The State of the College Report 9-28-2011


Uploaded by pcclancer on 29.09.2011

Transcript:
[ Music ]
>> This is a regularly scheduled meeting of the College Council.
Today though, before we convene the council, and by the way,
you know, we set ourselves up in a church-like ecclesiastical,
ecumenical kind of way today.
But these are the College Counsel members
and I take responsibility for some of this.
It's a bit formal but they look good, don't they?
In any event, what we're gonna do is we're going
to delay the start of the official council meeting
until after the state of the college report
that is gonna be given by Dr. Rocha.
So Dr. Rocha, if you are about ready here,
I think we're gonna hand this over to you for The State
of the College Report.
Thank you very much.
>> Okay. Well thank you Bob.
Thank you everybody for coming.
We do have-- Steve was kind enough to pull some seats
around there so you know, so I'm glad everybody came out today.
I really appreciate it.
But [inaudible], I do have some things to say so I hope you--
perhaps your Snickers bars and you know I've got coffee
and cookies in the back.
So we're gonna more through this.
This is actually within a formal College Council Meeting
and following the meeting the college counsel will get to--
to some business.
Okay, before I start my formal remarks,
I do wanna thank each one of you and each one of our colleagues
who are not in the room today for a wonderful start
of the academic year, it's our 87th academic year.
And you know, when I go
around there's some students every morning you know
and the C corridor, who are sitting
in the hallways waiting for classes to start.
You know that goes and I always chat with them when I come in,
say good morning, oh Mr. President and you know,
and so and so on and so forth.
And I tell you just absolutely, I always have some, you know,
how's your classes, going, how's your [inaudible].
You know they praise you to the skies.
Our faculty, our staff, they have nothing but gratitude
to you and I just wanna pass that on
to you cause I know you work hard and you're busy everyday
and sometimes people don't-- you know the students don't stop
and say thank you but they do have fullness of gratitude
for you and I thank you
for a very successful start of the year.
This is state of the council
so I thought we would do something very formal.
So you know, we have the Republicans over here and the--
[ Laughter ]
>> And the Democrats over here.
[ Inaudible Remark ]
>> There's a-- one side of the room will stand up
and clap on certain things.
The other side of the room will stay
and applaud on other things.
Okay, a couple of other introductory comments.
First I wanna make some introductions.
Many people who support the college, the non-more important
than our Board of Trustees and we have two of the members
of the Board of Trustees with us.
First the-- I wanna say Secretary of the clerk--
the clerk of the Board of Trustees
of the Pasadena Area Community College District,
Mr. John Martin.
John?
[ Applause ]
>> And of course Trustee Anthony Fellow is with us today.
[ Applause ]
>> I do-- you see the executive team here.
You've met many of them.
We'll go through all the introductions right now
but I think the executive team for a great start,
you'll see there are photos on Flickr as we move
through the program today.
And so I thank them for their service to the college.
I do wanna make two notes, two important notes.
One is today is Rosh Hashanah, okay.
At sundown today, Rosh Hashanah begins and so I want to extend
to all of our Jewish colleagues, faculty staff and students,
our good thoughts and well wishes during this--
during the holidays which lead in the next 10 days
to Yom Kippur and of course the well-known Day of Atonement.
So we'll just keep that as a theme for today
in both spiritual and secular terms.
But my well wishes to all of our Jewish colleagues
and that leads me to a note that one of the projects that I hope
that we will begin this year is a project that comes
out of The White House
and President Obama's Interfaith Initiative in which one
of the aspects of our glorious diversity here
on campus is our religious diversity and so that we hope
with the help and the leadership of faculty to form
and interfaith program this year both education
and cultural programming and I want to introduce
to you another member of the Board
of Trustees, Berlinda Brown.
[ Applause ]
>> Now this is also, I wanted to note this--
we are also right in the middle of Hispanic Heritage Months
which runs from September 15th to October 15th.
And as some of you may know,
[foreign language] both my grandmothers came
to this country, one from Puerto Rico, one from Colombia
and never graduated elementary school.
And now either of my parents graduated from high school.
So the theme of the Hispanic Heritage Month,
which is renewing the American dream, is not just theory to me.
I would not be-- have the privilege of standing here
and talking to you today unless I was a beneficiary
of that American dream.
So, both this month and throughout the year,
we will celebrate Hispanic Heritage Month
by recommitting ourselves to making the American dream real
for all of our students.
And also-- and announcement,
I always have great announcements speaking
of Hispanic Heritage Month to see Dean [inaudible] over there.
We've just been informed by the Department of Education
that the college has won a Hispanic-Serving Institution
STEM grant in the amount of over--
for the next five years of 6 million dollars.
[ Applause ]
>> And big shout out to Dave Douglas
for being the principal writer in that grant.
[ Applause ]
>> So as I go through my comments today and talk
about budget, he's the one with the money.
[ Laughter ]
>> You know so-- but no, that's great.
It's an example of what we're doing in the college
in the past year in trying
to secure additional external support.
Okay, here I go.
I ask you to kind of strap in here and just listen
up for a while 'cause I wanted to-- you know I prepared a text
and then afterwards, what's really cool about this today,
Lancer Broadcast-- Lancer Radio is broadcasting this live okay,
big shout out for Lancer, okay.
[ Applause ]
>> And then towards the end of my talk,
you'll see a live Twitter feed come up, so that if any
of you are in Twitter with your phones,
you can put in your questions now and we'll answer them here
and around the campus and of course-- and of course live.
One of the great things about the start
of the new academic year is the opportunity to chat
about the books we have read over the summer.
I begin every summer with a long goal and a long list.
The great books I've ignored, the books I have been given
and the guilty pleasures I set aside
for that rare day at the beach.
This past summer I read more than I usually do
because I was forced to do so in order to keep
up with my English 25A class.
Teaching my summer class was entirely regenerative.
Teaching always gets me back to my root so to speak
and reconnects me to our core mission
of teaching and learning.
While my summer teaching was a welcome recharging, overall,
the experience of my first year at Pasadena City College put me
in search of better answers
to how I could serve the college as president.
I found I knew how to do the job of college president
but I also found I had no map, no map to guide my stewardship
of PCC during a time when the concept
of free public higher education is in the process
of being discarded as a quaint 20th Century notion.
Well rather than blame my circumstances on the Philistines
[ phonetic ]
, not a former in this room, I began a quest
to learn how I could improve my leadership which is
to say how I could improve my learner ship.
So one book I return to this summer was Bowling Alone,
you might recall it, The collapse and Revival
of American Community, it was published
in 2000 by Robert Putnam.
A decade ago, Putnam warned that our stock of social capital,
the very fabric of our connections
with each other had plummeted,
impoverishing our lives and community.
So over 10 year ago when the economy was booming,
Putnam showed we belong to fewer organizations,
knew our neighbors less, met with friends less frequently
and even socialized with our own families less often.
We bowled alone, no longer in leagues.
Putnam showed how changes in work, family structure, age,
suburban life, television and technology contributed
to our declining social capital.
>> Today, in 2011, after the merciless winds
of economic calamity have battered every single community
and left behind a foreclosure culture.
The consequences of not securing our social capital seemed
to me apparent.
Today, I see more clearly that our primary crisis is not one
of funding our college but one of finding each other.
We must move past our current preoccupation with budget
and instead focus on restoring our community.
In other words, we must see our current circumstances
entirely differently.
I'm not being fuzzy headed here, I'm merely wanting
to schedule another ice cream social as a coping mechanism,
during these dark days for public higher education,
although there is no small benefit in ice cream and coping.
What I am calling for is the complete revival of our sense
of community, a restoration of our college's social capital.
Doing so requires that we unite around the common narrative
that is rooted in our long, proud past.
A renewed sense of college community will require us
to discard our divisional silos that currently organize most
of our daily experience.
We must speak to each other and learn from each other
across the fences that we ourselves have constructed.
The stakes of not doing so are high.
Choosing to revive our college community is not just a nice
thing to do.
it is absolutely necessary if we are to refound the college
for the 21st Century, the way the college was originally
founded in 1924 for the 20th Century.
Pasadena City College was originally founded
in the optimism and exuberance of the roaring '20s
when in American century had dawned.
In 1929, only a few minutes that--
few minutes, literally few minutes or a few moments,
months after President Harverson [phonetic],
our longest serving president wrote the words
on the front piece of my message today.
The great crash came and the nation was plunged
into depression.
Three years later, the great earthquake came
and destroyed all of the buildings on campus
and the campus was intense for three years.
A fewer years later, world war came.
Our four briers at PCC never gave up.
They brought the college through this crisis and many more
and we will do the same.
And we will keep faith with those who came before
and preserve for all of us in this room today the privilege
and it is a privilege to serve this college and work for PCC.
Our service though comes to PCC, comes in a time
when our great college is at a crossroads.
We can choose to continue to be buffeted by circumstance
and economic crisis or we can set the college
on a new path for the 21st Century.
The choices we make together
for the next decade will determine PCC's future
in what is now clearly a global century.
Our most urgent task is to in effect refound the college
and we must do it not during boon times but at a moment
when confidences us win, growth is not assured
and the American century has ended
and a global century dawned but make now mistake.
The state of our college is sound and stable.
We therefore have time to face our challenges squarely
and solve them fully.
We do have some time but we don't have much time.
PCC is relatively healthy but we exist within a larger context
in which sustainable funding for public free,
public higher education
in California is unquestionably in decline.
I'm pretty good at pep talks and cheer leading
but serving leadership also requires facing up to the facts.
And the fact is that our state support is not just shrinking
but in my professional view, gone for good.
In my judgment, we are not in a budget cycle
in which we can expect our budget
to be restored or come back.
This is because the state's revenue model
for Public K-14 Education Prop 98 has been junked.
