All of the job descriptions are on line
The org chart can be attained from Ed in Human Resources.
Standard IV: Leadership and Governance
The institution recognizes and utilizes the contributions of leadership throughout the organization for
continuous improvement of the institution. Governance roles are designed to facilitate decisions that
support student learning programs and services and improve institutional effectiveness, while
acknowledging the designated responsibilities of the governing board and the chief administrator.
A. Decision-Making Roles and Processes
The institution recognizes that ethical and effective leadership throughout the organization enables the
institution to identify institutional values, set and achieve goals, learn, and improve.
1. Institutional leaders create an environment for empowerment, innovation, and institutional excellence. They
encourage staff, faculty, administrators, and students, no matter what their official titles, to take initiative in
improving the practices, programs, and services in which they are involved. When ideas for improvement have
policy or significant institution-wide implications, systematic participative processes are used to assure effective
discussion, planning, and implementation.
A-Q1 What do the statements about institutional goals tell you about the institution’s commitment to excellence?
Glendale Community College’s Mission Statement reveals its commitment to excellence:
Glendale Community College welcomes students of all diverse backgrounds, goals, ages, abilities, and
learning styles. As an institution of higher education, the college is committed to student learning and
success. Using personal interaction, dynamic and rigorous instruction, and innovative technologies, the
college fosters the development of critical thinking and lifelong learning. We provide students with the
opportunity and support to gain the knowledge and skills necessary to meet their educational, career,
and personal goals. Our commitment is to prepare students for their many evolving roles and
responsibilities in our community, our state, and our society. As part of this mission, Glendale
Community College is committed to:
• providing a rich and rigorous curriculum that helps students understand and appreciate the
artistic and cultural heritage of this society, the history and development of
civilization, the scientific environment in which they live, and the challenges of their
• emphasizing the coherence among disciplines and promotion of openness to the diversity of
the human experience;
• helping students to develop important skills that are critical for success in the modern
workplace, such as verbal and written communication, mathematics, the effective use of
technology for work and research, information analysis and evaluation, problem solving,
and the ability to work with others and conduct their lives with responsibility;
• providing an extensive array of student services and learning tools, including state-of-the-art
technology, to assist students in all aspects of their college experience;
• creating a supportive, non-discriminatory environment which enables students to reach their
educational goals in an efficient and timely manner.
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So, our college’s mission is multi-focused: Life-long learning, transfer courses (with AA/AS
Degrees), vocational training and retraining, certificate programs, and basic skills/remediation.
This is all supported by strong student services, a high quality staff, and professional educators. It
all reflects the institution’s commitment to excellence.
GCC’s Strategic Master Plan also reflects its commitment to excellence with its 10 goals:
1. Focus the educational program on core competencies throughout the curriculum
The CORE Competencies were adopted 6/1/2006 by the Academic Senate; they are
institutional level outcomes:
d) Speaking and/or Conversing and/or Debating
e) Interpersonal Interactions
2) Mathematical Competency/Quantitative Reasoning
a) Interpret and Construct Mathematical Models
b) Solve Problems Using Quantitative Models
c) Construct Arguments Using Numerical/Statistical Support
3) Information Competency
a) Research Strategies
b) Information Location/Retrieval
c) Evaluation of Information
d) Ethical & Legal Use of Information
4) Critical Thinking
b) Analysis and/or Synthesis
c) Interpretation and/or Inference
d) Problem Solving
e) Construct and/or Deconstruct Arguments
5) Global Awareness and Appreciation:
a) Scientific Complexities
b) Social and Cultural Diversity
c) Artistic Expression and Variety
d) Ethical Reasoning
e) Environmental Issues
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6) Personal Responsibility
a) Self Management
b) Self Awareness
c) Physical Wellness
d) Study Skills
7) Application of Knowledge
a) Computer Skills
b) Technical Skills
c) Workplace Skills
d) Lifelong Learning
These CORE competencies are institutional exit goals in so much as it is hoped that every student
completing a certificate, degree, or program at our institution will have met these competencies to
varying degrees in each of their courses; it is yet another way our institution has made a commitment
to excellence. To that end, each certificate and program has integrated these competencies into
their student learning outcomes, indicating the level to which their program or certificate serve each
competency. Please refer to the Student Learning Outcomes web site at
http://www.glendale.edu/program/SLO/. Core competencies encourage the development of
common institutional level goals amongst the disciplines. That is, we are all serving, through our
specialties, the core competencies as a means of promoting excellence.
