Board Agenda - 12-11-1985.pdf - College of the Desert

CALL TO ORDER
SALUTE TO THE FLAG
1. Present:
COACHELLA VALLEY COhlMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
AGENDA - ORGANIZATIONAL MEETING
DECEMBER 11, 1985 - 9:00 A.M.
BOARD ROOM - ADMINISTRATION'BUILDING
John Anderholt, Charles Hayden, Ray House, Virnita McDonald,
Jackie Suitt, Eric Meeks, Student Trustee.
Absent:
Also Present: F. D. Stout, J. 8. Iantorno, C. A. Patterson,
J. T. Pulliam, T. W. Spears
2. Organization for 1986: ELECTION OF OFFICERS REQUIRED AT ORGANIZATIONAL MEETING,
A. Election of PER EDUCATION CODE.
Officers:
Chairman: Action: Election of Board Chairman:
Moved Seconded Yes- No --
Vice-chairman: Action: Election of Board Vice-chairman:
Clerk:
Moved Seconded Yes- No
Action: Election of Board Clerk:
Moved Seconded Yes
Continued.. . . . . .

2. Organization for 1986:
A. Election of Officers:
(Cont .)
Secretary: Action: Election of Board Secretary:
Moved - Seconded YesNo-
Representative/ Action: Election of Representative/County Committee:
County Committee :
1-loved Seconded YesNo-
Representative/ Action: Election of Representative/California
CACC : Association of Community Colleges:
Moved Seconded Yes No
B. Determination of Action: Determination of Meeting Dates, Times,
Meeting Dates, and Locations, 1986:
iimes ,-and Locations,
1986:
REQUIRED BY EDUCATION CODE.
C. Naming of
Authorized
Agents:
Page 2
Board Agenda ,
December 11, 1985
Moved Seconded Yes- No -
Action: Naming of Authorized Agents:
OFFICERS MUST BE NAMED BY BOARD - PER EDUCATION CODE.
Moved Seconded YesNo-
Continued.. . . . . .

3. Minutes:
4. Claims:
11/22/85 40,593.52
11/25/85 9,244.51
TOTALS 157,791.24
5. Oral Communication:
Approval of November 20, 1985 Minutes:
-
-- - -
Page 3
Board Agenda
December 11, 1985
Moved Seconded Yes - No --
A. Action regarding Payroll #5
Certificated $433,634.23
Classified 177,290.15
TOTAL $610,924.38
B. Claims:
FUND FUND FUND FUND
- 101 - 102 - 105
330 TOTALS
43.20 16,406.81
66.44 548.99 33,890.20
377.67 1,000.00 38,564.00
1,514.10
20.00 19,634.50
176.00 40,769.52
2,932.77 5,210.70 1,148.50 600.00 17,904.18
2,932.77 5,210.70 1,148.50 1,600.00 168,683.21
Moved Seconded Yes No
Continued.. . . . . .

6. Certificated
Personnel:
A. Job Description
For Pantry Chef.
7. Management
Personnel:
Action regarding Certificated Personnel :
A. Job Description for Pantry Chef.
Page 4
Board Agenda
December 11, 1985
RECOMMENDING JOB DESCRIPTION FOR A CULINARY ARTS POSITION.
-
Moved Seconded Yes No
B.
Moved Seconded Yes No 1
Moved Seconded Yes -- No
Action regarding Management Personnel:
NO ACTION ANTICIPATED.
Moved Seconded Yes No--
Continued. ...,..
1

8. Classified
Personnel :
A. Placement
Listing:
9. Authorization to
Bid/24 Station
Language Lab:
10. Approval of
Textbooks:
Action regarding Classified Personnel:
A. Placement Listing:
ROUTINE APPOINTMENTS, REASSIGNMENTS, RESIGNATIONS,
SUBSTITUTES AND SHORT-TERM.
Moved Seconded Yes -- No
Moved Seconded Yes No
Action regarding Authorization to Bid/24 Station
Language Lab:
Page 5
Board Agenda
December 11, 1985
REQUESTING AUTHORIZATION TO SUBMIT BIDS FOR PURCHASE.
Moved Seconded Yes No
- -- --
Action regarding Approval of Textbooks:
REOUESTING APPROVAL OF NEW TEXTBOOKS FOR STUDENTS.
Moved Seconded - Yes --No-
Continued

Page 6
Board Agenda
December 11, 1985
11. Academic Calendars Action regarding Academic Calendars for 1986-87, 1987-88,
for 1986-87, 1987-88, and 1988-89:
1988-89:
REQUEST FOR APPROVAL OF ACADEMIC CALENDARS.
12. Out-of-State
Travel :
Moved Seconded Yes_- No -
Action regarding Out-of-State Travel:
REqUESTING APPROVAL TO ATTEND CONFERENCE.
Moved Seconded Yes- No-
13. Approval of 1986
Action regarding Approval of 1986 Spring Schedule of
Surina Schedule of Classes/Both Camuuses:
ciassesl~oth Campuses:
ROUTINE APPROVAL OF CLASS SCHEDULES.
14. Reports and
Information:
Moved Seconded Yes- No -
A. Student Trustee Report.
B. Update of Golf Institute.
Continued .......
:

15. Other Items:
A.
**** CLOSED SESSION ****
Action regarding Other 1,tems:
Moved Seconded Yes No
Moved Seconded Yes No
16. Adjournment: Floved Seconded Yes- No
Time
Page 7
Board Agenda
December 11, 1985

CALL TO ORDER
SALUTE TO THE FLAG
1. Present:
Seating of Trustees:
2. Minutes:
3. Claims:
DATE
09/19/85
10/03/85
10/04/85
10/07/85
10/08/85
10/09/85
10/11/85
10/14/85
TOTALS
FUND
100
3,643.48
16,239.78
9,886.68
14,770.76
23,055.07
4,927.69
1,592.49
42,658.21
142,275.32
58,595.09
9,914.72
17,142.98
111,140.93
76,418.40
37,644.47
569,906.07
COACHELLA VALLEY COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
MINUTES - REGULAR MEETING
NOVEMBER 20, 1985 - 9:00 A.M.
BOARD ROOM - ADMINISTRATION BUILDING
Charles Hayden, Virnita McDonald, Jackie Suitt,
Ray House, Eric Meeks, Student Trustee.
Absent: John Anderholt
Also Present: Dr. F. D. Stout, Dr. J. B. Iantorno, Dr. C. A.
Patterson, Mr. J. T. Pulliam, Mr. T. W. Spears
Mr. Ray House, newly elected Trustee, was seated to
complete the unexpired term of Ole Nordland.
Mr. Eric Meeks, Student Trustee, was seated as a non-voting
member of the Board of Trustees.
It was moved by Mrs. McDonald, seconded by Mr. Hayden, and
carried, that the Minutes of October 16, 1985 be approved.
It was moved by Mrs. McDonald, seconded by Mr. Hayden, and
carried, that Payroll #4 (Item A) and Claims (Item B) be
approved as fol 1 ows :
A. Ratification of Payroll $4:
Certificated $519,900.29
Classified 208,370.02
TOTAL $728,270.31
B. Claims:
FUND FUND FUND FUND FUND
- 101 102 - - 105 330 - 900 TOTALS
Continued... ....

Oral Communication:
Certificated
Personnel:
6. Management
Personnel
7. Classified
Personnel:
8. Consultant
Agreement:
Approval to
Adopt Updated
Administrative
Regulation 14152.4/
Personal Necessity
Leave :
Approval to Adopt
Update of Faculty
Responsibilities:
Approval to
Accept District Audit:
Authorization to
Purchase Financial
Data Software:
Authorization to Bid
for Re-Roofing of
Student Services &
Shower Locker Bldgs:
Page 2
Board Minutes
November 20, 1985
Dr. Iantorno introduced members of the Student Senate
who were present.
A. It was moved by Mr. Hayden, seconded by Mrs. McDonald,
and carried, that authorization be given to advertise
for 3 chef instructors. Employment is contingent upon
outside funding.
B. It was moved by Mrs. McDonald, seconded by Mr. House,
and carried, that Part-time Instructors for 1985 Fall
Semester be employed as listed. (See page 3a)
It was moved by Mrs. McDonald, seconded by Mr. Hayden,
and carried, that Department Chairpersons for Spring,
1986 Semester, be appointed as listed. (See page 3b)
It was moved by Mrs. McDonald, seconded by Mr. Hayden,
and carried, that the placement listing be approved as
presented. (See pages 3c,d)
It was moved by Mr. Hayden, seconded by Mrs. McDonald,
and carried, that Dr. Glenn Gooder and Dr. John McCuen
be employed as consultants to study Institutional Goals
and Objectives and Organizational Structure, and to
make recommendations, for a fee not to exceed $9,000.00,
plus $700.00 per diem. (See page 3e)
It was moved by Mr. House, seconded by Mrs. McDonald,
and carried, that Administrative Regulation iY4152.4,
Personal Necessity Leave, be amended as presented.
(See pages 3f,g,h,i)
It was moved by Mrs. McDonald, seconded by Mr. House,
and carried, that Faculty Responsibilities be adopted
as presented. (See pages 3j,k,l)
It was moved by Mrs. McDonald, seconded by Mr. Hayden,
and carried, that the 1984-85 Audit be accepted.
It was moved by Mrs. McDonald, seconded by Mr. Hayden,
and carried, that the administration be authorized to
purchase financial data software system from DSK Inc.,
Riverside. Purchase price $35,000.00.
It was moved by Mr. House, seconded by Mr. Hayden, and
carried, that the administration be authorized to advertise
for bids for re-roofing of Student Center & Shower Locker
Buildings.
Continued.......

14. Approval of
Grant Application/
Riverside Arts
Foundation:
15. Nursery School
Education/Child
Care Training
Center:
16. Authorization to
Advertise/Sale of
Surplus Property:
17. Award of Bid/
Purchase of
Backhoe:
18. Selection of Day,
Time and Place of
Annual Organizational
Meeting:
19. Hearing/
Board Counter
Proposal to
CSEA Contract.
20. Adjournment:
Page 3
Board Minutes
November 20, 1985
It was moved by Mr. House, seconded by Mrs. McDonald,
and carried, that the administration be authorized to
apply for grant from Riverside Arts Foundation to provide
a professional string quartet in residence.
It was moved by Mr. House, seconded by Mrs. McDonald,
and carried, that the administration be authorized to
seek funding for Nursery School Education/Child Care
Training Center in cooperation with the City of Palm Desert.
It was moved by Mrs. McDonald, seconded by Mr. Hayden,
and carried, that the administration be authorized to
advertise sale of surplus property.
It was moved by Mrs. McDonald, seconded by Mr. House, and
carried, that purchase award be made to Whitney Machinery
Inc., Riverside, for Backhoe.
It was moved by Mr. House, seconded by Mrs. McDonald, and
carried, that the annual Organization Meeting be held on
December 11, 1985, at 9:00 a.m., in the Palm Desert campus
Board Room.
Open discussion declared for Board of Trustees Counter
proposal to CSEA contract. No comments from audience.
The meeting was adjourned at 10:55 a.m.
Approved By:
Date: /&-I/- f5

PALM DESERT CAMPUS
Subject: Part-Time Faculty - Fall 1905 Semester
NAME COURSE LOCATION
GOLAY, Richard L. (SUB) Air Condtng/Refrg COD
*KERR, Charles Play Production/Tech COD
LUPTON, Cynthia Celebration for Juniors COD
*POOLEY , Phi 1 i p Respiratory Therapy EMC
*SULLIVAN, Mark (SUB) Music Perfor~nar~ce Piano COO
*TAYLOR, Frances (SUB) Preschool Science COD
* First assignment at COD
COPPER MOUNTAIN CAMPUS
- ~~~ - ,~
SUBJ: Board Agenda Item - Fall 1985
Part-time Instructors
DATE: November 7, 1985
Name Course Title
~~
~~~
Page 3a
Board Minutes
November 20, 1985
NON COMM
CREDIT CREDIT SERV
Community Service
Location Credi t/Non Credit
"BELTRANO, Jose Developmental Education MCAGCC Non Credit
*HUFFMAN, Donald Career Center CMC-Li b Non Credit
*First CMC Teaching Assignment
Continued.... ...
X
X
X
X
X
X

SUBJECT : CURRICULAR DEPARTMENT CHAIRPERSONS FOR SPRING 1986
Please recommend to the Board of Trustees at the November meeting to
authorize the following Department Chairperson positions and persons
recommended to fulfill these important assignments for the Spring
semester of 1986.
Department Chairperson positions and the duties which the persons carry
out are essential for management of the college instructional programs.
The one semester assignment has caused unnecessary concern among the
Chairpersons.
As the Spring class schedule is currently being developed and as
preparation of the 1986 Fall class schedule must begin in early February,
the decision needs to be made now so that necessary planning may take
place. If you have any questions or comments, please do not hesitate
to contact me.
Administration of Justice Jim Mills
Agriculture Mike Watling
Art Austin Killian
Business Jose Gallegos
Communications Doug Garrison
Mathematics, Engineering and Technology Bruce Usher
Foreign Language Dan Deti
Health, Physical Education & Recreation John Marman
Home Economics Jim Pel1
blusi c John Norman
Sciences George Meyer
Social Sciences Charles Flatt
Continued .......
Page 3b
Board Minutes
November 20, 1985

CLASSIFIED PERSONNEL PLACEMENT LISTING
FILLMAN, George
Position Title: Typist, Instructional Services
Range and Step: 5-A
Beginning Salary: $1006.00 per month
Effective Date: November 1, 1985
--
FRIAS, Gail
Position Title: Secretary, Community Svs. (Cal State)
Range and Step: 7-A
Beginning Salary: $6.30 per hour - 20 hrs/wk.
Effective Date: . October 25, 1985
PIVAR, Corinne
Position Title: Secretary, Business Dept.
Range and Step: 7-A
Beginning Salary: $6.30 per hour - 20 hrs/wk. - 10 months
Effective Date: November 8, 1985
B. Reassignment:
COOK,
From: To :
- -
Page 3c
Board Minutes
November 20, 1985
PositionTitle: Sr.Typist,Adm.&Records Teach. Assistant I
Range and Step: 6-0 7-8
Beginning Salary: $1112.00 per month $1168.00 per month - 10 mo.
Effective Date: November 1 , 1985
C. Resignations:
Ai4BERS , Joan
Position Title: Secretary, Business Dept.
Effective Da'te: October 25, 1985
BUEVENS, Barbara
Position Title: Typist, Campus Parking
Effective Date: November 1, 1985
C. Resignations: (continued)
LAFFOON, Barbara
Position Title: Teaching Assistant I, Office Occupations Center
Effective Date: October 31, 1985
RICKABAUGH, David
Position Title: Grounds Keeper
EffectiveDate: November], 1985

A[
,CLASSIFIED PERSONNEL PLACEMENT LISTING (CONT.)
A. Substitutes:
HALL, Stacey
Position Title: Typist, Instructional Services
Range and Step: 5-A
Beginning Salary: $5.72 per hour
Effective Date: October 28 thru November 8, 1985
PIVAR, Corinne
Position Title: Secretary, Business Dept.
Range and Step: 7-A
Beginning Salary: $6.30 per hour - 20 hrs./wk.
Effective Date: October 28 thru November 8, 1985
B. Short-Term:
DAVIES, Tommy
Position Title: Food Service Utility Worker
Range and Step: 3-A
Beginning Salary: $5.19 per hour - not to exceed 30 hrs./wk.
Effective Date: October 14, 1985 thru February 28, 1986
FILLMAN, George
Position Title: Registration Clerk
Range and Step: 5-A
Beginning Salary: $5.72 per hour
Effective Date: October 21, thru October 31, 1985
MILLER, Jewel
Position Title:
Range and Step:
Beginning Salary:
Effective Date:
PAYNE, Mary
Position Title:
Range and Step:
Beginning Salary:
Effective Date:
WELCH, Christine
Position Title:
Range and Step:
Beginning Salary:
Effective Date:
Food Service Utility Worker
3-A
$5.19 per hour - not to exceed 20 hrs./wk.
October 15 thru December 23, 1985
Secretary, Agriculture Dept.
7-D
$7.35 per hour - not to exceed 40 hrs.
October 15, 1985
Registration Clerk
5-A
$5.72 per hour
November 1 thru November 15, 1985
Page 3d
Board Minutes
November 20, 1985

