Governing Board Meeting
Agenda
Monday, March 4, 2013
Cabrillo College Sesnon House
6500 Soquel Drive
Aptos, California 95003
5:30 pm Closed Session
6:00 pm Open Session
1
GOVERNING BOARD OF TRUSTEES
GOALS FOR 2012-13
1. Student Success will be the priority in determining:
Compensation and benefits for all employee groups that are sustainable and
comparable with best practice for similar organizations;
Staffing patterns that conserve resources to support student achievement;
Allocation of resources to creatively address student needs and increase achievement
of student goals.
2. The Board is committed to shared governance and values the timely recommendations of
the College Planning Council to inform board decisions.
3. The Board supports the implementation of the process that will result in a green,
paperless delivery of all Board materials to the members of the Governing Board, the
college community, and the public.
4. The Board will engage the community through broad discourse to chart the path for
Cabrillo’s continuing legacy in light of the unprecedented fiscal challenges facing the
College and the state of California.
2
Cabrillo College Governing Board
Monday, March 4, 2013
Cabrillo College Sesnon House
6500 Soquel Drive
Aptos, California 95003
OPEN SESSION (McPherson Room)
1. Call to Order and Roll Call
2. Adoption of Agenda
3. Public Comments Regarding closed Session Items
(three minute time limit per speaker)
4. In-service Training: Access to paperless agenda materials
5. Announcement of Closed Session
6. Adjourn to Closed Session
CLOSED SESSION (Pino Alto Room)
1. Conference with Labor Negotiator (Government Code §54957.6)
District’s Designated Representative: Victoria Lewis
Employee Organization: CCEU
2. Conference with Labor Negotiator (Government Code §54957.6)
District’s Designated Representative: Victoria Lewis
Employee Organization: CCFT
3. Conference with Labor Negotiator (Government Code §54957.6)
District’s Designated Representative: John Hendrickson
Employee Organization: Management and Confidential Employees
TIME
5:00
5:30
OPEN SESSION (McPherson Room)
1. Call to Order and Roll Call
2. Report Out of Closed Session
TIME
6:00
OPEN SESSION (McPherson Room)
PAGE
A. Consent Items
1. Minutes and Consent Agenda (these items are approved when the agenda
5
is approved unless a Board member wishes to discuss)
a. Minutes of February 11, 2013
2. Register of Warrants
10
It is recommended that the Governing Board ratify warrant numbers
97161-97536 for the amount of $2,124,702.44.
3. Budget Transfers by Resolution
24
It is recommended that the Governing Board approve Resolution Numbers
016-13 through 021-13 for Budget Transfers.
4. Donations from Cabrillo College Foundation
31
It is recommended that the Governing Board accept the donations to the
named programs from the Cabrillo College Foundation.
5. Quarterly Financial Status Report CCFS-311Q
32
It is recommended that the Governing Board accept the report, CCFS
311Q Quarterly Financial Status Report, and order its inclusion on the
official minutes of the College.
TIME
6:01
3
March 4, 2013
6. Human Resources Management Report
It is recommended that the Governing Board ratify and/or approve the
human resources management report.


37
Introduction of Newly Appointed Faculty and Staff
Oral Communications: Members of the audience may speak to nonagenda items (three minute time limit per speaker)
B. Special Presentation
2011-12 Professional Development Leave (Sabbatical) Reports–
Presentation by two faculty members who were on sabbatical in 2011-12.
6:10
C. Oral Reports
1. Board Members’ Reports
2. Student Trustee’s Report
3. Superintendent’s Report
4. Faculty Senate: Comments on issues of interest to the Faculty Senate
5. CCEU: Comments on issues of interest to the Cabrillo Classified
Employees Union
6. CCFT: Comments on issues of interest to the Cabrillo College
Federation of Teachers
6:25
D. Action Items
1. Notice of Reemployment/Non-Reemployment of Designated Academic
Employees
It is recommended that the Governing Board accept the
Superintendent/President’s recommendations as provided.
2. Resolution 015-13: Reduction or Discontinuance of Classified Service
It is recommended that the Governing Board adopt Resolution 015-13 as
presented.
3. Educational Master Plan
It is recommended that the Governing Board approve the Educational
Master Plan as presented.
4. Facilities Master Plan (FMP) Semi-Annual Update, Revision and Project
Status
It is recommended that the Governing Board approve the Facilities Master
Plan as presented.
5. Student Services Component Job Description: Fast Track to Work
Director
It is recommended that the Governing Board approve the revised
description for the Fast Track to Work Program Director as provided.
6. Spring 2013 Curriculum Committee Actions
It is recommended that the proposed changes be approved for a fall 2013
effective date.
6:45
39
41
43
44
49
52
4
March 4, 2013
E. Information Items: The following items are provided for Governing Board
information.
1. 2012-13 through 2016-17 Budget Planning Update
7:15
62
2. Sunshine District 2013-16 Initial Proposal: CCFT/District
The District 2013-16 Initial Proposal for negotiations with CCFT is
presented for information; it will return for action at the next Governing
board meeting.
3. Sunshine CCFT 2013-16 Initial Proposal: CCFT/District
The CCFT 2013-16 Initial Proposal for negotiations with CCFT is
presented for information; it will return for action at the next Governing
Board meeting.
4. Board Policy 5035: Withholding of Student Records
Student Services, First Reading
Board policies are presented as a first reading for Governing Board review
and will return for action at the next Governing Board meeting.
5. March 2013 Accreditation Update
72
6. Board Travel
86
The following items are provided for Governing Board information. No staff
report is anticipated.
7. 2011-12 Professional Development Leave Reports
89
74
76
78
8. Grant Applications Recently Submitted by Career Education and
Economic Development (CEED)
92
9. Quarterly Investment Report (Dec 12)
93
10. Spring 2013 Flex Week Activities Report
99
11. Cabrillo College Monthly Calendar
100
12. Financial Reports
102
13. Agenda for Next or Future Board Meetings
The Cabrillo College Governing board may discuss items to be placed on
the future board meeting agendas.
F. ADJOURN
7:45
For ADA related meeting accommodations, contact the Executive Assistant to the President at (831) 479-6306
at least 24 hours in advance of the meeting.
5
Minutes of Meeting
CABRILLO COLLEGE GOVERNING BOARD
February 11, 2013
REGULAR MEETING
The regular monthly meeting of the Cabrillo College Governing Board was held at the
Cabrillo College Sesnon House, 6500 Soquel Drive, Aptos, California on Monday, February
11, 2013. Chair Rachael Spencer opened the meeting in Open Session at 5:00 pm. Roll was
taken; present were Chair Spencer, Trustees Ed Banks, Margarita Cortez, Gary Reece, Alan
Smith, Susan True, and Donna Ziel. Chair Spencer asked for public comments on Closed
Session items. There were no public comments.
Closed Session items were announced and the meeting was adjourned to Closed Session at
5:00 p.m. Closed Session was adjourned at 6:00 pm.
REPORT OUT OF CLOSED SESSION
Chair Spencer reported that the Board took action to consider an appeal of discipline by
employee numbers 353006, 353011, 353018, 353021 and submitted the appeals to the
advisory arbitration committee pursuit to CCEU Collective Bargaining Agreement
Appendix E.III.c(1) The Board received a resignation and related request for retiree benefits
of employee number 353012 and the Board approved the request. The Board also heard a
report from legal counsel regarding litigation to which the District is a party.
PROCEDURAL ITEMS
It was moved and seconded (Reece/Banks) to approve the consent agenda items, including the
minutes from the January 14, 2013 regular meeting.
CALL TO ORDER
REPORT OUT OF
CLOSED SESSION
APPROVAL OF
CONSENT AGENDA
AND MINUTES
Student Trustee Advisory Vote: Green
AYES: Banks, Cortez, Reece, Smith, Spencer, True, Ziel
NOES: None
ABSENT: None
ABSTAIN: None
ACTION ITEMS
2011-12 District Audit Report
It was recommended that the Governing Board accept the 2011-12 audit report of all funds of
Cabrillo Community College District as prepared by Vavrinek, Trine, Day & Co., LLP.
2011-12 DISTRICT
AUDIT REPORT
A representative from Vavrinek, Trine, Day & Co., LLP presented an overview of the audit
report.
A motion was made (Ziel/Cortez) to accept the 2011-12 district audit report
The motion carried.
2011-12 Measure D Bond Audit Report
It was recommended that the Governing Board accept the audit report of Measure D Bond
Funds for June 2012 as prepared by Vavrinek, Trine, Day & Co., LLP.
A motion was made (Reece/Banks) to accept the Measure D Bond audit report.
The motion carried.
1 of 5
2011-12 MEASURE D
BOND AUDIT
REPORT
6
Minutes of Meeting
February 11, 2013
INFORMATION ITEMS
2011-12 Foundation Audit Report
The 2011-12 Foundation Audit report was provided for Governing
Board information.
Trustee True requested a hard copy of the 2001-2012 Foundation Audit report.
Educational Master Plan Update
The Educational Master Plan update was provided for Governing Board information. Jeff
Kellogg and Lori O’Keefe presented an overview of the Educational Master Plan process and
results.
INFORMATION
ITEMS
2011-12 FOUNDATION
AUDIT REPORT
EDUCATIONAL
MASTER PLAN
UPDATE
Trustee Cortez thanked Mr. Kellogg, Ms. O’Keefe and everyone who worked on the report.
Trustee Cortez asked about the Watsonville Center space needs and Ms. O’Keefe noted that
number is based on projections to the year 2025.
Trustee True thanked Planning and Research for their work on the project.
INTRODUCTION OF NEWLY APPOINTED FACULTY AND STAFF
Chair Spencer welcomed Kathie Welch as the new Vice President of Instruction. Vice
President Welch thanked everyone for their support.
ORAL COMMUNICATIONS
Dan Harper stated retired faculty are eager to support the campus in its search for a permanent
superintendent/president.
INTRODUCTION OF
NEWLY APPOINTED
FACULTY AND
STAFF
ORAL
COMMUNICATIONS
Yaming Chen spoke about the social justice journal and the upcoming Social Justice
Conference which is planned for April 20, 2013.
SPECIAL PRESENTATION
The Robert E. Swenson Library – What are so many students really doing in there?
Library Director Georg Romero presented an overview of library activities and services.
Librarian Debra Roussopoulos discussed the Librarian 10 program.
ORAL REPORTS
Board Trustees’ Reports
Trustee Banks reported on the recent League Trustee and Legislative conferences he attended.
Trustee Banks also reported on Flex Weeks activities that he attended and a recent
accreditation workshop he participated in.
ORAL REPORTS
BOARD TRUSTEE
REPORTS
Trustee Ziel also reported on Flex Week events and said she was very impressed with the
session on Student Success. Trustee Ziel attended the Legislative conference and said it was
her first opportunity to participate in lobbying day. Trustee Ziel enjoyed the experience.
Finally Trustee Ziel thanked IT for their recent IT help and training.
Trustee Cortez said she also attended the League Trustee and Legislative conference and was
very impressed by the student delegation that represented Cabrillo.
Student Trustee’s Report
Student Trustee Green said he learned valuable information at the Legislative conference
where the student success discussed concerns about financial aid and moving adult education
to community colleges.
2 of 5
STUDENT
TRUSTEE’S
REPORT
7
Minutes of Meeting
February 11, 2013
Superintendent’s Report
President Hendrickson said he is learning about the college, enjoyed the Flex Week activities,
and thanked the Board for participating in the recent League events. President Hendrickson
thanked the Board for the opportunity to serve as interim president.
CCFT
CCFT President Harvell congratulated the Business Office for “no findings” in its recent
audits. CCFT President said faculty feel the college’s situation has changed significantly from
last semester and are happy to have financial stability. The attitude has moved from “How do
we get through this crisis?” to “How do we move forward?”
Faculty Senate
Faculty Senate President Michael Mangin commented on the permanent
superintendent/president selection process and said there is a lot of faculty discussion about
qualifications. The faculty wants a president who focuses on diversity and believes in shared
governance. Faculty Senate President Mangin said the Student Success Flex Week activity
was energized and inspiring.
CCEU
CCEU President Alta Northcutt thanked President Hendrickson and Vice President Lewis for
attending the CCEU Flex Week lunch. CCEU President Northcutt also thanked Trustee Smith
for his work on the permanent president/superintendent search committee. CCEU President
Northcutt mentioned the need to continue former President Bob Swenson’s legacy. CCEU
President Northcutt commented on recent CCEU concerns about the bookstore management
and said discussions continue about the transition.
ACTION ITEMS
2012-13 Categorical Flexibility
It was recommended that the Governing Board take testimony from the public, discuss and
approve the proposed transfer of funds.
SUPERINTENDENT’S
REPORT
FACULTY SENATE
CCEU
CCFT
ACTION ITEMS
2012-13
CATEGORICAL
FLEXIBILITY
A motion was made (True/Reece) approve the transfer of funds.
A motion carried.
2013-14 Non-Resident Tuition Fee
It was recommended that the Governing Board (1) establish the per unit non-resident tuition
fee for 2013-14 at $201 based on District Computed Cost, and (2) establish a capital outlay at
$3 per unit for students who are both residents and citizens of a foreign country.
2013-14 NONRESIDENT TUITION
FEE
A motion was made (Ziel/True) to approve the 2013-14 non-resident tuition fee.
The motion carried. Trustee Cortez abstained from the vote.
Board Policies, Office of Instruction, Second Reading
It was recommended that the Governing Board approve the revised Board Policies.
A motion was made (Banks\Reece) to accept the revised Board policies from the Office of
Instruction as presented.
The motion carried.
3 of 5
BOARD POLICIES,
OFFICE OF
INSTRUCTION,
SECOND READING
8
Minutes of Meeting
February 11, 2013
Board Policies, Office of the President, Second Reading
It was recommended that the Governing Board approve the revised Board Policies.
A motion was made (Reece/Ziel) to accept the revised Board policies from the Office of the
President as presented.
The motion carried.
Board Policies, Student Services, Second Reading
It was recommended that the Governing Board approve the revised Board Policies.
BOARD POLICIES,
OFFICE OF THE
PRESIDENT, SECOND
READING
BOARD POLICIES,
STUDENT SERVICES,
SECOND READING
A motion was made (True/Ziel) to accept the revised Board policies from Student Services
as presented.
The motion carried.
Student Services Component Job Description Revision: Fast Track To Work Director
This item was pulled from the agenda.
INFORMATION ITEMS
2012-13 and 2013-14 Budget Update
The 2012-13 and 2013-14 budget update was provided for Governing Board information.
Financial Reports
The financial reports were provided for Governing Board information.
Facilities Master Plan Update
The Facilities Master Plan update was provided for Governing Board information.
Board Policies, Office of the President, First Reading
Board policies were presented as a first reading for Governing Board review and will return
for action at the next Governing Board meeting.
Superintendent/President Search Update
The superintendent/president search update was provided for Governing Board information.
STUDENT SERVICES
COMPONENT JOB
DESCRIPTION
REVISION: FAST
TRACK TO WORK
DIRECTOR
INFORMATION
ITEMS
2012-13 AND 2013-14
BUDGET UPDATE
FINANCIAL REPORTS
FACILITIES MASTER
PLAN UPDATE
BOARD POLICIES,
OFFICE OF THE
PRESIDENT, FIRST
READING
SUPERINTENDENT/P
RESIDENT SEARCH
UPDATE
Trustee Smith provided an update on recent search committee activities. The committee
and the search consultant have defined the goals for the next president, set up a
subcommittee, who is drafting a brochure, and will soon start the recruitment process. The
committee adopted committee rules, including confidentiality, and adopted a timeline. The
committee hopes to complete the process in June.
Hispanic Serving Institutions (HSI) Title V Grant Update
The Hispanic Serving Institutions (HIS) Title V grant update was provided for Governing
Board information.
2011-12 Contributions to Cabrillo College from the Foundation
The Foundation’s 2011-12 funds available for student scholarships, departments, and
programs was provided for Governing Board information.
4 of 5
HISPANIC SERVING
INSTITUTIONS (HSI)
TITLE V GRANT
UPDATE
2011-12
CONTRIBUTIONS TO
CABRILLO COLLEGE
FROM THE
FOUNDATION
9
Minutes of Meeting
February 11, 2013
2012-13 Cash Flow Update – 2nd Quarter
The 2012-13 cash flow update – 2nd quarter was provided for Governing Board information.
Cabrillo College Monthly Calendar
The Cabrillo College activities for the month of February were presented for Governing
Board information.
Agenda for Next or Future Board Meetings
The Cabrillo College Governing Board discussed items to be placed on the agenda for the
future Board meetings.
2012-13 CASH FLOW
UPDATE – 2ND
QUARTER
CABRILLO COLLEGE
MONTHLY
CALENDAR
AGENDA FOR NEXT
BOARD MEETING
Trustee True asked for regular data updates going into the strategic planning process.
Trustee Cortez asked for a Student Success Task Force study session.
CLOSED SESSION
ADJOURN
The open session of the Cabrillo College Governing Board was adjourned at 7:45 p.m.
Respectfully submitted,
Secretary
5 of 5
CLOSED SESSION
ADJOURNMENT
10
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Register of Warrants
REASON FOR BOARD CONSIDERATION
CONSENT-ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 14
A.2
BACKGROUND:
The following warrants are submitted for Governing Board ratification:
REGISTER NO.
43
44
45
46
47
48
49
DATE
WARRANT NO.
01-23-13
01-24-13
01-24-13
01-30-13
01-30-13
01-31-13
02-07-13
97161-97161
97162-97284
97285-97319
97320-97320
97321-97321
97322-97412
97413-97536
TOTAL AMOUNT
793.00
336,239.42
197,634.96
505.00
75.00
1,240,390.85
349,064.21
2,124,702.44
* NOTE: Student refund and financial-aid registers totaling $2,488,553.59 are available in the Business Office
for review.
RECOMMENDATION:
It is recommended that the Governing Board ratify warrant numbers 97161–97536 for the amount of
$2,124,702.44 and student refund and financial aid registers totaling $2,488,553.59.