2. Increase the quantity and variety of learning opportunities that promote student success.
The college has attempted to provide a variety of different learning opportunities to promote
success in its degree, certificate, and life-long learning endeavors. These include Service
Learning, hybrid classes, self-paced classes, on line classes, the Supplemental Instruction
Program, the integration of our technical program with the academic program (rapid
prototyping of models for Mathematics, Biology, Chemistry, Physics, and Geology), and our
Planetarium when used for Photography, Art, Computer Science, Physics, and Astronomy. We
also have a Learning Center, Writing Center, and Math Discovery Center for drop in assistance.
Students with special needs can take advantage of our Center for Disabled Students and the
Instructional Assistance Center. All these programs try to address students’ different learning
styles and needs to promote excellence. Instructional Technology also provides instructors
with audio-visual and computer support. We also have a state-of-the-art library with student
information services and remote (web-based) information, and multiple computer labs on
campus to aid students. Our campus is also a “wi-fi” campus with wireless internet access
throughout the college, helping students to do research and correspondence where ever they
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For students with predominately basic skills needs, our Garfield Campus serves as our non-
credit campus, with the goal of those students matriculating to the main campus.
We are a unique community college with a Baja Campus where students can get hands-on
experience in Biology, Marine Biology, Oceanography, Archeology, Anthropology, and Spanish.
It is a wonderful campus that the college recently purchased rather than leasing it.
3. Make the college more responsive to student needs.
To make the college more responsive to student needs, our Research and Planning does annual
surveys to determine the needs of students and the community, including the yearly Campus
Profile. We also service a large number of students with learning disabilities through our
Center for Disabled Students and Instructional Assistance Center. When surveys indicate the
need for new certificates, programs, or courses, the college’s Academic Affairs Committee, in
conjunction with the Academic Senate (empowered by AB 1725 to establish new certificates,
programs, or courses) work together to develop innovative certificates, programs, and courses.
The Curriculum and Instruction Committee, co-chaired by the 1st VP of the Academic Senate,
passes judgment on new courses, programs, and certificates before they are finally brought
forward to the Board of Trustees for final approval and placement in our college catalogue and
schedule of classes. Research and Planning are continually doing surveys and statistical
analyses to monitor the needs of students and the community, and to forecast the types of
certificates and programs that will attract students to our campus.
4. Streamline the delivery of student services and increase student success by focusing on
The college is working on a one-stop student admission/registration center, which is part of
our master facilities plan. Student success is being addressed by GCC’s Early Alert System, and
by special programs such as the Mathematics Division’s Math Retention Officers funded by a
Carnegie Grant. Also, the VP of Students services established a Student Services Roundtable
group in the Spring 2008 and they are looking at addressing 4.1, 4.2, 4.3, and 4.4 below:
4.1 Mandate orientation for all matriculating students
Work has begun on a universal orientation for all matriculating students.
4.2 Mandate student assessment
The Categorical and Technical Review Team recommends “mandatory” orientation and assessment
(Site Visit April 1 and 2, 2008).
GCC currently has an on-line admissions application and computerized assessment.
Our new Student Orientation is on-line offered in four different languages; it is a wonderful
introduction to the college.
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We also host an annual event around July to matriculate students with a "one-stop" service. This is the
Passport Program which invites prospective students to apply for admission, assess, receive
orientation, and meet with a counselor on one campus visit.