Page 3e
Board Minutes
November 20, 1985
November 14, 1985 I
Or. F. D. Stout
Superintendent
Coachella Valley Conlmunity College District
43-500 Monterey Avenue
Palm Desert, CA 92260
RE: PROPOSAL TO STUDY GOALS AND OBJECTIVES AND ORGANIZATIONAL
STRUCTURE OF COLLEGE OF THE DESERT
Dear Dr. Stout:
He understand that the Coachella Valley Community College District desires
a study of goals and objectives and organizational structure.
ltle have proposed that the study be conducted jointly by Dr. Glenn G. Gooder
and Dr. John T. McCuen and have indicated that we anticipate completion
of the study within ninety days of authorization to proceed.
The consultants expect to devote at least fifteen days each to the study.
Even if additional days are required, the work will be perforsed at a cost
not to exceed $9,000 plus up to $700 for travel and per diem related to the
stutly. Travel and Per diem will be billed at cost but not to exceed $700.
The District will be billed upon submission by the consultants of twentyfive
copies of the final report to the Trustees and the Superintendent.
If this proposal ~neets with your approval, would you please so indicate
below and return one copy to me.
s-
Very sincerely
Glenn G. Gooder, Ph.0
!~!J/vs
Enclosure
AGREEO/AUTliORIZATIOi4 TO PROCEED
-
Title
Continued. ......
I

PERSONAL NECESSITY LEAVE
(Administrative Regulation)
COLLEGE OF THE DESERT
Page 3f
Board Minutes
November 20, 1985
4152.4
A certificated employee may use any days of earned sick leave (not to exceed
six-days in any school year), for the purpose of personal' necessity, as
defined and delineated herein:
1. The employee shall not be required to secure advance permission for
leave taken for any of the following reasons:
a. Death or serious illness of a member of hls/her immediate family:
(this ruling does not infringe upon the utilization of "Bereavement
Leave: as described in Section 87788 of the - Code or Board Pol icy
#4151.3. but may be used to supplement the provisions of aforesaid
Section). For the purpose of this section, serious illness shall
be defined as "Life Threatening."
b. Accident involving his/her person or property, or the person or
property of a member of hisjher imnediate family (Section 87784).
For the purpose of this section, the definition of property shall
coincide with the definitions of real and personal property as
established for tax purposes.
2. The employee shall, whenever possible, submit a formal written request
prior to the taking of Personal Necessity Leave. In the event the
leave is based on i tem la or lb, advance permission is not required.
The employee shall, however, submit the request as soon as possible
subsequent to the leave. All requests for Personal Necessity Leave
shall be submitted on the Personal Necessity Request Form and
Continued..

shall be directed to respective administrative Dean
i .e. the Dean of Instruction, the Dean of Students or the
Dean of Educational Services.
Board Minutes
November 20, 1985
3. In the event the request for Personal Necessity Leave clearly falls
within the provisions of la and/or lb, the Dean shall approve the
request and forward signed copies to the personnel office who, in turn,
will advise payroll departments. If the Dean has any doubt concerning
the propriety of the leave, he shall submit the request to the
Board of Leaves for review purposes. After a complete review, the
recomniendation of the Board of Leaves shall be returned to the Dean for
decision and processing. Whenever possible, the Dean's decision
should be rendered prior to the absence. All requests, recommendations
and final decisions shall be kept in the personnel office and made
available for use as precedent in subsequent cases. The personnel
office shall compile a report on a periodic basis and make such report
available to the Dean of Instruction, the Dean of Students, the
Dean of Educational Services and Board of Leaves.
4. Personal Necessity Leave shall not impinge upon E.C. Section 87764.
5. If there is any deviation from the original leave request, the
eniployee utilizing Personal Necessity Leave shall report such deviation
to the appropriate Dean.
6. Paragraphs 2 through 5 constitute the method by which the College
.has prescribed "proof of personal necessity" for Section 87784
of the Education Code.
Written February 1981
Revised January 1985
Continued. ......

Personal Necessity
--
Flow Chart

PERSONAL NECESSITY
Request Form
Date(s) of Absence: Hours :
Reason: (Check appropriate item(s))
Page 3i
Board Minutes
November 20, 1985
- (a) Death or serious illness of a member of my imnediate family.
- (b) Accident, involving my person or property, or the person or
property of a member of my inmediate family.
-- (c) Other
Action: Request Approved Request Denied
Dean's Signature
Note: Submit both copies to the Dean of your area i .e. Instruction, Students O r
Educational Services
Continued .......

May 6, 1985 Paae 3.i
~< "
Board Minutes
November 20, 1985
4115-Faculty Responsibilities (Policy)
Objective:
The clarification of a professional person's duties and responsibilities
is inte18ded to provide a better understanding of the professional's role.
The College of the Desert faculty performance expectancies serve the same
purpose. The purpose is to provide faculty members and other parties a
clearer understanding of what College of the Desert identifies as faculty
responsibilities during contracted days of service. It is recognized that
conflicts may result in meeting these responsibilities. Faculty members
are expected to resolve these conflicts professionally.
A. Instructional Responsibilities-
. Provide instruction in accordance with the philosophy of
College of the Desert stated in the College catalog.
2. Provide instruction in classes according to approved
course outlines.
3. Acquaint all students in writing with course requirements,
student performance evaluation procedures, field trip
demands and attendance requirements during the first week
the class is in session.
4. Submit all required grade, eligibility and other reports to
the designated office by the time stated in accordance with
standardized procedures for record keeping.
5. Full-time faculty should meet all classes as scheduled and should
post and maintain a minimum of five (5) office hours per week.
6. Assist and guide students beyond regular class and office
hours.
7. Make timely evaluations of student performance to measure
achievement in course work.
8. Maintain security for and during all examinations.
B. Related Professional Responsibilities-
1. .Be aware of established emergency and safety procedures.
2. Report in accordance with annual contract dates and attend
scheduled faculty meetings, department meetings and meetings
of coc~mitiees of which one is a member.
3. Attend commencement exercises in academic attire.
4. Clay sponsor or advise in student activities as an alternative
to committee membership responsibilities.
5. Restrict other outside activities that interfere with faculty
responsibilities.
Continued .......

6. Schedule guest speakers according to the College policy.
Page 3k
Board Minutes
November 20, 1985
7. Make all requests for off-campus college activities through
tile departnlent chairperson. ff students have to be excused
from classes other than one for which the activity is planned,
a list of these students must be submitted to the Dean of Students
or the Dean of Educational Services at the Copper Mountain Campus.
-
8. Take reasonable care of district property.
9. Advise students-
a. Assist students with study problems.
b. Refer students to appropriate college sources for
information or further counseling.
c. Assist students to evaluate their potential for successful
achievement in the instructor's subject field.
d. Provide inforn~ation concerning vocational opportunities
in the instructor's field.
e. Provide full information regarding content of courses.
f. Provide inforniatioti regarding post communi ty college
educational and training opportunities and demands in
the instructor's field.
10. Initiates and/or participates in-
a. Establishing educational goals for his/her area of
instruction.
b. Annual updating of five-year academic plan and three-year
projection of resource needs for his/her area of instruction.
c. Evaluating currlcula and proposing new currlcula or
nlodifications to existing curricula.
d. Professional evaluation in accordance with district pol icy.
e. Development of requests for instructional support services
including 1 ibrary, audio-visual, learning resources and
tutorial services.
f. Preparing information for College catalog and schedule
of classes.
g. Developing requests for special grants and projects.
ti. Selecting equipment, supplies, books and other instructional
support materials.
i. Exercising budget control as assigned.
j. Inventorying and recording of instructional :resources.
k. Preparing and submitting to the department chairpersons
for review a statement of the title, author and publisher
of all texts, required reading, workbooks or other
material for purchase by students.
1. Advising students during registration for both semesters.
Continued .......

11. Consults, advises and assists in-
Page 31
Bbard Minutes
November 20, 1905
Determination of need and assignment of staff.
Recruitment, selection, orientation and in-service training
of staff.
Maintenance of liaison and conununication within area of
instruction and other departments, students, college
committees, other educational institutions, lay advisory
groups, business and industry, related community agencies
and the College Public Information Office.
Preparation of s m s
for personnel, rooms, offices
and special facilities as they relate to his/her area of
instruction.
Development and improven~ent of instructional services.
Plans for improvement and development of instructional
facilities.
Develops~ent of instructional offerings for special
sessions such as evening division, summer session and
instructional television.
Recruitment and selection of students for college career
programs.

TRUSTEES
J. John Anderholt
COLLEkE OF THE DESERl
December 11, 1985
AUTHORIZED SIGNATURES FOR BOARD APPROVAL
Charles H. Hayden, Jr.
Ray House
Virnita McDonald
Jackie Suitt
OTHERS
F. D. Stout
T. W. Spears
Joseph B. Iantorno
C. A. Patterson
James T. Pulliam
William Kroonen
Jim R. Pel1
Howard Rutan
Terry Green
Jacqulyn Weiss

I RIVERSIDE COUNTY SUPERINTENDENT OF SCHUOLS
REGISTER OF COMMERCIAL UARRAMTS
k Y 1
I
COUNTY 33 RIVERSIDE
DATE: 11/06/85
O I STR I CT 01 CUACHELLA VALLEY CBMM COLLEGE
PAGE: 1
REF
NO.
VENDOR
NO.
P29452 07/18/85 11284
P29599
P20964
P29892
P29853
P32068
P32067
P32065
P32062 10/30/85 10572
P32027
P29790
P29653
I P29499
P20943
I P29498
P29420
P32051
1 P29713
I
, P29748
P29988
P29932
FT9924
P29834
08/08/85 11968
10/22/85 10329
10/02/85 12155
10/02/85 11455
10/30/85 11346
10/30/85 11959
10/30/85 10759
10/30/85 11944
09/17/85 10604
08/23/85 10530
1 07/18/85,10013
08/01/85 12684
10/29/85 10088
08/01 /85 12683
10/24/85 12810
09/09/85 10087
09/17/85 12723
10/16/85 10184
10/16/85 10191
I
10/10/85 12775
09/26/85 11 2041
I
VENDOR NAME / CLAIM / FUND 1 L ~ /SITE C
STECK VAUGHN CO X28785 100 3AK 00 4930000000
GMGE~~~&+~G~AC~CCP
-51: 100 4AG 00 01 09000306
OUT PASTEUP SUPPLY CB
SCIENCE RESEARCH I~~~~~~
100 4AE 00 0957300330
001 00 0000000000
SEARS, RBEBUCK AN0 CO. X28789
NO .
STEVES OFFICE SUPPLY X28790
NATIONAL LEAGUE FBR NURSING X28791
STEVES OFFICE SUPPLY X28792
/ PROGRAM
OFCCU CONSTRUCTIBN X28765 100 2BM 00 6500000000
SCIENCE RESEARCH X28766 100 3AK 00 4930000000
MAC MlLLAN PUBLISHING X28767 100 4AZ 00 6105000000
K E S Q TV X28768 100 1FI 00 6837000000
APPLIED AIR ENGINEERING X28769 100 2BM 00 6500000000
K S E S RADIO X28770 100 3EC 00 6003000000
PARKER PUB. CO. X28771 100 50A 00 0000000000
DRAMATIST PLAY SERVICE X28772 100 4AT 00 100700061 1
NATIONAL MUSIC SERVICE. INC. X28773 100 4AU 00 1004300000
PRBDUCTlBN GRAPHICS X28774 100 4AU 00 1004000000
J 8 P GARDEN SUPPLY X28775 100 4AG 00 0109000306
STEVES BFFICE SUPPLY X28776 100 3AK 00 4930000000
3AK 00 4930000000
WALLACE COMPUTER SERVICES, INC X28777 100 288 00 6711000000
CONGRESSIONAL QUARTERLY,INC. X28778 100 4AZ 00 6105000000
BAYLESS STATIONERS X28779 100 2BB 00 6711000000
CUNSBLI DATE0 ELECTRIC X28780 100 2BM 00 6500000000
NATIONAL IRRIGATION X28781 100 2BM 00 6500000000
AMERICAN SCIENTlFlC PRODUCTS X28782 100 4AS 00 1905000000
S 8 S OPTlKA X28783 100 4AS 00 191 1000000
TWENTIETH CENTURY PLASTICS INC X28784 100 4AB 00 0703000324
CLAl M AMOUNT 1 I WARRANT AMOUNT I

-
RIVERSIDE CBUNTY SUPERINTENDENT BF SCHBBLS
i REGISTER OF COMMERCIAL WARRANTS I
COUNTY 33 RIVERSIDE
D I S T R I C T 01 CBACHELLA VALLEY CBMM CBLLEGE
VENDOR
NO . VENDOR NAME
I I
10/30/85 12557 PRICE CLUB
NB. 1 1 FUND ILBC I I I
X28793
/SITE
I
08/05/85 10321 C ~ , ! & ~ ~ ~ i i ' c ~ i&';'i_= j < ~ ~ ss;:mm
" j _
10/29/85 10630 AMERICAN HBSPlTAL ASSOCIATIBN X28795
10/29/85 12820 SAN DlEGB MESA CBLLEGE X28796
09/26/85 10385 CANNON PIANOS X28797
10/10/85 10365 CANNBN PIANOS X28798
09/09/85 10222 ACCENT PRINTING X28799
08/22/85 10248 PALM DESERT PHARMACY X28800
10/16/85 10019 HBUSTON LUMBER X28801
lO/l8/85 10362 DESERT EMPIRE TRACTOR X28802
09/17/85 10255 NOEL BRUSH AWARDS X28803
10/16/85 12796 SCIENTIFIC AUOIB ELECTRONICS X28804
10/24/85 12613 VIDE0 RESOURCE PACKET X28805
10/29/85 11538 J W PEPPER BF LOS ANGELES X28806
10/16/85 12102 FBBTLOCKER a7497 X28807
10/29/85 12747 BUSINESS WEEK X28808
08/23/85 10008 PALM DESERT STATIONERS X28809
10/29/85 12721 MIKE RBONEY X28810
11/06/85 12498 HENRY BURNETT X28811
11/06/85 11905 ELISE HALLINAN X28812
11/06/85 10780 BRUCE USHER X28813
DATE: 11/06/85
PAGE: 2
PROGRAM 1 BBJECT CLAl M AMOUNT 1 WARRANT WARRANT AMBUNT 1

COUNTY 33 RIVERSIDE
j D I S TR I CT 01 COACHELLA VALLEY CflMPl COLLEGE
RIVERSIDE COUNTY SUPERINTENDENT BF SCHOOLS
REGISTER OF COMMERCIAL WARRANTS
DATE: 11/06/85
PAGE: 3

I COUNTY
1
33 RIVERSIDE
D 1 S T R l C T 01 CBACHELLA VALLEY CBMM CBLLEGE
REF
VENDBR NAME
NO.
-965
R R BBWKER
-29992
R 8 B GLASS CB
P29964
SPRINGS AMBULANCE SERVICE
P29963
SPRINGS AMBULANCE SERVICE
-29962
RAY FRANKS PUBLISHING RANCH
RAY FRANKS PUBLISHING RANCH
i HBLMAN INDUSTRIES
PALM OESERT STAT1 BNERS
PRODUCTION GRAPHICS
DESERT PHBTB LAB
TEXAS CHRISTIAN
WESTERN GRBWER AND SHIPPER
B S N CBRPBRATIBN
WESTERN ATHLETIC SUPPLY
OESERT PHBTB LAB
GATEWAY RENTALS
YELLOW MART
DAILY NEWS
OESERT BUSINESS MACHINES
DESERT MBTBR REWIND
STEVES BFFI CE SUPPLY
W9961
P29914
P29903
P29878
-9670
P29954
P32017
P29351
-98
P29969
F32001
732004
'32002
I PW901
VENDBR
NB .
10/24/85 10556
10/16/85 10571
10/16/85 10168
10/18/85 10168
10/16/85 11072
10/16/85 11072
10/16/85 12027
10/ 10/85 10008
10/16/85 11944
10/16/85 12789
10/16/85 12791
10/22/65 12807
07/08/85 10422
10/22/85 10887
10/22/85 12789
10/22/85 101 70
10/22/85 10100
10/22/85 10066
10/10/85 11677
729700 09/17/85 10971
1 P29756 09/17/85 10530
CHAMPlBN PRBDUCTS
CHAMPION PRBDUCTS
AFC SERVl CE CB
MARKSTAT/PETER LAPLACA
RIVERSIDE CBUNTY RBAO DEPT
ACE HARDWARE
BIG A AUTB PARTS
DAYS OFFICE CENTER
RIVERSIDE COUNTY SUPERINTENDENT UF SCHUULS
REGISTER OF COMMERCIAL WARRANTS
DATE: 11/05/85
PAGE: 1 I