The college has owed millions of dollars under Prop 98,
that if we had them today, we'd be serving our students
at the level of excellence and the chances
that those dollars will ever get paid back to us or slim.
And along with Prop 98 being junked,
remember that the California master plan
for education has been junked too and my colleague Tony Fellow
who serves in the California State University is aware
of how the seats are being constricted, when all of us came
up through the system
when everything was open and almost free.
Like newspapers, journalism, bookstores, boarders,
the music recording industry, remember CD's
and most recently this morning in today's paper,
the United States Postal Service,
we have lost our revenue model and we are still operating
as if the old revenue model will return and sustain us.
Much of the education we are now offering our students is being
given away free by Stanford and MIT
and many other 21st century providers.
There is no natural law
that will protect public community colleges in California
from further shrinkage.
PCC itself is about 10 percent smaller
than it was 5 years ago despite unprecedented student demand.
I am not however, predicting gloom or doom.
There is hope in facing up to these facts squarely
and in concerted action together.
PCC's future, we must choose it now,
must not be to shrink to fit.
Must not be the shrink to fit public funding, must not
but must be-- our choice must be to grow to meet student demand.
Notwithstanding the rapid state in state funding,
I believe that PCC's future is brighter than ever before.
If we can use the time
or college is relatively sound condition does by us,
as an opportunity to reconnect to the two prevailing ideas
of our college's history, social justice and innovation.
A community college is at its core, an institution
for social justice and when PCC was founded the community
college itself was an innovation,
something that was hardly imaginable in 1924.
Our task today is nothing less than to construct a new
and improved argument for the importance
of free public higher education, a stronger
and more affective argument rest not on rhetoric,
but on our actions in the service of our community.
We must prove our value to our community
by our deeds not our words.
We must offer demonstrations not mere orations
of our own deeper understanding of social justice
and as a continuing experiment,
a journey of discovery through innovation.
There is not the slightest data in my mind
that we will continue our tradition
of excellence through innovation.
For a proof, we need not look any further
than what we have accomplished together
in the past mere 15 months.
This partial list of our accomplishments
in the past year is a truly auspicious beginning
that advanced PCC toward a leading role
as a truly global community college
and I'm gonna go through this list.
This is just a partial.
We remove the college from accreditation warning
and reaffirmed our accreditation with the ACCJC.
We developed and approved our educational master plan.
The Academic Senate approved a new distance education policy
and we fully funded faculty training and Distance Ed
and the migration to Blackboard 9.1.
The Academic Senate approved four new SP1440 degrees
which we are moving forward with and I'm greatly
to the senate for that.
We have initiated the college commitment with PUST and CSULA
that guarantees to students
in our district a 2 plus 2 plus 2 pathway
to the bachelors degree.
We have improved the PCC-PUST alignment in English and math,
more students than ever came here this semester ready
for college level English and math, thanks to the work
of our people in English and math.
We expanded our support for cohort base programs
so that incoming district students our guaranteed the
classes they need to make progress.
Last year at this time,
we had 308 incoming 12th graders from PUST.
This year, we had 868, okay and every single one of them got
in English and in math class.
We expanded-- we signed a new contract agreement
with the PCCFA featuring the [inaudible] incentive,
expanded funds for faculty training
and enhanced adjunct office hours.
We signed a new contract with issue that commits the college
to our joint process this year to reclassify
and upgrade the entire classified staff.
We hired and welcomed 21 tenure track faculty this fall.
Could I ask them, I'm gonna out you guys if the--
the new faculty if you could raise or rise
and we could just welcome you with a round of applause.
[ Applause ]
>> We establish the student access
and success initiative innovation fund
of one million dollars, thanks to the Board of Trustees,
that enabled many faculty-designed projects.
That could be a whole list all by itself, okay,
and it's just wonderful work.
We won four major sustainability awards
that continues the college on it's absolute commitment
to the presidents global climate initiative
that commits the college to have a zero--
carbon neutral footprint by the year 2020
and we'll make it before then and my thanks to the students
for the work that they did on--
[ Applause ]
>> On the iTap and you know, iTap Program, the bus passes
for students has just been rocketing in popularity.
I'm not done.
We begun construction--
begun construction walked by the new center for the arts,
the third floor is in steel, it's on schedule
for a late fall 2012 opening.
It's in a year from now, that thing will be open.
We stepped up our external grants,
you heard the HSI STEM grant resulting in a current total,
okay, external grants to the college,
17 million dollars, okay.
That's what we bring in from the outside
and my thanks to-- where's Nancy?
Nancy, there you are.
She writes most of those.
[ Applause ]
>> So now you know who really has the money around here.
[ Laughter ]
>> Who really gets money.
This past year, we received
over 5 million dollars in private donations.
One of the best fund raising years a college ever had.
Most primarily bequest to fund increase scholarships.
We are getting near the point when we will be able
to assure every single human being in our district
that if you need to go to college
and you don't have the means, we can take care of it for you
and we want to be the--
[ Applause ]
>> The first college to be able to do that.
We had-- I think Jim [Inaudible] is in the room
and of course Alex recently retired
but he's around and about.
Our Center for the Arts campaign,
3.5 million dollar goal,
we've raised 3.2 million dollars, okay.
We'll go-- we'll exceed the goal by the time
for the Center for the Arts.
When I say, one of the things that I've learned
that this community's love for you is devout,
I mean it 'cause their porting their support behind, okay,
not individuals and so on but the idea of social justice
and innovation, they believe that's what we're doing
and that's why we're garnering this kind of support.
By any standard, this is an extraordinary record
of achievement by an extraordinary faculty and staff.
Given this record in little over a year, we can be more confident
that we will continue
to implement our educational master plan, the primary goal
of which is student learning and success.
Toward this goal of student success,
our Board of Trustees have adopted 10 objectives
for 2011 and '12.
There are copies, or at least there were copies in the back
of the adapted board goals and of course they'll--
it's a public record I saw on the website.
So you know, some of you I see have copies of those
and I'll refer to those briefly.
All of these goals are equally important
and we are all hard at work on them.
The most significant of these goals are of course those
that will enhance, support the faculty
for effective teaching and learning, period.
Everything else comes second, period, okay.
So our goals to upgrade technology,
Vice-President Cable, improve basic skills,
continuation rates, strengthen our CTE programs,
smooth the class schedule for students and their progress
to degree are moving forward rapidly, not as proposals
from the administration but as supported opportunities
for faculty innovation.
I have every confidence that we will make astonishing progress
this year on these goals.
There is one goal I want to pause on for a moment
because it involves everyone in this room.
It implies new strategies for working together
in shared governance and I speak of the goal of realignment
of the college administration.
I have received the most comment on this particular goal
and so I wanna offer some straight talk.
In my informal conversations with the leaders
of the Management Association, the Academic Senate,
the Classified Senate,
the overwhelming advise I was given was to speak straight,
say clearly what I think we should do
and why we should do it and why I think we should do it
and then to ask for your help.
The help of faculty staff and managers
in constructing a college-wide consultation process
to study this goal of realignment
and develop a recommendation this year,
I am going to take this advice right now.
Plain and simple, we need
to align the administrative structure of the college
with our college mission of student learning and success.
The primary measure of which is the number
of students we graduate.
There are four major reasons to pursue this realignment
in order of importance.
Number one, we must in reverse order -- importance, forgive me.
We must put the shared back into shared governance by returning
to the faculty the responsibility and the resources
to manage our academic programs for the good of our students.
This would mean considering--
considering, returning
to faculty department shares elected
by their own departments.
Our Board of Trustees recently received a report
that the faculty chair model is the normal and prevalent one
in the state community college system and that those colleges
like PCC without faculty chairs report significant problems
with communication, faculty participation
and student success.
Now you'll see later on, on the Twitter feed,
one of the Twitter community,
in my Twitter community there are signing this BT918
so whoever BT918 is, I wanna thank him or her for sharing.
A recent article this I the LA Times,
the state of the problem clearly and when you go
to the Twitter account, you can read the whole article yourself.
It's as clear a statement as it could possibly be
of what my approach to moving forward
and shared governance is.
But the subheading of that article is the problem
with schools is not teachers but a management system
that pushes teachers aside.
All of the intelligence, all of the wisdom, all of the soul
of a college rests with his faculty
and we must create a new administrative system
with faculty at the very heart of it.
Now the moment that I say that, I mean no disrespect to myself
or to any of my colleagues who served as managers
or staff members, okay.
And when we went to South Pasadena last week
and we had members from the community say,
you're a really great college.
Oh but by the way, one
of the men's rest room is kind of dirty.
Oh Ric van Pelt and I said, "We'll go get a mop," okay.
Our job is to do whatever it is we need to do
to serve this college, okay.
And of course we need the wisdom of all staff and the heart
and soul of all staff but part of our difficulty is
that we need to make sure the faculty are at the center,
not at the periphery
of determining what the academic program will be in managing it.
I am not, I wanna be clear on this, okay, read the article,
'cause whatever the article says, that's what I believe in.
I'm not a fan of Michelle Rhee, I'm not a fan of Bill Gates,
I'm not a fan of any of these [inaudible] reform movements.
They're not going to work for one fundamental miss, all right.
And that is the people who are the teachers need
to be primarily responsible for running a school.
It's as simple as that.
In that article said General Motors went down not
because the line workers all
of a sudden didn't know what they were doing,
it was management's problem and now it's our problem together
to try and improve on.
This implies no criticism of anyone but I do need
to speak straight today.
Number two, we must take down the administrative silos
and stove pipes and you know what I'm talking about,
that create artificial boundaries between ideas
and are getting in the way of faculty collaboration
and innovation in a truly global community college,
all boundaries must be questioned,
all boarders must be crossed especially those
that divide academic disciplines and intellectual free trade.