Students are also assessed to be properly placed into their Mathematics and English classes.
4.3 Mandate early special interventions for students on probation
Counselors send personalized letters to students and information about workshops; phone
calls are also made to get students back on track.
We have an Early Alert system but not all instructors participate because it is voluntary. There
are 3 opportunities for early alerts each semester.
The Foundational Skills Committee is looking at another Early Alert process to identify at-risk
students earlier and intervene prior to mid-terms. The Math and English Divisions received
Carnegie Grants to help with Basic Skills with remediation programs and retention officers.
4.4 REVAMP THE DELIVERY OF STUDENT SERVICES
WHEN A STUDENT IS ASSESSED, THE STUDENT IS ASSIGNED A COUNSELOR.
THE NEW LAB/CLASSROOM/STUDENT SERVICES BUILDING DESIGNATED TO BE COMPLETED
IN 2012-13 IS TO CONSOLODATE ALL MATRICULATION DEPARTMENTS ON ONE FLOOR:
ADMISSIONS, FINANCIAL AID, ASSESSMENT, ORIENTATION, AND COUNSELING.
PLANNING AGENDA ITEMS:
PEOPLESOFT IMPLEMENTATION FOR ON-LINE ADMISSIONS AND INTERNATIONAL
APPLICATIONS IS IN THE WORKS. WE ARE WAITING FOR PEOPLESOFT, WEB-REG
VIA “MY GCC”, AND MISSING ON-LINE ADVISING, ELECTRONIC EDUCATIONAL PLANS,
AND A DEGREE AUDIT.
5. Expand educational programs and services through the South Glendale complex
Our Garfield Campus is a high priority. A large amount of bond money has been allocated for
expansion and improvement of the Garfield Campus. The Guild is proposing an Executive
member to be the liaison between the main campus and the Garfield Campus. The Academic
Senate has created a Task Force for encouraging students at the Garfield Campus to
matriculate to the main campus and enter the credit program. A new building that will be
constructed will allow current classes to move out of substandard classroom (converted apartments
and church basements) and into a real classroom in a building designed to be part of a school. There
are ways we plan to expand some student services: additional student space (which is practically non-
existent now) and a larger Career Center. In terms of programs, Continuing Ed Business is expanding to
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include an Introduction to Hospitality program (yet to be taken through Governance) which was
developed in conjunction with the credit Hospitality program. Our program will be a feeder to the
credit program as well as an entry-level training program. In the future, the plan is to expand the
Garfield complex and take up the entire block. As we build the next building(s), the plan is to
incorporate credit classes into the mix - both vocational and academic -so as to encourage more of our
noncredit students to matriculate to credit.
6. Increase collaboration with the K-12 system and the college's GED program to provide a
seamless transition from high school to college
Through grants, the college has created both an English and a Math High School Collaborative
to interface with our feeder high school, provide diagnostic testing, and discuss the curriculum
needed for students to be prepared to enter college. These collaborative projects meet
monthly with feeder high schools. We also have an outreach program to local high schools, at
which student ambassadors and counselors visit those schools to promote transfer to our
7. Increase faculty and staff excellence in all aspects of college operations
Faculty and staff excellence are enhanced through in-house lectures (Science Lecture Series
and Humanities Lecture Series), in-house workshops (such as Student Success, Student
Learning Outcomes) by outside experts, and other activities offered by our Staff Development.
In general, the following activities increase faculty and staff excellence: sabbaticals that allow
for increased knowledge faculty, staff development programs, outside conferences, and the
humanities lecture series and science lecture series. In January 2009 the college is bringing in
technical assistance visits by Fred Harris and Bill McGinns. Governance committees ensure
dialog and input from all constituency groups. The mutual gains document ensures full review
and consideration of curriculum. The tenure track evaluation process ensures all new faculty
are assisted with pedagogy and discipline expertise with ongoing review. All tenured faculty
can achieve salary advancement for additional education and professional development.
