Merced Community College District Board of Trustees meeting held November 18, 2014 1. Public Session Call to Order The Board President (Dennis Jordan) called the meeting to order at 5:00 p.m. The meeting was held in the Margaret M. Randolph Board Room on the Merced College Campus in Merced. 2. Hearing of the Public An opportunity was provided for members of the public to address the Board on matters of general district business. Patrick Mitchell congratulated the Trustees who were re-elected and Leonel Villarreal on his victory. He thanked Trustee McCabe for his years of service. He expressed MCFA’s concern regarding item 3e. and their hopes the report will be released to the public. 3. Closed Session Items The Board President referenced the item to be presented during closed session then closed the meeting to the public. The closed session items are listed below. a. PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASE (Government Code Section 54957) b. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Employee Organization: MCFA Chapter 770 c. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Employee organization: CSEA Chapter 274 d. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Employee organization: MCCD Police Officers Association e. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Unrepresented Employee: Management f. CONFERENCE WITH LEGAL COUNSEL – EXISTING LITIGATION Name of case: Joseph Bisinger g. CONFERENCE WITH LEGAL COUNSEL – ANTICIPATED LITIGATION 4 potential cases 4. Resume Public Session The public session reconvened at 6:43 p.m. in the Margaret M. Randolph Booard Room on the Merced College Campus in Merced. Page 1
Transcript
Merced Community College District Board of Trustees meeting held November 18, 2014
1. Public Session Call to Order
The Board President (Dennis Jordan) called the meeting to order at 5:00 p.m. The meeting was held in the Margaret M. Randolph Board Room on the Merced College Campus in Merced.
2. Hearing of the Public An opportunity was provided for members of the public to address the Board on matters of general district business. Patrick Mitchell congratulated the Trustees who were re-elected and Leonel Villarreal on his victory. He thanked Trustee McCabe for his years of service. He expressed MCFA’s concern regarding item 3e. and their hopes the report will be released to the public.
3. Closed Session Items The Board President referenced the item to be presented during closed session then closed the meeting to the public. The closed session items are listed below.
a. PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASE (Government Code Section 54957)
b. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Employee Organization: MCFA Chapter 770
c. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Employee organization: CSEA Chapter 274
d. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Employee organization: MCCD Police Officers Association
e. CONFERENCE WITH LABOR NEGOTIATORS Agency designated representative: Ronald C. Taylor Unrepresented Employee: Management
f. CONFERENCE WITH LEGAL COUNSEL – EXISTING LITIGATION Name of case: Joseph Bisinger
g. CONFERENCE WITH LEGAL COUNSEL – ANTICIPATED LITIGATION 4 potential cases
4. Resume Public Session The public session reconvened at 6:43 p.m. in the Margaret M. Randolph Booard Room on the Merced College Campus in Merced.
Page 1
Members Present: Dennis Jordan, Cindy Lashbrook, Wayne Hicks, Jean Upton, Joe Gutierrez, Les McCabe, Gary Arzamendi, Katie Morrill Others Present: Ronald C. Taylor, Joanne Schultz, Mary Gilliland, Chris Vitelli, Patrick Mitchell (MCFA), Charlene Reed (Classified Senate), Karyn Dower (Management Association), Cody Camacho (ASMC), Karen Fritz, Bianca Munsayac, Manuel Baez, Cherie Davis, Mai Meidinger, John Albano, Jeanie Clifford, Jessica Correia, Bryan Tassey, Stacey Hicks (Recording Secretary) Trustee Jordan led the Pledge of Allegiance. President Jordan stated that no action was taken in closed session. President Jordan recognized Trustee McCabe for his years of service on the Board.
5. Hearing of the Public An opportunity was provided for members of the public to address the Board on matters of general district business. Shelley and Mike Vierra shared her concerns regarding the College mascot.
6. Additions and/or Changes to the Agenda Trustee Hicks pulled item 8b. Contracts as Summarized on Schedule 15-19.
7. Presentations a. Student of the Month for September
Karen Fritz introduced Patrick Mitchell to present the Student of the Month for September, Manuel Baez.
Professor Mitchell provided background information on Mr. Baez and highlighted his academic achievements. Mr. Baez thanked Professor Mitchell for nominating him and his family for their support and understanding.
b. Student of the Month for October Karen Fritz provided background information on Bianca Munsayac. She also shared her academic achievements and future goals. Ms. Munsayac said how much she has enjoyed her experiences at Merced College. She thanked her professors for their guidance and her Mother for being her support.
c. Association for Institutional Research Certification of Completion Dr. Taylor presented Andrea Hall-Cuccia with her certificate of completion in the Association for Institutional Research Data & Decisions Academy.
Page 2
Cherie Davis acknowledged the hard work and dedication that Andrea brings to her department.
Ms. Hall-Cuccia thanked Dr. Taylor and Cherie for their support.
d. Sabbatical Report
Professor Mai Meidinger provided a report on the sabbatical she took during summer 2014. She thanked the Board, her Dean, and Vice President for their support.
e. Board Education – Update on The Arts and Social Sciences Professor John Albano gave an update on the activities and events which have been occurring and are coming up in the Fine & Performing Arts. Professor Jeanie Clifford gave information on Social Sciences and Phi Theta Kappa activities. Student Jessica Correia talked about the community service projects of Phi Theta Kappa.
f. Honoring Faculty Veterans Dee Sigismond and Patrick Mitchell highlighted the faculty at Merced College who are veterans in a power point presentation.
g. Honoring Staff Veterans Charlene Reed shared a power point presentation which honored the classified and management staff at Merced College who are veterans.
8. Consideration of Consent Agenda MSC (Hicks/Gutierrez) to approve the consent agenda items as summarized below. Trustee Hicks voted aye. The student advisory vote was aye.
a. Minutes for meeting held October 7, 2014 c. Warrants, Payroll Registers and Trip Requests as Summarized on
Schedule 15-20 d. Resolutions 15-28 through 15-33, Intrabudget Transfers e. Resolutions 15-34 through 15-39, Use of Unbudgeted Funds f. Personnel Schedule 15-21 g. Blanket Purchase Orders as Summarized on Schedule 15-22 h. Purchase Orders as Summarized on Schedule 15-23 i. Curriculum Revisions as listed on Schedule 15-24 j. Donations
Trustee Hicks asked for clarification on MC 2526 and MC2530. Dr. Taylor provided clarification and answered questions on these contracts. Discussion occurred.
Page 3
MS (McCabe/Hicks) to defer MC2526 and MC2530 to the December meeting. Trustee Hicks voted aye. The student advisory vote was no. MSC (Gutierrez/Arzamendi) approve item 8b. Contracts as Summarized on Schedule 15-19. Trustee Hicks voted yes. The student advisory vote was aye.
The Board took a short break.
9. To the Board for Discussions and/or Action
a. Addendum to the Merced Campus Facilities Master Plan Dr. Schultz and Professor Bryan Tassey provided the information on a proposed Botanical Garden which requires an addendum to the Merced Campus Facilities Master Plan. MSC (Hicks/Upton) to approve the addendum to the Merced Campus Facilities Master Plan. Trustee Hicks voted aye. The student advisory vote was aye.
b. January 2015 Board Meeting Date Dr. Taylor described the need for moving the January 2015 Board meeting. MSC (Arzamendi/Upton) to move the January 2015 Board meeting to January 13, 2015. Trustee Hicks voted aye. The student advisory vote was aye.
MSC (Hicks/Upton) to amend the motion by changing 20 to 13. All trustees voted aye.
c. 2015-16 Academic/Institutional Calendar Dr. Taylor presented the proposed 2015-16 academic/institutional calendar. MSC (McCabe/Hicks) to approve the 2015-16 Academic/Institutional Calendar. Trustee Hicks voted aye. Trustee Arzamendi voted no. Trustee McCabe was absent for the vote. The student advisory vote was aye.
d. Destruction of Records – Class 3 Disposable Records Vice President Vitelli stated this is an annual need and the list of record has been provided. MSC (Hicks/Upton) to approve the destruction of Class 3 disposable records as submitted. Trustee Hicks voted aye. The student abstained.
Page 4
e. Resolution Approving the Application for Grant Funds for the San Joaquin Valley Air Pollution Control District Dr. Schultz said this is in line with one of our strategic goals and is a requirement of applying for the grant. She reviewed what the resolution is asking of the Board. MSC (Lashbrook/Hicks) to adopt Resolution 15-40 approving the application for grant funds for the San Joaquin Valley Air Pollution Control District. Trustee Hicks voted aye. The student advisory vote was aye.
f. Start Time of Meetings in December, January and February Dr. Taylor reminded the Board of the history of the meetings in December, January, and February starting at 4:00 p.m. and reason for it. MSC (Hicks/Lashbrook) to set the start times of the Board meetings in December, January, and February at 5:00 p.m. Trustee Hicks voted aye. The student advisory vote was aye.
10. To the Board for Information a. Annual Security Report Update
Dr. Schultz said this is the security report for the past year. It is posted online as well.
b. First Reading of Board Policies and Administrative Procedures Dr. Taylor briefly reviewed some of the proposed changes.
c. Associate Degrees for Transfer Update and Fall 2014 Deadline Dr. Taylor stated this item is in response to a request from the Board. He referred to the memo from Dr. Gilliland and Julie Clark which provides the progress on Associate Degrees for Transfer.
d. Student Opinion Survey on Financial Aid/Higher One Results Cherie Davis showed the report that provides the results of the survey given to all financial aid students. This report is posted on the MC4Me portal on the Office of Grants and Institutional Research page.
e. Office Space for Adjunct Faculty Dr. Schultz stated we are running into an issue with adding office space in our space inventory in the District. There are some rooms which have been identified that adjunct faculty can utilize for meeting with students and doing office work. Communication to the adjunct faculty needs to be better about the available space.
Page 5
f. Board Officer Election Process Dr. Taylor provided the two policies regarding Board officer elections.
g. Board Representation on Committees Dr. Taylor provided the listing of Board representation on committees.
11. Reports a. From Academic Senate
Patrick Mitchell said Dr. Sigismond had no report and she needed to leave the meeting before her report.
b. From Faculty Association Patrick Mitchell asked the Board to consider moving constituent reports to the beginning of the meeting agenda. He shared a couple of faculty success stories. He shared concerns regarding the performing arts faculty not being given stipends for the additional work done for performances. An MOU is being negotiated to address the issue and it will be brought to the Board. He also shared concerns regarding ACCJC and their processes and procedures. He provided copies of a resolution that was passed by MCFA and Academic Senate regarding their concerns.
c. From Classified Senate Charlene Reed shared that she attended a professional development summit yesterday. She was impressed by the collaboration between management, faculty, and classified staff. She thanked the college for the opportunity to attend.
d. From CSEA There was no one to report.
e. From Management Association Karyn Dower informed the Board of the strategic planning workshop held with Dr. Taylor last Friday. The final Emerging Leader Institute session was held on October 16 and she provided a brief overview of the session.
f. ASMC Cody Camacho said this past Saturday was the Holiday Meal for the Homeless which was very successful. Project Christmas will be in December for the children at the Child Development Center. He shared his concerns regarding the comments about the college’s mascot. He echoed the comment about constituent reports being moved to the beginning of the agenda. He also expressed concern regarding the behavior of some of the Trustees at tonight’s meeting.
g. From Board Members Trustee Arzamendi thanked Trustee McCabe for his service to the Board.
Page 6
Trustee Morrill shared some of the many events students have been involved in the past month. She proposed having two meetings per month or having set breaks during the meeting. Trustee Upton had no report. Trustee Hicks attended a VIPJPA meeting last week and the annual audit looked very good. Trustee Gutierrez thanked the presenters tonight. The Field of Honor was exceptional and looks forward to Merced College continuing to participating in that event. He looks forward to the Food Forest project and the Botanical Gardens. Trustee Lashbrook attended the ACCT conference in Chicago and it was very informative. Trustee McCabe appreciated all of the positive comments given to him tonight. Trustee Jordan said the meeting tonight was long but the business of the College is paramount. He agrees to have the discussion regarding holding two meetings per month.
h. Superintendent’s Report Dr. Taylor highlighted a few of the sessions he attended at the ACCT conference. He shared a thank you note received for the raffle prize donated to the MCSBA conference. He reported that the College participated in the California Shake Out. He also shared some items of interest which have occurred for the District recently and upcoming events. The December Board workshop will begin at 4:30 p.m. on December 11. He provided the information on the reception being held by AALRR. December 5 will be a campus wide forum at Noon with more information to come. He discussed some items of interest received from the Chancellor’s Office.
12. Future Discussion Items from Board Members Trustees Morrill and Jordan would like to discuss holding two meetings per month. They would also like to discuss moving the constituent reports to the beginning of the meeting agenda. Trustee Hicks would like a listing of the dates of the 2nd and 4th Tuesdays for 2015 in conjunction with the discussion of the holding two meetings per month.
Page 7
13. Second Closed Session A second closed session was not held.
14. Adjournment The meeting was adjourned at 11:13 p.m.
Approved
Secretary to the Board of Trustees
Page 8
Merced College Office of Administrative Services
Contract Summary Report December 2, 2014 Board Meeting
Schedule 15-25
Contract Number
Contract Description
MC2532 M.Gilliland
Contract with Sensient Natural Ingredients (12/25/14-9/1/15) for the growing of onion seed for Crop Year 2015. All production practices (primary and secondary tillage, irrigation, spray applications, and harvesting assistance) will be performed during the production of the onion seed crop. Cost to the District for crop will be $11,575.20 with a potential income of $16,500 from the sale of the seeds to Sensient.
MC2533 M.Gilliland (categorical)
Memorandum of Understanding with Yosemite Community College District – Modesto Junior College (9/15/14-6/30/16) to provide (2) 250-hour training classes. Electrical Industrial Maintenance and a Water and Waste Water Treatment Operator for a total of 40 trainees. Funding provided by the State of California, Employment Training Panel to the Valley Sierra Collaborative for Drought Relief Re-Training (fee-based/not-for-credit). Income to District $150,000.
MC2534 M.Gilliland
Affiliation Agreement with Madera Community Hospital (11/1/14-10/31/16) for the Diagnostic Radiologic Technology Program for student clinical experience. No cost to District.
MC2535 M.Gilliland (categorical)
WpLRC/Contract Education Agreement #CE15-024 with Joseph Gallo Farms (12/2/14) to provide (1) 4-hour training in Team Building and (1) 4-hour training in Customer Service (fee-based/not-for-credit). Income to District $1,612.21.
MC2536 M.Gilliland (categorical)
Affiliation agreement with Sutter Health Sacramento Sierra Region dba Sutter Amador Hospital, Sutter Auburn Faith Hospital, Sutter Center for Psychiatry, Sutter Davis Hospital, Sutter Medical Center Sacramento, Sutter Roseville Medical Center and Sutter Solano Medical Center for the Diagnostic Medical Sonography Program (12/1/14-3/31/16) for student clinical experience. No cost to District.
MC2537 C.Vitelli (categorical)
Professional Service Agreement with Jeribai Tascoe, Web Designer/Consultant (12/3/14-6/30/15) for the Merced College website redesign. To assess needs of users, web accessibility and current site structure; branding development, design standards, information architecture and structure; launch support and training. Cost to District $14,250.
MC2538 M.Gilliland (categorical)
Memorandum of Understanding with United Way of Merced County (7/1/14-6/30/15) for award of dollars to Merced College Child Development Center to provide early health screenings and intervention for the children enrolled in the center. Income to District $4,097.
Page 9
MC2539 M.Gilliland (categorical)
WpLRC/Contract Education Agreement #CE15-025 with Los Banos School District (1/2/15-3/31/15) to provide (2) Math C (4 units of courses) to be delivered by Merced College Professors at two Los Banos High School Sites (fee-based/for-credit). Income to District $21,600.
MC2111A M.Gilliland (categorical)
Amendment to subcontract (10/1/13-9/30/14) (MC2111) for year 3 MOU for HSI-STEM Grant (Central Valley HSI Cooperative STEM Articulation and Transfer Project) to fund SI leaders in SME major’s courses for Fall 2014 and Spring 2015. Income to District $20,646.
MC2111B M.Gilliland (categorical)
Subcontract with California State University Stanislaus (10/1/14-9/30/15) (MC2111) for year 4 MOU for HSI-STEM Grant (Central Valley HSI Cooperative STEM Articulation and Transfer Project). Income to District $173,696.
MC2382A J.Schultz
Extension of agreement for vending machine services with Vending All Stars (12/31/14-12/31/15). ASMC receives 15% gross snack sales commission and 60% amusement/video game sales and in addition $250.00 annually.
MC2428A M.Gilliland (categorical)
Addendum to WpLRC/Contract Education Agreement #14-029 (10/15/14-11/30/14) for non-residence fees (5 trainings x 1 individual) to attend the Emerging Leader Institute Training (fee-based/for-credit). Additional income to District $635.
