student Portal allows students to request access and monitor their placement details virtually 24/7, and minimizes the time spent by staff to create, document, and monitor requests. Through the portal, the process is in the student’s hands and time-to-placement is reduced.

An additional important benefit of this innovation is that staff time is now used primarily to counsel students on program progression and success, rather than being

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• Women Rising, a minority female initiative, held activities to support enrollment, retention, and matriculation of minority female students, which included the third annual conference attended by over 300 students, staff, and community members.

The program also had an induction of over 75 new members, attendances at the 2016 National Conference for College Women Student Leaders, the Center for Race and Democracy lecture, and a Women Rising at NAU transfer visit.

• Paradise Valley Community College’s (PVCC) Fire Science program enhanced its collaboration with the City of Phoenix.

Professional development for the City of Phoenix included 77 recruits in Fire Fighter recruit training; 14 employees from the Phoenix Fire Department and Daisy Mt. Fire Department for HAZMAT Technician Training; five employees from the Phoenix Fire Department completing Technical Rescue Technician Training; and 47 Phoenix Fire Department employees completing Fire Fighting Tactics & Strategy in preparation for the Captain Promotional Exam. Fifty-eight of the Fire Fighters Operations Academy graduates were hired. This year’s graduates received a 95 percent pass rate on the state and national Firefighters I and II certification tests, resulting in the highest pass rate for any academic year.

INNOVATIVE AND EXPERIMENTAL PROGRAMS AND PRACTICES

designation by the Arizona Department of Veterans’ Services. Additionally, MCCCD is a partner organization of the Military/Veteran Resource Network.

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used as the primary process point for the over 360 requests per semester for placement.

• In an effort to shorten lines during peak enrollment in July, August, and January, Phoenix College hosts an express registration room (ERR) staffed with PC and district employees and faculty. It is a highly collaborative effort; people from across the campus and outside PC come in to serve students. The ERR room is filled with computers and staff helping returning students set up payment plans, accept Financial Aid, register for classes, and scan financial aid documentation for verification.

Most students do not need to meet with an advisor or financial aid technician; they merely need guidance and support in navigating systems. The Express Registration Room is an extension of PC’s One-Stop model.

• In 2015-16, Glendale Community College won the Innovation of the Year award for their Partners in Teaching Program, designed to meet the urgent needs of schools and the challenges of 21st century classrooms. GCC’s Teacher Education Program (TEP) partnered with local K-8 schools to create diverse opportunities for future teachers to connect education theory with its practical application while under the expert guidance of mentor teachers. K-8 students benefit and are introduced to “real life” college students who serve as role models on career readiness.

• The Maricopa Center for Learning and Instruction (MCLI) is dedicated to fostering student success by advancing teaching and learning by working collaboratively with faculty, administrators, and districtwide groups to provide quality services, programs, and resources, such as: • Educational opportunities in effective teaching and learning practices for faculty professional development

• Expanding support for adjunct faculty professional development • Enhancing professional growth for faculty • Supporting innovation in teaching and learning • Increasing leadership opportunities for faculty • Providing opportunities for collegial interaction • Promoting the use of technology to enhance teaching and learning • The Sustainability Program at Scottsdale Community College explores and encourages sustainable operations including, reducing, reusing, and recycling consumable materials; utilizing alternative energy sources; and incorporating green technologies in construction. The department promotes learning opportunities, policies, and practices that address environmental and social responsibility and lead to a more sustainable future.

GateWay Community College is a member of The Advancement of Sustainability in Higher Education. Select sustainability measures at the GateWay campus include: purchasing green power from local energy provider, SRP, and recycling and putting all revenue made from recycling into green initiatives, energy-efficient light bulbs, and promoting trip reduction and alternative-use transportation.

Three of our colleges have added sustainable degree and certificate programs to educate students who want a career that embraces environmental practices. Rio Salado and Mesa added a Sustainable Food Systems degree and certificate programs; and GateWay added a Water and Occupational Safety degree program.

INSTITUTIONAL STABILITY: FINANCIAL RESOURCES

INSTITUTIONAL STABILITY: FINANCIAL RESOURCES Maricopa Community College District has a strong track record of financial performance and stewardship of the resources that have been entrusted to us.

The judicious management of our funding is central to the district’s operating philosophy and critical to achieving our mission of providing broad and affordable access to quality higher education to the residents of Maricopa county.

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MCCCD is committed to the principles of fiscal responsibility and financial stability as evidenced by:

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• The District continues to maintain its AAA bond rating from the three major national bond rating agencies– Standard and Poor’s Ratings Services, Moody’s Investor Service, and Fitch Ratings we are proud that we have held these highest possible ratings since 2007, as it affirms the District’s creditworthiness and recognizes its continued sound financial stewardship. Our taxpayers continue to benefit from those ratings. Chancellor Harper-Marinick notes, “Our current Governing Board members have demonstrated their commitment to maintaining low tax rates for county residents. AAA bond rating allows the District to borrow funds at the lowest possible interest rates–a direct cost savings to taxpayers.”

• The Maricopa Community College District has been awarded the Government Finance Officers Association Certificate of Achievement for Excellence in Reporting for 23 consecutive years.

• As evidence of our fiscal responsibility, please access our budget, approved by our governing board, for fiscal year 2016-17, which was approved by our Governing Board.

2017 adopted budget and audited financial reports for Maricopa Community Colleges.

COLLABORATIVE RESOURCES AND PARTNERSHIPS WE FORM PARTNERSHIPS THAT BENEFIT WORKFORCE AND ACADEMIC PARTNERS, WHILE ENRICHING STUDENT LEARNING EXPERIENCES. Maricopa Community Colleges District has worked in collaboration with partners in many industries to align curricula with workforce demands, expand academic programs, and provide students with an education that offers the opportunity to develop in-demand skills.

Selected partnerships include: • Workforce Development formed a strategic partnership with ASU’s office of Academic Partnerships to increase AAS transfers.

