COLLEGE OF THE DESERT Office of Vice President Student Services

TO: COLLEGE COUNCIL FROM: Dr. Diane N. Ramirez'@

December 13, 2004 DATE: RE: STUDENT SERVICES REORGANIZATION

Statement of the Problem Student Services originally proposed 4 Deans: Enrollment Services; Counseling & Matriculation; Special Student Programs; and Supported Learning. For one year, Student Services had 3 Deans. The following year, through retirement and institutional cutbacks, Student Services combined 2 into 1 and has operated with two deans. With this, matriculation and counseling activities have functioned with no coordinated leadership, defaulting directly to the Dean. Simultaneously, the institution is engaging in dialogue regarding the First Year Experience, with expectations of student learning improvement and support, such as in advising, tutoring and general counseling. There is no new money. There is less staff in counseling at a time when counseling is in higher demand. The challenge is how to arrange all Student Services in a more efficient organizational structure to: (1) even the workload and (2) provide desired institutional student services with no new costs and (3) improve student learning.

Parameters

1. EOPS Maintenance of Effort (MOE) 2. No new costs 3. Coordination of Matriculation and Counseling 4. SS Management Retirement ( $69,000 available) 5. Reassignment of student Evaluation duties 6. Priority Process

Considerations in Designing Organizational Structure

1. Centralized or Decentralized Counseling Model? 2. Management or Faculty pOSition for Matriculation & Counseling coordination? 3. Currently 8 management positions in Student Services:

a. (1) Vice President b. (2) Deans

i. Enrollment Services ii. Student Programs & Counseling Services

c. (5) Classified Supervisors i. A&R Supervisor ii. Director International Education iii. Evaluation Specialist iv. Coordinator Student Activities v. Director Financial Aid

4. Instructional Bridge: Student Supported Learning a. ASC b. Tutorial Services c. Student Development courses d. First Year Experience

12/2/04

College of the Desert Student Services Management

Dr. Diane N. Ramirez i.e Vice President i , .. , F

I - -- I Adrian Gonzales

John Loera Dean Dean, Enrollment Services Student Programs & Counseling

Services

I , GMsllna uelgado

Sally Triplett I- '-- International Ed.

A & R Supervisor Programs Supervisor

Heidi Granger - Financial Aid

Supervisor

Connie Cameron - Evaluation

Specialist I Bill Bailey

Student Activities Coordinator

John Loera, Dean

Heidi Granger, CS Sally Triplett,CS

12/02/04 DNR

WORKSHEET COLLEGE OF THE DESERT

OFFICE OF STUDENT SERVICES

Dr. Diane N. Ramirez VICE PRESIDENT

Adrian Gonzales, Dean

Bill Bailey, CS Christina Delgado, CS Connie Cameron, CS

John Loera, Dean

Heidi Granger, CS Sally Tripletl,CS

12/02/04 DNR

WORKSHEET COLLEGE OF THE DESERT

OFFICE OF STUDENT SERVICES

Dr. Diane N. Ramirez VICE PRESIDENT

Adrian Gonzales, Dean _______ , Dean

Bill Bailey, CS Christina Delgado, CS Connie Cameron, CS

COLLEGE OF THE DESERT WORKSHEET FOR PRIORITY FUNDING

Full Budgeted Name Salary in FY04/5

VACANT POSITIONS Fimbres $ 74,748 Burrage $ 103,408 Wentz $ 99,654 Matthewson $ 103,426

$ 381,236 RETIREMENTSICHANGES IN FY04/05 Ed Morante Linda Morante Rosemary Ortega Eileen Hackett Ken LaMont Doug Walker Rita Dean TOTAL AVAILABLE

ITEMS FUNDED Faculty Positions V-8 @175days

$ 54,240 $ 41,977 $ 50,294

$ 79,091 $ 63,273 $ 87,322 $ 69,857

$ 63,273 $ $ 342,914

7 Instructor, ECE Instructor, ESL Instructor, Nursing Instructor, Psychology Instructor, Math Instructor, English Instructor, Spanish

Other SERP Retirees - agreement not to replace Dan Deti Cathleen Brant

% 04105

80% 80%

Fixed Charges

$ 7,030 $ 5,441 $ 5,789 $ 8,201 $ 9,054 $ 2,063 $ $ 37,578

Salary $ 59,770 $ 59,770 $ 59,770 $ 59,770 $ 59,770 $ 59,770 $ 59,770 $ 418,390

Required % for FY05/06 05106

$ 39,546 $ 34,929

$ 74,475

Benefits $ 19,139 $ 19,139 $ 19,139 $ 19,139 $ 19,139 $ 19,139 $ 19,139 $ 133,973

50% 40%

TOTALS Fixed Available

Charges FY05/06

$ 74,748 $103,408 $ 99,654 $103,426

$ 61,270 $ 47,418 $ 56,083

$ 5,141 $ 26,787 $ 4,541 $ 39,441

$ 65,336 $

$ 9,682 $677,571

$552,363

EOPS Maintenance of Effort 20% $ 63,437 100% $ 79,296

CLASSIFIED POSITIONS Funding of Priority List Classified Positions: to be determined after census for Spring Semester, 2005

OTHER PRIORITY ITEMS Funding of Other Priority List Items: to be determined after census for Spring Semester, 2005

C:\Oocuments and Settings\dramirez\Local Settings\Temporary Internet Files\OLK5E\Priorfty Funding - College Council 11-22-04

DESERT COMMUNITY COLLEGE DISTRICT

.

Board of Trustees

",.O;'''''~,~7>'~

Superintendent/President CEO

Marla C, Sheehan

Public Relations Foundatlon TomWll(on Sam Hook

Public Relations Officer Executive Director

Vice President Vice President Vice President Vice President

Administrative Services instruction Student Services Human Resources snd

Jerry. Patton Gari Browning Diane Ramirez Employee Relations David Bugay

~m,""~'" 0'''''' 1 -c I I

H .... ommuOl~.':~n ~ SeMces Applied Sciences! Information Systems and

[ :~~~~s J

L Lenita Richards Busiooss' , Visual Arts Educational Technology/CISO I Health Services I DSPS I SJJpervisor FrankAttoun Claudia Eberly Michael O'Neil Rick Post, Dean & 8in8 Isaac, Dean Ccortiinata

Director of Vocational Dean Coorcfnator . 8m Bailey_

1 Purchasng Services

I Educatia'l

. ue~l~pmenta Elaine Snyder Education/Off Cal'l"PUS

I H 1

Supervisor Programs Homan Physical Ed.l

. Juan LUjan Dean

I e .~

I I lOrmalion

I Resou!Ces

1 ,y~;:~:;;" Pertoming Arts Sel>ices Systems

I Enrolment Services 1 Student Programs and

TeTTY Schul<art Dean & r- S~~:~~~~ ;~peN'sor . John Loera Counseling Sennces StevaRenew Athletic Diredor 1 Health SoencesfECE

GIs n In Fl ranta Ro D'", Adrian Gonmles, Dean

H Orreclor Sandi Emerson. Dean ,--J ~ 5'" I S,"e"" I Dewlopr09nt Coordinator

{ Ma~~~,:~ I M,lhISci'noeiStria' ~ '-, Marc Oresd1er I I J Science I CO", uew,"pm,m I .

-1 F'od ,,"""', -' 8i1l Fine Rey Ortiz. Dean Center

-1 omisSions

I I I cao~:~~e~k,]jS I Stmervisor Aracely Gomez Records General

I EOPSfCARE I I M.E.S.A HSI Researdl t Direclor Sally Tnplett Counseling Chns Nelson Marcellno Diaz

.~ Custodia SeNlces

\ Cart Farmer Don Franklin Supervisor C ordinalor Coordinata

CharJieAlm Coordnator Coordnalor 1 . Virtual VaHey -1 SeCU~IYIPart<.ing I Supennsor Tom Gillman ,

-{ C"""" I I m,m, "., I Coordir610f Specialist Career & Transfer I Swoort Program CenterforTralflmg & Connie Carreron Center Chri~~na ~Igado I TvtOfing Center I

Development -- Coordinatei' Pam LiCaisi

U eMsor

D,an i- Faculty Resource Center

-{ 1 1 Anand,fAid Psychological r U"",I' Boo", 1

I I 'n",,,Uooe\ R" .. "" ~ HeitH Granger Maria Jasso Services HS! Activity 2

M,\1hew Bleinde' Y Ubrary Sevices Direclor Coominator

Coordinaor CharW'iitaker Coordinator

I I ''''oon' 5'''1 CallJlJ:lrlts Services (ACES) ~~nh Hoang

on;!in8tor

I Veterans

I Programs

12/04

College of the Desert Accreditation Self-Study 2003-04

Changes proposed by the Academic Senate to Draft 4 12/9/04

Red font below and in the text indicate some change. In cases where the changes correct purely technical errors or where the impact ofthe change is relatively transparent, not explanations are given. Otherwise, explanations appear within [sqnare brackets] below.

Global change: The accreditation standards ask that the college engage in "dialog," and the ACCJC has supplied a very specific definition of this term. This has led to a great deal of confusion because by a more common definition members of the institution appear to engage in nearly constant dialog in multiple venues. This confusion of definitions and our many efforts to talk together are specifically commented on in our response to Standard IB I. However, the faculty felt that, throughout the document, wherever the word "dialog" is used to refer to the ACCJC definition there should be a change to "the ACCJC model of dialog."

p. 1 IA eva!. first line Revise: "COD pGrtially meets this standard." [Why? The standard is about what is in our Mission Statement. But the eva!' s only criticism is that the institution has just started articulating its commitment to studying SLOs. This is an important issue for the college, but is not a fault of the mission statement. Hence we meet the standard. We would keep in the P A, however.]

p. 4 IB desc. first paragraph Add: "COD's Faculty Development Committee has sponsored presentations by several experts in the field, including Ten'y O'Banion and Janice Denton."

p.12 IBS PA Add: "Develop a more efllcient system to access data in a broader and more timely manner for evaluation, planning, and decision-making." [Why? The issue in this standard should not just be the communication of infOlmation but the means of accessing and using infonnation.]

p. 16 lIAla desc. bottom paragraph on page Missing information: The draft still shows XX marks where some data should be included (Matthew??)

p.17 IIAla desc. second paragraph on page Add: "Community Education courses are typically for leisure eurichment, workforce training, and/or professional development."

p. 17 lIAla desc. fifth paragraph on page

Revise: "The roD Catalog, and the Schedule of Gasses, and the Community Education Catalog and Schedule communicate infonnation about courses and programs to students and the community."

[Why? To make sure that CID publications and activities that parallel those provided by the rest of the college get adequate coverage. A number of the changes below are included for the same reason.]

p. 21 lINc desc. bottom paragraph on page

Add: "Community Education courses are typically for leisure enrichment, workforce training, and/or professional development."

p. 22 lINc desc. bottom paragraph on page

Revise: "Currently, the Center for Training and Development offers online COllrses through it two commercial provider, Ed-to-Go and Gatlin Education Services."

p.22 HA2c desc. middle of page Problem: There is still a Note from the Steering Committee on this page. Has that issue been addressed? If so, remove the Note.

p.35 lIA6c desc. bottom of page Add: "The Community Education Catalog and Schedule of Classes are distributed to 15,000 citizens and businesses each semester (twice annuallv). The Center for Training and Development (Contract Education and Communitv Education) has a website at <www.CODtniningcenter.com> and maintains and easy-access online registration system."

p.4l lIB 1 eva!. Delete: "The Chancellor's Office is responsible for the categorical program and services reviews, but conducted no comprehensive visits this year and limited review activities in general due to state budgetary constraints." [Why? This fact is irrelevant and a weak excuse for not doing this evaluation ourselves.]

p.41 lIB I PA#2 Revise: "Implement a consistent system for identifying and assessing Student Services' impact on SLOs." [Why? There seems to be no agreement on what Student Services SLOs might be. How can we identify and assess what we cannot even define? The Standards themselves are ambiguous about this. For instance, this standard does not directly require that Student Services identify and assess its own SLOs. Instead we find phrases like "The institution systematically assesses student support services using SLOs" or that we assure that Student Services "support student leaming." And in Standard IIB4 we find "The institution evaluates student support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of SLOs."]

p. 30 lIA4 desc. & eval Problem: It was pointed out that this year we still have no printed college catalog. Should this be acknowledged in this standard?

p.44 IIB2d desc. first paragraph on page Add: "The Community Education Catalog contains student policies and procedures (including non-discrimination and sexual harassment policies) and is distributed to the COD Counseling Center. the Admissions and Records office. and to all Chambers of Commerce. business expositions. public libraries, and job fairs in the Coachella Valley."

p. 48 IIB3b desc. second paragraph on page Add: "A student leadership course and individual coaching and counseling are offered bv a qualified faculty member to students involved in ASCOD student government. Topics include lobbying at tbe state legislature. giving presentations (0 boards and city councils. employee and supervisor standards. and using Robert's Rules of Order appropriately. "

p. 52 IIB3e Eva!. Delete: "There is currently little evidence of admissions processes in place to minimize cultural and linguistic biases in the admissions form or academic placement instrument." [Why? It was asserted that our assessment test is validated for bias at the state level and that it seemed unlikely that CCCApply would have been instituted without a bias review.]

p. 65 IIIAI c Eval Change: "COD does not partially meets this standard. The college does not evaluate personnel in terms of achievement of stated SLOs, and faculty have voiced clear objections, from a professional and contract perspective, against such evaluations. Even ifthere was agreement on this, it is premature for the institution to incorporate achieving SLOs in faculty evaluations when the institution is only in its initial stages of defining SLOs. However. facultv tenure and evaluation processes include classroom observations, student evaluations. and peer evaluations which all take into account the overall success of faculty in teaching and working with students. Moreover, many vocational programs have long used identified SLOs which are tested by student success at state board exams and other external assessments."