Page 10
MERCED COLLEGE OFFICE OF BUSINESS SERVICES
WARRANT REGISTERSchedule 15-26
December 2,2014
A. Warrant RegisterWARRANT #
FUND DATE BEGINNING ENDING AMOUNT
General 10/6/2014 5047262 5047341 160,308.52 General 10/14/2014 5050631 5050723 1,238,083.04 General 10/20/2014 5052274 5052323 118,246.79 General 10/27/2014 5054589 5054640 52,055.66 GeneralGeneral
C. Trip Requests:General Fund - Categorical I Fund - Categorical II Fund - Child Development Fund - MC Farm Fund - ASMC Fund - Total: -
Page 12
MERCED COMMUNITY COLLEGE DISTRICT 3600 M Street
Merced, CA 95348-2898
RESOLUTION 15-41 FOR USE OF UNBUDGETED FUNDS December 2, 2014 Whereas, the Governing Board of the Merced Community College District, pursuant to the provisions of the California Code of Regulations (Title V) Section 58307, may by a majority vote of its membership, budget and use any unbudgeted income provided during the fiscal year (1) from a private tax-exempt foundation, or (2) from the federal, state or local government or any department or agency thereof for a particular purpose though distributed by the state: NOW THEREFORE BE IT RESOLVED, that the CATEGORICAL I FUND be increased by $2,188,846 as listed below.
a) 8150 Intra Fund – SSSP Match 2,188,846+
a) SSSP Match Credit (Vitelli)
PASSED AND ADOPTED, this 2nd day of December, 2014, by the Governing Board of MERCED COMMUNITY COLLEGE DISTRICT by the following vote:
AYES_______NOES________ABSENT_________
Signed_____________________
Secretary of the Board Date_______________________
Page 13
MERCED COMMUNITY COLLEGE DISTRICT 3600 M Street
Merced, CA 95348-2898
RESOLUTION 15-42 FOR USE OF UNBUDGETED FUNDS
December 2, 2014 Whereas, the Governing Board of the Merced Community College District, pursuant to the provisions of the California Code of Regulations (Title V) Section 58307, may by a majority vote of its membership, budget and use any unbudgeted income provided during the fiscal year (1) from a private tax-exempt foundation, or (2) from the federal, state or local government or any department or agency thereof for a particular purpose though distributed by the state: NOW THEREFORE BE IT RESOLVED, that the CDC FUND be decreased by $31,363 as listed below.
a) 8650 Categorical Program – First 5 31,363 - a) To reallocate award (Gilliland)
PASSED AND ADOPTED, this 2nd day of December, 2014, by the governing Board of MERCED COMMUNITY COLLEGE DISTRICT by the following vote:
AYES________NOES_________ABSENT_________
Signed_________________________
Secretary of the Board Date___________________________
Page 14
MERCED COMMUNITY COLLEGE DISTRICT 3600 M Street
Merced, CA 95348-2898
RESOLUTION 15-43 FOR USE OF UNBUDGETED FUNDS
December 2, 2014 Whereas, the Governing Board of the Merced Community College District, pursuant to the provisions of the California Code of Regulations (Title V) Section 58307, may by a majority vote of its membership, budget and use any unbudgeted income provided during the fiscal year (1) from a private tax-exempt foundation, or (2) from the federal, state or local government or any department or agency thereof for a particular purpose though distributed by the state: NOW THEREFORE BE IT RESOLVED, that the FINANCIAL AID FUND be increased by $49,955 as listed below.
a) 8150 Student Financial Aid – SEOG 49,955 + a) To adjust SEOG Award (Schultz)
PASSED AND ADOPTED, this 2nd day of December, 2014, by the governing Board of MERCED COMMUNITY COLLEGE DISTRICT by the following vote:
AYES________NOES_________ABSENT_________
Signed_________________________
Secretary of the Board Date___________________________
Page 15
Following are personnel actions which have occurred since the previous meeting of theBoard of Trustees:
I. Faculty/Administrative Employment
A. RegularEmployee Assignment Salary Hire DateFrias, Sabrina Gen/EOP&S Counselor 61,766.00 12/3/14Helfgott, Susan Gen/CalWorks
Counselor74,246.00 12/3/14
B. Adjunct/OverloadNote: Hourly instructional assignments are contingent upon adequate enrollmentper class.
Employee Assignment Salary Hire Date* Bonstein, James Comm 01-sub $56.20 Fall 14* Clifford, Jeanie Cohort Assessment Trns $978 stip Fall 14
Coletto, Regina Stu Svcs Prog Review,SLO Coordinator
$600 stip$600 stip
Fall 14
R Constantinescu, Eugen
Cpsc 42 $56.20 Fall 14
* Gregory, Aaron CTE OutreachAdv Transp Energy Summit
$400 stip Fall 14
Hollister, Margaret Comm in the Workplace Team Building
$225 stip $225 stip
Fall 14
Hollister, Margaret Mgmt 50k $48.88 Fall 14R Kanemoto, Kathleen Cpsc 06, 01, 42 $52.52 Fall 14
Kettering, Jeff Crim 42c $56.20 Fall 14* McDonald, Travis First time online teaching $850 stip Fall 14
Newins, Jack Stu Success Wkshop $50 stip Fall 14* Pedretti, Chris Counseling $56.20 Fall 14* Russell, Chad Purge welding trng $1,200 stip Fall 14R Sparks, Rox Ann Vocn 40, 46a $52.56 Fall 14* Swarts, Deborah Mediation-stu svcs $160 stip Fall 14* Weepers, Michael CTE Outreach
Adv Transp Energy Summit
$400 stip Fall 14
I Initial HireR Revised* Full-time facultye Equivalency
PERSONNEL SCHEDULE 15-27December 2, 2014
Page 16
C. SeparationsEmployee Assignment Action Date
D. MiscellaneousEmployee Assignment Action Date
II. Classified/Management Employment
A. RegularEmployee Assignment Salary Hire DateDonovan, Arisah Office Technician $1,131/mo 12/3/14
B. Hourly/Short-termEmployee Assignment Salary Hire DateBlackwood, Andrew CS Instr Lap Swim $380.00 stip 9/3/14-10/31/14Carillo, Cristina Outreach Worker $12.46/hr 11/4/14Casas Gomez, AlejandCS Instr Lap Swim $486.00 stip 9/3/14-10/31/14Donovan, Arisah Office Technician $13.75/hr Extend to 11/26/14Duran, Ron CS Instr Aikido $158.00 stip 9/2/14-10/30/14Garris, Colleen CS Instr Fitness Lab $161.00 stip 9/2/14-10/31/14Gomez-Alvarez, Maira Outreach Worker $12.46/hr 11/6/14Greene, Tanner CS Instr Lap Swim $465.00 stip 9/3/14-10/31/2014Jones, Armeda CS Instr Fitness Boot
Wolterbeek, Ryan CS Instr Lap Swim $21.00 stip 10/10/14-10/31/14
C. SeparationsEmployee Assignment Reason Date
D. MiscellaneousEmployee Assignment Action DateAlvarez, Karolyn CS Bus Host Volunteer 11/22/14Wang, Yiju Assist in CAD lab Volunteer 11/17/14-6/1/15
Page 17
Last Name First Name Work CenterAlvarez Barrios Junelle MC FoundationBallard D'von Reading LabBugarin Joceline EOPS-LBCardenas Kevin IT-WeldingCrawford Christopher AthleticsCross Stephon AthleticsEspitia Mayra AthleticsGarcia Alexandra Print ServicesGardner Ezel AthleticsGeorge Elizabeth Library - LBGuyton Demario AthleticsHernandez Maria TutorialJohnson Marquice Boys & Girls ClubMares Monica Reading LabMunoz Yesenia MiniCorpsNolen Erin AgriculturePapa Debra Fiscal ServicesPfeiffer Jessica Child Development CenterRamos Trinidad AgricultureRodriguez Evette Child Development CenterRoos Elsa AgricultureSalinas Duran Christian Tutorial - LBSandoval Guerra Irma TutorialWilson Jason Tutorial
Federal Work StudyOct-14
Page 18
Last Name First Name Work CenterAdams Heather DSPSAguiniga Adriana Office of Relations with SchoolsArroyo Patricia DSPSBenfield Francis IT-ElectricalBertrand Joi AthleticsBradley Kryn Tutorial - LBDenney Cristi DSPSEscobar Justina Tutorial - LBEstrada Mendoza Briseida Office of Relations with SchoolsGarcia-Resendez Vanessah CounselingGarza Ruben DSPSGowin Andrew DSPSHernandez Regina DSPSLara Viridiana Child Development CenterMendoza Kevin WeldingOrozco Jacob Tutorial-LBSalazer Stephaine DSPSZako Emi Tutorial - LB
General FundDecember 2014 Hires
Page 19
MERCED COLLEGE Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE
MERCED COMMUNITY COLLEGE DISTRICT AT DECEMBER 2, 2014, MEETING OF THE BOARD
Schedule 15-28
Item: Purchase Order Review Presented By: Joanne Schultz For: Information Action X Background Information Purchase orders in accounts and funds indicated were issued during this reporting period.
Fund Purchase
Orders Dollar Amount General Fund (110) 13 19,088.43 Board Designated Fund (121) Categorical Fund I (123) 4 62,850.17 Categorical Fund II (124) 15 56,716.21 Child Development Fund (330) Merced College Farm Fund (340) 1 2,200.00 Capital Projects Fund (410) Merced Bond Construction Fund (420) Los Banos Bond Construction Fund (421)
ASMC Fund (710) Total 33 140,854.81
Note: All vouchers, including payments for the above Purchase Orders, are reflected on the Accounts Payable Warrant Report. Purchase Orders dated November 6, 2014, through November 18, 2014, are reflected above. For this period a total of 33 Purchase Orders were processed. Recommendation/Requested Action It is recommended that the Board approve all active Purchase Orders listed above.
Page 20
PO NO PREFERRED NAME PO DATEP0037633 Harry Parks Electric 11/06/2014P0037634 Gottschalk Music Center 11/06/2014P0037635 Cirkl Specialized Training 11/06/2014P0037636 DATA2, Inc. 11/06/2014P0037637 Forestry Suppliers Inc 11/06/2014P0037638 Media Education Foundation 11/06/2014P0037639 CDW GOVERNMENT INC Attn: Paul Cardamone 11/07/2014P0037640 SIERRA ARMS CORP 11/07/2014P0037641 CDW GOVERNMENT INC Attn: Paul Cardamone 11/07/2014P0037642 TOON BOOM ANIMATION, INC. 11/10/2014P0037643 N & S Tractor 11/10/2014P0037644 Abel Mendoza, Inc 11/10/2014P0037645 Skulls Unlimited 11/10/2014P0037646 Office Depot 11/10/2014P0037647 Bestco Electric dba: Best Electric 11/10/2014P0037648 Ryonet Corp 11/10/2014P0037649 Clay Mix 11/10/2014P0037650 Nasco West 11/12/2014P0037651 Impact Marketing 11/13/2014P0037652 CDW GOVERNMENT INC Attn: Paul Cardamone 11/13/2014P0037653 SMARTHINKING, INC. 11/13/2014P0037654 GWJ Co George W. Johnson 11/13/2014P0037655 U S Postmaster 11/13/2014P0037656 U S Postmaster 11/13/2014P0037657 Ryonet Corp 11/14/2014P0037658 Scantron Corp 11/14/2014P0037659 PGM-Pro Inc. 11/14/2014P0037660 CDW GOVERNMENT INC Attn: Paul Cardamone 11/14/2014P0037661 CDW GOVERNMENT INC Attn: Paul Cardamone 11/14/2014P0037662 Carolina Biological Supply 11/14/2014P0037663 Fisher Science Education Fisher Scientific 11/17/2014P0037664 CDW GOVERNMENT INC Attn: Paul Cardamone 11/17/2014P0037665 McGraw Hill Inc 11/17/2014
33 Total Rows Grand Total 140,854.81
1,760.002,730.582,865.44
PO GL
31.01
9,368.003,475.76
60,000.00133.38220.00
430.661,112.28
188.194,186.94
441.78
1,862.19
81.69227.03
1,140.81729.00
220.00122.74258.98430.92
1,410.62
9,177.0032,943.502,200.001,009.80
408.69156.82171.77
1,229.76129.47
Page 21
MERCED COLLEGE Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE
MERCED COMMUNITY COLLEGE DISTRICT AT DECEMBER 2, 2014, MEETING OF THE BOARD
Schedule 15-29
Item: Blanket Purchase Order Review Presented By: Joanne Schultz For: Information Action X Background Information Purchase orders in accounts and funds indicated were issued during this reporting period. Fund BPO’s Dollar Amount General Fund (110) 3 41,275.00 Board Designated Fund (121) Categorical Fund I (123) 3 38,761.00 Categorical Fund II (124) 4 1650.00 Child Development Fund (330) Merced College Farm Fund (340)
Capital Projects Fund (410) Merced Bond Construction Fund (420) Los Banos Bond Construction Fund (421) Total 10 81,686.00
Note: All vouchers, including payments for the above Blanket Purchase Orders, are reflected on the Accounts Payable Warrant Report. Blanket Purchase Orders dated November 6, 2014, through November 18, 2014, are reflected above. For this period a total 10 of Blanket Purchase Orders were processed. Recommendation/Requested Action It is recommended that the Board approve all active Blanket Purchase Orders listed above.
Page 22
BPO NO PREFERRED NAME BPO DATEB0014076 Parker's Hardware 11/06/2014B0014077 Central Sanitary Supply 11/07/2014B0014078 Rock Meek LLC 11/07/2014B0014079 Rock Meek LLC 11/07/2014B0014080 Johnstone Supply 11/10/2014B0014081 Melo's Gas & Gear, Inc. 11/10/2014B0014082 Office Depot 11/12/2014B0014083 Merced College Bookstore 11/12/2014B0014084 Office Depot 11/12/2014B0014085 Office Depot 11/12/2014
10 Total Rows Grand Total 81686.00
900.00
37275.001000.001000.00586.00200.00
BPO TOTAL AMT150.00
3000.0037275.00
300.00
Page 23
MERCED COLLEGE Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE
MERCED COMMUNITY COLLEGE DISTRICT AT THE December 2, 2014, MEETING OF THE BOARD
Schedule 15-30 Item: Authorization To Declare Unusable Furniture and Equipment
Surplus Property Presented By: Joanne Schultz For: Information Action X
Background Information
The District Warehouse is storing miscellaneous equipment, listed below, that has been deemed by varous departments as in unusable condition or no longer useful for District purposes. No usuable items will be recommended to be declared as surplus property until other departments have had an opportunity to review and transfer any needed itsems to their departments. Each of these items listed below are no longer needed by the District and has a total estimated value of less than $2,500.
Quantity Unit Description Department 1 Ea Volleyball Ref. Stand Athletics 1 Ea Chair IAC 108 1 Ea Bike Fitness Lab 1 Ea Wood Cabinet Warehouse 4 Ea Lawn Mowers Grounds 1 Ea 2 Drawer File Cabinet Area 6 1 Ea Computer Monitor Life Area 6 1 Ea Magnetic Pencil Holder Area 6 1 Ea Magnetic File Holder Area 6 1 Ea Magizine Holder Area 6 1 Ea Copy Machine Conseling 1 Ea Small Table Com-2 1 Ea 2 Drawer File Cabinet Com-2 10 Ea Office Chairs Tool Room 10 Ea Student Chairs Tool Room 2 Ea Tables Warehouse 1 Ea Server Tool Room 1 Ea Computer Table Warehouse 1 Ea Smart Board Los Banos 1 Ea 2500 Chevy Van AG
Page 24
2 Ea Slide Projectors Art Dept 1 Ea Podium Art Dept 1 Ea Millikan Monitor Science 1 Ea Oak Table Athletics 1 Ea Refrigerator Maint. (stadium) 22 Ea HP Computers Data 3 Ea OptiPoint 420 Standard Data 8 Ea OptiPoint 420 Basic Data 11 Ea DC 7800 Data 2 Ea HP LP 1965 Data 2 Ea DC 7700 Data 2 Ea DC 5000 Data 1 Ea HP Laser Jet 4250n Data 1 Ea Compaq NC 8000 Data 11 Ea DC 7800 Data 1 Ea CTX Utra Screen Data 1 Ea HP LP 1965 Data 1 Ea HP 1955 Data 1 Ea DC 5000 Data 1 Ea DC 7700 Data 4 Ea HP LP 1965 Data 1 Ea HP LP 1955 Data 1 Ea HP Laser Jet 4600 Data 1 Ea HP Laser Jet 4250 Data 2 Ea Laser Jet Data 1 Ea Omni Book Data 1 Ea Compaq NC Data 1 Ea Freezer Athletics 1 Ea Omni Book Data 8 Ea DC 7800 Data 2 Ea DC 7700 Data 1 Ea HP 1955 Data 3 Ea HP 1965 Data 6 Ea HP 1530 Data 1 Ea HP 1740 Data 2 Ea Microwaves Athletics 1 Ea HP 4350 Network Printer Los Banos 1 Ea Monitor Los Banos 59 Ea Computer Towers AV 1 Ea Solo Blower/Klien Motor IT 2 Ea Snapper Mower IT 1 Ea Scales-Weight IT 9 Ea HP Compaq Mini Tower CITD 4 Ea HP LP 1965 Monitor CITD 1 Ea CD Reader CITD 1 Ea Lex Mark Printer CITD
Page 25
1 Ea Calculator CITD 5 Ea CPU Tower CITD 3 Ea View Sonic Monitor CITD 2 Ea Desk File Rolodex CITD 4 Ea Speakers CITD 10 Ea Mice CITD 1 Ea Power Surge CITD 1 Ea Valve Spring tester Ag 7 Ea Engine Stands Ag 3 EA Egine Hoist Ag 1 Ea Engine Block Ag 1 Ea Cylinder head Ag 3 Ea 855 engines Ag 1 Ea Coats 10*10 Maching Ag 1 Ea Oliver Diesel engine Ag 1 Ea Printer Comm. Buliding 1 Ea Printer Student Fees 2 Ea Life Pack Trainers Warehouse 1 Ea Monitor Los Banos 1 Ea Computer Los Banos 1 Ea Keyboard Los Banos 2 Ea Snapper Mowers IT 1 Ea Canon DR-5080C DSS 1 Ea Laminator GBC DSS 5 Ea CISCO Server IT 46 Ea HP Server IT 1 Ea HP Switch IT 81 Ea CISCO Switch IT 7 Ea Rotating engine stands MC AG 3 Ea Engine Hoists/ Cherry Pickers MC AG 1 Ea Caterpiller Engine Block MC AG 1 Ea Caterpiller Cylinder Head MC AG 3 Ea Cummins 855 Engine MC AG 1 Ea Coats 10*10 tire maching MC AG 1 Ea Oliver Diesel Engine MC AG 1 Ea Brake Cleaner Transportation 1 Ea MAC ACRRC 750 Refrigerant Recycling Charging
Station Transportation
1 Ea Hamilton Beach Water Dispenser Transportation 1 Ea Trip-Lite Battery Sruge Transportation 1 Ea DPI 48Volt Battery Charger Transportion 1 Ea Industrial Battery Charger Transportation 1 Ea AC 225 Linc Welder Transportation 2 Ea Zymo Parts Washer Transportation 3 Ea Battery Booster Pack Transportation 5 Ea DC 7800 Data
Page 26
5 Ea DC 7700 Data 1 Ea DC 7600 Data 1 Ea DC 7500 Data 3 Ea iMac Data 1 Ea HP Laser Jet Data 1 Ea HP Scan Jet Data 1 Ea HP Pro Curve Radio Data 1 Ea Chair Data 2 Ea DC 7700 Data 1 Ea Compaq 7020 Data 2 Ea HP 1740 Data 1 Ea HP LE 1911 Data 1 Ea HP LP 2065 Data 8 Ea HP LP 1965 Data 8 Ea HP Pro Curve Radio Data 1 Ea HP 1740 Data 2 Ea DC 5000 Data 1 Ea HP LP 1965 Data 1 Ea Brilliant cut off saw bdm31 IT 1 Ea Victor auto 24 IT 1 Ea Valve grinding tool box IT 1 Ea Honda valve grinding kit IT 1 Ea Valve seat tools IT 1 Ea Valve grinding tool box IT 1 Ea Knurling tool seat drivers set IT 7 Ea Various tool boxes w/cylinder boring tools IT 1 Ea Valve grinding tool box IT 2 Ea Various tool boxes w/fittings and testers IT 1 Ea Green box ZYGID testing kit IT 2 Ea Valve grinding tool box IT 3 Ea Cylinder Hone Box IT 2 Ea Sunnen Cylinder Hone IT 2 Ea Knurling Tool Box IT 2 Ea Sunnen IT 1 Ea Valve Grinder Lower Box IT 1 Ea Valve Grinder IT 5 Ea Press IT 1 Ea Punch IT 1 Ea Area Rug CDC
The Board of Trustees has the authority under section 81450-81452 of the Education Code to sell, auction, donate, or otherwise dispose of District equipment or materials that are unusable, obsolete, or no longer needed for District use. Recommendation/Requested Action
Page 27
Board approval is requested to declare these items surplus property and authorize disposal of the property in accordance with the Education Code directive.