The office of Workforce Development has identified nearly 70 career pathways that coincide with programs in the two Phoenixarea Joint Technical Education Districts (JTEDS), West-MEC, and EVIT. Most of these programs relate to dual enrollment within MCCCD and programs of study funded by Carl Perkins funding. These programs connect to job opportunities with employers in the community. These pathways have also been supported by the ASU Center for the Future of Arizona and the Global Pathways Institute.

• The Maricopa Advanced Technology Education Center (MATEC) completed a six-year, NSF-funded effort to create a virtual resource center for up-to-date digital learning materials available for classroom use, web seminars to keep faculty current with trends, and developed community of faculty who openly share what works best in technical education programs.

• Service Learning is embedded throughout the curricula at Scottsdale Community College (SCC) and is part of enhanced educational 60

delivery options. Service Learning during the Spring semester resulted in almost 60 faculty incorporating it into curricula, involving nearly 1,500 students doing service work and impacting-positively more than 50 community partners with projects such as: the Hunger Breakfast, a more developed World Hunger Days, Habitat for Humanity, our own section of Scottsdale Adopt-A-Road, and SCC Service Learning Student Showcase.

• SCC and the Salt River Pima-Maricopa Indian Community (SRPMIC) partnered to establish a Tribal Court Advocacy Certificate program that had its first cohort starting in the Fall semester.

The cohort began with more than 30 students, and nearly the entire cohort completed the first year of the two-year program and is continuing on. The certificate program is designed to provide a pipeline of individuals trained to represent people in tribal courts and prepare students to become legal advocates with an understanding of how tribal courts operate.

Students develop a broad knowledge of American Indian laws and codes, and the tools to responsibly represent clients.

• South Mountain Community College (SMCC) and Paradise Valley Community College (PVCC), in partnership with the ASU SkySong Center for Entrepreneurship and Innovation, piloted the ASU Poder program. Poder (Spanish for “to be able to” and “power”), is a five-week social entrepreneurship training program that allows underserved community college students to create solutions to pressing societal problems

• Through an interdisciplinary effort, Paradise Valley’s Art of Storytelling classes, Club Ed, Commercial Music program, Education program, and the Division of Fine and Performing Arts present the Festival event for children in the community – primarily from the feeder school systems. The Festival is a fun day of reading, literacy, and cultural activities for local children, with arts and crafts, games, simulations, face painting, and food trucks. The interactions afford our students hands-on, real-world opportunities to see what it will be like to work in their chosen fields.

• Express Enrollment Days at Phoenix College are a way to bring hundreds of high school students from Phoenix Union High Schools to campus to participate in enrollment activities, testing, and registration. It is a full eight-hour day for many students, supported by Phoenix

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• Leaders from Pima Community College District and Central Arizona College joined Chancellor Harper-Marinick on February 9, 2016, to sign the Arizona Advanced Technologies Corridor project charter, an innovative partnership between the three college districts that will create standardized technology curriculum. With input from private companies, including Boeing and Raytheon, common community college curriculum will prepare graduates for current and future workforce needs of manufacturing and technology industries in Arizona and beyond.

College faculty and staff, who walk them through every step of the process. The only additional funding comes from providing lunch and staff hours to help each student through the process seamlessly. The innovation of this day lies in the coordination and facilitation from our departments and our community partners. What makes this effort unique is how we work with outside partners like the Phoenix Union HS District, Thriving Together, Arizona Public Service (APS) and the Be A Leader Foundation to create synergy and make this a huge success.

COLLABORATIVE RESOURCES AND PARTNERSHIPS

using digitization skills acquired through Cisco curriculum, while receiving career and college preparation training to succeed academically.

It is a social entrepreneurship training program offered at no cost to SMCC and PVCC students, with support of Cisco-sponsored Silicon Valley Community Foundation grants.

Poder awards a total of $10,000 for the SMCC Venture Pitch program each semester.

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GOVERNING BOARD Front Row L-R: Dr. Linda Thor, Ms, Jean McGrath, Mr. Dana G. Saar Back Row L-R: Mr. Alfredo Gutierrez, Ms. Johanna Haver, Ms. Tracy Livingston, Mr. Laurin Hendrix

GOVERNING BOARD Mr. Laurin Hendrix Governing Board President District 1 VIEW MAP Date First Elected: 2016 Years of Service: 2017-Present Current Term Expires: December 31, 2020

Dr. Linda Thor Governing Board Secretary At Large: VIEW MAP Date First Elected: 2016 Years of Service: 2017-Present Current Term Expires: December 31, 2020 Elected to the Maricopa Community College District Governing Board in 2016, Dr. Linda M. Thor previously worked in community colleges with 29 years as a chief executive officer. Dr. Thor is President Emeritus of Rio Salado College, one of the Maricopa Community Colleges, where she served for nearly 20 years. Dr. Thor is also Chancellor Emeritus of the Foothill-De Anza Community College District in California’s Silicon

Mr. Alfredo Gutierrez Governing Board Member District 5 VIEW MAP Date First Appointed: 2014 Date First Elected: 2014 Date Re-elected: 2016 Years of Service: 2014-Present Current Term Expires: December 31, 2020 Arizona born and raised, Alfredo Gutierrez has honored our nation by serving in the U.S. Army and by giving voice to issues related to the underserved throughout his career. He was elected to the Arizona senate, serving as either the majority or minority leader from 1975 until he retired from state government in 1986.

He founded Jamieson and Gutierrez with partner Bill Jamieson, a public relations, lobbying, and issue management firm that worked with many prominent organizations, including Phoenix professional sports teams, the City of Phoenix, and the Fort McDowell Yavapai Nation. His first book, To Sin Against Hope: How America Has Failed Its Immigrants, a Personal History, (Verso Books, http://www.versobooks.com/ ) was published in 2013.

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Laurin Hendrix brings considerable business experience to his public position as Governing Board President on the Maricopa County Community College District board. Since graduating from college, Mr. Hendrix has owned and managed multiple businesses in diverse industries such as auto repair, manufacturing, home construction, real estate, banking, and more. He is also a licensed pilot and volunteers as a member of an Eagle Scout Review Board for the Boy Scouts of America.

