DESERT COMMUNITY COLLEGE DISTRICT REGULAR BOARD MEETING

MULTI-AGENCY LIBRARY COMMUNITY ROOM FRIDAY, OCTOBER 16, 2009

MINUTES I. CALL TO ORDER – PLEDGE OF ALLEGIANCE The meeting was called to order at 9:37 a.m.. by Board Chair Broughton, followed by the

Pledge of Allegiance. II. ROLL CALL Trustees Becky Broughton, Charles Hayden, John Marman and Bonnie Stefan were present.

Merle C. “Bud” Miller was ill and Student Trustee Cindy Borgetti was attending the CCCSSA Conference. A motion was made by Trustee Stefan, seconded by Trustee Marman, to excuse both members. The motion carried unanimously.

III. AGENDA:

A. CONFIRMATION OF AGENDA: A motion was made by Trustee Stefan, seconded by Trustee Marman to approve the agenda of the regular meeting of October 16, 2009 as presented. The motion carried unanimously.

IV. PUBLIC COMMENTS (All Items): None

V. APPROVE THE MINUTES OF:

There were no corrections to the minutes of September 18, 2009 and they stand approved. VI. REPORTS A. GOVERNING BOARD

Trustee Hayden visited family in Colorado and reported his grandson is attending a Community College there. The fees at this college are $105.00/unit.

Trustee Marman reported on his activities:

Attended a Pathways to Success meeting Attended the Valley Business Expo Attended several COD Foundation meetings Spoke to 4 High School Freshman classes about college & careers Walked with Team COD for the Desert Cancer Foundation Coordinated a fire safety program for 3rd graders at 5 local elementary schools Attended several COD athletic events Attended a memorial service for Ken Simonds, who was a good friend of the college

He reported that Homecoming is November 7 and the Alumni will hold its bar-b-q for a cost of $15.00, which includes membership to the Alumni Association and free entry to the game.

Trustee Stefan reported on her activities: Attended a CalPass meeting

Student Trustee Borgetti was not present but provided a report and Chair Broughton read the hightlights:

Attending the CCCSSA Leadership Conference Attended a Foundation Group meeting Worked with RUSH week Attend an ASCOD Executive meeting Attended the Open Forum

ASCOD will be hosting an Open Forum on November 4 and will be answering any questions students may have regarding their Student Senate. Chair Broughton expressed her appreciation for all the work the Student Trustee does.

Trustee Broughton reported on her activities:

Attended East Valley Friends and Alumni meeting Working with Accreditation Standard IV Team for COD’s Accreditation Self-Study

B. COLLEGE OF THE DESERT FOUNDATION

President Patton introduced Michael Barnard, the new Interim Executive Director of the Foundation. Colleen McBride, Director of Development, COD Foundation, was present and gave a brief report.

C. COLLEGE OF THE DESERT ALUMNI ASSOCIATION Mr. Gene Marchu, Executive Director of the Alumni Association, was present and gave a brief report. D. ACADEMIC SENATE Dr. Rey Ortiz, Academic Senate President, was present and gave a brief report.

E. FACULTY ASSOCIATION

Chuck Decker, President of the Faculty Association, was present and gave a brief report.

F. C.O.D.A.A. Dr. Fergus Currie, President of CODAA, was present and gave a brief report. G. CSEA

Ms. Mary Lisi, President of CSEA, was present and gave a brief report. H. ASCOD

Mr. Juan Gonzalez, Vice President of ASCOD, was present and gave a brief report. VII. ADMINISTRATIVE REPORTS