- I - )
COUNTY 33 RlVERSlDE
D 1 S TR I CT 01 CUACHELLA VALLEY CUMM COLLEGE
REF
NO.
RIVERSIDE CBUNTY SUPER1 NTENDENT BF SCHBBLS
REGISTER OF COMMERCIAL WARRANTS
I
DATE
VENDOR
NO.
I 1
VENDOR NAME
JOHNSUN PHOTU
/ NO. / FUND
SUNVALCU
SCAN TRUN CURP
EASTMAN INC
GALE RESEARCH CU
STUCKWELL & Bl NNEY
VIVITAR COMPUTER PRODUCTS
PALM DESERT DISPOSAL
U S TREASURY
SU CAL 1 F GAS CB
SU CALIF GAS CO
HI -DESERT DISPOSAL CO
PALM DESERT WATER
C V CUUNTY WATER DISTRICT
*xx*x*l***x*X*x*X*****x**x***x
EXPEND1 TURE SUMMARY BY FUND
FUND AMUUNT
TBTAL WARR
AUTHURIZED BY L K RICHARDS
DATE: 11/05/85
PAGE: 3 1
----.-------------.-.----- ---------------
NTS 70 33,890.20

I
COUNTY 33 RIVERSIOE
D I S TR I CT 01 CUACHELLA VALLEY CUMM COLLEGE
ENOUF
OATE r NU.
_I
VENOBR NAME
RIVERSIDE COUNTY SUPERINTENDENT OF SCHOOLS
REGISTER OF COMMERCIAL WARRANTS
CLA 1 M
NO .
I
STEPHANIE LAMAR X28630
TERESA TORRES X28631
MlRlTA SALOIVAR X28632
ANNETTE PAD1 LLA X28814
CUN I TA HERNANDEZ X28815
CAMPUS SERVICES C. B. D. X28816
CAMPUS SERVICES C. U. D. X28817
CAMPUS SERVICES C. 0. 0.
SUN STAR DISPOSAL SERVICES X28819
GENERAL TELEPHONE X28820
SU CA EDl35N X28821
FUND LUC SITE PRBGRAM OBJECT CLAIM AMUUNT
330 5CE 00 7050000063 7520 200.00 6405056
330 5CE 00 7050000063 7520 200.00 6405057
330 5CE 00 7050000063 7520 200.00 6405058
330 5CE 00 7050000063 7520 200.00 6405059
330 5CE 00 7050000060 7520 200.00 6405060
DATE: 11/12/85
PAGE: 1
WARRANT AMOUNT
200.00
200.00 J
200.00J
200.00J

COUNTY 33 RIVERSIDE
D l STR l CT 01 COACHELLA VALLEY CBMM COLLEGE
VENOBR NAME
MARIAN KATZ
JOSl E GALLEGBS
CHARLOTTE FLBRES
RBBBIE MURRELL
LYNN CRAWFORO
CHARLES PALMER
MARCELINB DlAZ
xxxxxxxxxxxxrxxxxxxxxxxxxxxxxx
EXPENDITURE SUMMARY BY FUND
FUND AMBUNT
-
RIVERSIDE COUNTY SUPERINTENDENT OF SCHOOLS
REGISTER OF COMMERCIAL WARRANTS
CLA 1 M
NB .
-tt
FUND LBC SITE
AUTHORIZED BY B L SAINZ
DATE: 11/12/85
PAGE: 2

COUNTY 33 RIVERSIDE
43 1 STR I CT 01 COACHELLA VALLEY CBMM COLLEGE
DATE VENDeR NAME
GARY BERTHEBLA
*X*xxII*X****Xxx*****I*****x*x~
EXPEND1,TURE SUMMARY BY FUND
FUND AMOUNT
100 1,514.10
TOTAL 1,514.10
RIVERSIDE COUNTY SUPERINTENDENT O'F SCHOOLS
REGISTER OF COMMERCIAL WARRANTS
-
SITE
DATE: 11/18/85
PAGE: 1
PROGRAM OBJECT CLAIM AMOUNT
WARRANT AMOUNT --- NO, -
671 1000000 5620 1.51 4.10 6407709 1,514.10

COUNTY 33 RIVERSIDE
D I ST R I C T 01 CBACHELLA VALLEY COMM COLLEGE
REF VENDOR
NU.
VENDBR NAME
LIRA INFBRMATION SYSTEMS
CHERI DAWN ALEXANDER D C
DAN WALTERS M D
'JANE BRAOBURY LBRD
RBBERT E GUUDING
RUBAR AND ASSOCIATES
SHIRLEY NI CHULSBN
WALTER C REED 1 1 1
MATT CAOBY
RICHARD P CBDD INC
WILLIAM F LETT
ASCBD
GENERAL TELEPHBNE
1 028844 11 1 /21/85 11 0033 1 GENERAL TELEPHONE 1x28844 1
RIVERSIDE CBUNTY SUPERINTENDENT OF SCHOOLS
REGISTER OF CORMERCIAL WARRANTS
CLAIM
NO.
RICHARD L PUPER X28845
MCI TELECBMMUNICATIUNS CURP X28846
MCI TELECOMMUNICATIBNS CBRP
1 028848 11 1/21 /85 11 0033 / GENERAL TELEPHONE
1 028849 / 11 /21/85 11 0035 1 SO CA EDISON
1 028850 11 /21/85 / 10033 / GENERAL TELEPHBNE
1
X28847
1x28848 1
1x28849 1
1x28850 1
PATRICIA L PAIGE
LUCY LBCHHEAD
1
FUND
LBC
SITE
PRBGRAM
OBJECT
CLAIM AMBUNT
100 2BD 00 6800000000 5100 2,187.50 641 0082
100 5DH 00 6410000000 5100 750.00 641 0083
100 4AN 00 1245000318 51 10 1,250.00 641 0084
100 3BF 00 7141000000 5100 600.00 641 0085
100 3BF 00 7142000000 5100
1 80.00 84 1 0086
100 2BD 00 6700000000 5100 4,000.00 6410087
100 4AT 00 1007000000 5100 1,250.00 6410088
100 3BF 00 7142000000 5100 2,435.84 6410089
100 2BB 00 6711000000 5600 783.80 6410090
100 IFF 00 6836000000 5100 2,625.00 6410091
100 4AU 00 1004300000 5100 762.26 6410092
105 5DS 00 0000000000 8877 20.00 641 0093
100 2BU 00 6500000000 5540 25.50 6410094
100 3BU 00 6500000000 5540 332.46 6410095
100 3BB 00 6711000000 6200 188.00 641 0096
100 2BU 00 6500000000 5540 1,445.97 8410097
100 2BU 00 6500000000 5540 83.24 84 1 0098
100 3BU 00 6500000000 5540 114.99 6410099
100 3BU 00 6500000000 5520 296.71 6410100
100 2BU 00 6500000000 5540 168.23 6410101
100 4EX 00 6890000000 8878 45.00 6410102
100 4EX 00 6890000000 8878 45.00 6410103
100 4EX 00 6890000000 8878 45.00 8410104
DATE: 11/21/85
PAGE: 1
WARRANT AMBUNT
2,187.504
750. OO/
1.250.00/
600. ood
180. OOJ
4,000.00J
1,250.00/
2.435.84 1/
783.80 J
2,625.00J
762.26J
20. ooJ,
25.50

COUNTY 33 RIVERSIDE
D 1 S T R I CT 01 COACHELLA VALLEY COMM CBLLEGE
REF
NO. -
-
VENDBf
NO. I VENDOR NAME
*x***x***********x*******x****
EXPENDITURE SUMMARY BY FUND
FUND AMBUNT
100 19,614.50
105 20.00
TOTAL 19,634.50
RIVERSIDE COUNTY SUPERINTENDENT OF SCHUULS
REGISTER OF CONnERCIAL WARRANTS
CLAIM
NB.
-
FUND
-&
DATE: 11/21/85
PAGE: 2
SITE PROGRAM BBJECT CLAIM AMOUNT WARRANT AMOUNT
WAi:y

COUNTY 33 RIVERSIDE
D l S T R 1 CT 01 CBACHELLA VALLEY CBMM CBLLEGE
REF VENDOR
CLAIM
VENDOR NAME
NB . NB .
BIG A AUTB PARTS
CBNSBLIOATED ELECTRIC
HARPER 8. RBW PUBLISHERS
SIMPLEX TIME RECBROER
DAILY NEWS
ACADEMIC FINANCIAL SERVICES
OESERT SUN
OESERT SUN
OESERT SUN
OESERT SUN
DESERT AUTB & HARDWARE
XEROX CBRPBRATIBN
OAl LY NEWS
SlMUN AN0 SCHUSTER
PASADENA CC BASKETBALL
NEWBURY HBUSE PUBLICATIBNS
- 1
RIVERSIDE CBUNTY SUPERINTENDENT OF SCHUBLS
STUCKWELL & BINNEY X28872
SUNSET MAGAZINE X28873
RIVERSIDE CBUNTY SCHBBL BOS X28874
GBRTZ FIRE EXTINGUISHER CU. X28875
DESERT BUSINESS MACHINES X28876
DEANS COMPUTER CENTER X28877
GEMCB X28878
ClTlCBRP INDUSTRIAL CREDIT INC X28879
SAN OIEGO CITY CBLLEGE X28880
ACE HARDWARE X28881
ELECTRIC CAR OIST X28882
DESERT BUSINESS MACHINES X28883
OAl LY NEWS X28884
- - . -- -- -
REGISTER OF COMMERCIAL WARRANTS
FUND LBC SITE PRBGRAM OBJECT CLAIM AMBUNT
DATE: 11/22/85
PAGE: 1
WARRANT

I RIVERSIDE COUNTY SUPERINTENDENT OF SCHOOLS k5' I'
I REGISTER OF COMMERCIAL WARRAMTS I
COUNTY 33 RIVERSIDE
D I S TR 1 CT 01 CBACHELLA VALLEY CUMM CULLEGE
REF
NU.
P25297
P25236
C10094
P29916
P32158
P29918
P32026
P32041
P32042
P32058
P32083
P32084
P32108
P32129
P29813
P32080
P32124
P29909
P29570
P29929
P32022
P32097
P32138
P32145
P29828
P32053
P32131
P32130
P32050
P32046
I
09/17/85
07/08/85
09/10/84
10/31/85
11/13/85
10/10/85
10/29/85
10/29/85
11/05/85
11/01/85
11/01/85
11/01/85
11/01/85
11/05/85
09/26/85
10/29/85
11/05/85
10/10/85
10/04/85
10/16/85
10/22/85
10/31/85
11/05/85
11/13/85
09/24/85
10/24/85
11/05/85
11/05/85
10/24/85
10/24/85
VENOUR
NU.
10054
10054
12078
11677
12258
12782
12789
12824
12836
12789
12789
10016
10501
12835
12761
10024
10793
10911
10387
10387
10017
12826
12355
12591
10320
10366
10168
12627
1281 5
11652
VENDUR NAME 1 I FUND /LUC /SITE I PROGRAM
NU.
B & W HARDWARE
X28885
B 8 W HARDWARE
X28886
LIRA INFORMATIUN SYSTEMS
X28887
DESERT BUSINESS MACHINES
X28888
JUURNAL UF CHEMICAL EOUCATIBN X28889
G C S SERVICE INC
X28890
DESERT PHBTU LAB
X28891
HUME FITNESS CENTER
X28892
MUSICK SAW AN0 TWL SHARPENING X28893
DESERT PHBTU LAB
X28894
DESERT PHUTe LAB
X28895
ELECTRIC CAR OlST
X28896
BILL DUNSTAN
X28897
TWENTYNINE PALMS PARKS
X28898
WACU CHEMICALS
X28899
MUWER WURLD
X28900
OUWNEY WELDING & MFG CU
X28901
MONARCH BUSINESS FURMS
X28902
HIGH DESERT STAR & TRAIL
X28903
HIGH DESERT STAR 8 TRAIL
X28904
W W GRAINGER
X28905
DESERT CBMPUTER SOCIETY
X28906
LINDE HBMECARE
X28907
MAGNAMUSIC-BATON INC
X28908
CARR PAPER
X28909
ZELLERBACH PAPER COMPANY
X28910
SPRINGS AMBULANCE SERVICE X28911
HI DESERT PUBLISHING
X28912
WAX1 E
X28913
NATIONAL SANITARY SUPPLY CB X28914
100
100
100
100
100
100
100
100
100
100
100
105
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
4AG
2BM
2BD
3AK
4AS
4CI
IF1
4AP
4AT
IF1
IF1
2BM
4AP
3BB
2BG
2BG
2BM
288
2BP
2BP
2BM
4AC
4AN
4AU
2BR
2BC
50M
388
2BC
2BC
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
01 16100306
6500000000
6600000000
4930000000
0401100000
1306100321
6837000000
0835000000
1007000000
6837000000
6837000000
6500000000
0835000000
6711000000
6500000000
6500000000
6500000000
6711000000
6735000000
6735000000
6500000000
1501000000
1203700318
1004000000
671 1000000
6500000000
6947000241
671 1000000
6500000000
6500000000
OBJECT
DATE: 11/22/85
PAGE: 2

COUNTY 33 RIVERSIDE
D 1 S TR I CT 01 CBACHELLA VALLEY CBMM COLLEGE
VENDOR NAME
CBNSBLIDATED ELECTRIC
STECK VAUGHN CB
STEVES OFFICE SUPPLY
STEVES BFFICE SUPPLY
HEWLETT PACKARD
KEVl N MCCBRMl CK
J. A. SEXAUER . I NC.
AUOIB GRAPH1 C
MARC GLASSMAN
BUILDER'S HOMECENTER
ALLIED REFRIGERATION
BBEGES
NELSON PHBTBGRAPHIC ART
SIR SPEEDY
VIDEOTAPE PRBDUCTIDNS
COLLEGE B16LBGICAL SUPPLY
STBCKWELL B BINNEY
STBCKWELL B BINNEY
VL SERVICE LIGHTING
STBCKWELL 8 BINNEY
I I 1 FUND AMOUNT
RIVERSIDE COUNTY SUPERINTENDENT OF SCHOOLS
REGISTER OF CODMERCIAL WARRANTS
f
BBJECT
DATE: 11/22/85
PAGE: 3 1
CLAI M AMBUNT / WARRANT /WARRANT AMBUNT
I I I

COUNTY 33 RIVERSIDE
D I S T R I CT 01 COACHELLA VALLEY CBMM COLLEGE
REF VENDOR
NO. I OATE I NU.
VENDOR NAME
APPLE COMPUTER 1NC
CHRUNICLE OF HIGHER EDUCATON
APPLE COMPUTER INC
OEVOKE DATA PRODUCTS
CARRIER CLEARING SERVICE
AUDITOR CONTROLLER
A S C O D
ESEQUIEL CORONEL
RBEL ALEMAN
GILBERT ROMAN
A S C O D
A S C U D
GENERAL TELEPHONE
SO CALIF GAS CB
C V CUUNTY WATER DISTRICT
GENERAL TELEPHBNE
GENERAL TELEPHONE
GENERAL TELEPHBNE
GENERAL TELEPHUNE
GENERAL TELEPHONE
GENERAL TELEPHUNE
GENERAL TELEPHUNE
GENERAL TELEPHONE
GENERAL TELEPHONE
SO CA EOISON
GENERAL TELEPHONE
GENERAL TELEPHONE
GENERAL TELEPHONE
BRUCE USHER
RIVERSIDE CUUNTY SUPERINTENDENT UF SCHUULS
REGISTER OF COMMERCIAL WARRANTS
I
DATE: 11/25/85
PAGE: 1

REF VENDOR
NO.
DATE w, VENDOR NAME
B B W HARDWARE
AUD16 SECURITY INC
CHEVRBN U S A
GENERAL TELEPHBNE
FILMS INCBRPBRATEO
STUDENT INSURANCE
028970 11/25/85 11677 DESERT BUSINESS MACHINES
INLAND EMPIRE SOCCER
OAVlO SCHRAGER
DESERT COLLEGIATE BFFICIALS
CBNSBLIDATED FREIGHTWAYS
CON WAY WESTERN EXPRESS
LEE ANN KLBCHENTEGER
HERMIONE GREENE
BERNAROB M PAOILLA
GRETCHEN A GBCKEL
JANICE SHERWIN
CHRISTINE LYMAN
PEGGY ANN PARRA
BARBARA LEE MBRRISBN
VICTBRIA E GBMEZ
OBRBTHY BURKE
- J
RIVERSIDE CBUNTY SUPERINTENDENT BF SCHBBLS
REGISTER OF COMMERCIAL WARRANTS I
CBUNTY 33 RIVERSIDE
DATE: 11/25/85
D 1 ST R 1 CT 01 COACHELLA VALLEY CBMM CBLLEGE
PAGE: 2

COUNTY 33 RIVERSIDE
D 1 S T R 1 CT 01 CBACHELLA VALLEY COMM CULLEGE
REF VENDBR
Nel . / DATE I NO. I VENDUR NAME
RIVERSIDE CBUNTY SUPERINTENDENT UF SCHOOLS
REGISTER OF COMMERCIAL WARRANTS
-
CLAIM
NO.
7
PRBGRAM 'OBJECT CLAIM AMOUNT
DATE: 11/25/85
PAGE: 3
WARRANT 1 WARRANT AMOUNT
NU.