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
11
12
13
14
15
16
17
18
19
20
21
22
23
24
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Budget Transfers by Resolution
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 7
A.3
BACKGROUND:
The following resolutions are submitted for Governing Board approval:
Resolution Number
016-13
General Fund transfers between expenditure classifications
Resolution Number
017-13
General Fund transfers to reserves
Resolution Number
018-13
General Fund augmentations: CAP, CEED/AHEC, CEED/City of SC
Clerks, Contract Ed./Office Transition Training, Crocker 2011-12,
Public Safety, PV Migrant Education, SBDC/SBA-HSU, Stroke
Center
Resolution Number
019-13
Child Development Fund transfers between expenditure classifications
Resolution Number
020-13
Child Development Fund augmentations
Resolution Number
021-13
Building Fund transfers between expenditure classifications
FISCAL IMPACT:
Budget augmentations and adjustments of expenditures in the General Fund in the amount of $49,572.00.
RECOMMENDATION:
It is recommended that the Governing Board approve Resolution Numbers 016-13 through 021-13 for
Budget Transfers 21248 through 21320.
Administrator Initiating Item:
Graciano Mendoza
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
25
GENERAL FUND
RESOLUTION NUMBER
016-13
WHEREAS, budget changes based on the developing needs of programs are
often required, and
WHEREAS, the following transfers do not result in an increase in the total
amount of the adopted budget;
ACCOUNT
NUMBER
DESCRIPTION
DECREASE
1000
Certificated Salaries
2000
Classified Salaries
3000
Fringe Benefits
4000
Supplies
5000
Other Expenses
6000
Capital Outlay/Site
7000
Other Outgo
INCREASE
$
$
68,002
41,077
3,268
7,068
54,274
77,371
28
TOTAL
$
125,544
$
125,544
NOW, THEREFORE, BE IT HEREBY RESOLVED that the Cabrillo College
Governing Board approves the General Fund budget transfers.
I certify that the foregoing resolution was adopted at the regular meeting of
the Cabrillo College Governing Board held on March 4, 2013.
DATE: ____________________
______________________________
Secretary
AYES:
NOES:
ABSTAIN:
ABSENT:
Page 2
26
GENERAL FUND
TRANSFER FROM RESERVES
RESOLUTION NUMBER
017-13
WHEREAS, budget changes based on the developing needs of programs are
often required, and
WHEREAS, the following transfers do not result in an increase in the total
amount of the adopted budget;
ACCOUNT
NUMBER
DESCRIPTION
DECREASE
1000
Certificated Salaries
2000
Classified Salaries
3000
Fringe Benefits
4000
Supplies
5000
Other Expenses
6000
Capital Outlay/Site
7000
Other Outgo
$
5,689
TOTAL
$
5,689
INCREASE
$
5,689
$
5,689
NOW, THEREFORE, BE IT HEREBY RESOLVED that the Cabrillo College
Governing Board approves the General Fund budget transfers.
I certify that the foregoing resolution was adopted at the regular meeting of the
Cabrillo College Governing Board held on March 4, 2013.
DATE: ____________________
______________________________
Secretary
AYES:
NOES:
ABSTAIN:
ABSENT:
Page 3
27
GENERAL FUND AUGMENTATIONS
RESOLUTION NUMBER
018-13
WHEREAS, Cabrillo College will receive funds not included in the 2012-13
budget, and
WHEREAS, Cabrillo College will receive budget adjustments for special federal
and state programs that develop during the school year, and
WHEREAS, the following budget adjustments are necessary in externally funded
programs:
ACCOUNT NUMBER
DESCRIPTION
INCREASE/DECREASE
Income
8000
Program Funds
$
49,572
Total Increase
$
49,572
1000
Certificated Salaries
$
6,962
2000
Classified Salaries
3000
Fringe Benefits
2,575
4000
Supplies
(904)
5000
Operating Expenses
6000
Capital Outlay/Site
7000
Other Outgo
Expenditures
Total Increase
12,906
(17,325)
45,358
$
49,572
NOW, THEREFORE, BE IT HEREBY RESOLVED THAT the Cabrillo College
Governing Board authorizes that the 2012-13 budget of income and expenditures be
increased by $49,572.
I certify that the foregoing resolution was adopted at the regular meeting of
the Cabrillo College Governing Board held on March 4, 2013.
DATE: ____________________
______________________________
Secretary
AYES:
NOES:
ABSTAIN:
ABSENT:
Page 4
28
CHILD DEVELOPMENT FUND
RESOLUTION NUMBER
019-13
WHEREAS, budget changes based on the developing needs of programs are
often required, and
WHEREAS, the following budget adjustments are necessary in externally funded
programs:
ACCOUNT NUMBER
DESCRIPTION
INCREASE/DECREASE
Program Funds
$
78
Total Increase
$
78
Fund Balance
$
78
Total Increase
$
78
Income
8000
Fund Balance
3900
Expenditures
1000
Certificated Salaries
2000
Classified Salaries
3000
Fringe Benefits
4000
Supplies
$
(1,800)
5000
Operating Expenses
$
1,800
6000
Equipment
7000
Other Outgo
$
78
Total Increase
NOW, THEREFORE, BE IT HEREBY RESOLVED that the Cabrillo College
Governing Board approves the Child Development Fund budget transfers which
increases the Fund balance by $78.
I certify that the foregoing resolution was adopted at the regular meeting of the
Cabrillo College Governing Board held on March 4, 2013.
DATE: ____________________
______________________________
Secretary
AYES:
NOES:
ABSTAIN:
ABSENT:
Page 5
29
CHILD DEVELOPMENT FUND AUGMENTATIONS
RESOLUTION NUMBER
020-13
WHEREAS, Cabrillo College will receive funds not included in the
2012-13 budget, and
WHEREAS, Cabrillo College will receive budget adjustments for special federal
and state programs that develop during the school year, and
WHEREAS, the following budget adjustments are necessary in externally funded
programs:
ACCOUNT NUMBER
DESCRIPTION
INCREASE/DECREASE
Income
8000
Program Funds
$
78
Total Increase
$
78
Fund Balance
$
38,149
Total Increase
$
38,149
Fund Balance
3900
Expenditures
1000
Certificated Salaries
2000
Classified Salaries
3000
Fringe Benefits
4000
Supplies
5000
Operating Expenses
6000
Equipment
7000
Other Outgo
(800)
Total Decrease
(37,271)
$
(38,071)
NOW, THEREFORE, BE IT HEREBY RESOLVED THAT the Cabrillo College
Governing Board authorizes that the 2012-13 budget of expenditures be decreased by
$38,071 and increases the Fund balance by $38,149.
I certify that the foregoing resolution was adopted at the regular meeting of the
Cabrillo College Governing Board held on March 4, 2013.
DATE: ____________________
______________________________
Secretary
AYES:
NOES:
ABSTAIN:
ABSENT:
Page 6
30
BUILDING FUND
RESOLUTION NUMBER
021-13
WHEREAS, budget changes based on the developing needs of programs are
often required, and
WHEREAS, the following transfers do not result in an increase in the total
amount of the adopted budget;
EXPENDITURES
ACCOUNT
NUMBER
DESCRIPTION
1000
Certificated Salaries
2000
Classified Salaries
3000
Fringe Benefits
4000
Supplies
5000
Other Expenses
6000
Capital Outlay/Site
7000
Other Outgo
TOTAL
DECREASE
$
INCREASE
$
41,876
$
41,876
18,805
23,071
$
41,876
NOW, THEREFORE, BE IT HEREBY RESOLVED that the Cabrillo College
Governing Board approves the Building Fund budget transfers.
I certify that the foregoing resolution was adopted at the regular meeting of the
Cabrillo College Governing Board held on March 4, 2013.
DATE: ____________________
______________________________
Secretary
AYES:
NOES:
ABSTAIN:
ABSENT:
Page 7
31
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
ENCLOSURE(S)
Donations from Cabrillo College Foundation
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
CONSENT-ACTION
Page 1 of 1
A.4
BACKGROUND:
The Cabrillo College Foundation accepted the following in-kind gift donations valued at $500 or more
on behalf of the college since September 2012:
Donation
HP 5890 Series II Gas Chromatograph
Four 12' photography backdrop rolls, thirty 9'
photography backdrop rolls, eight 4' photography
backdrop rolls, one 4x6 plexiglass sheet, two apple
boxes, and misc. reflective materials
All-In-One Laser Copier, scanner, fax, printer
NEC My Office C520
Dental textbooks and slides
Donor
CA Dept of Justice,
Bureau of Forensic
Services
Program
Chemistry
Paul Levi
Visual Arts
Artwork Conversion
Software
Athletic Training
Room
Judy C. Stenovich
Dental Hygiene
FISCAL IMPACT:
None.
RECOMMENDATION:
It is recommended that the Governing Board accept the donations to the above named programs from
the Cabrillo College Foundation.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
32
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
March 4, 2013
FROM: PRESIDENT
SUBJECT:
Quarterly Financial Status Report CCFS 311Q
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
CONSENT-ACTION
A.5
Page 1 of 5
BACKGROUND:
AB2910, Chapter 1486, Statutes of 1986, requires California Community College Districts to report
quarterly on their financial condition. The process is as follows:
After the end of each quarter, each District will prepare the quarterly report form, CCFS 311Q.
The District chief executive officer and chief business officer certify the accuracy of the data
and present the report to the Governing Board. The District Governing Board is to review the
report at a regularly scheduled meeting and enter it into the minutes of the meeting.
District staff submits the report to the Chancellor’s Office 45 calendar days following the end of
the quarter.
The financial status of the District, as of the second quarter of the fiscal year, is according to budget
expectations.
FISCAL IMPACT:
None
RECOMMENDATION:
It is recommended that the Governing Board accept the report, CCFS 311Q Quarterly Financial
Status Report, and order its inclusion in the official minutes of the College.
Administrator Initiating Item:
Graciano Mendoza
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
33
34
35
36
37
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Human Resources Management Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
CONSENT-ACTION
Page 1 of 2
A.6
BACKGROUND:
Requesting ratification and/or approval of the following employment transactions:
FISCAL IMPACT: Within budgeted FTE’s.
RECOMMENDATION: It is recommended that the Governing Board ratify and/or approve the
transactions as described on the attached page.
Administrator Initiating Item:
Loree McCawley/Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
38
Name
Department/Division
Position
Effective Date
Action
GILMORE, David
Information Technology /
Administrative Services
Network Administrator
03/01/13
Appointment
HOUGHTON, Shawn
Health Science/HAWK
Health Science Instructor
06/08/13
Retirement
(DOH: 08/21/00)
VERDUZCO-THURMAN,
Laura
Student Affairs/Student
Services
Administrative Assistant
03/11/13
Appointment
Note: Appointments are subject to successful completion of all employment regulatory compliance requirements
March 2013
Page 2 of 2
39
AGENDA ITEM BACKGROUND
DATE
TO: GOVERNING BOARD
FROM: SUPERINTENDENT/RESIDENT
SUBJECT:
Notice of Reemployment/Non-Reemployment of Designated Academic Employees
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
March 4, 2013
ENCLOSURE(S)
Page 1 of 2
D.1
BACKGROUND:
Reemployment
In accordance with the appropriate provisions of the California Education Code, the Governing Board has the
option of entering into or not entering into a second, third, or fourth contract with probationary academic
employees. The Board may exercise such an option after having received a recommendation by the
Superintendent/President.
Non-Reemployment
In accordance with appropriate provisions of the California Education Code, notices of non-reemployment
are recommended for certain temporary faculty as specified.
RECOMMENDATION:
It is recommended that the Governing Board accept the Superintendent/President’s recommendations as
attached.
Administrator Initiating Item:
John Hendrickson
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
Yes X No
Yes
No
Final Disposition
40
TO:
Governing Board – March 4, 2013
FROM:
John Hendrickson, Interim Superintendent/President
SUBJECT:
Notices of Reemployment/Non-Reemployment of Academic Staff
It is recommended that the following first-year tenure track academic faculty be reemployed under Education
Code Section 87608 for the academic year 2013-2014:
Caputo, Joseph
Colombani, Lauren
Halter, Matthew
Nakagawa, Trevor
Schessler, Steven
Mathematics
Medical Assistant
Biology
(Human Anatomy & Physiology)
Political Science
English
100%
100%
100%
100%
100%
It is recommended that the following second-year tenure track academic faculty be reemployed under Ed Code
Section 87608.5 for the academic years 2013–2014 and 2014-2015:
Jackson, Carolyn
Kern-Jones, Sheryl
Luna, Connie
Scholar, Deirdre
Articulation & Honors Transfer
Program
Learning Disabilities
Radiologic Technology
Geography/Meteorology
100%
100%
100%
100%
It is recommended that the following temporary faculty employed under Education Code Section 87470
(categorical funds) receive notices of non-reemployment on or before March 15, 2013 with a final
determination to be made prior to May 15, 2013.
Disney, Kate
Grabiel, Eric
Helms, Deborah
Horner, Kelli
STEM Grant Program
Title V Grant Program
Foster Kinship Care
STEM Grant Program
50% (10/09/12 – 06/30/13)
100% (08/20/12 – 06/08/13)
100% (07/01/12 – 06/30/13)
100% (07/01/12 – 06/30/13)
It is recommended the following temporary faculty employed under *Education Code Section 87481/87482 or
**Education Code Section 87482 receive notices of non-reemployment on or before March 15, 2013 with a
final determination to be made prior to May 15, 2013.
*Johnson, Barbara
**Miller, Michael
Nursing Instructor
Mathematics Instructor
2
100% (Spring 2013 only)
100% (Spring 2013 only)
41
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Resolution 015-13: Reduction or Discontinuance of Classified
Service
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
Page 1 of 2
ITEM NUMBER
D.2
BACKGROUND:
The following Resolution calls for the reduction and elimination of 1.00 full time equivalencies (FTEs),
comprised of 1 vacant support staff position.
FISCAL IMPACT:
To be determined based on the outcome of the 2011-2012 budget.
RECOMMENDATION:
It is recommended that the Governing Board adopt Resolution 015-13 as presented.
Administrator Initiating Item:
John Hendrickson
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
42
CABRILLO COMMUNITY COLLEGE DISTRICT
GOVERNING BOARD
RESOLUTION NO. 015-13
IN THE MATTER OF THE REDUCTION/ELIMINATION OF CLASSIFIED SERVICES
WHEREAS, due to lack of work and/or lack of funds in the Cabrillo Community
College District, the Governing Board, under the authority of Education Code sections
88014, 88015, 88017, 88117, and 88127, hereby finds it necessary and in the best interest of
the District to eliminate positions (full-time equivalents (FTEs)) of the classified service as
specified below:
Fast Track to Work
1. Eliminate Career Education/Economic Development Projects Manager (assigned to
Fast Track to Work) – 1.00 FTE
NOW, THEREFORE, BE IT RESOLVED that on or after May 4, 2013, the foregoing
classified position shall be reduced/discontinued to the extent set forth above.
BE IT FURTHER RESOLVED that the Superintendent/President or his designee is
authorized and directed to give notices of layoff to all affected employees (if any) as set forth
above as required by law.
PASSED AND ADOPTED THIS 4th day of March, 2013.
AYES:
NAYS:
ABSTAIN:
ABSENT:
_______________________________
Chairperson of the Board
ATTEST: _______________________________
Secretary to the Board
43
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
2012-13 Educational Master Plan
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 1
D.3
BACKGROUND:
The 2012-13 Educational Master Plan was provided to the Governing Board for information at the
February board meeting and is now being presented for action. Feedback from the college community was
incorporated and the updated document can be accessed by clicking on the following link:
http://maasco.com/masterplans/Cabrillo_Report_final.pdf
We’d like to give special thanks to the college community taking the time to review the report. Since
spring of 2012, MAAS Companies has been working with different segments of the college community in
the collaboration and development of the Cabrillo College Educational Master Plan. Edits have been made
to the report based on feedback received from the campus community.
FISCAL IMPACT: None.
RECOMMENDATION: It is recommended that the Governing Board approve the Educational Master
Plan as presented.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
44
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Facilities Master Plan (FMP)
Semi-Annual Update, Revision and Project Status
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
Page 1 of 5
ITEM NUMBER
D.4
BACKGROUND:
This report provides a detailed summary of Facilities Master Plan (FMP) projects recently completed,
projects under construction or active planning, projects approved for future construction as well as
recommendations for changes to FMP projects, scope, budget or schedule. The FMP is officially revised
in the spring and fall each year and was last presented in September 2012.
RECOMMENDATION:
It is recommended that the Governing Board approve the Facilities Master Plan as presented in this report.
Administrator Initiating Item:
Joe Nugent
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
45
January, 2013 – Cabrillo College Facilities Master Plan
A.
Summary of Revisions to the Approved September 2012 FMP and New Activities
Arts Education Remediation Project. Several projects that encompass the remediation of the VAPA
complex including but are not limited to repairs to the heating and venting systems, building leaks,
door systems repairs and accessibility, music recital hall acoustics, sewer line repairs, theater storage
and equipment fencing have been addressed and/or are well underway.
Health and Wellness Project
Nursing, Radiology Technology, Medical Assisting, Dental Hygiene, Health and Wellness, and the
Stroke Center are fully operational. The project has received final certification from DSA and is
closed out. Some remaining equipment is in the process of being purchased by Cabrillo Purchasing
department.
Building 300 Renovation
Final Certification by DSA received and closed. Equipment is in the process of being purchased.
Watsonville Green Technology Center
This 14,000 square foot LEED Platinum certified “green” community education center has been
occupied and operational as of fall 2012. The Lead Platinum certification was received in October
2012 and the project has been submitted to the Division of State Architect, DSA for final certification
and close out. Some remaining equipment is in the process of being purchased by the Cabrillo
Purchasing department.
800 Bldg. STEM Grant Project (The 800 Bldg. STEM Grant project currently consists of 3 phases)
Cabrillo College has been awarded a $4,339,878 million federal five-year Title III grant for the STEM
fields (Science, Technology, Engineering, and Mathematics). The grant will fund the renovation of
classrooms and laboratory space in the 800 building in the amount of $1,952,530. The Cabrillo
College Foundation received a generous gift of $894,495 from the Peggy and Jack Baskin Foundation,
$250,000 will be used to support construction.
In 2012 Building 800 occupants were relocated to allow for the remodeling of the building. Plans and
specifications were approved by DSA in September 2012. Abatement of the building occurred in
September and October 2012. Bid proposals for the renovation work were received on November 27,
2012. The contract for the renovation work has been awarded to Kent Construction of Gilroy, CA, in
the amount of $3,491,895.
The total project construction costs are estimated to be $5,495,702. There are three funding sources
for the project:
$1,952,530—federal Title III Science Technology Engineering and Mathematics (STEM) grant
from the Department of Education to fund design and partial construction.