[Why? The standard calls for "a component of [faculty] evaluation" to be based on student learning. The faculty felt that some level of student learning is captured by the processes added here. Hence, we partially meet the standard.]

p. 73 IIIA5b desc. last paragraph on page Add: "Faculty who attend conferences are expected to share reports of what (hey learned. and many facultv present new methodologies or information through flex presentations and workshops."

p. 74 IIIA5b desc. Delete: Two paragraphs are deleted. They are exact duplicates of paragraphs on the preceding page. Clearly an editing en·or.

p. 83 IIICla Eval. Add: "Not all components of the Datatel system have been purchased and those we have are still partially implemented. In its current state it does not meet all the needs of faculty and students." [Why? It was felt that the original statement was too generic and did not capture the specific faculty and student problems with Datatel services.]

p. 83 IIICla PA#2 Add: "Decisions related to Datatel implementation should clearly address institutional, faculty, and student needs." [Why? Same as above.]

p.86 IIICld desc. last paragraph Add: "The Community Education Catalog and class schedule and information on contract education are available online at both the COD website. The Center for Training and Development website at <www.CODtrainingcenter.com> includes an easv-access online registration system and payment system."

p.88 IIIDla desc. paragraph three

Revise: "Both of these groups include broad representation from across the campus, with the College Council and Academic Senate forming the primary shared governance bodies be-tly."

p.89 HIDla eval. paragraph 2

Delete: "The college is now €*1remBty solvent financially, and advancements in improvements and enhancements in instructional and student service programs are evident."

p.90 HIDlc desc., paragraph 3 Add: "In the tlu'ee years since she carne to the college, the president led a college wide effort that erased a $910,000 deficit."

p. 94 HID2c P A Add: "Create long term budget plan that is fully integrated into the plmming process."

p. 122 NB2e desc. paragraph at top of page Delete: "COD is the only community college institution available in the Coachella Valley, and &E; it is favorably supported by the residents that make up this area (Bond Voter Survey)." [Why? Eliminate causation fallacy.]

/""j ,

L-c;€-<2-=;>z-C~. ~

Ja/)3/6cf

College of the D sert

A Business Plan for

International Programs with

China

Summary

II Purpose - to explore the possibilities of developing international programs with the Peoples Republic of China

Programs

II Develop relationships and communication linkages with Chinese institutions and educators

II Develop partnerships to explore possibilities for collaborative educational programs between institutions

II Pilot investigative programs of international education and cultural exchange

Proposal

II College of the Desert seeks to broaden and enhance the educational experiences of both Chinese and US faculty and students by developing programs of exchange and international education

Proposal (Can't)

m Faculty Exchange Programs -Ii opportunities for COD faculty to broaden cultural

experiences enhancing their classroom effectiveness

iii Provide the opportunity for the exchanged personnel to serve as "employees" of the host institution

III Encourage professional development through the stimulus of a different cultural and environmental setting

II Opportunities for the host organizations to benefit from the knowledge and ski lis of the exchanged personnel

Proposal (Can't)

!II Employee Incentive Programs for Chinese Employers .... provides rewards and incentives for successful employees to live and study in US II Exposure to cultural and educational

• experiences

II Exposure to Western world economies and free enterprise practices

II Enhancement of language ski lis

Proposal (Con't) Ii International Student Program

ra Academic Commitment III Enhance academic studies IU Influence subsequent educational experiences III Reinforce foreign language study

ill Intercultural Development ill Better understand cultural values and biases III Interactions with people from different cultures II Greater diversity of friends and networks

1m Career development fill Influence career path III Interest in career direction

iiii Personal Development IIiI Lasting impact on world view Iii Catalyst for increased maturity Ili Increase self-confidence

College of the Desert International Education Business Plan

Year 1 Year 2

Revenues

Students Full-time 20 20

Credit hours 15 300 300

WSCW 525 10500 10500

FTES 20 20

Foreign Tuition- $ "90,00 $ 57,000 $ 57,000 $

Total Per Semester $ 57,000 $ 57,000 $

Total Per Year $114,000 $114,000 $

Expenditures

Instruction*** $ 2,107 $ 42,146 $ 43,410 $ Promotion-- $ 60,000 $ 10,000 $

Travel Included Included

Hosting Included Included

Cultivation Included Included

Misc $ 500 $ 750 $

Total Expenditures $102,646 $ 54,160 $

$urplus/(Deficit) $ 11,354 $ 59,840 $

Year 3 Year 4

20 20

300 300

10500 10500

20 20

57,000 $ 57,000

57,000 $ 57,000

114,000 $114,000

44,674 $ 45,939

10,000 $ 10,000

1,000 $ 1,250

66,674 $ 57,189

68,326 $ 56,811

Year 5

20

300

10500

20

$ 57,000

$ 57,000

$1"14,000

$ 47,203

$ 10,000

$ 1,500

$ 58,703

$ 65,297

Cumulative

$

$

$

$

$

$

$

$

$

$

$

Total

100

1500

52500

100

285,000

285,000

570,000

223,372

100,000

5,000

328,372

241,628

• **

Assumes a full load for all students per year, two semesters per year (no sumner or intersession is included)

No increases applied to fees or tuition .*. Allocates various costs from FY05 budget on a per FTES basis, inflated 3% @ Yr

**** $30,000 faculty exchange program; $20,000 cultivation efforts; $10,000 prorrote intensive English for Year 1

**** Corporate/business employee incentive program w ill break-even; no figures show n in this data

COLLEGE OF THE DESERT

A Business Plan For

International Programs with the People's Republic of China

December, 2004

Jerry R. Patton Vice President Administrative Services

College of the Desert International Programs with China

Executive Summary

The purpose of this business plan is to explore the possibilities of developing international programs with the People's Republic of China.

The Team

The Management team of the college is highly motivated, experienced and well qualified. College of the Desert is led by a committed management team of four vice-presidents, 7 instructional deans, and two student services deans. The academic organization and structure is developed and supported by a cadre of highly qualified faculty.

Overall leadership, support and direction is provided by Dr. Maria Sheehan, President of College of the Desert, who is very active in community college outreach. Dr. Sheehan visited China with the AACC delegation in July, 2004, to develop relationships with Chinese higher educational institutions and to investigate the potential for educational opportunities for students and faculty of both US and Chinese higher educational institutions.

The Programs

College of the Desert is proposing to:

1. Develop relationships with Chinese institutions and educators 2. Develop communication linkages with Chinese institutions and educators 3. Develop partnerships with Chinese institutions and educators to explore possibilities for collaborative

educational programs between institutions 4. Pilot investigative/research programs of international education and cultural exchange

The Proposal

College of the Desert seeks to broaden and enhance the educational experiences of both Chinese and United States faculty and students by developing programs of exchange and international education.

Initially, we seek to cultivate faculty exchange programs, employee incentive programs and international student programs

1. Faculty Exchange Programs - a program ·for providing opportunities for College of the Desert faculty to broaden cultural experiences enhancing their classroom effectiveness.

2. Employee Incentive Programs for Chinese Employers - a program that rewards and provides incentives for successful employees to live and study in the United States for cultural and educational experiences and for enhancement of language skills, funded by Chinese businesses.

3. International Student Programs - a program of study for two and four year degree programs with a final internship required in China

Page 2 of 31

The Programs Programs at College of the Desert

1. Faculty Exchange

English Intensive - College of the Desert faculty visit and/or teach for 1 to 2 semesters in language schools, colleges and universities.

Cultural Intensive - Chinese faculty visit with emphasis place on exposure to Western culture, world economies, Western pedagogy in higher education, course structure and content; Chinese faculty lectures and visits for 1 to 2 semesters.

2. Business Employee Incentive/Reward

As a reward/incentive program for Chinese corporations and businesses, the employee reward/incentive program concentrates on:

English Intensive - programs focused on developing strong English skills in reading, writing, speaking and translation.

Cultural Intensive - emphasis is placed on exposure to Western culture and Western economies. Content includes exposure to basic English, art, entertainment and recreation.

US Business/Corporate Experience - emphasis is placed on interaction with Boards of Directors, CEOs and other senior level executive and operational managers of US Corporate/Businesses as well as entrepreneurial enterprises.

3. International Student Program

Two-Year Programs Four-Year Programs (California State University and University of California Articulation) Culminating in I nternship back in China

Page 3 of 31

Overview of the College of the Desert

1. Official Name

Desert Community College District

2. Commencement of Operations

In 1958, voters approved formation of a junior college district in the Coachella Valley in a landslide vote that created a local two-year college. It was the culmination of 10 years of study and planning by the governing boards of the Palm Springs and Coachella Valley Unified School Districts and the State Department of Education.

3. History

College of the Desert was established on April 15 of that year, when the initial five member Board of Trustees was elected. On July 1, the members were seated and the new District began to function. COD got its name from a Palm Springs teenager, Douglas Crocker, who won a "Name the College" contest sponsored by the district and local newspapers.

After three years of study and planning, contracts were let in 1961 for the construction of nine buildings on 160 acres at Monterey Avenue and Avenue 44 (now Fred Waring Drive) in Palm Desert. The site is the former Odell Ranch. The buildings had been funded in 1959 by a bond issue of $3.5 million, and COD's first students arrived in the fall of 1962. Of the 3,000 students, some 2,500 attended part-time. The faculty consisted of 35 members. In November, students put out the first issue of the campus newspaper, The College Times. It was renamed The Chaparral a year later.

COD received its first accreditation on Oct. 14, 1963. In 1964, voters in the Coachella Valley approved a new $2 million bond issue to complete the first phase of COD construction. Within four years, construction was completed on the library (now the Hilb Student Center), the Gymnasium, and the Agricultural Science, Agricultural Technology, Nursing and Engineering buildings.

In 1966, residents of the high desert voted to join the college district and what was to become the Copper Mountain Campus got its start.

Other significant years in COD's history include:

1973: Dr. Fern Stout succeeded Dr. Roy McCall and became the second Superintendent/President of the community college district.

1984: The first phase of building was completed, gIVing the High Desert communities their own community college site, named Copper Mountain Campus, a satellite of COD. Copper Mountain would become a separate district in 1999.

1986: COD began to offer programs related to golf course management and maintenance. The Coachella Valley Campus of California State University, San Bernardino, opened on the COD campus, allowing students to complete upper division courses in the Coachella Valley. The district appointed its third Superintendent/President, Dr. David George.

1988: the Board of Trustees changed the name of the Coachella Valley Community College District to Desert Community College District. At Indio High School, the college began offering classes as part of a planned Eastern Valley Center.

Page 4 of 31

1991: The Child Development Resource and Training Center opened, offering affordable child care to students, staff, faculty and the public, and training in child care careers.

1992: The Energy Technology Training Center was opened. The Center is today recognized as a national leader in alternative fuel training and is a model for nine other community college alternative fuel training programs throughout California.

1994: Construction began on a new library, a unique city-county-college facility in which the new building would house Palm Desert City and Riverside County public libraries as well as the College library.

1996: The Multi-Agency Library opened. The Dining Hall was renovated. Dr. William R. Kroonen became COD's fourth Superintendent/President.

1998: The former college library was remodeled as a student center and renamed the Hilb Center in honor of its benefactors, Jeane and Justin Hilb. The original Lecture Hall was renovated and renamed the Carol L. Meier Lecture Hall. The Faculty Resource Center opened. COD began offering classes at Palm Springs High School, part of its Western Valley Center outreach. COD celebrated its 35th anniversary.

1999: Theater One, the campus theater, was rededicated in honor of Bob and wife "Mike" Pollock. The Pollock Theater's first performance was an original play by the Hollywood screenwriting couple. Copper Mountain Campus became a separate community college district.

At COD, groundbreaking ceremonies were held to begin construction of Math and Social Sciences buildings on the Palm Desert campus.