PANTRY CHEF
INSTITUTE OF CULINARY ARTS
Accountability. The Pantry Chef is directly accountable to
the Executive Chef of the Institute of Culinary Arts in a
line relationship.
Work Days. 230 days
Duties. The Pantry Chef is held accountable for performing the
duties listed below:
A. Instruction (approximately 75 percent of work assignment)
1. Maintains liaison with members of the
food service industry for resource
development, instructional program
verification, placing students for
field experience, and placement for
ICA graduates.
2. Meets all classes as scheduled and works
a minimum of 40 hours per week.
3. Provides instruction in accordance with
the philosophy of the College of the
Desert stated in the College catalog.
4. Provides instruction in classes according
to approved course outlines.
5. Thoroughly acquaints students in writing
with course requirements, student perfor-
mance evaluation procedures, field trip
demands, and attendance requirements, and
other appropriate requirements during the
first class session.
6. Meets all classes as scheduled and presents
subject matter in an organized and informed
manner, utilizing appropriate learning
activities.
7. Helps and provides guidance for students
beyond regular class and office hours.
Continued .......

8. Makes timely evaluations of student
performance to measure achievement in
course work with the intent of assisting
them to learn.
9. Maintains control during examinations so as
to insure the academic integrity of the
course, the program, and the College.
B. Related Professional
1. Understands and where necessary properly
employs established emergency and safety
procedures.
2. Reports in accordance with annual contract
dates and attends scheduled faculty meetings,
department meetings, and meetings of
committees of which he/she is a member.
3. Participates in commencement exercises in
academic dress.
4. Sponsors or advises in student activities
as an alternative to committee membership
responsibilities.
5. Restricts other income and/or outside
activities which would interfere with
faculty responsibilities.
6. Schedules guest speakers according to
College policy.
7. Makes all requests for off-campus College
activities through the Executive Chef.
If students have to be excused from classes
other than one for which the activity is
planned, a list of these students must be
submitted to the Executive Chef.
8. Advises students:
A. Assists students with study problems.
B. Refers students to appropriate College
services for information or further
assistance.

C. Assists students to evaluate their
potential for successful accomplish-
ment in subject field of expertise.
D. Provides accurate information concern-
ing vocational opportunities in the
instructor's field.
E. Provides full information regarding
content of courses.
F. Provides information regarding post-
community college educational and
training opportunities and demands in
the instructor's field of expertise.
9. Initiates and/or participates in:
C. Other Professional
A. Establishing of educational goals for
his/her area of instruction.
B. Annual up-dating of five-year academic
and three-year projection of resource
needs for his/herareas of instruction.
C. Evaluating curricula and proposing new
curricula or modifications to existing
curricula.
D. Professional evaluation in accordance
with district policy.
E. Development of requests for instructional
support services including library,
audio-visual, learning resources, and
tutorial services.
F. Preparing information for College catalog,
schedule of classes, and other appropriate
College documents.
G. Developing requests for special grants
and projects.
H. Selecting equipment, supplies, books and
other instructional support materials.
1. Provides placement services for student completers
and former completers.
Continued.. . . .

2. Maintains currency of cooking trends and
methods,through professional associations
with other chefs and food service organiza-
tions/associations.
3. Maintains currency as to food service industry
needs.
4. Performs other duties as may be assigned from
time-to-time by the Executive Chef.
Qualifications. The Pantry Chef position requires persons
who have completed an Apprenticeship training program and/or
graduated from a well known culinary school, e.g., the Culinary
Institute of America. To qualify for the Pantry Chef position,
a person should have at least 5 to 10 years of food production
in quality food service establishments.

MEMORANDUM
TO :
\ i
Dr. F. D. Stout
COLLEGE OF THE DESERT
December 2, 1985
FROM: p~acgulyn Weiss, Director of Personnel
SUBJECT: Recommendations Concerning Classified Personnel
The following recommendations concerning personnel are submitted for your
consideration:
A. Appointments:
- HALL, Stacey
Position Title:
Range and Step:
Typist, Instructional Services
5 -A
Beginning Salary: $1006.00 per month
Effective Date: November 18, 1985
HERRON, Gwen
Position Title: Typist, Campus Parking
Range and Step: 5 -A
Beginning Salary: $5.72 per hour-20 hrs./wk-10 months
Effective Date: November 22, 1985
RIVERA, Ismael
Position Tit1 e: Grounds Keeper
Range and Step: 8-A
Beginning Salary: $1165.00 per month
Effective Date: November 18, 1985
ROYAL, William
Position Title: Prgrammer Analyst Technician
Range and Step: 17-A
Beginning Salary: $1807.00 per month
Effective Date: November 18, 1985
B. Reassignments:
AMICARELLA, Mario
- From:
To :
-
Position Title: Libr. Techn., Public Svs. Programmer Analyst
Ranoe and Steo:
~eginni ng salary:
Effective Date:
7 -A
$6.30 per hour-16 hrs./wk.
17-A .. ..
$1807 .OO per month
November 18, 1985
FILLMAN, George
Position Title: Typist, Instr. Services Sr. Typist, Adm. & Records
Range and Step: 5-A 6-A
Beginning Salary: $1006.00 per month . $1057.00 per month
Effective Date: November 18, 1985
C. Resignations:
FRIAS, Gail
--
Position Title: Sec'y., Com. Svs. (Cal State)
Effective Date: November 26, 1985
Continued. . . . . . .

MEMORANDUM
TO : Dr. F. D. Stout
COLLEGE OF THE DESERT
December 2, 1985
FROM: Jacqulyn Weiss, Director of Personnel
SUBJECT: Substitute and Short-Term Personnel
The following are submitted for your consideration:
A. Substitutes:
BURSON, Patricia
Position Title: Instructional Support Aide I1
Range and Step: 7-A
Beginning Salary: $6.30 per hour
Effective Date: November 18, 1985 thru December 20, 1985
CARNIE, Sandra
Position Title:
Range and Step:
Sec'y.,
7 -A
Student Support Services
Beginning Salary: $6.30 per hour
Effective Date:
- HALL, Stacey
November 22, 1985 thru December 6, 1985
Position Title: Instructional Support Aide I1
Range and Step: 7 -A
Beginning Salary: $6.30 per hour
Effective Date: November 12, 1985 thru November 15, 1985
WELCH, Christine
Position Title: Sec'y. Agriculture Dept.
Range and Step:
Beginning Salary:
7-A
$6.30 per hour - 20 hrs./wk.
Effective Date: November 25, 1985 thru December 6, 1985
B. Short-Term:
GRENFELL , - Pat
Position Title: Maintenance, Technical
Range and Step: 12-A
Beginning Salary: $8.04 per hour
Effective Date: November 20, 1985, thru December 30, 1985
lkr
,

DATE : December 4, 1985
TO : Dr. Stout
FROM : Dean of Instruction
COLLEGE OF THE DESERT
MEMORANDUM
SUBJECT : BOARD APPROVAL OF TEXTBOOKS
The following textbooks are submitted for Board approval:
DEPARTMENT TEXTBOOK
Agriculture Turf Management for Golf Courses
Developmental Education The College Student
Social Sciences The Logic of International Relations
5th Edition

COLLEGE OF THE DESERT
ACADEMIC CALENDAR HISTORICAL COMPARISON
ACADEMIC YEAR SEMESTER STARTED SEMESTER ENDED *ENROLLMENT
1. 1974-75
Fall 1974 9-10-74 1-23-75 6,733
Spring 1975 1-29-75 6-6-75 7,816
2. 1975-76
Fall 1975 9-12-75 1-30-76 7,354
Spring 1976 2-9-76 6-18-76 8,114
3. 1976-77
Fall 1976 9-7-76 1-26-77 7,466
Spring 1977 1-31-77 6-10-77 9,096
4. 1977-78
Fall 1977 8-18-77 12-23-77 12,230
Spring 1978 1-16-78 5-26-78 14,457
5. 1978-79
Fall 1978 8-17-78 12-22-78 9,300
Spring 1979 1-1 5-79 5-25-79 11,297
6. 1979-80
Fall 1979 8-20-79 12-21-79 11,149
. , Spring 1980 1-16-80 5-30-80 10,402
>
7. 1980-81
Fall 1980 8- 15-80 12-19-80 11,460
Spring 1981 1-9-81 5-21-81 11,044
8. 1981-82
Fall 1981 8-17-81 12-18-81 11,722
Spring 1982 1-8-82 5-21-82 11,543
9. 1982-83
Fall 1982 9-7-82 1-19-83 10,939
Spring 1983 2-4-83 6-1 7-83 9,290
10. 1983-84
Fall 1983 9-6-83 1- 24-84 9,317
Spring 1984 2-3-84 6-1 5-84 8,109
11 . 1984-85
Fall 1984 8-20-84 12-21-84 9,687
Spring 1985 1-17-85 5-31-85 9,529
12. 1985-86
Fall 1985 8-19-85 12-20-85 9,004
Spring 1986 1-13-86 5-28-86
*Second Census Total Enrollment
12-4-85
km
Continued......,

8 MARIA RIIOTNSKV pr ten! 01 Ihr anlI8lulaonl in Mr 11 I~W studtnt, latq start an lhc
I ht &%I lhtnj %urn< rladrnn Wat's ~uwey used il. whdr ihn tumn~rjobm.tk.l
look al uhm the col.,e r~lllnaur yclc only 5 wr

FALL 1986
COLLEGE OF THE DESERT
ACADEMIC CALENDAR 1986-87
August 18 Monday, Classes Begin
September 1 Monday, Labor Day-Hol iday
November 11 Tuesday, Veterans Day-Hol iday
November 27,28,29 Thursday to Saturday, Thanksgiving Day-Holiday
December 13-1 9 Saturday to Friday, Final. Exams
December 19 Friday, End Of Fall Semester
Week Days Per Semester Working Days Per Month
Monday 17 August 10
Tuesday 17 September 21
Wednesday 18 October 23
Thursday 17 November 17
Friday 17 December 15
Saturday 16 (Not In Total)
- -
86 TOTAL 86 TOTAL
SEMESTER BREAK: DECEMBER 20, 1986 TO JANUARY 11, 1987
************mfi*******************m***
SPRING 1987
January
January
February
February
March
May
May
May
May
Week Days Per Semester
Monday 16
Tuesday 19
Monday, Classes Begin
Monday, Martin Luther King, Jr. 's Birthday-Hol iday
Friday, Lincoln's Birthday-Hol iday
Monday, Washington's Birthday-Holiday
Monday to Saturday, Spring Break
Wednesday to Wednesday, Final Exams
Monday, Memorial Day-Holiday
Wednesday, End Of Spring Semester
Friday, Spring Graduation
Working Days Per Month
January 14
February 18
March 17
~hursday- 18 Apri 1 22
Friday 17 May 18
Saturday 18 (Not In Total)
- -
89 TOTAL 89 TOTAL
Continued .......

FALL 1987
August 17
September 7
November 11
November 26,27,28
December 12- 18
December 18
COLLEGE OF THE DESER1
ACADEMIC CALENDAR 1987-88
Week Days Per Semester
Working Days Per Month
M0nda.v 17
Auaust 11
~uesday 18 ~eptember 21
Wednesday 17 October 22
Thursday 17 November 18
Friday
Saturday
17
16 (Not In Total )
December 14
-- -
86 TOTAL 86 TOTAL
Monday, Classes Begin
Monday, Labor Day-Hol iday
Wednesday, Veterans Day-Hol iday
Thursday to Saturday, Thanksgiving Day-Hol iday
Saturday to Friday, Final Exams
Friday, End Of Fall Semester
SEMESTER BREAK: DECEMBER 19, 1987 TO JANUARY 10, 1988
* * * * H * * * * * m M * * H * * * * * * H * * * * n * * * * * M
SPRING 1988
January
January
February
February
March
May
May
May
May
Week Days Per Semester Workinq Days Per Month
Monday 17 January 14
Tuesday 19 February 19
Wednesday 18 March 18
Thursday 18 April 21
Friday 17 May 17
Saturday 18 (Not In Total)
-
89 TOTAL 89 TOTAL
Monday, Classes Begin
Monday, Martin Luther King, Jr. 's Birthday-Holiday
Friday, Lincoln's Birthday-Holiday
Monday, Washington's Birthday-Hol iday
Monday to Saturday, Spring Break
Wednesday to Tuesday, Final Exams
Tuesday, End Of Spring Semester
Tuesday, Spring Graduation
Monday, Memorial Day-Hol iday
I

FALL 1988
August 15
September 5
November 11
November 24,25,26
December 10- 1 6
December 16
Week Days Per Semester
Monday 17
Tuesday 18
COLLEGE OF THE DESERT
ACADEMIC CALENDAR 1988-89
Monday, Classes Begin
Monday, Labor Day-Hol iday
Friday, Veterans Day-Hol iday
Thursday to Saturday, Thanksgiving Day-Holiday
Saturday to Friday, Final Exams
Friday, End Of Fall Semester
Working Days Per Month
August 13
~ednesday 18 ~ctober 21
Thursday 17 November 19
Friday 16 December 12
Saturday 16 (Not In Total)
--
86 TOTAL
-
86 TOTAL
SEMESTER BREAK: DECEMBER 17, 1988 TO JANUARY 8, 1989
SPRING 1989
January 9
January 16
February 17
February 20
March 20-25
May 17-23
May 23
May 23
May 29
Week Days Per Semester
Working Days Per Month
Monday 17
January 16
~uesday 19 ~ebruar~ 18
Wednesday 18 March 18
Thursday 18 Apri 1 20
Friday 17 May 17
Saturday 18 (Not In Total)
--
89 TOTAL
Monday, Classes Begin
Monday, Martin Luther King, Jr.'s Birthday-Holiday
Friday, Lincoln's Birthday-Hol iday
Monday, Washington's Birthday-Holiday
Monday to Saturday, Spring Break
Wednesday to Tuesday, Final Exams
Tuesday, End Of Spring Semester
Tuesday, Spring Graduation
Monday, Memorial Day-Hol iday
-
89 TOTAL

DATE : December 4, 1985
TO : Dr. Stout
FROM : Dean of Instruction
COLLEGE OF THE DESERT
MEMORANDUM
SUBJECT : CONFERENCE PRESENTATION BY DR. HENRY BURNETT
I am very pleased to inform you that Dr. Burnett has been requested
to make a presentation at the national conference on Educational
Communications and Technology.
The conference will be held in Las Vegas, Nevada. Dr. Burnett is
requesting that College of the Desert pay half of his expenses and
he will pay the other half of the expenses.
Would you please consider requesting from the Board of Trustees at
the December 1985 Board meeting the approval for this out-of-state
travel and partial reimbursement?
I am attaching materials from Dr. Burnett to support this request.
If you have any questions, please do not hesitate to contact me.
k rfl

Date:
To:
From:
Subject:
November 19, 1985
Dr. C.A. Patterson
Dr. Henry J.
COLLEGE OF THE DESERT
Inter-Offlce Memorandum
Conference Presentation
I have been honored by an invitation from the President of the Association
for Educational Communications and Technology (AECT) to give one of nine
presidential sessions at the upcoming conference in January of 1986. AECT
is the major national and international professional organization for in-
structional technologists. AECT anticipates having over 13,500 individuals
attending their 1986 Annual Convention and COIiMTEX International Equipment
Exposition.
The selection process for the Presidential Session is highly competitive
as there are over three hundred sessions occurring during the conference -
only nine are selected as featured Presidential Sessions. The Presidential
Sessions have a prominent place on the conference schedule, have a time
length of one hour and fifteen minutes, and receive special publicity during
the conference.
The topic for my session, Political Dynamics: Crucial Factors for Instructional
Technology in Postsecondary Education is based on the research conducted for
my dissertation. Further, as a result of the AECT conference session, I have
been asked to submit a manuscript for publication in the 1986 Educational
Media and Technology Yearbook.
The conference will be held January 16 through the 21st, 1986 in Las Vegas,
Nevada, and I am asking for approval of out-of-state travel and reimburse-
ment for one half the travel expenses ($297.00). Las Vegas is not my pre-
ferred location to deliver an academic paper - I would rather be traveling
to the campus of U.C.L.A., U.S.C., Stanford, or Indiana University to deliver
the presentation. However, with the size of this particular conference, it
can be held only at five locations nationally: Atlanta, New Orleans, Dallas,
Anaheim, and Las Vegas. It happens to be in Las Vegas this time.
I feel honored by this fantastic opportunity to share my research at AECT's
national conference. The presentation will bring me considerable recognition
within the academic community at the national level. College of the Desert
will also share in this national recognition.
If I can provide additional information for your consideration, please contact
me immediately.