Page 28
CURRICULUM REVISIONS FROM November 20, 2014 (Changes effective Summer 2015 unless stated otherwise)
Schedule 15-31 COURSE CHANGES/TITLE 5 CONTENT REVIEW/SLO UPDATES ARCH-01 Introduction to Archaeology HMSV-50 Survey and Utilization of Community Services HMSV-51 Human Behavior and the Helping Process HMSV-60 Social Welfare and Social Work VIRT-50 Virtual Office VIRT-52 Introduction to Desktop Publishing for the PC TITLE 5 CONTENT REVIEW/SLO UPDATE CPSC-42 Computer Architecture and Organization DRAM-16 Introduction to Costume Design and Construction PSYC-05 Introduction to Statistics in Psychology TITLE 5 CONTENT REVIEW (CTE) CPSC-06 Programming Concepts and Methodology I CPSC-14 C++ Programming CPSC-39 Programming Concepts and Methodology II ENGR-14 C++ Programming FIRE-67A Rope Rescue FIRE-67B Auto Extrication FIRE-68B Basic Incident Command System (I-200) FIRE-68D Advanced Incident Command System (I-400) FIRE-69B First Responder Re-Certification FIRE-70 Fire Department Administration FIRE-71A Fire Instructor I - Module A FIRE-72A Fire Command I - Module A NUTR-42 Quantity Food Preparation IGETC/CSU-GE/AA Breadth and UC-TCA (SECOND READING) GEOG-12 Introduction to Human Geography GEOG-15 Introduction to Weather and Climate PHSC-02 Survey of Chemistry and Physics PHSC-02L Survey of Chemistry and Physics Laboratory PSYC-40 Drugs and Behavior PROGRAM MODIFICATIONS A.A. Human Services (21500.AA) C.T. Human Services (21500.CT) C.E. Virtual Office Professional (05800.CE) PROGRAM MODIFICATIONS PER CHANCELLOR’S OFFICE REQUEST A.A.-T. Elementary Teacher Education PROGRAM INACTIVATION A.A. Physical Sciences (19600.AA) SPECIAL TOPICS COURSES DRAM-70K Advanced Topics in Costume Design
Page 29
Page 30
MERCED COLLEGE
Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE MERCED COMMUNITY COLLEGE DISTRICT
AT THE DECEMBER 2, 2014 MEETING OF THE BOARD Item: 2014 Merced College Student Equity Plan Presented by: Chris Vitelli For Information X For Action Background Information The California Community College Chancellor’s Office requires all colleges to submit a three-year Student Equity Plan by January 1, 2015. College student equity plans focus on increasing access, course completion, ESL and basic skills completion, degrees, certificates and transfer for all students as measured by success indicators. Title 5 regulations specify that colleges must review and address the following populations when looking at disproportionate impact: American Indians or Alaskan natives, Asians or Pacific Islanders, African-Americans, Hispanics, Caucasians, men, women, and persons with disabilities (§54220(d)). The State Budget trailer bill, SB 860 (2014) added requirements to address foster youth, veterans and low income students. Each college is required to develop specific goals/outcomes and actions to address disparities that are discovered, disaggregating data for indicators by student demographics1. The Merced College Student Equity Plan addresses disparities and disproportionate impacts with goal to eliminate conditions where “some students’ access to key resources and supports may be hampered by inequitable practices, policies and approaches to student support”2. The three-year plan was developed by the newly formed Merced College Equity Committee representing all constituencies. This effort included the support of the Office of Grants & Institutional Research (OGIR). Recommended Action It is recommended that the Board of Trustees approve the attached Merced College Student Equity Plan. Attachment(s) Copy of the 2014 Merced College Student Equity Plan
1 http://extranet.cccco.edu/Divisions/StudentServices/StudentEquity.aspx 2 CCCCO’s A Guide to Assessing and Mitigating Disproportionate Impact in Student Success and Support Programs, August 2013
Table of Contents Signature Page Executive Summary
Target Groups Goals and Objectives Activities Resources Contact Person/Student Equity Coordinator
Campus-Based Research
Overview Indicator Definitions and Data
Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer
Goals and Objectives Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer
Budget Sources of Funding
Evaluation Schedule and Process
Page 33
STUDENT EQUITY PLAN
Signature Page District: Merced Community College District Date Approved by Board of Trustees: PENDING - December 2, 2014 Dr. Ronald Taylor College President: Mr. Chris Vitelli Vice President of Student Services: Dr. Mary Gilliland Vice President of Instruction: Dr. Dee Sigismond Academic Senate President: Mr. Chris Vitelli* Student Equity Coordinator/Contact Person: * Interim Student Equity Coordinator until a full-time manager is hired to fill this new role for the District
Page 34
STUDENT EQUITY PLAN
Executive Summary Introduction Merced College is committed to access and success for all current and prospective students—prioritized in both our mission statement and strategic plan. The Merced College Student Equity Plan is a framework of principles, targeted goals and efforts, activities, and commitment to maintaining equitable programs and services. Ensuring access and success for all students is embodied within this plan and integrated within the College’s mission, policy, and strategic objectives:
Merced College Mission
In a rapidly changing and increasingly global society faced with great challenges, Merced College faculty, staff, and leadership are committed to continuously improving methods of providing an accessible, affordable, and relevant education that improves the quality of life for all students and their communities. Merced College Strategic Goal (related to Student Equity)
Goal 1: Assure Student Access and Success Objective 1.2: Develop and improve student success strategies which are data-driven and research-based. Objective1.3: Increase equitable access for a diverse population of learners with varied interests and goals. Objective 1.4: Increase student success by building partnerships with organizations that educate and support students.
Merced College Core Values (related to Student Equity)
Student Success We focus on student access and success. Diversity We embrace diversity as a strength of our community and celebrate it in our institution.
Page 35
Merced College Board Policy (related to Student Equity) The Board is committed to assuring student equity in educational programs and college services. The Superintendent/President shall establish and implement a student equity plan that meets the Title 5 standards for such a plan. (BP 5300)
Merced College Equity Plan Statement of Purpose Merced College will ensure equitable access and success for all students with efforts focusing on reducing disproportionate impacts for student population groups. Student Equity Planning Process The Merced College Student Equity Plan represents collaborative efforts of students, staff, faculty, managers, and administrators. Members of the Merced College Student Equity Committee and the Office of Grants & Institutional Research (OGIR) worked together to educate, collaborate, research, discover, and plan:
Educate: Throughout the past 12 months, the campus engaged in numerous presentations and forums to discuss the purpose and definition of student equity and the impact of meaningful equity plans on access and success for all students. Collaborate: The newly formed Merced College Student Equity Committee is comprised of a cross-section of all constituencies on campus. This committee worked diligently to respond to the disproportionate impacts creating barriers for our students. Research: The Office of Grants & Institutional Research (OGIR) provided the institutional research necessary to identify the disproportionate impacts for the target groups identified by the Student Equity Committee. Discover: As an integral part of the process, the Student Equity Committee has spent considerable time in the discovery stage—reviewing plans from other colleges, discussing and researching “best practice” goals and activities, reviewing state implementation guidelines, and discussing with partners throughout campus how to best meet the needs of the target groups. Plan: Finally, as a culmination activity, the Student Equity Committee has developed a comprehensive plan with goals, objectives, and activities that will meet the needs of the impacted target populations and work to reduce the barriers where disproportionate impacts exist within our resources, services, and programs.
Target Groups To assess equity, analyses have been made on the following target groups: American Indian/Alaskan native, African American, White, Hispanic, male, female, Asian Pacific Islander, ESL, foster, veteran and disabled students. Additionally, disproportionate impacts were analyzed for students at the Los Banos Campus to review and ensure equity throughout the District.
Page 36
Goals and Objectives
Access Goals and Objectives 1.1 Develop and implement outreach services and strategies to increase enrollment
of Hispanic students. 1.1.1 Use podcasts in Spanish to provide outreach services and strategies. 1.1.2 Use the media to promote the college and our services in television, radio, print,
text messaging, and the web. 1.1.3 Review Student Services programs processes to determine if improvements can
be made to streamline the student experience for Hispanic students. 1.1.4 Research the number of Hispanic students who complete orientation and
assessment, but never register for classes and develop strategies/services to close these gaps.
1.1.5 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for Hispanic students and develop special programming to provide these needs/services and close the gaps.
1.2 Develop and implement outreach services and strategies to increase enrollment of male students. 1.2.1 Use the media to promote the college and our services in television, radio, print,
text messaging, and the web. 1.2.2 Review Student Services programs processes to determine if improvements can
be made to streamline the student experience for male students. 1.2.3 Research the number of male students who complete orientation and
assessment, but never register for classes and develop strategies/services to close these gaps.
1.2.4 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for male students and develop special programming to provide these needs/services and close the gaps.
1.3 Increase the enrollment rate of socioeconomic disadvantaged students from local high schools in the service area. 1.3.1 Review Student Services programs processes to determine if improvements can
be made to streamline the student experience for socioeconomic disadvantaged students from local high schools in the service area.
1.3.2 Use the media to promote the college and our services in television, radio, print, text messaging, and the web.
1.3.3 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for socioeconomic disadvantaged students and develop special programs to provide these needs/services and close the gaps.
1.3.4 Research the number of socioeconomic disadvantaged students (from Merced County high schools) who complete orientation and assessment, but never register for classes and develop strategies/services to close these gaps.
1.3.5 Conduct financial aid events/workshops as well as other student services outreach at local high schools and other outreach activities for students and parents to educate socioeconomic disadvantaged students of the financial aid and
Page 37
special program (EOPS, CARE, etc.) resources available to assist with attending college.
1.4 Increase the enrollment rate of students ages 35 and older. 1.4.1 Review Student Services programs processes to determine if improvements can
be made to streamline the student experience for students ages 35 and older. 1.4.2 Identify the most important resource needs (i.e. textbooks, transportation,
specialized services, childcare needs, etc.) for students ages 35 and older and develop special programming to provide these needs/services and close the gaps.
1.4.3 Research the number of students 35 and older who complete orientation and assessment, but never register for classes and develop strategies/services to close these gaps.
1.4.4 Promote distance education options among students 35 and older and highlight certificate and degree programs that can be completed fully online.
1.4.5 Use the media to promote the college and our services in television, radio, print, text messaging, and the web.
1.5 Maintain ethnic diversity of student body reflecting the demographics of local feeder high schools and the local service area for the college. 1.5.1 Support and expand outreach activities to students who are underserved. 1.5.2 Engage in strategic and flexible enrollment and flexible enrollment
management to maximize access to entry level and introductory courses. 1.6 Evaluate and identify strategies for the delivery of effective core SSSP
(matriculation) services. 1.6.1 Establish an Access Equity Workgroup to identify the barriers of access for
underserved students. 1.6.2 Review and improve existing campus-based programs to address under-
preparedness of Hispanic and African-American incoming freshmen students in the areas of English and math.
1.6.3 Meet with high school staff, faculty, and administration to improve existing services and transition from high school to college for special population groups.
Course Completion Goals and Objectives 2.1 Increase communication about all support services available to all special
population groups. Provide a full list (bi-lingual as well) each semester of support services to ASMC, student support groups, and clubs, faculty, staff, managers and service desks including EOPS, athletics, study central, library, veterans center in at least two forms print and an online source. 2.1.1 Request each master planning committee to develop a communication plan to
provide this resource to students. 2.2 Develop a strategic plan to support young men particularly foster youth and
minority males. 2.2.1 Develop a process for linking with the community to understand and share
services to these populations.
Page 38
2.2.2 Investigate on campus resources and spaces that allow for camaraderie and community building for foster youth and minority males.
2.3 Identify the specific financial requirements for each “gateway” course and find additional resources and services to help students in need. 2.3.1 Require a specific list of items for each course, especially “gateway” courses
(internet access, DVDs, readers, calculators, etc.). 2.3.2 Provide special populations groups resources and textbooks for courses,
especially “gateway” courses. 2.3.3 Research the impact of high cost textbooks and provide analysis and findings to
instruction and work to increase the awareness of the high cost of textbooks in relation to course completion(s).
2.4 Increase the course completion rates for Hispanic, African-American and multi-ethnic students. 2.4.1 Implement a more robust “early alert” program to assist Hispanic, African-
American, and multi-ethnic students. 2.4.2 Provide targeted services for Hispanic, African-American, and multi-ethnic
students to assist in course completion. 2.5 Increase the course completion rates for students less than 19 years of age.
2.5.1 Implement a more robust “early alert” program to assist students less than 19 years of age.
2.5.2 Provide targeted services for students less than 19 years of age. ESL and Basic Skills Goals and Objectives 3.1 Increase the persistence rates for Hispanic students who enroll in Engl-01A and
Enlg-85 courses. 3.1.1 Create learning communities similar to PUENTE to target Hispanic students.
Embed Supplemental Instruction and Intrusive Counseling. 3.1.2 Embed counseling into the classroom, Supplemental Instruction, and provide
classroom presentations on academic support services. 3.2 Increase the completion rates for African-American students who enroll in Math
C. 3.2.1 Promote awareness of all academic support services, including: Tutorial Center,
Math Lab, and Supplemental Instruction and Study Central. 3.2.2 Collaborate with student clubs on campus
3.3 Increase the enrollment and persistence rates of ESL students (noncredit and credit) 3.3.1 Investigate alternative course structures such as learning communities and
accelerated courses. 3.3.2 Track the progression of ESL students at each of the different levels of the ESL
programs (noncredit and credit). 3.4 Increase the course completion rate of ESL students who enroll in English 1A.
3.4.1 Increase awareness of all academic support services, including: Tutorial Center, Study Central, Math Lab, Supplemental Instruction, Learning Resource Center and Learning Communities.
Page 39
Degree and Certificate Completion Goals and Objectives 4.1 Increase the certificate and degree completion rate for African Americans and
males by 5% over the next 3 years. 4.1.1 Identify and address the barriers of each special population group to complete
certificates and degrees. 4.1.2 Institutionalize an early alert system for identifying students that are in danger
of dropping courses or quitting programs. 4.2 Decrease the time required for African Americans and males students to
complete certificates to 1 year, and degrees to 3 years over the next 3 years. 4.2.1 Create clear pathways for all entry-level degrees and certificates with targeted
counseling. 4.2.2 Simplify decision making for students with prescribed course sequences,
and/or designing schedules that encourage cohort enrollment. 4.3 Place 5% of African Americans and male students into internship/jobs in the next
3 years to connect them with career experience related to the certificate and/or degree. 4.3.1 Develop relationships with employers to develop internship positions in the
community. 4.3.2 Place students into internship positions to increase motivation and desire to
complete certificate and/or degrees related to employment opportunities. Transfer Goals and Objectives 5.1 Increase the transfer attainment rate to 4-year institutions for Hispanic students.
5.1.1 Use research data to identify possible barriers and strategies to increase the transfer rate of Hispanic students.
5.1.2 Implement interventions to increase the transfer rate of Hispanic students. 5.1.3 Create an environment and/or program that provide students with the tools,
knowledge and awareness for transfer. 5.1.4 Increase student knowledge and awareness of tools to assist them with
mapping and completing their educational plan as well as to provide them with financial aid guidance and planning.
Resources Merced College has prioritized equity for all students. Thus, many resources and programs support student equity in the areas of access, basic skills and ESL, course completion, degree and certificate completion, and transfer. The resources to support this comprehensive Student Equity Plan are programs, services, and institutional resources, including:
• Academic Senate • Admissions and Records • Associated Students of Merced College • Business Resource Center (BRC) Noncredit Programs • CalWorks Program • Career/Transfer Center • Cooperative Agency Resources for Education) Program (CARE) Program
Page 40
• Counseling Department • Disabled Student Programs and Services • Extended Opportunity Programs and Services (EOPS) Program • Financial Aid and FAFSA Lab • Foster Care Support Programs • Learning Resource Center • Merced College Bookstore • Office of Grants and Institutional Research (OGIR) • Puente Program • Student Success and Support Programs • Student Success Programs/Basic Skills Initiative • Tutorial Center • Veteran’s Resource Center
Funding for the Student Equity is primarily support by the Chancellor’s Office Student Equity Funds. However, many of the equity plan goals, objectives, and activities are supported by the aforementioned programs and services through a variety of funding streams. Contact Person/Student Equity Coordinator The Merced Community College District is in the process of developing a new management position to serve as the Student Equity Coordinator. In the interim, the Vice President of Student Services, Chris Vitelli, is serving as the Student Equity Coordinator. Contact information: Mr. Chris Vitelli Vice President of Student Services / Interim Student Equity Coordinator Merced Community College District [email protected] 209-384-6186 Merced College Student Equity Committee Chris Vitelli, Vice President of Student Services Dr. Mary Gilliland, Vice President of Instruction Dr. Bobby Anderson, Dean of Instruction Jim Andersen, Dean of Instruction Dr. Susan Walsh, Learning Resources Center Rep Dr. Mario Cordova, Student Services Manager Rep Cherie Davis, Office of Grants and Institutional Research Luis Flores, Office of Grants and Institutional Research Tomasia Drummond, Basic Skills Rep Laci Chavez, Basic Skills Rep Laura Strait, Instruction - Area 1 Taylor Lankford, Instruction - Area 2 Dr. James Thornburgh, Instruction - Area 3
Scott Cochran, Instruction - Area 5 Janet Lyle, Instruction – Area 6 & Noncredit Rep Jennifer Gardner, Instruction - Area 7 Tony Lewis, Counseling Rep Enrique Renteria, Counseling Rep Raul Alcala, Counseling Rep Sabrina Frias, Counseling Rep Tracie Green, Human Resources Rep Terina Davis, Veterans Resource Center Cody Camacho, Student Rep Monique Tejeda, Student Rep Sheila Flores, Admin Services Rep Diane Spork, Admissions & Records Rep Sharon Reinhardt, Financial Aid Rep Toni McCall, Administrative Assistant/Recorder
Page 42
STUDENT EQUITY PLAN
Campus-Based Research Merced College Office of Grants and Institutional Research (OGIR) Campus-based research is support by the Office of Grants and Institutional Research (OGIR). OGIR is staffed by the Director of OGIR and two senior research analysts. Methodologies to Assess Disproportionate Impact Merced College OGIR used the standard methodologies to measure disproportionate impact: proportionality index and the 80% rule. Both methodologies compare a disaggregated subgroup’s presence in a cohort to its corresponding presence in its related outcome.