Faculty collaborations
and innovation is all the more important in an environment
in which external grant funding is indeed available but only
for innovative ideas that are cross-disciplinary, okay.
Nancy can tell you, you come in one little department,
there's no-- there's not much money for that, okay.
It's more holistic.
It's more global.
It's more integrated.
>> Number three, in the current state funding environment,
we must look at the cost effectiveness
of every non-classroom service we provide.
With classroom instruction as our number one priority,
we must examine every other service we provide
and ask the question what is the most cost-effective way
to deliver this service at a high quality level.
These may takes some investments.
This may actually take some spending of money
which is we're prepared to do with the technology upgrade
to move out our current legacy system and move
in a new modern system.
And fourth but most importantly,
we must align our administrative structure for the sake
of our students and to advance their goals
to transfer or get a job.
I have this photo in my office, that photo back there,
I think Tim [inaudible] is here and he took the photo.
I didn't know he was gonna take it, all right and that hangs
in my office and it shows our graduates
from the last commencement day,
graduation day on Robinson Field.
I keep it as a reminder of my own goal for PCC
to grow this college and fill
up that football field with graduates, okay?
And we got a few yards to go there.
So-- but it's a visual for me to show that what our real goal is.
It is time for us, we talk about a student center college
and we have that in our heart but it is time for us
to study how a faculty-centered academic management can lead
to a truly student centered college.
Okay, next steps.
At this point I do want to thank each one
of our current instructional deans and managers.
Each one of them I've done their work and I've been a dean.
I've been a Vice President of Academic Affairs.
Each one of them is an able administrator
and a tireless advocate for student success.
I assure them in public today as I already have in private
that no matter what realignment we proposed, that not one
of them will of course lose their job, their title
or their salary, just not gonna happen on my watch.
This good colleagues are managers are not, repeat,
not part of the problem.
But these very good people will be part of the solution
and I do thank them for their leadership
and we should thank all of the deans and managers right now.
[ Applause ]
>> So what would a realigned PCC look like?
I don't know.
I have some ideas but I'm not sure.
I do not have a specific proposal today other than to say
that there are several prevalent models used
by other very successful community colleges
in the state of California.
One of these models is in our own college catalogue that calls
for four instructional divisions.
Perhaps this is the model we end up with, perhaps not.
But this is where I need to ask for your help,
an engineering first, a college-wide process
to study the goal of realignment and develop a recommendation.
As this is the college counsel, okay.
I will ask the college counsels existing planning
and priorities committee to take charge
of engineering this process.
We need a process for the process, okay.
We have our educational master plan.
We've got it, it's up on the website.
We have our board goals, we have those, they'd been adopted.
Now our task is to do the planning.
They will lead to the achievement of these objectives.
The planning and priorities committee is chaired
by Vice-President Miller and President Ed Martinez
of the Academic Senate and comprises 18 members
of the faculty, staff, managers and students.
I will ask the planning and priorities committee
to convene quite soon and get right to work on forming
in all-college consultation process with a timeline.
This committee should be inclusive of anyone,
anyone in this room and anyone in our college community
who wishes to participate and it will have the support
and the resources to do its job.
In addition, all next week, the managers
and I will be working together directly and extensively
to develop models and options
for the planning committee's review and consideration.
Okay, so I'm rounding towards the finish here.
Let me talk for a moment about budget.
You will note today that I have said precious little
about budget and cutting expenses.
We've got a lot of a mess you know and we've have a lot
of vacant positions as you know but I haven't talk a lot
about budget today because I do not see this as our main problem
as I have already suggested.
A real problem is one that money alone can't solve.
Our primary effort must be to relight our imaginations
and create a culture of innovation
in which the only answer is yes and.
Now those of us-- those you in theater teach acting and so on,
you know the Chicago Improv, the first thing they teach you
in improv okay, is that whatever your working with when you are
in stage, the response to your fellow actor is yes and.
'Cause the moment you say yes but, okay,
you've negated everything that-- you've shut it down.
You shut down improvisation, you shut down creativity,
so we need to shift to a yes and culture and doing that, I know,
look at what we've done in the past year,
I know that we will secure the resources to do the job.
The problem is not money, the problem--
not a problem but our challenge is to plan.
What do we wanna do and let's go after it.
So I'll leave budget there
but if you are interested [laughs], there it is, okay?
And basically, what it says is that, you know most
of our budget is paying our salaries and benefits.
I'm very proud of serving this Board of Trustees who have set
out among its primary goals
which I think is not just humanitarian although that's
where it comes from because I know their hearts, but it comes
from running a good college.
You can't run a good college when everybody scared to death
that they're gonna lose their jobs and lose their benefit's.
So that's just not gonna happen at PCC, not now,
not ever, period, okay?
It's not negotiable, okay
and that's what these trustees have supported, all right?
And so we're one of the few colleges despite all the
challenges that there have been no salary reductions,
no furloughs, no layoffs, none of that, no--
well 100 percent contribution of benefits, health benefits
and yo know what it's like out there.
That will stay.
That's not going under the table
as a bargaining, period, all right?
That's a part of who we are.
[ Applause ]
>> But I do wanna remind us that money is tight.
[ Laughter ]
>> And there is another,
state budget cut looming, you know that, okay?
We'll get through it partly
because our board supported a generous SERP.
SERP is the early retirement incentive that enabled us
to move a significant amount of salary from our budget.
We had 88 colleagues who elected to take the SERP
and they're now drawing their retirement plus the SERP
incentive and all of their salaries are, you know,
off our budget and that kind of saved the day for this year.
But we'll get through nonetheless.
But I wanna talk to you about something.
Since the SERP deadline of last June 30th, you recall,
we've had a number of-- I've had a number of colleagues
and there have been others--
we have approached others in administration who have asked
if SERP is still available 'cause they feel
like they missed it.
Indeed some of these colleague's report and I credit this
that they hesitated to take it because they did not want
to let the others around them down,
that they fought they had responsibilities
and I can understand that.
This is understandable in the cherished value
of the PCC family but these colleagues should not be
punished financially for their selflessness.
So for humanitarian reasons, I will recommend
to our Board next week that we extend the SERP election
deadline to December 31st, 2011 for all employees.
Now given the board's approval and I must go to the board
with that, we must by contract, and I'm happy to do it,
meet with our union partners, PCCFA issue, CSCA and POA
to present this proposal formally.
If we come to agreement, this will mean that we will be able
to assist some current colleagues financially
at the same time, we can relieve pressure
on this year's operating budget in every, you know,
every penny helps these days.
So, because we're gonna take those dollars that are saved
and we kind of-- they're used if you will,
but we have to reinvest those dollars in the upgraded staff,
in the upgraded technology, and so on so
that we can be more productive but better paid, okay.
>> And you know that's where I'd like to--
for us to go overtime and we can do
that if we make the right investments.
So I just wanted to announce that out loud
because I know people have been hearing about that and so on.
If you do have any specific questions on that,
I ask you to speak to Vice President Lastimado,
our new HR Vice President who has the details on it
but of course we will engage our union friends and work
through this towards an agreement.
Okay, I'm closing now.
Yesterday, I don't know if Sarah is here.
Yesterday I was interviewed by The Courier on my first year
as president and I was asked what I thought was our most
important accomplishment over the past year.
I actually have duped Sarah for a couple of days
because I had gone two consecutive couriers
without my name being the paper.
And so I said, you know, you don't need to do an article
on me and-- but she insisted.
Now earlier you heard the long list that I made of the things
that we have accomplished together.
It really is, you know, amazing what you've done.
But in my answer to courier and I hope it comes out right--
[ Laughter ]
>> She is taping it [laughs].
I did not hesitate with my answer.
It was the hiring of our 21 new full-time faculty, okay.
That's the heart and soul.
That's who I serve.
That's who we are here to serve.
There are angels here at PCC.
A few of them are our colleagues
who let our new faculty orientation
or our orientation for a new faculty.
These faculty servant leaders chose hope
and created a year-long syllabus do get the info
and attend it's wonderful, the first talk
by George [inaudible] is wonderful.
And they've created a year-long syllabus for our incoming class
of over 2 dozen full-time in adjunct faculty.
During the week before the opening of the fall semester,
our new faculty bonded across divisional boundaries.
It was almost as if they were realigning.
If they didn't know what their alignment was,
they would have just realigned, they would have just done it.
In a series of academic and orientation activities,
there's a lot of eating going around.
And the crowning event was bowling night
at the Montrose Bowl.
Don't know if you've ever been there.
It's one of those retro 1950's movie set bowling alleys,
you got to go up there.
Faculty brought their families
and there were many young children in there arguing
over whose turn it was while we all enjoyed pizza.
It was the most fun I've ever had at PCC.
And I have a really cool bowling team T-shirt to prove it.
[ Laughter ]
[ Applause ]
>> And there's a T-shirt and a place
on the bowling team for all of us.
Now, you know, I also wanted you to know my goal of this year.
One of my personal goals this year is to not spend any money
on clothing because you're just giving me clothing.
I did wanna do a shout out, you know speaking of T-shirts,
to our math division who last year gave me this, you know.
It says math division on it.
Now when they gave this to me, I said math division
at first given that I'm an English teacher,
I thought that that was a problem.
That was an instruction math division okay, and then that,
you know, I realized it was them and so--
[ Laughter ]
>> [Laughs] and right here, and I'm so grateful for this,
they put the founding year of the college 1924
and the symbol, to infinity, okay.
So I wanna thank math for that.
Let's give them a big round of applause.
[ Applause ]
>> Those are shameless plugs for additional bling at any time.
More and more I see our enjoying our time together is absolutely
essential, even a prerequisite
to creating an authentic college community.
Once you've bowled a few frames with someone or share a bowl
of ice cream or a cup of coffee, it so much easier
to discover what we have in common and what we have
in common is that we're all just gonna go home tonight
to our families and do the best we can for our families
and do the best we can for our students.