*
July 3, 1985
aL 9 1985
Association for Educational Communications & Technology
1 126 Sixteenth Street, N.W , Washington, D.C. 20036 a (202) 466-4780
Dr. Henry J. Burnett
Director of Learning Resources
College of The Desert
43-500 Monterey Avenue
Palm Desert, CA 92260
Dear Dr. Burnett:
I am pleased to inform you that your presentation proposal for
the 1986 AECT Annual Conference entitled, "Political Dynamics:
Crucial Factors for Instructional Technology in Postsecondary
Education," has been selected as one of nine presidential
sessions.
You will be hearing in the near future from Katherine Wacker,
President-Elect of CCAIT, with more detailed information and
requests for your equipment needs. In addl tion, Ms. Wacker
will be asking for a 5 x 7 black and white glossy photograph
for inclusion in our convention program.
I am looking forward to meeting you in Las Vegas in January,
and on behalf of the Association, the Board of Directors and
myself, I want to thank you for contributing your time and
effort to help make our convention a success.
AECT President
RGH : m
cc: Katherine Wacker
Lyn Gubser
Frank Dwyer
Elaine Didier

Community College Association for Instruction and Technology
President: Joseph Borowskl Secretary: Dr. Robert Lucas
Oakton Community College - Illinois Grand Valley State College - Michigan
President Elect: Katie Wacker Treasurer: Dr. William Belmore
Kirkwood Community College - lowa Northern Communlty College - Virginia
' July 18, 1985
Dr. Henry J. Burnett
Director of Learning Resources
College of the Desert
43-500 Menterey Avenue
Palm Desert, CA 92260
Dear Dr. Burnett:
I assume you have received Bob Hale's letter by now indicating that your
proposal has been selected as a "Presidential Session" at A.E.C.T.'s
January conference in Las Vegas. Congratulations1 Your session is
scheduled for 9:OO-10:15 a.m. on Tuesday, January 21. I have asked Dr.
Robert Lucas, CCAIT's Secretary from Grand Valley State College in
Grand Rapids, Michigan, to serve as chair of your session. I need to
have you send me several items, Henry:
a. a brief biographical sketch which Bob Lucas may use to prepare his
introduction of you and your session topic.
b. a 5 x 7 inch glossy black and white photo for use in the the conven-
tion program to highlight your session.
c. a completed "audiovisual request form" (attached) indicating the
free-loan equipment and room arrangement you desire for you; presenta-
tion.
Bob Hale asked me to communicate to you that he hopes you will be able
to broaden the scope of your presentation in order to assure that it is
of interest to a variety of the A.E.C.T. membership. I told him that I
was confident you would be able to do so. Let me know if I may be of
any help or answer any questions for you.
Please mail the picture and audio-visual form to me by September 1. The
biographical sketch isn't as essential right away. Thanks.
Sincerely,
Katherine A. lJacker
Instructional Developer
Kirkwood Co~nmunity College
P. 0. Box 2068
Cedar Rapids, IA 52406

Association for Educational Communications & Technologjp
1126 SLrteetifh Sfreel, N. IV.. !Vashingron. D.C. 20036 * (202) 466-4780
** FACT SHEET **
1986 AECT Annual Conference 4
Over 150 concurrent sessions are scheduled
* Over 300 individual presentations will be given
...
< : .:
.. ' , . :'. . , :
CObbfl'EX international Exposition .,; , . . . ..' .
, ' .' , . 1
January 16 - 21, 1986 . .
.......
Las Vegas, Nevada , ,
, > , 8 ,.. i . :: '; ..I
. . . . . q,;.',
, . . . . , . . . .
25 workshops are scheduled . ?,:

: .~
Friday, Jarluary 17
1 :00 - 2:15 p.rn
Tlie following are sesslons chosen by
AECT Presldenl Bob Hale.
Audlovlsual Educallon In Chlns (INTL)
Chalr: Joanne Velati Dunn
Presenter: LI Nal
The Presldenllnl Sesslons begln wllli an overview of llie
education syslern iri China and the lncreaslrig role of arrdlo-
vlsual praclices. Tlie prese~ilnllon will be lllrrslraled by
examples of audiovisual educallon In use In Chlna.
Friday, Jatluary 17
2:30 - 3:43 p.tn. .
Mollday, January 20
9:00 - 1 0: 15 a.m.
Homework Asslslnnce Vla Televlslon (DSMS)
Chalr: Diane Blesol
Presenter: Jerry Nutt
Beaverlon (Oregon) School Dlstrlct devlsed an lnnovallve
melliod of liel~lna sludonls wllh homework. A coo~erallve
oflorl l)rlbvcr~i llic scltool dfslrlcl and n lncnl cablrcorripafiy
led lo a llvc, opcri telar)lio~in Ilne televislori scriesdeslancd lo
provlde homework assistance to sludent viewers.
Of Course. . . The Productlon Team Includes Evalualors
(DOTI Tuesday, January 21
'Chalr: Marlorle Cnriibre
Presenlers: Koilh Mielke. Larry Walcoff
, This presenlnllori llluslrales speclflc exalnples of productlon
decisloris thal were changed as a rest111 of for~nallve
evalullon. "Ucfore" and "after" cllps from llic Agoricy for
Pollllcal Dyna~iilcs: Cruclal Factors for lnslrucllonal Technology
In Poslsecondary Educallon (CCAIT)
lnslrucllorial Televlslon and llie Children's Telcvlslon Work- Chair: Kalherlne Wacker
shop will be sliown. Presenter: Henry Btrrnell
Saturclay, Jar~uary 18
3:00 - 4:15 p.tri.
Exemplary Media Centers, Exemplary Practices (DEMM)
Chalr: Ttio~nns ntrssell
Presenlers: Andy DiPaolo. William Schmldt
Thls presentallon oflers a process for media friarlagers to
evaluate the effecllveriess of lhelr e~nployees bnscd on a
self-assessrnenl performance appraisal forrri arid a slruclured
Interview leclinlq~te. Also, you wlll lake a look a1 26
exemplary media cenlors lro~n colleges, public school dlstrlcts
and regional media programs.
Parllclpanls wlll leave this session wllh a delalled underslarldirllj
of llic pullllcnl arid lrgal dyrtlnnlcs occ~~rrltig wlirri
modllylrig ll~cInw~~ov~r~ilri(~ l~islr~~cllnnnl Tec111101ogy Tltc
use of Iclccot~fscs, cortrprrler asslsled I~islruclol~i. n~lrl Iri11Ivldual
lrislrucllo~i labs rvlll serve ns the basls for cllscusslori.
Tuesday, Jatluary 21
1030 - 1 1 :A5 a.m.
Core Conipelencles for lnslrucllonal Developers: The Vlew
from Flve Programs (DID)
Chalr: Robin Lawrason
Presenters: Jolin Berllng, Barry Bratton. Waller Dlck, Dennls
Flelds, Alllson Rossetl. Don Srnellle. Robert Relser
The presonlers discuss the essenllal cornpelencles In-
structlorial dnveloparn mtlsl possess, ns ldenllflnd hy llvn
grndunfe programs In lnstructlonnl devolopmoril. Tho corri-
petenclcs are lrilended lo rellecl tho skllls 01 a prolosslortal
developer regardless of hls or her current lob, academlc
degree, or type of training.
!

Williani Edwin Ted
Ridlev Newman Turner
TECHNOLOGY
QUEST FOR QUALITY

BOARD OF TRllSTEES
MS. DIANA N LOCKARD. PWIDENT
OR W\RY L WOODS VCL PWlDLNT
DR I. PAUL GELtRIS. CLLWSICRLTARY
DR ROOLRT T. McLfAN, h!rh!8c~
OR EDWARD C ORTLLL MCAqBLR
November 15, 1985
Dr. Ioshua L. Smith, Chancellor
CALIEORNIA CtMOJITY 03LLB;F.S
1107 Ninth Street
Sacramento, 0\ 95814
Dear Chancellor Smith: -
DR LOUIS L ZELLERS
PRL~IDENT/SUPENN~END~NT
On behalf of the Citrus College Board of Trustees, I am responding to the
Preliminary Draft of the Board of Governors 1986 Basic Agenda, specifically to
Section 4 which addresses the issue of governance. After careful analysis of
Section 4, we have developed the following rationale for leaving governance of
the community colleges at the local level.
The essence of the agenda, with respect to governance, is to be found on page 6,
recommendation number 2, and portions of pages A-9 and A-10, which state that
the community college governance structure should be "postsecondary in nature."
Obviously, this is to recommend a "mini-UC" or "mini-state university" system
with reference to structure. This amounts to not recognizing the great
difference between the four year, strictly academically oriented college, and
an institution like a community college with its diverse student population of
over a million students.
The Citrus College Trustees believe that the Basic Agenda does not address the
fact that community colleges provide vocational education for their students,
retrain re-entry students, give a second chance to high school dropouts, and
offer innumerable community oriented services.
Local control of governments is a proud part of our American heritage. his is
so for many reasons, not the least of them being that centralization of power .
makes it difficult for the citizenry to make its interests known to the power-
holders because they are geographically remote. This consideration applies to
the abolition of local control as advocated in the report.

Chancellor Joshua L. Finith
November 15, 1985
page two
With reference to governance, one of the issues which arises is, what are the
prudent and proper divisions of labor and responsibility between the Board of
Governors and the local districts? The general answer to such a question giv,en
by the dominant ideology of democracy would be, "the higher level of government
should be given power where local authority is incompetent to act." If the
Board of Governors thinks that local community college boards are incompetent
with reference to governance, let them make the case1 It is they who bear the
burden of proof, yet one searches in vain for such arguments.
Local boards, administrators and faculties know the needs of their communities
better than do persons sitting on the Board of Governors and, hence, are better
able to deal with local issues than is the State Board. Understanding unique
local problems is an inherent difficulty associated with centralized authority.
An argument as old as Greek civilization bears on the present issue. It is that
the size of a constituency relates to the issue of freedom, Smallness is
indispensable to political liberty. This is so because large governmental
bodies arc less responsive to indi"idua1 needs than are smaller governing
agencies.
When power is divided between governing agencies, as it is now between local
districts and the Board of Governors, local needs can be attended to while, at
the same time, common interests can be advanced by the larger governing body.
As a practical matter and under current law, California community colleges
should remain under local control. This is so because the dominant
characteristics of any institution will be determined where power is based. We
want our community colleges to meet specific local needs. The present
governance structure of California Community Colleges has created one- of the
finest models for comprehensive community college networks in the nation.
When the local board has the power to hire administrators and faculty, these
persons will best reflect community needs. A "mini-UC" system applied to the
organization of community colleges will not provide for a faculty and
administration that is oriented and accountable to their communities.
A "mini-UC" system does hot confront the ~roblem
that the report of the Board of,
Governors attempts to answer. That issue is, "What is the fundamental goal of
the California Community Colleges?" Our goal is to meet the needs of our
communities, it is not to meet the needs of our communities as perceived by a
geographically remote, large bureaucracy1

Chancellor Joshua L. Smith
November 15, 1985
page two
We view these concerns seriously and we encourage you to solicit active
involvement of all local community colleges in any modification of our present
governance structure.
Sincerely,
LEZ: jm
Attaclments (Page 6 and excerpts from pages A-9 and A-10 of the Preliminary
Draft of the Board of Governors 1986 Basic Agenda)
cc: All California Community College Trustees
Governor George Deukmej ian
All California Legislators
All California Cmmunity College chief Executive Officers
?he Ccmmission for the Review of the Master Plan for Higher Education

4. GOVERNANCE
- Goal
CZa14fy and improve tie governattoe structure for cornunit!! coZLegee.
The governance structure for community colleges should provide the
powers, duties and decisionmaking structures necessary to deliver the
mission with excellence and accountability. Governance, therefore,
should not be fully delineated until the mission is known. On the other
hand, attempting to conceive and implement major reforms for community
colleges in the absence of a clear governance structure has complicated
and will continue to complicate and under,itine the potential success of
reforms. For purposes of shaping an3 deciding reforms in mission, fi-
nance, excellence and accountability, it is critical that at least some
minim1 delineation of governance responsibilities be adhered to.
Governance responsibilities can most simply and directly be delineated in
terms of the Stdte's role and tile system's role. The State, which essen-
tially consists of the Legislature and Governor, retains plenary tontrol,
but should focus. on the following: deciding the broad mission of corflmu-
nity colleges; expressing broad expectations to the system; indicating
generally how the system should interact with the other segments Of edu-
cation; determtning the broad finance mechanism for the system; and
appropriating revenues to the system. The system, which consists of the
local districts and the Board of Governors, is one of shared governance.
The Board's primary roles are to provide leadership, direction, and over-
sight for the system and to represent the system tn the State. The pri -
mary role of districts is to operate the colleges -- to be primarily re-
sponsible to their colnmunities dnd the Board of Governors for providing
the mission, governance, excellence and accountability of these
institutions.
Recommends tions
The Board of Governors recommends the following initiatives to clarify
and improve the governance structure of community colleges:
1. The Board of Governors will adopt processes for consultation and
Comnunication with local districts in the development of systemide
polf cies adopted or administered by the Board, including consul ta-
tive processes for board recorrmndations to the State regarding
changes in State policy.
2. TheBoard of Governors, in consultation with both the community
colleges and the State, will conduct a review of the Education Code
with the dim of identifying revisions to clarify governance and to
provide a governance structure which is postsecondary in nature,
The review w i l l be completed during 1986, with legislation being
introduced in 1987.

EXCERPTS PRW
PRELIMINARY DRAET OF THH BOARD OP OOVBR~ORS 1986 BASIC AGENDA
Page A-9
"In a postsecondary structure of governance, the Legislature
speaks more exclusively to the state governing board. It
delegates broad authority to the state governing board, and does
much less to specify the powers and duties of the local delivery
entity (when the Legislature delegates major authority to a state
governing board and is silent on the authority of the local
delivery entity, such structures are sometimes referred to as
'state-controlled systenls') ."
Page A-10
"The position of the Board of Governors is that a postsecondary
structure of governance should be applied to shaping and deciding
responsibilities for community college reforms. This structure
reflects a greater concentration of authority in the Board of
Governors, with the Legislature reserving less of the specifics
to itself, and with districts retaining essential control to
operate the colleges."

0 T I ' COLLEGE
C&+ltflISSION - HOLDS IMPORTAllT MEE.rIElG - IN NOVEMREll
lie as a "Committee of the WholeN'ifor
teeport and study received considerable
The Commi ssion took action to eliminate,
n adzlition, the Commission asked staff for
sophical undergirding for Commission :
rate of high school drop outs and
s that require serious Commission
December3-4: MeetingorlThirdDraftOutline
January 7-0: Neetiny 011 "Draft Report"
Pub1 i c He.lrin(~ - Sacramento
Public tle?ring - San Diego
Public He.jrin(l - San Francisco
February 20: Submission of Report to Legislature
-1;10re-

Master Plan Cotnmission
2-2-2-2-2-2-2-2
Some OF the more i~npoi'tant actions or discussion that took place were:
1. Open Access and Student Succes~. There was hroad Commission support
fiir;-cX%a%nTT€6 T i m o f not restrictina admission to tlie
colleqes, hut instead limitinb access to proqram; arid classes. Various
assessment activi ties were discussed along with the rmtriculation
model. 5ome Commissioners stressed the need for accountability
by students throuqll performance and the need for districts to he
funded and held accountabl~~ for adequate assistance to students.
-.-
?. Tralisfer. The Commi ssion continues to support s trorig transfer programs
in com~~~uriity colleges. Discussion centered on barriers to
transfer (some OF ~.rliicli i~n,~act the other segwnts) and possible
solutions. Particular corisern was expressed on the special problems
of ininori ty students.
- -
3. Vocational Education. The Comnli ssiori eliminated options that would
give aTVocationa'l" education to either community colleges or high
schools and adult schools.
1. Re~nedidl Education. Com~ni :;sion mwml)ers are divided on this issue.
'%i?-Eoi?T%??ide~nic floor" ; o tliers would 1 i ke no floor, b11 t
\~oulcl place a1 1 work below a certain level into a separate insti tutional
structure within tlie college. No wmbers favor elimination
of remetli,ttion fran the colleges' function. lnterest was sliown in a
new proposal that ~ould permit courses (programs) at any level with,
a 1in1i t on the number of ci~mula tive uni ts OF remedial courses.
5. State Funded Adult Education. The Comtnission appears to favor con-
mtTn-C? TEXTTTm)oth K-l? adul t schools and comeuni tv
colleqes to offer tile i,rograms with a strengtlieriing of delineation
aqreements atid all enforcemt:nt nlechanisni to assure compliance.
6. Faculty and Ad~tlitii stva tors. The Cornmi ssion extensively discussed
issues o ' F - E e ~ instructor ~ i ~ limits, credentials and tlie
50% Law. !to consetisus was rzi~ched, hut there appears to be a strong
iliteres t i 11 a longer probd tionary period and peer review for tenure.
7. Comlnuni ty College Finance. The options represented were divided
r e : (1) sources of support, (2) distri-
bution of State slrpport, atid (3) allocdtinn neth hod of State support.
While some options were eliminated, the Commission spent the no st
time ill witle-ranging discussions on all possi!)ilities. This itein is
likely to be one of tlie first tliscussed at tlie next meeting.
Governance. Again, the discussion was wide ra~iging v ~ th i no clear
consens6 except that there should be less legislative direct con
trol and the delineation between the lloard of Governors and local
hoards sl~o~rld he clear. There nras little sentiment for tlie elimina
tion of locally elected boards, hut regional planning activity was
discussed.