8. Improve the efficiency of administrative services and the revenue generation ability of the
The Budget Review Committee, a subcommittee of Campus Executive, is responsible for monitoring the
budget development process and the ongoing implementation of the annual college budget. Budget
Review is responsible for setting priorities within both short-term and long-term income and expense
The budget process begins with units (academic divisions, and departments within Administrative
Services and Student Services) preparing a recommended budget for their specific area. A participatory
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process is used within each unit to ensure that requests are responsive to campus needs and reflect
established goals and objectives of the college. The units' requested budgets are forwarded to the
appropriate Vice-President--Administrative Affairs, College Services, and Instructional Services. The
Vice-Presidents then forward area budget priorities to the Budget Review Subcommittee which is
charged with recommending to Campus Executive Committee a complete prioritized budget proposal.
The Superintendent/ President is responsible for presentation of the final budget proposal to the Board
Under the direction of the Vice President of Administrative Services, administrative services personnel
produce the various fiscal documents requested by the budget subcommittee, the Board of Trustees,
and various state agencies. Statutory regulations and deadlines, relative to budget development, must
be adhered to. This process ultimately tries to channel funds in the most logical manner to areas of the
college so they can maintain excellence.
Revenue generation is tied directly to state finances, and the college’s cap provided by the state. In the
past, GCC has found additional ways to raise revenue by encouraging faculty to apply for grants, and by
passing Bond measures. A number of faculty have secured state and federal grants; for example, Dr.
Sid Kolpas was awarded a $500,000.00 National Science Foundation Grant, and the Math and English
Divisions were awarded Carnegie Grants. The college also helped pass Measure G, a bond providing
$100 million dollars that are still in use to upgrade our infrastructure.
9. Improve the data collection and integration of the planning and budgeting process
We're planning to improve data collection, or at least change the way we're doing it, by implementing
the Peoplesoft student system.
The integration of planning and budgeting is improving year after year. For budget requests for 2007-
2008, new sections were added to the budget augmentation request form put out by Ron Nakasone
(soon to be our interim Chief Financial Officer) that asked which Strategic Master Plan goals each
request was linked to. Additionally, the form added a check box asking whether the request was tied to
the program's latest Program Review document. After the augmentation requests were turned in, a
subcommittee of Team A, the Master Planning Committee, evaluated the relationship between each
request and the Strategic Master Plan goals. A subcommittee of the Program Review Committee
evaluated the relationship between each request and Program Review documents. Information about
the links between each request and the SMP and Program Review was forwarded to the Budget
Committee for them to use in their prioritization of budget requests. This procedure was also followed
for 2008-2009 budget augmentation requests.
Planning and budgeting have also been integrated through annual goals. In 2007-2008, the college
developed a process to identify high-priority annual goals to be prioritized in the budget process.
During their October and November meetings each year, Team A looks at individual college plans such
as the Technology Plan and discusses planning priorities. Team A votes online in November to prioritize
the potential annual goals discussed at the Team A meetings. The highest priority annual goals are sent
to the Superintendent/President for review and possible adjustment. The annual goals are then sent to
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the standing committees and they are used in the budget prioritization process. The 2008-2009 budget
augmentation request forms included a section asking requesters to link their requests to the annual
goals, in addition to the Strategic Master Plan goals and Program Review plans.
The college has conducted more dialogue about the integration of planning and budgeting than it has
in the past. In 2006, a new group called Core 5 was introduced. Core 5 refers to the five functions of
accreditation, program review, student learning outcomes, planning, and research. Regular meetings
have allowed much better communication among the people responsible for these functions. Another
group, the Institutional Planning Dialogue Committee, was created in Spring 2007 to try to bring
together the people responsible for the five Core 5 functions with the people responsible for college
plans and the Vice Presidents. Both of these groups are dialogue groups and not governance
committees; their function is to discuss issues and foster dialogue on campus rather than to make
discussions and set policies.