But this year, our college's 87th academic year,
be the one that is recorded in a future history
of Pasadena City College as the turning point in our development
as a global community college in the public interest.
Thanks.
[ Applause ]
>> Now--
[ Applause ]
>> I don't know if we have time, but you know just sitting here
and feeling that you can put the Twitter feed up
and see what we've got.
And in the meantime, we have a little time, you know,
this by the way is a-- okay, I think I'll use the mic.
This is the Twitter feed, you see last time, last week I was
with the ESL languages division.
We had our little hour together, lunch hour
and we did a lot live Twitter feed, somebody just you know,
put one in, well deserved kudos
for the new faculty orientation team.
It's been a terrific experience so far, thank you for that.
So this is a Twitter community.
It's about 200 people in this Twitter community.
I try and stay completely away from college puff or PR
and self promotion and try and share what I'm reading
and thinking as just me, not the President of the college.
A lot of it I talk about you know,
I'm trying to share articles or you know,
books I'm dipping in to.
So-- and I've also found in that lunch hour that it's good for--
you know live questions and it's also their applications
in the classroom, right because you can get students on it
and they can be just feeding questions while you're moving
through the class and you can be responding to them both
from the screen or even on your own iPad.
Let's see.
Let's see if we got you know--
okay, looking through with the budget or is there more pain
to come, I covered that.
What's your vision for PCC,
you know again I won't take a lot of time with that.
Will there be more pathways-- thanks a lot.
Will there be more pathways through SP1440?
I think you're working on that.
>> There is a committee working on the SP1440 degrees.
I don't know if Armando Duran is in the audience.
He's back there.
Would you answer that question Armando?
>> Yes absolutely.
Currently there are ten in the [inaudible].
>> So the answer is that they're on their way.
>> And it were before you already have.
>> But we approved the degree in psychology, sociology,
I think that math and communications are pending
at the Chancellor's Office.
>> Okay, so again there are already in?
>> Yeah.
>> Great. That's really important, SP1440 is the program
that if any department makes a program and students go
through it, you get a guaranteed seat at CSU in that program.
Back on the orientation team,
it's also creating a new look, PCC's website.
Yes definitely.
Juan Gutierrez who I always wanna thank
for all his good work in PR certain relations,
big shout out to Juan.
Okay, [inaudible] all this stuff.
[ Applause ]
>> Thank you Juan.
The answer to that question is yes.
You know I don't know and this plug
for actually the prototype of it.
The prototype of the new website is the PCC Pulse, okay.
If you're not already on it, go to it, it's on the website.
You know, they're working on it.
They're kind of look like that, okay.
And he's going through a consultation process.
So work on that and of course that will dovetail
with what we're doing in technology.
Okay, anything else or any other questions that I can be helpful
with this point at all.
Okay, good.
We'll keep those comments, I'll turn it back over to Bob
and again-- oh I'm sorry.
>> There's some questions, okay.
>> I think I understood you just say
that it would be 2020 before the restructuring would be
maybe complete.
Now I've been through restructuring of a high school
in PUSD and it ended up after five years of failure.
And it's right back to where the old classroom is in high school.
>> Okay.
>> The principal had to leave.
The faculty had turned against her.
She brought some fabulous ideas from New York City
where they are very advanced.
[ Laughter ]
>> The Bronx-- was it the Bronx--
>> What's that-- what?
[ Laughter ]
>> Was it the South Bronx-- I was gonna say-- yes.
>> No but it was school--
>> This idea is from the South Bronx man, you know--
>> It was school-- where schools that you had to walk through.
>> Yeah.
>> You know, detectors and all that stuff.
>> Yeah.
>> But they've written books.
It was-- it's collaborative back there.
I think they made a really nice drive.
>> Yeah.
>> But coming to California with her husband who was an attorney-
>> Yeah.
>> The faculty, by the end
of five years had basically just turned against here
and I was her secretary and they just didn't understand how much
she loved education and students.
>> I think she's a candidate for a job here--
[ Applause ]
>> Well, you know again, that's--
you know I think it's a cautionary tale, okay,
but again I don't have a proposal for this
but it's something that the board is asking us to look at,
very different day 2011 than it was in 2006, okay,
or anytime before 2006.
I've been in administrator for a long time.
Actually when I came out of the South Bronx,
I've been in Los Angeles for 35 years.
So, I can tell you that many years as administrator,
my biggest problem was how we were gonna distribute the COLA,
okay.
So we're not in that situation anymore, the state's not backing
up the truck with anymore money.
So that's not a hit on any of the managers
but we're gonna have to look at the best way
to deliver every service.
And if can say, that means I pick
up a mop then that's what's gonna have to mean
and you know what's going in unified.
But no, those are-- those are the kinds of cautionary tales
that will be part of the process, yeah.
Question back there?
>> Hi, I'm Page Wilson in the English division.
I've here 26 years, I currently teach 7 classes, 220 students,
4 of them are one-unit classes.
I don't even have time to see my family, I'm grading paper
so often, let alone my colleagues and I wonder how,
when we're given more responsibility,
how we're supposed to--
especially in the English division
with our extra load that, you know we always have
to grade the papers, how are we going to handle
that when I can-- and it's one unit overload
by the way that's it, just for one of the-- one unit classes.
So how are we going to do that, I'm confused.
>> Well you know, you can have all these answers for it.
I'd say this that you can't have what you have now is
responsibility without resources, okay.
You can't have all the responsibility
without the resources.
So we have to move towards a system
in which the resources evolved back to the faculty,
directly within the managed directly.
Academic leadership, I mean my own philosophy,
if we're gonna make mistakes and the faculty need
to make those mistakes in academic leadership,
they need to decide these things.
Right now, many of those decisions are being made
for the faculty, all right.
And that's not to me the optimal system especially
in this system.
So those are a couple of thoughts because certainly,
you know and again, you know Aimee was my dean
and very helpful when I taught my class, I know about,
you know grading papers and the load that it takes,
that's exactly what I'm talking about.
That is exactly what I'm talking about.
>> It's different from our basic skills.
>> Yeah.
>> Teach of 400-- teach 2 to 400 on 1B and 4 and six,
you know grammar classes and punctuation classes
and it's gonna be-- it's gonna be really different.
So I just wonder, you know, and I've been here a long time,
I've seen this place go through a lot of changes and it sounds
like the changes might be something that with the addition
of assessments, all the things we've been made more responsible
for on the computer, all of he programs
that we're always you know, having to hook into already.
If we add onto that, the management of everything,
honestly, you know, I'll just have to wait and see
and I'm not-- yes and, but you know what I would have to say
about that yes and, and the improv.
Improv is different from theater.
Theater is planned, theater has a script, theater has art attach
to it and theater has a completeness to it and a theme
that is consistent and improv really,
I've never see a good improv.
So to use improve as a model, I personally,
it doesn't mean very much to me but I'm--
I love this place [laughs].
I love it.
I love everybody here.
>> Anybody from Chicago?
>> I know all of you.
[ Laughter ]
>> And you know, I may never say anything like this again,
so I'm just simply telling because we haven't spoken.
I haven't actually, you know personally met you.
You know, I had another meeting and so I'm here today
because it was the first time I could get here
and I just wanna tell you want I thought about it
and I don't wanna Twitter it but I just want to say it.
Thank you and I want--
[ Applause ]
>> Let's get somebody else, right,
you know, have their hands up.
>> Thank you.
I'm Gloria Horton from the English Department.
I have a question, I'd like to know
if you would make it a little clearer
for me even though words are my business.
I'm not quite sure I understand under the heading of realignment
that we have on the trustee policy printout.
You have something about the division of instruction
and you mentioned something about 4--
4 groups or 4 categories, Dr. Rocha,
I wonder if you could explain
that in very simple terms for me.
>> Okay.
>> Thank you.
>> Well again, I think I refer to my text that you know
in my comments about the four reasons I thought we needed
to do it.
Look at what you've just said, okay,
that today you're giving the input
after 15 months, all right.
It's not because you know, we have-- there's something broken.
It doesn't have to be realignment,
it doesn't have the department chairs.
There something broken.
The number one thing everyone comes to me
with is I'm not in the loop.
I'm not getting the communication.
I can't-- I'm not hearing what's going on and I'm saying
to myself, "Oh gees, we have meeting after meeting
after meeting after meeting and it's not getting
out to the most important people, the faculty."
So the number one reason and again, you'll have to--
you know if you look at our [inaudible] college--
colleges or a consortium.
We're the only college without department chairs,
faculty department chairs and communication, right.
Of course you have Aimee there in English--
in English, that's cool.
Totally cool, right?
But we have, you know, if I was department chair and I'm trying
to do SLOs or program reviews
for say political science, I'm out of my can.
You need to have a department chair to sit down and do just
like with hiring committees, to do that disciplines,
academic leadership, evaluation of faculty, mentoring a faculty
and most important, the mentoring of students
in your majors and getting your students through
and making sure that, you know the advisement component.
Sure, that's gonna take resources.
It's gonna take resources.
But in my view, without, you know,
asserting a particular proposal, we wanna take a long look
at where the resources ought to be.
And in my view, it's time to take a look
that whether the resources are to be returned
to a more conventional model
that most successful community colleges use,
and that's all I'm asking.
So that would be the-- the, you know,
both of your questions kind of go to the heart of communication
and we need to figure out how we can do
that in a more effective way rather than you doing this,
you know, once a year so.
Other thoughts or comments?
Okay, we're back to--
>> You said, we're the only--
Pasadena City College
that doesn't follow this rule of not having chairs.
So are you talking about just the colleges,
the community colleges within California?
I was just, I need a little clarity.
>> Yeah, in California.
At our last board retreat, our LCW,
our general council Mary [inaudible]
who is probably the most respected general council
and serves most of the districts in the State of California.