$ 250,000—A gift of from the Peggy and Jack Baskin Foundation was received in the amount of
894,495 in August 2012. $250,000 of the gift will be used to offset the additional
construction costs of the project.
$3,293,172—Measure D bond.
$5,495,702
Total estimated project costs
The renovation commenced on December 18, 2012. Demolition substantially completed in January
along with the installation of underground plumbing and electrical lines. The project continues to be
progressing per the schedule.
46
800 Bldg. Moves
The 800 building moves project was established to accommodate the relocation of the occupants to
begin the renovation of the 800 building. Multiple phases occurred as the scope of the 800 building
STEM project developed. The first phase relocated the occupants in the lower west quadrant of the
building and occurred primarily during the winter break of 2012. The second phase involved the
relocation of the remaining occupants of the building in order to allow for the hazardous abatement
and subsequent construction phases of the work to occur. This phase of the project was completed
August 2012 and the final phase of the work will occur upon completion of the construction and
accommodate the occupancy of the building.
2012-13 Smart Classroom Upgrades
The term “Smart Classrooms” comes from the practice of assessing classrooms throughout the college
in need of technology to enhance the environment and to increase student learning. These
technologies include the installation of projectors, media enriched carts, and remotely managed
technological resources allowing for ease of access for instruction.
This year’s “Smart Classrooms” will focus on technology needs and will not include new furniture
and/or repairs, such as paint and lighting upgrades. A project budget of $80,000 has been established
and classrooms in need of improvements were identified and scheduled to be upgraded this fiscal year.
There are currently three classrooms in the “Smart Classroom” remodel phase: 450, 1112a and 1606.
In addition to the three classrooms identified for “Smart Classroom enhancement, eleven other
classrooms will receive “Interactive whiteboards” as well. The IT department, in coordination with
instruction and vendors, has targeted classrooms throughout the college as follows: 315, 405, 435,
507, 712, 1094, 1093, VAPA 2008, VAPA 4111, and HW2010. This work is underway.
Campus Signage Project
The Campus signage project was established to address the way finding needs of students and visitors
arriving to Cabrillo College. As new building and facilities use changes, the need to identify and direct
people continues. Most recently signs have been added and/or change to accommodate the relocation
of programs such as Physics, Fast Track to Work, Disabled Students Program and Services and others
associated with the 800 building renovation project. It is anticipated that additional signage will be
needed to accommodate the 800 and 600 building renovation projects this summer and fall 2013.
DSA Closeout
Despite the Certification and final closure of several large projects, numerous small and older projects
under the jurisdiction of the Division of State Architect (DSA) require processing in order to be
complete and closed. Staff will continue to work with DSA to identify the required documentation and
close out all nine remaining projects.
47
January, 2013 – Cabrillo College Facilities Master Plan
FMP Projects Closed Since June, 2012
Student Activities Center (SAC)
The Student Activities Center was occupied in October 2007. The Office of General Services, an
office of the Division of the State Architect (DSA), required compliance on a variety of processes,
including the monitoring of the soil nail wall, before closing and final certification of the building
could occur. The building received final certification on March 22, 2011 and is effectively closed as
of June 30, 2011.
Arts Education Classrooms Project
As reported in the fall of 2012, Final Certification by DSA has been received and closed.
Smart Classrooms 11-12
The Smart Classrooms projects were developed several years ago in order to provide the much needed
upgrades in technology and equipment to improve access and the learning environment. The 2011/12
classrooms identified by the divisions were rooms 352, 355, 410, 411, and 1091. These rooms were
complete and ready for instructional use fall 2012. Additional smart classrooms were accomplished
using Title V grant funds which provided rooms 512, 716 and 1071.
FMP Projects in Active Planning
Building 600 Renovation
The west end of building 600 has been identified to be renovated in order to provide the much needed
space for the Chemistry and Biology laboratory and classrooms. VBN Architects have been selected to
provide the design services and program development is expected to occur over the next few months.
The current target completion timeline for construction is scheduled for the fall 2013. The plans and
specifications have been submitted to DSA for review in January and the project is scheduled for bid
in late March through mid-May.
48
Facilities Master Plan Major Projects
Through December 31, 2012
Projects In Process
Arts Education Remediation
Health and Wellness Equipment
Substantial
Completion Date
Fall
2013
Spring
2011
Building 300 Renovation
Equipment
Fall
2010
Watsonville Green Technology
Center
Fall
2011
Watsonville GTC Equipment
Building 800 STEM Grant
Renovation
Building 800 Moves
Smart Classrooms '12-'13
Campus Signage
DSA Closeout
Spring 2013
Funding Source
Measure C
Measure D
Total Project
Project
Budget
Paid to Date Remaining Funds
1,915,130
528,643
1,386,487
395,605
3,105
392,500
2,310,735
531,748
1,778,987
State Capital Outlay Funds
1,185,000
947,719
237,281
Measure D
Total Project
State Capital Outlay Funds
Measure D
Total Project
EDA Funds
Foundation
Measure D
Total Project
1,105,493
2,290,493
931,000
931,000
1,862,000
3,365,000
100,000
7,148,000
10,613,000
1,077,348
2,025,067
758,913
758,913
1,517,826
3,365,000
100,000
7,081,275
10,546,275
28,145
265,426
172,087
172,087
344,174
0
0
66,725
66,725
437,000
259,887
177,113
Total Project
Status/Comments
Multiple Projects in
process
Some remaining
equipment to be
purchased
Some remaining
equipment to be
purchased
Pending DSA Final
Certification and
Close Out
Final Equip being
purchased
STEM Grant Funds
1,952,530
332,645
1,619,885
Fall
Measure D
3,293,172
212,035
3,081,137
2013
Donation
Total Project
250,000
5,495,702
0
544,680
250,000
4,951,022
Summer 2012
Bond Measure D only
313,283
298,567
14,716
Substantially
complete
Fall 2013
Bond Measure D only
80,000
25,300
54,700
In process
TBD
TBD
Bond Measure D only
Bond Measure C only
323,291
61,337
275,093
47,393
48,198
13,944
In process
In process
23,786,841
16,071,838
7,715,003
20,357,000
5,345,114
51,893,312
77,595,426
1,136,000
1,126,453
2,262,453
79,857,879
20,357,000
5,345,114
51,893,312
77,595,426
1,136,000
1,126,453
2,262,453
79,857,879
0
0
0
0
0
0
0
0
243,587
243,587
0
State Capital Outlay Funds
10,490,000
10,490,000
0
Measure C
Measure D
Project Total
121,741
15,072,637
25,684,378
1,051,000
33
1,116,963
2,167,996
107,953,840
121,741
15,060,397
25,672,138
1,051,000
33
1,116,963
2,167,996
107,941,600
0
0
12,240
0
0
0
0
12,240
Total Projects in Process
Renovation began
Dec 2012
Completed Projects
Arts Education Construction
Complete
Arts Education Equipment
Complete
Smart Classrooms '11-'12
Dec 2012
Health and Wellness Center and
Sitework
Spring
2011
State Capital Outlay Funds
Measure C
Measure D
Project Sub-total
State Capital Outlay Funds
Measure D
Project Sub-total
Total Project
Bond Measure D only
State Capital Outlay Funds
Building 300 Renovation
Fall
2010
Measure C
Measure D
Project Total
Total Projects Completed
Projects In Active Planning
Building 600 Remodel
Substantial
Completion Date
Funding Source
Fall 2013
Bond Measure D only
1 of 1
Project
Budget
1,200,000
Paid to Date
58,362
Remaining Funds
Status/Comments
1,141,638 DSA Reviewing plans
49
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Student Services Component Job Description Revision:
Fast Track To Work Director
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 3
D.5
BACKGROUND:
The Fast Track to Work program has grown substantially in size and complexity since it was founded more
than 10 years ago. During that time it has added services for students receiving funds from a variety of sources
beyond the CalWORKs students it was first created to serve. The program now serves students referred by the
Santa Cruz County Human Services Division, the Workforce Investment Board, and the Employment
Development Department as well as students being served by various grants. As a result, the program
manager’s job description has been revised and the position has been elevated on the
administrative/management salary schedule in recognition of the position’s increased responsibilities.
The revisions place a greater emphasis on developing and sustaining relationships with the external agencies
funding the Fast Track program and ensuring that the services delivered to its students conform with the
regulations and guidelines of the funding sources. There is also a greater emphasis on monitoring program
performance.
As a result of the Workforce Development 2.0 effort to re-examine the college’s delivery of services, we
relocated the program from Instruction to the Student Services component in July 2010. This facilitated better
integration and alignment between Fast Track and other student services frequently utilized by Fast Track
students. The position reports to the Vice President of Student Services.
The position title is being revised from FTTW Program Manager to FTTW Program Director and placed at
range L on the salary schedule.
FISCAL IMPACT: Fast Track program staff is entirely funded by grants and contracts from external sources,
including the Chancellor’s Office, the County Human Services Division, and the Workforce Investment Board.
No general fund money is involved.
RECOMMENDATION: It is recommended that the Governing Board approve the revised description for the
Fast Track to Work Program Director position as provided.
Administrator Initiating Item:
Dennis Bailey-Fougnier, Vice President,
Student Services
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
50
FAST TRACK TO WORK PROGRAM DIRECTOR
CLASSIFIED ADMINISTRATOR
JOB DESCRIPTION
The Fast Track to Work (FTTW) Program Director is responsible for the leadership, management, and
administration of the Cabrillo College FTTW program. FTTW provides programs and support services that
expeditiously prepare students for entry level employment and career advancement. The FTTW Program Director
administers the FTTW program in accordance with FTTW and funding agency policies.
The director maintains active liaison with other Cabrillo College departments and instructional programs that
serve Fast Track students. In addition, the FTTW Program Director is the District's liaison with external agencies
that fund FTTW services. The FTTW Program Director also maintains communication with employers and
organizations representing employers; secures funding from outside agencies to support the program’s services
and ensures the delivery of FTTW services in accordance with the requirements and policies of funding sources.
SCOPE
The FTTW Program Director works under the direct supervision of the Vice President of Student Services or
designee. The FTTW Program Director convenes the FTTW Advisory committee and participates in or
maintains communication with other school and community groups that have an interest in and may contribute to
the success of the FTTW program.
TYPICAL DUTIES AND RESPONSIBILITIES
1.
Directs and coordinates the FTTW program activities and services (E).
2.
Hires, trains, supervises and evaluates assigned staff (E).
3.
Keeps abreast of and ensures program compliance with Federal, state and local legislation and
regulations; develops, revises and implements relevant program policies and procedures in accordance
with such (E).
Convenes and chairs the FTTW advisory committee (E).
4.
5.
Works with Career Education and Economic Development, Student Services, and Instruction to improve
alignment between the needs of FTTW students and the College instructional programs (E).
Consults with faculty, staff and administrators to assist in improved delivery of instruction and support
6.
services to students (E).
7.
Meets regularly with Human Services Department (HSD), Workforce Investment Board (WIB) and
Employment Development Department (EDD) staff to facilitate provision of FTTW services (E).
8.
Maintains regular contact with local industries and businesses and other educational providers to keep
them informed about the FTTW services and to solicit assistance and participation in the FTTW program
(E).
9.
Develops program-related marketing strategies and informational materials for students and faculty (E).
10.
Monitors federal, state, and local funding opportunities to seek resources to support FTTW; writes grant
applications (E).
11.
Collects and compiles data and prepares reports as needed by Cabrillo, Chancellor’s Office, HSD, WIB,
and EDD to track usage and monitor performance of the FTTW program (E).
12.
Develops and manages FTTW program budget, monitors budget expenditures and prepares management
and fiscal reports tracking program caseloads and expenditures (E).
13.
Chairs and/or serves on college committees as required/assigned
14.
May provide bilingual services to monolingual and limited English-speaking students
15.
Performs related duties as required/assigned.
(E) = designates an essential function
2
51
Fast Track to Work Program Director
Page 2
QUALIFICATIONS
Education and Experience:
Bachelor’s degree from an accredited four-year college or university; and a minimum of three years
successful work experience in education, business, or public service involving responsibilities and
activities congruous with the requirements of this position; demonstrated successful experience directing
activities requiring management and leadership skills; familiarity with organizational and operational
functions of post-secondary school systems.
Knowledge of :
Principles and practices of public administration, program planning and evaluation;
CalWORKs and Workforce Investment Act (WIA) programs, policies, rules, and regulations
Principles and practices relating to supervision, training, and evaluation
Budget mathematics and budgetary principles, practices, budgeting methods and procedures
Computer technology and various software programs including word processing, spreadsheets, and
databases
Effective verbal and written communicational skills
Effective interpersonal skills using tact, patience and courtesy
Effective organizational skills
Ability to:
Work in a multi-ethnic environment
Provide effective leadership and management of the program
Prepare and present clear and concise oral and written reports
Interpret, explain and apply complex regulations, laws and directives relevant to the program
Establish and maintain effective relationships with those contacted in the course of work
Make accurate arithmetic calculations
Use computer technology and various software including word processing, spreadsheets, and
databases
Desired:
Masters degree in public administration, business administration, social work, counseling, higher
education administration, or other discipline related to the requirements of the position.
Demonstrated successful experience in grant writing.
Bilingual ability Spanish/English.
Other Requirements:
Must be able and willing to work evenings and weekends at various campus locations.
AUTHORITY AND RESPONSIBILITY
The FTTW Program Director directly supervises all classified, temporary hourly and student staff in the Cabrillo
College FTTW program. The FTTW Director is responsible for the management of the FTTW program and
budget.
Adopted: February 2, 1998
Revised: February 4, 2013
3
52
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
DATE
March 4, 2013
FROM: PRESIDENT
SUBJECT:
ENCLOSURE(S)
Page 1 of 10
Spring 2013 Curriculum Committee Actions
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
ACTION
D.6
BACKGROUND:
The current curriculum process allows changes to curriculum for implementation in the semester following
curriculum committee action. The program and course changes proposed here represent the implementation
of this process and would be effective for the Fall 2013 semester.
The curriculum proposals were initiated by faculty members and were reviewed by the departmental faculty,
the division curriculum subcommittees, the division Deans, the Vice President for Instruction (for collegewide implications and state compliance issues.) The courses and programs go to the Curriculum Committee,
a subcommittee of the Faculty Senate, for final review and approval. Subsequent to Curriculum Committee
approval, the Faculty Senate approved the work of the Curriculum Committee. All curriculum is certified by
the Vice President of Instruction prior to being forwarded to the Chancellor’s Office for final state approval.
The time and effort dedicated to this process have resulted in a body of work that systematically is approved
by the Chancellor’s Office without question and accepted by the CSU and UC systems for articulation
without recommended changes.
The proposals listed in the attached pages are:
a) New Programs – pages 1-9
b) New TOP Coding – page 9
FISCAL IMPACT:
Changes will be accommodated within the current budget.
RECOMMENDATION:
It is recommended that the proposed curriculum changes be approved for a fall 2013 effective date.
Administrator Initiating Item:
Kathie Welch, Vice President,
Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes
 Yes
No
No
Final Disposition
P r o g r a m U p d a t e s : C u r r i c u l u m C o m m i t t53
ee |
Art History
A.A.-T. Transfer Degree
Transfer Credit in Art History
All Cabrillo College art history courses are given 3 units of Transfer
Credit. There are no limits in Transfer Credit when students complete one
course of art history. Limits apply after completing one course in
Western art. AH 11, AH 12, AH 13, AH 14 are courses in Western art for
all students, and especially, for those who transfer to a UC campus. AH
20A and AH 20B are courses in Western art for all students, especially
for those who transfer to a CSU campus. After completing one of these
courses, students who enroll in a second course should follow the information listed under the specific courses below. Because UC and CSU
may differ in transfer requirements, be sure to see a counselor about
which courses are required for your transfer institution.
The Art History Program offers a course of study for students to learn
the subject of art history and how it relates to the study of works of art.
Students enrolled in art history courses learn about the subjects, forms,
and purposes of art within each historical period that they study. They
learn about the artists, the patrons, and the audiences who viewed the
works of art. Students learn to accurately identify and describe works of
art, as well as to use the principles of art history in their critical writing
about art. They also learn about related approaches of visual analysis
which reflect changes in the discipline of art history, and which become
an additional basis to critical thinking and writing about art. Learning
experiences in art history are presented through illustrated lectures, discussions, readings, films, video and slide viewing, gallery exhibit activities, and art museum visits.
The student with a transferable Associate in Arts Degree in Art History
is prepared for upper-division work in the major at four-year institutions.
The major is available at UC and CS U systems, and at other colleges and
universities.
Cabrillo offers options for degrees in Art History. The first option listed below is the Associate in Arts in Art History for Transfer (AA-T), which
is intended for students who plan to complete a bachelor's degree in a
similar major at a CSU campus. Students completing these degrees are
guaranteed admission to the CSU system, but not to a particular campus
or major. This degree may not be the best option for students intending
to transfer to a particular CSU campus or to a university or college that
is not part of the CSU System. See Associate Degree for Transfer information in the Cabrillo College Catalog.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or
IGETC General Education Requirements
Units
37 - 39
Core Courses (9 units)
Units
AH 20A
Survey of Art from Prehistoric
Through Medieval Periods. . . . . . . . . . . . . . . . . . . . 3
AH 20B
Survey of Art from the Renaissance to the Present . 3
ART 2A
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
List A - Select from the following: (3-6 units)
Units
AH 16
Art of India and Southeast Asia . . . . . . . . . . . . . . . . 3
and
AH 17
Art of China, Korea and Japan . . . . . . . . . . . . . . . . . 3
or
AH 19
Art of the Americas. . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
AH 52
Latin American Art . . . . . . . . . . . . . . . . . . . . . . . . . . 3
List B - Select 1 course from the following: (3 units)
Units
ART 2B
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
ART 3A
Life Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 3B
Life Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 7A
Ceramics--Hand Building . . . . . . . . . . . . . . . . . . . . . 3
ART 7B
Ceramics--Wheel Forming . . . . . . . . . . . . . . . . . . . . 3
ART 34A
Sculpture: Direct Processes . . . . . . . . . . . . . . . . . . . 3
ART 34B
Sculpture: Direct Processes . . . . . . . . . . . . . . . . . . . 3
ART 37A
Watercolor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 37B
Watercolor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
Any beginning level Studio Art course
List C - Select 1 course from the following: (3-5 units)
Units
Any course not used from List A or List B above
Any Art History course
Any Anthropology course in CSU GE Area D
BBS 32
Issues of Linguistic and Cultural
Diversity in Education, History and Politics . . . . . . . 3
ECE 32
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
GEOG 2
Cultural Geography . . . . . . . . . . . . . . . . . . . . . . . . . . 3
GEOG 4
World Regional Geography. . . . . . . . . . . . . . . . . . . . 3
Any History Course
JOURN 21
Mass Communications . . . . . . . . . . . . . . . . . . . . . . . 3
Any Philosophy course, except PHILO 12 or PHILO 49
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
PSYCH 6
Introduction to Social Psychology . . . . . . . . . . . . . . 3
PSYCH 8
Introduction to Developmental Psychology . . . . . . . 3
PSYCH 31
Introduction to Abnormal Psychology . . . . . . . . . . . 3
SOC 3
Introduction to Race and Ethnicity . . . . . . . . . . . . . . 3
SOC 8
Introduction to Latina/o Studies . . . . . . . . . . . . . . . . 3
WS 1
Introduction to Women's Studies . . . . . . . . . . . . . . . 3
WS 2
Introduction to Women's Studies:
Global Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . 3
WS 7
Psychology of Women . . . . . . . . . . . . . . . . . . . . . . . 3
WS 11
Feminist Theory and Methodology . . . . . . . . . . . . . . 3
Any foreign language course (except ASL)
Electives:
Units
(Any Course Numbered 1-99). . . . . . . . . . . . . . . . . . . . . . . . . . . 0 - 3
Note: All courses except ART courses are also general education
courses.