80% Rule Definition The “80% Rule” methodology compares the percentage of each disaggregated subgroup attaining an outcome to the percentage attained by a reference subgroup. From the EEEC, it states that “a selection for any race, sex, or ethnic group which is less than four-fifths (4/5) (or eighty percent) of the rate for the group with the highest rate will generally be regarded by the Federal enforcement agencies as evidence of adverse impact, while a greater than four-fifths rate will generally not be regarded by Federal enforcement agencies as evidence of adverse impact.” (Section 60-3, Uniform Guidelines on Employee Selection Procedure (1978); 49 FR 38295 (August 25, 1978)]. (Source: Chancellor’s Office California Community Colleges, Student Services and Special Programs Division. “College Student Equity Plan.” October 2013) The Proportionality Index Definition The proportionality index methodology compares the percentage of a disaggregated subgroup in an initial cohort to its own percentage in the resultant outcome group. The formula for proportionality is the percentage in the outcome group divided by the percentage in the original cohort (outcome percentage/cohort percentage). A ratio of 1.0 indicates that a subgroup is present in both conditions at the same rate. A ratio of less than 1.0 indicates that the subgroup is less prevalent in the outcome than the cohort. Conversely, a ratio greater than 1.0 indicates that the subgroup is more prevalent in the outcome than the cohort.
Page 43
Proportionality Index Interpretation 1.0 Proportions of subgroups are equal
<1.0 Subgroup is less prevalent in the outcome group >1.0 Subgroup is more prevalent in the outcome group
Data Sources Used to Assess Disproportionate Impact
Student Equity Element Data Source External/Internal
A. Access Category 1: Using CDE/2013-14 Merced County High School student population
California Department of Education Educational Demographics Unit, CCCCO
DataMart External
Category 2: Using 2010 Census 2010 Census, CCCCO DataMart External
B. Course Completion Datatel/Ellucian Internal C. ESL and Basic Skills
Completion Datatel/Ellucian Internal
D. Degree and Certificate Completion Datatel/Ellucian Internal
E. Transfer Category 1: Proportionality (Internal Data)
Transfer Velocity Cohort Tool/CCCCO DataMart External
Page 44
MERCED COLLEGE ACCESS DATA ACCESS: The percentage of each population group that is enrolled compared to that group’s representation in the adult population within the community served. Merced County High School Student Population In the following tables, Merced County high school student population data, which includes feeder schools, are compared to the District’s student population, using the proportionality index. Age is not included as the District serves a more diverse age group (above the age of eighteen). Socioeconomically disadvantaged students are included in the third table, using 2012-13 data (the most recent data available):
TOTAL 56,349 100.00% 14,972 100.00% *2012-13 data ||| Source: California Department of Education Educational Demographics Unit, CCC Chancellor’s Office DataMart Merced Union High School District (MUHSD) Graduates Population In the following tables, Merced Union High School District (MUHSD) Class of 2012-13 graduates population data, which includes feeder schools, are compared to the District’s student population, using the proportionality index. Age is not included as the District serves a more diverse age group (above the age of eighteen). The following tables represent the most recent data available:
*2012-13 data ||| Source: California Department of Education Educational Demographics Unit, CCC Chancellor’s Office DataMart Merced County 2010 Census Data Similar to the data presentation of Merced County high schools, the comparison group is Merced County, using 2010 Census data and the proportionality index:
MERCED COLLEGE COURSE COMPLETION DATA COURSE COMPLETION: The ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term. Merced College Course Completion Rates (proportionality index) Course completion is what the District refers to as course success rate (CSR). Internal data and the proportionality index were used in the following tables:
Race/Ethnicity Cohort N Cohort % Completion
N Completion
% Proportionality
African-American 9,606 4.74% 5,727 4.13% 0.87 American Indian/
Merced College Course Completion Rates (80% rule) Course completion is what the District refers to as course success rate (CSR). Internal data and the 80% rule index were used in the following tables:
Race/Ethnicity Enroll N Completion N Completion Rate 80% African-American 9,606 5,727 59.62% 0.77
American Indian/Alaskan Native 1,684 1,149 68.23% 0.88 Asian 22,395 16,521 73.77% 0.95
MERCED COLLEGE ESL AND BASIC SKILLS DATA ESL and BASIC SKILLS COMPLETION: The ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL or basic skills course compared to the number of those students who complete such a final ESL or basic skills course. Merced College ESL and Basic Skills Rates (proportionality index) In the following tables, those who successfully passed ENGL-A/85 are in the initial cohort and those who successful passed ENGL-01A are in the completion cohort within the time period. The proportionality index is used in the following tables:
Merced College ESL and Basic Skills Rates (80% rule) In the following tables, those who successfully passed ENGL-A/85 are in the initial cohort and those who successful passed ENGL-01A are in the completion cohort within the time period. The 80% rule is used in the following tables:
ENGL
Race/Ethnicity Enroll N Completion N Completion Rate 80% 80%* African-American 102 61 59.80% 0.94 0.75
American Indian/Alaskan Native 21 11 52.38% 0.83 0.65
Unknown 0 0 N/A N/A Merced College ESL and Basic Skills Rates (proportionality index) In the following tables, those who successfully passed ESL-92B/96 are in the initial cohort and those who successful passed ENGL-01A are in the completion cohort within the time period. The proportionality index is used in the following table:
ESL
Race/Ethnicity Cohort N Cohort % Comp N Comp % Proportionality African-American* 1 1.18% 0 0.00% 0.00
American Indian/ Alaskan Native 0 0.00% 0 0.00% N/A
Merced College ESL and Basic Skills Rates (80% rule) In the following tables, those who successfully passed ESL-92B/96 are in the initial cohort and those who successful passed ENGL-01A are in the completion cohort within the time period. The 80% rule is used in the following tables:
ESL
Race/Ethnicity Enroll N Completion N Completion Rate 80% African-American* 1 0 0.00% 0.00
American Indian/Alaskan Native 0 0 N/A N/A Asian 37 8 21.62% 0.92
Merced College ESL and Basic Skills Rates (proportionality index) In the following tables, those who successfully passed MATH-C are in the initial cohort and those who successful passed a transfer-level math course (MATH 02/H/10/14/15/20A/ 20B/25/26 or PSYC-05) are in the completion cohort within the time period. The proportionality index is used in the following tables:
MATH
Race/Ethnicity Cohort N Cohort % Comp N Comp % Proportionality African-American 92 2.82% 27 2.18% 0.77 American Indian/
Merced College ESL and Basic Skills Rates (80% rule) In the following tables, those who successfully passed MATH-C are in the initial cohort and those who successful passed a transfer-level math course (MATH-02/H/10/14/15/20A/20B/ 25/26 or PSYC-05) are in the completion cohort within the time period. The 80% rule is used in the following tables:
MATH
Race/Ethnicity Enroll N Completion N Completion Rate 80% African-American 92 27 29.35% 0.59
American Indian/Alaskan Native 24 7 29.17% 0.58 Asian 394 172 43.65% 0.87
MERCED COLLEGE CERTIFICATE AND DEGREE COMPLETION DATA DEGREE and CERTIFICATE COMPLETION: The ratio of the number of students by population group who receive a degree or certificate to the number of students in that group with the same informed matriculation goal as documented in the student educational plan developed with a counselor/advisor.
Merced College Certificate and Degree Completion Rates (proportionality index) In the following tables, those who indicated a matriculation goal of receiving a degree or certificate is compared to those who earned a degree or certificate in the time period. The proportionality index is used in the following tables:
MERCED COLLEGE TRANSFER DATA TRANSFER: The ratio of the number of students who completed a minimum of 12 units and have attempted a transfer-level English or math course (transfer-prepared/ready) compared to the number of students who transferred (transferred). Merced College Transfer Rates (proportionality index) In the following tables, those who completed a minimum of 12 units and have attempted a transfer-level English or math course (transfer-prepared/ready) is compared to those who transferred (transferred). Internal data and the proportionality index were used in the following tables:
Merced College Transfer Rates (80% rule) In the following tables, those who completed a minimum of 12 units and have attempted a transfer-level English or math course (transfer-prepared/ready) is compared to those who transferred. The 80% rule is used in the following tables:
Gender Enrollment Count Transfer Count Transfer Rate 80% Female 617 193 31.28% .68
Page 56
Male 394 122 30.96% .67 Unknown 26 12 46.15% 1.00
Age Enrollment Count Transfer Count Transfer Rate 80% ≤17 310 128 41.29% 1.00
Financial Aid Enrollment Count Transfer Count Transfer Rate 80% No Aid 277 100 36.10% 100.00%
Aid 760 227 29.87% 82.74%
Merced College Transfer Rates (Transfer Velocity, proportionality index, & 80% rule) In the following tables, those who completed a minimum of 12 units and have attempted a transfer-level English or math course (transfer-prepared/ready) is compared to those who transferred. The Chancellor’s Transfer Velocity Cohort Tool (DataMart) with the 2006-07 cohort and a 6-year transfer period. Both the proportionality index and 80% rule were used in the following tables:
1.1 Develop and implement outreach services and strategies to increase enrollment of Hispanic students.
1.1.1 Use podcasts in Spanish to provide outreach services and strategies.
• Spanish podcast orientations and introductions to campus
• Develop new campus website to host podcasts
Student Equity Coordinator Public Information Office Web Master
Fall 2015
1.1.2 Use the media to promote the college and our services in television, radio, print, text messaging, and the web.
• Record outreach: Radio and TV shows with a CCC Topic and TV commercials
• Use commercials previously developed and begin to advertise on TV
• Post on MCCD website and social media websites
• Utilize text messaging technology to send targeted texts
• Develop new campus website to host media promoting college and services
• Prepare marketing materials connecting jobs to the certificate and degree programs and distribute them through various media
Student Equity Coordinator Public Information Office Web Master
Ongoing
1.1.3 Review Student Services programs processes to determine if improvements can be made to streamline the student experience for Hispanic students.
• Conduct needs analysis for Hispanic students as it relates to SSSP services and implement strategies for improvement
• Upgrade technology to reduce Student Services upload time for Assessment, Orientation and student planning
Student Equity Coordinator OGIR
Spring 2016; Ongoing
1.1.4 Research the number of Hispanic students who complete orientation and assessment, but never register for classes and develop strategies/services to close these gaps.
• Conduct analysis and develop strategies/services to close gaps
• Host focus groups with these students, if possible.
Student Equity Coordinator OGIR
Fall 2015
1.1.5 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for Hispanic students and develop special programming to provide these needs/services and close the gaps.
• Develop a needs analysis survey (or include questions in the annual climate survey) and send to Hispanic students to identify resource needs; Develop plan/programs to address these needs
• Use existing high school data to identify groups at a disadvantage; Target this group with resources as needed
Student Equity Coordinator OGIR
Fall 2015; Ongoing
Page 60
1.2 Develop and implement outreach services and strategies to increase enrollment of male students.
1.2.1 Use the media to promote the college and our services in television, radio, print, text messaging, and the web.
• Record outreach: Radio and TV shows with a CCC Topic and TV commercials
• Use commercials previously developed and begin to advertise on TV
• Post on MCCD website and social media websites
• Utilize text messaging technology to send targeted texts
• Develop new campus website to host media promoting college and services
• Prepare marketing materials connecting jobs to the certificate and degree programs and distribute them through various media
Student Equity Coordinator Public Information Office Web Master
Ongoing
1.2.2 Review Student Services programs processes to determine if improvements can be made to streamline the student experience for male students.
• Conduct needs analysis for male students as it relates to SSSP services and implement strategies for improvement
• Upgrade technology to reduce Student Services upload time for Assessment, Orientation and student planning
Student Equity Coordinator OGIR
Spring 2016; Ongoing
1.2.3 Research the number of male students who complete orientation and assessment, but never register for classes and develop strategies/services to close these gaps.
• Conduct analysis and develop strategies/services to close gaps
• Host focus groups with these students, if possible.
Student Equity Coordinator OGIR
Fall 2015
1.2.4 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for male students and develop special programming to provide these needs/services and close the gaps.
• Develop a needs analysis survey (or include questions in the annual climate survey) and send to Hispanic and male students to identify resource needs; Develop plan/programs to address these needs
• Use existing high school data to identify groups at a disadvantage; Target this group with resources as needed
Student Equity Coordinator OGIR
Fall 2015; Ongoing
1.3 Increase the enrollment rate of socioeconomic disadvantaged students from local high schools in the service area.
1.3.1 Review Student Services programs processes to determine if improvements can be made to streamline the student experience for socioeconomic disadvantaged students from local high schools in the service area.
• Conduct needs analysis for socioeconomic disadvantaged students as it relates to SSSP services and implement strategies for improvement
• Upgrade technology to reduce Student Services upload time for Assessment, Orientation and student planning
Student Equity Coordinator OGIR
Spring 2016; Ongoing
Page 61
1.3.2 Use the media to promote the college and our services in television, radio, print, text messaging, and the web.
• Record outreach: Radio and TV shows with a CCC Topic and TV commercials
• Use commercials previously developed and begin to advertise on TV
• Post on MCCD website and social media websites
• Utilize text messaging technology to send targeted texts
• Develop new campus website to host media promoting college and services
• Prepare marketing materials connecting jobs to the certificate and degree programs and distribute them through various media
Student Equity Coordinator Public Information Office Web Master
Ongoing
1.3.3 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for socioeconomic disadvantaged students and develop special programs to provide these needs/services and close the gaps.
• Develop a needs analysis survey (or include questions in the annual climate survey) and send to socioeconomic disadvantaged students to identify resource needs; Develop plan/programs to address these needs
• Use existing high school data to identify groups at a disadvantage; Target this group with resources as needed
Student Equity Coordinator OGIR
Fall 2015; Ongoing
1.3.4 Research the number of socioeconomic disadvantaged students (from Merced County high schools) who complete orientation and assessment, but never register for classes and develop strategies/services to close these gaps.
• Conduct analysis and develop strategies/services to close gaps; Host focus groups with these students, if possible.
Student Equity Coordinator OGIR
Fall 2015
1.3.5 Conduct financial aid events/workshops as well as other student services outreach at local high schools and other outreach activities for students and parents to educate socioeconomic disadvantaged students of the financial aid and special program (EOPS, CARE, etc.) resources available to assist with attending college.
• Work with local high schools and local community organizations to provide outreach events and workshops.
• Develop a brochure to distribute at these events demonstrating to students the cost to complete our different certificate and degree programs and the income potential for the correlating careers for each of the programs.
Student Equity Coordinator OGIR Director of Financial Aid
Ongoing
1.4 Increase the enrollment rate of students ages 35 and older.
1.4.1 Review Student Services programs processes to determine if improvements can be made to streamline the student experience for students ages 35 and older.
• Conduct needs analysis for students ages 35 and older as it relates to SSSP services and implement strategies for improvement
• Upgrade technology to reduce Student Services upload time for Assessment,
Student Equity Coordinator OGIR
Spring 2016; Ongoing
Page 62
Orientation and student planning
1.4.2 Identify the most important resource needs (i.e. textbooks, transportation, specialized services, childcare needs, etc.) for students ages 35 and older and develop special programming to provide these needs/services and close the gaps.
• Develop a needs analysis survey (or include questions in the annual climate survey) and send to students ages 35 and older to identify resource needs; Develop plan/programs to address these needs
• Promote resources at local WorkNet and other related organizations in the community
Student Equity Coordinator OGIR
Fall 2015; Ongoing
1.4.3 Research the number of students 35 and older who complete orientation and assessment, but never register for classes and develop strategies/services to close these gaps.
• Conduct analysis and develop strategies/services to close gaps.
• Host focus groups with these students, if possible.
• Identify on the website what online degrees are offered at Merced College
• Complete an analysis of class days and times (i.e. night, weekend, early morning, etc.) to see what is most preferred by students ages 35 and older are taking
Student Equity Coordinator OGIR
Fall 2015
1.4.4 Promote distance education options among students 35 and older and highlight certificate and degree programs that can be completed fully online.
• Develop target advertising campaign to promote online programs.
• Create “I Did It and So Can You” campaigns highlighting success stories of 35 and older students who started and completed a program at Merced College; Ask “looming” questions such as “Why go to college?” and “What will I gain?”
Student Equity Coordinator OGIR Office of Instruction Distance Education Coordinator
Fall 2015; Ongoing
1.4.5 Use the media to promote the college and our services in television, radio, print, text messaging, and the web.
• Record outreach: Radio and TV shows with a CCC Topic and TV commercials
• Use commercials previously developed and begin to advertise on TV; Add info about online degree programs
• Post on MCCD website and social media websites
• Utilize text messaging technology to send targeted texts
• Develop new campus website to host media
Student Equity Coordinator Public Information Office Web Master
Ongoing
Page 63
promoting college and services • Prepare marketing materials connecting jobs
to the certificate and degree programs and distribute them through various media
1.5 Maintain ethnic diversity of student body reflecting the demographics of local feeder high schools and the local service area for the college.
1.5.1 Support and expand outreach activities to students who are underserved.
• Maintain an appropriate outreach services budget
• Provide regular high school visits and outreach activities
• Develop a new campus website to support outreach via multimedia outlets
• Utilize text messaging technology to send targeted texts
Student Equity Coordinator Information Technology Services (ITS) Director of Relations with Schools
Ongoing
1.5.2 Engage in strategic and flexible enrollment and flexible enrollment management to maximize access to entry level and introductory courses.
• Review annual demographic reports, work collaboratively with instruction to offer sufficient first-year courses, add more late-start and short-term classes, etc.
Student Equity Coordinator Office of Instruction
Spring 2016
1.6 Evaluate and identify strategies for the delivery of effective core SSSP (matriculation) services.
1.6.1 Establish an Access Equity Workgroup to identify the barriers of access for underserved students.
• Create the Access Equity Workgroup to meet as a sub-committee/taskforce of the Student Equity Committee
• Identify barriers and develop programs/services to eliminate these barriers through SSSP
Student Equity Coordinator Dean of Student Services Director of Relations with Schools
Spring 2016
1.6.2 Review and improve existing campus-based programs to address under-preparedness of Hispanic and African-American incoming freshmen students in the areas of English and math.