We had a long talk with the board about you know,
realignment with goals and so on and so forth.
And Mary offered the information
that most districts do not have our alignment and most districts
who have gone away from the department chair have moved the
decision because it has resulted in taking the management,
the responsibility and frankly the resources away
from the faculty.
That has nothing to do with the criticism of the deans
or what's gonna happen with the deans or so on and so forth.
It's just of that information that's, you know,
that's the normal model in--
in California Community Colleges, CSU and so on.
So alignment means not just a restructuring to save money.
In fact it may not do that, okay.
It may not do that.
Alignment means to align the work of the college
so that it advances student's progress to degree.
We are not aligned.
The SP1440 degrees show.
There was a law that had to come
in because we are not aligned with Cal State LA.
>> We are not aligned with Cal Poly Pomona in terms
of our recent transfers there
but our programs are not aligned.
And the law now is to align your programs
so that you can guarantee
that your students get those sits in the CSU.
So what I'm talking about is not administrative cost savings
or just changing the org chart.
What I'm talking about is looking at, okay?
And I appreciate these initial responses
and that's why I think we need to have a process,
an open process that's longer than just obviously today,
that will study these issues seriously 'cause the real issue
is not realignment or not,
the real issue is what's the best method
of achieving the goal of student progress to degree, okay.
I didn't tell you that, you know with some
of the SASI Initiatives, okay that the faculty have, you know,
those faculty I think will report to you
that it's extremely difficult to move
across the divisional you know, lines and so on.
So that's just one example.
Is there another one?
Dan? How are you doing?
>> [Inaudible] thing, a lot of people would
like to have been here and [inaudible],
tell us how they can see the videotape later on.
>> Juan how do we see the videotape later on?
[ Inaudible Remark ]
>> Okay, we're gonna capture and put it on The Pulse.
Click--
>> We're gonna caption it so that's gonna take--
how long would that take Juan?
>> A couple days
>> A couple of days so within a few days,
it will be up on The Pulse.
>> Okay. Question back there.
>> Hi [inaudible].
>> There are nine other goals, you know.
[ Laughter ]
>> My name is Kaye Yee and I'm
from the visual arts and media studies.
I started in 1982 and we had chairs
and then we had [inaudible] of instruction and then--
the responsibilities increased and increased
and then it became deans.
And then, so now it looks like we're going back to the chairs
and what I wanted to know was,
what will be the responsibilities of these chairs
that then report to, I assume fewer deans
and I mean it's unclear to me so I guess that's some
of the clarification that some--
I hear some of the faculty asked.
>> Yeah, well certainly it's kind of--
I think there are answers for that question and you know,
I'm not in any way evading the questions prior a little
premature to get to the details.
Of course when you get to faculty department chairs
that are elected by the unit, you're talking about negotiating
with your collective bargaining representative and we'll have
to have, you know good partner conversations
with the faculty association and we're prepared to do
that because, you know and again, there's a model for that.
There's an app for this.
Okay, where you know, the colleges all
over this state have this conventional model.
The key issue is this, okay.
The speed of the game that I call,
the speed in which everything is happening, okay,
you talk about-- we had this then, we had it, you know,
I remember a time not too long ago when I left on Friday,
I didn't get a single communication until I went back
to the office on Monday, you remember that?
Okay. Now I'm working 24/7.
Literally 24/7, this thing is going [inaudible] and you know
and the deans and everything, it's the same thing, okay.
And we have to have therapists to get it off that addiction
to stop, you know shut your-- you have to get your wife just,
that you know, just shut the thing off.
Okay, the speed of the game is so fast, so fast and there's
so much administration going on and not enough faculty think.
Not enough academic intellectual work in my humble view, okay.
So who is most responsible for doing the SLOs
of a particular course?
The faculty.
Who's most responsible for doing the program review
of a particular degree program
or workforce certificate program?
It got to be faculty.
Even when I was a dean.
I never directed that.
I was a dean.
I never did-- I have a chair.
I've worked with the chair, I supported the chair, you know,
but only the chair of a particular department again
in my experience is able to sit down,
mentoring the visual faculty and say, oh,
have you done your assessment?
Oh, I did my SLO's.
Have you done your assessments of the SLO's?
Well what's that?
Okay, well let me show you.
Okay and then, you know, on and on and on and then,
you know the other key component is you know,
you have to [inaudible], you know, like the modern world,
right it's everything runs from your iPad, right?
Everything, you know you've been running everything
from your iPad, you know we're trying to get the whole world,
the whole school onto that iPad, so that students--
we had so many students out there and they need to be seen
to and in my view, the best way to see to them,
to humanize the relationship is to break it down to it's,
you know, smallest reasonable parts.
Now, a lot of the faculty do that already.
You know it's just has kind of a natural course of what you do
as you know, and so I have no-- you know, again no criticism.
But what I'm trying to do is to, this is the time for us
to study what the best alignment would be, okay?
Because what's particularly, again,
if you look at our alignment
with say other community colleges, it doesn't--
not norm, now maybe there's a reason for that,
this is perfectly good and we all decide, okay, fine.
No changes, all right?
But I think what I'm asking us to do is to be open to the study
of it and not to shut down the process before it starts, okay.
I'm asking us to look at this as an academic
and intellectual process
in which we would post difficult questions and come
up with you know, responses and then we can evaluate those.
But the most important thing is the, you know the North Star has
to be what's best for the students.
You know and what's best for the students is, you know,
I mean I really believe, I read the articles,
it's on my Twitter account.
I really believe what's best
for the students is the smallest possible administration you can
have, period.
The Board of Trustees is asking us to continue
to make smaller the administration staff, okay.
[Inaudible] as saying, we can't fill these positions, all right.
Those-- a lot of those positions are not, you know I'm trying
to be straight up, okay.
I think Martha was next.
Okay, Martha?
Thanks for this.
This is helpful to me.
>> This is--
>> Yeah.
>> Not to change the subject but--
>> Okay. Oh a different goal.
>> Yeah, actually different.
I'm actually gonna talk about the technology of aspect.
>> Yeah.
>> So talking about-- and talking about realignment,
I'm thinking also the flow of resources that there are
so many faculty who are hampered in doing their job.
You keep talking about Twitter and the iPads
and et cetera, we don't have that.
In fact most of us, particularly those
of us we use Macs have these recycled things that sound
like they're gonna take off any minute--
[ Laughter ]
[ Applause ]
>> That crash every other hour.
>> Well--
>> So I mean, talk-- realignment is great but--
>> Yeah, yeah.
>> How about realignment of technological resources
so we can help students progress by actually doing our work.
>> No, Martha, you know we talked
about when teaching a class, some of our classrooms are
like the Montrose Bowl of you know, community colleges.
But you know, that's a long subject but I am going
to put Dwayne on the spot, okay.
It just hasn't, you know just to speak a sentence or two
about the-- his plan for making this right and you know,
making this faculty centered, so Dwayne?
>> Well, a part of the process here is I think,
what is this, week six for me.
[ Laughter ]
>> There's-- and in those-- yes, so what's my problem right?
Why the hell have I got this stuff rolling?
[ Laughter ]
>> One of the things I have been doing
and I'm having meeting with faculty.
I've been meeting with whole departments.
I've been meeting one on one with faculty, you know
and we're looking at while we're trying to deal
with the administrative information system,
we know those issues, we don't need to study that a lot.
We do know that we have process issues.
So we already have a plan for moving forward,
in fact we're getting ready to go to the board
with some particular work
so that we can get that process started.
That is already, in my head, all the dots are connected.
So I've really been focusing a lot on meeting with faculty
and departments and understanding their needs
and in fact we've always taken some steps
in some departments to-- let's see, what was our example of--
in business, we have a class that's being taught.
I'm trying to remember the faculty member that was involved
in that but what-- Shelley.
Yes, wanted to teach Outlook to a hundred students
and they need e-mail accounts.
We set that up and now they're teaching.
There's other faculty that making other types of request
and we're exploring within the information technology services
division about how we can start offering services there.
So in my view, it's-- as we're continuing to go down this path,
of trying to understand what the needs are and that's part
of still a process that we really need to do,
we still have a lot of discussion.
I know I've-- I get probably I'd say a dozen e-mails a day
from faculty.
Now I get about 250 e-mails a day period but I'm learning more
about what is needed and I think we do have a plan.
You know, I'm not so bent on the-- on the iPad.
In fact, I'm-- I'm expecting that--
that we are able to provide whatever connectivity
and whatever type of any place, any location, any device.
In fact, I guess most of you are carrying them now.
Phones, other types of devices that says,
"How can I get the resources, how can I be able
to access anywhere whether you're on campus or off campus,
whether you're in Boca Raton Florida, I don't really care."
I want you to have-- I want you
to have your same desktop wherever you are.
Go to any class, any location,
they all have the same type of capabilities.
Those are some of the plans we're trying
to put together now.
So we know some-- all our classes are not equally smart,
right?
So-- so we're looking to try to address those issues.
But this is just the start.
I know we have a lot to do and a lot of that input and how we go
about it is really gonna come from the faculty and all the--
the groups that helped put that together.
Hope that addresses the question.
>> My item was on goal number three, student-centered
and because of the new financial aid regulations and looking
at students and making sure that there in an eligible program
and that they are going to progress in a timely manner,
our ability to do that and what we're seeing right now is a good
percentage of our students have just gotten a class
and they were instructed to just find a class.
So, by the time-- I'm not sure how we're going--
we've got students in cohort, we've got students
who know exactly what they are going to be on
but we have a number of students who have probably been here
about two years who have been in any track or in any type
of cohort and now you know we're looking at one more year
by which we can really provide services to them.
What is the plan, how do we capture those students,
and get them on a path and a direction
to completing something?