2000: New campus-wide outdoor light posts were installed to brighten the campus at night. COD won a five-year federal $1.8 million Hispanic Serving Institution (HSI) grant, designed to increase enrollments and improve outcomes. Speech Professor Buford Crites, president of the Academic Senate, began a one­year term as Mayor of Palm Desert. He was the second COD faculty member to be mayor; former Journalism Professor Roy Wilson held the post in the early 1990s (Wilson's now a county supervisor).

2001: Trustees selected Dr. Maria Sheehan to be COD's fifth Superintendent/President, following the retirement of Dr. William Kroonen. Dedication ceremonies were held for the new Math and Social Sciences buildings, which created new classrooms for the first time in three decades and added a number of faculty offices. The college that began in 1962 with 3,000 students reached a head count of 8,700.

2002: Despite offering fewer classes and turning away student requests for enrollment in key math and English classes, thanks to substantial cuts in education funding by a cash-strapped State government, enrollments grew by 11 % and the student head count reach 9,700 in the fall semester. Trustees approved a new academic calendar, to go into effect in the fall of 2003. It will shorten semesters from 18 to 16 weeks while class times will be expanded.

2003: Complete revisions of the Educational and Facilities Master Plans were completed providing guidance for the College over the coming future years. The Educational Master Plan analyzed the strengths, weaknesses, opportunities and threats to the College's academic programs and provides a framework of guidance, analysis and review. The Facilities Master Plan analyzed the need for facilities to house the College's instructional and support services as it progresses through the Educational Master Plan.

2004: The community approved a $346.5 million general obligation bond to fund the Facilities Master Plan enabling the College to fulfill its Educational Master Plan.

Page 5 of 31

4. Mission Statement

College of the Desert is an open door, public community college serving primarily the Coachella Valley. We provide students who have the ability to benefit with the opportunities and encouragement to learn the skills, knowledge and behaviors needed to succeed in their chosen endeavors. We seek to understand and support the educational, economic, ethical, cultural, and civic needs of the diverse population we serve.

We emphasize life-long learning and recognize that it applies as much to ourselves as to our students. We offer a wide range of college and pre-collegiate courses as well as certificates, degrees, and transfer programs. These academic services are designed to fulfill the goals of our students, meet the needs of local employers, and articulate well with four year institutions. We are committed to being the primary provider for fulfilling the vocational education and training needs of business and industry and promoting the economic development of the region. We select and support high quality faculty and staff to provide excellent academic programs as well as effective student and academic support services.

We are committed to an annual process of planning, assessment, and measurable improvement with the goal of providing the best educational opportunities possible for our students. We commit to an intellectually open and nurturing environment that welcomes and appreciates a diversity of ideas and people. We provide the encouragement, means and professional setting for our faculty and staff to achieve our mission of providing a premier choice of higher education.

5. Vision Statement

College of the Desert-an oasis of lifelong learning

6. Values Statement

• Students and their educational achievement are our primary concern • Educational opportunity for everyone is fundamental • Learning is lifelong and requires active and responsible participation • Service and commitment to and in partnership with the larger community is valued • Community and collegiality are vital to the institution • Respect for the diversity of both people and ideas is a strength of the college and a responsibility

of its members • Our expectations and standards are high for our students and for ourselves • The skills and knowledge of faculty, staff and students are valued in seeking continual

improvement and accountability • Learning fosters growth and development in all aspects of life • Identifying the educational and workforce development needs of the business community is

important for the college and the economy

7. Goals

Academic Transfer Programs

The College of the Desert believes that academic transfer programs are essential to the community and must provide a general education and pre-major curriculum that will meet or exceed the lower division requirements articulated with four-year institutions. The District is committed to an overall effort to fulfill academic transfer requirements by concentrating on the development of a comprehensive instructional environment.

Page 6 of 31

Occupational and Vocational Programs

To meet the changing economic, technological, and environmental needs of the community, the College of the Desert will identify regional employment training needs and provide degree and certificate programs which prepare students for these career opportunities. These programs will train, retrain, and upgrade student career skills through existing occupational/vocational and general education programs as well as partnerships and contractual education with the private sector and public agencies.

Basic Skills

The College of the Desert believes that basic skills education is critical to an individual's well-being in a demanding society. Therefore, the District will provide comprehensive basic skills programs to support academic, occupational/vocational, developmental, and community education.

Marketing

The College of the Desert will aggressively and effectively promote all District programs and services to increase public awareness of educational opportunities, fulfill the mission of the District, and encourage measured growth.

Organization

The College of the Desert recognizes the need for a well-defined organizational system that supports the interrelationship and participation of all institutional elements, enhances opportunities for consideration of matters common to the District and its environment, and provides methods for timely response to District­wide needs.

Planning

The College of the Desert has established within its organizational structure a planned, systematic procedure designed to encourage and facilitate the creation of innovative programs and the expansion of existing programs.

Resources

The College of the Desert believes that all resources aid the District in fulfilling the mission of providing comprehensive educational opportunities to the community and that all resource allocation must be tied to existing or newly developed programs compatible with the approved Mission Statement.

Further, the District is dedicated to the principle that all resources are reciprocal and that we must be accountable to our constituents in demonstrating the results of acquired resources.

Resource allocations must reflect our commitment to equal opportunity so that all citizens have access to their benefits.

8. Curriculum

Preparation for Transfer - as an integral unit of the California tripartite system of public higher education, the College provides programs of study providing students the opportunity to prepare for transfer to four­year colleges and universities. The College aspires to do this in such a manner that students may transfer without loss of time or credit. Most professions and career requiring study beyond that available at the College are such that the first two years of study may be completed before transferring to another

Page 7 of 31

institution of higher education. Articulation agreements with the University of California and California State University systems provide a seamless path toward a bachelor's degree.

OccupationalNocational Education - for those students desiring to complete an occupation curriculum within two years, the College offers technical training and education in many fields. Students may work toward earning a certificate (the certificate program is approximately one year in length, with the prospective student specializing in a particular area of study, or an Associate degree.

Developmental Education - education is a lifelong process. In today's society, it is becoming increasingly necessary for people to return to college to acquire new skills, upgrade old skills, acquire new knowledge and expand existing knowledge. The College provides developmental programs and courses which enable students to acquire learning skills necessary for the completion of an educational plan leading to the attainment of the individual's objectives.

9. Organizational Structure

Organized and functioning under various laws and statutes of the State of California, the College of the Desert is governed by a five-member Board of Trustees.

The Board is the policy-forrning body of the District, deriving power from, and subject to, the U.S. Constitution, statutes of the State of California, and directives from the Board of Governors of the California Cornmunity Colleges.

The powers and duties of the Board include approval of college policy, community services of the college interpreting the college needs to the public, adoption of an annual budget for the district, approval of expenditure of all District funds, acquisition of property for District purposes, and approval of employment of academic and classified personnel. (See Appendix A for Board of Trustees and brief biographies)

The Board of Trustees has entrusted the operation of the College in the position of Superintendent/President. Dr. Maria Sheehan accepted the Presidency of the College of the Desert in 2001. (See Appendix B for vitae of Dr. Sheehan)

The College is organized under four major divisions: Instruction, Student Service, Human Resources and Administrative Services. Each division is headed by a Vice President. (See Appendix C for organizational chart)

Page 8 of 31

Strategic Analysis

1. External Environment Analysis

China, one of the world's greatest civilizations, has a history of more than 5000 years. People from around the world have been enthralled and enticed by the mystique of this unique culture. A visit to China is an opportunity to experience the cultural diversity and grandeur of the world's most populous country. China is growing faster than any other country

China is one of the biggest countries in the world. It has an area of about 9.6 million square kilometers which comprises about 6.5 per cent of the world total land area. Its population of more than one billion accounts for 23 per cent of the world's population. China is the world's oldest continuous civilization. World Travel Organization predicts that by year 2020, China will become the number one travel destination in the world.

China is situated in the eastem part of Asia on the west coast of the Pacific Ocean. It is the third largest country in the world (after Canada and Russia). The distance from east to west measures over 5,200 kilometers and from north to south, over 5,500 kilometers. When the sun shines brightly over the Wusuli River in the east, the Pamire Plateau in the west is in the very early morning. When blizzards wrap the north along the Heilongjiang River in the winter, spring sowing is underway on Hainan Island in the south. China has a land border of 22,143.34 kilometers long and is bordered by twelve countries: Korea in the east; Russian in the northeast and the northwest; Mongolia in the north; India, Pakistan, Bhutan and Nepal in part of the west and southwest; Burma, Laos and Vietnam in the south.

Beside a vast land area, there are also extensive neighboring seas and numerous islands. The coastline extends more than 14,500 kilometers. Across the East China Sea to the east and South China Sea to the southeast are Japan, the Philippines, Malaysia, and Indonesia. More than 5,000 islands are scattered over China's vast territorial seas; the largest being Taiwan and the second largest, Hainan. One territorial sea and three neighboring seas altogether constitute 4.73 million square kilometers.

Macro Environment Analysis

Educational Developments (Source: Travel China Guide, Nov, 2004 at Travel China Guide.com)

Since 1949, when the People's Republic of China was founded, Chinese government has always placed education high on its agenda. Through uninterrupted efforts over the past five decades, China has made significant progress within its education sector. A 9-year compulsory education is being implemented in planned stages nationwide and primary schooling is now available to 91 % of the Chinese population. Higher education such as occupational polytechnic education, diversified adult education and ethical education have also been developed rapidly.

China has set up an educational system where government is the major investor and social partners are co-investors. In its current stage, local government is playing a key role in compulsory education, while central and provincial governments are dominant in higher education. The Ministry of Education, the supreme education administration body in China, is responsible for carrying out the related laws, regulations, guidelines and policies of the central government. It is also in charge of planning the development of the education sector, integrating and coordinating educational initiatives and programs nationwide, and maneuvering and guiding education reform countrywide. In recent years, non­government investment has been moving into the educational sector, providing more seats for more applicants.

Financial allocation is still the major source of the education budget. At present, funds needed by schools directly and controlled by the central government come from the central financial pool; schools controlled by local governments are supported by local finance etc. Other types of arrangements include schools

Page 9 of 31

sponsored by small town and village governments in combination with public institutions, which are mainly financed by the sponsor institutions and subsidized by local governments. As well, funds needed by schools operated by social partners and celebrities are raised by the sponsors themselves (including collecting tuition from students and soliciting contributions). In addition to these sources, the central government is advocating work-study programs, aiming at improving the education conditions through premium services.

Education System

China's education system is composed of 4 components: basic education, occupational/polytechnic education, common higher education and adult education.

Basic Education

Chinese government has always listed basic education as one of its top priorities. Since 1986, primary schooling has prevailed in most areas of China, while junior middle schooling is being to be implemented in large cities and economically developed areas. Up to 1999, there were 582,300 primary schools countrywide with an enrollment of 135.5 million and moderate development had been made in junior middle schooling. By 1999, there were 64,400 junior middle schools nationwide with admission of 21.8 million and enrollment of 58.1 million. In addition, there were 14,100 high schools nationwide with admission of 3,963,200 and enrollment of 10.54 million. In 1999, there were also 1,520 special schools opened for hearing impaired and mentally disabled children, with an enrollment of 371,600. More than half of the handicapped children had access to basic education. There were 181,110 kindergartens nationwide with an enrollment of 23.2 million.

Medium-level Occupational and Polytechnic Education

This section is mainly composed of medium-level professional schools, polytechnic schools, occupational middle schools and short-term occupational and technical training programs of various forms.

Up to 1997, there were 33,464 occupational and polytechnic schools nationwide with an enrollment of 18.7 million. With the schooling lasting 2 to 3 years, tertiary vocational education mainly enroll graduates from regular high schools and secondary vocational schools. In recent years, the proportion of graduates form secondary vocational schools has been increased, establishing the link between secondary and tertiary vocational education gradually. Aiming at training secondary and high - level specialized technical and management talents needed in the economic construction, tertiary vocational education emphasiz6s the training of practice-oriented and craft-oriented talents. At present, institutions providing tertiary vocational education are divided into five categories. The first is the 30 higher vocational technology colleges with the enrollment of 149,000 students, the second is the 101 short-circle practice-oriented vocational universities with local figures, the third is the 5-year higher vocational classes provided in the regular specialized secondary schools, the fourth is the tertiary vocational education provided in some regular higher education institutions and adult higher education institutions, which has been experimented in over 130 specialties among 180 institutions, the last is the reformed regular institutions offering 2 to 3-year higher education with the emphasis on training practice-oriented talents, namely high-level professional technical talents, for the forefront of production.

Common Higher Education

Common higher education is comprised of junior college, bachelor, masters and doctoral degree programs. Junior college programs usually last 2-3 years; bachelor programs 4 years (medical and some engineering and technical programs, 5 years); masters programs 2-3 years; doctoral programs 3 years.

In last five decades, China has made significant achievements in higher education. Through waves of reform and restructuring, higher education in the country has been vitalized. The scale has expanded

Page 10 of 31

structure upgraded and quality and efficiency improved, leading to a multilayered, diversified and discipline-inclusive higher education system.