A. President President Patton reported the Faculty Acknowledgements will resume in November. He did acknowledge Faculty member David Catanzarite, who is directing Hal Linden in “Tuesday’s with Morrie” at the Indian Wells Theatre at CSU. He encouraged all to see it. President Patton introduced Tom Wixon, Director of Public Relations and Marketing, who presented a short Power Point on the 4 awards COD received from the National Council of Marketing and Public Relations. President Patton thanked the College Administrators for their voluntary salary reduction starting immediately. Trustee Marman reported there was informal consensus of the Board members they would like to follow the lead of the Administrators in taking a salary reduction. The Trustees will formalize this as an agenda item at the Board retreat on October 30. Farley Herzek, Vice President Academic Affairs, reported he attended the open mic event on Wednesday at the Marks Art Gallery. He thought this an amazing opportunity for our students to showcase their performing arts talents. Vice President Herzek introduced Ruth Nolan, Associate Professor of English, who presented her sabbatical report: Connecting the Dots in the Desert; Making Maps and Marking Stories. This was a sabbatical project promoting reading, writing, and conversation across the curriculum. Professor Nolan also edited the book “No Place for a Puritan”. Copies of her book should be available at the next Board meeting. She also collaborated with Professor Kurt Leuschner on a map-sized trail guide called “Palms to Pines Birding and Nature Trail: A Guide to Top Birding and Nature Trail Sites In and Around the Coachella Valley”. The third aspect of her sabbatical project involved extensive research toward a proposal for a planned certificate program of creative writing. Mr. Herzek provided a handout and presented a Power Point on “Summer School 2010?” - FTES projections. Dr. Edwin Deas, Vice President, Business Affairs, reported he was absent last week as he was part of the Accreditation Site Visit to American River College. Chair Broughton suggested the Board move ahead to the Action Agenda: President: Proclamations as there are several students attending prepared to read the proclamations. The Members agreed.

VIII. ACTION AGENDA A. PRESIDENT

1. Proclamation: National Native American Heritage Month

President Patton read the Proclamation aloud. A motion was made by Trustee Stefan, seconded by Trustee Hayden to approve the proclamation as presented. The motion carried unanimously. 2. Proclamation: International Education Week Christina Delgado, International Education Program Director, introduced student worker Chui Mei Chan, an International student from Hong Kong, who read the proclamation aloud. A motion was made by Trustee Stefan, seconded by Trustee Marman to approve the proclamation as presented. The motion carried unanimously. 3. Proclamation: Phi Theta Kappa Week Dr. Diane Ramirez, Vice President, Student Affairs, read the proclamation aloud. A motion was made by Trustee Stefan, seconded by Trustee Marman to approve the proclamation as presented. The motion carried unanimously. 4. Proclamation: Extended Opportunity Programs & Services Month Dr. Ramirez introduced Kelly Blair, EOPS Secretary Assistant. Mr. Blair introduced Student Worker Robert Sevilla, who read the proclamation aloud. A motion was made by Trustee Hayden, seconded by Trustee Marman to approve the proclamation as presented. The motion carried unanimously. A short YouTube video was shown supporting the California Community College EOPS program. This video ad introduces students who are affected by the recent state budget cuts and encourages contact with the State Legislature to support the EOPS program.

Dr. Ramirez reported there were 60-80 High School Counselors on the COD Campus today

for our Annual High School Counselor Workshop day. She also reported attending a conference on strengthening student success along with 5 faculty representing reading, math, counseling, the Academic Senate, and Farley Herzek. The group came back with great ideas that will be shared in future meetings.

IX. CONSENT AGENDA: All items on the Consent Agenda will be considered for

approval by a single vote without discussion. Any Board member may request that an item be pulled from the Consent Agenda to be discussed and considered separately in the Action Agenda.

A motion was made by Trustee Stefan, seconded by Trustee Hayden to approve the consent agenda as presented. The motion carried unanimously.

A. BUSINESS AFFAIRS – Human Resources

1. Classified – New Appointment 2. Classified – Extension of Assignment 3. Classified – Continuation of Assignment 4. Classified – Substitute Appointments 5. Hourly Personnel – Adjunct Faculty

6. Hourly Personnel – Student Workers/Tutors 7. Leadership – Service Out-Of-Class 8. Volunteers 9. Employment Agreements 10. Leadership Employment Agreement

B. BUSINESS AFFAIRS – Business Services, Fiscal Services 1. Change Order #1 – Dining Hall Renovation Project – Doug Wall Construction 2. Change Order #3 – Public Safety Academy Project – Whites Steel 3. Change Order #5 – Public Safety Academy Project – Jezowski & Markel Contractors 4. Gifts/Donations to the District 5. Payroll #3 6. Approval of Contracts