He has eight children who have attended Arizona public schools.

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Valley. Prior to becoming Rio Salado’s president in 1990, Dr. Thor was president of West Los Angeles College in Culver City, California. Dr. Thor’s appointment as West Los Angeles College President in 1986 followed a successful tenure as senior director of occupational and technical education for the Los Angeles Community College District. Earlier, she served the L.A. District as director of high technology centers and services, and director of communications services.

Dr. Thor has earned several distinguished awards during her career, including the Ronald McDonald House Charities®, “Excellence in Education” award and the Pioneer Award from the Community College Baccalaureate Association.

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Ms. Johanna Haver Governing Board Member District 3 VIEW MAP Date First Elected: 2014 Years of Service: 2015-Present Current Term Expires: December 31, 2018 COMMUNITY COLLEGE EXPERIENCE Maricopa County Community College District, Maricopa County, AZ MCCCD Governing Board Secretary, 2015 An author and educator, Johanna Haver has been actively involved in improving the education system for English-language learners in Arizona, writing books and articles related to improving education, and contributing to books and studies about learning, such as “Language for English Learners” (Sopris West, 2004) and Structured “English Immersion” (Corwin Press, 2002). With more than 32 years of classroom experience in languages such as German, Latin, English, and English as a second language, Ms. Haver represents District 3 as a Governing Board Member.

Ms. Tracy Livingston Governing Board Member At Large VIEW MAP Date First Elected: 2014 Years of Service: 2015-Present Current Term Expires: December 31, 2018 A long-time K-12 educator in the Deer Valley Unified School District, Tracy Livingston, M.Ed., contributes extensive knowledge of Phoenixarea public schools, shedding light on the requirements of future students of the Arizona community college system. This knowledge can help the board focus on critical areas, such as a successful transition from high school to college and the type of programs that can help improve course success and retention. She is married to Arizona House Representative and Majority Whip David Livingston. Their son, Kyle, currently attends Yavapai Community College.

Ms. Jean McGrath Governing Board Member District 4 VIEW MAP Date First Elected: 2014 Years of Service: 2015-Present Current Term Expires: December 31, 2018 A long-time Valley resident and former Arizona legislator, Jean McGrath offers years of experience gained as a small business owner and public servant. She was the Chairperson of the Public Institutions and Universities Committee and a board member of the Central Arizona Project (CAP). Her advocacy for education and responsible taxation has earned her public service awards, including the Friend of Education Award and Friend of Taxpayer Award.

Mr. Dana G. Saar Governing Board Member District 2 VIEW MAP Date First Elected: 2010 Date Re-Elected: 2016 Years of Service: 2011-Present Current Term Expires: December 31, 2020 A resident of Fountain Hills since 1982, Dana Saar is a small business owner with extensive public service experience. He has served on the Arizona State Board of Education Professional Practices Advisory Committee and previously sat on several community boards, including the Town of Fountain Hills Planning and Zoning Commission and the Fountain Hills Unified School District Governing Board. He was awarded the All Arizona School Board Award for Excellence in Boardsmanship by the Arizona School Boards Association in 2006. He has been a board member of the Maricopa County Community College District since 2010. Mr. Saar was a teacher and administrator for East Valley Technical Institute and is currently a real estate investment manager.

Maria Harper-Marinick, Ph.D. Maricopa Community College District

Nationally, Dr. Harper-Marinick has served on the federal Advisory Committee on Student Financial Assistance, appointed by the U.S. Secretary of Education. Dr. Harper-Marinick currently serves on the American Association of Community Colleges Board of Directors; National Community College Hispanic Council; the League for Innovation in the Community College; the Hispanic Association of Colleges and Universities; and is a member of the Higher Learning Commission Peer Corps.

Dr. Harper-Marinick is active in the community, serving as a member of the Greater Phoenix Leadership; the Board of the Greater Phoenix Economic Council; Greater Phoenix Chamber of Commerce; Arizona Chamber of Commerce and Industry; Valley of the Sun United Way; Governor’s Workforce Arizona Council – Quality Workforce Committee; Expect More Arizona; Morrison Institute for Public Policy’s Latino Public Policy Center Advisory Board; and Phoenix Thriving Together Leadership Council. She is a Distinguished Associate of the Morrison Institute for Public Policy.

A native of the Dominican Republic, Dr. HarperMarinick came to Arizona State University as a Fulbright Scholar in 1982. She holds a Ph.D. in Educational Technology and a master’s degree in Instructional Media from Arizona State University and a Licentiate in School Administration and Pedagogy from Universidad Nacional Pedro Henriquez Urena in the Dominican Republic. She has authored articles and chapters, and presented at national conferences.

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Dr. Maria Harper-Marinick is Chancellor of the Maricopa Community College District, one of the largest community college systems in the nation. She oversees operations for the system, which serves 200,000 students and nearly 10,000 faculty and staff members across 10 colleges (Chandler-Gilbert, Estrella Mountain, GateWay, Glendale, Mesa, Paradise Valley, Phoenix, Rio Salado, Scottsdale, and South Mountain); a Corporate College, and skill centers. In addition, Dr. Harper-Marinick sets the vision for the higher educational institution’s strategic plan; guides policy development; and oversees initiatives and outcomes related to workforce, economic, and community development; civic and global engagement; and increasing student success.

Dr. Harper-Marinick has been the recipient of various awards. She was the recipient of the 2017 Valley Leadership Woman of the Year, and the 2016 Athena Public Sector Award. In 2015, she was selected as the Woman of the Year by the Arizona Hispanic Chamber of Commerce; was featured in Diverse: Issues in Higher Education as one of 25 women who have made a difference in the world by tackling some of higher education’s toughest challenges and exhibiting extraordinary leadership skills; and was selected to join the 2015 class of the Aspen Institute’s Ascend Fellows. She was awarded the 2013 Arizona Diamondbacks Hispanic Community Leadership Award; the NCSPOD 2013 Chancellor Leadership Award; and the 2012 Victoria Foundation’s Alfredo G. de los Santos, Jr. Service in Higher Education Award. In 2014, Dr. Harper-Marinick was selected as one of the 50 Most Influential Women in Arizona Business by AZ Business Magazine, highlighted by the Phoenix Business Journal in their Executive Profiles, and featured in International Educator as “Women Making Their Marks.” In 2013, she was selected as one of the 25 Most Influential Hispanic Business Leaders in Arizona by AZ Business Magazine and one of the Valley’s Most Admired Leaders by the Phoenix Business Journal, and was featured in Revista Mercado, Latina Styles, International Educator, and Hispanic Executive magazines.