Up to 1999, there were 1,071 common colleges and universities countrywide. These schools offered 2,754,500 seats to those applying for junior college and bachelor programs, 19,900 seats to those applying for doctoral programs and 72,300 seats to masters' program applicants.

In recent years, higher education is experiencing reform. Key moves have been made in the management system and layout restructuring of higher education. In 1999, the number of colleges and universities was 1,942, decreasing by 49 from the previous year. To compensate for this admission expansion of colleges and universities has been successfully implemented, leading to a significant increase in seats offered. This tendency will continue for the next few years.

Adult Education

Adult education comprises of schooling education, anti-illiteracy education and other programs oriented to adult groups.

China's adult education has evolved rapidly since the Liberation. Up to 1999, there were 871 colleges and universities dedicated to adult education and 800 correspondence-based and evening adult education programs at common colleges. These schools offered 1,157,700 seats to those pursuing junior college and bachelor programs, and granted diplomas to 888,200 people.

Adult "higher learning institutes" include radio and TV universities, workers' colleges, farmers' colleges, correspondence colleges, evening universities, and colleges giving in-service training to government employees or secondary school teachers. "Secondary schools" for adult education include vocational secondary schools, middle schools and technical training schools. "Primary schools" for adult education include workers' primary schools, farmers' primary schools and literacy classes.

Economic Trends

See Appendix D for a thorough report from the Asian-Pacific Economic Cooperation (Copyright @ APEC 2004)

2. Market Description

The People's Republic of China is a unified, multi-national country, comprising of 56 nationalities. The Han people make up 91.02 percent of the total population, leaving 8.98 percent for the other 55 ethnic minorities. They are Mongolian, Hui, Tibetan, Uygur, Miao, Yi, Zhuang, Bouyei, Korean, Manchu, Dong, Yao, Bai, Tujia, Hani, Kazak, Dai, Li, Lisu, Va, She, Gaoshan, Lahu, Shui, Dongxiang, Naxi, Jingpo, Kirgiz, Tu, Daur, Mulam, Qiang, Blang, Salar, Maonan, Gelo, Xibe, Achang, Pumi, Tajik, Nu, Ozbek, Russian, Ewenki, Benglong, Bonan, Yugur, Jing, Tatar, Drung, Oroqen, Hezhen, Moinba, Lhoba and Gelo. All nationalities in China are equal according to the law. The Constitution protects their lawful rights and interests and promotes equality, unity and mutual help among them.

Chinese population is distributed unevenly with more in the east (more than 300 persons per square kilometer) and fewer in the west (about 40 persons per square kilometer). The national average density of population is 119 per square kilometer (1990 census). The average size of household was 3.7 persons. The proportion of population aged at 0-14 was 26.4 percent, those aged 15-64 was 67.2 percent, and that of people aged 65 and over was 6.4 percent. The Average Chinese life span of the population was 70.8 years--for males was 68.71 years and females was 73.04 years. (Some of the above data is based on the report from China National Statistics Bureau).

China has a population of 1.2 billion, about half of which are under the age of 30. There are ninety-five cities that have more than 1 million people, including such urban centers are Shanghai, Beijing, Tianjin,

Page 11 of31

Shenyang, Wuhan, Guangzhou, Harbin, Chongqing, Nanjiang, Xi'an and Chengdu. Five cities (Beijing, Shanghai, Tianjin, Shenyang, and Wuhan) have well over 5 million. Shanghai is the largest city in China with a population of 14 million.

Higher Education

The China Education Expo 2004, (October 23-24, 2004, Beijing International Convention Centre) approved by the Ministry of Education and sponsored by the China Education Association for International Exchange, enjoys a high profile in China and gives an idea of the importance of China for worldwide higher education programs. The Expo is an education expo brand name recognized by international and local exhibitors and visitors.

The event enjoys visibility in the news media via tailor-made advertisements and in addition, reporters communicate news and media stories to people in Beijing and Shanghai. In the year 2002, more than 200 reporters from around 40 news organizations attended the event for fact-finding and subsequent editorial.

China Education Expo is a synergy of forums, symposia, seminars and workshops with both an exchange of academic concepts and match-making all under one roof, hence creating opportunities for targeted visitors and exhibitors alike. Exhibitor profiles include:

• Recognized colleges, universities and schools • Career Training Courses Providers • Education and Professional organizations/associations • Sino-foreign joint-venture schools or programs • Language training centers or programs • Credential evaluation organizations • Embassies and consulates • Education publishers and media • Student and other education service providers

The Expo attracted 25,000 professionals working for international education exchange program, government officials, educational development researchers, officials of education service agencies, entrepreneurs with training plans, individuals with interest on special trainings, representatives of educational funding institutions, delegates from schools and institutions seeking international cooperations.

The massive population of China and the economic growth of the country has gained world-wide attention of higher education providers. For instance, Dalian University of Technology has established cooperative relations with 115 universities abroad or from regions like Hong Kong, Macao and Taiwan, including: Karlsruhe University of Germany, University of Hong Kong, Aalborg University of Denmark, Chung Cheng University of Taiwan, Liege University of Belgium, Waseda University of Japan, Hiroshima University of Japan, Tokyo University of Japan, Japan Advanced Institute of Science and Technology, Kanazawa University of Japan, Pusan National University of Korea, Chungnam National University of Korea, State University of New Jersey of U.S.A, RWTH Aachen University of Germany, Tomsk University of Technology of Russia, Novosibirsk State University of Russia, University College London of U.K., The University of Edinburgh of U. K., The Norwegian University of Science of Technology of Norway, The University of Sydney of Australia, University of Waterloo of Canada.

The Philippines will venture in an international program with China that aims to lure Chinese students and professionals to enroll in English language programs. According to Trade Undersecretary Thomas G. Aquino said that the Philippines is looking forward to marketing its education excellence in the 1.3 billion China market.

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3. Competitive Environment Analysis

I I Risk of Potential Entrants I I

Intensity of Competitor Schools

I • Largest populated country in the world seeking trained

• Targeting an under·serviced sector and educated workforce - will continue to attract of the market - vocational, educational institutions world·wide occupational • China's massive economic potential will continue to I ,

I • Resistance from established force the government to train and educate ifs citizens I university & colleges

I I • Unique combination of curriculum High Risk catering to niche corporate and I economic needs . -

I • Price competitive in higher Power of Consumer

education and corporate segment

• Establishing COD as a new relationship requires time I Medium Risk and effort ,

I • COD entering late as a source of international , programs

• Government, corporations and citizens anxious for

COD Bargaining Power proven and mature programs

I • Extensive industry networks via key Medium Risk board member

• Less critical components are generic and can be outsourced Threat of Substitute Curriculums

• Multiple suppliers for each component and part • Multiple alternatives offering curriculum and

I • Expertise in·house to constnuct scholarships I

[ complex components • Higher cost of tuition I • Lower cost of housing and travel

I Low Risk [

I Medium Risk ,

I --------------------------

Implications of Analysis

Due to the market segment targeted, competitor schools and the nature of the educational sector, it is possible to establish relationships and programs of international education in this country, but will require developing successful relationships and strategic and unique programs of study, housing, travel and cultural opportunities.

4. Competitor Analysis

The strong economic recovery, the massive population and the need for a trained and educated workforce has attracted educational institutions from around the world. Already, many US colleges and universities have developed working relationships with China and have in place international and cultural exchange prograrns.

However, the vocational and occupational training needs of China are vast and community colleges from English speaking countries are just now beginning to cultivate and develop relationships with the Chinese and the higher educational institutions. The strongest competition comes from Australia and the Philippines. Both countries are rapidly developing programs of English language and specialized skills for

Page 13 of 31

technology and business. Other strong competitors are the adjacent Asian countries. Because cif similar cultures, language and relatively short travel distances, these countries are making rapid and strong advances into China with their educational programs.

5. International Student Profile

The profile of this customer group will include the following criteria:

• Interest in higher education • Interest in intensive English program • Interest in USA institutions • Ability to obtain visas • Ability to secure funding • Return to China mainland for one-year intership!study

6. Internal Environment Analysis

See Key Strategic Issues in next section. Major strengths and weaknesses that were identified during the this study appear in this matrix.

Page 14 of 31

I I

i !

Key Strategic Issues

1. Sustainable Competitive Advantage

College of the Desert will continue with successful international programs because of the following:

• A strategic alliance with American Association of Community Colleges which is strongly committed to assisting institutions and nations in the formative stages of programs for international education

• Unique and innovative international education program • Strong team of committed faculty and staff • Outreach efforts at establishing Chinese government and institutional relationships • Outstanding programs that include select curricula, intensive emersion in English language and

US culture, articulation agreements for four-year degree program • Successful housing, travel and cultural programs • Growing collaboration with California State University - San Bernardino to develop jOint study

programs for Chinese students

2. Basis for Growth

The basis for growing the international programs is reftected in the following two strategies:

Priority 1: Continue research and development of new and innovative programs to meet the current and future needs of emerging countries

Priority 2: Enter new geographic market - China

Priority 3: Programs to contain successful curriculum degree programs, articulation with California State University and University of California, adequate housing, travel and unique cultural emersion programs.

3. Internal Environment Analysis

Bell Mason Dimension I Analysis

The College uses the latest in technology in classroom pedagogy as well as distance education. In addition, the College's day-to-day operations utilize state-of-the·art

1 ... TechnologY/Engineering technology and administrative software. Student services provides interaction with faculty and students via the Intemet as well as face·ta-face counseling and assistance.

I Programs of study include existing degree and certificate programs, enhanced with I Curriculum intensive English courses. Articulation to Bachelors Degree arranged with California I State University and University of California !

I Existing degree and certificate programs already in place for international students. I

Delivery of Programs Cultural and advanced English programs are being developed by Center for Training and

I I Development (CTD). CTD specializes in rapid and effective course development for

! effective end results demanded by corporate and business employers. ,

I

Business plan and The program's 5-year business plan is workable and realistic and spells out in particular

vision detail the first year of operation. The plan identifies the College's vision and mission, product strategy, market segmentation and competitive market position .

---- .. -----.------

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I I I A strategic and tactical marketing plan, together with a competent leader and organization

I Marketing to implement it, is in place. The relationships with MCC, personal relationships

I established by the President during travels to China provide a connection to the Chinese government and institutions that will strengthen this plan.

I Promotion I The President and Director of International Education will be the primary persons making

! contact and establishing relationships and lines of communication.

I The CEO is proven. Dr. Maria Sheehan has experience in higher education and

CEO international programs. The College of the Desert has experienced growth and successful reorganization due to Dr. Sheehan's leadership, energy, vision and strong commitment to education.

! , I The top-level team is composed of high-quality individuals who have measurable

Team experience and expertise in a variety of areas. They are capable of managing all operations within their teams and adopt a • can-do' attitude.

I , The Board is diverse and is strongly committed to providing educational opportunities and

I Board of Trustees programs that result in effective student outcomes. The Board is committed to the College of the Desert international students and to outreach which strengthens and enhances that

I program.

I

I Cash I The China international education program is somewhat dependent on private donations for travel, financial aid and housing assistance.

I Finance ability ·1 The program generates it's own revenue for instructional and cultural programs through

I student tuition and fees . • _ __"" _" """"" , ,. ". ,_, "" , " .. _ ___ ,, ______ "_" __ , ______ , __ ._" •••• , ••• _m"" ••• ,., ,. "", __ ••.••• ". ,."., ,, __ , •• _ ••• '_'0'

I

I Control I Governance issues have been addressed at all levels of the organization.