IX. ACTION AGENDA

B. BUSINESS AFFAIRS – Business Services, Fiscal Services, Facilities Services 1. Bid Award – Public Safety Academy Parking and Magnesia Falls Entrance

A motion was made by Trustee Marman, seconded by Trustee Hayden to approve the bid award as presented. The motion carried unanimously. 2. Bid Award – visual Arts Kiln Building Demolition Project

A motion was made by Trustee Stefan, seconded by Trustee Marman to approve the bid award as presented. The motion carried unanimously. 3. Receive Report of Workers’ Compensation Self-Insurance

A motion was made by Trustee Stefan, seconded by Trustee Marman to receive the report as presented. The motion carried unanimously.

Wade Ellis, Director of Fiscal Services, and Robert Blizinski, Executive Director, Human Resources & Labor Relations, presented an overview of the various safety programs put into place to offset our Workers Comp claims.

4. Approval of Warrant Lists A motion was made by Trustee Marman, seconded by Trustee Hayden to approve the proclamation as presented. The motion carried unanimously. 5. Designation of Off-site location per CA Code Section 53094

A motion was made by Trustee Stefan, seconded by Trustee Marman to approve the proclamation as presented. The motion carried unanimously.

C. STUDENT AFFAIRS

1. To RaWy Contract to Use Am&an Recovery and Reinvestment Act (ARRA) Stimulus funds

A motion was made by Trustee Stefan, seconded by Trustee Maman to ratlfy the conttact as presented. The motion caaiedunanimously.

X. SUGGESTIONS FOR FUTURE AGJ3NDAS

1. Trustee Bmugbtotl asked ifproclamations could be mmed to the Pnblic Comments section in the future so as not to inconvenience the students reading them.

2. Trustee Hayden plans to present information on a pmgram he's working on with the Betty Ford Center. The program pmvides a place on campus for recovering dcoholic/drug abusing students to receive support.

3. Trustee Marmvl asked that the Trustee stipend reduction be on the Retreat agenda.

XI. ITEMS OF INFORMATION

9. Bosrd Policy 6850 - Sustainable Stewardship -First Reading

XII. AD_TOURN TO CLOSED SESSION

XII. CLOSED SESSION:

1. CONFERENCE WITH REAL PROPERTYNEGOTIATORS Prop*: Parcel Numbers: 657230015,657230025,657230028,669330015,669330025, 669330029,669330030,657280015,657280014,657280016,657280002,657280003, 669330021)4,717270002,717270003,717270004,71270007,71720008,71720011, 71720012,71720012,71720014,664100002,664100003,664100019,664110046, 664190025,663290003,663250004,664110051 and 611211002.

Under Negotiation: Reviewing Land Acquisition Dr. Edwin Deas

XIII, RECONVENE TO OPEN SESSION

No reportable action taken in dosed session.

mv. ADJOURN

A motion was made by Trustee Stefan to adjoutn. Meeting adjourned at 1:30 p.m.

Connecting the Dots In the Desert: Making Maps and Marking Stories

A sabbatical project promoting reading and writing across the curriculum for students of College of the Desert

No Place for a Puritan:

The Literature California’s Deserts

Palms to Pines Resource Guide

24 hrs @ 24 fps – a poetry and photography experience in Joshua Tree National Park

presented on October 16, 2009 by Ruth M. Nolan, M.A.

15 Unit Certificate of Creative Writing Proposed for English and Mass Media Programs of Study

College of the Desert, beginning in fall, 2010

Associate Professor of English, College of the Desert

I would like to thank the College of the Desert administration and school board for their generous support of my

sabbatical projects, which include a desert literature athology; a birding and nature trail map; a film collaboration with Joshua Tree National Park, the CA-UCR museum of photography; and a proposed Certificate of Creative Writing

program available to students in English and Mass Media.