• To assist with access and assessment, implement strategies/programs/services to assist Hispanic and African-American students in these areas.
Student Equity Coordinator Dean of Student Services Director of Relations with Schools
Spring 2016
1.6.3 Meet with high school staff, faculty, and administration to improve existing services and transition from high school to college for special population groups.
• Conduct meetings and focus groups to meet this objective and implement strategies/programs/services to assist with student transitioning from high school.
Student Equity Coordinator Dean of Student Services Director of Relations with Schools
2.1 Increase communication about all support services available to all special population groups.
2.1.1 Provide a full list (bi-lingual as well) each semester of support services to ASMC, student support groups, and clubs, faculty, staff, managers and service desks including EOPS, athletics, study central, library, veterans center in at least two forms print and an online source.
• Collect and assemble information by service topic (housing, food, supplemental transportation)
• Arrange for printing and distribution to direct service desks and general dissemination
• Work with web master to post info • Provide info to students at the onset of
enrollment instead of when they experience difficulties in courses.
Student Equity Coordinator Office of Instruction Information Technology Services (ITS)
Spring 2016; Ongoing
2.1.2 Request each master planning committee to develop a communication plan to provide this resource to students.
• Include a standing item in each master planning committee agenda relevant to services to each targeted group. Report out to EMPC and SEC
Office of the President Academic Senate Master Planning Committee Chairs Student Equity Coordinator
Fall 2016; Ongoing
2.2 Develop a strategic plan to support young men particularly foster youth and minority males.
2.2.1 Develop a process for linking with the community to understand and share services to these populations.
• Link with community groups and organize meeting(s) to share ideas and resources as well as to strengthen support for foster youth and minority males
Student Equity Coordinator Summer 2016; Ongoing
2.2.2 Investigate on campus resources and spaces that allow for camaraderie and community building for foster youth and minority males.
• Work with Facilities coordinator, one male coach, one male counselor, and one male ASMC officer to conduct investigation; Distribute results and implement resources as possible
• Host “Cram Night” study event at the LRC
Student Equity Coordinator Director of Learning Resource Center ASMC Director of Facilities
Summer 2016
2.3 Identify the specific financial requirements for each “gateway” course and find additional resources and services to help students in need.
2.3.1 Require a specific list of items for each course, especially “gateway” courses (internet access, DVDs, readers, calculators, etc.).
• Work with faculty to develop list of items for all “gateway” courses and other courses (as much as possible)
• Solicit information from instructors, area secretaries and Bookstore to identify most needed texts / DVDs
Student Equity Coordinator Office of Instruction Bookstore Manager
Fall 2016; Ongoing
Page 65
2.3.2 Provide special populations groups resources and textbooks for courses, especially “gateway” courses.
• Purchase textbooks and supplies to provide to students through loan programs and/or on reserve in the Learning Resource Center
• Open the Learning Resource Center during the fall and spring terms on the weekends for 4 hours per Saturday to share and access resources
Student Equity Coordinator Office of Instruction Bookstore Manager Director of Learning Resource Center
Fall 2016; Ongoing
2.3.3 Research the impact of high cost textbooks and provide analysis and findings to instruction and work to increase the awareness of the high cost of textbooks in relation to course completion(s).
• Develop and publish a “Top 20” list of the most expensive textbook requirements for classes at Merced College
• Conduct a survey of the percentage of students who do not complete a class because they did not have access to the required textbook(s) and survey the reasons they did not have access to the textbook(s) (i.e. funds, library reserve, etc.).
• Provide resources and/or training opportunities for faculty to learn more about “open texts” or lower cost alternatives.
Student Equity Coordinator Office of Instruction Bookstore Manager OGIR
Fall 2016; Ongoing
2.4 Increase the course completion rates for Hispanic, African-American and multi-ethnic students.
2.4.1 Implement a more robust “early alert” program to assist Hispanic, African-American, and multi-ethnic students.
• Research other colleges’ “early alert” programs and work to implement best practice model for these targeted populations
• Use text messaging as a method to connect and encourage these targeted populations
• Provide professional development for faculty on the importance of building relationships with students and building an early alert strategy for their classes.
Student Equity Coordinator Office of Instruction Registrar/Associate Registrar Information Technology Services (ITS)
Fall 2016; Ongoing
2.4.2 Provide targeted services for Hispanic, African-American, and multi-ethnic students to assist in course completion.
• Host “Cram Night” study event at the Learning Resource Center
• Initiate direct faculty communication (i.e. phone call, email, text message, etc.) when a student misses classes for a period of time to make referrals to tutorial, study central, and/or office visit with faculty.
Student Equity Coordinator Office of Instruction Information Technology Services (ITS) Director of Learning Resource Center
Fall 2016; Ongoing
Page 66
2.5 Increase the course completion rates for students less than 19 years of age.
2.5.1 Implement a more robust “early alert” program to assist students less than 19 years of age.
• Research other colleges’ “early alert” programs and work to implement best practice model for these targeted populations
• Use text messaging as a method to connect and encourage these targeted populations
• Provide professional development for faculty on the importance of building relationships with students and building an early alert strategy for their classes
• Participate in community partnerships
Student Equity Coordinator Office of Instruction Registrar/Associate Registrar Information Technology Services (ITS)
Fall 2016; Ongoing
2.5.2 Provide targeted services for students less than 19 years of age.
• Host “Cram Night” study event at the Learning Resource Center
• Initiate direct faculty communication (i.e. phone call, email, text message, etc.) when a student misses classes for a period of time to make referrals to tutorial, study central, and/or office visit with faculty.
Student Equity Coordinator Office of Instruction Information Technology Services (ITS) Director of Learning Resource Center
Fall 2016; Ongoing
Page 67
ESL & BASIC SKILLS:
ESL and BASIC SKILLS COMPLETION GOALS:
ESL and BASIC SKILLS COMPLETION OBJECTIVES:
ACTIVITIES/EXPECTED OUTCOME(S): PERSON(S) RESPONSIBLE EVALUATION SCHEDULE AND TIMELINE
3.1 Increase the persistence rates for Hispanic students who enroll in Engl-01A and Enlg-85 courses.
3.1.1 Create learning communities similar to PUENTE to target Hispanic students. Embed Supplemental Instruction and Intrusive Counseling.
• Link Engl-01A course with a content course (e.g. Hist-23 – History of Hispanic-Americans in the Southwest U.S.)
• Offer an English 1A cohort class for ESL learners.
Student Equity Coordinator Office of Instruction Director of Student Success Counselors
Fall 2015; Ongoing
3.1.2 Embed counseling into the classroom, Supplemental Instruction, and provide classroom presentations on academic support services.
• Hire and place Engl-01A/Hist-23 SI Leader in the classroom. Counselor attends each class once per week, provides study skills & life skills workshops and intrusive counseling.
Student Equity Coordinator Dean of Student Services Office of Instruction Director of Student Success Counselors
Fall 2015; Ongoing
3.2 Increase the completion rates for African-American students who enroll in Math C.
3.2.1 Promote awareness of all academic support services, including: Tutorial Center, Math Lab, and Supplemental Instruction and Study Central.
• Provide class presentations regarding academic support services in all Math-C classes. Embed SI Leader in transfer-level math courses.
Student Equity Coordinator Office of Instruction Director of Student Success
Fall 2015; Ongoing
3.2.2 Collaborate with student clubs on campus. • Work with ASMC to identify clubs that serve African-American students and develop strategies to build support for the club members
• Work with faculty/staff/managers to develop clubs to support African-American students, as needed.
Student Equity Coordinator Office of Instruction Director of Student Success ASMC
Fall 2015; Ongoing
3.3 Increase the enrollment and persistence rates of ESL students (noncredit and credit).
3.3.1 Investigate alternative course structures such as learning communities and accelerated courses.
• Provide embedded/intrusive counselors and mentors in the classroom
• Provide targeted outreach efforts • Hire tutors
Student Equity Coordinator Office of Instruction Director of Noncredit Dean of Student Services
Fall 2015; Ongoing
3.3.2 Track the progression of ESL students at each of the different levels of the ESL programs (noncredit and credit).
• Work with OGIR to develop tracking tools for each of the different levels of ESL programs (noncredit and credit) each semester.
• Use the data to identify strengths and areas of improvement to assist ESL students in progressing to each level.
• Implement new strategies/services as needed to assist ESL students with
Student Equity Coordinator Office of Instruction Director of Noncredit OGIR PIO
Spring 2016; Ongoing
Page 68
progression.
3.4 Increase the course completion rate of ESL students who enroll in English 1A.
3.4.1 Increase awareness of all academic support services, including: Tutorial Center, Study Central, Math Lab, Supplemental Instruction, Learning Resource Center and Learning Communities.
• Provide SI leaders embedded in English 1A for progressing ESL students
• Provide a class presentation once each semester to educate students on resources available to assist them with course completion/success
Student Equity Coordinator Office of Instruction Director of Noncredit Director of Student Success
Fall 2015; Ongoing
Page 69
DEGREE & CERTIFICATE COMPLETION:
DEGREE and CERTIFICATE COMPLETION GOALS:
DEGREE and CERTIFICATION COMPLETION OBJECTIVES:
ACTIVITIES/EXPECTED OUTCOME(S): PERSON(S) RESPONSIBLE EVALUATION SCHEDULE AND TIMELINE
4.1 Increase the certificate and degree completion rate for African Americans and males by 5% over the next 3 years.
4.1.1 Identify and address the barriers of each special population group to complete certificates and degrees.
• Research using existing data, focus groups, and new surveys to assess and determine barriers for degree and certificate completion
Student Equity Coordinator OGIR
Summer 2015
4.1.2 Institutionalize an early alert system for identifying students that are in danger of dropping courses or quitting programs.
• Hire adjunct counselors to assist in tracking and connecting with African-American and males students who are at risk of failing and/or dropping a course to provide
• Offer embedded remediation, targeted counseling, and study skills classes to increase retention rates
• support, assistance, and guidance
Student Equity Coordinator OGIR Dean of Student Services Director of Student Success
Summer 2015; Ongoing
4.2 Decrease the time required for African Americans and males students to complete certificates to 1 year, and degrees to 3 years over the next 3 years.
4.2.1 Create clear pathways for all entry-level degrees and certificates with targeted counseling.
• Pilot, at a minimum, 2 adjunct career counselors
in one semester (ex. Math 80/Math 81) to reduce the time spent on math goals for a program.
Student Equity Coordinator Dean of Student Services Career/Transfer Center Office of Instruction
Fall 2015; Ongoing
4.2.2 Simplify decision making for students with prescribed course sequences, and/or designing schedules that encourage cohort enrollment.
• Develop creative scheduling within a program and between departments that encourage cohort enrollment
• Provide paired math/English courses to encourage/facilitate cohort relationships for students
Student Equity Coordinator Dean of Student Services Career/Transfer Center Office of Instruction
Summer 2016; Ongoing
4.3 Place 5% of African Americans and male students into internship/jobs in the next 3 years to connect them with career experience related to the certificate and/or degree.
4.3.1 Develop relationships with employers to develop internship positions in the community.
• Hire job developer in the Job Services Office to assist with building relationships with employers and building internship sites
Student Equity Coordinator Office of Student Services Dean of Student Services Career/Transfer Center
Summer 2016; Ongoing
4.3.2 Place students into internship positions to increase motivation and desire to complete certificate and/or degrees related to employment opportunities.
• Work directly with local business and industry to develop internship programs and place students in internships on a semester basis.
Student Equity Coordinator Career/Transfer Center Job Developer
Summer 2016; Ongoing
TRANSFER:
Page 70
TRANSFER GOALS: TRANSFER OBJECTIVES: TRANSFER ACTIVITIES: PERSON(S) RESPONSIBLE EVALUATION SCHEDULE AND TIMELINE
5.1 Increase the transfer attainment rate to 4-year institutions for Hispanic students.
5.1.1 Use research data to identify possible barriers and strategies to increase the transfer rate of Hispanic students.
• Conduct student survey and/or focus group to obtain insight into barriers.
Student Equity Coordinator OGIR Career/Transfer Center
Summer 2016; Ongoing
5.1.2 Implement interventions to increase the transfer rate of Hispanic students.
• Hire an adjunct transfer counselor to increase the number of hours available to potential transfer students; Goal to hire a F/T transfer counselor within the next 3 years.
• Provide adjunct transfer counseling during the summer sessions.
• Create online tutorial that demonstrates to students how to interpret the catalog and to complete proper course planning to meet transfer goals
• Work with academic senate, individual academic areas, and student services to develop strategies to increase the transfer rate for target population.
Student Equity Coordinator Office of Student Services Dean of Student Services Career/Transfer Center
Summer 2016; Ongoing
5.1.3 Create an environment and/or program that provide students with the tools, knowledge and awareness for transfer.
• Provide additional resources to scale the Puente program and related services, including transportation to 4-year institutions, additional cohorts, and outreach materials.
Student Equity Coordinator Office of Student Services Dean of Student Services Career/Transfer Center Puente Coordinators
Fall 2015; Ongoing
5.1.4 Increase student knowledge and awareness of tools to assist them with mapping and completing their educational plan as well as to provide them with financial aid guidance and planning.
• Develop a new campus website with a new transfer site.
• Partner with UC Merced and CSU Stanislaus to bring transfer counselors onsite as well as financial aid advisors.
• Network with successful Merced College alumni who have transferred to share their path and/or serve as mentors.
Student Equity Coordinator Office of Student Services Dean of Student Services Career/Transfer Center Information Technology Services (ITS) Web Master
6.1 Increase the course completion rates for Hispanic, African American and multi –ethnic students.
6.1.1 Implement a more robust “early alert” program to assist Hispanic, African-American, and multi-ethnic students.
• Research other colleges’ “early alert” programs and work to implement best practice model for these targeted populations
• Use individual and group text messaging as a method to connect and encourage these targeted populations
• Provide professional development for faculty on the importance of building relationships with students and building an early alert strategy for their classes increasing awareness of staff resources.
Student Equity Coordinator Dean of Los Banos Registrar/Associate Registrar Information Technology Services (ITS)
Fall 2016; Ongoing
6.1.2 Provide targeted services for Hispanic, African-American, and multi-ethnic students to assist in course completion.
• Host “Cram Night” study event at the Los Banos Campus • Initiate direct faculty communication (i.e. phone call, email,
text message, etc.) when a student misses classes for a period of time to make referrals to tutorial, study central, and/or office visit with faculty.
• Take a look at peak times of LB Tutorial as it meets the needs of this student population and increase the total number of hours available for tutoring services.
• Conduct Los Banos Campus student focus groups to identify barriers/obstacles and develop/implement strategies/programs for improvement
• Improve the tutoring services at the Los Banos Campus by including faculty in the tutorial center
Student Equity Coordinator Dean of Los Banos Information Technology Services (ITS) Director of Learning Resource Center Director of Student Success
Fall 2016; Ongoing
6.2 Increase the course completion rates for students less than 19 years of age.
6.2.1 Implement a more robust “early alert” program to assist students less than 19 years of age.
• Research other colleges’ “early alert” programs and work to implement best practice model for target populations
• Use individual and group text messaging as a method to connect and encourage these targeted populations
• Provide professional development for faculty on the importance of building relationships with students and building an early alert strategy for their classes.
Student Equity Coordinator Dean of Los Banos Registrar/Associate Registrar Information Technology Services (ITS)
Fall 2016; Ongoing
6.2.2 Provide targeted services for students less than 19 years of age.
• Host “Cram Night” study event at the Los Banos Campus • Initiate direct faculty communication (i.e. phone call,
email, individual and group text messaging, etc.) when a student misses classes for a period of time to make referrals to tutorial, study central, and/or office visit with faculty
• Increase staffing to provide more hours for the math and tutorial lab during peak times for target populations
• Investigate creating a study central where math labs and other tutoring services are all in one place
Student Equity Coordinator Dean of Los Banos Information Technology Services (ITS) Director of Learning Resource Center
Fall 2016; Ongoing
Page 72
ESL and BASIC SKILLS COMPLETION GOALS:
ESL and BASIC SKILLS COMPLETION OBJECTIVES:
ACTIVITIES/EXPECTED OUTCOME(S): PERSON(S) RESPONSIBLE EVALUATION SCHEDULE AND TIMELINE
6.1 Increase the persistence rates for Hispanic, white non-Hispanic, ages 20 – 24, and ages 35 and older students who enroll in Engl-01A courses.
6.1.1 Create learning communities similar to PUENTE and other programs/services for target students.
• Link Engl-01A course with a content course (e.g. where possible, applicable to the target groups)
• Offer an English 1A cohort class for ESL learners • Pilot learning communities for target students
Student Equity Coordinator Dean of Los Banos Director of Student Success
Fall 2015; Ongoing
6.1.2 Embed counseling into the classroom, Supplemental Instruction, and provide classroom presentations on academic support services.
• Hire and place Engl-01A/Hist-23 SI Leader in the classroom. Counselor attends each class once per week, provides study skills & life skills workshops and intrusive counseling.
• Embed Supplemental Instruction and Intrusive Counseling.
Student Equity Coordinator Dean of Student Services Dean of Los Banos Campus Director of Student Success
Fall 2015; Ongoing
6.2 Increase the completion rates for Hispanic and white non-Hispanic students who enroll in Math C.
6.2.1 Promote awareness of all academic support services at Los Banos, including: Tutorial Center, Math Lab, and Supplemental Instruction and Study Central.
• Provide class presentations regarding academic support services in all Math-C classes.
• Embed SI Leader in transfer-level math courses.
Student Equity Coordinator Dean of Los Banos Campus Director of Student Success
Fall 2015; Ongoing
6.2.2 Collaborate with student clubs and other groups on campus to encourage peer tutoring, mentoring, and other activities to increase completion rates for the target populations.
• Work with ASMC to identify clubs that serve Hispanic and white non-Hispanic students and develop strategies to build support for the club members
• Work with faculty/staff/managers to develop clubs to support Hispanic and white non-Hispanic students, as needed.
Student Equity Coordinator Dean of Los Banos Campus Director of Student Success ASMC
Fall 2015; Ongoing
DEGREE and CERTIFICATE COMPLETION GOALS:
DEGREE and CERTIFICATION COMPLETION OBJECTIVES:
ACTIVITIES/EXPECTED OUTCOME(S): PERSON(S) RESPONSIBLE EVALUATION SCHEDULE AND TIMELINE
6.1 Increase the certificate and degree completion rate for African Americans, Hispanics and Asians by 5% over the next 3 years.