4. Critical Risks and Problems

Development Risk- Zero

Manufacturing Risk- Low/Moderate

Financing Risk- Low/Moderate

Marketing Risk- Low/Moderate

Management Risk- Low/Moderate

Valuation Risk- Low

Exit Risk- Low/Moderate

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6. Strenghts, Weaknesses, Opportunities, Threats (SWOT Analysis)

I Strengths Capitalize on Strengths

I 1. US institution 1. Market entry and to gain market knowledge I 2. Quality: education institution 2. Favorable Chinese gerc8gtion of US I 3. Successfullntemational 3. Encourage Chinese students/facul!\, of experience and I I Education Program assurance of quality experience I 4. Skilled English and US cultural 4. Assurance to Chinese particiQants of key and primary I exoeriences importance for participation I

5. Skilled and committed team 5. Management has skills and experience in a varie~ of areas 6. Attactive to donors 6. Offers donors opportunity: to participate in global economy and

education

I

I Weaknesses Address Weaknesses

1. Visas - Chinese students 1. Work with existing consortiums and networks on Visa issue I

I 2. New to China 2. Continued communication with Chinese government and 3. Housing for students and institutions to increase profile of College of the Desert

faculty 3. Cultivate personal relationships with Presidents of Chinese I

I 4. Facul!\' not yet identified institutions and within Chinese Minist!:\, of Education 5. Limited Asian experience 4. Promote educational and cultural experience to College of the

I Desert facul!\,

I I 5. Addressed by introductions through AACC Chinese College of

I the Desert representatives, collaboration with California State University-San Bernardino, and Chinese business contacts

Opportunities Maximize Opportunities

1. Expanding educational 1. Build consumer preference US community: colleges

I opportunities 2. Increases and enhances status of world economies

2. Involvement in global 3. Involve faculty and staff in program development and on-going educational programs operation

3. Broadening of educational and 4. Education of US of the impact and oRPortunities of China and cultural experiences of COD other Asian countries on the world economy

I faculty/staff 5. Promotes the betterment of world societies through educational , 4. Increasing awareness of world opportunities and programs

I economy and educational

I programs

5. Other international markets

I (Asian, Mexico, Latin American

! and South America) I

j Threats Minimize Threats

1. Changing governmental 1. Constant communication and information updates from every structure and interests possible source

I 2. Terrorism 2. Awareness of terriorist's activities; steps taken to protect and 3. High number of competitors assure safety of Chinese students/faculty 4. Adverse reaction to US politics 3. Continual feedback from Chinese on RrobJems/ oRPortunities 5. Changing relationships between and quick responses/action

US and China 4. Maintaining trust and confidence of Chinese Qarticipants by , delivering on programs and Rrocesses I

5. Constant communication and awareness of China/US relationships; maintaining trust and confidence in College of the Desert

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The Marketing Plan

1. Marketing Objectives

Developing relationships and providing information on how College of the Desert can meet the educational needs of the Chinese is a crucial first step. The objectives have been identified as:

• Target specific geographical area and provinces of China for developing educational programs • Develop relationships with Chinese government and select educational institutions • Develop literature and marketing pieces geared toward meeting the educational needs of China,

specifically the targeted provinces and educational institutions • Develop process to improve visa applications and approvals

2. Enrollment Forecasts

Based on the market research undertaken, strategies developed and future relationships, the following enrollment forecasts were developed (in FTES for international students, headcount for faculty exchanges and corporate employee incentive program):

Program Details I Year 1 I Year 21 Year 3 r Year 4 I Year 5

i i I ,

I I CHINA I I I

1000 i Students·Chinese 20 20 20 000

i Faculty-Chinese 1 2 1 000 i 000 i Employee Incentive 20 20 20 000

1000

I TOTALS

, i

I 41 42 41 000 1000

I

3. Enrollment Assumptions

Assumptions underlying the development of the enrollment forecasts were developed in conjunction with other participating US community colleges with international educational programs and with relationships already established in China (see Marketing Strategies below).

4. Marketing Strategies

The key to the marketing strategy is to identify individuals in China education with decision-making authority to engage in pilot andlor study programs to develop programs of international education. These contacts have already been established during Dr. Sheehan's one day trip to Dalian, China. The Minister of Higher Education was very supportive and willing to assist in creating strong linkages with China universities and colleges. During her visit, Dr. Sheehan met with two Dalian University Presidents and two presidents of technical and vocational colleges.

The marketing approaches will demonstrate the benefits of exchange programs for faculty, staff, the institution and the Republic of China. Emphasis will be placed on how College of the Desert creates strong programs that meet the needs of the Chinese government, the Chinese educational institutions, the Chinese business and corporate entities and the Chinese people themselves.

College of the Desert's program offerings will be positioned as cost-effective, reliable, providing functional solutions to the current and future needs of the People's Republic of China.

Page 18 of 31

Visas

A critical and necessary cDmpDnent tD any intematiDnal program with China is Dbtaining appropriate visas fDr visiting Chinese fDr educatiDnal programs.

Non·Resident Tuition, Fees, Housing

TD cDmpliment a strong educatiDnal cDmpDnent to this internatiDnal educatiDnal program, additiDnal program enhancements are:

• TuitiDn and fees fDr non-resident students will be priced cDmpetitively and at rates affDrdable fDr Chinese families

• SchDlarships fDr internatiDnal students will be aggressively sDught and promDted. • Arrangements fDr housing will be pursued with CSU-San Bernardino, private residences and

Dther potentiallDcations. Placement of students with Valley residents will be pursued as a Personal Cultural Exchange program, with nD or very little cost to the student, as part of the cultural-emersiDn programs

• Packaging of financial aid for Chinese students • Packaging of payroll, health benefits, access to medical care and liability coverage for Chinese

faculty

Promotion

College of the Desert's entry into the China market will be suppDrted by a campaign to establish its profile as an affordable and quality educational institutiDn. This will include the fDIIDwing:

• IdentificatiDn of the decisiDn-makers in Chinese city governments and institutions of higher education

• Direct mail material to the above • Undertake a campaign of personal visits, targeting decision-makers • Advertise in appropriate jDurnals, the Internet, and CDllege of the Desert website • Attend/sponsor exhibitions and trade events • Continual public relations such as press write-ups; personal interviews; testimonials; program

reviews • Building international relationships thrDugh sharing and exchanging of ideas and programs

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Organizational Plan

1. Organization Structure

Faculty Exchange Program - The Vice President Instruction will coordinate and overseer of the faculty exchange program, in conjunction with the Vice President Human Resources.

Employee Incentive Program - The Vice President Instruction will coordinate and oversee the Employee Incentive Program through the Center for Training and Development.

International Student Programs - The Vice President Student Services will coordinate and oversee the students through the International Student Program, in conjunction with the Vice President Instruction.

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Financial Plan

1. Underlying Assumptions

The College of the Desert has a very active and functional program of International Education including permanent staff and an understanding of relationships with foreign governments, foreign students within a foreign culture. Inclusion of an international programs with China will utilize an already existing program, staff and facilities. Additional expenditures will include faculty for curriculum, travel and promotion within China. Developing a financial pro-forma revenue projections relies primarily on student tuition and fees, augmented with financial aid funding.

2. Source and Application of Funds

The source of funding to finance these prograrns with China are primarily from tuition and fees and private donations for travel and financial aid to Chinese students and faculty. Foreign students may not be counted for funding by the State of California apportionment process.

I,. Source I I Application

I Tuition and fees

Private donations

! Instructional programs

I Travel to China; housing and financial aid for Chinese students and faculty I

3. Critical Risks and Problems

Risk Dimension Perceived Risk

I i Relationships with Chinese government and institutions Medium

I Visa approvals High

I Curriculum and Articulation Medium

! I Travel Low

i Housing Medium I I I Acclimation to US Medium

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4. Financial Pro-formas

College of the Desert Intemational Education Business Plan

Cumulative

Year 1 Year 2 Year 3 Year 4 YearS Total

Revenues

Students FUll-time 20 20 20 20 20 100

Credit hours 15 300 300 300 300 300 1500

WSCW 525 10500 10500 10500 10500 10500 52500

FTES 20 20 20 20 20 100

Foreign Tuition- $190.00 $ 57,000 $ 7,000 $ 57,000 $ 57,000 $ 57,000 $ 285,000 Total Per Semester $ 57,000 $ 7,000 $ 57,000 $ 57,000 $ 57,000 $ 285,000

Total Per Year $114,000 $114,000 $114.000 $114,000 $114,000 $ 570,000

Expenditures

Instruction*** $ 42,146 $ 43,410 $ 44,674 $ 45,939 $ 47,203 $ 223,372

Promotion- $ 60,000 $10,000 $ $ $ $ 70,000

Travel Included Included $

Hosting Included Included $

Cultivation Included Included $

Mise $ 500 $ 750 $ 1,000 $ 1,250 $ 1,500 $ 5,000

Total Expenditures $102,646 $ 64,160 $ 45,674 $ 47,189 $ 48,703 $ 298,372

Surplus/(Deficit) $11,354 $ 59,840 $ 68,326 $ 66,811 $ 65,297 $ 271,628

Assumes a full load for all students per year, two semesters per year (no summer or intersession is included)

No increases applied to fees or tuition

Allocates various costs from FY05 budget on a per FTES basis, inflated 3% @ Yr

$30,000 faculty exchange program; $20,000 cUltivation efforts; $10,000 promote intensive English for Year 1

Corporatelbusiness employee incentive program will break-even; no figures shown in this data

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APPENDIX A

College of the Desert Board of Trustees

Page 23 of 31

Appendix B

Vitae Dr. Maria C. Sheehan

Page 24 of 31

Appendix C

College of the Desert Organizational Chart

Page 25 of 31

APPENDIX D

Report on China Economy (Source: Asia Pacific Economic Cooperation, Copyright @ APEC 2004; Extracted from 2003

Economic Outlook)

Real Gross Domestic Product The economy of China continued to perform well. China's GOP in 2002 reached US$1237.09 billion, an increase of 8.0 percent in comparable prices over the previous year, and 0.7 percentage point faster, due to our continued stimulation of domestic demand and our unswerving implementation of a proactive fiscal policy and a stable monetary policy. The value-added of the second industry is US$640.09 billion, with a growth rate of 9.9 percent. The growth rates of primary and the tertiary industry are approximately equal to that of 2001, at 2.9 percent and 7.3 percent respectively.

The investment in fixed assets enjoyed a relatively rapid growth. Such investment in fixed assets for the whole economy reached US$521.93 billion in 2002, which was 16.1 percent up over the previous year, and the highest rate since 1996.

Consumer demand went up steadily, with the continued improvement of the living standard of the people. Total retail sales of consumer goods were US$494.30 billion, with a growth of 8.8 percent year-on-year. When the price factor is included, the growth rate would reach 10.2 percent. The living standards of people in towns and villages were improved steadily. The annual per capita governable income for the residents in cities and towns was US$930.70, with showing a real growth of 13.4 percent year-on-year. The per capita net income of reSidents in rural areas was US$285.87, with a real growth of 8.5 percent year­on-year, of which the per capita net income of cash was US$299.16, with a real growth of 4.8 percent year-on-year. The rates of growth income of these two groups are higher than that of 2001. The Engel coefficient of residents in urban and rural areas were 37.7 percent and 46.2 percent respectively, 0.2 and 1.5 percentage points lower, respectively, than last year.

In the first quarter of 2003, the major economic indicators reached the highest level since 1995. GOP grew by 9.9 percent. In the second quarter, the negative impact of the severe acute respiratory syndrome (SARS) outbreak on China's economy emerged. However, the robust growth in the first quarter balanced the impact. Economic growth in the first half of 2003 remain fast, up by 8.2 percent (YOY), 0.4 percentage point higher than in the first half of 2002.

Inflation Market prices were stable throughout 2002. The consumer price index (CPI) of the year 2002 was down by 0.8 percent over the previous year, with the rate minus 1 percent in urban areas and minus 0.4 percent in rural areas. Documented components of the price index of goods and services, the manufacturer's price of industrial products declined by 2.2 percent, the purchasing price of raw materials, fuel and power declined by 2.3 percent and the price of fixed-asset investment rose by 0.2 percent.

In the first half of 2003, CPI was slightly up by 0.6 percent, which mainly driven by the food and services price.

Employment The work done for improving employment was strengthened further. By the end of 2002, the total employees were 737.40 million, which were 7.15 million more than the previous

Page 26 of 31

year, of which 247.80 million employees were in urban areas, with an increase of 8040 million year-on-year. By the end of 2002, the total number of laid-off employees of the state-owned enterprises (SOEs) was 4.10 million, 1.05 million less than the last year. By the end of the year, the urban registered unemployment rate was 4 percent, 004 percentage points higher than 2001. The unemployment will remain to be an important issue in the long run in China.

The social security system was further consolidated and improved. By the end of 2002, 147.31 million employees were registered in the Unemployment Insurance Program. The number of urban residents covered by the Subsistence Allowance System reached 20.54 million, among all the residents in urban areas who has the lowest income in China.

Balance of Payments The foreign trade kept high growth in 2002. Total volume of export and import of the year reached US$620.8 billion, up by 21.8 percent over the previous year. The total volume of export reached US$325.6 billion, up by 22.3 percent over the previous year. The total volume of import reached US$295.2 million, up by 21.2 percent over the previous year. Trade surplus of 2002 reached US$30A billion.

The international tourism industry experienced a steady development. In 2002, China received 97.91 million tourists from overseas, up by 10 percent year-on-year. The revenue of foreign currency of international tourism was US$20A billion, with a growth rate of 14.6 percent year-on-year. The Chinese tourists going abroad increased by 36.8 percent, of which 10.06 million people/times were private travelers, with a growth rate of 44.9 percent year-on-year.

The FDI increased rapidly. The actual value of utilization of foreign direct investments was US$52.7 billion, up by 12.5 percent over the previous year.

National foreign exchange reserves continued to increase. By the end of 2002, the total amount of the foreign exchange reserves reached US$286A billion, increased by US$74.2 billion than the previous year.