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CHANCELLOR

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VICE CHANCELLORS Paul Dale, Ed.D. Interim Executive Vice Chancellor and Provost

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Dr. Paul Dale was appointed Interim Executive Vice Chancellor and Provost of Maricopa County Community College District in March 2017.

He has served as President of Paradise Valley Community College (PVCC) since March 2010.

Dr. Dale has been an administrator at PVCC since 1997, serving in a number of positions including, Associate Dean of Student Development, Vice President of Learning Support Services, and interim President.

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Prior to joining PVCC, Dr. Dale was one of the founding administrators for Northern Arizona University-Yuma, a new campus branch. He was also an adjunct faculty member for 10 years at NAU, where he taught courses in counseling, community college education, and educational foundations. He co-wrote a chapter in the book titled, Developing Non-Hierarchical Leadership on Campus, Case Studies and Best Practices in Higher Education. He also authored a chapter in Assessing Student Learning in General Education called, “Paradise Valley Community College: General Education Case Study.”

Dr. Dale is committed to the community, currently serving on the Abrazo Hospital­Scottsdale Campus Board of Trustees, Valley of the Sun United Way Campaign Cabinet, the Northeast Phoenix Neighborhood Action Alliance, and the Foothills Caring Corps Board of Directors.

Dr. Dale received his B.S. in Sociology from Iowa State University, his M.A. in Counseling from the University of Wisconsin-Whitewater, and his Ed.D. in Educational Leadership from Northern Arizona University.

Edward Kelty, M.Ed. Vice Chancellor, Information Technology Services Vice Chancellor Edward Kelty has served the information technology needs of higher education for over 30 years. As Vice President of IT at Rio Salado College, Kelty oversaw daily operations and the strategic direction of the college’s technology foundation. He was also the Chair of the district-wide Information Technology Leadership Council (ITLC).

In 2015, Kelty was appointed Vice Chancellor and CIO of the Maricopa District Information Technology Services Division (ITS). ITS is a centralized technology support team that manages infrastructure, security, identity issues, data warehouse resources, system integration, reporting, business continuity plans, and disaster recovery preparedness. Maricopa provides technological services to over 250,000 students and 13,000 employees. Integral to these services are the daily operations of networking, programming, training, project management, process improvement, and sharing technological resources district-wide.

Kelty previously served as adjunct faculty in Electronics, Computer Information Systems and Business Personal Computers, and Technology Trainer. He has an M.A. in Educational Leadership and two bachelor’s degrees; one in Management and the other in Communication. He also has an Associate of Applied Science in Microelectronics.

Ms. Gaye Murphy, MPA Vice Chancellor, Business Services Prior to her appointment to Vice Chancellor in July 2016, Gaye Murphy served as the Associate Vice Chancellor for Business Services. In that role, she directed the Financial Planning and Budget Office, which prepared the Maricopa District’s 15-Year Financial Plan and Annual Budget. In 2012, Murphy was honored with the Outstanding Business Officer Award by the Community College Officers organization.

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Murphy previously served on the staffs of two Kentucky governors as a budget and policy analyst. After relocating to Arizona, she held the same role for three Arizona governors. In this position, she specialized in postsecondary education funding. She then worked for Arizona State University (ASU) as Assistant Budget Director. After 16 years at ASU, Murphy was honored to join Maricopa Community Colleges as Associate Vice Chancellor for Business Services, a job she continues to find exciting and challenging.

Murphy has a B.A. in Psychology from the University of Kentucky, graduating Phi Beta Kappa. She also has a M.A. in Public Administration.

LaCoya Shelton has been a human resources leader with 17 years of experience. She manages the entire human resources system and ensures delivery of all services.

LaCoya has led reforms of complex personnel systems, overseeing all phases of implementation.

With a zeal for innovation, she has introduced new human resources systems that attract highly qualified personnel who align with organizational needs and culture. LaCoya has also provided invaluable leadership in talent acquisition, succession planning, knowledge management, workforce resolutions, employee learning, and policy development.

LaCoya is a graduate of Arizona State University, where she earned concurrent bachelor’s degrees in Psychology and Business Administration. She earned her M.A. in Organizational Management from the University of Phoenix and is currently completing her Ph.D. in Organization and Human Capital Management.

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LaCoya Shelton, M.A., SPHR, SHRM-SCP, HCS Vice Chancellor, Human Resources

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QUALITY LEADERSHIP

COLLEGE PRESIDENTS Chris Bustamante, Ed.D. Rio Salado College Dr. Chris Bustamante is a well-known advocate for increasing access to higher education and degree completion, and for forging transformational partnerships with business, government, and other educational providers.

He was appointed president of Rio Salado College in June 2010. His other leadership roles at Rio Salado included vice president of Community Development and Student Services and dean of Academic Affairs. Previously he served in senior level government affairs positions for the Maricopa County Community College District. He was the assistant to the superintendent for Community and Government Relations for the Phoenix Union High School District and a legislative aide in the Arizona House of Representatives.

A native to Arizona, he holds both a doctorate and master’s degree in educational leadership from Northern Arizona University. He earned a bachelor’s degree in business administration from the University of Arizona and also attended Pima Community College as a transfer student.

In addition to his responsibilities at Rio Salado, Dr. Bustamante’s commitment to higher education is noted by his leadership roles nationally and locally, including as the board chair for the Council for Adult and Experiential Learning (CAEL) Board of Trustees; Higher Education Research & Development Institute (HERDI) Advisory Board Member; and American Association of Community Colleges (AACC), Board of Directors. In 2015, Dr. Bustamante served as a member of Arizona Governor Doug Ducey’s Transition Team for Education.