BOARD OF TRUSTEE
MS. DIANA N. LOCUARD. PRLSlDtNr
OR GARY 1. WOODS. MCL PRLSIOINT
OR I. PAUL GLLLRIS. CLIMSCCMTARY
DR ROBERT T. McLEAN. Alu4OLR
DR LOWARD C ORTELL h4UlOLR
November 15, 1985
Ms. Jackie Suitt
1600 Beverly Drive
Palm Springs. CA 92262
Dear trustee Suitt:
DR. LOUIS t ZELLERS
PRLIIDtM/SUPtRINTLNOCNT
On behalf of the Citrus College trustees, we are writing to you today to urge
you to place the enclosed analysis on your next board agenda.
Have you read carefully the Preliminary Draft of the Board of Governorst 1986
Basic Agenda, specifically page 6 which relates to -? Do you realize
that the existing structure of the California community colleges is under fire?
Statements on page 6, and on portions of pages A-9 and A-10, threaten to
undermine your authority as a trustee by destroying local control of the
community colleges through the imposition of a "mini-UC Board of ~egents"!
Coachella Valley Community College District, which has been carefully nurtured
by your local board, could become a cog in a statewide machine. If we do not
act immediately, we predict we will see the day when our district will become
s.
State Community College District Number 641"
Consider this letter to be a call to action for your college. We mYkt involve
our campus communities, local community leaders, professionals, local
legislators and other elected officials who support community colleges, in
voicing our concerns.
Trustees are elected to a public trust to discharge their responsibilities and
to see that their colleges function to meet community needs. If the Board of
Governorst plan succeeds, state-appointed officials will determine local policy.
There w i l l be little or no local accountability, and the citizens who elected
you will have no recourse.
We realize this is a time-consuming item for you to place on your agenda;
however, all other items will be meaningless if we lose authority to govern our
districts1

November 15, 1985
page two
The Citrus College trustees will be happy to assist you in any way and encourage
you to voice your concerns about the issue of governance to the Chancellor and
your local legislators.
We would be pleased to know of your response to this letter and whether you are
considering placing this matter on your agenda.
Sincerely,
I. Paul Geleris. M.D.
Board of Trustees
g.Q d~-&'
Edward C. Ortell. Ph.D.
Board of Trustees
Enclosure (Letter to Chancellor smith)

POLITICAL OYNAI~lICS: CRUCIAL FACTORS FOR
IFJSTRUCTIONAL TECHNOLOGY IN POSTSECONOARY EOIJCATION
Political Power Reelities
The status of political relationehips in the governance of
Instructionel Technology in postsecondary education, partioularly in
the California Community Colleges, ia marked by a dynemic tension.
In the best tradition of a democratic ecciety, many
forces--supportive, neutrel, and opposing--converge in the political
arena. There are few certainties when reviewing the statue of
Educational Technology and Instructionel Technology [AECT, 1977,
1979) in the Californie Community Colleges. The proponent8 of
Educational Technology and Instructional TeChnology have not gained
a predominance of authority when putting these educational
strategies in place. Their efforte mre characterized by the
recognition of technologicsl develcpment, the introduction of
technologicel applications, evelustion, further develcpment, and
permanent application. Opponents have not been successful in
removing Educational Technology or Inetructional Technology from the
Community College oduoational scene. Their efforts usually rely
upon the strategies of delay, extended essesement, and containment.
However, the pervasive power of newer communications technology is
eo strong that sweeping changee are being mads and, in fact, the
changes are becoming integral componente of society.
Interviews conducted for this research chronicle the depth and
diversity of the politicel relationships in the governence of

Snstructional Technology. The excitement and confusion of being on
the frontier is evident. Often individuals with similar positions
and perceptions have diverse approaches to Instruotional Teohnology.
Technology has often been viewed as the mechine since the
Induetriel Revolution. Charlie Chaplin's movie Modern Times gives a
humorous, graphic juxtaposition of the men/mschine
conflict--perticularly in the scenes where Chaplin tries to keep
paoe with the assembly line. The metaphor is so etrong that IDtI
uees this theme in the advertising campaign for the IBM Personal
Computer. The Chaplln figure has learned to love the machine and
make the machine work for him. Eduoational Teohnology is reusonebly
well accepted in the California Community Colleges. Inetruotional
Technology is still perceived to be a threat by some.
The perception that Instructional Technology will change
education overnight is quite shortsighted. Change will not come in
a clep of thunder and a blinding flash of light. The evolutionery
trend similar to the introduction of printed textbooks is probably a
more appropriate model for the assessment of Instructionel
Technology in historicel perspective. The Communications Revolution
is fully underway and the changee will accelerate. However, when
Generel Motors introduced the dieael eleotric locomotive in the
1940'6, it took ten years to eliminate all steam powered treine in
the United Staten. The steam locomotive had dominated rail travel
for over one hundred yeare.
The rapid growth and tremendous power of communication5
technology emerged as the most pervesive factor in the discussion es
revealed in the document research and interviews. No individual who

was interviewed sew this mejor societal trend dooreusing for the
short or long term. The Communications Revolution is in Full swing
end shows few signs of stabilizing or slowing. Recent Federal end
state legislation hae allowed corporstions to make tax reducing
donations of equipment to schools. Recently, Apple Computer gave
every K-12 school in CaliFornia en Apple IIe computer. The
donetion of more than twenty million dollers worth of computers
stipuleted that the computers be used'in direct instruction with
students. IDt.1, Digitel, and other menufaoturers heve speoiel grants
and discounts for eduction. The growth potential for both
Educational Technology end Instructions1 Technology is obvious.
This broed societal trend will have many ramifioations for the
acceptance of Educetionel Technology and Instruotionel Teohnology.
Societal Trends ere s mejor political edventage for the acceptance
of Instructional Teohnology.
All sectors of society will see tremendous pressure8 for
increased productivity at equal or lees cost. Thle issue hss
reshaped the auto manufacturing industry in Jspan in the mid 1970's
and in the United States in the early 1980's. Robotics end computer
controlled assembly are evident in msny industries. The Daumol
Crunch as described by Heinich (1976) is continuing to shepe many
fields. Tho private sector of tho economy may become increasingly
intolerant of the leck of significant increeses in productivitx in
the public sector--and particularly in the field of eduoation.

Institutions, Organizations, and Actors
California has a proliferation of Organizations operating in
the political arena. The California Community Colleges, as a group,
are the largest postsecondary educational system in the world.
Because of the size and complexity of the California Community
Colleges there is a marked tendency in California to form various
organizational structures. Thie organizational trend is emphseized
by state agencies and the legislature who encourage oommunioation in
lsrge repranantative struotures rather than by individual or
splinter groups.
Institutions and organizations represent the power bseo for
most individual actors and are sxtramely influential when
aetablishing operational parameters for an individual sctor. For
this study, the term institutions means a grouping whioh is created
by code law. The term organizations means groupings which have
significant political motivation but are not created by code law.
Examples of inetitutions are district governing boards, state
governing boards, colleges, universities, and state commissions.
Organizations include profesaionsl organizations, accreditation
commission, task forces, consortia, and ad hoc groups.
The study deecribed and enalyzed individual actors as they
executed a particular role on the political stage and did not
attempt to profile the personal traits and 0h~r~cteriStics of those
individuals. Identification of individual actors should reveal most
political interaotiona; however, conoentration wholly upon actors
yields a single dimension without the context of organizations and
inetitutions.

Pnedictably, the Institutions which were identified in this
study were found to be most central to the politioel disouesion
regarding Instructional Technology in the California Community
Colleges. These Institutions tend to be very influential end very
stable ,over a period of time. Organizations vary, to some degree,
in terms of their goals and purpose over time. Coneequently, the
influence and importenoe of any Organization is subjeot to more
relative change when compared with Institutions. Individual ectors
are subject to more ohange ainoe rolea change within en Institution
or Organization and incfividuels assume other roles. Overall,
Institutions tend to be atable, Organizations less stable, and
Actore are highly variabia.
Overtly Stated and Underlying Self-Interests
The Matrix Analysis of Overtly Stated Self-Intereets of
Institutions indicated support for Educetional Technology and
Inetructional Technology. This perception was verified by the
interviews. Major reporte by the California Postsecondery Eduoation
Commission (CPEC, 1979 end CPEC, 1981) ere supportive end
promotional in tone. An eveluative report of Independent Study
courses by the California Community College Chancellors Office
(CCCCO, 1981) ie equally supportive end makes reoomrnendatione for
expending Instructional Technology within the California Community
Colleges.
Most Organizations ere overtly supportive of Educational
Technology. The major disunity is found in the support or
opposition regarding Inetructional Technology. Generally, there is

support for Instructional Technology among Organizetions with tho
exception of faculty groups. There is evidence that the Academic
Senate and the Faculty Association may be moving toward a more
neutral position.
The perception of job security, certainly, is a powerful
motivating force. Potential displacement in the work
force is not mentioned in most of the documents addressing the
application of Instructional Technology. However, this issue was
frequently one of the first items mentioned during the interviews.
Faculty perceive the use of Instructional Technology as a
men/machine confronttation. Politically this is a most volatile
issue for faculty to eddress directly in the political arena.
Support for job security among faculty will be strong--giving the
faculty a positive political leverage. With the public at large,
however, there will be little sympathy for faculty job security. IF
the issue is brought into the political arena, it will function at
two levels. The first level will be supportive within the education
comnunity, the second hostile with the public at largo.
The underlying self-interests arc not always parellel with
overtly expressed self-interests. Job security emerges as the major
underlying self-interest. Almost as if a "gentlemanls agreement of
silence" had been struck, the iesua of job displacement rarely
occurs in the formal discussion of the governance of Instructional
Technology. tiowever, during the face-to-face interviews, job
displacement for faculty was one of the first and most frequent
concerns raised. Public discussion does not eddress the job
displacoment issue, but most assuredly, this issue woe on everyono's

mind in private. It is extremely important to note that public
documents and statements do not always reveal the actual positions
on a particular issue. Behevior of en Institution, Organization, or
Actor can not he predicted exclusively from publicly stated
positions. Issues that sre overt may mask more basic issues.
Fac~rlty raise issues of "comparability" and "quslity" while ignoring
issues of "cost" and iproductivity.''
Fundin2
Funding for Educational Technology and Instructional Teohnology
is quite stable and well established in the California Community
Colleges. regulation^ which would govern and control Educational
Technology are left exclusively to the discretion of looal
districts. Budgets for Educational Teohnology are developed
locolly, without a formula from the state, and reflect the
comnitment to this activity as determined by each oempus and
district. However, the law and administrative regulations
specifying the reimbursement of Average Daily Attendance (AOA) are
quite specific and highly structured for the use of Instructional
Technology. Chapter 1055, Section A4500 of the California Education
Coda and Chapter 4 in the California Administrative Code give the
complete regulations for Instructional Technology.
The California Education Coda and the Administrative Code
indicate that there is a strong commitment to the use of
Instructional Technology, under certain conditions as the primary
source for delivering educational presentations. In 1970, changes
in the law included granting Average Daily Attendance (ADA]

eimbursement bnsed upon units of credit and not clock hours of
attendance. Previous provisions based a funding formula on
reimhursing a district for less than one half the costs of offering
courses using Instructional Technology. These provisions were
contained in Chepter 157fi Sootion 11251 of the Statutes of 1970
regulating the prooursor of Independent Study, the Coordinated
Instructional System format. Changing the funding formula to
reflect apportionment based upon units rather than clock hours and
funding the full amount, rather than less than one half, would
demonstrate an increase in value placed on Instructional Technology
in the California Community Collegos.
Two major disadvantages remain in Chapter 1055, section 84500.
One is the fact that only transfer courses may be offered in
Indepenrlent Study format. Tho eecond major disadvantage is that
class sections are limited to 125 students unless a speoial waiver
is granted by the Chancellor's Office. These restrictions indicate
a reluctance to allovl expanded use of Instructional Technology.
This reluctance is manifest in the low and represents a compromise
between supporters and opponents of Instructional Technology. The
concerns for cost and productivity in the California Community
Colleges may have an influence on funding formulas for Independent
Study format classes.
Political Dynamics
As be expected in a democratic society, there are few
absolutes when reviewing the status of Educationel Technology and
Instructional Technology in the California Community Colleges. A

dynamic tension exists. The proponents of Educational Technology
end Instructional Technology have not gained a predomin~nce of
authority when putting these educational strategies in place.
Opponents have not been successful in removing Educational
Technology or Instructional Technclogy from the California Community
College educational scene. However, the pervasive power of newer
communications technology is so etrong that sweeping changes era
being made end, in fact, the changes are becoming integral
components of society.
Eduoational Technclogy end Instructional Technology are firmly
entrnnchnd in the Community College educational scene. fluring the
Fall Semester of 1079, students numbering 11,339 enrolled in oourses
using Instructional Technology and G,098 completed the courser:; in
the 1900 Spring Semester, 15,452 enrolled and 9,033 completed
distance learning throughout the California Community Colleges
(CCCCO, 1901, p. 16). Further, elmost every student hee come into
contact with Educational Technology while enrolled in the California
Community Colleges. There is a stable, permanent law regulating the
use of Instruoticnal Technology in the California Community
Colleges.
The interactions of the Institutions and Organizations w i l l
tend to he aligned as chronicled in the findings. Faculty w i l l
remain suspicious of Instructional Technology until incentivee can
be identified thmt would show Instructional Technology to be more to
thoir pereonal advantage. This position w i l l be reflected in thsir
organizations, particularly in the CTA end CFT. The Academic Senate
has made attempts to become more supportive OF Instructional

Technology. The Faculty Association also shows signs of becoming
more supportive as expressed by the position of "concerned" rather
than "opposed ."
support from Institutions continues end is stable for
Instruotional Technology. The Association of California Community
college Administrators, the Learninj Resources ~asociation of the
California Community Colleges, and concerned district Chencellors
and Presidente seem more determined than ever to strengthen
Instructional Technology in the California Community Colleges. The
question is not will Educational Teohnology and Instructional
Technology be utilized in the California Community Colleges; the
question is what will be the growth rate over the short and long
term?
Synchronization of Educational Technology/Instructional Tschnoloa
with the Political Process
There is widespread support for Educational Technology in the
California Community Colleges. The interviews veriFied the support
of Educational Technology as presented in the Matrix Analysis of
Overtly Stated Self-Intereeb of Institutions and the Analysis
of Overtly Statad Self-Interests of Organizations. There were only
a fevt exceptions: one respondent perceived the Student Government
Association as being neutral to Educational Technology; one
perceived the Board of Governora as being neutral; a third
perceived the Academic Senate, the California Federation of
Teachers, the California Teachers Association, end the Faculty
Association as neutral when relating to Educational Technology.
I