In the first half of 2003, the foreign trade reached US$376.1 billion, up by 39.0 percent over the same period of previous year, while the export grew by 34.0 percent, import grew by 44.5 percent. Trade surplus was US$4.5 billion, US$8.9 billion less than the same period of previous year.

The actual value of utilization of foreign direct investments increased 34.3 percent and reached 30.3 billion US dollars in the first half of 2003.

Exchange Rate The exchange rate of renmimbi (RMB) against foreign currency kept stable. By the end of 2002, 1 US dollar was equal to 8.2773 RMB. By 26 August 2003, 1 US dollar was equal to 8.2768, 7 RMB basic points appreciation, compared with the first day of 2003.

Gross External Debt By the end of 2002, except Hong Kong, China; Macao; and Chinese Taipei, the recorded balance of the foreign debts amounted to US$168.54 billion. The share of the total recorded balance of the foreign debts to foreign reserve is 18.5 percent, 7.3 percentage points lower than that in 2001.

Fiscal Policy

Page 27 of 31

The statistics in the section does not include debt revenues. In 2002, situation was not in favor of enhancing revenue during the implementation of the fiscal budget. To implement her promise to WTO, Chinese government cut the overall tariff rate from 15.3 percent to 12 percent. During the process of finance system reform, stock trade taxes were reduced from 4 thousandth (A share Market) and 3 thousandth (B share Market) to 2 thousandth in both markets. The pause of reducing State-owned share also had negative impact on revenue. In 2002, the total fiscal revenue reached US$228.50 billion, up by 15.4 percent year-on-year. The total fiscal expenditure amounted to US$265.93 billion, up by 16.4 percent year-on­year. Fiscal balance in 2002 was minus US$37.43 billion.

Monetary Policy The growth of monetary supply basically consisted with economic growth and the objects of monetary policy were basically achieved. By the end of 2002, the balances of the broad money supply (M2), the narrow money supply (Ml), and cash in circulation (MO) reached US$2235.1 billion, US$856.34 billion and US$208.74 billion respectively, and up by 16.8 percent, 16.8 percent andl0.l percent year-on-year, respectively, all are higher than that in 2001.

The savings and loans in financial institutions increased steadily. Savings and deposits in various forms in all banking institutions totaled US$2215.55 billion, up by 18.1 percent. The balance of loans issued by all financial institutions amounted to US$1689.00 billion, with an increase of 15.4 percent at comparable statistics.

Medium Term Outlook The major targets of the economic and social development for China in 2003 are as the following:

• Economic growth rate around 7 percent. • The increase of the price level of consumer's goods and services by 1 percent. • An increase of the total volume of foreign trade by 7 percent. • The new created employee position is not less than 8 million. The registered

unemployment rate in urban areas is under 4.5 percent. • The natural growth of population is under 7.5 thousandth.

Note:

1. The statistics of 2002 is quoted from the official statistics published by r~ational Bureau of Statistics of China, which are preliminary data.

2. The statistics of Hong Kong Special Administration Region and Macao Special Administration Region is not included.

3. All statistics does not include the data of Taiwan Province. 4. The absolute values of GDP and the value-added of all sectors are calculated based

on the current value, while the growth rates are calculated based on the comparable price.

Page 28 of 31

Annex I China: Overall Economic Performance 1993 -1997

11993 1199~ 11995 /1995 11997 1

GOP and Major Components (percent change from previous year, except as noted)

I 1 1 1 1 1601.1 1540.9 1697.651816.9 903.0 Nominal GDP (billion US$)

,Real GDP 113.5 112.6 110.5 19.6 Is.s

iTotal Consumption ! I ! I I 19.3 IS.O 19.2 19.3 ,6.1

Private 19.4 j7.7 110.1 19.6 15.8

;Government 19.1 19.1 15.9 j8.4 17.2 1

LTotal Investmen_t ___ . ____ _ 124.9 115.6 115.5 110.4 !7.1 __ J is.o 131.9 122.9 11.5 [20.9~ : Merchandise Exports

'Merchandise Imports 129.0 111.2 ! 14.2 15.1 12.5 1

Fiscal and External Balances (percent of GOP) [

'Budget Balance

,Merchandise Trade Balance (f.o.b.)

'Current Account Balance

1-0.85 1-1.23 1-1.00 l-o'.7s 1-0.78 J ------+I---+I---r' ---rl --~I---I -2.03 ,0.99 12.41 1.51 4.46 .

__ -+I-1.9S !1.42 10.23 [0.S9 13.29 I

; Capital Accou nt Balance _____ .---11_3_. 9_1_.J.14_. 6_8_ 14.74_---'1'--4_.8_9_--'-12_.'--5_4_,1 r~----------'Economic Indicators (percent change from previous year, except as noted) I !GDP Deflator

.CPI

M2

,short-term Interest rate (percent)

Exchange Rate (Rf>1BjUS$) r-------~

!Unemployment Rate (percent)

'Population (millions)

1998 - 2002

[14.7 124.1 117.1 Is.3 !2.S I 132.4 134.5 129.5 !25.3 119.58!

Is.s [9.0 19.0 19.72 [7.65 I 15.76 !8.62 IS.35 18.31 Is.28 I 1 ' , , 1 I 12.6 12.8 12.9 13.0 ,3.1 ,

j1185.21119S.511211.2! 1223.911236.71

11998 11999 12000 12001 12002 I :GDP and Major Components (percent change from previous year, except as noted) I :Nominal GDP (billion US'$) 1960.9 1991.1 ~80 11159 11237.1J

Real GDP I I I! I 1 7.8 7.1 ,8.0 17.3 18.0 ,

Total Consumption )6.8 17.9 110.4 18.Q7 110.2 1

Private , I ' I I, I __ -+16_.1 16.8 19.5 ,6.94 _~N.~

18.9 r12.0 113.8 112.24 IN.A. 1

114.41 15.2 19.3 112.11 116.1 I Government

Total Investment

f>1erchandise Exports I 2 I I I I J ___ ----'--, o_. 5 6.1 _,2 7 :I?_._~~ ___ ~~_

Page 29 of 31

~:M_e~r~c_h_a_n_d_is_e_I_m~po_rt __ s ________________________ ~I-_1_.~53 __ ~!~18~.2~~1~3~5~.8~~!~8_.2 ____ 1~2~ Fiscal and External Balances (percent of GOP) I

j I , I I Budget Balance 1-1.5 1-2.1 [-2.8 i-2.6 -3.0

cMerchandise Trade Balance (f.o.b.) 15~12.-:g-·12.23 11.6 12.5

'Current Account Balance [3.03 11.07 11.90 11.5 12.86

'Capital Account Balance .. ___ .. ____ .. 10.00 10.01 [0.18 13.0 12.61 I ,Economic Indicators (percent change from previous year, except as noted) J ,GDP Deflator 1-1.3 1-3.0 '10.9 N.A. iN.A. I CPI 1-0.8 1-1.4 iO.4 0.7 1-0.8 J M2 115.3 114.7 112.3 14.4 116.8 I Short-term Interest rate (%) 16.344 15.58 i5.58 5.58 15.58 I

I I f i i :Exchange Rate (RMB/US$) 18.28 [8.28 i8.28 8.276618.2773!

: Unemployment Rate (percent) ~

;Population (millions)

Notes: 1 Real Investment in Fix Assets Growth 2 Current price 3 Current price 4 3 months inter-bank rate

Page 30 of 31

I I I I I 13.1 13.1 !3.1 3.6 [4.0 I 11248'.1 i 1259.1! 1265.8 1276.311284.5[

Annex II China: Forecast Summary (percent change from previous year)

[2003

: Official IMF -·--T

LINK -'-IADs--

I I

,Real GDP !7 or so 7.5 I IN.A.

I IN.A.

N.A. N.A. IN.A. IN.A. , iMerch. Exports

'N.A. N.A. I I

'Merch. Imports i---- -------'------+----- iN.A. iN.A.

11 I '-'-, ------CPI 0.8

!2001-2005

Official lIMF I

!Real GDP 17 , !7.5

iN.A. I iN.A.

iN.A. I IN.A.

Merch. Exports i ,Merch. Imports

'CPI !3.5 I 11.5

Annex III China: Medium-Term Trend Forecast (percent)

!Real GDP

'CPI I ________ ,

12001-2005

I 13 .5

Page 31 0131

,N.A. iN.A.

ILINK ADS

IN.A. N.A. I IN.A. N.A. I iN.A. N.A.

IN.A. N.A.

i __ .J

lOECD

iN.A. I I IN.A. I , , IN.A. ... _J IN.A. __ J

---, I

IOECD i , J IN.A.

IN.A. 1 , I IN.A. I IN.A. I

COLLEGE COUNCIL

COLOR CODING PROCESS FOR BOARD POLICY REVISIONS

WHITE: NUMBER REVISIONS ONLY

YELLOW: REVISED TO CCLC GUIDELINES

GREEN: DELETE

BLUE: CONSULTATION

ORANGE: ADMINISTRATIVE PROCEDURES

PINK: REQUIRES NEGOTIATION

PURPLE: NO EXISTING POLICY; ADD POLICY

BUFF: MODIFIED CCLC LANGUAGE (SOME LAGUAGE ADDED TO CCLC LANGUAGE)

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3300 Public Records

""-;/ .. ,'

The Superintendent/President shall establish procedures for records management, including access by the public, that comply with the requirements of the California Public Records Act.

Reference: Government Code Sections 6250, et seq.

See Administrative Procedures [ ].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3310 Records Retention and Destruction

/ ,

The Superintendent/President shall establish administrative procedures to assure the retention and destruction of all District records, including but not limited to student records, employment records and financial records, that comply with Title 5.

Reference: Title 5, Sections 59020, et seq.

See Administrative Procedures [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3410 Nondiscrimination

The District is committed to equal opportunity in educational programs, employment, and all access to institutional programs and activities.

The District, and each individual who represents the District, shall provide access to its services, classes, and programs without regard to national origin, religion, age, sex (gender), race, color, medical condition, ancestry, sexual orientation, marital status physical or mental disability, or because he or she is perceived to have one or more of the foregoing characteristics.

The Superintendent/President shall establish administrative procedures that ensure all members of the college community can present complaints regarding alleged violations of this policy and have their complaints heard in accordance with the Title 5 regulations and those of other agencies that administer state and federal laws regarding nondiscrimination.

No District funds shall ever be used for membership, or for any participation involving financial payment or contribution on behalf of the District or any individual employed by or associated with it, to any private organization whose membership practices are discriminatory on the basis of national origin, religion, age, sex (gender), race, color, medical condition, ancestry, sexual orientation, marital status physical or mental disability, or because he or she is perceived to have one or more of the foregoing characteristics.

Reference: Education Code Sections 66250, et seq.; 72010, et seq.; Title 5, Sections 53000, et seq., Government Code 12940, et seq.

See Administrative Procedure [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3420 Equal Employment Opportunity

The Board supports the intent set forth by the California Legislature to assure that effort is made to build a community in which opportunity is equalized, and community colleges foster a climate of acceptance, with the inclusion of faculty and staff from a wide variety of backgrounds. It agrees that diversity in the academic environment fosters cultural awareness, mutual understanding and respect, harmony and respect, and suitable role models for all students. The Board therefore commits itself to promote the total realization of equal employment through a continuing equal employment opportunity program.

The Superintendent/President shall develop, for review and adoption by the Board, a plan for equal employment opportunity that complies with the Education Code and Title 5 requirements as from time to time modified or clarified by judicial interpretation.

Education Code Sections 87100, et seq.

Title 5, Section 53000, et seq.

See Administrative Procedure

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3430 Prohibition of Harassment

All forms of harassment are contrary to basic standards of conduct between individuals and are prohibited by state and federal law, as well as this policy, and will not be tolerated. The District is committed to providing an academic and work environment that respects the dignity of individuals and groups. The District shall be free of sexual harassment and all forms of sexual intimidation and exploitation. It shall also be free of other unlawful harassment, including that which is based on any of the following statuses: national origin, religion, age, sex (gender), race, color, medical condition, ancestry, sexual orientation, marital status physical or mental disability, or because he or she is perceived to have one or more of the foregoing characteristics ..

The District seeks to foster an environment in which all employees and students feel free to report incidents of harassment without fear of retaliation or reprisal. Therefore, the District also strictly prohibits retaliation against any individual for filing a complaint of harassment or for participating in a harassment investigation. Such conduct is illegal and constitutes a violation of this policy. All allegations of retaliation will be swiftly and thoroughly investigated. If the District determines that retaliation has occurred, it will take all reasonable steps within its power to stop such conduct. Individuals who engage in retaliatory conduct are subject to disciplinary action, up to and including termination or expulsion.

Any student or employee who believes that he or she has been harassed or retaliated against in violation of this policy should immediately report such incidents by following the procedures described in AP 3435. Supervisors are mandated to report all incidents of harassment and retaliation that come to their attention.