Total Units
60
1
54
2 | Program Updates: Curriculum Committee
Business
A.A.-T. Transfer Degree
The Business program is designed to provide students with the theoretical and practical knowledge to prepare them for transfer to four-year
institutions. The objective is to teach the fundamental principles underlying organizations, to emphasize education which will improve students'
thought processes, to provide familiarity with the basic analytical tools of
business and to develop in the student the ability to use the techniques
involved in analyzing and evaluating business problems and finding reasonable solutions. Attention is focused on systems and quantitative
analysis, accounting, business law, economics and mathematics.
The General Business program offers several options. The first option
listed below is the Associate in Arts in Business for Transfer (AA-T),
which is intended for students who plan to complete a bachelor's degree
in a similar major at a CSU campus. Students completing these degrees
are guaranteed admission to the CSU system, but not to a particular
campus or major. This degree may not be the best option for students
intending to transfer to a particular CSU campus or to a university or college that is not part of the CSU system. See Associate Degree for
Transfer information in the Cabrillo College Catalog. Other options
include an Associate in Science Degree or a Certificate of Proficiency
which are designed for direct employment, and an Associate in Arts
Degree designed for transfer to a four-year college or university.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or
IGETC General Education Requirements
37 - 39
Core Courses (18 units)
Units
ACCT 1A
Financial Accounting. . . . . . . . . . . . . . . . . . . . . . . . . 4
ACCT 1B
Managerial Accounting . . . . . . . . . . . . . . . . . . . . . . . 4
ECON 1A
Introduction to Macroeconomics . . . . . . . . . . . . . . . 3
ECON 1B
Introduction to Microeconomics. . . . . . . . . . . . . . . . 3
BUS 18
Business Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
List A - Select one course from: (3-5 units)
Units
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . . . . . 5
or
BUS 9
Business Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MATH 13
Finite Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
MATH 18
Business Calculus. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
List B - Select two courses from: (6-9 units)
Units
Any course not used from List A
BUS 5
Business Information Systems . . . . . . . . . . . . . . . . . 4
BUS 20
Introduction to Business. . . . . . . . . . . . . . . . . . . . . . 3
BUS 52
Business Communications . . . . . . . . . . . . . . . . . . . . 3
Note: ECON and MATH courses are also general education courses.
Total Units
60
Communication Studies
A.A.-T. Transfer Degree
In the broadest sense, Communication Studies is the study of all human
communication with a focus on verbal behavior. It is not limited to the
training of great orators as the leaders of society, but includes training
for and analysis of communication within small and large groups,
between two individuals and even communication within the individual.
In all forms of communication, people talk together in order to influence
the behavior of other human beings. A speaker can manage essential factors within a communication situation-such as idea selection, language
use, and vocal or physical presentation-and can thus affect the behaviors
which will be produced. Competent communicators also must be skilled
in the critical analysis and evaluation of the messages that they hear in
order to formulate effective and appropriate responses.
Topics in this field include: political debates, communicating across cultures, gender differences in communication, conflict resolution and
negotiation, uses of power within groups, needs of non-native speakers,
listening, and techniques for overcoming speech anxiety. A degree in
Communication Studies can lead to a career (or further study) in public
relations, teaching, consulting, broadcasting, law, ministry, public
administration, politics, or any field in which communication skills are
highly valued.
The first option listed below is the Associate in Arts in Communication
for Transfer (AA-T), which is intended for students who plan to complete
a bachelor's degree in a similar major at a CSU campus. Students completing these degrees are guaranteed admission to the CSU system, but
not to a particular campus or major. This degree may not be the best
option for students intending to transfer to a particular CSU campus or
to a university or college that is not part of the CSU system. See
Associate Degree for Transfer information in the Cabrillo College
Catalog.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or
IGETC General Education Requirements
Units
37 - 39
Core Course (3 units)
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking . . . . . . . . . . . . . . . . . . . . . . 3
P r o g r a m U p d a t e s : C u r r i c u l u m C o m m55
ittee | 3
List A - Select 2 courses from: (6 units)
Units
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
COMM 4
Persuasion and Argumentation. . . . . . . . . . . . . . . . . 3
COMM 7
Interpersonal Communication. . . . . . . . . . . . . . . . . . 3
SOC 1
or
SOC 1H
TA 18
List B - Select 2 courses from: (6 units)
Units
Any course not used from List A
COMM 10
Communication Process. . . . . . . . . . . . . . . . . . . . . . 3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . . . . . 3
JOURN 21
Mass Communications . . . . . . . . . . . . . . . . . . . . . . . 3
List C - Select 1 course from: (3 units)
Units
Any course not used from List A or B
ANTHR 2
Introduction to Anthropology: Cultural . . . . . . . . . . . 3
or
ANTHR 2H
Introduction to Anthropology: Cultural (Honors) . . . 3
AP 9A
Beginning Photography . . . . . . . . . . . . . . . . . . . . . . 3
COMM 8
Communication Activities . . . . . . . . . . . . . . . . . . 1 - 4
COMM 14
Health Communication . . . . . . . . . . . . . . . . . . . . . . . 3
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
ENGL 1B
Composition and Literature . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1BMC Composition and Literature:
Multicultural Emphasis . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 2
Composition and Critical Thinking . . . . . . . . . . . . . . 3
or
ENGL 2H
Honors Composition and Critical Thinking . . . . . . . . 3
or
ENGL 2MC
Composition and Critical Thinking:
Multicultural Emphasis . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 2MCH Honors Composition and Critical Thinking:
Multicultural Emphasis . . . . . . . . . . . . . . . . . . . . . . . 3
HIST 4A
Survey of Western Civilization to 1648. . . . . . . . . . . 3
or
HIST 4AH
Honors Survey of Western Civilization to 1648 . . . . 3
HIST 4B
Survey of Western Civilization–1648
to Late 20th Century . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
HIST 4BH
Honors Survey of Western Civilization–1648
to Late 20th Century . . . . . . . . . . . . . . . . . . . . . . . . . 3
JOURN 20A Introduction to Photojournalism. . . . . . . . . . . . . . . . 3
JOURN 23A Reporting for the News Media . . . . . . . . . . . . . . . . . 3
or
ENGL 23A
Reporting for the News Media . . . . . . . . . . . . . . . . . 3
JOURN 53
Newspaper Production . . . . . . . . . . . . . . . . . . . . 1 - 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
PSYCH 2A
Statistics for Behavioral Sciences. . . . . . . . . . . . . . . 3
or
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . . . . . 5
Introduction to Sociology: Understanding Society . . 3
Honors Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . . . . . 3
Narrative Performance . . . . . . . . . . . . . . . . . . . . . . . 3
Electives:
Units
(Any Course Numbered 1-99). . . . . . . . . . . . . . . . . . . . . . . . . . . 3 - 5
Note: All courses except COMM 8, COMM 14, DM 1, JOURN 20A,
JOURN 23A, JOURN 53 & TA 18 are also general education courses.
Total Units
60
Criminal Justice
A.S.-T. Transfer Degree
The Criminal Justice Program is designed to provide students with the
basic theoretical knowledge, that will prepare them for career opportunities in pre-law, law enforcement, or corrections. The program develops a
high level of academic, personal, and professional competence demanded in a wide range of agencies.
Program Student Learning Outcomes: AA/AS Degree:
Upon successful completion of all program requirements, graduates
will be able to:
1. Identify minimum qualifications and the needed skills for successful employment in criminal justice related jobs.
2. Analyze and explain the historical development of the American
Criminal Justice System and its components including law enforcement, courts and corrections.
3. Explain the historical development and philosophy of criminal law.
4. Apply principles of the US Constitution and integrate constitutional
provisions with the fundamentals of law.
5. Demonstrate a working knowledge of the rules of evidence, the various kinds of evidence, and the admissibility of evidence.
6. Discuss criminal procedures from the point of arrest to release and
the options available in the process.
7. Evaluate the ethical and legal issues encountered by professionals
involved in the Criminal Justice system.
Cabrillo offers options for degrees in Criminal Justice. The first option
listed below is the Associate in Science in Criminal Justice for Transfer
(AS-T), which is intended for students who plan to complete a bachelor's
degree in a similar major at a CSU campus. Students completing these
degrees are guaranteed admission to the CSU system, but not to a particular campus or major. This degree may not be the best option for students intending to transfer to a particular CSU campus or to a university
or college that is not part of the CSU system.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
56
4 | Program Updates: Curriculum Committee
Completion of CSU or IGETC General Education Requirements Units
37 - 39
Core Courses (6 units)
Units
CJ 1
Introduction to Criminal Justice . . . . . . . . . . . . . . . . 3
CJ 2
Criminal Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Electives:
(Any Course Numbered 1-99). . . . . . . . . . . . . . . . . . . . . . . . . . . 1 - 3
Total Units
60
Energy Management
A.S. Degree
List A - Select 2 courses from the following: (6 units)
Units
CJ 3
Criminal Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CJ 4
Criminal Courts and Procedures. . . . . . . . . . . . . . . . 3
CJ 5
The Police Role in the Community . . . . . . . . . . . . . . 3
CJ 6
Criminal Investigation . . . . . . . . . . . . . . . . . . . . . . . . 4
CJ 9
Juvenile Procedures . . . . . . . . . . . . . . . . . . . . . . . . . 3
CJ 10
Forensic Investigation. . . . . . . . . . . . . . . . . . . . . . . . 4
CJ 19
Introduction to Corrections. . . . . . . . . . . . . . . . . . . . 3
List B - Select 2 courses from the following: (6-8 units)
Units
Any course listed above . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
BUS 5
Business Information Systems . . . . . . . . . . . . . . . . . 4
BUS 9
Business Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking . . . . . . . . . . . . . . . . . . . . . . 3
CS 1
Introduction to Computers and
Computer Technology. . . . . . . . . . . . . . . . . . . . . . . . 3
and
CS 1L
Technology Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MATH 2
Precalculus Algebra . . . . . . . . . . . . . . . . . . . . . . . . . 4
and
MATH 3
Precalculus Trigonometry . . . . . . . . . . . . . . . . . . . . . 3
or
MATH 4
Precalculus Algebra and Trigonometry . . . . . . . . . . . 5
MATH 5A
Analytic Geometry and Calculus I . . . . . . . . . . . . . . . 5
MATH 10
Survey of College Mathematics . . . . . . . . . . . . . . . . 3
MATH 13
Finite Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PHILO 12
Symbolic Logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PS 1
Introduction to Government . . . . . . . . . . . . . . . . . . . 3
PS 1H
Honors Introduction to Government. . . . . . . . . . . . . 3
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . . . . . 5
or
PSYCH 2A
Statistics for Behavioral Sciences. . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
SOC 1
Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . . . . . 3
or
SOC 1H
Honors Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . . . . . 3
SOC 2
Contemporary Social Problems . . . . . . . . . . . . . . . . 3
or
SOC 2H
Honors Contemporary Social Problems . . . . . . . . . . 3
Program Description:
The Energy Management program provides preparation for students
to work in the construction and energy management industry.
Preparation includes construction fundamentals with an emphasis on
sustainability and energy management as they relate to building technology, the application of building science, and solar-derived energy. The
program employs an integrated approach to construction project planning and execution as well as preparation for state and national certifications.
Program Learning Outcomes:
• Analyze contemporary renewable alternative energy systems and
techniques as it applies to construction technology and resources.
(Global Awareness, Critical Thinking, Professional Development)
• Compare and contrast various renewable energy technologies and
their relationship with energy conservation, scarce resources and the
environment. (Global Awareness, Critical Thinking, Professional
Development)
• Critically assess building science as it pertains to safety, health, comfort, energy efficiency, and building durability. (Global Awareness,
Critical Thinking, Professional Development)
• Investigate solar derived active and passive systems and their relationship with energy conservation, scarce resources and the environment. (Global Awareness, Critical Thinking, Professional
Development)
A.S. General Education
Units
21
Core Courses (24 Units)
CEM 151
Construction Fundamentals:
Principles and Practices . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals:
Principles and Practices Lab. . . . . . . . . . . . . . . . . . . 1
CEM 162
Sustainable Buildings, Home Performance,
and the Environment. . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 162LD Green Building and LEED . . . . . . . . . . . . . . . . . . . . . 3
CEM 162BS Building Science for Construction Technology . . . . . 3
CEM 162HR Home Energy Rating System . . . . . . . . . . . . . . . . . . 1
CEM 162PS Passive Solar Design and Construction . . . . . . . . . . 2
CEM 162SP Solar Photovoltaic Design and Installation . . . . . . . . 3
CEM 162SS Building Efficiency Sales and Marketing . . . . . . . . . . 2
CEM 162ST Solar Thermal Design and Installation . . . . . . . . . . . 3
Required: 15 units of specializations from any of the following groupings
not to exceed the maximum units indicated in the various areas.
Approved Electives
Units
CEM Management Courses
(6 Units)
CEM 154
CEM 155
CEM 157
CEM 159
CEM 160
CEM 161
Construction Estimating . . . . . . . . . . . . . . . . . . . . . . 3
Blueprint Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Construction Law . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Construction Planning and Scheduling. . . . . . . . . . . 3
Construction Management . . . . . . . . . . . . . . . . . . . . 3
Construction Business and Related Topics. . . . . . . . 3
P r o g r a m U p d a t e s : C u r r i c u l u m C o m m57
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CEM Code Courses
(3 Units)
CEM 164R
Building Fundamentals of the International
Residential Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 165R
Electrical, Mechanical, and Plumbing
Fundamentals of IRC . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 166
Fundamentals of the International Building Code I . . 3
CEM 167
Fundamentals of the International Building Code II . 3
CEM 168
Fundamentals of the Uniform Plumbing Code . . . . . 3
CEM 169
Fundamentals of the Uniform Mechanical Code . . . . 3
CEM 175A
Electric Code and Materials 1: Residential . . . . . . . . 3
CEM 175B
Electric Code and Materials 2: Commercial . . . . . . . 3
CEM Skill Courses
(3 Units)
CEM 170
Foundation Layout . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 177
Fundamentals of Residential Framing. . . . . . . . . . . . 3
CEM 178A
Residential Construction Skills 1: "Front End". . . . . . 3
CEM 178B
Residential Construction Skills 2: "Finish End" . . . . . 3
ETECH Courses
(3 Units)
ETECH 24
ETECH 60
ETECH 61
ETECH 62
Introduction to AutoCAD. . . . . . . . . . . . . . . . . . . . . . 3
Architecture I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Architecture II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Architecture III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Any of the following additional courses may be counted in the 15
units.
CEM 163
Fundamentals of Renewable Energy Systems . . . . . 3
DMCP 110
Foundation Course . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 199C
Career Work Experience Education. . . . . . . . . . . . . . 3
Total Units
60
Energy Management
Certificate of Achievement
Program Description:
The Energy Management program provides preparation for students
to work in the construction and energy management industry.
Preparation includes construction fundamentals with an emphasis on
sustainability and energy management as they relate to building technology, the application of building science, and solar-derived energy. The
program employs an integrated approach to construction project planning and execution as well as preparation for state and national certifications.
Program Learning Outcomes:
• Analyze contemporary renewable alternative energy systems and
techniques as it applies to construction technology and resources.
(Global Awareness, Critical Thinking, Professional Development)
• Critically assess various renewable energy technologies and their
relationship with energy conservation, scarce resources and the
environment. (Global Awareness, Critical Thinking, Professional
Development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Core Courses (24 Units)
Units
CEM 151
Construction Fundamentals: Principles and
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals: Principles and
Practices Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CEM 162
Sustainable Buildings, Home Performance, and the
Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 162LD Green Building and LEED . . . . . . . . . . . . . . . . . . . . . 3
CEM 162BS Building Science for Construction Technology . . . . . 3
CEM 162HR Home Energy Rating System . . . . . . . . . . . . . . . . . . 1
CEM 162PS Passive Solar Design and Construction . . . . . . . . . . 2
CEM 162SP Solar Photovoltaic Design and Installation . . . . . . . . 3
CEM 162ST Solar Thermal Design and Installation . . . . . . . . . . . 3
CEM 162SS Building Efficiency Sales and Marketing . . . . . . . . . . 2
One of the following:
Units
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A
College Composition. . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1AH
Honors College Composition . . . . . . . . . . . . . . . . . . 3
or
ENGL 1AMC College Composition: Multicultural Emphasis . . . . . 3
or
ENGL 1AMCH Honors College Composition:
Multicultural Emphasis . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
Total Units
27
English
A.A.-T. Transfer Degree
Students majoring in English at Cabrillo may take courses in composition, critical thinking, research writing, creative writing, journalism,
film, teaching and tutoring techniques, and a wide range of literature
courses, including British and American surveys, Mythology and
Folklore, Children's Literature, World Literature, and studies of
Chicana/o-Latina/o, Native American, African American, and Latin
American poetry and prose. These courses help students to write effectively and persuasively, to hone their critical thinking skills, and to cultivate their understanding and appreciation of literature in the context of
culture. Majoring in English leads directly to careers in teaching, journalism, publishing and editing, technical writing, public relations, and
advertising. It is also excellent preparation for careers in law, communications, government, and a variety of business environments.