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Ernest Lara, Ph.D. Estrella Mountain Community College Dr. Ernest Lara brings more than 30 years of higher education experience to his role as President of Estrella Mountain Community College. Appointed President on July 1, 2007, Dr. Lara’s extensive career reflects a strong commitment to student development and the community college mission.

His postsecondary experience includes working at Arizona State University and three of the Maricopa Community Colleges as a faculty member, student services program director, division chair, and dean of student services.

Dr. Lara is a committed community member and serves on several local boards, including West Valley Hospital Board of Directors, West Valley Think Tank, and Valle del Sol. Other community service includes, Hispanic Leadership Forum del Oeste Advisory Board, Estrella Rotary, Leadership West, and Luke Air Force–Honorary Commanders Program.

As a community college student, Dr. Lara received an associate degree from Glendale Community College. He also holds a Bachelor of Arts in History, a Master of Guidance and Counseling, a Master of Counseling, and a Ph.D. from the Higher and Adult Education Program with an emphasis in Student Development, all from Arizona State University.

Jan l. Gehler, Ed.D. Scottsdale Community College Dr. Jan Gehler comes to Maricopa County Community College District with 21 years experience in higher education. She held rank as tenured associate professor in culinary arts and hospitality; and has served in management positions from chair to associate dean, interim dean, interim provost, and most recently, for eight years as the Dean of University of Alaska Anchorage Community and Technical College.

After 20 years of administrative leadership and teaching at the university and community college level, Sasan Poureetezadi assumed the role of interim President at Mesa Community College (MCC) on August 2, 2016, after serving as MCC’s Vice President of Information Technology since 2011.

As VP for IT, Poureetezadi led key initiatives, including development and implementation of a five-year Information Technology Strategic Plan, campuswide technology standardization, acquisition of philanthropic gifts, and decreasing operational overhead while improving customer service outcomes. Poureetezadi was previously director of Computer Services at the Walter Cronkite School of Journalism and Mass Communication at Arizona State University. Before joining the Walter Cronkite School of Journalism and Mass Communications, he led an organizationwide initiative to develop a computer learning and lab program at the Boys & Girls Clubs.

Poureetezadi has also served as an information technology consultant for private, sports, and higher education entities.

Christina M. Haines, M.Ed. Interim President, Phoenix College Chris Haines brings more than 26 years of higher education experience to her role as interim President of Phoenix College. She has been working within the Maricopa County Community College District since 1989, starting at Mesa Community College. She was selected as Phoenix College’s Dean of Students in 2011, serving in that role for three years before becoming the successful candidate in a national search for the college’s Vice President of Student Affairs.

Throughout her career, Haines has served on numerous college, district, and national committees, as well as a tri-chair for South Mountain Community College’s successful Higher Learning Commission accreditation in 2009. She currently serves as tri-chair of the committee leading Phoenix College’s reaffirmation of accreditation process.

A native of Zion, Illinois, Haines attended Black Hills State University in Spearfish, South Dakota, and majored in political science. Haines went on to receive a master’s degree in Educational Counseling from Northern Arizona University and is currently working on her doctoral degree in Educational Leadership/Higher Education at NAU. Paul Dale, Ed.D. Paradise Valley Community College Dr. Paul A. Dale was appointed President of Paradise Valley Community College (PVCC) in

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Sasan Poureetezadi, M.Ed. Interim President, Mesa Community College

He remains actively involved in academic and technology-based organizations and has presented on topics such as new media, predictive analytics, virtualization, and flipped classrooms. Poureetezadi earned an Associate of Arts from Mesa Community College, a Bachelor of Science in Sociology from Arizona State University, and a Master of Education in Community College Education from Northern Arizona University.

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She taught high school and served as a grant writer for six years with the Orange Unified District in California, and continued her professional public service for 12 years as a senior health and human services planner with the Municipality of Anchorage. She earned a B.S. in Family and Consumer Science from Ohio State University, an M.A. in Vocational Education from California State University Long Beach, and an Ed.D in Educational Planning from Oregon State University. In July 2008. Dr. Gehler became SCC’s second President, following the distinguished career of Dr. Art DeCabooter. Beyond duties within the Maricopa District, Maricopa Foundation, and at SCC, Dr. Gehler actively serves the larger Scottsdale community through memberships in Scottsdale Chamber, Scottsdale Rotary, Scottsdale Leadership, Inc., Communities Celebrating Diversity, Scottsdale Healthcare, and others.

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March 2010. Dr. Dale has been an administrator at PVCC since 1997, initially as the Associate Dean of Student Development, and then the Vice President of Learning Support Services and interim President. Prior to coming to PVCC, he was one of the founding administrators for Northern Arizona University–Yuma, a new branch campus.

Dr. Dale is committed to community involvement, currently serving on the Abrazo Hospital– Scottsdale Campus Board of Trustees, Valley of the Sun United Way Campaign Cabinet, the Northeast Phoenix Neighborhood Action Alliance, and the Foothills Caring Corps Board of Directors. As an adjunct faculty member for 10 years at Northern Arizona University, Dr. Dale taught courses in counseling, community college education, and educational foundations. He has co-wrote a chapter in the book, “Developing Non-Hierarchical Leadership on Campus, Case Studies and Best Practices in Higher Education.” He also authored a chapter in Assessing Student Learning in General Education entitled, “Paradise Valley Community College: General Education Case Study.”

Dr. Dale received his B.S. in Sociology from Iowa State University, his M.A. in Counseling from the University of Wisconsin-Whitewater, and his EdD. in Educational Leadership from Northern Arizona University.

senior executive positions during 16 years of service at Great Lakes Junior College (now part of Davenport University in Michigan).

Dr. Guerriero taught a variety of courses at the postsecondary level, including Management, Business Communications, and Psychology.