This policy applies to all aspects of the academic environment, including but not limited to classroom conditions, grades, academic standing, employment opportunities, scholarships, recommendations, disciplinary actions, and participation in any community college activity. In addition, this policy applies to all terms and conditions of employment, including but not limited to hiring, placement, promotion, disciplinary action, layoff, recall, transfer, leave of absence, training opportunities and compensation.

To this end the Superintendent/President shall ensure that the institution undertakes education activities to counter discrimination and minimize and/or eliminate any hostile environment that impairs access to equal education opportunity or impacts the terms and conditions of employment.

The Superintendent/President shall establish procedures that define harassment on campus. The Superintendent/President shall further establish procedures for employees, students, and other members of the campus community that provide for the

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

investigation and resolution of complaints regarding harassment and discrimination, and procedures for students to resolve complaints of harassment and discrimination, All participants are protected from retaliatory acts by the District, its employees, students, and agents,

This policy and related written procedures shall be widely published and publicized to administrators, faculty, staff, and students, particularly when they are new to the institution, They shall be available for students and employees in all administrative offices,

Employees who violate the policy and procedures may be subject to disciplinary action up to and including termination, Students who violate this policy and related procedures may be subject to disciplinary measures up to and including expulsion,

Reference: Education Code Sections 212,5; 66252; 66281,5 Title VII of the Civil Rights Act of 1964, 42 U,S.C.A.§ 2000e.

See Administrative Procedures [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3500 Campus Safety

The Board is committed to a safe and secure District work and learning environment. To that end, the Superintendent/President shall establish a campus safety plan and ensure that it is posted or otherwise made available to students. The campus safety plan shall include availability and location of security personnel, methods for summoning assistance of security personnel, any special safeguards that have been established, any actions taken in the preceding 18 months to increase safety, and any changes in safety precautions to be made during the next 24 months.

Reference: Education Code 67380(a)(4)

See Administrative Procedure [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

r

3510 Workplace Violence Plan L-:::""~~:D

"'r~ \..-.

The Board is committed to providing a District work and leaming environment that is ~" free of violence and the threat of violence. The Board's priority is the effective handling of critical workplace violence incidents, including those dealing with actual or potential violence.

The Superintendent/President shall establish administrative procedures that assure that employees are informed regarding what actions will be considered violent acts, and requiring any employee who is the victim of any violent conduct in the workplace, or is a witness to violent conduct to report the incident, and that employees are informed that there will be no retaliation for such reporting.

Reference: Cal/OSHA: Labor Code §§ 6300 et seq; 8 Cal. Code Regs. § 3203; "Workplace Violence Safety Act of 1994" (Code of Civil Procedure § 527.8 and Penal Code §§ 273.6 and 12021)

See Administrative Procedure [].

DESERT COMMUNITY COLLEGE DISTRiCT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3515 Reporting of Crimes

The Superintendent/President shall assure that, as required by law, reports are prepared of all occurrences reported to campus police and arrests for crimes committed on campus that involve violence, hate violence, theft or destruction of property, illegal drugs, or alcohol intoxication. The Superintendent/President shall further assure that required reports of non-criminal acts of hate violence are prepared. Such reports shall be made available as required by law.

Reference: Education Code Section 67380

See Administration Procedure [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3518 Child Abuse Reporting 1:\

The Superintendent/President shall establish procedures related to the responsibility of ~ employees, within the scope of employment or in their professional capacity, to report suspected abuse and neglect of children

Penal Code Sections 261,264.1, 273a, 273d, 285, 286,288, 288a, 289, 647a, 11164-11174.3 Welfare and Institutions Code Sections 300, 318, 600 Family Code Sections 7802, 7807, 7808, 7820-7829, 7890, 7892

DESERT COMMUNiTY COLLEGE D!STRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3520 Local Law Enforcement

Each campus or center of the District shall enter into a written agreement with local law enforcement agencies. The agreement shall clarify operational responsibilities for investigations of Part I violent crimes, defined by law as willful homicide, forcible rape, robbery, and aggravated assault, occurring at each location.

The written agreement shall designate which law enforcement agency shall have operational responsibility for violent crimes and delineate the specific geographical boundaries of each agency's operational responsibility, including maps as necessary.

The written agreements required by this policy shall be public records and shall be made available for inspection by members of the public upon request.

Reference: Education Code Section 67381

DESERT COMMUNITY COLLEGE DISTRiCT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3530 Weapons on Campus

Firearms or other weapons shall be prohibited on any college or District center or in any facility of the District except for activities conducted under the direction of District officials or as authorized by an official law enforcement agency.

Reference: Penal Code Section 626.7

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3540 Sexual and other Assaults on Campus

Any sexual assault or physical abuse, including, but not limited to, rape, as defined by California law, whether committed by an employee, student, or member of the public, which occurs on District property, is a violation of District policies and procedures, and is subject to all applicable punishment, including criminal procedures and employee or student discipline procedures. Students, faculty, and staff who may be victims of sexual and other assaults shall be treated with dignity and provided comprehensive assistance. The Superintendent/President shall establish administrative procedures that ensure that students, faculty, and staff who are victims of sexual and other assaults receive appropriate information and treatment.

The procedures for sexual assaults shall meet the criteria contained in EC 67385 and 34 C.F.R.§ 668.46.

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3550 Drug Free Environment and Drug Prevention Program

The District shall be free from all drugs and from the unlawful possession, use or distribution of illicit drugs and alcohol by students and employees.

The unlawful manufacture, distribution, dispensing, possession or use of a controlled substance is prohibited in all facilities under the control and use of the District.

Any student or employee who violates this policy will be subject to disciplinary action, which may include referral to an appropriate rehabilitation program, suspension, demotion, expUlsion or dismissal.

The Superintendent/President shall assure that the District distributes annually to each student the information required by the Drug-Free Schools and Communities Act Amendments of 1989 and complies with other requirements of the Act.

Reference: Drug Free Schools and Communities Act, 20 U.S.C. Section 1145g and 34 C.F.R. Section 86.1 et seq.; Drug Free Workplace Act of 1988, 41 U.S.C. Section 702

See Administrative Procedure [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3560 Alcoholic Beverages

The Superintendent/President is authorized to enact procedures as appropriate and permitted by law regarding serving alcoholic beverages on campus or at fund-raising events held to benefit non-profit corporations. Alcoholic beverages shall not be served on campus except in accordance with these procedures.

Reference: Business and Professions Code Section 25608

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 3: GENERAL INSTITUTION

3720 Computer /Technology Use

Employees and students who use District computers, networks, and wired or wireless devices and the information they contain, and related resources have a responsibility not to abuse those resources and to respect the rights of others. The Superintendent/President shall establish procedures that provide guidelines to students and staff for the appropriate use of information technologies. The procedures shall include that users must respect audio, video, and software copyrights and licenses, respect the integrity of information resources, refrain from seeking to gain unauthorized access, and respect the rights of other users.

See Administrative Procedures [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 6: BUSINESS AND FISCAL AFFAIRS

6520 Security for District Property

The Superintendent/President shall establish procedures necessary to manage, control "-and protect the assets of the District, including but not limited to ensuring sufficient security to protect property, equipment, and information from theft, loss, or significant damage.

Reference: Education Code Section 81600 et seq.

See Administrative Procedures [ ].

6750 Parking

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 6: BUSINESS AND FISCAL AFFAIRS

The Superintendent/President shall establish such administrative procedures regarding vehicles and parking on campus as are necessary for the orderly operation of the instructional program. No person shall drive any vehicle or leave any vehicle unattended on the campus except in accordance with such procedures.

Parking fees may be established in accordance with these Board policies. (See Board Policy 5030.)

Reference: Education Code Section 76360; Vehicle Code Section 21113

See Administrative Procedures [].

6800 Safety

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 6: BUSINESS AND FISCAL AFFAIRS

The Superintendent/President shall establish administrative procedures to ensure the safety of employees and students on District sites, including the following: ./

• Compliance with the United States Department of Transportation regulations implementing the Federal Omnibus Transportation Employee Testing Act of 1991. Specifically, the District shall comply with the regulations of the Federal Highway Administration (FHWA) and, if applicable, the Federal Transit Administration (FTA). Compliance with these policies and procedures may be a condition of employment.

• Establishment of an Injury and Illness Prevention Program in compliance with applicable OSHA regulations and state law. These procedures shall promote an active and aggressive program to reduce and/or control safety and health risks.

• Establishment of a Hazardous Material Communications Program, which shall include review of all chemicals or materials received by the District for hazardous properties, instruction for employees and students on the safe handling of such materials, and proper disposal methods for hazardous materials.

• Prohibition of the use of tobacco in all public buildings and within twenty (20) feet of building entrances.

See Administrative Procedure [].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7130 Compensation

,/ ~--/

(,.. r,_. ':::.-c:;~

e,-,~

Salary schedules, compensation and benefits, including health and welfare benefits, for all classes of employees and each contract employee shall be established by the Board.

Reference: Education Code Sections 70902(b)(4); 87801; 88160; Government Code Section 53200

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7140 Collective Bargaining

If eligible employees of the District select an employee organization as their exclusive representative, and if after recognition by the District or after a properly conducted election, an exclusive representative is certified as the representative of an appropriate unit of employees under the provisions of the Educational Employment Relations Act, Government Code Section 3540 et seq., the District will meet and negotiate in good faith on matters within the scope of bargaining as defined by law.

Reference: Government Code Sections 3540, et seq.

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7250 Educational Administrators

An administrator is a person employed by the Board in a supervisory or management position as defined in Govemment Code Sections 3540, et seq.

Educational administrators are those who exercise direct responsibility for supervising the operation of or formulating policy regarding the instructional or student services programs of the District.

An educational administrator who has not previously acquired tenure as a faculty member in the District shall have the right to become a first year probationary faculty member once his or her administrative assignment expires or is terminated, if the following criteria are met:

• The administrator meets the criteria established by the District for minimum qualifications for a faculty position, in accordance with procedures developed jointly by the Superintendent/President and the Academic Senate and approved by the Board. The Board shall rely primarily on the advice and judgment of the Academic Senate to determine that an administrator possesses minimum qualifications for employment as a faculty member.

• The requirements of Education Code Section 87458(c) and (d), or any successor statute, are met with respect to prior satisfactory service and reason for termination of the administrative assignment.

Educational administrators shall be compensated in the manner provided for by the appointment or contract of employment. Compensation shall be set by the Board upon recommendation by the Superintendent/President. Educational Administrators shall further be entitled to health and welfare benefits made available by action of the Board upon recommendation by the Superintendent/President.

Educational administrators shall be entitled to vacation leave, sick leave, and other leaves as provided by law, these policies, and administrative procedures adopted by the Superintendent/President

Every educational administrator shall be employed by an appointment or contract of up to four years in duration.

The Board may, with the consent of the administrator concerned, terminate, effective on the next succeeding first day of July, the terms of employment and any contract of employment with the administrator, and reemploy the administrator on any terms and

DESERT COr~qf;[lU[\HTY COLLEGE DISTRICT BO::l.RD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

conditions as may be mutually agreed upon by the Board and the administrator, for a new term to commence on the effective date of the termination of the existing term of employment.

If the Board determines that the administrator is not to be reemployed when his or her appointment or contract expires, notice to an administrator shall be in accordance with the terms of the eXisting contract. If the contract is silent, notice shall be in accordance with Educational Code Section 72411,

Reference: Education Code Sections 72411 et seq" 87002(b), 87457-87460; Government Code Section 3540,1 (g) and (m)

See Administrative Procedure [ ),

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7260 Classified Supervisors and Managers

Classified administrators are administrators who are not employed as educational administrators.

Classified supervisors are those classified administrators, regardless of job description, having authority to hire, transfer, suspend, recall, promote, discharge, assign, reward, or discipline other employees, or having the responsibility to assign work to and direct them, adjust their grievances, or effectively recommend such action.

Classified managers are those classified administrators, regardless of job description, having significant responsibilities for formulating District policies or administering District programs other than the educational programs of the District.

Classified administrators may be employed in the same manner as the other members of the classified service. If a classified administrator is employed as a regular member of the classified service, employment shall be consistent with other provisions of these policies regarding employment of classified employees.

Reference: Government Code Section 3540.1 (g) and (m); Education Code Section 72411

DESERT COMMUNiTY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7370 Political Activity

Employees shall not use District funds, services, supplies or equipment to urge the passage or defeat of any ballot measure or candidate, including, but not limited to, any candidate for election to the governing Board. This policy prohibits political activity during an employee's working hours, but shall not be construed to prohibit an employee from urging the support or defeat of a ballot measure or candidate during nonworking time.

Reference: Education Code Sections 7054; 7056

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7385 Salary Deductions

An employee may request reduction of his or her salary in any amount for any or all of the following purposes:

• participation in a deferred compensation program;

• payment of premiums on any policy or certificate of group life insurance or disability insurance or legal expense insurance, or any of them;

• payment of rates, dues, fees, or other periodic charges on any hospital service contract.