The first option listed below is the Associate in Arts in English for
Transfer (AA-T), which is intended for students who plan to complete a
bachelor's degree in a similar major at a CSU campus. Students completing these degrees are guaranteed admission to the CSU system, but not
to a particular campus or major. This degree may not be the best option
for students intending to transfer to a particular CSU campus or to a university or college that is not part of the CSU system. See Associate
Degree for Transfer information in the Cabrillo College Catalog.
58
6 | Program Updates: Curriculum Committee
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or IGETC General Education Requirements Units
37 - 39
Core Courses (6 units)
Units
ENGL 1B
Composition and Literature . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1BMC Composition and Literature:
Multicultural Emphasis . . . . . . . . . . . . . . . . . . . . . . . 3
and
ENGL 2
Composition and Critical Thinking . . . . . . . . . . . . . . 3
or
ENGL 2H
Honors Composition and Critical Thinking . . . . . . . . 3
or
ENGL 2MC
Composition and Critical Thinking: Multicultural
Emphasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 2MCH Honors Composition and Critical Thinking:
Multicultural Emphasis . . . . . . . . . . . . . . . . . . . . . . . 3
List A - Select 2 courses from: (6 units)
Units
ENGL 30A
American Literature . . . . . . . . . . . . . . . . . . . . . . . . . 3
and
ENGL 30B
American Literature . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 46A
Major British Writers I . . . . . . . . . . . . . . . . . . . . . . . 3
and
ENGL 46B
Major British Writers II . . . . . . . . . . . . . . . . . . . . . . . 3
List B - Select 1 course from: (3 units)
Units
Any course not used from List A above
ENGL 12A
Creative Writing: Prose. . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 12B
Creative Writing: Poetry . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 12D
Creative Writing: Drama . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 12E
Creative Writing: Autobiography. . . . . . . . . . . . . . . . 3
ENGL 12F
Introduction to Creative Writing . . . . . . . . . . . . . . . . 3
ENGL 31
The Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 33
Introduction to Poetry . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 34
Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 41A
African American Literature:
Slave Narrative to 20th Century . . . . . . . . . . . . . . . . 3
ENGL 41B
African American Literature:
20th Century to Present . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 48A
Mythology and Folklore . . . . . . . . . . . . . . . . . . . . . . 3
List C - Select 1 course from: (3-5 units)
Units
Any course not used from Lists A or B
Any foreign language course
BUS 52
Business Communications . . . . . . . . . . . . . . . . . . . . 3
ENGL 12C
Creative Writing: Film . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 14A
Advanced Fiction Workshop . . . . . . . . . . . . . . . . . . . 3
ENGL 14B
Advanced Poetry Workshop . . . . . . . . . . . . . . . . . . . 3
ENGL 14C
Advanced Screenwriting Workshop . . . . . . . . . . . . . 3
ENGL 14E
Autobiography Workshop . . . . . . . . . . . . . . . . . . . . . 3
ENGL 14F
How to Write a Novel . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 17
Studies in Literary Themes/Types . . . . . . . . . . . . 1 - 3
ENGL 18
Studies in Individual Writers . . . . . . . . . . . . . . . . 1 - 3
ENGL 20A
Children's Literature . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 20B
Children's Literature . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 23A
Reporting for the News Media . . . . . . . . . . . . . . . . . 3
or
JOURN 23A Reporting for the News Media . . . . . . . . . . . . . . . . . 3
ENGL 24A
Native American Prose and Poetry . . . . . . . . . . . . . . 3
ENGL 24B
Native American Prose and Poetry . . . . . . . . . . . . . . 3
ENGL 32
The Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 39
Chicana/o-Latina/o Literature . . . . . . . . . . . . . . . . . . 3
ENGL 40
Latin American Literature . . . . . . . . . . . . . . . . . . . . . 3
ENGL 45
World Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ENGL 47
The Literature of the Storyteller . . . . . . . . . . . . . . . . 3
ENGL 49A
The Language of Film: Film History . . . . . . . . . . . . . 3
ENGL 49B
The Language of Film: Special Topics in Film. . . . . . 3
TA 9
Appreciation of Theatre Arts . . . . . . . . . . . . . . . . . . . 3
Electives:
Units
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . 3 - 5
Note: All courses except ENGL 14ABCEF and ENGL/JOURN 23A are
also general education courses.
Total Units
60
Music
A.A.-T. Transfer Degree
The Music program offers a comprehensive course of study for students to pursue their musical goals and interests, through rigorous
coursework in theory, ear-training, sight-singing, applied study, keyboard skills and performance, in preparation for a successful audition
and placement into a university music program. Students learn to accurately identify and describe composers and masterworks from various
musical periods and genre, and to critically assess elements of music in
the Classical and Jazz track, as well as demonstrate music principles in
their own compositions. They learn to describe the unifying role of
music throughout history and among world cultures. Learning experiences in music are presented through lecture, critique, discussion,
supervised and individual practice, solo and ensemble performance and
concert attendance.
The student with a transferable Associate in Arts degree in Music is
prepared for upper-division work in Music at universities in the UC and
CSU systems, and at other four-year colleges, universities and conservatories.
All Music Theory and Musicianship courses transfer to both the
University of California and the California State University, where the
equivalent of two years of Music Theory and Musician ship are required
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at the lower division level. Music majors are encouraged to complete as
many of these courses as possible prior to transfer in order to prepare
for upper division work. Upon transfer to many four-year universities or
music schools, students must take placement exams in Theory,
Musicianship and Piano proficiency. Music majors are also encouraged
to take applied music and performance courses each semester while at
Cabrillo.
Cabrillo offers options for degrees in Music. The first option listed
below is the Associate in Arts in Music for Transfer (AA-T), which is
intended for students who plan to complete a bachelor's degree in a similar major at a CSU campus. Students completing these degrees are
guaranteed admission to the CSU system, but not to a particular campus
or major. This degree may not be the best option for students intending
to transfer to a particular CSU or to a university or college that is not part
of the CSU System. See Associate Degree for Transfer Information in the
Cabrillo College Catalog.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or
IGETC General Education Requirements
Units
37 - 39
Core Courses (18-24 units)
Units
MUS 1
Comprehensive Music Theory I . . . . . . . . . . . . . . . . 3
MUS 2
Comprehensive Music Theory II . . . . . . . . . . . . . . . . 3
MUS 3
Comprehensive Music Theory III . . . . . . . . . . . . . . . 3
MUS 4
Comprehensive Music Theory IV . . . . . . . . . . . . . . . 3
MUS 1M
Musicianship I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MUS 2M
Musicianship II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MUS 3M
Musicianship III . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MUS 4M
Musicianship IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MUS 16
Applied Music: Winds, Strings, Brass, Piano,
Voice, and Percussion. . . . . . . . . . . . . . . . . . . . . 1 - 4
Ensemble courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 - 4
Physics
A.S.-T. Transfer Degree
Physics is the study of our natural surroundings, from the tiniest elementary particle to the entire universe. Physics provides a broad range
of knowledge and powerful skills which are useful in practically every
discipline. The program at Cabrillo emphasizes topics that affect our
everyday lives: forces, motion, gravity, waves, sound, electricity, magnetism, light, and heat. The excitement of atoms, nuclei, relativity, and the
cosmos is also included.
A physics major degree generally transfers to a four-year institution to
complete a bachelor's degree. Physics graduates at the bachelor's level
are qualified for a variety of technical positions with government or
industry, and they are also well prepared to enter a graduate program in
any other science or in engineering. Physics majors are welcomed into
professional programs such as law, business, or medicine. Teaching at
the high school or two-year college level is an option if a master's degree
is obtained. A physicist generally obtains a Ph.D. Degree, which may lead
to experimental or theoretical research and/or teaching at the university
level or basic research in government or industry.
Cabrillo offers options for degrees in Physics. The first option listed
below is an Associate in Science in Physics for Transfer (AS-T), which is
intended for students who plan to complete a bachelor's degree in a similar major at a CSU campus. Students completing these degrees are
guaranteed admission to the CSU system, but not to a particular campus
or major. See Associate Degree for Transfer information in the Cabrillo
College Catalog.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
High School Preparation: physics, chemistry, four years of college
preparatory mathematics. Cabrillo offers courses that are equivalent to
this preparation. The major will require more than two years at the community college level if high school preparation is not complete.
Completion of CSU or IGETC
General Education Requirements
Units
37 - 39
Recommended but not required:
Units
MUS 10
Music Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MUS 10M
Historical Survey of Music . . . . . . . . . . . . . . . . . . . . 3
MUS 7
Music Synthesis, Sampling, and Electronic Music . . 3
MUS 31A
Fundamental Recording Techniques I . . . . . . . . . . 1.5
MUS 31B
Fundamental Recording Techniques II. . . . . . . . . . 1.5
MUS 57A
Music and Computers I:
Digital Audio Workstation . . . . . . . . . . . . . . . . . . . 1.5
Piano keyboard proficiency required . . . . . . . . . . . . . . . . . . . . . 1 - 4
Electives:
Units
(Any Course Numbered 1-99). . . . . . . . . . . . . . . . . . . . . . . . . . . 0 - 5
Note: MUS 1 is also general education courses.
Total Units
60
Core Courses
Units
PHYS 4A
Physics for Scientists and Engineers I . . . . . . . . . . . 5
PHYS 4B
Physics for Scientists and Engineers II . . . . . . . . . . 5
PHYS 4C
Physics for Scientists and Engineers III . . . . . . . . . . 5
and
MATH 5A
Analytic Geometry and Calculus I . . . . . . . . . . . . . . . 5
MATH 5B
Analytic Geometry and Calculus II . . . . . . . . . . . . . . 5
MATH 5C
Analytic Geometry and Calculus III. . . . . . . . . . . . . . 5
Electives:
Units
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . 0 - 1
Note: All courses are also general education courses.
Total Units
60
60
8 | Program Updates: Curriculum Committee
Political Science
PSYCH 2A
or
PSYCH 2B
A.A.-T. Transfer Degree
Political Science is the systematic study of politics, political institutions and governmental processes by the application of scientific methods of analysis and critical examination. Political science is concerned
with the objectives and ends of politics and the way in which political
society should be organized in order to realize those objectives and ends.
Courses in political science enable students to study and understand
how political and governmental institutions make and implement decisions and the effects those decisions have on individual, group, and societal behavior.
A political science major generally transfers to a four-year institution
to complete a B.A. Degree. Political science graduates with B.A. Degrees
are qualified for a variety of positions in government and non-governmental institutions; graduates are prepared to enter graduate studies in
various disciplines, including political science, law, journalism and business.Teaching at the community college level is an option providing that
an M.A. and/or a Ph.D. Degree is obtained. Possession of the Ph.D. could
lead to research and teaching at the university level.
Cabrillo offers options for degrees in Political Science. The first option
listed below is the Associate in Arts in Political Science for Transfer (AAT), which is intended for students who plan to complete a bachelor's
degree in a similar major at a CSU campus. Students completing these
degrees are guaranteed admission to the CSU system, but not to a particular campus or major. This degree may not be the best option for students intending to transfer to a particular CSU campus or to a university
or college that is not part of the CSU System. See Associate Degree for
Transfer information in the Cabrillo College Catalog.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or IGETC General Education Requirements Units
37 - 39
Core Course (3 units)
Units
PS 1
Introduction to Government . . . . . . . . . . . . . . . . . . . 3
or
PS 1H
Honors Introduction to Government. . . . . . . . . . . . . 3
List A - Take the following 2 courses (6 units)
Units
PS 2
Comparative Government . . . . . . . . . . . . . . . . . . . . . 3
PS 3
International Relations . . . . . . . . . . . . . . . . . . . . . . . 3
Take Statistics or Research Methods (3-5 units)
Units
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . . . . . 5
or
Statistics for Behavioral Sciences. . . . . . . . . . . . . . . 3
Research Methods in Psychology. . . . . . . . . . . . . . . 4
List B - Select 2 courses from the following: (6 units)
Units
Any course not selected from above
ANTHR 2
Introduction to Anthropology: Cultural . . . . . . . . . . . 3
or
ANTHR 2H
Introduction to Anthropology: Cultural (Honors) . . . 3
BUS 18
Business Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
ECON 1A
Introduction to Macroeconomics . . . . . . . . . . . . . . . 3
ECON 1B
Introduction to Microeconomics. . . . . . . . . . . . . . . . 3
GEOG 2
Cultural Geography . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HIST 2B
World History: 1500 to Present . . . . . . . . . . . . . . . . 3
HIST 4A
Survey of Western Civilization to 1648. . . . . . . . . . . 3
or
HIST 4AH
Honors Survey of Western Civilization to 1648 . . . . 3
HIST 4B
Survey of Western Civilization–1648
to Late 20th Century . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
HIST 4BH
Honors Survey of Western Civilization–1648
to Late 20th Century . . . . . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
SOC 1
Introduction to Sociology: Understanding Society . . 3
or
SOC 1H
Honors Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . . . . . 3
Any CSU GE Area D course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Electives:
Units
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-5
Note: All courses except BUS 18 are also general education courses.
Total Units
60
Theatre Arts
A.A.-T. Transfer Degree
The study of Theatre Arts/Drama requires creative technical and performance skills that benefit students in their individual relationships with
others in social and artistic environments. Students selecting to major
and minor in Theatre Arts/Drama frequently choose this area of study for
three reasons: (1) to enter the professional fields of theatre, film, television,radio, and modeling; (2) to enter communication fields in teaching,
business, industry and law; (3) to pursue personal goals or leisure activity in community events.
Opportunities for careers in theatre arts/drama are found in acting,
theatre lighting, costume design, set production, scenery design, scene
painting, television production, theatre production management, stage
management, teaching and directing.
Cabrillo offers options for degrees in Theatre Arts. The first option
listed below is the Associate in Arts in Theatre Arts for Transfer (AA-T),
which is intended for students who plan to complete a bachelor's degree
in a similar major at a CSU campus. Students completing these degrees
are guaranteed admission to the CSU system, but not to a particular
campus or major. This degree may not be the best option for students
intending to transfer to a particular CSU campus or to a university or col-
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lege that is not part of the CSU System. See Associate Degree for
Transfer information in the Cabrillo College Catalog.
The following is required for all AA-T or AS-T degrees:
• Completion of 60 CSU-transferable semester units.
• Minimum grade-point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a higher GPA.
• Completion of a minimum of 18 semester units in the major with a
grade of "C" or better.
• Certified completion of the California State University General
Education-Breadth pattern (CSU GE Breadth) or the Intersegmental
General Education Transfer Curriculum (IGETC) pattern.
Completion of CSU or IGETC General Education Requirements Units
37 - 39
Core Courses (9 units)
Units
TA 8
World Theatre History. . . . . . . . . . . . . . . . . . . . . . . . 3
or
TA 9
Appreciation of Theatre Arts . . . . . . . . . . . . . . . . . . . 3
TA 10A
Basic Acting Techniques . . . . . . . . . . . . . . . . . . . . . . 3
TA 27
Theatre Production Workshop . . . . . . . . . . . . . . 1 - 3
or
TA 29
Rehearsal and Performance . . . . . . . . . . . . . . . . 1 - 3
List A - Select 3 courses from the following: (9 units)
Units
TA 10B
Intermediate Acting. . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 14
The Art of Play Reading . . . . . . . . . . . . . . . . . . . . . . 3
TA 28
Backstage Theatre. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 31
Introduction to Design in the Theatre . . . . . . . . . . . . 3
TA 33
Makeup and Masks. . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 34
Costume Workshop . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 27
Theatre Production Workshop . . . . . . . . . . . . . . 1 - 3
or
TA 29
Rehearsal and Performance . . . . . . . . . . . . . . . . 1 - 3
Electives:
Units
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . 3 - 5
Note: TA 9 and TA 10A are also general education courses.
Total Units
60
TOP Code Change: Athletics
Revise TOP code to all Athletics courses from 0835.00 to 0835.50
Courses listed below:
ATH-10
Athletic Conditioning
ATH-11
Football Conditioning
ATH-15C
Intercollegiate Athletics-Football
ATH-15CC
Pre-Season Intercollegiate Football
ATH-15D
Intercollegiate Athletics-Soccer: Men
ATH-15DD
Pre-Season Intercollegiate Soccer: Men
ATH-15E
Intercollegiate Athletics-Soccer: Women
ATH-15EE
Pre-Season Intercollegiate Soccer: Women
ATH-15F
Intercollegiate Athletics-Water Polo: Women
ATH-15FF
Pre-Season Intercollegiate Water Polo: Women
ATH-15G
Intercollegiate Athletics-Volleyball: Women
ATH-15GG
Pre-Season Intercollegiate Volleyball: Women
ATH-15H
Intercollegiate Athletics-Water Polo: Men
ATH-15HH
Pre-Season Intercollegiate Water Polo: Men
ATH-15I
Intercollegiate Athletics-Basketball: Men
ATH-15J
Intercollegiate Athletics-Basketball: Women
ATH-15K
Intercollegiate Athletics-Baseball
ATH-15L
Intercollegiate Athletics-Golf
ATH-15M
Intercollegiate Athletics-Softball
ATH-15N
Intercollegiate Athletics-Swimming and Diving: Men
ATH-15P
Intercollegiate Athletics-Swimming and Diving: Women
ATH-15Q
Intercollegiate Athletics-Tennis: Men
ATH-15R
Intercollegiate Athletics-Tennis: Women
ATH-16
Football Theory and Practice: Offense
ATH-17
Football Theory and Practice: Defense
ATH-18
Basketball Theory-Men
ATH-19
Basketball Theory-Women
ATH-80S
Special Studies
ATH-180S
Special Studies
62
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
2012-13 and 2013-14 Budget Planning Update
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 10
E.1
BACKGROUND:
The Governor’s 2013-14 Budget was released on January 10, 2013. We are thankful to California voters
for their approval of Proposition 30. The budget includes a mixture of good news and unknowns related
to major policy proposals.
On January 23, the College Planning Council (CPC) had a preliminary discussion about planning
assumptions that will be used to develop the base budget for 2013-14. CPC met on February 27 to
review the budget planning documents attached.
2013-14 Budget Reduction Process, Commitments, and Strategies (pages 64 - 66)
The 2013-14 Budget Reduction Process Commitments, Criteria and Strategies were updated to
reference the goals in the Strategic Plan and the need to design and implement the Student
Success Initiative for the college.