Relationship of Annual Goals to Budget Process. Annual Goals are used in the
budgeting process to determine which budget requests are funded. The following list
describes the linkage between Annual Goals and resource allocation.
Budget augmentation request forms include sections for the requestor to describe
the relationship between the request and the following:
Program Review/Educational Plan
Strategic Master Plan
In March, a subcommittee of the Program Review Committee evaluates each
completed budget augmentation request form to assess whether the request is
supported by the program’s Educational Plan and program review document
Also in March, a subcommittee of Team A evaluates each completed budget
augmentation request form to assess whether the request addresses any of the
goals of the Strategic Master Plan
Four governance committees (Academic Affairs, Student Affairs, Administrative
Affairs, and the Campuswide Computer Coordinating Committee) receive the
evaluations from the program review subcommittee and the Team A subcommittee.
These governance committees prioritize the budget requests in their areas.
The Budget Committee determines which budget augmentation requests are m ustdos.
The Expanded Budget Committee, consisting of the Budget Committee, Cabinet, and
the Executive Committee, meets in June to establish the final prioritized list.
Implementation and Evaluation. Each SMP goal is assigned to the appropriate
governance committee or Vice President. Team B coordinates SMP implementation by
setting timelines and assigning goals and strategies.
The 2008-2009 budget process resulted in the following prioritized requests.
1. Replace obsolete equipment
2. Scheduled Maintenance Match
3. Campus Development Projects -Painting
4. Printing - Accreditation
5. Training Workshops – Accreditation
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6. Vehicle repair
7. Summer and Winter houlry librarians
8. High School Counselor Day
9. Dry erase markers
10. Supplies - SLO
11. Training - SLO
12. Summer hourly counselors
14. Classified Positions
16. English lab supplies
17. Staff Development
18. Assistant for blind instructor
19. Instructional supplies
20. Oracle consultant
21. Database system training
22. Train HS counselors to teach student
23. Office supplies
24. Oceanography cruises
25. Credit ESL instructional media
27. Database Administrator supplies
28. Computer lab tech training
29. Supplies for Non-credit ESL
30. Holistic final exams
31. English supplies
32. Release time for an Assistant Nursing Prog.Director
The above requests were prioritized in addition to the following list of “must do” items.
Supplies (backflow prev. device, waterless urinals
Emergency lighting system backup batteries
Maint. agreeements for forklift, sweeper, generator
Energy Management system maintenance
Fuel for district vehicles
Simplex fire alarm maintenance contract
Hazardous material disposal
SARS Grid and SARS Trak maintenance
Maintenance agreements 3M, Ex Libris and OCLC
Copier maintenance agreement
FAMS maintenance agreement
Software renewal and maintenance
Copier maintenance contract
Journalism copier maintenance agreement
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Planetarium maintenance agreement
Image runner maintenance agreement
Copier maintenance agreement
Elumen Software license
System maintenance agreements
System maintenance agreements
.5 FTE Student Service Tech (VTEA grant)
.2 FTE Sr. Student Service Tech (VTEA grant)
1.0 FTE Fin Aid Tech (BFAP reduction)
.25FTE Student Service Tech (GEAR Up)
Planning and Budgeting Timeline
Team A meets and receives updates about progress on individual plans (Technology
Plan, Educational Master Plan, etc.) from plan coordinators
Team A meets and receives Executive Summaries of individual plans about planned
needs for the next budget year; Team A discusses planning priorities
Team A votes online to prioritize potential Annual Goals
The highest priority Annual Goals are sent to the Superintendent/President for review
Board conducts retreat to set goals in response to the Annual Goals identified by the
Board adopts college’s Annual Goals for the next budget year
Annual Goals are sent to Academic Affairs, Student Affairs, Administrative Affairs, and the
Campuswide Computer Coordinating Committee (4C’s) so they can disseminate the
Annual Goals to college constituencies
Unit managers consider their plans and objectives and identify which match the college’s
Units complete Budget Augmentation Request forms
Budget Augmentation Request forms go to Academic Affairs, Student Affairs,
Administrative Affairs, and 4C’s
Program Review subcommittee indicates which Budget Augmentation Requests match
Program Review documents
Team A subcommittee indicates which Budget Augmentation Requests match Strategic
Master Plan goals