No Place for a Puritan: the literature of California’s Deserts

An anthology of literature edited by Ruth Nolan, published by Heyday Books (2009)

Presentation of No Place for a Puritan:

the literature of California’s deserts (Heyday Books, 2009) to the College of the Desert board.

Overview of No Place for a Puritan: the literature of California’s deserts

This anthology of California desert literature, which I proudly share with the board and College of the Desert today, is the culmination of a near-three year project, during which I traversed the vast California desert – which is contained by all or part of seven of the largest counties in the state- by car, on foot, by canoe, mountain bike, and via extensive on-ground and online research involving hundreds of people and thousands of authors and works of literature, including newspapers, magazines, books, encyclopedias, films, and more. The book, which reflects thousands of hours of work on the behalf of myself and diverse others along the way, from friends, colleagues, family, and other assistants, is being received as we speak at the warehouse of my publisher, Heyday Books, in Berkeley, a nonprofit press that specializes in California heritage and legacy publications. Publication has been funded by grants from the James Irvine Foundation and Santa Clara University. This anthology is the first known collection representing the entire California desert. The anthology is the result of my 20 years teaching secondary and college English and literature courses, including desert and Native American literature at COD, and my lifelong passion for the CA desert, beginning in 1973 when I moved to the Mojave Desert. This is also a reflection of years spent reading, research, and teaching literature and creative writing courses at the secondary, community college, and university levels. I first envisioned doing this book after I became involved with an anthology of southern California “Inland Empire” literature, Inlandia: a literary journey through California’s Inland Empire, published by Heyday Books in 2006; my poetry appears in that book, and many of the works therein are about the California desert. In fact, that collection is currently being used in classes by several COD composition instructors. However, I felt that an anthology dedicated entirely to the California deserts, including our region, was necessary, especially as it could be beneficial to my instruction and students at COD, and hopefully be viewed as such campus-wide. The publication of this book reflects a true collaboration that bridges the disciplines, as is evidenced in my longer report, which will be emailed to COD administrators and board members. The book can be used by professors at COD across the curriculum. I would like to make the modest proposal that our college will consider adopting this as a freshman composition reader for English students No Place for a Puritan spans a time frame from early human history to the present day, and representative of multiple writing genres, such as poetry, memoir, journal, novel, short story, news writing and creation stories, the book is organized into sections that reflect the following: dangers of the desert; desert crossings; lure of the desert; making the desert home; the changing desert in the 20th-21st centuries; and conserving and protecting the land. In my longer report, I’ve demonstrated how the anthology can facilitate instruction in courses across the academic disciplines offered at COD, including: local history: pieces on Cesar E. Chavez, immigration, early and current Native American inhabitants, and early 20th century date farm settlement; sociology: selections of Manzanar concentration camp in the northern Mojave; and from the novel, Willie Boy, a tragic and enduring wild west-and true- story of murder and Indian-hating set here in our local desert; English and literature: selections from some of the finest writers typically represented in college English classes, including John Steinbeck, Joan Didion, and Sylvia Plath; and science/conservation/ecology, with pieces by biologist Edmund Jaeger, W. Lee Storrs, and Mary Austin. I’ve picked selections that are accessible to the average and educated reader and audience, and that also uphold a high level of literary excellence.

In addition to being a contribution to COD students, faculty, administrators and our desert community, No Place for a Puritan is also being received warmly by outside academic communities; a literary reading and panel presentation is scheduled for the UCR-Palm Desert campus in January, 2010, and a similar event will be part of the noted UCR Writers Week in February, 2010.

Preface

Adapted from No Place for a Puritan: the literature of California’s deserts by Ruth Nolan copyright © 2009 by Ruth Nolan

I was ten years old in 1973 when my father first drove me in his old Volkswagen

Bug from my hometown of San Bernardino, imbedded in the smog of southern California sixty miles east of Los Angeles, up the long, steep grade of Interstate 15 and over the four thousand-foot lip of Cajon Pass. I held my breath as we reached the top and saw, for the first time in my life, a land that was as wide and vast as the sea. There, at the edge of the Mojave Desert, a long necklace of headlights stretched east for forty miles; toward the west, the sky was lit with rose and orange hues. We descended towards the small town of Victorville, racing past Joshua Trees whose thick-needled fists etched gracefully and fiercely against the sunset. I knew then and there that I’d found my place, my calling, my landscape. I stuck my head out the window and looked up: there was the evening star, a slice of moon alongside it. I was instantly and forever smitten.