>> We gotta revamp the enrollment management function
because again whether you call it alignment or not we--
we manage our schedule in eleven pieces, okay.
We don't do a college schedule as I'm sure you know and that
as counselors know, we do eleven separate you know,
divisional schedules and some-- and the students have to scurry
and see if they can you know get, you know four classes,
right, to qualify for financial aid.
And then you're raising the issue of given that system,
you have a lot of students who are lost in space, okay.
And you know we're quite well aware of that so we have
to get them retract and I think Bob
and the deans are working on that.
>> You know, we're talking a lot about realignment this for--
or this afternoon and actually there's two kinds
of realignments that are being talked about right-- right now.
One of which is actively happening
which is the realignment of the overall organization
of the college under the new Vice-President team.
One of those teams among that group is what we call team 1,
that's the teaching and learning team and that's Dr. Jacobs,
our Vice-President for Academic Affairs and Instruction
and Dr. Dell our Vice-President Student Learning Services,
and myself as the Head Services Vice-President.
And just before this meeting, team 1 met and we were talking
about the winter schedule and we are talking about it
in the context of progression and completion--
well, progression and completion in particular
and how we can build the winter schedule
and more specifically the spring schedule to get more people
to successfully progress and complete.
So there's-- there's that dynamic, there's this teaching
and learning team, the three vice presidents and the areas
that we're responsible for working collaboratively
across areas to progress and serve
and complete more students.
Beyond that, under the rubric of our college council,
we do have an Enrollment Management Committee,
the standing committee and this group is gonna be looking
at enrollment management in support of what I
like to call the North Star Educational Master Plan,
and our student success achievement targets that we have
in that plan and also our signature goals.
And the purpose of this committee is going to be
to help the college understand what it takes
to create schedules that overlay on the moving
of the student success achievement targets 'cause
that's really what it's all about.
It's about-- it's about that-- that completion.
And so this committee will begin to look at that
and we'll be working very close with the faculty
and with whatever structure we end
up in the instructional area.
And last but not least, I want to assure you Kim that--
and I wanna assure the students in here
that the last thing we're gonna do is leave anybody stranded
in the system, that whatever changes are made are gonna take
in to a fact that attack that we've got people who are already
in a pipeline and we've got to make sure we get those people
through the pipeline to whatever their goals are of degree
or transfer or certificate or just basic skills
or CEC students or what have you.
So I think, you know some of you been here a long time.
I think it is a new day, the new approach and it's brought upon
by the realities of-- of our current situation.
>> You know I think it's really important now what you raise
Kim, it's because that's a classic example
of the stovepipe, you know because why are those--
you know those students have been here a long time?
They're in the existing system and they're
in the existing system that is completely stovepiped.
They go to student services and they get some information.
The councilor's right.
The councilors actually advise students get anything you can
get wherever you can get it.
That's not a system.
Okay, that's not a system that's serving our students.
Now I'm not saying that that's you know,
that's all gonna get solved by this step but we have to look
at what is the best structure so that students who are coming
in can get tracked and now of course we have
to do some readdressing to make sure that students who are kind
of you know have a whole lot of units but they don't you know,
move to a degree or certificate that they are pulled
out if you will and just kind of put on a track.
And that's a lot of work but it can't be done by just one unit.
You know, it's gonna be done
by all the units together so-- go ahead
>> I think we got one right back here.
I'm sorry.
>> I'm sorry.
I think you were being patient.
This--
>> I just have a quick, very quick--
well you can make it a quick answer.
>> Okay. I'm sorry.
>> My quick question.
My name is Melissa Michaelson.
I teach in the languages division, ESL, and you--
alignment-- realignment number one that says developer command
and complete in this year the college-wide realignment
of the administration staff.
What would be the--
a more specific timeline because I mean, just to share what some
of my colleagues and I have been talking
about in our offices is you know we're afraid
that things will happen without having consulted the faculty
and then all of a sudden it's summer break and we're all gone
and then the decision-- some decision has been made
and we come back and things are different.
>> Well, one thing, you know I--
I gonna publish the text that I've read that--
today online so you can read it.
And again, my recommendation was
that we have the existing shared governance formed
at all college consultation process
so that we can continue this conversation, fix a timeline
for developing recommendation.
And if you know, there are no-- we'd like to--
I think a reasonable timeline would--
to study this and develop a recommendation would be
this year.
I mean I think that's what the board is asking us to do.
So I think we should try our best to see
if we can fulfill that goal.
When we get to the point, let's look at it.
Let's form the group.
You know, let's do the study, let's do the consultation,
let's develop the recommendations,
see if that's better and when we get to that bridge,
that's you know, and then time runs, the clock runs
out let's you know take a look at that
or we can either lay it over or not.
But I would say that what you put your finger on is one
of the problems of the 21st century college, okay.
This college doesn't sleep in the summer.
Decisions, the speed of the game is so fast.
It doesn't stop in May and then we wait
to start making decisions in September.
The Board is making decisions all summer on things
of really importance to each one of you
and each one of our students.
We have to create a system you know,
and if realignment isn't the right word,
then the group would choose another one.
But we have to create a system that matches the circumstances--
you know, the decisions we make and so exactly the opposite.
You know, I hope that you serve on the group, okay,
so that we can get to the substantive,
you know issues in input and so on.
But again, I think if we-- you know, we're academics right?
The first thing we do is give ourselves assignment
and do some reading you know-- you know let's make a syllabus
for this and do some study, okay.
>> And-- and we'll see that you use the word afraid, okay.
You'll see that there's also a healthy alternative
that other more successful colleges
than us are using, okay.
Not there we're you know, in bad shape but there are colleges
that are more successful than us, that graduate more students,
that generate more resources, and so on.
And so I think that we can-- we can match that.
So-- but I wanna make sure
that we get everybody-- yes, there you are.
I'm sorry.
Pardon me.
>> Okay. As you get to see, we're getting hot over here.
[Inaudible] a counselor and a teacher
and I teach the career planning courses.
>> Yeah.
>> And one of the things that I've always admired
about Pasadena City College is a student can come here
and they can try something and it doesn't work.
So then, they try something else
and it may take them three times to pick a major.
Now I feel this pressure coming to the student.
You've got to get through.
You've got to get your major, gotta get out of here.
Well that's great, I mean if we have to do that.
You've got to remember who are our students?
Not everybody that's coming here go to the University.
Not everybody is getting a certificate.
Some people are working.
They're coming here to get two classes to get a promotion
and then if we hook 'em, they come back and do more.
And my concern is not to forget who they are.
We have a lot of have-nots.
They don't have a computer.
I took my class at the computer lab to do an inventory.
The computer lab couldn't print up because there is no printing
in the D building and so I said to students,
"I'll send you an e-mail and you can print it at home."
Students are reluctant come and tell me that they couldn't do it
because they don't have a computer.
I mean, we assume that everybody is connected but they aren't.
So then the next thing is, is it possible for us to come
up with computers for students that would be really cheap
so that they could buy them in our bookstore
or they could be-- you know what I mean?
So that we could reach up to more people
and not everybody gets financial aid.
There were just enough so they got enough money
so they can buy the-- get in to the class
but they make too much money to qualify for financial aid.
>> Right.
>> So I just want us to remember who our students are.
They don't all have everything.
They don't have a computer.
They aren't all connected and they don't even want to tell you
that because they feel they should be.
>> Now. You know I am--
[ Applause ]
>> You know, I was one of those students.
I was one of those students.
There are probably a lot of people in this room
who are once students, okay.
And I do wish you know, that the body politic, our neighbors
out there all right, were kinder and gentler
to education right now but is a-- is a--
you know when you say, "Where's the pressure coming from?"
Okay, the Board of Trustees--
our Board of Trustees can't raise taxes and--
and you know to increase the funding.
The only way we can increase our funding is again to try
and reengineer our processes so that we can raise more money.
Your idea I think-- I think your ideas,
we have to what would be the way, right?
'Cause it's not happening now, right?
Students were getting at lost in the system.
What would be the way that we could retain that value
that you speak-- spoke so passionately about?
That's what we have to do.
How do we retain that in the program?
Well, some of that is gonna be resource issue, right?
You know, more sections and so on cost money.
So, I'm not saying we can't do it but we need to figure
out a way that we can obtain the resources
so that a good component of the program is students who are--
are, as you put it finding themselves, okay.
I remember well, I'm not standing in front of you
if I hadn't been able to walk on the campus of Cal State
and say ,"Do you have a Master's Degree Program on this"
and they say, "Oh yeah, the window over there, okay."
And then I wrote him a check for 176 dollars
and that was for the year.
So, you know you all-- you remember that.
Those days were gone, okay.
Those days were gone.
Our students can barely find jobs out there.
We are the most privileged of the privileged, okay.
We're the few left on the island, all right.
And so what we have to do is to figure out, you know,
how we do put the capability
in our student's hands especially those
who are the most vulnerable in this economy.
So, some with you and that's exactly the conversation
in the input that we need to have.
And you know, and not just have that
and then let it go for a year, okay.
Let's engage that and see how we keep that important piece
in the college that you--
you clearly want to do and I assure that.
So I thank you for that.
So, who else?
Yes, you were waiting?
>> [ Inaudible ]
I work in financial aid and I'm with customer service
at the front desk dealing with our students.
This week, we've had a really tough time with most
of our students for waiting for their checks.
It takes us about 10 to 15 working days
to deliver a check to a student.
>> Right, right.
>> I mean I worked in private industry
where you received the money today and pay them tonight.
>> Right.
>> And I-- I promise whom the students I'll bring it up
and that's why I'm bringing it up today.
>> Right.
>> Is there a way or is there something
that the management is looking
at to deliver checks faster to our students?
>> Yeah. You know I appreciate you bringing that up.
Is that a-- you know let me, let me ask.