Academic Affairs, Student Affairs, Administrative Affairs, and 4C’s prioritize Budget
Augmentation Requests in their areas, using information from the Program Review
subcommittee and the Team A subcommittee
Academic Affairs, Student Affairs, Administrative Affairs, and 4C’s return prioritized
Budget Augmentation Requests to the Budget Committee
Expanded Budget Committee reviews Budget Augmentation Requests and establishes
final priority list
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Priority list is forwarded to the Budget Committee for approval
Budget Committee forwards priority list to Campus Executive Committee for approval
Campus Executive Committee forwards priority list to Superintendent/President
Superintendent/President presents final priority list to the Board of Trustees for final
Tentative Budget is adopted
August Final Budget is adopted
10. Upgrade the college's information technology infrastructure and its management information
The college continues to upgrade and maintain its IT infrastructure and information system. All
necessary forms for faculty and staff are available on line. Requisitions for repair and services are
done on line. Enrollment management, classroom allocation, student records, grades, and early alerts
are done on line. Full time faculty has computers and internet access. There are a variety of computer
labs on campus to help students. The college has wireless access throughout the campus. Job
applications are also being prepared to be submitted and accessed on line. The college has several
human resource software applications that are available, at GCC, to staff and faculty through
ORACLE. GCC Employee Self-Service is an employee application that allows employees to update,
view, and manage employee information. Employees can: 1) View name, address and phone number
2)Change address and phone Number 3)Download Warrant Designation, benefits, and beneficiary
forms 4) View beneficiary and benefit plan information 4)Link to benefit vendor websites and 5)view
leave accrual information. GCC iRecruitment is an on-line recruitment application that allows
employees to search and apply for jobs. Employees can: 1)Complete and submit application on-line
2)Search for jobs 3)Receive notifications of current job openings 3)Update their application anytime
4)Apply for multiple jobs using one on-line application and 5)View the status of their application. Both
applications allow employees to receive information faster, improve accuracy of data, reduce the
amount of paper transactions, and provide employees with convenient access to their own employment
From the Dean of IT, Arnel Pascua, comes the following response:
Objective 1: To maximize student success, the College will improve technology governance, planning,
coordination and implementation to support the educational program as well as student and
Strategy 1: Update the technology master plan to align the goals with the
Strategic Master Plan and the Educational Master Plan
Assessment for Strategy 1: Annual review of the technology plan for alignment with the Strategic
Master Plan and the Educational Master Plan
Timeline for completion: Spring 2009
Agency: CCCC, TMI, TMS, Library
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Budget implications: May impact annual budget requests and augmentation
Strategy 2: Implement and support the PeopleSoft student module to integrate with the Oracle financial
and human resources enterprise resource planning (ERP) system.
Assessment for Strategy 2: Implementation of the PeopleSoft module; integration of the module with
the Oracle financial and ERP systems
Timeline for completion: Summer 2010
Agency: Associate Vice President of ITS, CCCC, PeopleSoft Steering Committee
Budget implications: Funded with Measure G Reserves
Strategy 3: Upgrade and maintain information technology infrastructures that support the educational
program as well as student and administrative services.
Assessment for Strategy 3: Program Review; Surveys
Timeline for completion: Ongoing
Agency: Associate Vice President of ITS
Budget implications: Annual budget proposal for implementation of key initiatives
Strategy 4: Examine and revise the organizational structure of Information and Technology Services
and Academic Technology to improve their coordination in the delivery of services to meet the evolving
needs of college constituents
Assessment for Strategy 4: Program Review, Surveys, Technology-
Related Program Review Data, Annual Budget Evaluation
Timeline for completion: Summer 2009
Agency: Associate Vice President of ITS, CCCC, TMI, TMS
Budget implications: May impact annual budget requests and augmentation
Strategy 5: Explore new and develop existing technology so that it maximizes the benefits to student
success by providing students with new resources, keeping the faculty and staff up-to-date.