Dr. Guerriero earned an Ed.D. in Educational Leadership from Northern Arizona University and an M.S. in Administration from Central Michigan University.

Steven R. Gonzales, Ed.D. GateWay Community College Dr. Steven R. Gonzales has served as the President of GateWay Community College since July, 2013. Dr. Gonzales has more than 17 years of instructional and administrative experience in higher education. From 2011 to 2013, he served as the acting associate Vice President of academic affairs and Chief Academic Officer for the Pinal County Community College District that operates as Central Arizona College, a multicampus college serving more than 15,000 students. At CAC, he also served as dean of Communications, Math, and Learning Support, from 2007 to 2011, and as Associate Dean of Academic Services in 2007.

Dr. Bill Guerriero, who has been vice president of Academic Affairs at Chandler-Gilbert Community College since 2003, was named the college’s interim president effective September 15, 2016. Dr. Guerriero came to CGCC from Monroe County Community College, Monroe, Michigan, where he was the Vice President of Instruction.

His numerous professional memberships, committees, and affiliations include, American Association of Community Colleges Board of Directors; Commission on Academic, Student, and Community Engagement; and National Community College Hispanic Council. He is also active in community involvement, serving on numerous boards, including, the Arizona Postsecondary Education Commission, City of Phoenix Workforce Development Board of Directors, Degree Phoenix Advisory Committee and Phoenix Community Alliance-Education Advisory Committee, and more.

His experience in higher education administration includes three years as Dean of the Business Division at that college, as well as a variety of

Dr. Gonzales earned his doctorate in educational administration in the top-ranked Community College Leadership Program from the University

Bill Guerriero, Ed.D. Chandler-Gilbert Community College

Terry Leyba Ruiz, Ed.D. Glendale Community College

As a first-generation college student, Ruiz received a Bachelor of Arts in Secondary Education with a major in mathematics from Arizona State University, a Master’s Degree in Education with a minor in mathematics from Northern Arizona University, and a Doctorate of Higher and Post-Secondary Education from Arizona State University.

Shari Olson, Ph.D. South Mountain Community College Dr. Shari L. Olson was appointed the president of South Mountain Community College (SMCC) in 2011. Dr. Olson has more than 20 years of community college administrative experience and 10 years of teaching experience. Prior to her appointment as President, she served in several administrative roles in Minnesota and North Dakota, including interim President at Anoka Technical College (2010-11 and President at Eastern Wyoming College (2007-08). In Dr. Olson’s prior roles, she established external partnerships and education programs with

Under Dr. Olson’s leadership in the past six years, SMCC has experienced increases in student engagement and received national recognition, including demonstrating the largest increase in academic challenge and student-faculty interaction.

The college entered into a unique partnership with the Gila River Indian Community and offers courses on the reservation that fill immediate job needs of the tribe. In 2014, Dr. Olson was invited to attend the White House Summit.

Dr. Olson earned a doctoral degree from the University of North Dakota, a master’s degree from North Dakota State University, and a bachelor’s degree with honors, from the same institution. She is a member of Phi Kappa Phi and Phi Upsilon Omicron, and an honorary member of Phi Theta Kappa International Honor Society. She has received numerous honors during her career, including being named the 2014 Entrepreneurial President of the Year by the National Association of Community College Entrepreneurship and the Minnesota State College Student Association 2011 President of the Year Award.

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Dr. Terry Leyba Ruiz, has served as the Glendale Community Colleges’ (GCC) interim President since July 1, 2016. Dr. Ruiz is an educator with a long history of serving students, faculty, staff, and the community. She has served in many capacities during a 20-year tenure at the Maricopa Community Colleges, including associate Vice President of Academic and Student Affairs at GCC; division chair for Mathematics, Science, and Engineering, a mathematics faculty member at South Mountain Community College (SMCC), and more.

business and industry, implemented college-wide diversity initiatives, and developed an associate degree program in Early Childhood Education.

QUALITY LEADERSHIP

of Texas at Austin. His doctoral research focused primarily on the improvement of developmental education. He was awarded a University Preemptive Fellowship, as well as the John and Suanne Roueche Fellowship. He holds a M.A. in Teaching Mathematics and B.S. in Secondary Education, Mathematics, from Northern Arizona University.

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FOUNDATION

Christina Schultz, M.A. Maricopa Community Colleges Foundation Christina Schultz is the President and CEO of the Maricopa Community Colleges Foundation. Prior to her selection, Ms. Schultz served for nine years as Vice President of Institutional Advancement at Dixie State University, St. George, UT. In that role, she was responsible for leading several significant areas, including fundraising, alumni relations, public relations, community outreach, marketing, and cultural arts initiatives.

During her time at Dixie State, Ms. Schultz achieved a number of impressive accomplishments, including launching of a $100 million fundraising campaign, developed two self-sustaining 501(c) (3) programs, securing a $1 million federal grant for the University’s southwest Regional Computer Crime Institute, and securing additional funding for numerous programs and departments.

Prior to her work with Dixie State University, she served as director of development at the Southern California Institute of Architecture, the Richard and Karen Carpenter Performing Arts Center at California State University, and the University of Southern California. In each of these roles, she established comprehensive fundraising programs and developed the infrastructure and strategic initiatives to support them.

Ms. Schultz earned a B.S. in Business Administration with a specialization in marketing from the University of Southern California and a M.A. degree in Communications Management from the same university.

Since the founding of the League for Innovation in Community Colleges in 1968, Maricopa County Community College District (MCCCD) has been a continuing and contributing member, promoting innovation in learning, teaching, and collaborative programs with the goal of advancing knowledge and improving lives of students, faculty, staff, and communities.

2016-17 MARICOPA COMMUNITY COLLEGES INNOVATION OF THE YEAR: DISTRICTWIDE WINNER: Phoenix College The Phoenix College Syllabus Project Syllabi meeting MCCCD guidelines help students understand important information for their success in a course and college. The Phoenix College Syllabus Project is a campus-wide process for the management of all course syllabi.

The project helps ensure faculty are aware of, and provide guidance and tools, to more easily meet MCCCD syllabus requirements.