Is that a-- just a business process we're doing
that by hand, is that a computer thing?
Would-- you know the question is why do our students have
to wait for checks?
>> The answer to that is yes.
It's all of those things.
I think--
>> Right.
>> Part of it is process and part of it is our system
and the caliber of that system right now,
so as we get the new one and put it in place that those--
those issues will get resolved.
In the meantime, we are--
we obviously gonna have to go the extra step
like you're doing to--
to deliver it if it has to be hand-delivered and to provide
that type of high-touch service
until we can get some of that fixed.
>> Yeah. Okay.
Thanks for the question.
[ Inaudible Remark]
>> Right, right.
Okay, and then look at what you just said, right?
That's what I call stovepipes.
We do this in financial aid,
the [inaudible] office gives the checks.
This is the year 2011, okay.
You're-- it's not your fault, not my fault, okay?
It's not anybody's fault but we need to fix it now.
We can't wait another year to fix this.
We cannot wait another year.
Whatever you wanna call alignment, all right,
believe me, there are community colleges in this state now
that don't have this problem, okay.
So this is not worthy of us.
We are spending resources that we could use to--
to support the students that you're talking about.
And instead we have-- imagine what it's like, imagine okay.
And I'm sure you have may be people on your own family.
What is it like to have to wait for check in order
to go to a grocery store?
We have to do better.
So I-- I appreciate that.
We're not gonna-- you know that's part of the--
you know the real world at the revision
of the business process.
We got another one.
We're going around.
Go ahead.
>> Yes. Hi!
My name is Sarah Miranda and I'm one of the counselors in behalf
of my colleagues who are also counselors, I just wanted
to say something about your earlier comment and we in--
we got a lot of students that come
through the counseling office and we do lots
of group orientations.
We try to assist the students as much as we can
so they do select courses when they are open.
But the scenarios, when we get students that come in
and probably have been denied admission to a Cal State
or to a UC, now they need to select a class.
It's two weeks until the semester starts.
We basically have to tell them, "You know, you have to go
and search and try to see what's open."
We're not gonna turn the student away
so that's I just wanted to--
>> Yeah. No.
>> Add to what you had said earlier.
>> And you know, and in no way and I thank Cynthia
and all the counselors we've got you know, a great group
of counselors but how many counselors do we have?
Okay,
[ Applause ]
>> Okay, eight of total.
Thank you to all.
How many-- how many counselors do you have total Cynthia?
>> 21.
>> 21 counselors, add, okay enrollment stats.
How many students do we have?
>> 28,000
>> Okay. 28,000 heads, okay.
We have 22 counselors and 28,000 students.
Our counselors are pulling off a human miracle, okay.
It's a miracle.
Students are out there doing anything, right,
given our system put our system, sorry is profoundly broken
and if we wait-- if I approved 10 more counselors--
[ Laughter ]
[ Applause ]
>> Wait a second, wait a second.
[ Laughter ]
. You didn't let me finish.
[ Laughter ]
It won't help.
>> You know what I'm saying.
You know, those-- we're-- we're gonna have to figure out a way
that a lot of our processes are essentially brought
up today digitized.
Our students are getting most
of their services you know, in digital kiosks.
So our human beings, our counselors,
our professional counselors, our faculty chairs
who are advising their own students, okay,
can do the human being work.
Okay, and that's you know.
This is great.
You know-- really, look.
We should take this whole group into the Consultation Committee
and just keep this going because this is what we have to get
to as we layer down to some of these and then we'll bring
in you know, the research because we're academics right?
We should make decisions just because of anecdotes even mine
or especially mine, okay.
All of my idea should be tested but so should yours.
We should look at evidence, okay.
That's gonna take some time but we know that in all these areas
that we can do some things differently to get our students,
you know where they wanna be.
Who else? Yes?
You are waiting.
Okay.
>> I hope you don't think I'm dominating
because I make another comment but I just wanna say fist
of all, you're the key here and just this many faculty
that are here, there is that many opinions
about how classrooms should be run.
I would like to say one thing,
I'd like to say the counselors get together with the division
and understand the kind of questions that were being asked
by students because they said,
"The counselors told me you come here, and you say to go there,"
so that we all know what we're doing.
>> Right.
>> And then I want to just comment on the faculty here.
>> All right.
>> I don't know everybody.
I've been here 11 years but the faculty I know are very,
very good.
They are passionate.
Coleman Griffith,
our architecture coordinator leaded a division meeting
yesterday, it was excellent.
I've never heard so many comments from faculty
and I think-- I think if you don't know, Engineering
and Technology and Kinesiology are already under some change.
And my opinion is, they're going fairly well
and so I'm excited about this.
But you are they key.
You are the key to your administrators
and I just hope faculty that you'd listen
to your classified staff once in a while, you know.
[ Applause ]
>> Now, I appreciate that in.
You know, I thought that I am well aware of the changes in E
and T and-- so I thought when I came out the E and T,
we had a good straight talk conversation
and that's what I'm talking about.
Okay, we didn't talk in the E and T about you know deans,
administrations, and this but we talked
about what's best for the program.
Okay and work back from that outcome.
So if we keep having that conversation it will come
out right, and everybody in the family is gonna stand the family
but these things that you see first hand need
to be fixed today, need fixed today.
And we can put our heads together and fix them
because most of it is-- most of it is process.
You know, I've really--
>> And speaking up putting our heads together, the colleagues
in he pews over there need--
we've got some work we need to get done.
So I-- I don't wanna cut this off but maybe two more questions
and then we can-- we can move on.
>> Let me ask before we go, you've been-- you've been great.
I really appreciate the conversation, yeah.
Math?
>> I just wanna clarify 'cause this has been bothering
as you said it and sometimes there's a difference
between what someone says and what another person hears.
But--
>> Oh yeah.
[ Laughter ]
>> But what I-- what I heard and that's been kind
of bothering me is-- is that you were talking
about that other schools are more successful than us
because they graduate more people so is--
is that what we measure--
like is that how we're measuring success 'cause-- is graduations?
I only asked because I mean I know people come here
for different reasons.
>> Yeah. You know-- you know again,
I'm speaking discursively, extemporaneously and you know--
I-- you know I-- and in respond in your questions.
But look, by the stats we're-- we're a great college.
But there are six colleges that are ranked,
they are about our size that are ranked above us in the number
of transfers to CSU and UC and Chaffey
for example in the [inaudible].
Chaffey has a much higher basic skills continuation rate that is
from students who start at the beginning
who get to the college level.
So I'm not saying well, well-- you know, we need to compete
with them but you know I am saying that we need
to not you know just kind of rest
on our [inaudible] and-- and so on.
But as to your question about goals,
I think that's the question isn't' it,
that's the question that you raised.
That is-- our Board of Trustees approved
and Ed master plan, okay.
And Jack Scott who used to be president of this college,
all right said there's only three things
that the community colleges are about; degree, transfer,
workforce certificate okay,
the degree in transfer together, and basic skills.
That's it.
Those are the chances.
Those-- those are not suggestions.
That's the law.
So what our-- our trustees approve was Ed master plan
that we work together on that shows how we're going
to advance more students that we're doing now
to their degree transfer workforce certificate.
So in straight answer your question,
is that how we measure success largely?
Yes, and in fact, you're away trustee Mann is not with us
but you are aware that they came within a whisker in this.
Trustee Mann serves on a task force.
They came within a whisker of passing the [inaudible] Bill
that would be based finding no longer
on initial enrollment but final completion.
Okay. That's coming.
So all I'm trying to do, believe me,
I wish the e-mail would turn off,
I wish we had COLA this year and you know my--
my big problem, but I'm just trying to get the college
in a position to prosper in the coming circumstances.
I do think one of the things that we
and that this may be anecdotal, okay.
But one of the things that we're seeing
in the enrollment this semester is
that more better students are coming
that we have the highest rated high school in the state
in our district, San Marino, we have South Pass,
we have Temple City, we have [inaudible] those are four
of the highest performing high schools.
Those students are showing up here
in much greater numbers than ever before.
So what's happening?
Well on one sense that's a good thing 'cause some faculty report
to me that, hey, it's kind of cool
to have you know better students, and so on
but what's gonna happen
to our basic skills students, all right?
Well, if we don't' get out in front of it,
we're certainly not gonna abandon them all right,
we can't.
But now we have you know a pretty diffused kind
of distributed model for basic skills education
and what is going to mean, right, is that we're going
to have to you know continue as you're working.
Aren't' you guys in Math work on it and you're doing great.
You know, we've improved a great deal just in a short time and so
that both English and math, that we kind of do away
with a little bit more with the levels and the assessments
and gets-- and be able to find a program where students are able
to get from where they are in the 12th grade
to college level, you know, in a year.
And if a student can't do that in a year, then we need to get
that student some other help, not abandon the student, okay.
But we do need to realize when you--
you ought to come out with us when we take the board
on the road and talk to the parents out in the community.
When you say go, the community--
yeah, it's all the parents are asking our Board
of Trustees to do.
Get their classes, get them to CSU, okay.
Now what we have to do is to use our resources more efficiently.
So I think alignment is a good idea, so that instead
of eleven schedules we can just have one.
It won't change really any fact of the workload,
it will actually improve your life I think but we'll talk
about that and do that and preserve resources
so that we can put the resources into making sure
that our basic skill students are--
are succeeding at a much higher level.
You have to realize too as on the 9th grade, I'm sure many
of you have-- have sons or daughters in high school,
okay are coming through right?
You would never advise no matter what their level
and basic skills and my son is not great
of math we're working on that.
But you never advise students to--
to go into basic skills if they could help it,
because it doesn't count for credit towards their degree.
It doesn't count for credit towards transfer okay.
And students, as Kim says are using
up their financial aid eligibility
on basic skill students and at the end of two or three years,
they have no money left and no credits towards degree.