Assessment for Strategy 5: Report on new technology with a budget proposal to establish costs that
will be reviewed by the appropriate committees; student success data
Timeline for completion: June 2010
Agency: Vice President of Administrative Services, Associate Vice President of
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ITS, CCCC, TMI
Budget implications: Annual budget proposal for implementation of key initiatives
Strategy 6: Protect and secure the integrity of the college’s computing resources and data
Assessment for Strategy 5: Develop and implement a security policy & a disaster recovery plan
Timeline for completion: June 2009
Agency: Associate Vice President of ITS, CCCC
Budget implications: Annual budget proposal for implementation of key initiatives
A-Q2 Are the institution’s goals and values clearly articulated and understood by all?
The goals are clearly articulated in the Strategic Master Plan (SMP). The college has made several efforts to
make them understood by all constituencies. Dr. Peggy Renner took the previous set of 10 goals to the
standing governance committees for discussion and she plans to do the same for the new, reorganized set of
3 goals (the former 10 goals were categorized under 3 higher-level goals). Chairs of the standing committees
were asked to include the SMP goals on their meeting agendas. For example, the Vice President of Student
Services (Dr. Rick Perez) has incorporated them in the Student Affairs agenda every month (Student Affairs
agendas can be accessed as evidence). Academic Affairs and Administrative Affairs also refer to the goals.
Additionally, a short publication called the “Planning Booklet” was sent to all employees (as well as
ASGCC officers and Board of Trustees members) in late September 2008. This publication includes the
SMP goals as well as the college’s annual goals (priorities for budgeting in 2008-2009) and a description of
the planning and budgeting process. This Planning Booklet will be updated annually. Another publication,
the Planning Handbook, will also be made available to employees this semester. It includes more details
about the planning and budgeting processes.
The Fall 2007 faculty/staff survey (known as the SWOT survey for strategic planning) was organized
around the 10 SMP goals, so faculty and staff members who completed the online survey were exposed to
the goals directly. For each goal, respondents were asked whether it should be kept as a goal or not.
Respondents said overwhelmingly that each of the goals should be kept as goals. Support for goals ranged
from 98% (for Goal 3, making the college responsive to student needs) to 84% (for Goal 5, expand
programs and services at the Garfield Campus). For all of the goals except Goal 5, over 90% of respondents
said the goal should be kept.
We have not asked faculty and staff directly whether they understand the SMP goals. We should probably
do a follow-up faculty/staff survey in Fall 2008 to ask this question directly.
A-Q3 Can college staff tell you what those goals and values are?
We haven’t assessed this. We could incorporate it into a follow-up Fall 2008 survey. The Governance
Review Committee will conduct a survey of governance procedures on campus, which serve the goals and
values of the college. Results should be available in December, 2008 and will be filed in the Governance
Office (AD 242).
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A-Q4 Can staff describe their own roles in helping the institution achieve its goals?
In the Fall 2007 faculty/staff SWOT survey, we asked about faculty and staff roles in addressing the core
competencies (this is SMP Goal 1). Of the full-time faculty, 98% said that their work was related to at least
one of GCC’s core competencies. Of part-time faculty, 95% said their work was related to at least one core
competency. For classified employees and administrators the percentages were 64% and 72%, respectively.
Another question in the faculty/staff survey asked about making the college responsive to student needs
(Goal 3). Of the full-time faculty, 91% said that people in their program have discussed student needs with
regard to scheduling, and 95% said that they have discussed student retention with their colleagues. Several
other questions in the survey asked about faculty and staff involvement in the 10 SMP goals.
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