This was an empty and imposing land, rife with promise of danger and thrill. I

sensed that an entirely new adventure lie in wait for our family there, where we intended to re-locate to be near my father’s new job. My intuitions were confirmed when my mother opened a kitchen drawer to find a baby Mojave Green rattlesnake; when I went to bed serenaded by a symphony of coyotes every night; when my brother went to the hospital with dehydration after climbing a harsh rock peak near our house on an August afternoon. The desert was as silent as a church during a funeral and as wide open and empty as a schoolyard on a Sunday, but it was never, ever boring.

At the heart of this collection is some of the best writing found in the American literary canon. There are stories, poems, journal entries, and news stories that incorporate many unique icons of the desert: the roadrunner, the remote homesteading cabin, the mirage. There are stories that thrill, frighten, sadden, and inspire: a man foolishly and arrogantly collecting live rattlesnakes; a lone woman striving to make a home in a remote desert canyon; Asian-American farmers in the Imperial Valley suffering unbearable personal loss; and a family coping with incarceration in a World War II concentration camp. There are meditations on how the desert landscape parallels the human spirit, and tales of ethnically diverse people carving communities of the farthest corners of the California desert. People from the region’s diverse Indian

tribes—the Timbisha Shoshone, the Cahuilla, the Serrano, the Chemeheuvi, the Mojave, and others—have participated in this project, and an essay commemorating the passage of the historic California Desert Protection Act in 1994 is also included. In this collection, anything can happen, and often does: familiar voices are included alongside literature that has been obscurely published, is just arriving on the scene, or has been long out of print.

Certificate in Creative Writing, 15 units English, Mass Media Programs of Study

Current efforts towards creating Student Learning Outcomes and identifiable methods of assessment are leading the way towards a campus-wide strengthening of writing skills for students at College of the Desert planning to graduate and/or prepare for transfer or employment. Pedagogical methodologies such as reading and writing across the curriculum are receiving special attention in the development and adaptation of these SLO’s and tools of assessment. One of the goals of my sabbatical was to provide a proposed structure of courses that might be combined, in the English and Mass Media Programs of Study and available to students majoring in English or Mass Media programs, as well as to students campus-wide, to build a proposed certificate of creative writing. The following certificate proposal is a 15 unit cluster of classes drawing from courses offered in both English and Mass Media; taking into account the offering of courses semester by semester, the certificate may easily be completed in a two year period – the typical duration of earning an Associate’s Degree – or less by either the traditional or non-traditional COD student alike. The proposal combines writing courses offered by COD that are outside of the degree and transfer required courses such as composition, and that give students the opportunity to continue to strengthen their writing skills both for continued academic study and employment, regardless of their plans beyond their time spent at COD. This certificate program is also ideal for those who will continue on at our local California State University, San Bernardino – PDC for their four year degrees, and those who plan to further their studies with post-graduate work at the local University of CA, Riverside, PDC in one of the Master of Fine Arts creative writing programs. Achievement of specific writing, editing, and literary study skills gained in each class taken towards the certificate program will be enhanced and measured by the SLO’s and tools of assessment for each respective class taken. Based on a broad survey of similar or comparable writing certificate programs available at other two year colleges throughout California, also designed for employment or transfer, this proposal

integrates creative writing, technical/business writing, the intensive study of writing genre, and journalism/magazine production courses and gives students the opportunity to strengthen their writing skills as they focus on their other classes during their time at COD. Ideally, completion of the certificate gives students further development of “connecting the dots” across the curriculum by enhancing their writing skills for a broader range of academic majors and careers, and for those who plan to become working and/or professional writers and/or editors.