The assessment of tho Matrices in the dimension of
Instructional Technology is, predictably, less conclusive.
Gonerally, the perceptions from the interview tended to move some
institutions toward a more neutral rating. A very significant
movement, however, may be with regard to the position of the
Academic Senate and the Faculty Assooiation [both of whom are
presumed to oppose) Instructional Teohnology. Two individuals moved
the Academic Senate to a neutral position. One individual moved
both the Academic Senate and the Faculty Association to a neutral
position. One individual felt the position of the Academic Senate
and Fsculty Association was more appropriately described aa
"concerned" rather than "opposed." Meet reepondente agreed with the
rankings of the Institutione and Organizatione over the dimension of
Instructional Technology as presented in the matrices. Support from
various institutions and organizations for Educational Technology
form a political base for more support fdr Instructional Technology.
Participation of Educational Technology/Instructional Technology in
the Political Process
The advantages for using Educational Technology and
Instructional Tochnology in the California Community Colleges are
overwhelming; however, the present incentives for faculty
involvement remains minimal. The major political problem is that
faculty in the California Community Colleges and in all of
postsecondary education do not percaive "that a deal has been cut"
to make Instructional Teohnology a clear choice for existing
faculty. Acceptance and resistance are two sides of the

motivational coin. The resistance can he simply viewad as lack of
appropriate incentive. Instructional Technology when manifest in
the form of quality telecourses or quality computer assisted
instruction does have all the faculty incentives in plaoe for
those faculty who participate as content specialists and presenters.
These faculty are in a small minority campared with all California
Community College faculty. The forces which will broaden that
participation aro many, but must be aligned by what John Gall (1977)
describes as the Vector Theory of Systems!
Systems run better when designed to run downhill.
Corollary:
Systems aligned with human motivstional vectors will
sometimes work. Systema opposing such vectors work poorly
or not at all. (p. 931
The alignment of' human motivational vectors must be carefully
considered in any system. Motivational veotors must be considered
for all aspects of human interaction. Plotivational vectors are the
determining elements of politicel action. Political relationships
will bs of vital importance in the governance of Instructional
Technology in postsecondsry education. In fact, the governance
issue begins in the course approval process. Major decisions are
predominantly made by an individual faculty member and at the
departmental level as to how instruction will be delivered to
students. Typically, a faculty member formulates an idea for a
course, presents the course to an appropriate department, the
department submits the course to the campus currioulum committee for
review, the course then goes to appropriate administrator, local
board, and state officials for approval. In this configuration the
primary decision making power lies with the individual faculty

member who formulates an idea for a course. Since few incentives
oxist for faculty to choose Instructionel Technology in the current
governance configuration, minLmal expansion OF Instructional
Technology w i l l occur unless this decision process is changed.
Changes in faculty incentive ayotems for increased productivity and
use of Instruction01 Technology are headed.
In the Orenge Coast District e separate college, Coastline
Community college, was established to offer a variety of alternative
learning environments, including telecourses, offered under the
Independent Study law. Faculty and staff were selected who
supported the Instructional Technology configuration. Courses ere
planned with a curriculum team rather than a single faoulty member
and the tolecourse format is used frequently. The governance
structure has more faculty incentives for Instructional Technology
with the Coastline model.
The major forces acting as political resouroes--Societal Trends
and Ideas--are key elements of political control. Public Opinion i s
an important factor because political figures must be responsive to
the voting public. Access to the Legislative Process is vital and
communications w i l l be channeled through the Chancellor's OfFice and
Ooard of Governors. 'lass Communicetions bledia are important
political rssources since Societal Trends and Ideas are conveyed
through the mass media to shape Public Opinion. Money can be an
important resource but for Instructional Technology in the
California Community Colleges the impact of cash contributions w i l l
be minimal. The Electoral Process w i l l have little direct
consequence on the application of Instructional Technology in tho

California Community Colleges as the distinction drawn between
Educational Technology and Instruotional Teohnology are rather
complex.
The broad governance structure in the California Community
Colleges supports Instructional Teohnology. The California
Postsecondary Education Commission, the California Community
Colleges Chancellors1 Offioe, along with many organizations support
Instructional Technology. The Legielature has paseed a law
authorizing Independent Study format courses. Alliances with other
organizations external to tho education world, such as the
Celifornia 14anufecturee Aescoiation, could prova to be supportive to
Instruotionel Technology.
Predictions About Future Actions
The pressures of cost may prove to be of some political
advantage for- Instructionel Technology. Although most educators
state that cost should not be the deciding factor in the applicetion
of Instructional Technology, the motivation is powerful. High
initial costs, as identified .by CPEC (CPEC, 2982, pp. 70-741, are
regained by mess distribution over a period of time. The high
initial costs of Instructional Technology are political liabilities;
the low cost per student over a period of time is a persuasive
political asset. The assessment of long term geina or short term
gains will determine the political posture toward cost.
Quality as a political issue will dissipate as evaluations
focus upon student performance rather than upon instruotional
methodology. The quality issue is really a transfer of "g~ilt by

association." Many people confuse the entertainment content of
commercial television with the technical medium of television. The
assumption equates anything on telavision with something that has
little intellectual value. This is a false assumption. The quality
intellectual ofPorings from Public Brosdcasting System (PUS) are
rapidly ohanging that notion for a widening mass audience. An
interesting comparison is the attitude toward TV and computers.
Television started an a mass medium on the heels of radio. Computer
applicetions were started in highly specialized, limited Fiolds.
Computers are rapidly becoming a mass technology, while tslevision,
particularly cahls television, is sweking incraasingly specielizsd
markets. Uecsuse computers started with tfserious" applications in
the military, science, and business, there is a more intellectual
oonnotation to computers. These are subtle but important
observations as feculty ere enthusiaetically applying computers in
the instructional proceae. There is less reeietance to the use of
computaro in instruction end leso of' a perception that quality will
be hampered with the application of' this technology. These
attitudes have significant political implications For the use of
Inetructional Technology.
Contract education, although neutral on tho ourfaoe, may have
some important leverages For Inetructionel Teohnology. Corporations
are finding the training and retreining mission very important as
industrial operations rapidly change and require new, more complex
skills. Joint efforts by industry and the community colleges bring
relevant training to the corporate site. Muoh of thin training is
delivered by Instructional Taohnology. Positive experiences for

corporatione and community colleges may be converted to political
support for Instructional Technology from groups such as tho
California I.lanufacturers Association.
The opportunities for professional development for faculty
through Educational Technology and ~netructional Technology are
related to issues of quality and can he used to augment political
support. The content reseerch and presentation rigor thet must be
an integral part of good inntructional materials or telecourses are
powerful motivational forces. The racognition for media development
is a creative challenge most faculty find rewarding. Appropriate
Financial incentive in royalty agreements for faoulty can compensate
their extra effort for creating alternative learning syeterns.
Further, opportunities for increased student and faculty interaction
is a distinct part of Instructional Technology. The human,
integrated with software and hardware systems, is vital for
effective Instructional Technology. Instructional Technology can
divert faoulty efforts from repetitious delivery of information to
stimulating discussion with students at levels of higher cognitive
activities. These advances can be political assets for students and
faculty.
The issue of job security may hold some points of compromine
with regard to the ratio of full-time instructors to part-time
instructors. Currently, in the Celifornie Community Colleges
nun-tenured, part-time faculty outnumber full-time faoulty. As
financial pressures mount, more and mora classes are being taught by
the part-tine instructore. If produotivity can be increased through
the use OF Instructional Tachnology by the full-time Faculty, then

the need for pert-time faculty would he reduced. This would
stabilize the employment of full-time faculty and give some needed
incentives for using full-time faculty rather than part-time
faculty. This is a strong political argument for the use of
Instructional Technology in the California Community Colleges.
One important area for examination is the impact of technology
and differentiated etaffing in other professions. The use of
technology is rapidly expanding in the medical and legal
professions, Both of these fields also make extonaive use of
differentiated staffing. However, upon close obeervation no job
displacement or reduction in salary has occurred while productivity
and quality of services offered has increased. Parallels might he
drawn from the medical end legel professions and be applied to
education.
Alliances with supportive organizations and incentives for
faculty hold the key for future axpansion of Instructional
Technology. The organizational alliences w i l l be Found with
organizations external to the current education scene or with
emerging educetional orgenizationa. Currently alliances are stable
with the exception of some poeitive movement by the Academic Senate
and Faculty Association toward more support nF Instructional
Technology.
If the debate regarding Eduoational Technology and
Instructional Technology ever ends, it w i l l be the values and the
-
idaels thet the society deems importent which w i l l datermine tho
outcomen--not the technologioel means used to shape the outcomes.
Technology in merely a tool to be used or not used, st the

discretion of the society. Values and idsala drive the system.
These values and ideals combined v~ith technological advances arc
pert of the continuing evolutionary change, of education. Other
innovation, such as the universal adoption of textbooks, did not
occur in one day. Placing the development of Instructional
Technology in perspective Dr. Bernie Luskln has said, '~Uoll, changa
theory says it takes a generation to live--and a generation to die."

BIBLIOGRAPHY
ACCT Tesk Force on Definition and Terminology. Educational
Technology: A Glossary of Terms. Washington, 0. C.: AECT,
1977, 1979.
nailey, S. K. Education Interest Groups in the Nation's Capital.
Washington, 0. C.f American Council on Education, 1975.
Berg, E. 11. Report to the Legislature on the tducationel and
Fiscal EfFects of Inclepend~nt Studx. IJnpublished report to
the bard of Governors of the California Community Colleges.
Sacramento, June 1901.
CaliPornia Community Collage Chancellor's Office. The Educational
and Fincal Effects of the Legislation Authorizing Independent
Study, 1970-00. Sacramento: California Community College
Chancellor's Office, 1901.
California Postsecondary Education Commission.
Instructional tledia Osycnd Campus. Sacramento: California
Postsecondary Education Commieeion, 1979.
California Postsecondary Education Commission. Linking
Californians for Learning. Sacramento: California
Postsecondary Education Commission, 1901.
Coder, A. Why Do Community College Faculty Resint Media as an
Instructional Delivery System? Educetionel Technology, May
1903, pp. 7-11.
flalil, R. Mcdorn Political Analysis. Englevrood Cliffs, Nevi
Jersey: Prentice-Hall, 1963.
Gall, J. Systemetics. New York: The New York Times nook Co.,
1577.
Guba, E. G., Lincoln, Y. S. Effective Evaluation. Sen
Francisco: Jossey-Bass P~lblishers, 1901.
Heinich, R. Instructional Technology and Decision
Educational Considerations, Spring 1903, z(2), 25-25.
Ileinich, R. and Ebert, K. Legal Barriers to Educational
Technology and Instructional Productivity. Rloomington,
Indiana: National Institute for Education, 1976.
Japan Computer llsage Development Institute. The Plan for an
Information Society: A Notional Goal Toward the Year 2000.
Ekistics 226, September 1974.

I

To: Trustees
From : Jackie Suitt
Subject: The Great Policy Debate
A CCGT Regional Workshop
held in San Diego on
December 4, 1905
Workshop presentor: Dan Weiler who reviewed
key findings of the community college study sponsored
by the California Business l{oundtable,(86 largest
corporations in California which adopt positions on
public policy issues).
Bernian-iiileiler is a private policy research corporation
which did the 1980 study on educational policy for
the Roundtable on I{-12's. Their recommendations resulted
in SB813; major reform legislation for public schools
in California. I
Their study on col~~n~unity colleges included
cost effectiveness, This study is a major source
of information for the Masterrplan Commission and
included research on Governance; Finance; Faculty;
Hemediation and Students.
CONGLUBIONB: Community colleges have too many1:missions.
Public relations efforts need great improvement. There
is much mis-information,
A. Governqnce : .
Governance is shargd today with overlapping
authority. A t least 1600 code changes since 197%-
more authority given to the Board of Governors by
the Legislature. Money authority shifted to the
Legislature. l%esponsibilities of Board of Governors
and local boards almost identical. No detailed oversite:
authority. Board of Governors may be forced by the
Legislature to make inroads into local authority. !
Because of uncertain governance authority,
key decisions are made in the Legislature--decisions
whose outcome may or may not benefit colleges. The
Legislature is not the arena where key decisions
should be made. But there is no CLEAR power to
enforce by the Board of Governors.

Page 2
B. Finance
lievenues are down 10% per ADA since 1978.
Attendance-based funding has lowered the quality
of educational program; with a tendency to bring
in as many students as possible with lower academic
quality to encourage students to stay in class.
C. Students
Increased part-time. Pull-time declined in 10
years with enough part-time gains to make up for
full-time losses. Over 76% work: more than half are
over 30 years old. vocational students increased from
39$ in 1970 to 50% in 1984.
There is a decline in students who tramsfer; most
who transfer are full-time community college students.
Typical students at four-year institytions do not
work.
STUDY FOINTED OUT INADEQUATE COUNSLXING AND
SCREENING. STUDENT-COUNSL%OI? RAT I0 AVERAGE 1-900
MINIMUQI. AHTICULATION IINKVLN WITH FOUR-YEAH SCIIOOLS.
STUDY IiECOIU'IMlCNDEU I\lORI< bVOI

Community Colleges continue to be flexible and
diverse--but there are problem areas:
1. Transfer programs--articulation
2. Counseling--too many students per counselor
3. Outdated vocational programs and equipment
4. Growing rate of minority students
Obstacles include uncertain priorities; uncertain
financing; inadequate academic programs; weak articulation
between feeder high schools and four-year institutions.
liecon~mendations the ?,laster Plan Commission
is examining:
1. Access
2. Matriculation
3. Core curriculum
4. Transfer centers
5. Technical institutes
6. Remedial; including separate centers on or off campus
. Mandatory testing ; assessment
8. Maximum number of units for remedial (24-36 units) :
9. Academic floor
10. Further restricting or increasing part-time teachers
11. Increase tenure from 2 to 4-6 years before granting :
12. Peer review before granting tenure
13. Abolish tenure--use contract system
14. State Salary schedule
15. , Collective bargaining
16. Faculty development including money for this area
1. Student fees
1.8. Funding
19. MORE POWER TO BOARD OP GOVERNORS
20. Add people to B of G. Regional Board of Trustees
with regional chancellors appointed by Chancellor's
office,
Comrnents: Effects of Prop. 13 only NOW affecting community
colleges as far a public is concerned.
Legislature BEE going around local boards in making
decisions affecting local colleges.
Absence of yardsticks to measure accountability. No
standards to which changes can be measured.
Reacting instead of moving forward
Bad press.

Fage It
Cotnrnunity colleges are NOT a system. They ARE a
collection of individual colleges--must have local
decision-making; but also must be held acoountable.
No agreement. Lots of diversity--we must build a
cotnnlon vision. What should mission be? In the
attempt to meet ALL missions, a failure to have
a sense of priority. Too much for too many.
We must stop defining mission in terms of client
group--missions Beep shifting as clients shift. No
clear definition, Clients have changed in last
20 years.
We must become inner directed. Have an academic
mission and a vocational mission, Teach from
basics to advanced courses. We educate people
from different levels of academic background.
State should set standards and allovi local boards
to make decisions how to carry out. We need to
work more closely with k-12's to develop academic
standards. Have either high school exit or
community college entrance testing. Defining
academic standards is elusive. What do students
knovi and at what educational level should they
be placed?
COMMUNITY COLLEGES IXJ~SPONSIBLE FOR TAKING STUDENTS
AT THEIR OdN PACE AND MAKING THl91 SUCCESSFUL.
Teach students how to adapt to new information.
Tremendous infighting for funds between academic and
vocational on campus--hurting students. May need
separate administration for vocational.