2012-13 through 2013-14 Budget Development Timeline (pages 67 - 68)
The budget calendar includes all shared governance and board meetings associated with the
budget planning process for 2013-14.
2013-14 Base Budget Planning Assumptions (page 69)
The 2012-13 through 2013-14 budget planning assumptions reflect the impact of the passage of
proposition 30 on state revenue anticipated by the college for 2012-13.
The expenditure assumptions include the replacement of eight full-time faculty positions and the
allocation of funding to maintain the college’s enrollment and capture restoration funding of
1.6%; $700,000 for Cabrillo.
Funding has been allocated to Counseling to increase the number of CG 51 courses offered to
students in fall 2013.
The 2013-14 Preliminary Budget will be developed using the mid-case scenario. The projected
deficit for planning purposes is approximately $2.5 million. The college expects to have adequate
reserves to cover the deficit.
Administrator Initiating Item:
Graciano Mendoza
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
63
2013-14 through 2016-17 Multi-Year Base Budget Planning Assumptions (page 70)
The long-term projection for 2014-15 through 2016-17 projects new revenue in the form of
COLA.
With new revenue comes a requirement to hire fifteen to twenty new faculty in order to meet the
faculty obligation requirement. The faculty obligation number has been frozen since 2008 due to
lack of funding. The Board of Governors is expected to unfreeze the faculty obligation number in
fall of 2014.
The college’s enrollment is declining. The spring 2013 enrollment is approximately 4% below
spring 2012. The college may have to allocate more funding in future years to maintain
enrollment to the funding cap.
One-Time Operating Reserves (page 71)
The college budgeted reserves of $3.1 million to balance the 2012-13 Final Budget. Changes in
the operating reserves are summarized as follows:
The revenue adjustment for the 2011-12 fiscal year was received on February 22. Actual revenue
received for 2011-12 was $448,000 higher than the college’s closing estimate.
Revenue associated with the State Mandate Program was unknown at the time the 2012-13 Final
Budget was developed. The estimated revenue is included as an increase in operating reserves
Restoration funding of 1.6%; 700,000 was not included in the 2012-13 because of the uncertainty
associated with the passage of proposition 30. The 2012-13 funds are included as an increase in
the operating reserve.
The college is anticipating budget savings of $1.5 million for 2012-13
There is still a major risk factor associated with RDA. The first principal apportionment report
from the state for the 2012-13 fiscal year included an estimated shortfall of 6.57% or $3.6 million
for Cabrillo. Although the Governor’s Budget guaranteed community colleges backfill funding
for RDA shortfalls for 2012-13 the state is advising Districts that a deficit may occur. The
college is setting aside reserves to cover the shortfall should it materialize. The college is also
planning for an ongoing shortfall of 2% (See Base Budget Planning Assumptions, page 69- 201314 Revenue Adjustments section; C.)
The budget planning documents will be agendized for Governing Board approval at the April
meeting.
64
March 4, 2013 Board Meeting
2013-14 Budget Reduction Process Commitments,
Criteria and Strategies
The economic crisis affecting the state budget is conservatively projected to end soon. At the current time, our
best efforts at projecting the fiscal impact on Cabrillo indicate that our state funding may begin to increase over
the next few years.
The intent of the following process commitments, criteria and strategies is to enable Cabrillo to move from
being a college that is organized and staffed to operate on a $60 million budget to an organization and staffing
level that can deliver sustainable services to the community with a smaller budget.
I.
Process Commitments
A.
Link Budget planning, including program and service changes and redesign efficiencies, to long
range planning, including the evaluation of the impact on student success.
B.
Utilize the appropriate forums to dialogue about the restructuring, consolidation, reductions,
and/or elimination of programs and services resulting from a reduction in resources.
C.
In the event that program and workforce reductions are necessary, the college will work to
preserve faculty, staff and management positions when possible and, if not possible, will assist
with employment-related transitional issues.
D.
The process will be characterized by openness, respect, sensitivity, and inclusiveness.
The College Master Plan provided the general framework for the following criteria:
II.
Criteria
A.
Compliance Requirements
Maintain accreditation standards of the college and academic programs
1.
2.
Maintain state and federal compliance requirements (Strategic Plan Goal B) e.g.:
50% law
Full-Time faculty obligation number (FON)
Accessibility
B.
Preserve transfer, basic skills, and Career Technical Education so students are able to complete
their academic goals (Strategic Plan Goal A)
Core courses toward an AA/AS
General education breadth
Labor market
C.
Minimize negative impact on student success (Strategic Plan Goal A) e.g.
ARCC
D.
Optimize enrollment to achieve maximum state revenues.
E.
Minimize impact of non-base budget programs on General Fund (Strategic Plan Goal A)
Ancillary/Auxiliary operations
Revised 2/27/13
65
Categorical and grant-funded programs
III.
F.
Maximize efficiency of programs and services (Strategic Plan Goal A and Technology Plan)
Are college programs and services efficient?
WSCH/FTEF
Non-redundant
G.
Minimize the negative impact on the operational needs of new and existing facilities (Strategic
Plan Goal B and Facilities Master Plan)
H.
Optimize effective utilization of college facilities (Strategic Plan Goal B)
I.
Maximize flexibility and opportunities for employees (Process Commitment C)
Strategies
A.
Design and implement the Student Success Initiative for the college.
B.
Review all auxiliary and categorical program budgets with the appropriate budget administrator
to identify reductions.
C.
Evaluate college-wide services and systems; explore alternative models across components;
reduce costs, reduce duplication of function, and increase efficiencies throughout the college.
D.
Management of personnel budget.
Process Overview
Utilize salary savings for vacant positions to reduce the overall budget reduction target.
Salary savings may be used to fund replacements for vacant positions based on demonstrated
need and the approval of the Vice President/President.
Salary savings may not be used to cover other operating expenses or equipment purchases.
Cabinet may approve the recruitment of vacant positions based on demonstrated need.
Human Resources will provide a list of vacant positions and the status of recruitments on a
weekly basis.
Administrative Services will provide a report of cumulative salary savings on a monthly
basis.
E.
Evaluate facility use for efficiency and effectiveness.
Watsonville
Scotts Valley
Energy Use Reduction
F.
Discuss compensation and benefit programs with all employee groups.
66
IV.
Historical Data Available
A.
Internal Data
Accreditation Self-Study http://www.cabrillo.edu/services/pro/accred/index.html
Budget & Benefits Information Center:
http://www.cabrillo.edu/internal/adminservices/budgetcenter/
Educational Master Plan: http://www.cabrillo.edu/services/pro/masterPlan/
FACT Books http://www.cabrillo.edu/services/pro/factbook/
Program Planning Pages http://pro.cabrillo.edu/pro/factbook/programPlanningTables.html
Strategic Plan: http://pro.cabrillo.edu/cmp/
Technology Plan: http://www.cabrillo.edu/services/pro/accred/pdf/ITTP.pdf
B.
External Data
Fiscal Data Abstract 06-07
Current Cost of Education 06-07
WASC Accreditation Standards
http://www.cabrillo.edu/services/pro/accred/pdf/ACCJC%20NEW%20STANDARDS.pdf
CABRILLO COLLEGE
FY 2012-13 through 2013-14 Budget Development Timeline
March 4, 2013 Board Meeting
Nov./Dec. 2012
January 14, 2013
January 10, 2013
January 8/15/29,2013
January 18, 2013
January 23, 2013
February 11, 2013
February 19, 2013
February 27, 2013
March 4, 2013
March, 2013
March 5/26, 2013
March 6, 2013
March 6/20, 2013
April, 2013
April 8, 2013
April 9/23, 2013
April 3, 2013
April 3/17, 2013
April - June 2013
May 6, 2013
May 7/28, 2013
May 1, 2013
May 1/15, 2013
May 25, 2013
CPC/BOARD MEETING
Action Items;
- Academic Staffing Recommendation- Replace six full-time faculty positions for Fall 2013
BOARD MEETING
Information Items:
- 2012-2014 Budget Update
2013-14 GOVERNOR'S STATE BUDGET
ADMINISTRATIVE COUNCIL
STATE BUDGET WORKSHOP
MANAGER'S MEETING/CPC MEETING
Review Governor's Budget and impact of Proposition 30
- Discussed major components of budget planning parameters for 2013-14
-Increase the replacement of full-time teaching faculty from six to eight for Fall 2013
-Permanently fund 280 teach units to stabilize enrollment and capture restoration funding for 2012-13
- Updated revenue assumptions to include 2012-13 restoration funding
BOARD MEETING
Information Items:
- Budget Update
ADMINISTRATIVE COUNCIL
CPC MEETING
Information Items:
- Update Budget Parameters FY 2012-13 through 2016-17
- Update Budget Development Timeline- FY 2013-14
- Review Strategies, Commitments and Criteria
BOARD MEETING
Information Items:
- Update Budget Parameters FY 2012-13 through 2016-17
- Update Budget Development Timeline- FY 2013-14
- Review Strategies, Commitments and Criteria
First Principal Apportionment 2012-13/ 2012-13 Recal
ADMINISTRATIVE COUNCIL
MANAGERS MEETING
CPC MEETINGS
Continue to evaluate/revise Planning Parameters
BOARD MEETING
Action Items:
- Update Budget Parameters FY 2012-13 through 2016-17
- Update Budget Development Timeline- FY 2013-14
- Review Strategies, Commitments and Criteria
ADMINISTRATIVE COUNCIL
MANAGERS MEETING
CPC MEETINGS
2012-13 Negotiations- All groups
BOARD MEETING
ADMINISTRATIVE COUNCIL
MANAGERS MEETING
CPC MEETINGS
Governor's May Revise for 2013-14 released
67
CABRILLO COLLEGE
FY 2012-13 through 2013-14 Budget Development Timeline
March 4, 2013 Board Meeting
June 2013
June 5, 2013
June 5/19, 2013
June 10, 2013
June 11, 2013
August 5, 2013
August 6/27, 2013
August 7, 2013
August 7/21, 2013
September 9, 2013
September 10/24, 2013
September 4, 2013
September 4/18, 2013
Second Principal Apportionment 2011-12 Received
MANAGERS MEETING
CPC MEETINGS
Action Items:
- 2013-14 Preliminary Budget
Information Items:
- 2013-14 Updated Budget Planning Parameters Final Budget
BOARD MEETING
Action Items:
- 2013-14 Preliminary Budget
Information Items:
- 2013-14 Updated Budget Planning Parameters Final Budget
ADMINISTRATIVE COUNCIL
BOARD MEETING
Action Items:
- 2013-14 through 2015-16 Budget Planning Parameters
ADMINISTRATIVE COUNCIL
MANAGERS MEETING
CPC MEETINGS
BOARD MEETING
Action Items:
- 2013-14 Final Budget
ADMINISTRATIVE COUNCIL
MANAGERS MEETING
CPC MEETINGS
Cabrillo's budget planning process for 2013-14 began late due to the uncertainty surrounding the passage of Proposition 30.
68
March 4, 2013 Board Meeting
69
2013-14 Base Budget Planning (Best, Mid, Worst Case)
2012-13 Structural Deficit
2012-13 Revenue Adjustments
A. Restoration funds- 1.6%
B. Revenue Adjustment for Prop 30 passing
2013-14 Revenue Adjustment
2013-14 Revenue adjustments
A. Restoration/Growth@ 2%
B. COLA@1.65% (0, .825%, 1.65%)
C. Deficit factor for apportionment shortfalls (3%,2%, 1%)
D. Other
TOTAL Revenue Adjustment
2013-14 Expenditure Adjustments
Full-time Faculty Obligation - Replace 7, 8, or 9 vacancies
2012-13 Funded positions 196.25
2013-14 Funded positions 193.75 with 8 replacements
Fall 2013 frozen FON- 189.6 /Unfrozen 211.6
Add Teaching Units to maintain enrollment cap from 2012-13 (300, 268, 260)
Add Counseling Units for CG 51 Courses- 12 Units for Fall 2013
Add Teaching Units to capture 2% restoration/growth in 2013-14
Step, Column, Longevity, etc
Medical Benefit increase- 8% (50%-50% cost share = 1/2)
Retiree Medical Benefit Increase
PERS rate increase
Increase in Worker's Comp., Gen. Liability,
TRAN Interest Expense
Utilities
Operating Cost Increases
Total Expenditure Adjustments
Projected 2013-14 Structural Balance (Deficit) *
One-time Reserves used to bridge deficit
Net Deficit for 2013-14
* Does not include categorical program impacts on the general fund.
The salary/benefit budget includes a credit to the expense lines of $300k for salary/benefit savings.
Worst
Case
(2,800,000)
Range
MidRange
(2,800,000)
Best
Case
(2,800,000)
600,000
1,681,326
700,000
1,681,326
800,000
1,681,326
0
0
(1,650,000)
?
631,326
0
450,000
(1,100,000)
?
1,731,326
?
900,000
(550,000)
?
2,831,326
57,000
95,000
133,000
1.5
(531,000)
(21,240)
?
(330,000)
(287,500)
(85,000)
(165,000)
(80,000)
(20,000)
(150,000)
(150,000)
(1,762,740)
(3,931,414)
2.5
(474,360)
(21,240)
?
(330,000)
(230,000)
(85,000)
(165,000)
(70,000)
(15,000)
(100,000)
(125,000)
(1,520,600)
(2,589,274)
2,589,274
0
3.5
(460,200)
(21,240)
?
(330,000)
(172,500)
(85,000)
(165,000)
(60,000)
(10,000)
0
(100,000)
(1,270,940)
(1,239,614)
(3,931,414)
(1,239,614)
70
March 4, 2013 Board Meeting
2013-14 through 2016-17
Base Budget
Planning Parameters
2013-14
Projected
Difference between ongoing Revenues & Expenses (Structural Deficit)
Increase in State Revenue Anticipated
A. Restoration/Growth
B. 1/2 COLA @1.65%, 2.3%, 2.5%, 2.7%*
C. Other
Net change in revenue
Net Increases in Ongoing Expenses
Full-time Faculty Position changes (2.5) (net of adjunct backfill) , 18, 8, 6
Add Teaching Units to maintain enrollment cap from 2012-13 (300,268,260)
Add Counseling Teaching Units for CG 51 Courses- 12 Units for Fall 2013
Add Teaching Units to capture restoration/growth for 2013-14
Step, Column, Longevity Increases, etc.
Medical Plan Rate Increase-- 8% (50%-50% cost share in place)
Retiree Benefit Increase
PERS Rate Increase
STRS Rate Increase
Worker's Comp, Unemployment Insurance
TRAN Interest Expense
Utilities
Net Operating Increases
Reduction in Indirect Reimbursements from grants
Labor agreements
Total Expenditure Increases
2014-15
Projected
2015-16
Projected
2016-17
Projected
(1,518,674)
(2,589,274)
(3,183,274)
(3,317,274)
?
?
?
?
?
?
?
450,000
(1,068,674)
1,375,000
1,485,000
(1,324,274)
(1,808,274)
(1,832,274)
(684,000)
(304,000)
(228,000)
(474,360)
?
?
?
(21,240)
?
?
?
?
(330,000)
(230,000)
(85,000)
(165,000)
?
(70,000)
(15,000)
(100,000)
(125,000)
?
?
?
(330,000)
(230,000)
(145,000)
(150,000)
?
(50,000)
(20,000)
(100,000)
(150,000)
?
?
?
(330,000)
(230,000)
(145,000)
(175,000)
?
(50,000)
(25,000)
(100,000)
(150,000)
?
?
?
(330,000)
(230,000)
(145,000)
(175,000)
?
(50,000)
(30,000)
(100,000)
(150,000)
?
?
(1,520,600)
(1,859,000)
(1,509,000)
(1,438,000)
Budget Reductions
?
?
?
?
Ongoing Shortfall*
(2,589,274)
(3,183,274)
(3,317,274)
(3,270,274)
Operating Reserves available to bridge deficit
*Deficit net of One-time funds
95,000
?
1,265,000
2,589,274
0
Cost of 1% for all employees = $425,000
RDA continues to be a major threat. The RDA shortfall was backfilled for 2012-13 but there is no guarantee this will continue.
Although RDA will be backfilled for 2012-13, the state is delaying payments to CCCs because of a cash shortfall, increasing
the amounts CCCs must borrow (in addition to apportionment deferrals).
* COLA estimates projected based on School Services of California Financial Dartboard
71
March 4, 2013 Board Meeting
ONE-TIME OPERATING RESERVES
Projected
Reserves budgeted for 2012-13 Deficit
$3,142,914
ADD:
2011-12 One-time increase from recal
State Mandate Reimbursement not budgeted in 2012-13
Restoration received for 2012-13, not budgeted in 2012-13
Anticipated Budget Savings from 2012-13
State Mandate Reimbursement for 2013-14
$448,000
$300,000
$700,000
$1,500,000
$250,000
LESS:
Deficit Factor for 2012-13- 6.57%
Projected Operating Reserves available for 2013-14
* Does not include FTES reserve of $1,000,000 or the 5% General Reserve
($3,608,000)
$2,732,914
72
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
ENCLOSURE(S)
Sunshine District’s Initial Proposal:
CCFT/District 2013-16 Contract Negotiations
REASON FOR BOARD CONSIDERATION
Page 1 of 2
ITEM NUMBER
INFORMATION
E.2
BACKGROUND:
In compliance with the public notice provisions of the Educational Employment Relations Act (EERA),
the District’s Initial Proposal for negotiations with the Cabrillo College Federation of Teachers (CCFT) is
as follows:
1. Utilize Interest-Based Bargaining principles and techniques in its negotiations with CCFT.
o To promote and maintain collegial employer-employee relationships.
o To base decisions upon objective standards and criteria.
2. Improve contract language to more effectively meet student and program needs.
3. Improve and maintain the quality and safety of the college environment to ultimately benefit
students and employees.
4. Effectively manage the resources of the college during these times of fiscal uncertainty for
community colleges including, but not limited to, the shift of funding from a census based model
to funding for completion.
5. Maintain flexibility in order to implement policy and legislative changes currently in
development related to the Student Success Initiative and the possible shift of the Adult
Education Program to community colleges and other Title 5 changes.
6. Develop a total and sustainable compensation package.
7. Complete contract negotiations in a timely and efficient manner.
Board Goals
1. Student Success will be the priority in determining
Compensation and benefits for all employee groups that are sustainable and comparable
with best practice for similar organizations.