Certificate In Creative Writing Proposed for College of the Desert English and Mass Media Programs of Study,

for transfer or employment, non degree applicable

Creative Writing Required: TWO of the following English 005A Creative Writing English 005B Creative Writing ** 3.0 (one course applies towards certificate) Or English 23 Introduction to Autobiography 3.0 6.0 units Technical/Business Writing Required English 41 Technical and Business Writing 3.0 3.0 units Literary Genre Study Required: one of the following:

English 18 Introduction to Poetry 3.0 or English 15 The Short Story 3.0 or English 25 Introduction to the Novel 3.0 3.0 units Mass Media One of the following: J-003A News Reporting & Writing J-004A Basic Newspaper Production J-004B Intermediate Newspaper Production J-004C Advanced Newspaper Production or J-010 Magazine Writing and Production 3.0 (offered only spring semester 3.0 units

Total units required 15.0 units **Eng 005A may be waived for direct enrollment in Eng 005B if student meets prerequisite or receives instructor approval Faculty initiator: Ruth Nolan 10.16.09

The Palms to Pines Birding and Nature Trail Map

Together with COD Natural Resources Professor Kurt Leuschner, I collaborated on the innovation, design, research, and production for a beautiful, map-sized trail guide named “Palms to Pines Birding and Nature Trail: a Guide to the Top Birding and Nature Trail Sites in and around the Coachella Valley.” The map was published in March, 2008, and involved thousands of collaborative and individual hours of research, on-site visits to more than ten designated “sites” of interest, writing, editing, layout, design, and photography, as well as collaborating with a graphic designer, printer, other photographers, and representatives from National Parks, State Parks, Tribal Councils on Indian Reservations, and numerous other local, county, state, and federal agencies. Originally conceived as a book project, the outcome is a more readily available bird and nature trail map which is easily used in the field to orient users to ten highlighted areas ranging from the

Living Desert Reserve to Joshua Tree National Park, Salton Sea, and Anza Borrego State Park, and ranging in elevation range/habitats of below sea level to 10,000 feet. The map is currently being used across the disciplines by birders, naturists, and other visitors to the outdoors regions in our vicinity as an education and aesthetic tool. The map was formally presented at the March 1, 2008 dedication of the Santa Rosa Mountain-San Jacinto Mountain National Monument and to Congresswoman Mary Bono by Ruth Nolan and Kurt Leuschner, and was funded by a grant received in collaboration by the Friends of the Desert Mountains and Edison Company. 10,000 copies are in or will soon be in circulation free of charge to the public, to COD students, and interested others.

Escape to Reality: 24 hrs @ 24 fps a film-photography-poetry experience based in Joshua Tree National Park

During my sabbatical, I also had the honor of being invited to collaborate with College of the Desert instructor Jacalyn Garcia-Lopez, who teaches digital photography here; a number of her COD photography students; Joshua Tree National Park; and photographers from the UCR-California Museum of Photography located in Riverside, on a 24-hour long photo shoot of the monument. The culmination of this project resulted in a blending of photo images, music, pre-recorded footsteps crunching across the desert (mine!) and a five-minute long narrative poem I conceived, written in the pattern of the Navajo Nigh Chant. The 24-minute film has been screened at UCR-CMP, at various locations in Riverside and in Los Angeles, and is being considered for inclusion in the 2010 short film festival in Palm Springs, CA. In addition, it is being used by photography instructors at COD and RCC, at UCR, and also in my poetry lit and creative writing classes in the instruction of poetry and prose writing. Additionally, I will be coordinating a writing workshop in collaboration with photography sessions at the 2010 photo shoot, scheduled for April, 2010 in……Joshua Tree National Park.

. College of theDesert Board .a9 'i:rustee;s Prese~taaion

Summer School 2010?

FTES Projections

Farley Herzek, Vice President

Academic Affairs October 16,2009

7D.es.ert Community College Distri.ct coti,qe:.af:$bg p,a~qt-

LAST SCHY)OCYE&R as Repotted'totlie Chan6en'dr'.s~Qf$ice

This Schedule of Classes was built upon the promise of being paid for 8181 FTES.