• Contributions to the College of the Desert Foundation, United Way, or any other formally recognized Board approved payroll deduction for charitable contribution.

The request provided for above shall be revocable by the employee.

The District shall, without charge, reduce the salary payment by the amount which the employee has authorized in writing for the purpose of paying his or her membership dues in any local, statewide or other professional organization. Revocation of such authorization shall be in writing and shall be effective beginning with the next pay period.

Reference: Education Code Sections 87040; 87833; 87834; 88167

7400 Travel

DESERT COfv'lMUNiTY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

The Superintendent/President is authorized to attend conferences, meetings and other activities that are appropriate to the functions of the District.

The Superintendent/President shall establish procedures regarding the attendance of other employees at conferences, meetings, or activities. The procedures shall include authorized expenses, advance of funds, and reimbursement.

All travel outside the state must be approved in advance by the Board.

Reference: Education Code Section 87032

See Administrative Procedures [ ].

7520 Volunteers

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

The Desert Community College District shall provide workers' compensation coverage for volunteers in accordance with Education Code Section 72506.

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 7: HUMAN RESOURCES

7600 College Security

The District shall employ campus security officers, who shall provide services as security guards, or patrol persons on or about the campus(es) owned or operated by the District. Their duties include, but are not limited to protecting persons or property, preventing the theft of District property, and reporting any unlawful activity to the District and local law enforcement.

The Superintendent/President shall establish procedures necessary for administration of campus security. In addition, the Superintendent/President shall enter into an agreement with local law enforcement, which includes that campus security officers shall cooperate with local law enforcement in performing their duties.

Every campus security officer who works more than twenty hours per week shall complete a course of training developed by the Bureau of Security and Investigative Services of the Department of Consumer Affairs as required by Education Code Section 72330.5(b).

Every campus security officer shall meet other requirements set out in Education Code Section 72330.5

Reference: Education Code Sections 72330, et seq.

See Administrative Procedures [ ].

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2410 Policy and Administrative Procedure

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The board may adopt such policies as are authorized by law or determined by the board to be necessary for the efficient operation of the district Board policies are intended to be statements of intent by the board on a specific issue within its subject matter jurisdiction,

The policies have been written to be consistent with provisions of law, but do not encompass all laws relating to district activities, All district employees are expected to know of and observe all provisions of law pertinent to their job responsibilities,

Policies of the board may be adopted, revised, added to or amended at any regular board meeting by a majority vote, Proposed changes or additions shall be introduced not less than one regular meeting prior to the meeting at which action is recommended,

Administrative procedures are to be issued by the superintendent/president as statements of method to be used in implementing board policy, Such administrative procedures shall be consistent with the intent of board policy, Administrative procedures may be revised as deemed necessary by the superintendent/president.

The superintendent/president shall biennially provide each member of the board with revisions of the administrative procedures, The board reserves the right to direct revisions of the administrative procedures should they, in the board's judgment, be inconsistent with the board's own policies,

Copies of all policies and administrative procedures shall be readily available to district employees through the superintendent/president.

Reference: Education Code Section 70902

See Administrative Procedure [ ],

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2610 Presentation of Initial Collective Bargaining Proposals

The superintendent/president is directed to enact administrative procedures that assure compliance with the requirements of Government Code Section 3547 regarding the presentation to the board of initial proposals for collective bargaining.

Collective bargaining begins when either an exclusive representative or the district itself presents an initial proposal for consideration as prescribed in collaborative bargaining agreements.

Reference: Government Code Section 3547

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2710 Conflict of Interest

Board members shall not be financially interested in any contract made by the board or in any contract they make in their capacity as board members

A board member shall not be considered to be financially interested in a contract if his or her interest is limited to those interests defined as remote under Govemment Code Section 1091 or is limited to interests defined by Government Code Section 1091.5.

A board member who has a remote interest in any contract considered by the board shall disclose his or her interest during a board meeting and have the disclosure noted in the official board minutes. The board member shall not vote or debate on the matter or attempt to influence any other board member to enter into the contract.

A board member shall not engage in any employment or activity that is inconsistent with, incompatible with, in conflict with or inimical to his or her duties as an officer of the district.

In compliance with law and regulation, the superintendent/president shall establish administrative procedures to provide for disclosure of assets of income of board members who may be affected by their official actions, and prevent members from making or participating in the making of board decisions which may foreseeably have a material effect on their financial interest.

Board members shall file statements of economic interest with the filing officer identified by the administrative procedures.

Board members are encouraged to seek counsel from the district's legal advisor in every case where any question arises.

Reference: Government Code Sections 1090, et seq.; 1126; 87200, et seq.; Title 2, Sections 18730 et seq.

See Administrative Procedure [].

DESERT COMMUNITY COLLEGE DISTRiCT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2716 Political Activity

Members of the Board shall not use District funds, services, supplies or equipment to urge the passage or defeat of any ballot measure or candidate, including, but not limited to, any candidate for election to the goveming board.

Education Code Section 7054; 7056 Government Code 8314

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2717 Personal Use of Public Resources

No trustee shall use or permit others to use public resources, except that which is incidental and minimal, for personal purposes or any other purpose not authorized by law.

Govemment Code Section 8314 Penal Code Section 424

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2720 Communications Among Board Members

Members of the board shall not communicate among themselves by the use of any form of communication (e.g., personal intermediaries, e-mail, or other technological device) in order to reach a collective concurrence regarding any item that is within the subject matter jurisdiction of the board.

Reference: Government Code Section 54952.2

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2725 Board Member Compensation

Members of the board who attend all board meetings shall receive $240.00 per month. The student member receives $120.00 per month. A member of the board who does not attend all meetings held by the board in any month shall receive, as compensation, an amount not greater than the pro rata share of the number of meetings actually attended.

A member of the board may be paid for a meeting when absent if the board, by resolution, finds that at the time of the meeting, the member is performing services outside the meeting for the community college district, is ill, on jury duty, or the absence is due to a hardship deemed acceptable by the board.

Reference: Education Code Section 72425

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2735 Board Member Travel

Members of the board shall have travel expenses paid whenever they travel as representatives of and perform services directed by the board.

Reference: Education Code Section 72423

See Administrative P~ocedure [ ].

DESERT COMMUNiTY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2740 Board Education

The board is committed to its ongoing development as a board and to a trustee education program that includes new trustee orientation.

To that end, the board will engage in study sessions, provide access to reading materials, and support conference attendance and other activities that foster trustee education.

Reference: Accreditation Standard 10.A.6

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 1: THE DISTRICT

1100 The Desert Community College District

The District has been named the Desert Community College District.

The name is the property of the district. No person shall, without the permission of the board, use this name orthe name(s) of any college(s) or other facilities of the district, or any abbreviation of them, to imply, indicate or otherwise suggest that an organization, product or service is connected or affiliated with, or is endorsed, favored, supported, or opposed by, the district.

Reference: Ed Code 72000(b)

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 1: THE DISTRICT

1300 Legal Authority

The Board of Trustees derives its authority from the Education Code of the State of Califomia. The Board is subject to the provisions of the Constitution of the State of California, the rules and Regulations of the Board of Governors of the California Community Colleges, other State Codes pertaining to the operation of the Community Colleges, and its own policies and procedures.

Education Code 70902 Title 5, California Administrative Code

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2010 Board Membership

The Board shall consist of five (5) members elected by the qualified voters of the District Members shall be elected at large but representing the Trustee Area in which they reside. Any person who meets the criteria contained in law is eligible to be elected or appointed a member of the Board.

Reference: Education Code Section 72023, 72103

Approved:

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2100: Board Elections

The term of office of each trustee shall be four years, commencing the first board meeting in December following the election. Elections shall be held every two years, in even numbered years. Terms of trustees are staggered so that, as nearly as practical, one half of the trustees shall be elected at each trustee election.

Reference: Education Code Sections 5000 et seq.

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2305 Annual Organizational Meeting

The annual organizational meeting of the board will be held on a day within fifteen (15) calendar days of the last Friday in November. The purpose of the annual organizational meeting is to elect a president, vice president, clerk, and a voting representative to the County Committee on School District Organization and conduct any other business as required by law or determined by the board.

Reference: Education Code Section 72000(c)(2)(A)

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2310 Regular Meetings of the Board

Regular meetings of the board shall be held the third Thursday of each month. Regular meetings of the board shall normally be held in the College of the Desert Multi-Agency Library, 43-500 Monterey Ave., Palm Desert, California.

A notice identifying the location, date, and time of each regular meeting of the board shall be posted at least ten (10) days prior to the meeting and shall remain posted until the day and time of the meeting.

All regular meetings of the board shall be held within the boundaries of the district except in cases where the board is meeting with another local agency or is meeting with its attorney to discuss pending litigation if the attorney's office is outside the district.

All regular and special meetings of the board shall be open to the public and comply with Brown Act provisions, except as required or permitted by law.

Reference: Education Code Section 72000(d)

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2320 Special and Emergency Meetings

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Special meetings may from time to time be called by the president of the board or by a majority of the members of the board. Notice of such meetings shall be posted at least 24 hours before the time of the meeting, and shall be noticed in accordance with Brown Act requirements. No business other than that included in the notice may be transacted or discussed.

Emergency meetings may be called by the president of the board when prompt action is needed because of actual or threatened disruption of public facilities under such circumstances as are permitted by the Brown Act, including work stoppage, crippling disasters, and other activity that severely impairs public health or safety. No closed session shall be conducted during an emergency meeting. .

The superintendent/president shall be responsible to ensure that notice of such meetings is provided to the local news media as required by law.

See Administrative Procedure [ #].

Reference: Government Code Section 54956;. Education Code Section 72129

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

2330 Quorum and Voting

A quorum of the board shall consist of three members. The board shall act by majority vote of all of the membership of the board, except as noted below.

No action shall be taken by secret ballot.

The following actions require a two-thirds majority of all members of the board:

• Resolution of intention to sell or lease real property (except where a unanimous vote is required);

• Resolution of intention to dedicate or convey an easement;

• Resolution authorizing and directing the execution and delivery of a deed;

• Action to declare the district exempt from the approval requirements of a planning commission or other local land use body;

• Appropriation of funds from an undistributed reserve;

• Resolution to condemn real property.

The following actions require a unanimous vote of all members of the board:

• Resolution authorizing a sale or lease of district real property to the state, any county, city, or to any other school or community college district;

• Resolution authorizing lease of district property under a lease for the production of gas.

Reference: Education Code Section 72000(d)(3)

2355 Decorum

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

The following will be ruled out of order by the presiding officer:

• Remarks or discussion in public meetings on charges or complaints which the board has scheduled to consider in closed session.

• Profanity, obscenity and other offensive language. • Physical violence and/or threats of physical violence directed towards any person or

property.

In the event that any meeting is willfully interrupted by the actions of one or more persons so as to render the orderly conduct of the meeting unfeasible, the person(s) may be removed from the meeting room.

Speakers who engage in such conduct may be removed from the podium and denied the opportunity to speak to the board for the duration of the meeting.

Before removal, a warning and a request that the person(s) curtail the disruptive activity will be made by the president of the board. If the behavior continues, the person(s) may be removed by a vote of the board, based on a finding that the person is violating this policy, and that such activity is intentional and has substantially impaired the conduct of the meeting.

If order cannot be restored by the removal in accordance with these rules of individuals who are willfully interrupting the meeting, the board may order the meeting room cleared and may continue in session. The board shall only consider matters appearing on the agenda. Representatives of the press or other news media, except those participating in the disturbance, shall be allowed to attend any session held pursuant to this rule.

Education Code Section 72121.5; Government Code Section 54954.3(b)

2360 Minutes

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES ;

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The superintendent/president shall cause minutes to be taken of all meetings of the board. The minutes shall record all actions taken by the board. The minutes shall also record all motions, the names of those making and seconding motions, and dissenting votes. The minutes shall be public records and shall be available to the public.

Reference: Education Code Section 72121(a)

2365 Recording

DESERT COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES

CHAPTER 2: BOARD OF TRUSTEES

If the board causes any tape or video recording of a meeting, the recording shall be subject to inspection by members of the public in accordance with the California Public Records Act, Government Code Sections 6250, et seq. The superintendent/president is directed to enact administrative procedures to ensure that any such recordings are maintained for at least thirty days following the taping or recording.

Persons attending an open and public meeting of the board may, at their own expense, record the proceedings with an audio or video tape recording or a still or motion picture camera or may broadcast the proceedings. However, if the board finds by a majority vote that the recording or broadcast cannot continue without noise, illumination, or obstruction of view that constitutes or would constitute a persistent disruption of the proceedings, any such person shall be directed by the president of the board to stop.

Government Code Sections 54953.5, 54953.6; Education Code Section 72121(a);

See Administrative Procedure [].