>> That's what we're doing for thousands of our students.
I asked Dr. Bell to pull up the number of students
who had I think more than 90 units,
more than 30 or more, okay.
It was into the thousands like 8 or 9 thousand students,
okay who, at 30 or more units towards getting close
to graduation weren't even gonna get close,
okay unless we intervene and as you say kind of track them.
In fact one of the answers to your question Kim is
that Dr. Bell's going to do a version
of that photo finish Friday for all these students
who are kind of lost in space.
So, I love you question cause these are essential questions
about our values, about our ethics,
about how we're gonna serve our students
and you know what we gonna have to make some choices.
But I think if we get in front of that and don't turn this
into a binary between somehow there's an administration
who you know woke up and just decided well gees,
we wanna do this, okay?
I'm trying to return the priority planning to the faculty
to return it to the faculty but when it's returned,
the faculty will need to make the recommendations,
not me and what the priorities are.
You can do that overtime, you can do that overtime.
In other words we have 50 or 60-degree programs,
many other workforce certificate programs and so on and so forth.
We have some programs that there are 3 or 4 students in
and no full time faculty and we're still running them, okay.
Now the administration doesn't wanna make a decision
to teach those programs out and put those resources
into these other things that we've talked about today.
I think we should but I think we could do
that in a kind general way that respects everybody
in the family now but fixes these things for our students.
so I'll leave it there, uh-oh,
question back there I see a student.
Great.
[ Inaudible Question ]
>> But a very important thing
about transfer is the winter session and we've finding this,
well at least I have for 2 years and it's always
on the [inaudible] and is very essential to us maintaining
that pipeline that you mentioned and getting people transferred.
Is that gonna be safe, since you mentioned
that we're a little bit safer economically than the past.
>> Well, there's no plan into doing away with winter session.
But you know straight talk, you know straight talk,
the college can't fund more sections
than the state sends its money for okay,
that's called the portion.
>> Even if we have money at the end of the year?
>> Uh--
>> Left over?
>> Well again if you like at the adopted budget,
okay and it's there and I'll invite you to sit
down with Dr. Van Pelt, the--
[ Laughter ]
>> There is not money at the end of the year.
Let me explain on this big white book that I put on the board.
I think what you're referring is that at the end of year,
we're sure that we have a balance
of almost 19 million dollars, I think--
>> No, No, I'm talking about the 4
and a half million that got us what?
>> Oh yeah, that was, I made a recommendation to the board,
the board accepted the recommendation.
>> Was that our priority?
>> Pardon me?
>> Is that our priority?
To put it in that account?
>> Yes.
>> Rather than funding?
>> The technology graduate?
>> Funding classes.
>> Yes that's what-- that is our priority.
We have to get the technology completely revamped.
We have a 1982 legacy system.
That's 1982, okay.
We have a system here that some high schools have a better
system, okay.
So the trustees, thank goodness,
instead of spending every dollar every year, have put--
seed money away okay so that Vice-President Cable can--
[ Simultaneous Talking ]
>> But then, doesn't that money come from cutting classes,
isn't that why we have the money out then?
>> No. There's no one at the college who cuts classes, okay?
We have reduced class sections because the money comes
from Sacramento, all right.
And so Sacramento actually remember in my text,
read my text, there's another cut coming, okay?
That's not a cut from the board of trustees, that's not a cut
from the administration.
Sacramento is going to cut the college another 2 million
dollars in January.
And what they do is pretty complicated
but the faculty understands this,
that they reduced workload.
That means you are not allowed
to fund more workload per faculty that is more sections
for faculty than Sacramento has budgeted you for.
So what I'm trying to say okay is try and fill in on that
and I understand about the need for more sections.
But I think we can-- we're gonna to work through it,
you know in some other ways that were suggesting,
I mean some of the things that we need
to do we can be more efficient
in the way we do the class schedule and so on.
The current winter session has about 250 some odd sections
in it that serves-- that has always served small number
of students.
And so what we're going to do, that won't come close.
If we were to increase, if we were to double those sections
which we don't have the money to do, it wouldn't come close
to approaching the need.
We could add 300 sections tonight and it would fail,
you know that, so what we're gonna do--
>> We'll have more people though.
>> Pardon.
>> Wouldn't it help more people to transfer?
>> Well, it would if we have the money.
>> We can't get everybody [simultaneous talking]
>> So what we're gonna do is we have to make some priorities.
So one of the things we're gonna do
in student services this year is that we're gonna pull
up the record of every student who is close
to graduation, you know.
That is safer since you're only 15
to 30 units away from graduation.
We're gonna pull you up on a list
and then we're gonna call you in and then we're gonna guarantee
that you get your classes in winter and spring.
That's called serving students,
making priorities given the type money.
So any student, just like the new incoming students,
so any student who is--
who needs a class to graduate in June will get it.
And that's the program that we're working on,
but that will mean that some students will come behind
that in the priority, it has to mean
that because that's the amount of money
that Sacramento is sending us.
So we're working on that, and yeah so I hope
that that helps a little bit.
>> So the number one priority [inaudible]
>> We're negotiating a pumpkin?
Wow.
>> Laughter
[ Inaudible Question ]
>> Who said that?
Who said that?
[ Inaudible Question ]
>> Okay, well.
If you don't wanna mention the name,
then I'm sure it didn't come from me Danny.
[ Inaudible Remark ]
>> So-- but the issue is,
you know how many sections are in winter, right?
[ Inaudible Remark ]
>> What I'm saying is that there are 286 sections in this winter.
That's down about 20 percent from last winter.
Okay the reason for that is not because the college cut them,
it's because Sacramento, the [inaudible] pulled up with
that much less money, all right?
We kept the same number of sections in this fall
as we had last fall, okay?
Check the stats, we added 60 sections in English
and Math per student to make sure
that they were able to get a start.
And I'm saying to the gentleman the student that if he's
within 15 to 30 units of graduating,
he's gonna get his classes first to make sure that he graduates.
So for the college and the trustees,
it's not about keeping winter or not keeping winter,
it's about getting-- making priorities with the little bit
of money that we have and making sure
that we can move all the those students who are the closest
to graduation through first and then the ones
who next closest next and then and you know-- and on and on.
So-- but no, you know that's why-- right ?
That's why we have to look at this--
create this consultation so that we can look at what's best
for students but if we're gonna go--
if we are gonna have a conversation about well,
heck you know, we just wanna fund more sections
than the response from the board and the administration as we--
well how will you suggest that we fund?
Okay, given the fact that Sacramento last year okay,
on a budget, I got the book right there and you're
on the budget committee, all right?
Last year our budget was 120 20 million dollars,
you know take it all around, this year, right, less than 112.
That means the [inaudible] showed
up with 8 million real hard dollars less
than we had all of last year.
86 percent of our money goes to pay all of our salaries
and benefits, 86 percent.
There was a small amount of money left over,
about 4 million dollars because as staff well know,
we didn't replace any positions.
>> We're asking staff to work harder, more jobs,
fewer people around you.
That's how we got the money.
So we took the board, I made the recommendation
and the board accepted the recommendation to take
that money that basically the staff earned by--
you know, by working their fingers to the bone and took
that money and put it in technology account.
So-- and we have a good stash in there, you know good fund
of money, with Vice-President Cable and you
on the consultation committee will decide what to do.
It will cost-- I don't know what the millions of dollars
but they put a new ERP in, and ERP is a new--
you know like a new banner system.
It's gonna cost millions of dollars, okay?
So these are the difficult choices that we're faced with
and so we would love to have you on board
with the discussion of that, okay?
[ Inaudible Remark ]
>> You know, and it is a great point and that's why
with the enrollment of management we'll do,
one of things that we'll be doing, I hope you participate
in it, is we've actually been looking
at all those 286 sections and it is reported to me
but we'll find out, that not all those sections are going
to teach students who are transferring
or graduating that term.
In fact there's some cases not many of them.
Now if you're talking English, Math but English and Math,
English and Math say we don't do winter session,
okay because that doesn't fit you know our curriculum
by and large.
Okay all right, sorry I'm English spoken saying you'd--
all right.
And in the short winter session that some of the--
well then you tell me, what Math courses,
we're running Math courses in winter right, okay,
which ones, the basic skills?
[ Inaudible Remark ]
>> Of course we would run more Math if we had more opportunity.
But yes we have and we've added a few fortunately
for our basic skills students, we were able
to add some courses now in fall
and Charlie is hoping instead be able to take some of the ones
that we're gonna be in some other sessions
and add a few more even into the winter.
We know that the demand is there.
I would like to say that in the winter, we were thrilled
when we first started this whole thing because,
well I hate to say it but all of you know that we have a lot
of students in Math who have
to take the course again cause they don't get
through it the first time.
And so the really the wonderful part was that in winter,
many of those students who didn't get
through it the first time had a chance to take the class,
get on track and continue right
on with their program into the spring.
So, you know it does affect the student self defense both the
ones you're speaking, about getting ready to graduate
but also I teach a lot of those at the other end
and I also am grateful for any opportunity we can give them
to keep them on track as well.
But yes we do have as many sections as you will allow us
to have, we will find some one
who will teach them in the winter.
>> So there lies the problem
with the whole system okay we shouldn't have to be
that an administration allows you
to have X number sections and so on.
You should have the resources, all the resources available
to you and then the faculty get in the room
and make the priorities about what goes on with the schedule,
what classes go on first before these classes,
what students are served first before these students,
you should be making those decisions,
not you know somebody outside those departments outside the--
you know we can't get there from--
you know in my view from the current system, so--
[ Inaudible Remark ]
[ Laughter ]
>> Yeah, that's right so okay,
I think you got, we'll call it there.
Thanks so much and.
>> Thank you very much.
[ Applause ]
>> Excuse me.