6.1.1 Identify and address the barriers of each special populations group to complete certifications and degrees.
• Research using existing data, focus groups, and new surveys to assess and determine barriers for degree and certificate completion and encourage the completion of goals by making students aware of career options and further educational opportunities.
Student Equity Coordinator Dean of Los Banos Campus OGIR
Summer 2015
6.1.2 Institutionalize an early alert system for identifying students that are in danger of dropping courses or quitting programs or modifying their education plan on file.
• Offer embedded remediation, Targeted Counseling, and study skills classes and awareness of existing resources.
• Hire adjunct counselors to assist in tracking and connecting with African Americans, Hispanics and Asians students who are at risk of failing and/or dropping a course to provide support, assistance, and guidance
Student Equity Coordinator OGIR Dean of Los Banos Campus Dean of Student Services Director of Student Success
Evaluation Schedule and Process The Student Equity Program will participate in the annual and comprehensive Program Review Process at Merced College. The following summarizes the Program Review integration model for Merced College:
The evaluation schedule is embedded in the goals, objectives, and expected outcomes section of this plan. The Student Equity Coordinator and the Office of Grants & Institutional Research (OGIR) will assist in the comprehensive evaluation of this plan.
Page 76
MERCED COLLEGE Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE
MERCED COMMUNITY COLLEGE DISTRICT AT THE DECEMBER 2, 2014 MEETING OF THE BOARD
Item: 2015-2016 Budget Development Calendar Presented by: Joanne Schultz For: Information Action X Background Information One of the most significant responsibilities of a community college district is the preparation and presentation of the annual budget.
The timelines and requirements for publication and availability of a community college district’s budget are specifically outlined in the California Code of Regulations Title V 58302. These requirements include the approval of a Budget Development Calendar, adoption of the District’s Tentative Budget on or before July 1 and subsequent adoption of a Final Budget prior to September 15. In addition, a public hearing must be held prior to the adoption of the final budget with appropriate publication in a local newspaper making the proposed budget available for public inspection.
The process of developing a Merced Community College District Budget is an ongoing function and must be addressed by the Board and administration throughout the academic year. In order to effectively develop a fiscal document that reflects the goals and objectives of the District, the budget process must include a well-defined Budget Calendar.
After conferring with the Merced College Budget Committee, the attached Budget Development Calendar for preparation of the 2015-2016 budgets is hereby submitted for approval. Included in this calendar are not only the budget development steps, but also the significant planning milestones related to the master planning process. Recommendation/Requested Action It is recommended that the Board of Trustees accept the 2015-2017 Merced College Budget Development Calendar. Attachments Proposed 2014-2015 Merced College Budget Development Calendar.
Page 77
Preliminary Budget O
CTO
BER
2015
Budget Committee Reviews: • 2015-16 Draft Budget Development Calendar. • Resource Allocation list for prior fiscal year. • Augmentation requests detail.
NO
VEM
BER
2015
Budget Committee Reviews: • 2015-16 Final Budget Development Calendar. • First Quarter Financial report 311Q. • Life Cycle funding review. • Capital funding review. • Review Annual 311.
DECE
MBE
R 20
15
• 2015-16 Budget Development Calendar presented to Board of Trustees. • First Quarter Financial Report 311Q presented to Board of Trustees. • Vice President’s meet to begin the process to merge and rank 2015-16 Resource Allocation lists
from all Master Planning committees and begin dialogue for planned expenditures. • Academic Senate completes faculty highering prioritization process.
JAN
UAR
Y 20
16
• Board of Trustees presented Auditor’s Report for fiscal year ending June 30, 2014. • Governor releases 2015-16 State budget proposal. • Representatives from constituent groups are invited to attend the Governor’s State Budget
Workshop. • Budget Committee reviews Governor’s 2015-16 State budget proposal. • Budget Committee receives Auditor’s Report for fiscal year ending June 30, 2014. • Vice President Administrative Services and Director Business & Fiscal Services present training
activity or forum.
FEBR
UAR
Y
2016
• Board of Trustees presented Governor’s 2015-16 proposed budget. • Budget Committee reports Governor’s 2015-16 State budget proposal to Educational Master
Planning Committee (EMPC). • Position Control Sheets, Budget Worksheets, and instructions distributed to Budget Managers.
(Business Services). • Vice Presidents transmit position control corrections/adjustments to Business Services. • Budget Committee reviews Second Quarter Financial Report 311Q. • Develop the 2015-16 revenue and expenditure assumptions and projections based on the
Governor’s January budget.
MAR
CH
2016
• Board of Trustees presented Second Quarter Financial Report 311Q. • Staffing augmentation requests turned into Human Resources. • Vice President Administrative Services and Director Business & Fiscal Services meet with vice
presidents and budget managers to review restricted and unrestricted funds. Review will consist of changes for program review, adjustments for fixed costs, staffing and ideas for cost savings.
• Vice Presidents forward preliminary budget worksheets to Business Services. • President’s Cabinet receives 2015-16 Preliminary General Fund Budget assumptions and
scenarios. • Budget Committee receives presentation of 2015-16 Preliminary General Fund Budget
assumptions and scenarios.
Page 78
APRI
L 20
16 • Board of Trustees presented Preliminary General Fund Budget assumptions and scenarios
2015-16.
Tentative Budget
APRI
L 20
16
• Budget Committee receives training plus budget updates. • Planned expenditures determined by President’s Cabinet. • Second round Position Control Sheets, Budget Worksheets, and instructions distributed to
Budget Managers. (Business Services). • Vice Presidents transmit position control corrections/adjustments to Business Services for data
• Governor’s May Revise released. • Vice Presidents transmit tentative budget worksheet changes and corrections to Business
Services. • President’s Cabinet receives 2015-16 Tentative Budget. • Budget Committee Review Third Quarter Financial Report 311Q. • Budget Committee reviews 2015-16 Tentative Budget based on May Revise. • EMPC receives 2015-16 Tentative Budget based on May Revise as informational item.
JUN
E 20
16 • Board of Trustees presented 2015-16 Tentative Budget.
• Board of Trustees presented Third Quarter Financial Report 311Q. • Legislature passes the budget.
Final Budget
JULY
2
016
• Vice Presidents transmit position control corrections/adjustments and final budget worksheets to Business Services.
• President’s Cabinet receives 2015-16 Budget. • Budget augmentation requests are sent to Fiscal Services.
AUG
UST
201
6
• Budget Committee, holds special budget committee meeting and invite members of EMPC: Review of 2015-16 Final Budget to include assumptions, resource allocation, planned expenditures and approved augmentations.
• EMPC receives 2015-16 Final Budget. • Budget committee is presented Fourth Quarter Financial Report 311Q.
SEPT
EBM
ER
2016
• Board of Trustees presented 2015-16 Final Budget at public hearing and workshop. • Board of Trustees presented GANN Appropriations Limit. • Board of Trustees presented Fourth Quarter Financial Report 311Q. • Budget Committee review responsibilities of Integrated Planning, Program Review and Shared
Governance Handbook.
Page 79
Merced Community College District Resolution of Appreciation
Honoring Chris Pedretti
WHEREAS, Chris Pedretti has completed 30 years of service in the Merced Community College District;
WHEREAS, Chris Pedretti has devoted his career to the advancement of education;
WHEREAS, Chris Pedretti has promoted high standards and quality education; and
WHEREAS, Chris Pedretti has been a dedicated and loyal member of the college faculty; now, therefore be it
RESOLVED that the Board of Trustees of the Merced Community College District hereby expresses its deep appreciation and gratitude for 30 years of dedicated service and professional contributions to the college community.
PASSED AND ADOPTED this 2nd day of December, 2014 by a
unanimous vote of the Board.
Signed Dennis Jordan President, Board of Trustees
Signed
Ronald C. Taylor, Ph.D. Superintendent/President
Page 80
MERCED COLLEGE Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE
MERCED COMMUNITY COLLEGE DISTRICT AT THE December 2, 2014 MEETING OF THE BOARD
Item: Second Reading - Board Policies Presented by: Ron Taylor For Information X For Action Background Information These policies have been vetted throughout the various constituents on campus and their feedback has been incorporated. The College Council has reviewed them and forwards them to the Board. These policies came before the Board for a first reading at the November 18, 2014, meeting. Recommendation/Requested Action It is recommended the Board approve the proposed policies. Attachment BP 2350 – Speakers BP 3515 – Reporting of Crimes BP 3518 – Child Abuse Reporting BP 3520 – Local Law Enforcement BP 3540 – Sexual and Other Assaults on Campus BP 3810 – Claims Against the District BP 6750 – Parking
Page 81
BOARD POLICY 2350 SPEAKERS
Persons may speak to the Board of Trustees at any regularly scheduled meeting of the Board and may address the Board regarding any items on the agenda as such items are heard by the Board. Persons wishing to speak to the Board on matters not on the agenda shall do so at the time designated on the agenda for public comment. In either instance, five minutes will be allotted to each speaker with a maximum of twenty minutes on each subject, unless extended by the Board President a majority vote of the Board members present. No member of the public may speak without being recognized by the President of the Board. Adopted 1/7/03
The Vice President for Administrative Services Superintendent/President shall assure that, as required by law, reports are prepared of all occurrences reported to campus police of and arrests for crimes committed on campus that involve violence, hate violence, theft or destruction of property, illegal drugs, or alcohol intoxication. The Vice President for Administrative Services Superintendent/President shall further assure that required reports of non-criminal acts of hate violence are prepared. Such reports shall be made available as required by law. See Administrative Procedure 3515 Adopted 1/18/05
Page 83
ADMINISTRATIVE PROCEDURE 3515 - Reporting of Crimes Reference:
Penal Code Section 245; Education Code Section 212; 87014; Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act of 1998; 20 U.S.C. §1232g; 34 C.F.R. 668.46; 34 C.F.R. 99.31(a) (13).(14) Campus Security Act of 1990
Members of Merced Community College who are witnesses or victims of a crime should immediately report the crime to the Merced College Police Department. In the event an employee is assaulted, attacked, or menaced by a student, the employee shall notify his or her supervisor as soon as practical after the incident. The supervisor of any employee who is attacked, assaulted or menaced shall assist the employee to promptly report the attack or assault to the Merced College Police Department. The supervisor himself or herself shall make the report if the employee is unable or unwilling to do so. Reporting a complaint to local law enforcement will not relieve the District of its obligation to investigate all complaints of harassment. The District will instruct members of the District Police Department to notify students and employees complaining of sexual violence of their right to file a sex discrimination complaint with the District in addition to filing a criminal complaint, and to report incidents of sexual violence to Campus Police if the complainant consents. . The District shall publish warnings to the campus community about crimes that are considered to represent a continuing threat to other students and employees in a manner that is timely and will aid in the prevention of similar crimes. The information shall be disseminated by the Campus Police Department in a manner that aids the prevention of similar crimes. The District shall publish warnings to the campus community about the following crimes:
• Criminal homicide – murder and non-negligent manslaughter; • Criminal homicide – negligent manslaughter; • Sex offenses – forcible and non-forcible sex offenses; • Domestic violence, dating violence, and stalking; • Robbery; • Aggravated assault; • Burglary; • Motor vehicle theft;
Page 84
• Arson; • Arrests for liquor law violations, drug law violations, and illegal weapons
possession; • Persons who were not arrested for liquor law violations, drug law
violations, and illegal weapons possession, but who were referred for campus disciplinary action for same;
• Crimes that manifest evidence that the victim was intentionally selected because of the victim’s actual or perceived race, gender, religion, sexual orientation, ethnicity, or disability and involve larceny-theft, simple assault, intimidation, destruction/damage/vandalism of property, or any other crime involving bodily injury;
• Those reported to Campus Police Department; and • Those that are considered to represent a continuing threat to other
students and employees. In the event that a situation arises, either on or off campus, that, in the judgment of the VP of Administrative Services or designated officer, constitutes an ongoing or continuing threat, a campus wide “timely warning” will be issued. The warning will be issued through the college e-mail system and/or other emergency broadcast systems to student, faculty, staff and the campus’ student newspaper. The information shall be disseminated by the VP of Administrative Services in a manner that aids the prevention of similar crimes. Depending on the particular circumstances of the crime, especially in all situations that could pose an immediate threat to the community and individuals, the VP of Administrative Services may also post a notice on the campus-wide electronic bulletin board on the web site at: www.mccd.edu, providing the community with more immediate notification. The electronic bulletin board is immediately accessible via computer by all faculty, staff and students. Anyone with information warranting a timely warning should report the circumstances to the Campus Police by phone or in person at the Campus Police Department. The District shall not be required to provide a timely warning with respect to crimes reported to a pastoral or professional counselor. If there is an immediate threat to the health or safety of students or employees occurring on campus, the District shall follow its emergency notification procedures. The District shall annually collect and distribute statistics concerns crimes on campus. All college staff with significant responsibility for student and campus activities shall report crimes about which they receive information.
The District shall publish an Annual Security Report every year by October 1 that contains statistics regarding crimes committed on campus and at affiliated locations for the previous three years. The Annual Security Report shall also include policies pertaining to campus security, alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, victims’ assistance program, student discipline, campus resources and other matters. The District shall make the report available to all current students and employees. The District will also provide perspective students and employees with a copy of the Annual Security Report upon request. A copy of the Annual Security Report can be obtained by contacting the Merced Campus Police Department, 3600 M Street, Merced, CA 95348, or at the website address published in the Merced College Catalog. To Report a Crime: Contact Merced Campus Police Department, Los Banos Campus Police Department or dial 9-1-1. Any suspicious activity or person seen in the parking lots or loitering around vehicles or inside buildings should be reported to the police department. In addition you may report a crime to the following areas:
• Vice President of Student Services • Dean of Counseling • Student Health Nurse • Director of Human Resources
If you are the victim of a crime and do not want to pursue action within the District’s System or the criminal justice system, you may still want to consider making a confidential report. With your permission, the Campus Police Department can file a report on the details of the incident without revealing your identity. The purpose of a confidential report is to comply with your wish to keep the matter confidential, while taking steps to ensure the future safety of yourself and others. With such information, the District can keep an accurate record of the number of incidents involving students, determine where there is a pattern of crime with regard to a particular location, method, or assailant, and alert the campus community to potential danger. Reports filed in this manner are counted and disclosed in the annual crimes statistics for the institution. The Campus Police Department encourage anyone who is a victim or witness to any crime to promptly report the incident to the police. Because police reports are public records under state law, the Campus Police Department cannot hold reports of crime in confidence. Confidential reports for purposes of inclusion in the annual disclosure of crime statistics can generally be made to other campus security authorities as identified below.
Page 86
The District may disclose the final results of a disciplinary proceeding to a victim of an alleged perpetrator of a crime of violence or a non-forcible sex offense, regardless of the outcome. The District may also disclose to anyone, the final results of a disciplinary proceeding in which it concludes that a student violated school policy with respect to a crime of violence or non-forcible sex offense. The offenses that apply to this permissible disclosure are:
• Arson; • Assault offenses; • Burglary; • Criminal homicide – manslaughter by negligence; • Criminal homicide – murder and non-negligent manslaughter; • Destruction, damage, or vandalism of property; • Kidnapping or abduction; • Robbery; • Forcible sex offenses.
The disclosure may only include the final result of the disciplinary proceeding with respect to the alleged criminal offense. The District shall not disclose the name of any other student, including a victim or witness, unless the victim or witness has waived his or her right to confidentiality. Adopted 1/18/05
Page 87
BOARD POLICY 3518 CHILD ABUSE REPORTING Reference: Penal Code Sections 261, 264.1, 273a, 273d, 285, 286, 288, 288a, 289, 647a, and 11164-11174.3; Welfare and Institutions Code Sections 300, 318, and 601; Family Code Sections 7802, 7807, 7808, 7820-7829, 7890, and 7892
The Vice President for Administrative ServicesSuperintendent/President shall establish procedures related to the responsibility of employees, within the scope of employment or in their professional capacity, to report suspected abuse and neglect of children. See Administrative Procedure 3518 Adopted 1/18/05
Penal Code Section 261, 264.1, 273a, 273d, 285, 286, 288, 288a, 289, 647a, and 11164-11174.3; Welfare and Institutions Code Sections 300, 318, and 601; Family Code Sections 7802, 7807, 7808, 7820-7829, 7890, and 7892
The Merced Community College District recognizes the responsibility of its staff to report to the appropriate agency when there is a reasonable suspicion that an abuse or neglect of a child may have occurred. Mandated reporters include faculty, educational administrators and classified staff. Child Abuse is defined as physical abuse, neglect, sexual abuse and/or emotional maltreatment. This procedure addresses the sexual assault, sexual exploitation, and/or sexual abuse of a child; the willful cruelty or unjustifiable punishment of a child; incidents of corporal punishment or injury against a child; abuse in out-of-home care; and the severe and/or general neglect of a child (definitions contained in Penal Code Section 11165). “Reasonable suspicion” occurs when “it is objectively reasonable for a person to entertain such a suspicion, based upon facts that could cause a reasonable person in a like position drawing when appropriate on his or her training and experience, to suspect child abuse” (Penal code Section 11166(a)). A Child protective agency is a police or sheriff’s department, county probation department, or a county welfare department. School district police or security departments are not child protective agencies (Penal Code Section 11165.9). Any person not mandated by law to report suspected child abuse has immunity unless the report is proven to be false and the person reporting knows it is false, or the report is made with reckless disregard of the truth or falsity of the incident. Reporting is an individual responsibility. An employee making a report cannot be required to disclose his or her identity to the employer (Penal Code Section 1116[f]). However, a person who fails to make a required report is guilty of a misdemeanor punishable by up to six (6) months in jail and/or up to a $1,000 fine (Penal Code Section 11172(e)). Mandated reporters must report immediately any reasonable suspicion of child abuse to a local child protective agency and follow up with a written report within 36 hours: Merced City Police Department or Merced County Sheriff’s Department. Child abuse reporting forms are available at the Merced College Police Department. No mandated reporter who reports a known or suspected instance of child abuse shall be civilly or criminally liable for any report required or authorized by the Penal Code.