CGCC’s cross-disciplinary sustainability team educates and engages students all year, culminating in a signature event in April. CGCC Sustainability Week features films and speakers.

On Sustainability Day, Biology, Humanities, Sustainability and Geology students showcase their projects to CGCC, the community, and Humphrey Elementary students through hands-on activities and student-led projects.

District Office Planning Your Path to Success The Student Planner was developed to help students stay on track with their academic and personal goals. The planner is mirrored in CANVAS to serve as a forum for students to connect with their MEN, Women Rising, and EXCEL advisors and peers throughout the district.

Estrella Mountain Community College Engage Estrella Engage Estrella connects students with individual mentors and career exploration activities and resources to provide opportunities for a successful college experience. Students can participate in several opportunities to help make connections for a brighter future. Through campus collaborations, opportunities include, One-on-One Mentoring, Career Exploration, and in-classroom Success Navigation.

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MCCCD demonstrates its commitment to innovation by supporting new programs and strategic partnerships throughout our individual colleges and among all MCCCD employees.

We co-sponsor the Maricopa Innovation of the Year Award Program, encouraging districtwide participation from each college to create projects that improve learning and teaching experiences.

Here are the projects submitted for consideration as the 2016–17 Maricopa County Community College District Innovation of the Year.

Chandler-Gilbert Community College Connecting Community and College: Teaching and Learning Sustainability and CGCC’s Sustainability Week Showcase

COMMITMENT TO THE LEAGUE

COMMITMENT TO THE LEAGUE

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COMMITMENT TO THE LEAGUE LEAGUE FOR INNOVATION IN THE COMMUNITY COLLEGE | 2017 MEMBERSHIP REAFFIRMATION SELF-STUDY REPORT

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Glendale Community College Maricopa Engineering Advising Guides and Resources

Rio Salado College Educator Preparation Field and Student Teaching Request Portal

Designed to improve accuracy and efficiency of engineering pipeline advising to ASU, the Maricopa Engineering Advising Guides and resources aid academic advisors and engineering students alike. Guides save time and human resources, reduce advisement errors, and promote transfer readiness, effectively making student’s journeys more efficient, cost-effective and streamlined.

The Educator Preparation Field and Student Teaching Request Portal initiative for field and student teaching requests was implemented to enhance the overall customer service experience of all pre-service teaching candidates. The portal meets the diverse needs of Rio students, increases the timeliness of placements with local school partners, is cost-effective, and can be replicated.

GateWay Community College Study Abroad to Japan and South Korea

Scottsdale Community College Student Workforce Active Teaching (SWAT)

The “Study Abroad in Japan: Trade, Culture, Language and Entrepreneurship” was the result of innovation by an international team, offering students a stimulating academic and cultural platform for learning, and life-transforming experiences that will prepare them to enter the world of business and become globally competent citizens and diplomats.

SCC’s Theatre Program developed the Student Workforce Active Teaching (SWAT), providing theater students paid hands-on training in technical theatre, while providing SCC with services in producing events in the Performing Arts Center. SWAT was created to alleviate the loss of full-time PAC staff, while giving students on-campus career building experiences.

Mesa Community College CTE Innovation and Excellence @ MCC Through informed improvement (using data to make decisions), meaningful dialogue with Mesa’s advisory committees, partnerships with local industry leaders, and continuous labor market scanning, Mesa endeavors to grow and adapt its CTE programs to meet the workforce needs of today and the emerging opportunities for the future.

Paradise Valley Community College PVCC at Black Mountain STEAMtastic PVCC at Black Mountain STEAMtastic promotes science education through hands-on activities showcasing science in our everyday lives.

Volunteers from PVCC, K-12, local businesses and organizations run over 70 activities designed to bring awareness to STEAM. This event is one of the largest in the northern part of Maricopa County and is a Signature Event for AZ SciTech.

PAST MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT INNOVATION OF THE YEAR AWARD WINNERS: Glendale Community College was awarded the 2016 Innovation in Learning and Teaching Award for their Teacher Education Program.

This program partnered with local K–8 schools to create opportunities for future students to become career-ready, allowing student-teachers to connect theory to practical application in the classroom. Students enrolled in this program were mentored by experienced teachers, which benefited future school districts and students. The program met the League of Innovation’s criteria in the areas of creativity, efficiency, timeliness, and cost-effectiveness.

In 2015, Phoenix College was a recipient of the 2015 Innovation Award for an innovative, free-mobile application that promotes student success. The application provides students with access to personalized class schedules, a list of required books, and other information shared across the district to support all students in Maricopa. The Phoenix College Information Technology team’s application met the criteria of creativity, efficiency, and cost effectiveness.

In 2015, Phoenix College faculty, Dr. Marin, was funded for an academic project by the K. Patricia Cross Endowment. The resulting paper, “Teaching With the Brain in Mind,” was published as a Cross Paper by the League for Innovation in the Community College.

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SUPPORT OF THE LEAGUE A proud founding member of the League for Innovation in Community Colleges, Maricopa County Community College District has been an active and contributing associate since 1968.

Innovation is a core value that each of our 10 community colleges embraces allowing our schools, students, faculty, and staff to lead in global educational excellence. We are entering our fifth decade of working in unison with the League and other forward-thinking postsecondary institutions to elevate the outcomes that students, educators, and employers expect from a U.S. community college education.

Since 1968, we have supported the League of Innovation through: • Governance and partnership: Dr. Maria Harper-Marinick, the Chancellor of the Maricopa County Community College District, is a current League for Innovation in Community Colleges’ board member, bringing more than 25 years of educational leadership and advocacy to support the board in achieving its goals.

• For the past several years, the Maricopa Community Colleges have sponsored The Learning Summit, a working retreat for college teams to connect with colleagues and to share experiences, discuss issues, and explore strategies for overcoming obstacles and meeting challenges related to learning.