Our ease was reduced by 91 FTES to 8,080 at the conclusion of School year. I This equals a loss of $418,600 in revenue to the DCCD.

If the State of CA would have kept its promise of COD being paid for 8,181 FTES we would have only been 5.9% over base. Tbti%as.- ... . .. ..

if we were paid for all we had served (the additional 601 FTES) we would have generated an additional $2,764;600.00

Desert Community College District College of the Desert

. . Current ~chlool Year with NOSummer Sohool FTES Classes ~ h n n e d

Our base for 2009-2010 School year was reduced to 7,786. This represents a loss of 395 FTES. This reduction was made In August, 2009 a t the completion of summer school and the start of the Fall. 2009 semester.

395 FTES equals a loss of $1,817,000 in revenue to our general fund.

To mitigate the loss of 395 FTES we had to reduce by approximately

We cut 50 sections In Fall and approximately 120 sections in Spring.

We would have to close approximately 605 sections of classes to make up the loss of $1,817,000 (approximately $3000/Class Section).

Current School Year wi th a 50% ShniMkr Schm'ol (*hut 1UU sectlonis of dlasses)

All 100 sections of classesmust start and finish within the month of June, 2010. This would not Incur any additional Student Affairs costs. Classes could be offered online and/or at our lndio site (no Palm Desertofferingslwith exceptions).

100 sections would cost rougMy $30!J,000 and generate about 300 unfunded FTES.

Where would these funds come from in FY 2009-2010? Is it fiscally responsiblefor us to even further over produce? What would be the focus of such an abbreviated summer schod? What are the pedagogical impilcatlons of such compressed instruction? Does this limited course offering create good will In our community or fuel more frustration?

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2 ~ ? 1 ~ - i o l l - ~ c h a o l Yearmnth ~ :Summer .S rbnY 2- ETeSClasmRlamed

This scenario assumes the same FTES Base as 2009-2010.

Thisscenario replicates the same number of claslsections and thesame FTES generation as in fall and spring 2009-2010 with no summer in 2010 that will carryforward to 2010-2011 fiscal year.

If ourbase were to be increased [we were paid for growth) we could alwaysadd backsummer in June of 2011. On the other hand, the base can be further ~&&sctd_atrlRYtime.

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20WJ-2011 Scho;al Year w~~Summer.S&ool mlfi FTeSChssses Planned

I FIIIi:+,- .FES , .- 8 ,

I s V ? e1& & 4'4%

This scenario assumes the same FTES Base as 2009-2010.

This scenario shows us adding back approximately 150 sections of classes for summer2011 (75% of previous summers) which has the potential to generate 450 FTES.

This scenario hasus reducing fall and spring course offerings by a total of 150class sections to make up the cost of the additional cost of the 150 sections offered in summer.

We would look to offer classes primarily online and/or at our lndlo site whlch would mftlgate facilities costs. We would stil l Incur Student Affairs costs such as counsellng,tlnancial aid, matrlculatlon. OSPS, registration, printing of schedules...

We will start planning for fall, 20101n February, we will need to make a dedslon on summer, 2011 VERY SOON.

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0 : p ~ ; o . ~ ~ ,fat SWmIp'lw m0 #Nm wrgmt ~ ' i l l i l p a o t tb- $he :General Fund $wdbeti

Community Education classes such as Kick Boxing, Core Training, Pilafes, Yoga with a fee structure that works on the premise of breaking even.

A s u m m e c m - targeting graduating high school seniors. This may be accomplished by leveraging categorical funds such as SB70, MESA, BSI, local school districts, DCCD Foundation and Alumni Association, etc... Much discussion, planning and dialogue with faculty needs to take place for summer. The goal of this program would be to move students up 1-2 levels (or more) in the Math andlor English sequence of classes. Models of Summer Bridge programs were presented at the Student Success Conference in S.F. This would be a not for creditlfree program forstudents.

This will show our commitment to local K-12 Districts while dramatically impacting the students involved.