Page 89
Any person other than a child care custodian reporting a known or suspected instance of child abuse shall not incur any liability as a result of making any report of child abuse, unless it can be proven that a false report was made and the person knew that the report was false. (Penal Code Section 11172(a)). If a school official releases a minor pupil to a peace officer for the purpose of removing the minor from the campus, the district official shall take immediate steps to notify the parent or guardian regarding the release of the minor to the officer, and regarding the place to which the minor is reportedly being taken (Education Code Section 87044), except when a minor has been taken into custody as a victim of suspected child abuse, as defined in Section 11165 of the Penal Code or pursuant to Section 305 of the Welfare and Institutions Code. In those cases, the official shall provide the peace officer with the address and telephone number of the minor’s parent or guardian. Non-accidental physical injury is considered to be a health and safety emergency, and parental consent is not required for release of student information under the Family Education Rights and Privacy Act, or the California Student Records Act (Ed Code Section 76200 et seq.). Information relevant to the incident of child abuse may be given to an investigator from a child protective agency who is investigating the known or suspected cause of child abuse (Penal Code Section 11167b). The District shall provide a mandated reporter with a statement informing the employee that he/she is a mandated reporter and inform the employee of his/her reporting obligations under Penal Code Section 11166 and his/her confidentiality rights under subdivision (d) of Penal Code Section 11167. The District shall provide a copy of Penal Code Sections 11165.7, 11166, and 11167 to the employee. Prior to commencing his/her employment and as a prerequisite to that employment, employee shall sign and return the statement to the District. The signed statements shall be retained by the District (Penal Code Section 11166.5) The District will distribute this procedure to all employees. Adopted 1/18/05
Page 90
BOARD POLICY 3520 LOCAL LAW ENFORCEMENT Reference: Education Code Section 67381 34 Code of Federal Regulations Section 668.46(b)(4)
Each campus or center of the Merced Community College District shall enter into a written agreement with local law enforcement agencies. The agreement shall clarify operational responsibilities for investigations of Part I violent crimes, defined by law as willful homicide, forcible rape, robbery, and aggravated assault, occurring at each location. The written agreement shall designate which law enforcement agency shall have operational responsibility for violent crimes and delineate the specific geographical boundaries of each agency’s operational responsibility, including maps as necessary. The written agreements required by this policy shall be public records and shall be made available for inspection by members of the public upon request. The Merced Community College District encourages accurate and prompt reporting of all crimes to the campus police and/or the appropriate police agencies. The Superintendent/President shall establish procedures that encourage pastoral counselors and professional counselors, if and when they deem it appropriate, to inform the persons they are counseling of any procedures to report crimes on a voluntary, confidential basis for inclusion in the annual disclosure of crime statistics. See Administrative Procedure 3520 Adopted 1/18/05
Page 91
ADMINISTRATIVE PROCEDURE 3520 - Local Law Enforcement Reference: Education Code Section 67381 34 Code of Federal Regulations Part 668-46(b)(4) Merced College Campus and the Los Banos Campus have a written agreement with local law enforcement agencies. The agreement clarifies operational responsibilities for investigations of Part I violent crimes, defined by law as willful homicide, forcible rape, robbery, and aggravated assault, occurring at each location. The written agreement designates which law enforcement agency has operational responsibility for violent crimes and delineates the specific geographical boundaries of each agency’s operational responsibility, including maps as necessary. The written agreements required by the Board policy are public records and are made available for inspection by members of the public upon request to Merced College Police Department. The Merced Community College District Police Department maintains a close working relationship with the Merced County Sheriff’s Department. The District Police Department occasionally works with other law enforcement agencies, including Merced City Police Department. Meetings may be held between the leaders of these agencies on both a formal and informal basis. The District Police Department, Merced County Sheriff’s Department and Merced City Police Department communicate regularly on the scene of incidents that occur in and around the campus area. When incidents arise that require joint investigative efforts, resources, crime related reports and exchanges of information, the District Police Department will work closely with Merced County Sheriff’s and Merced City Police Department. There is a written memorandum of understanding between the District Police Department and Merced County Sheriff’s Department. In response to a call, the Campus Police Department will take the required action, dispatching an officer or asking the victim to file an incident report. All incident reports received by the Campus Police Department are forwarded to the Vice President of Student Services for review and potential action. The Campus Police Department may investigate a report when it is deemed appropriate. Crimes should be reported to the District Police Department to ensure inclusions in the annual crime statistics and to aid in providing timely warning notices to the community, when appropriate.
Page 92
Community members, students, faculty, staff, and guests are encouraged to report all crimes and public safety related incidents to the District Police Department in a timely manner. To report a crime or an emergency on the Merced Campus or Business Resource Center, call the District Police Department. To report a crime or emergency on the Los Banos Campus, call the Los Banos Police Officer. The District Police have complete police authority to apprehend and arrest anyone involved in illegal acts on-campus and areas immediately adjacent to the campus. If minor offenses involving District rules and regulations are committed by a student, the campus police may also refer the individual to the Vice President of Student Services. Major offenses such as rape, murder, aggravated assault, robbery, and auto theft are reported to the local law enforcement and the District Police Department and local law enforcement work together to solve these serious felony crimes. District Police personnel work closely with local, state, and federal police agencies. The District Police Department is also a part of the local 911 Emergency System. Through coordination with local law enforcement agencies, any criminal activity engaged in by students at off-campus locations of student organization, is monitored and recorded. This information is provided to the Vice President of Student Services for any action or follow-up that may be required. Security officers have the authority to ask persons for identification and to determine whether individuals have lawful business at the District. Safety and Security officers do not possess arrest power. Criminal incidents are referred to the local law enforcement officers who have jurisdiction on the campus. The District maintains a highly professional working relationship with the Merced County Sheriff Department. All crime victims and witnesses are strongly encouraged to immediately report the crime to campus Security Services Office and the appropriate police agency. Prompt reporting will assure timely warning notices on-campus and timely disclosure of crime statistics. Campus “Pastoral Counselors” and Campus “Professional Counselors,” when acting as such, are not considered to be campus security officers and are not required to report crimes for inclusion in the annual disclosure of crime statistics. As a matter of policy, they are encouraged, if and when they deem it appropriate, to inform persons being counseled of the procedures to report crimes on a voluntary basis for inclusion into the annual crime statistics. A Pastoral Counselor is a person who is associated with a religious order or denomination, recognized by that religious order or denomination as someone who provides confidential counseling and who is functioning within the scope of that recognition as a pastoral counselor.
Page 93
A Professional Counselor is an employee of a District whose official responsibilities include providing psychological counseling to members of the District’s community and who is functioning within the scope of his or her license or certification. All reports will be investigated. The District does not have procedures for voluntary, confidential reporting of crime statistics. Violations of the law will be referred to law enforcement agencies and when appropriate, to the District’s Disciplinary Committee for review. When a potentially dangerous threat to the District’s community arises, timely reports or warnings will be issued through e-mail announcements, the posting of flyers at local campuses, in-class announcements, or other appropriate means. Adopted 1/18/05
Page 94
BOARD POLICY 3540 SEXUAL AND OTHER ASSAULTS ON CAMPUS Reference: Education Code Section 67382 and 67385; 20 U.S. Code Section 1092(f);
34 Code of Federal Regulations Section 668.46(b)(11) Any sexual assault or physical abuse, including, but not limited to rape as defined by California law, whether committed by an employee, student, or member of the public, that occurs on District property, is a violation of District policies and procedures, and is subject to all applicable punishment, including criminal procedures and employee or student discipline procedures. Students, faculty, and staff who may be victims of sexual and other assaults shall be treated with dignity and provided comprehensive assistance. The Superintendent/President or designee, shall establish administrative procedures that ensure that students, faculty, and staff who are victims of sexual and other assaults receive appropriate information and treatment, and that education information about preventing sexual violence is provided and publicized as required by law. The procedures shall meet the criteria contained in Education Code Sections 67385 and 67385.7 and 34 Code of Federal regulations Section 668.46.shall include the assurances that:
• All victims of sexual assault on District property shall be provided with information regarding options and assistance available to them.
• All alleged victims of sexual assault shall be provided with the following, upon
request:
o A copy of this Board Policy containing the District's policy regarding sexual assault;
o A list of personnel on campus who should be notified of the assault, and procedures for such notification, if the alleged victim consents;
o A description of available services, and the persons on campus available to provide those services, including but not limited to transportation to a hospital, counseling by District staff or referral to a counseling center, notice to the police, if desired, and a list of other available campus resources or appropriate off campus resources;
Page 95
o A description of available procedures, including criminal prosecution, civil prosecution (i.e., lawsuit), District disciplinary procedures, and modification of class schedules and tutoring, if necessary; and
o Information regarding any ongoing investigation, including the status of any student or employee disciplinary proceedings or appeal.
The District shall maintain the identity of any alleged victim of sexual assault on District property in confidence unless the alleged victim specifically waives that right to confidentiality. The District shall maintain the identity of any alleged assailant who is a student or an employee in confidence unless the alleged assailant waives that right to confidentiality. See Administrative Procedure 3540 Adopted 1/18/05
Page 96
ADMINISTRATIVE PROCEDURE 3540 - Sexual Assaults on Campus Reference:
Education Code Section 67385; Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act; 20 U.S. Code Section 1092(f); 34 Code of Federal Regulations Section 668.46(b)(11)
Any sexual assault or physical abuse, including, but not limited to, rape, as defined by California law, whether committed by an employee, student, or member of the public, occurring on District property, in connection with all the academic, educational, extracurricular, athletic, and other programs of the District, whether those programs take place in the District’s facilities or at another location, or on an off-campus site or facility maintained by the District, or on grounds or facilities maintained by a student organization, is a violation of District policies and regulations, and is subject to all applicable punishment, including criminal procedures and employee or student discipline procedures. (See also, Administrative Procedure 5500, Standards of Student Conduct.) “Sexual assault” includes but is not limited to, rape, forced sodomy, forced oral copulation, rape by a foreign object, sexual battery, or threat of sexual assault. “Dating violence” means violence committed by a person who is or has been in a social relationship of a romantic or intimate nature with the victim. The existence of a romantic or intimate relationship will be determined based on the lenth of the relationship, the type of relationship and the frequency of interaction between the persons involved in the relationship. “Domestic violence” includes felony or misdemeanor crimes of violence committed by:
• a current or former spouse of the victim; • by a person with whom the victim shares a child in common; • by a person who is cohabitating with or has cohabitated with the
victim as a spouse; • by a person similarly situated to a spouse of the victim under
California Law; or • by any other person against an adult or youth victim who is
protected from that person’s acts under California law.
Page 97
“Stalking” means engaging in a course of conduct directed at a specific person that would cause a reasonable person to fear for his or her safety or the safety of others, or to suffer substantial emotional distress. These written procedures and protocols are designed to ensure victims of domestic violence, dating violence, sexual assault, or stalking receive treatment and information. (For physical assaults/violence, see also AP 3500, 3510, and 3515) All students, faculty members or staff members who allege they are the victims of a sexual assault on District property shall be provided with information regarding options and assistance available to them. Information shall be available from the Merced College Campus Police Department, which shall maintain the identity and other information about alleged sexual assault victims as confidential unless and until the Vice President of Administrative Services or designee is authorized to release such information. The Merced College law enforcement managerDirector of Law Enforcement shall provide all alleged victims of domestic violence, dating violence, sexual assault or stalking with the following, upon request:
• A copy of the District's policy and procedure regarding sexual assault;
• A list of personnel on campus who should be notified of the assault, and procedures for such notification, if the alleged victim consents
• A description of available services, and the persons on campus available
to provide those services if requested. Services and those responsible for providing or arranging them include:
o Transportation to a hospital, if necessary; o Counseling, or referral to a counseling center; o Notice to the police, if desired; o A list of other available campus resources or appropriate off-
campus resources. • A description of each of the following procedures:
o Criminal prosecution; o Civil prosecution (i.e., lawsuit); o District disciplinary procedures, both student and employee; o Modification of class schedules; o Tutoring, if necessary.
Page 98
The Personal Counselor should be available to provide assistance to District law enforcement unit employees regarding how to respond appropriately to reports of sexual violence. The District will investigate all complaints alleging sexual assault under the procedures for sexual harassment investigations described in AP 3435, regardless of whether a complaint is filed with local law enforcement. All alleged victims of domestic violence, dating violence, sexual assault, or stalking on District property shall be kept informed, through the Campus Police Department of any ongoing investigation. Information shall include the status of any student or employee disciplinary proceedings or appeal; alleged victims of domestic violence, dating violence, sexual assault, or stalking are required to maintain any such information in confidence, unless the alleged assailant has waived rights to confidentiality. The District shall maintain the identity of any alleged victim or witness of domestic violence, dating violence, sexual assault, or stalking on District property, as defined above, in confidence unless the alleged victim specifically waives that right to confidentiality. All inquiries from reporters or other media representatives about alleged sexual assaults on District property shall be referred to the District's Public Information Office, which shall work with the Campus Police Department to assure that all confidentiality rights are maintained. Additionally, the Annual Security Report will include a statement regarding the District’s programs to prevent sex offenses and procedures that should be followed after a sex offense occurs. The statement must include the following:
• A description of educational programs to promote the awareness of rape, acquaintance rape, and other forcible and non forcible non-forcible sex offenses; domestic violence, dating violence, or stalking;
• Procedures to follow if a sex offense occurs a domestic violence, dating
violence sex offense, or stalking occus, including who should be contacted, the importance of preserving evidence to prove a criminal offense, and to whom the alleged offense should be reported;
• Information on a student’s option right to notify appropriate law enforcement
authorities, including on-campus and local police, and a statement that campus personnel will assist the student in notifying these authorities, if the student so requests;
• Information for students about existing on- and off-campus counseling, mental
health, or other student services for victims of sex offenses;
Page 99
• Notice to students that the campus will change a victim’s academic situation after an alleged domestic violence, dating violence, sex offense, or stalking and of the options for those changes, if those changes are requested by the victim and are reasonably available;
• Procedures for campus disciplinary action in cases of an alleged domestic
violence, dating violence, sex offense, or stalking including a clear statement that:
o The accuser and the accused are entitled to the same opportunities to
have others present during a disciplinary proceeding; and
o Both the accuser and the accused must be informed of the outcome of any institutional disciplinary proceeding resulting from an alleged sex offense. Compliance with this paragraph does not violate the Family Educational Rights and Privacy Act. For the purposes of this paragraph, the outcome of a disciplinary proceeding means the final determination with respect to the alleged domestic violence, dating violence, sex offense, or stalking and any sanction that is imposed against the accused.
• A description of the sanctions the campus may impose following a final
determination by a campus disciplinary proceeding regarding rape, acquaintance rape, or other forcible or non forcible sex offenses, domestic violence, dating violence, or stalking.
Education and Prevention Information The Prevention Specialists shall:
• Provide, as part of each campus’ established on-campus orientation program, education and prevention information about domestic violence, dating violence, sexual assault, or stalking. The information shall be developed in collaboration with campus-based and community-based victim advocacy organizations.
• Post sexual violence prevention and education information on the campus internet website regarding domestic violence, dating violence, sexual assault and stalking.
Adopted 1/18/05
Page 100
BOARD POLICY 3810 CLAIMS AGAINST THE DISTRICT Reference: Education Code Section 72502; Government Code Sections 900 et seq.; 910
Any claims against the District for money or damages, which are not governed by any other statutes or regulations expressly relating thereto, shall be presented and acted upon in accordance with Title I, Division 3.6, Part 3, Chapter 1 (commencing with Section 900) and Chapter 2 (commencing with Section 910) of the California Government Code. Claims must be presented according to this policy as a prerequisite to filing suit against the District. Claims that are not subject to the requirements of this policy include, but are not limited to, the following:
• Claims by public entities: claims by the state or by a state department or agency or by another public entity.
• Claims for fees, wages and allowances: claims for fees, salaries or wages,
mileage, or other expenses and allowances. The designated place for service of claims, lawsuits or other types of legal process upon the District is: Merced Community College District Vice President Administrative Services 3600 M Street Merced, CA 95348 See Administrative Procedure 3810 Adopted 1/18/05
Page 101
ADMINISTRATIVE PROCEDURE 3810 - Claims Against the District Reference: Education Code Section 72502; Government Code Sections 900 et seq. and 910 et seq. Claims filed against Merced Community College District must be filed by mail or in person within the time prescribed by Government Code section 911.2, which states: “A Claim relating to a cause or action for death, or for injury to person or to personal property or growing crops shall be presented as provided in Article 2 (commencing with section 915) of this chapter not later than six (6) months after the accrual of the cause of action. A claim relating to any other cause of action shall be presented as provided in Article 2 (commencing with section 915) of this chapter not later than one (1) year after the accrual of the cause of action”. Any claim shall be submitted on the form provided by Merced Community College District as required by Government Code section 910. Claim forms can be obtained by contacting Administrative Services. Claims should be served by mail or in person: Merced Community College District Vice President Administrative Services 3600 M Street Merced, CA 95348 The claim will be presented to the board at the next scheduled meeting following service of claim. The Board shall provide forms specifying the information to be contained in the claims against the public entity. The person presenting the claim shall use the form in order that his or her claim is deemed in conformity with Government Code Section 910 and 910.2. A claim may be returned to the person if it was not presented using the claim form. Any claim returned to a person may be resubmitted using the appropriate form subject to the timelines set forth in the Government Code. Adopted 1/18/05
The Superintendent/President or designee shall establish such administrative procedures regarding vehicles and parking on campus as are necessary for the orderly operation of the instructional program. No person shall drive any vehicle or leave any vehicle unattended on the campus except in accordance with such procedures. Under provisions of Assembly Bill 408, the Merced Community College District Police Department (MCCDPD) was granted authority by the Board of Trustees on June 15, 1993, to establish administrative procedures covering the administrative adjudication process of parking citations issued within Merced Community College District’s jurisdiction. Parking fees may be established in accordance with these board policies. (See Board Policy 5030.) See Administrative Procedure 6750 Adopted 11/5/02
Page 103
ADMINISTRATIVE PROCEDURE 6750 - Parking Reference: Education Code Section 76360; Vehicle Code Section 21113 These procedures are intended to promote safe and orderly movement of traffic within District property for the safe and orderly parking of vehicles and bicycles. All applicable provisions of the California Vehicle Code are expressly applicable both on and off paved roadways. Parking of motor vehicles and bicycles is limited to specially designated areas. Fee permits are required. Vehicles or bicycles parked in violation of the provisions of this code are subject to fines, towing, or impoundment. All persons who enter on the college are charged with knowledge of the provisions of this procedure and are subject to the penalties for violations of such provisions. PARKING AND TRAFFIC CODE Authority Section 1. Authority to regulate traffic and parking on the Merced College Campus rests with the Governing Board of the Merced Community College District, under the provisions of the California State Vehicle Code, Division ll 11, Chapter l 1, Article 3, Section 21113, which states, in part:
• No person shall drive any vehicle or animal, nor shall any person stop, park, or leave standing any vehicle or animal, whether attended or unattended, upon the driveways, paths, or the grounds of any public school, state university, state college, state, county, hospital district, or municipal institution or building, or any educational institution exempted in whole or in part from taxation, except with the permission of, and upon and subject to such conditions and regulations as may be imposed by, the governing board or office of the public school, state university, state college, state, county, hospital district, or municipal institution or building, or educational institution.