, .:
.. . , ~ . .
, ,
, .
I I
, . ,
, , , ': . ,
. , 1
, ,
THE GREAT POLICY DEBAT
A CCCT REGIONAL WORKSHOP
WORI

POLICY QUESTIONS FOR CALIFORNIA'S COMMUNITY COLLEGES
The California Roundtable
May 1985

POLICY QUESTIONS
FOR
CALIFORNIA'S cwnwxTY COLLEGES
The California Roundtable, an organization of senior exacutives of major
California corporations, recently sponsored an independent six-month study of
California's cmmunity colleges. The swdy was conducted by Bennan, Weiler
Associates, Berkeley, California. This paper sets forth the-key policy
questions that have emerged from that study, for the cone ideration of the
Commission for the Review of the hater Plan for Higher Education -- and for
the caamuni ty colleges, the legisla are, and other interes ted parties. The
Roundtable believes tha t these questions must be addressed if significant
improvements are to be realized in the quality of cammunity college
education. Before turning to these questions, a brief review of the study
conclusions is in order.
Overview of S tudp Conclusions /
The Berman, Wailer Associates study showed that cmmunity colleges have
mny strengths, including institutional adaptability, a number of high quality
programs, many competent and dedicated instructors, and a tradition of
commitment to educational opportuoi ty for all students.
A number of serious problems were also discussed: Weaknesses in transfer
education, counseling and assessment, and special programs for underprepared
minorltles; vocational programs that emphasize specific skill training at the
expense of broader competencies; widely varying standards for remedial
education; and a need for greater faculty effectiveness.
The study concluded that, while individual colleges could take many steps
to improve the quality of their programs, subs tantial sys tern-wide improvement

was baing impeded by a number of obstacles whose resolution vould require
state level policies and leadership. These obstacles include inefficiencies
in governance, finance, snd personnel rules; a decline in financial eupport,
varying academic standards, weak intersegmental coordination, and a need to
agree on major priorities.
issues.
The policy questions set forth below address these topics and related

MISSIONS AND PRIORITIES
WHAT HISSIONS AND PRIORITIES SHOULD THE Q)HllUNITX
COLLEGES HAVE THROUGH THE END OF THIS CENTURY?
What overall vision of the role of the community colleges should guide state
and local policymakers?
Discussions of the community colleges are often marked by uncertainty about
the colleges' identity. Should the colleges be primsrily higher education
institutions; community-oriented institutions; "bridges" be ween secondary and
postsecondary education; centers of employment training; genuinely multi-
faceted fns titu tions that attempt to embrace all of these roles; or
institutions defined by an entirely different vision?
Should all of the colleges' present missions -- transfer, vocational,
remedial, adult and communLCy education -- be retained?
These major missions have been endorsed by four different legislative reviews
over the past sixty-five years. But times have changed, and some observers
fear that the colleges are trying to do too much, vi th a consequent erosion of
educational program quality.
Should one or more of the colleges' missions be emphasized more than others?
Some observers believe that the colleges' identity and roles could be
clarified, and the risk of trying to do too much reduced, if one or two
missions were selected as the colleges' main tasks, with others clearly
treated as ancillary or supportive. Other analysts worry that a system-wide
decision Eo emphasize one or two missions would not be wise because of the
varying needs of diverse local communities.
Should the purposes and objectives of any of the colleges' missions be re-
evaluated?
The evidence shows that there have been a number of important changes in the
interests and characteristics of the colleges' clients. More students are
currently interested in "quick turuaround" vocational training; more students
are underprepared for college-level work; minority student populations are
growing. Much enrollment growth in the future may be among minority and
immigrant populations, who have historically been among the least well
prepared for postsecondary work. These changes suggest the possibility that
at least some of the colleges' missions -- particularly vocational and
remadial. education -- might need to be re-examined.

GOVERNANCE, ORGANIZATION AND ADMINISTRATION
HOW CAN THE GOVERNANCE, ORGANIZATION AND ADMINISTRATION
OF THE conmxm (X~LLEGES BE MADE MORE EFFICIENT?
What is the right balance between state and local control?
I
Since 1978, much control over cmmunity college policies has shifted from the
local to the state level, where it is shared by the legislabire and the Board
of Governors. The study findings suggest that some decisions can only be made
efficiently at the state level. At the same time, the great ccmplexitg and
diversity of the colleges argue in favor 'of highly decentralized governance
and administretion. Most study respondents felt that the right balance
bebeen state and local control had not yet been achieved.
What changes, if any, are desirable in the roles and authoritp of the Board of
Governors re s ature
SNdy findings show that both local trustees and the Board of Governors lack
key elements of the capacity to govern, and that key decisions affecting the
colleges are consequently often made in the political arena. California '
appears to be the only state with both complete state financing and locally
elected trustees. The findings also showed a number of areas of overlapping
authority between the Board of Governors and local trustees. There was broad
agreement among sb~dy respondents that this system of governance does not work
efficiently.
What changes, if any, are desirable in the organiza tion of the Off ice of the
Chancallor?
Unlike the systemuide administrative of fices for UC and CSU, the community
colleges' Chancellor's Office is located in Sacramento and utilizes civil
service ra ther than cmmunity college system employees. Some analysts have
expressed concern that these arrangeman ts reduce administrative efficiency and
blur the distinction be ween cmmuni ty college and state poll tical authority.
What efficiencies, if any, could be realized through the reorganization of
districts or services?
While many key educational policy decisions continue to be made by locally
elected trus teas, the administrative functions of single-college districts 'are
virtually identical to those of their colleges. This has pranpted some
analysts to call for an examination of the potential efficiencies of regional
governance structures andlor the consolidation of some single-college I
districts. In larger districts, attempts have been made to avoid costly
duplication of services by restricting some programs to one or two campuses
rather than offering them at all colleges in the district.

llov can more complete data be developed to support the evaluation and
adminis tm tion of cmmunf ty college programs?
The study found that data collection and raporting was not uniform, and much
data was not comparable, across the three segments of public higher
education. Coramunity college data collection and analysis is also not closely
coordinated with similar activities performed by the State Dapartment of
Education and other agencies for the K-12 system. Within the cmmuni ty ,
college system, much data was missing or incomplete.

(5
FINANCE AND FUNDIN
HOW SHOULD COMMINIlY mLLEGE FINANCIS BE QiANGED SO AS
TO PROVIDE A HORE EFFICIENT, FAIR, STABLE, AND ADEQUATE .
SYSTM OF FUNDIN?
Can the ADA-based funding formula be altered so as to make it laore neutral in
its impact on college course and program planning7 "-,
So+..c Lcue sc .,rci \.
0 ~he-eWd&ed that the ADA-based funding formula, which ties college income
to student classroom a ttendanca, has created strong incentives for the
colleges to emphasize popular, inexpensiie courses, and to refrain from
-
/
offering advanced, high-quality courses that do not attract lnrge numbers of
students. 13 t.:, sn rccr.-a& rcL1-choir *nd 8 ZSu cad . . 1'
If the ADA-based funding formula is discarded, what should replace it as the
basis for funding college programs and services? r
?
3L" L", r%,grrk, +

materials) have ken suspended. Some analysts believe that districts should
be allowed to reinstate soma uaer fees, or have the option of charging limited
additional general fees, with any new feas retained locally. Pees have also
been widely discussed as a mechanism for discriminating between caausl and
serious students, and between smdents who already have college degrees a-frrl
others who are in college for the first time. Many 7
that
the mandatory sh~dent fee imposed for the first time in 1984-85 has
contributed to enrollment declines this year, particularly among minority
smdents. Others felt that this impact will decline as more students learn 1
about available financial aid. .Ch-14 ,kd4,.t cis . . . ,
How can interdistrict funding disparities be reduced or eliminated? I
The shldy found substantial variation among districts in expenditures per ADA,
as the result of state funding formulas put in place in the wake of
Proposition 13. These formulas have left some districts particularly
underfunded relative to their needs. The leglslsture has periodically tried
to equalize funding rates by varying the rate of inflation allowance provided
to districts, with low expenditure districts given a higher allowance than '
high expenditure districts.
How can reasonable stability and predictability of funding be assured?
Since 1973, the legislature has passed ten major bills affecting either the
allocation provisions or level of funding for canmunity colleges, Final and
supplemental appropriations decisions are of ten not made until well into the
school year. Tha study found thet these uncertainties have made program
planning difficult, have discouraged the development of neu or innovative
programs, and have created incentives to rely heavily on part-time staff, who
can be hired or laid off quickly.

ACADEMIC STANDARDS AND SNDENT ACCESS
HOW CAN ACADMIC STANDARDS BE IMPROVED WITHOUT RRIUCINC
ACCESS TO HIGHER EDUCATION FOR SOME STUDENTS?
Is some reduction in access to community colleges acceptable in order to
achieve higher standards?
There was strong bslief among s tudy respondante that some higher standards --
notably tougher grading, probation and dismissal policies -- have contributed
to recant declines in student enrollment. If this is true, some students who
have traditionally had access to canmuniCy colleges have Left, whereas the
quality of education for those who remain may have improved (though the impact
of higher standards has not been studied), Higher academic standards have
typically been thought of as associated with transfereligible courses, but
many observers have also raised the issue of stendards in connection with '
voca tional and other programs. -
What form should higher standards take?
Higher academic standards adopted by the Board of Governors in 1981 and 1983
concentrated on insuring that failing grades would be issued for
unsatisfactory perfomnce, that students would uaintain a minimum grade point
average or be subject to protetion or dismissal, and that students enroll in a
minimum number of graded credit courses each semester. There has been no
further tightening of these standards (though districts or colleges can impose
higher standards on their own), and the Boacd has not addressed the standards
currently applied to course prerequisites, course sequance requirements, or
curricula.
What roles should counseling and assessment, remedial education, and special
programs play in helping to maintain access for undetprepared students despite
the introduction of higher standards?
The study found that assessment of student skills was rarely used to determine
what courses a student would be allowed to enroll in, with the exception of
some mathmatics and English placement. Students often enroll in remedial
level courses at the same time that they enroll in courses requiring the same
academic skills in which they are deficient, and for which they require
remedial assistance. The findings also showed that special programs for
underprepared minority students had not, on the whole, been sufficiently
thorough or concentrated to bring Black and Hispanic transfer races up to the
whitelAsian average.

materials) have been suspended. Some analysts believe that districts should
be elloved to reinstate some user fees, or have tha option of charging limited
additional general fees, with any new fees retained locally. Pees have also
been widely discussed as a mechanism for discriminating betueen casual and
serious students, and between students who already have college degrees a-&el
others who are in college for the first time. Many 7
that
the man& tory sb~dent fae imposed for the first time in 1984-85 has
contributed to enrollment declines this year, particularly among minority
shldents. Others felt that this impact will decline as more students learn
about available financial aid. rhoid ce~
. . .
How can interdistrict funding disparities be reduced or eliminated?
,
The study found substantial variation among districts in expenditures per ADA,
as the result of state funding formulas put in place in the wake of
Proposition 13. These formulas have left some districts particularly
underfunded relative to their needs. The legislature has periodically tried
to equalize funding rates by varying the rate of inflation allowance provided
to districts, with lw expenditure districts given a higher allowance than
high expenditure districts.
Iiow can reasonable stability and predictability of funding be assured?
Since 1973, the legislature has passed ten major bills affecting either the
allocation provisions or level of funding for cmmunity colleges. Final and
supplemental appropriations decisions are often not made until well into the
school year. Tha study found that these uncertainties have made program
planning difficult, have discouraged the development of new or innovative
programs, and have created incentives to rely heavily on part-time staff, who
can be hired or laid off quickly.

VOCATIONAL EDUCATION
TO %IAT EXTENT SHOULD VOCATIONAL EDUCATION PROGRAHS
CONCENTRATE ON GENERAL COHPEI'ENCIES AS WELL AS SPECIFIC
VOCATIONAL SKILLS?
What role should the community colleges play in overall state employment
training efforts?
Recent studies have identified seventeen different employment training
programs for adults authorized, operated, funded, or administered by the
state. The cmmunity colleges are by far the largest provider of these
services; about half of all community college students are enrolled in
vocational or job training programs. Statewide, this employment training ,
effort involves a complex netuork of agencies and organizations, with
different and sometimes conflicting missions, clients, financing, and
reporting structures. Coordination is loose and sporadic.
How much of the colleges' vocational education resources should be devoted to
specific job training?
The cmmunity colleges provide specific job trainirq through programs
supported by the state Employmen t Training Panel (ETP) , through the federally
funded Job Training Partnership Act (JTPA), and through performance-based
contracts with industry. The study found that these job training programs ,
compe te w i th regular voca tional programs for campus resources, and are
controversial at may colleges.
Should vocational programs -- course sequences, curricula, prerequisites -- be
reorganized to insure the teaching of general cmpetencies?
The study found that workers in the future will need to have a high level of
general competence, including the ability to learn, to solve problems, and tb
adapt to changing working conditions. Much of the current effort in
vocational programs focuses on specific vocational skills, or training
tailored to particular jobs, and does no't address the competencies that ace
likely to be required in tho future for job securicj and advancement, and for
the maintenance of a competitive economy.
What role should business and industry play in the shaplng of vocational
programs and the selection of vocational curricula?
Business and industry representatives serve on advisory committees that often
work with the colleges on vocational program planning and curriculum
decisions. The study found that some colleges had established close workin
rela tionshtps ui th local business and industry, with results that pleased bo
parties, whereas many other colleges did not have many active programs of th
kind, or were not making full use of their vocational advisory eanmiteees.

FACULTY I
HOW SHOULD PERSONNEL RULES AND PRACTICES BE CHANGED SO AS
TO HELP INCREASE THE EFFECTIVENESS OF COMMUNITX
COLLEGE FACULTY?
Should changes be made in the rules affectiw tenure, credentialing, and ,
salarp formulas?
The study found that rules and practices in these areas resemble those found
in the K-12 system rather than in other segments of higher education.
Community college faculty becane fully tenured in two years without peer
review, They must obtain one of 76 subject area credentials in order to teach
a credit class; California appears to be the only state that requires a state
credential for community college instructors. Faculty are paid on the basis
of salary schedules that vary widely from district to distt%ct, with salary
levels tied to the instructor's level of education and number of years of
academic service. In 1983-84, the difference in average salary betwee6 the
highest and lowest paying districts was more than 37 percan:.
Should the rules affecting the roles, responsibilities and compensation of,
part-time faculty be changed?
Part-time faculty may not teach more than 60 percent of a full-time work load;
this typically translates to a mximum of nine classroom hours per week.
Study findings indicate that part-time faculty generally do not hold office
hours for students or participate in campus academic planning activities.
They typically receive less supervision and support, and their compensation is
estimted to average 38 percent of that paid to full-time instructors. With
the exception of some categorical programs, there are no provisions for the
employment of full-time non-tenured faculty on l i m i tad contracts.
Should faculties play a larger role in academic program decisions?
Study f indings show that though there are s tate-au thorized faculty senates' and
faculty associations, the extent of their active participation in campus
academic planning and program decisions varies widely £run college to college,
and is highly dependent on the administrative style of the college
president. In general, ccmmuni ty college faculty senates do not play the same
role as faculty senates at UC or CSU.
Should changes be considered in the rules affecting faculty layoff and
senior1 ty?
Current law provides that a faculty member may not be laid off if a less
senior faculty member is teaching a course that the more senior inst~ctor is
credentialed to teach. The shldy found that faculty canmonly hold multiple
credentials, and that when layoffs are necessary, faculty with little or no
'/!!,'
'9 ',

teaching experfence in a subject area often "bump" less senior staff who may '
have been teaching competently in that area for some time.
What steps should bo taken to improve the likelihood that faculty will stay up
to date in their fields?
Faculty professional development is supported out of each college's general
apportionment; there are (uith one recent exception) no state funds earmarked
for this purpose. The study found that college support for these activities
has declined over the last several years, and that they are rarely coordinated
uith csmpus long range planning or linked to staff evalua tioas.
Administrators do not have the authority to require faculty to improve their !,
skills or update their knowledge; all such activities are voluntary.
What staff evaluation procedures should be encouraged and supported?
The Education Code requires tenured faculty to be evaluated at least once
every No years, The study found that these evaluations usually coinbined
either a team (administrator and peer) or administrative assessment with
student andlor self evaluations, with wide variation in sequence and
frequency. Part-time faculty were evaluated less frequently and
systematically, and their evaluation processes varied widely. Systematic data
on staff quality were not available in most districts, and data were not
canparable between districts.
What steps should be taken to insure an adequate supply of competent full-time
staff in the future?
Data cited by the sbdy suggest that the full-time faculty are "greying" --
with a decline both in relatively junior and very senior staff, and an
increase in the number of faculty between the ages of 35 and 54. Study
panelists pointed out that while some older full-time faculty will soon be
retiring, little is currently being done to induct new qualified instructors.

HOW CAN COMMINITY DOLLEGE ARTI~ILATION WITH FOUR-YEAR
INSTI'NTIONS OF HIGHER EDUCATION AND HIGH SGIOOLS
BE IMPROVED?
Should new articulation procedures be arranged between the community colleges
and the publlc four-year ins titu tions of higher education7
There are currently no statewide agreements on articulation procedures betueen
UCICSU and the community colleges, and the study found that these procedures
varied widely, Community college respondents expressed concern that changes
in UC or CSU transfer requirements were often not coordinated wf th the
community colleges, and that information on the progress of transfer students
at the four-year institutions was of ten difficult to obtain and reported in
non-canparable ways by different four-year campuses.
What steps could the community colleges take to improve articulation with the
four-year ins ti tutions?
Some colleges in the smdy sample coordinated their counseling efforts with
staff from four-year institutions, provided individualized assistance to
smdents wishing to transfer, or tried to insure that the curriculum in
transfereligible courses paralleled the material covered in similar courses
at UC or CSU. Most colleges in the sample, however, largely res tticted their
articulation activities to the identification of courses that would qualify
for transfer credit £ran the fouryear instim tions.
Should system-wide policies be implemented for community college articulation
with high schools?
Community college work wi th local high schools was cited by many smdy
respondents as a way of helping high school students understand important
options for pas tsecondary education, as well as the colleges' academic
expectations. Most colleges in the study sample provided written information
to local high school students and occasionally made some form of personal
presentation. A feu also administered placement tests, worked with high
school counselors, or took other steps to coordinate information and
activities.