• Presenting and sharing new innovations: MCCCD faculty and staff present at every annual Innovations Conference on a wide variety of educational topics. At the March 2017 Conference, there were nine presentations that featured MCCCD faculty: • Can We Work Together? Common

Themes in Developmental Education: Nieuwsma, Pope and Morales of South Mountain Community College • Students as Co-Creators of Content: C. Miller of Paradise Valley Community College • Possible Futures for Higher Education’s Economic Model: J. Askin of ChandlerGilbert Community College, with President John Walda of NACUBO and President Joseph M. Sopich of Johnson County Community College • Engage Estrella: Putting Practical Steps for Retention Into Place: M. Rosales of Estrella Mountain Community College • One Stop Enrollment Services Within the Guided Pathways Framework: C. Newland of Mesa Community College and D. Herbst of Chandler-Gilbert Community College • Engaged Learning Through Curriculum Infusion Effort, Regulation, and Service Learning: I. Peterson of Estrella Mountain Community College • Solving the Everyone Demands Progress But No One Wants to Change Dilemma: J. Hayashi and C. Sada of Paradise Valley Community College • It’s a Club. It’s Initiatives. It’s a Movement: Club Z: C. Miller and C. Sada of Paradise Valley Community College • Teaching Multicultural, Transnational, Feminist, Queer Texts to Engage NonMajors: J. LaGraffe and S. Tingle of Estrella Mountain Community College

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NATIONAL AND STATE RECOGNITION OF EXCELLENCE The mission of Maricopa Community College District is to work collectively and responsibly to meet the lifelong learning needs of our diverse students and communities. This includes a commitment to provide excellent academic and workforce programs, while encouraging our students to strive for their academic, professional, and personal best.

We are pleased to present recent, selected national and regional recognition for Maricopa County Community College District, our individual colleges, and programs: • Chandler-Gilbert Community College (CGCC) has been recognized as a member of the President’s Higher Education Community Service Honor Roll for 10 years. A total of 71,612 hours of community service were completed during fiscal year 2016. CGCC continues to be recognized as a recipient of the Carnegie Classification for Community Partnerships and Engagement, the highest distinction an institution can receive for community engagement.

• The Maricopa County Community College District is collaborating in a $4 million U.S. Department of Labor grant to address labor needs by helping low-income parents pursue education and training to enter highdemand fields. In collaboration with the Strengthening Working Families Initiative proposal, the grant was awarded to an interdisciplinary and intergovernmental team made up of several departments within the City of Phoenix, ARIZONA@WORK – City

of Phoenix and Maricopa County, American Job Centers, Maricopa Community Colleges, Arizona Department of Economic Security Child Care Administration, MAXIMUS Human Services, and the Association for Supportive Child Care to deliver workforce and ancillary support services to 600 parents living primarily in Maryvale and Mesa. The project recruits, trains, and assists low-income parents with dependent children who qualify for Head Start, Temporary Assistance for Needy Families, and Workforce Innovation and Opportunity Ace programs in securing employment in targeted middle-to-high skilled occupations, particularly in healthcare, information technology, and business.

• Estrella Mountain Community College (EMCC) again was nominated for the prestigious national Aspen Award. EMCC is the only community college in Arizona that has been selected in all four cycles since the award was first announced in 2011.The top 150 community colleges in the nation are selected based on the following criteria: student success in persistence, consistent improvement in outcomes over time, and, equity in outcomes for students of all racial, ethnic, and socioeconomic backgrounds.

• Phoenix College was awarded accreditation from the National Association for Developmental Education (NADE), becoming one of the 20 developmental education programs in the United States to achieve this recognition. The 10-year accreditation begins in 2017.

SWHD is Arizona’s largest nonprofit organization dedicated to early childhood development, serving 135,000 young children and their families each year. Beyond the Festival of Tales, the SWHD/PVCC partnership has focused on improving the literacy of young children and providing professional development on best practices for child care managers and staff throughout Maricopa County. This innovative partnership has been important for our students and the community.

• Twenty-five high-achieving Maricopa Community College students were recognized for their outstanding academic achievements and distinguished leadership by being named to the 2016 All-Arizona Academic Team. To be considered, students must maintain a GPA of 3.5 or higher on a 4.0 scale, be in good academic standing, be working on an associate degree, demonstrate leadership, and be involved on campus and/or volunteer in their

• In 2016, seven MCCCD Colleges were named to the Aspen Institute’s list of top 150 community colleges in 2016.

The colleges named were Scottsdale, Phoenix, Chandler-Gilbert, Estrella Mountain, GateWay, Paradise Valley, and South Mountain.

• The Maricopa County Community College District’s Fall-to-Fall retention rates continue to increase for all students from 55 percent in fall 2014, to 59 percent in Fall 2015, and 61 percent in Fall 2016.

• Rio Salado President Chris Bustamante, Ed.D., was recognized for his innovative, data-driven approach to improving post-secondary education success in a profile on the Bill and Melinda Gates’ Foundation: “Chris Bustamante: Maintain the Momentum at a College Known for Innovation.”

MCCCD produced a number of NJCAA 2016 Champions (national and regional), including; • South Mountain Cougars Golf: Division II National Champions (two consecutive, five time in seven years) • Phoenix College Bears Softball: Division II, Region I Champions • GateWay College Geckos Baseball: Division II, Region I Champions • South Mountain Cougars: Men’s Basketball, Division II, Region I Champions • Paradise Valley Women’s S

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• Paradise Valley Community College’s Festival of Tales engages community college students in the teaching and learning process through storytelling with young children.The Festival currently attracts nearly 3,000 participants and requires more than 200 volunteers. More than 40,000 new books have been given away to children, many of whom come from low-income families. The event is fully staffed and funded by students, staff and volunteers from Paradise Valley Community College and community partner, Southwest Human Development (SWHD), a 501c3.

communities.

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• Mesa Community College (MCC) was named one of nation’s top 150 community colleges by the Aspen Institute, ranked top online college in Arizona by Accredited Schools Online, and named one of the best two-year colleges for adult learners by Washington Monthly 2016 College Guide.

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NATIONAL STATE RECOGNITION OF EXCELLENCE