• Every governing board or officer shall erect or place appropriate signs giving
notice of any special conditions or regulations that are imposed under this section and every board or officer shall also prepare and keep available at the principal administrative office of the board or officer, for examination by all interested persons, a written statement of all such special conditions and regulations adopt under this section.
Page 104
• When any governing board or officer permits public traffic upon the driveways, paths or grounds under their control then, in the absence of any special condition or regulations applicable to the traffic, all the provisions of this code relating to traffic upon the highways shall be applicable to the traffic upon the driveways, paths, or grounds."
Section 2. The Vice President of District Administrative Services or designee shall provide for the implementation and enforcement of this policy as provided herein. Definitions Section l. Definition of Words and Phrases. The words and phrases used in this Code shall have the meanings ascribed to them in this section. Whenever any words or phrases used in this Code are not defined herein, but are now or hereafter defined in the California State Vehicle Code, such definitions are incorporated herein and shall be deemed to apply to this policy.
(1) Visitor. Any person who is on the campus and who is not a Board Member, student, or employee of the College, or the District.
(2) Visitor's Vehicle. Any vehicle driven by a visitor.
(3) Visitor's Parking Facility.
a. Any unrestricted parking space used for parking on college
campus. b. Temporary parking permits provided to visitors by college officials
authorize visitor to park in restricted areas. The temporary permit will be visible through the front window of the visitor's vehicle.
(4) Service Drive. Designated driveways or space adjacent to a curb
reserved for the exclusive use of vehicles while being used for service or maintenance for college purposes.
Regulations All users of the parking facilities of Merced College are required to pay a parking fee on a daily or long-term basis, with the exception of faculty members, classified employees, management team employees, board members, and members of the community serving on college advisory committees. Each employee or advisory committee member shall be issued one parking decal. Fees shall be set by action of the Board of Trustees. Short term, specially marked, parking adjacent to the Administration Building shall be exempt from such fees for visitors to the campus. Students, the public, and paid visitors are prohibited from parking in restricted spaces designated for staff, handicapped persons, or other restricted designations. Permits for use of restricted parking are
Page 105
available for individuals meeting the criteria required, who also hold a valid long-term parking permit. The District/College provides parking facilities for vehicles for the sole purpose of conducting college business. The District/College does not take custody of vehicles and only rents space. No responsibility is assumed for fire, theft, damage, or loss to vehicles, their occupants or contents while on District/College property. The District/College does not sell parking spaces, only permits to parking subject to availability of the spaces. Section 1. Exemptions to Certain Vehicles. The provisions of this code regulating the operation, parking, and standing of vehicles shall not apply to any vehicle of the police or fire department of the City, or any public utility, or any private ambulance, qualifying as an emergency vehicle responding to an emergency call. Merced Community College District vehicles shall be exempt when the operation of said vehicle is necessary to proper campus maintenance or emergency situations. The foregoing exemptions shall not protect the driver of any such vehicle from the consequence of his willful disregard for the safety of others. Section 2. In the absence of any special condition or regulation applicable to traffic, all provisions of the California State Vehicle Code relating to traffic upon the highways shall be applicable to the traffic upon the driveways, paths, or grounds of the campus. Section 3. Obedience to Persons Authorized to Enforce. It shall be unlawful to willfully fail or refuse to comply with any lawful order of any law enforcement officer or Merced College employee designated by the President of the College, as authorized by an appropriate identification card to enforce these regulations. Section 4. Destruction of Markings or Signs. It shall be unlawful for any person, at any time, to alter any signs erected, or markings made under the provisions of this Code, without the express direction of the President of the College or the Vice President, District Administrative Services. Section 5. Obedience to Official Traffic Control Devices. It shall be unlawful to fail to obey any sign or signal erected or maintained to indicate and carry out the provisions of this Code. Section 6. Reserved Parking Areas. It shall be unlawful for any person to drive or park a motor vehicle in a reserved parking area without a proper permit and authorization for the parking space. Section 7. Red Curbs. It shall be unlawful for any person to park a motor vehicle adjacent to red curbs.
Page 106
Section 8. Brown Curbs with White Lettering or signs indicate area designated for Staff Parking Only. Section 9. White Parking Blocks with Black Lettering or signs indicate area designated for Board Members, Administration or College vehicles. Section 10. Blue Curbs or signs indicate area designated for Handicapped only. Handicapped permits must include a Merced College Handicapped Permit or any valid Handicapped California license plate or placard sanctioned by the California State Vehicle Code in addition to a Merced Community College District parking permit. Section 10.1. White Curbs or signs indicate area designated for loading and unloading of passengers. Section 10.2. Orange Curbs or signs indicate area designated for loading and unloading of equipment, etc. Section 11. Motorcycles. Motorcycles, may park in those areas with signs designated for motorcycles. Section 12. Parking in Driveways. It shall be unlawful for any person to park and leave standing a motor vehicle in any driveway. Section 13. Service Drive. It shall be unlawful for any person to park and leave standing a motor vehicle in service drives or other designated service areas except for service or delivery as required for the College. Section 14. Driving or Parking on Lawns and Athletic Fields. It shall be unlawful for any person to drive or park any motor vehicle on any lawn or athletic field. Section 15. Maximum Speed on Campus. It shall be unlawful for any person to operate a motor vehicle within the campus in excess of ten (10) miles per hour, except where otherwise posted. Section 16. Bicycles and Motorcycles. It shall be unlawful for any person to drive or park bicycles, motorcycles and other two-wheel or three-wheel power-driven vehicles on campus except in parking areas where these vehicles are authorized. Section 17. Horses, Dogs, and Other Animals. It shall be unlawful for any person to bring or cause to have brought any horse or other animal, with the exception of seeing eye dogs, on the driveways, paths, or grounds of the campus, whether attended or unattended, except as specifically authorized by the President of the College or the Vice President District Administrative Services.
Page 107
Section 18. Overnight Parking/Camping. Vehicles parked on the campus between the hours of 10:30 p.m. and 5:00 a.m. are subject to citation and/or removal. Exceptions to the above must be approved by the President's Office. Section 19. Valid Parking Permit. Vehicles parked in zones posted as restricted must display a valid Merced College parking permit. Section 20. Parking Near Fire Hydrant. It shall be unlawful for any person to park a vehicle within 15 feet of a fire hydrant. Section 21. Double Parking. It shall be unlawful for any person to double park a vehicle. Section 22. Staff Parking. It shall be illegal for any person to park a vehicle other than in authorized and designated parking spaces on the Merced College campus. Section 23. Parallel Parking. Parallel parking must be with right side wheels within 18 inches of the curb and vertical parking within parking stall markings. Section 24. Extra Long Vehicles Parking. All vehicles including, but not restricted to, campers, motor homes, trucks, trailers, automobiles or combinations of vehicles over 22 feet in length are restricted to parking in spaces designated in Parking Lot C. Overnight permits must be obtained and displayed as stipulated in Section 18 of this policy (3120). Section 25. Green Curbs. It shall be unlawful for any person to park a motor vehicle in the 20 minute parking zone longer than 20 minutes. Section 26. Parking & Traffic Committee. There shall be a Parking and Traffic Committee for the purpose of administering and improving parking and traffic on campus. The committee shall serve as an advisory body to the College and the District. The committee shall consist of one representative selected by each of the following classifications: (1) student body, (2) classified, (3) certificated, and (4) administration. Enforcement Section 1. Nothing herein provided shall be construed as exempting any person from operating vehicles in a manner prescribed by the California State Vehicle Code, or the Ordinances of the City of Merced while operating said vehicles on or about the campus of the Merced College. Section 2. A complete copy of this policy shall be made available in the Office of Human Resources for examination by all interested persons, and a copy shall be posted
Page 108
on bulletin board in Student Union. Section 3. Signs giving notice of special conditions or regulations that are imposed under this Code shall be erected as considered necessary and at appropriate places on campus, as determined by the President of the College or designee. Section 4. Employees so designated by the President of the College are authorized to enforce Merced College Parking and Traffic Code regulations as provided herein through such administrative procedures and penalties as may be established by the President of the College. PROCESS FOR CONTESTED PARKING CITATIONS Responsibility Action CONTESTANT (1) Must within 21 days of issuance of the ticket or
within 14 days of the mailing of the notice of delinquent parking violation request an administrative review by the Merced College Campus Police. This request can be made online at pmbonline.org or in person at a kiosk on the respective campus.
CAMPUS POLICE DEPARTMENT (2) Must perform investigation of parking citation
with respect to contestant's written explanation of reasons for contesting the parking violation in a timely manner and notify contestant by email of the investigation results.
(3) May cancel a citation at any time in the interest
of justice. The grounds for cancellation must be entered into the record.
CONTESTANT (4) If the administrative review finds the citation to
be valid and the contestant is not satisfied with the results of the investigation provided for in paragraph (2):
a. The contestant shall deposit with PMB, the
entity processing parking citations for Merced College, the amount of the parking penalty, administrative hearing examiner fees, and other related charges as set by the Board of Trustees.
Page 109
b. The contestant shall request, in writing, a review by a hearing examiner.
(5) A written request for hearing 2nd level dispute must
be made within 21 days of the mailing of the results of the administrative investigation to PMB, the entity processing parking citations for Merced College. The request for a hearing must be accompanied with a written explanation of the reason for contesting the violation and a deposit for the full amount of the penalties, fees, and chargesbefore a hearing can be scheduled. At the contestant's request, the hearing examination shall be mail-in or in person. (California Vehicle Code Section 40215(b))
(6) If the contestant can provide verifiable and substantial
proof of his/her inability to deposit the full amount of the penalties, fees, and charges, a request for waiver of penalties, fees, and charges deposit may be filled out and reviewed by the Merced College Security Police Department for approval.
(7) The hearing examiner or designee must notify
contestant of hearing date and time.
(8) Shall appoint a hearing examiner who demonstrates the qualification, training, and objectivity prescribed by the President's Cabinet as necessary and consistent to preside over hearings and determine guilt or innocence.
(9) The hearing examination 2nd level dispute 2nd level
dispute shall be conducted in accordance with written procedures which shall ensure a fair and impartial review of contested parking violations. The examiner's continued employment, performance evaluation, compensation, and benefits shall not be directly or indirectly linked to the amount collected by the examiner.
(10) Must notify Merced College of the outcome of the
hearing by personal delivery or by mail. Results of the examination are to be entered into the record.
Page 110
CONTESTANT (11) If the contestant is found liable for the violation
by the hearing examiner he/she can file an appeal with a civil court within 30 days of the mailing of the hearing examiner's decision. To request a court appeal you must contact PMB at 1-800-700-4417. The court requires a $25.00 filing fee to process an appeal. (California Vehicle Code Section 40230)
(12) Must pay all court costs incurred.
CIVIL COURT (13) Will hear the appeal of Merced College's file in
the case submitted as evidence. A copy of the notice of parking violation is admitted as prime sufficient evidence of the violation.
(14) If the court overrules the hearing examiner,
Merced College must refund to the contestant all court costs and citation penalty paid. (California Vehicle Code 40230(b))
MERCED COLLEGE (15) Will refund costs provided for in paragraph (14)
to the contestant if hearing examiner or court finds in his/her favor.
In accordance with Section 21113a of the California Vehicle Code, it shall be a misdemeanor for any person to do any act forbidden or fail to perform any act required in these procedures. Adopted 11/5/02
Page 111
Dates of 2nd & 4th Tuesdays in 2015
January 13 & 27 February 10 & 24 March 10 & 24 April 14 & 28 May 12 & 26 June 9 & 23 July 14 & 28 (traditionally do not meet in July) August 11 & 25 September 8 & 22 October 13 & 27 November 10 & 24 December 8 & 22
Page 112
MERCED COLLEGE Office of the President
BOARD AGENDA BACKUP
PRESENTED TO THE BOARD OF TRUSTEES OF THE MERCED COMMUNITY COLLEGE DISTRICT
AT THE DECEMBER 2, 2014 MEETING OF THE BOARD
Item: Quarterly Financial Status Report, 2014-15 Fiscal Year; Quarter Ended September 30, 2014 Presented By: Joanne Schultz For: Information X Action Background Information Title 5 of the California Code of Regulations (CCR), Section 58310 requires districts to prepare and submit a quarterly report on forms provided by the Chancellor’s Office. The information on this report is for the events known as of September 30, 2014. The following is a brief summary of the highlights of the report. The highlights include the following: The projected 2014-15 expenditures (Line B.1) is the expenditure budget for the
Unrestricted General Fund and does not reflect any possible budget savings that will occur.
The District’s unrestricted reserves (Line F.1) are currently in excess of the
Board’s designated six-percent reserve. The annualized attendance for credit and noncredit FTES (Line G.1) is currently
being projected at 9,401. This reflects the total FTES reported on the Annual Period Apportionment Attendance Report, dated July 15, 2014.
The District’s cash (Line H.1) has been sufficient as to not interfere with its ability
to conduct the business of the District.
In Section IV. Unrestricted General Fund Revenue, Expenditure and Fund Balance, the actual total revenue (Line I.3) is slightly better than expected and expenditures (line J.3) are slightly less than expected.
In Section V, the District is reporting that it did not settle any employee contracts
during this quarter.
The Administration is continuing to provide the Board with periodic budget updates as the budget development process continues both at the state and the college. These updates are posted on the college web site for review by the college community. Recommendation/Requested Action This is an information item; therefore, no action by the Board of Trustees is required. Attachments Quarterly Financial Status Report, 2014-15 for the Quarter Ended September 30, 2014.
K. Revenues Over(Under) Expenditures (I.3 - J.3) -888,695 -886,152 1,512,812
L Adjusted Fund Balance, Beginning 4,725,146 4,725,146 4,725,146
L.1 Fund Balance, Ending (C. + L.2) 3,836,451 3,838,994 6,237,958
M Percentage of GF Fund Balance to GF Expenditures (L.1 / J.3) 7% 7%
V. Has the district settled any employee contracts during this quarter? NO
If yes, complete the following: (If multi-year settlement, provide information for all years covered.)Contract Period Settled Management Academic Classified
(Specify) Permanent Temporary
Page 1 of 2View Quarterly Data - CCFS-311Q (Quarterly Financial Status Report)
* As specified in Collective Bargaining Agreement or other Employment Contract
c. Provide an explanation on how the district intends to fund the salary and benefit increases, and also identify the revenue source/object code.
VI. Did the district have significant events for the quarter (include incurrence of long-term debt, settlement of audit findings or legal suits, significant differences in budgeted revenues or expenditures, borrowing of funds(TRANs), issuance of COPs, etc.)?
NO
If yes, list events and their financial ramifications. (Enter explanation below, include additional pages if needed.)
VII.Does the district have significant fiscal problems that must be addressed? This year? YESNext year? NO
If yes, what are the problems and what actions will be taken? (Enter explanation below, include additional pages if needed.) Although the state budget outlook has vastly improved, the District continues to operate with a structural budget deficit. The adopted final budget projects a net loss of approximately $890 thousand for 2014-15. As a result, the District continues to pursue cost saving and revenue generating strategies to address the budget imbalance and maintain the governing board approved 6% reserve level.
Page 2 of 2View Quarterly Data - CCFS-311Q (Quarterly Financial Status Report)
To: Board of Trustees Date: November 17, 2014 From: VP of Instruction Re: Proposal for Substantive Change in Digital Arts – Information Item
This Fall 2014 Semester, Merced College received approval from the State Chancellor’s Office for a new Associate of Arts, and Certificate Program in Digital Arts. While we are currently offering classes in the area, we have not, until now, been able to offer a degree.
The next step in the process to actually offering the degree and certificate is to gain approval from our Accrediting Agency, ACCJC (Accreditation Commission for Community and Junior Colleges). Earlier in the process, our previous VPI sent an inquiry to Dr. Susan Clifford of ACCJC to determine whether we would need to submit a Proposal for Substantive Change for this program. Because it is an entirely new program, we must in fact do that.
We only received approval back from the Chancellor’s Office in September, and as such decided that we would better serve the college by submitting this proposal in time for the March meeting. This gave us time to fully flesh out our approach to the Substantive Change Proposal.
A small group met on September 16, 2014, which included the Curriculum Chair, the Lead Faculty member, the Area Dean and the VP of Instruction. A plan was put in place to write a draft proposal, which would be ready for presentation to the Standing Accreditation Committee (SAC) on 11/18, presentation to the Board in December or January, and ready for submission to ACCJC by February 1, 2015 to meet their deadline for their early March meeting. At present we are on target; we have a draft which will require some work, including addition of data, and some going over to make a smooth presentation. I can report, however, that the Lead Faculty member and Area Dean have worked diligently, with excellent guidance from the Curriculum Chair. Expert administrative support has been provided by Toni McCall throughout. We are all working together at this point in time to continue to refine the draft and get it ready as it moves towards readiness for submission. We are heartened by the recent approval for the Proposal for Substantive Change in Distance Education (received today), and believe that we are well on track to write a proposal that will represent the program and college well to the ACCJC.
Page 116
Page 117
Page 118
To: Dr. Ron Taylor and Board of Governors From: Mary Gilliland, VPI Date: 11-20-14 Re: 4-Year Degree Opportunity Senate Bill 850, authored by Sen. Marty Block (D-San Diego), allows up to 15 districts in the California Community College system to establish a pilot baccalaureate degree program at one of their colleges in a field of study not offered by the California State University (CSU) or University of California (UC). Lower-division coursework would cost $46 and upper-division coursework would cost $84 under the new program, with an estimated total cost of about $10,000 to obtain a bachelor’s degree. Merced College, along with other community colleges in the CVHEC Consortium, have explored the possibility of developing programs regionally that will enhance the overall economic potential of the region, and will support each other. Merced College wishes to specifically propose a B.S. in Sonography degree. There are several reasons why this program was chosen:
1. Health Care is a growing area of employability and need 2. Sonography is an ever-changing technology employed for non-invasive diagnostics which we
believe will continue to grow in the future (we are gathering Labor Market data for this purpose, but data gathered when we began our A.A. program indicated that this is the case)
3. Our Lead Faculty member in Sonography taught in a 4-year sonography program in the Pacific Northwest, and is familiar with what such a program can provide
4. There are no Sonography degrees at any CSU or UC Campus throughout California. 5. No other college in the region chose Sonography as a proposed B.S. degree, but other colleges
did choose other advanced allied health areas, such as Respiratory Therapy and Radiology Technician degrees.
As we move forward to develop the proposal, we will look carefully at the tuition we are allowed to college ($84.00 per credit hour), and whether this would likely support a program of this sort. We will also consider additional external accreditation, faculty and clinical partnership needs, as well as employment prospects in the region.