Staffing patterns that conserve resources to support student achievement
Allocation of resources to creatively address student needs and increase achievement of
student goals.
2. The Board is committed to shared governance and values the timely recommendations of the
College Planning Council to inform Board decisions.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
73
3. The Board supports the implementation that will result in green, paperless delivery of all Board
materials to the members of the Governing Board, college community and the public.
4. The Board will engage the community through broad discourse to chart the path for Cabrillo’s
continuing legacy in light of the unprecedented fiscal challenges facing the college and the state
of California.
*
*
*
In accordance with the Board goals, the District will pursue changes in the following Articles and related
Appendices, including but limited to the specific items listed below:
o Article 9: Professional Development Leaves
 Clarification of limitation on additional compensation for faculty during a
sabbatical term
o Article 11: Workload
 Work Year Schedule Flexibility for counselors
 Workload provisions including, but not limited to, potential changes related to
non-credit courses
Cross-Disciplinary Team Taught Courses
Cross-Disciplinary Assignment Requiring Additional Work in Designated
Learning Communities
Release time for Faculty Senate
Release time for CCFT officers
o Article 13: Salary
 Salary Schedules
 Non-credit Salary Schedule
o Article 14: Health & Welfare Insurance Coverage
 Flexibility in changing the low HMO plan
o Article 16: Adjunct Faculty
 Reemployment Preference for retiring faculty
o Article 17: Evaluation and Tenure
 Impact of temporary contracts on tenure and evaluation
 Modification of faculty self-evaluation form (Appendix L.1)
o Article 18: Retirement
 Retiree Medical Benefits
 See Article 9
o Article 21: Duration of Agreement
o Article 26: Reopening of Agreement and Specific Provisions of Agreement
2
74
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
ENCLOSURE(S)
Sunshine CCFT’s Initial Proposal:
CCFT/District 2013-16 Contract Negotiations
REASON FOR BOARD CONSIDERATION
INFORMATION
Page 1 of 2
ITEM NUMBER
E.3
BACKGROUND:
In compliance with the public notice provisions of the Educational Employment Relations Act (EERA),
the Cabrillo College Federation of Teachers (CCFT) submitted the attached Initial Proposal regarding
2013-16 Contract Negotiations.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
75
76
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Board Policy 5035: Withholding of Student Records
Student Services, First Reading
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
E.4
ENCLOSURE(S)
Page 1 of 2
BACKGROUND:
The District is in the process of revising Board Policies and Administrative Regulations utilizing
the California Community College League’s model policies as applicable.
Attached is a new addition to the Board Policies in the Student Services component.
Board Policies are presented as a first reading for Governing Board review and will return for
action at the next Governing Board meeting.
77
BP 5035
Withholding of Student Records
Reference:
Title 5 Section 59410
Students or former students who fail to pay a proper financial obligation to the District shall
have official transcripts, diplomas, and registration privileges withheld.
Approved by Student Services Council on 7/18/12
78
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
March 2013 Accreditation Update
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 8
E.5
BACKGROUND:
The college is in the process of finalizing the first complete draft of its Self Evaluation Report of Educational
Quality and Institutional Effectiveness for Reaffirmation of Accreditation in anticipation of the Accreditation
Team site visit October 14-17, 2013.
The timeline for the development of the Self Evaluation Report is as follows:
Fall 2010 – Accreditation Liaison Officer (ALO) established as Accreditation Co-Chair (Renée Kilmer)
Spring 2011 – Faculty Accreditation Co-Chair assigned by Faculty Senate and Cabinet (Rory O’Brien)
Summer 2011 – Standards Co-Chairs selected by Accreditation Co-Chairs and CPC
Fall 2011 – Standards team members selected by Accreditation and Standards Co-Chairs
a. Self evaluation training workshops and standards team meetings
b. Faculty and staff accreditation survey distributed by PRO
c. Outlines from standards teams to Accreditation Co-Chairs by December
5. Spring 2012 –Standards teams develop first draft by April; second draft by July
a. Acting VPIs appoint new ALO in June as Accreditation Co-Chair (Rachel Mayo)
6. Fall 2012 - Standards teams write final draft and submit to Accreditation Co-Chairs December 1st
7. Spring 2013 – Self Evaluation report finalized
a. Executive summary reviewed by CPC (Jan), Standards Co-Chairs (Feb), Governing Board (Mar)
b. Final drafts revisions reviewed by Standards Co-Chairs (Feb), CPC, Faculty Senate and general
college community (March - online through the intranet and open forum)
c. First reading of final report to Governing Board in May, second reading and action in June
8. July 2013 – Report submitted to ACCJC
9. August Flex Week (Staff Development) and September – College prepares for visit
10. October 14-17, 2013: ACCJC Team Visit
1.
2.
3.
4.
In general, the college finds that it meets the standards of the Accrediting Commission for Community and
Junior Colleges (ACCJC), which are: (1) Institutional Mission and Effectiveness, (2) Student Learning
Programs and Services, (3) Resources, and (4) Leadership and Governance. These four standards are divided
into eleven sub-sections, each of which contains evaluations of the major areas within the sub-section and a
plan for the overall sub-section. These evaluations and plans are summarized as follows, beginning with the
response to the four recommendations from the last accreditation visit in 2007.
Administrator Initiating Item:
Kathie Welch, Vice President, Instruction
Rachel Mayo, Dean, Education Centers
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
79
2007 Accreditation site visit recommendations and responses:
1. The team recommends that Student Support Services develop and implement student learning outcomes
and measurements for all its departments, collect and analyze the data, and link the results to planning
and program improvement.
This recommendation has been met as of fall 2012 and all departments have now developed SLOs and
assessment methods that provide useful information about how to improve student learning. Departments
have written comprehensive program plans, with recommendations linked to data obtained through SLO
assessment, student survey data, and individual program data collection methods. SLO assessment has now
been integrated with the program review process in Student Services. Standard 2B.1 and the SLO and
Program Planning chapter discuss the process that Student Services took to achieve their goal of meeting the
recommendation.
2. The team recommends that the next master plan include an emphasis on planning for distance
education and all off campus sites with regard to instruction and support services. Further, the master
plan should address the evolving classified staffing needs in light of new technologies, facilities expansion,
and operational needs.
The new Educational Master Plan, completed in spring 2013, contains an emphasis on planning for distance
education and off campus sites with regard to instruction and student services. The Distance Education
Strategic Plan, submitted to the Governing Board in July 2009 and updated in October 2012, includes an
emphasis on planning for distance education for all campus sites and addresses evolving classified staffing
needs in light of new technologies, facilities expansion, and operational needs. The College Strategic Plan of
2012-15 contains two objectives related to classified staffing needs, one regarding professional development
and another regarding integrating planning and resource allocation for institutional effectiveness.
3. The team recommends that the college adopt a formal reserve policy. The college should establish a
clear written reserve policy to protect the financial stability of the college in the support of institutional
effectiveness.
The Governing Board approved a formal reserve policy in February 2008 and the District has since fully
funded the required reserve.
4. The team recommends that the college update the "Governance Manual" (1999) to reflect the current
governance processes used by the constituent groups of the college. The college should describe the
charge of the committees and the composition of the membership and how often they meet.
The Governance Manual will have been updated by the time of the site visit in October 2013 on the
Governance website with current descriptions of committees, including the charge, composition and
frequency of meeting.
Overview of evaluations and plans from standards:
I: Institutional Mission and Effectiveness
The institution demonstrates strong commitment to a mission that emphasizes achievement of student
learning and to communicating the mission internally and externally. The institution uses analyses of
quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated
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planning, implementation, and re-evaluation to verify and improve the effectiveness by which the mission
is accomplished.
1A -- Mission
The institution has a statement of mission that defines the institution’s broad educational purposes, its
intended student population, and its commitment to achieving student learning.
Cabrillo’s Mission was developed through a collaborative process and defines our purpose, student
population, and commitment to student learning. It is published, but should be posted throughout the College
in various places. It should be included in the College Strategic Plan, Educational Master Plan, and reviewed
periodically along with the Vision statement, both for content (effectiveness and relevancy) and for the
effectiveness of the process used to develop it.
No improvement plan for 1A was identified as a result of the self-evaluation.
1B - Improving Institutional Effectiveness
The institution demonstrates a conscious effort to produce and support student learning, measures that
learning, assesses how well learning is occurring, and makes changes to improve student learning. The
institution also organizes its key processes and allocates its resources to effectively support student
learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of
student learning outcomes and 2) evidence of institution and program performance. The institution uses
ongoing and systematic evaluation and planning to refine its key processes and improve student learning.
Institutional dialog about the continuous improvement of institutional processes and student learning is
ongoing, self-reflective and collegial. Priorities are aligned with the College Mission and Strategic Plan, and
goals for improvement and their assessment is discussed in CPC. Ongoing program planning occurs at
several levels of the College.
Plan for 1B: (1) Fully implement the Integrated Program Planning cycle at all of its stages throughout the
College at each department, division and component level, and (2) Develop a staggered, comprehensive, sixyear cycle with annual updates for all departments undergoing Administrative/non-Instructional Program
Planning.
II: Student Learning Programs and Services
The institution offers high-quality instructional programs, student support services, and library and
learning support Services that facilitate and demonstrate the achievement of stated student learning
outcomes. The institution provides an environment that supports learning, enhances student
understanding and appreciation of diversity, and encourages personal and civic responsibility as well as
intellectual, aesthetic, and personal development for all its students.
2A -- Instructional Programs
The institution offers high-quality instructional programs in recognized and emerging fields of study that
culminate in identified student outcomes leading to degrees, certificates, employment or transfer to other
higher education institutions or programs consistent with its mission. Instructional programs are
systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve
stated student learning outcomes. The provisions of this standard are broadly applicable to all
instructional activities offered in the name of the institution.
Instructional programs meet the College mission, are of high quality regardless of the type of credit awarded,
delivery mode, or location, and include focused study in at least one area of inquiry or an interdisciplinary
core as well as a component of general education. Educational planning requires dialog that relies on the
expertise of faculty, college policies make clear the institution’s commitment to the free pursuit and
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dissemination of knowledge, and faculty surveys indicate that the vast majority (97.3%) of instructors feel
that academic freedom is upheld by the college. As instructional planning has become more complicated the
college will need to develop processes that are more inclusive, efficient, effective, and readily available.
There should be a design review process for DE courses prior to course delivery.
The SLO assessment process in Instruction is well-established and robust, and the College has moved to the
proficiency stage where the SLO process has become part of the fabric of the institution. Qualitative
measurement is strong, produced by dialog which is the most enjoyable and productive part of the process for
many departments, and the numerical reporting of assessment results will now be explored as quantitative
measurement is developed. An emphasis on quality assurance has become the major focus of the SLO efforts
in Instruction, and four major areas have been identified for improvement: adjunct participation, timely
completion of the assessment, reporting of results, and digitalizing the reports. More intensive training for
program chairs and Deans, special meetings for the programs chairs of small departments to brainstorm
solutions to their specific challenges, and a program chair section on the SLO web site are some of the
recommendations from the Outcomes Assessment Review Committee (ARC) to address these challenges.
Students and prospective students are provided clear and accurate information about courses, programs and
transfer policies, and students receive a syllabus for each course that specifies the SLOs, which are consistent
with the official course outline. The purpose, content, course requirements and expected SLOs are described
for degrees and certificates, and students completing CTE certificates and degrees are able to meet standards
in employment and licensure requirements. Online registration is a challenge for less technically
sophisticated students, and the college continues to seek improvements in making information as complete
and user-friendly as possible, including helping guide students define and meet their educational goals.
Plan for 2A: Strengthen existing SLO processes for quality assurance.
2B -- Student Support Services
The institution recruits and admits diverse students who are able to benefit from its programs, consistent
with its mission. Student support services address the identified needs of students and enhance a
supportive learning environment. The entire student pathway through the institutional experience is
characterized by a concern for student access, progress learning and success. The institution systemically
assesses student support services using student learning outcomes, faculty and staff input, and other
appropriate measures in order to improve the effectiveness of these services.
Student Services maintain their quality through evaluation of programs and services regardless of where and
how they are delivered, making improvements and allocating resources based upon these assessments. The
college catalog includes all the required components, and revision processes could include broader input to
create a more user-friendly document.
All Student Services programs have completed program plans incorporating data from SLOs and AUOs, and
a common assessment cycle and tool for future program reviews has been designed. The Campus Climate
Student Survey is used to measure student satisfaction with all services across campus, and departments
review the results and use specific program data to analyze trends for program improvement and respond to
changing State regulations. After plans are reviewed within the component, they are incorporated into
integrated program planning at the institutional level. The Student Success Act of 2012 will require new
priorities for faculty staffing in Student Services along with instructional staffing, and the institution will
need to develop an implementation plan for the new requirements.
Students can now use self-service tools to access information online such as degree and enrollment
verifications, which contributes to student success and addresses an ongoing goal and student learning
outcome. These online services also provide useful feedback which can improve processes. Guided
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enrollment is a new service for students through a partnership between the Learning Communities Center and
Assessment that provides learning community information directly after the assessment session for students
who place at basic skills in math or English. Improvements to the ESL assessment and placement procedures
are ongoing.
The challenges identified in the last accreditation report regarding department structure, facilities, and the
decentralized provision of counseling services have been partially addressed with reorganization and a new
division. The next cycle of improvement will address improving counseling facilities to facilitate student
flow, access and consolidation of services, some of which may need to be included in the next bond
campaign. Admissions and Records and Financial Aid are now combined under Enrollment Services, which
facilitates sharing resources, talents, ideas, and responsibilities between the two departments, as well as more
efficient planning and training. This integrated communication model should be expanded to all Student
Services programs.
Plan for 2B: (1) Identify responsibilities and timeline for implementation of requirements of the Student
Success Act, Title 5 and the California Education Code: orientation, assessment, education planning and
enrollment priorities, and (2) Conduct analysis and develop a plan to improve counseling/transfer space to
better serve students and support the faculty and staff.
2C - Library and Learning Support Services
Library and other Learning Support Services for students are sufficient to support the institution’s
instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever
they are offered. Such services include library services and collections, tutoring, learning centers,
computer laboratories, and learning technology development and training. The institution provides access
and training to students so that library and other learning support services may be used effectively and
efficiently. The institution systematically assesses these services using student learning outcomes, faculty
input, and other appropriate measures in order to improve the effectiveness of the services.
Library and learning support services are of sufficient quality, currency, depth and variety to provide
appropriate resources for educational offerings, regardless of location or means of delivery. The library and
learning centers all participate in campus planning processes, and are evolving and adapting to changing
budget realities, increasing the level of cooperation and sharing among the different centers. This will
continue, with a goal of increasing shared spaces, more standardized practices and hours, and other shared
utilization of resources. Student feedback has provided a strong reality check to staff perceptions of assumed
student needs, and the learning centers will use the program planning process to evaluate their effectiveness
in contributing to student success.
No improvement plan for 2C was identified as a result of the self-evaluation.
III: Resources
The institution effectively uses its human, physical, technology, and financial resources to achieve its
broad educational purposes, including stated student learning outcomes, and to improve institutional
effectiveness. Accredited colleges in multi-college systems may be organized such that responsibility for
resources, allocation of resources and planning rests with the system. In such cases, the system is
responsible for meeting standards on behalf of the accredited colleges.
3A -- Human Resources
The institution employs qualified personnel to support student learning programs and services wherever
offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated
equitably, are evaluated regularly and systematically, and are provided opportunities for professional
development. Consistent with its mission, the institution demonstrates its commitment to the significant
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educational role played by persons of diverse backgrounds by making positive efforts to encourage such
diversity. Human resource planning is integrated with institutional planning.
District hiring procedures are designed to ensure that qualified personnel are hired to maintain the integrity
and quality of Cabrillo’s program and services. Instructional program planning drives decisions to hire
faculty, and classified staffing is evaluated on an on-going basis through a regular planning process that
includes instructional program planning and administrative departmental review. Management position
requests are reviewed by the College Cabinet, administrative staff and CPC. The 2011 Accreditation survey
reflects that faculty, staff and administrators believe the college’s policies and practices demonstrate
appropriate concern for issues of equity and diversity, and the Staff Development Committee and the
Teaching and Learning Center have been successful in providing appropriate training opportunities for
faculty and staff.
The ability to increase classified staff and faculty has been limited by State budget reductions, and in an
attempt to address staffing needs of new facilities, some reallocation and/or reorganization of resources and
positions has taken place within the components. The college will continue to evaluate academic/instructional
programs so that staffing patterns conserve resources to best support student achievement, and continue to
evaluate what level of services can be offered while remaining fiscally responsible by creatively addressing
student needs.
No improvement plan for 3A was identified as a result of the self-evaluation.
3B -- Physical Resources
Physical resources, which include facilities, equipment, land and other assets, support student learning
programs and services and improve institutional effectiveness. Physical resource planning is integrated
with institutional planning.
Since 2007, the District has completed the majority of the capital construction projects from the Facilities
Master Plan, and security has been improved through alarm and key distribution systems. Physical resources
support institutional programs and services effectively, and evaluation of facilities and equipment is done on
a regular basis, taking utilization and other relevant data into account. Challenges exist in finding ways to
provide sufficient facilities staff to maintain resources in optimum condition for longevity and a positive
learning environment, including developing a total cost of ownership model for responsible budget planning.
Plan for 3B: (1) Develop a plan to more fully integrate facilities, equipment, and maintenance planning, and
(2) Develop a total cost of ownership model for facilities and equipment and implement such a program
where it best serves the needs of the college.
3C: Technology Resources
Technology resources are used to support student learning programs and services and to improve
institutional effectiveness. Technology planning is integrated with institutional planning.
Technology and facility decisions are based on the results of evaluation of program and service needs,
including those for Distance Education, and those needs are met effectively as a result of prioritization and
plans for improvement. An integrated college web site has been developed, and over 200 faculty and 16,000
students each year use a common learning management system for online, hybrid, and web-enhanced
instruction. IT has implemented emergency response applications and a disaster recovery plan, along with
significant upgrades to the college network infrastructure and telecommunications for all offices and the
majority of classrooms. New internal processes include a project charter that ensures validation of projects
and verification of their requirements. A new Virtual Desktop Infrastructure was launched in 2012 that will
save significant costs with the service and support needs for labs, and improvements to the data storage and
central information systems have improved services to all students, faculty, and staff.
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The 2011 accreditation survey indicated an overall positive trend in staff and faculty satisfaction with the IT
Department, but almost twenty-percent of responders felt their assigned computer did not meet their needs,
and classified staff would like to see more time for training on applications. The survey also showed that
wireless connectivity and effective smart classrooms are in need of improvement. Enhancements are planned
for college infrastructure, data access, and security, which will improve the effectiveness of the integrated
data systems, MIS reporting, document management, and web-based services.
No improvement plan for 3C was identified as a result of the self-evaluation.
3D: Financial Resources
Financial resources are sufficient to support student learning programs and services and to improve
institutional effectiveness. The distribution of resources supports the development, maintenance, and
enhancement of programs and services. The institution plans and manages its financial affairs with
integrity and in a manner that ensures financial stability. The level of financial resources provides a
reasonable expectation of both short-term and long-term financial solvency.
Financial planning is conducted with transparency, in accordance with the District’s mission and goals, and
with responsible allocation of resources to maintain fiscal solvency and support institutional planning. There
are appropriate control mechanisms in place to assure the financial integrity and responsible use of resources,
which occasionally bring to light deficiencies that need to be corrected in internal processes. The integration
of financial resource planning with institutional planning takes place at all levels of program planning and is
reviewed at a college-wide level by the College Planning Council, and the various programs systematically
assess the effective use of financial resources and use the results to improve effectiveness.
No improvement plan for 3D was identified as a result of the self-evaluation.
IV: LEADERSHIP AND GOVERNANCE
The institution recognizes and utilizes the contributions of leadership throughout the organization for
continuous improvement of the institution. Governance roles are designed to facilitate decisions that
support student learning programs and services and improve institutional effectiveness, while
acknowledging the designated responsibilities of the governing board and the chief administrator.
4A -- Decision-Making Processes
The institution recognizes that ethical and effective leadership throughout the organization enables the
institution to identify institutional values, set and achieve goals, learn, and improve.
Shared governance structures work collaboratively on behalf of institutional improvements, and
communication and dialogue at the College is widespread and effective. Communication to the public
regarding educational quality at the College is accurate, and the response to past Commission
recommendations has been timely and complete. The institutional values, embodied in the Mission and the
Core Four, are familiar to all and used at all levels of institutional practice and process. Institutional leaders
create opportunities for staff at all levels and students to take initiative in improving the programs and
processes with which they are involved.
Written policies on governance procedures specify appropriate roles for staff and students, as well as the
academic roles of faculty in the planning of educational programs and services. The faculty and our academic
administrators are relied upon by the college for recommendations regarding student learning programs and
services. The Faculty Senate, Curriculum Committee, Academic Council and the Outcomes Assessment
Review Committee all provide avenues for faculty input on instructional programs.
No improvement plan for 4A was identified as a result of the self-evaluation.
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4B -- Board and Administrative Organization
In addition to the leadership of individuals and constituencies, institutions recognize the designated
responsibilities of the governing board for setting policies and of the chief administrator for the effective
operation of the institution.
The 2011 Faculty and Staff Accreditation Surveys show that 72% of the faculty and 68% of the staff agreed
that the Board’s policies support the quality, integrity and effectiveness of student learning programs and
services, while 79% and 58% respectively agreed that the administration provides effective leadership for the
college. Two-thirds of the faculty (69%) agreed that the Faculty Senate is effective in making
recommendations in academic and professional matters.
The president retains primary responsibility for the quality of services Cabrillo provides, and serves as an
effective leader in planning, organizing, budgeting, selecting and developing personnel, as well as assessing
institutional effectiveness. The ongoing public support for the college is reflected in Foundation contributions
surpassing $16 million dollars.
Plan for 4B: The Board will incorporate Accreditation standards into its annual self-evaluation.
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AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Board Travel
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 3
E.6
BACKGROUND:
California Education Code Section 72423 and Board Policy and Administrative Regulation 1280 prescribe
the authority for Board members to travel and to attend meetings and conferences and the means for claiming
reimbursement for expenses incurred. The Board of Trustees has periodically considered current policy and
procedures to ensure understanding of these rules to support the professional development of Trustees and to
promote Cabrillo College. The Board will discuss state law and District procedures for clarification.
Administrator Initiating Item:
John Hendrickson
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
87
Chapter One: Bylaws of the Governing Board
BP 1080
Board Member Travel
(League BP 2735)
Members of the Board shall have travel expenses paid whenever they travel as representatives of
and perform services directed by the Board.
Board members are not reimbursed for traveling to or attending Board meetings.
Legal Reference: Education Code Sections 72423.
Adopted: February 1, 1988
Revised: October 3, 2011
_____________________________________________________________________________________________
BP 1080
Page 1 of 1
Board Member Travel
88
REMUNERATION, PAYMENT OF EXPENSES
AND BENEFITS
AR 1080
Reimbursement for Professional Meeting Expenses and Other Professional Development
Expenses
Governing Board members may be reimbursed by the District for the cost of attendance at professional
development activities, conferences, and other meetings relevant to the trustee role. Board members may
also be reimbursed for other trustee-related professional development expenses such as the purchase of
books or periodicals. Board members will follow the same reimbursement procedures and guidelines
applicable to college staff. While the Student Board member is eligible for reimbursement for professional
development expenses, it is expected that he/she will first determine if funding is available through the
Student Senate budget.
Any professional meeting or professional development expense to be reimbursed by completing the
appropriate District form, and pre-approved by the Chair of the Board. A Board member may appeal a
disapproval to the full Board. Reimbursement is subject to the availability of budgeted funds.
Governing Board members who attend professional meetings at District expense are expected to provide
a brief report on the meeting at the next Governing Board meeting.
Adopted: August 1, 1994
89
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
2011-12 Professional Development Leave Reports
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
INFORMATION
Page 1 of 3
E.7
BACKGROUND:
The professional development leave reports for the 2011-12 academic year Professional Development
Leave Reports can be found at:
Megan Caspers, Math Department
Geneffa Jonker, English Department
Each report was reviewed and approved by the Sabbatical Leave Review Board for form and content as
prescribed in Article 9 of the agreement between the Cabrillo College Federation of Teachers and the
Cabrillo College District.
Administrator Initiating Item:
Kathleen Welch, Vice President Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
X Yes  No
X Yes  No
Final Disposition
90
Sabbatical Proposal Abstract for Geneffa Popatia Jonker
Background
Since joining the Cabrillo College English department full-time faculty in fall 2000, I have given
autobiographical assignments at all levels of the composition sequence and in English 12A (Creative Writing:
Fiction). I propose to explore the field of autobiography further through a one-year sabbatical leave project that
allows me to draft a portion of my autobiography, study and theorize the autobiographical writings of select
underrepresented groups, and update techniques and texts for our composition and creative writing classes. My
project can be divided into two main parts—the research and documentation of autobiographies, theories, and
techniques (that satisfies Article 9.1.a, b, and d of the CCFT Contract) and the drafting of my autobiography
(that satisfies 9.1.a of the CCFT Contract). Upon my return to teaching, I hope to offer new techniques and
readings in composition, college success, and creative writing classes.
Objectives
1. Read and annotate current life-writings by displaced people of the MEMSA diasporas.
2. Compile and categorize a list of at least 20 autobiographies from a broader range of diasporas.
3. Update my knowledge of current theories and techniques of autobiography by reading at least 10
theoretical works on the topic of autobiography and writing a 10 page literature review.
4. Draft a portion of my autobiography amounting to at least 50 pages.
5. Research and develop my original theory of autogeography culminating in a 10 page essay.
6. Create a syllabus for English 12E.
Activities (not necessarily in order of execution)
1. Create an annotated bibliography of at least 10 autobiographies from the MEMSA diasporas.
2. Create a bibliography of at least 20 other autobiographies from a broader range of diasporas.
3. Read at least 10 works of autobiographical theory and write a 10 page literature review.
4. Draft a portion of my autobiography amounting to at least 50 pages.
5. Write a 10 page academic essay about my original theory of autogeography.
6. Develop a syllabus for English 12E (Autobiography).
7. Research at least five syllabi from autobiography classes taught at the college level.
8. Take English 12E (Autobiography) at Cabrillo College during spring 2012.
Benefits to the College
1. Increased currency in knowledge of underrepresented autobiographies.
2. Increased currency in knowledge of various multicultural autobiographies.
3. Increased currency in contemporary autobiographical practices and theories.
4. Increased creative ability to produce autobiographical writing.
5. Expanded knowledge of new interpretive frameworks for autobiography.
6. Updated course materials for English 12E.
Outcomes
1. Annotated Bibliography of at least 10 autobiographies by writers of the MEMSA diasporas.
2. Bibliography (non-annotated but categorized) of other multicultural autobiographies.
3. Literature Review (10 pages) of critical frameworks for analyzing and generating autobiography.
4. Drafted portion of my Autobiography (at least 50 pages).
5. Critical essay (10 pages) introducing autogeography.
6. Syllabus for English 12E (Creative Writing: Autobiography).
Abstract for Megan Caspers
91
Introduction and Background
Over the past twelve years at Cabrillo College, I have taught courses ranging from Pre-algebra to Calculus. During this time,
I have been fortunate to take courses and participate in workshops at Cabrillo. While I have gained immense skills from
both, there are still many projects on which I wish to work. I propose to spend a year to accomplish the following which I
see as important to my students’ success. The purpose of my sabbatical is to:
Research a variety of topics to improve lessons for a MATH 154 Elementary Algebra course,
Create a database of Elementary Algebra questions for use with a student response system, and
Develop a workbook for a MATH 154 Elementary Algebra course and upload it to my website.
Sabbatical Objectives
Acquire knowledge to more successfully write current, relevant algebraic application problems.
Develop a database of Elementary Algebra questions for a student response system.
Develop and post online a course workbook for Elementary Algebra so that my students can practice the material
effectively without purchasing a textbook.
Sabbatical Activities
During Fall 2011, I would read the book Rethinking Mathematics: Teaching Social Justice by the Numbers by
Eric Gutstein & Bob Peterson.
During Fall 2011, I would thoroughly research websites, such as radicalmath.org, to find articles, data and links
for topics such as social justice and sustainability in math.
During Fall 2011 and Spring 2012, I plan to develop a database of at least 50 problems for a student response
system to use in a MATH 154 Elementary Algebra.
During Fall 2011 and Spring 2012, I plan to develop a workbook for MATH 154 Elementary Algebra that contains at
least 1500 problems.
During Spring 2012, I will upload the above workbook to my website.
Benefits to Cabrillo College
The completion of the above activities will:
Enhance students’ understanding of MATH 154 Elementary Algebra topics through the incorporation of crossdiscipline application problems.
Increase the effectiveness of my MATH 154 Elementary Algebra lectures by incorporating the use of a student
response system.
Foster accessibility in my MATH 154 Elementary Algebra course by developing a free, online workbook.
Outcomes Submitted
Once I return from my sabbatical, I will submit:
1. An annotated bibliography of at least ten books, websites and articles that I researched to write Elementary Algebra
application problems.
2. A CD containing
A file that has at least twenty Elementary Algebra application problems based on topics such as social justice
and environmental sustainability.
A copy of my updated website.
A file with a database of at least 50 Elementary Algebra questions for use in a student response system.
The files for a MATH 154 Elementary Algebra workbook containing at least 1500 problems and their
corresponding solutions.
92
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Grant Applications Recently Submitted by CEED
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 1
E.8
BACKGROUND:
US DEPT OF AGRICULTURE - CTE PATHWAYS TO UCSC SUSTAINABLE AGRICULTURE
PROGRAM:
The college has joined with UCSC, Hartnell, and other stakeholders in a grant application submitted by
UCSC to the US Department of Agriculture. The application requests $750,000 over three years to develop
pathways from high schools and community colleges in the Monterey Bay region to a new bachelor's degree
program in sustainable agriculture to be offered at UCSC. Grant funds would support curriculum
development, outreach to high school and community college students, visits by high schools to Cabrillo,
Hartnell and UCSC, and other activities intended to develop these pathways. Cabrillo will receive $75,000 if
the grant is awarded.
Administrator Initiating Item:
Rock Pfotenhauer, Dean CEED
Kathie Welch, VP, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
93
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
Quarterly Investment Report
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 6
E.9
BACKGROUND:
The Quarterly Investment Report for the quarter ending December 31, 2012 is now presented to the
Governing Board.
The majority of Cabrillo’s cash is deposited with the Santa Cruz County Treasurer’s Office. A statement
of the Treasurer’s portfolio is attached.
The financial institution acting as trustee for the proceeds of Certificates of Participation bonds is the US
Bank. A summary of Cabrillo’s holdings there is attached.
Statements from two term-share (certificate) accounts purchased with Bay Federal Credit Union by the
Associated Students of Cabrillo (ASC) College fund are summarized and attached. A report of the ASC
savings account is also included.
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
94
95
96
97
98
99
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
March 4, 2013
FROM: PRESIDENT
SUBJECT:
ENCLOSURE(S)
Spring 2013 Flex Week Activities
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
Page 1 of 1
E.10
BACKGROUND:
The Staff Development Committee organized workshops and activities that took place starting Wednesday, January 30
with “pre-flex” activities, and the main program scheduled Monday, February 4, through Thursday, February 7, 2013.
On these days faculty were released from their classroom assignments in order to participate in staff development
activities. (Title 5, Section 55722) Allowable activities included:
 Staff development, in-service training and instructional improvement;
 Program and course curriculum or learning resource development and evaluation;
 Student personnel service;
 Related activities, such as student advising, guidance and orientation, departmental or division
meetings, conferences and workshops, and institutional research;
 Other duties as assigned by the district.
 The necessary supporting activities for the above (Title 5, Section 55724 and 55726)
Forty-nine workshops were offered in addition to division and department meetings on Thursday, February 7. On
Monday of Flex Week, Interim President, John Hendrickson and new Vice President of Instruction, Kathleen Welch,
were introduced to faculty and staff at the Educational Master Plan forum.
The theme of flex week, The Golden Age is NOW! Bringing the best of Cabrillo's traditions into the future, yielded
good participation by faculty in workshops like Accelerated Teaching Techniques, Communicating with the Millennial
Generation, iPad in the Classroom, and SPICE II: Special Projects to Stimulate Interdisciplinary Creative Education.
Faculty had multiple opportunities to learn about teaching and supporting our diverse student population. Workshop
topics included best practices for basic skills in English, understanding our disabled students’ rights and
responsibilities, and learning the facts about financial aid and the California Dream Act.
Evaluations asked participants what they liked best about the workshop they attended:
“Many, many ideas to improve the classroom experience and improve learning.”
“Knowing that I can change how students learn.” Accelerated Teaching Techniques
“It totally opened my eyes/mind. Wow!” Communicating with the Millennial Generation
“I didn’t know about these learning communities. I am inspired to connect more and give my students the
opportunity to connect.” Learning Cohorts, Communities, and Programs: “It’s all about relationships”
Administrator Initiating Item:
Kathleen Welch
Academic and Professional Matter
 Yes  No
If yes, Faculty Senate Agreement
Yes
Senate President Signature
 No
Final Disposition
100
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
ENCLOSURE(S)
Cabrillo College Monthly Calendar
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
Page 1 of 2
E.11
BACKGROUND:
The following calendar presents information about selected events and significant dates for the month of
March. Dates given are accurate as of February 27, 2013.
Administrator Initiating Item:
Kristin Fabos, Director of Marketing &
Communications
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
101
March 2013
Marketing and Communications Department • 831/479-5744
Sunday
Monday
Tuesday
Wednesday
Thursday
1
Friday
Women’s Tennis vs.
MPC, 2:00PM
Men’s Tennis vs.
Imperial Club Team,
2:00PM
3
4
Auditions for Cabrillo Student March
in March to
Stage summer
Sacramento,
productions,
5:30AM-4:30PM,
10:00AM-6:00PM,
Depart from Parking
Crocker Theater
Lot K
Governing Board
Meeting, 5:00 PM,
Sesnon House
10
17
24
31
11
18
25
5
Baseball vs. Skyline,
2:00PM
Saturday
2
FAFSA & Dream Act
Application deadline
for Fall 2013 term
Auditions for Cabrillo
Stage summer
productions,
10:00AM-6:00PM,
Crocker Theater
6
7
8
9
13
14
15
16
Softball vs. Gavilan,
3:00PM
Men’s Tennis vs.
DeAnza, 2:00PM
Softball vs. Cuesta,
12:00 & 2:00PM
Women’s Tennis vs.
Chabot, 2:00PM
12
Men’s Tennis vs.
Foothill, 2:00PM
19
Softball vs. Chabot,
3:00PM
20
Baseball vs. Cañada,
2:30 PM
21
Cabrillo Music
Department
Presents: The Santa
Cruz Jazz Festival,
8:00 AM-10:00 PM,
VAPA Complex
Women’s Tennis vs.
UCSC, 2:00PM
Last day to request
pass/no pass option
(full term section)
Cabrillo Music
Department
Presents: The Santa
Cruz Jazz Festival,
8:00 AM-10:00 PM,
VAPA Complex
22
23
Women’s Tennis vs.
Foothill, 2:00PM
Cabrillo Gallery
Cabrillo Gallery
Presents: Jamie
Presents: Jamie
Abbott & Ron
Abbott & Ron
Milhoan, Tribute
Milhoan, Tribute
Reception: 5:30-7PM March 22 - April 26
Men’s Tennis vs. UCSC,
2:00PM
Baseball vs. College of
San Mateo, 2:30PM Men’s Tennis vs.
Mission, 2:00PM
Santa Cruz Ballet
Theatre in Concert
1:00PM and 4:30PM
Crocker Theater
Pre-concert talk
with Robert Kelly
and Diane Cypher
at12:30 and 4:00PM
28
30
26
Softball vs. Foothill,
3:00PM
27
29
Last day to apply for
AA/AS degree or
cert. & be included
in commencement
program
Men’s & Women’s
Swimming & Diving
vs. West Valley/
Ohlone, 2:00PM
Baseball vs. Monterey
Peninsula College
(MPC), 12:00PM
Additional Listings
Coming in Early April
Mar. 1-15 Cabrillo Gallery Presents Picturesque Flora Wallaceana -Botanical Ambulations In Greater Wallaceana
April 1-6 Spring Break - No Classes, Campus Open
Saturdays Cabrillo Insider, 5:00-6:00 PM, KSCO Radio 1080 AM
Mar. 16 Baseball vs. Gavilan, 12:00PM
Mar. 29 Softball vs. San Mateo, 3:00PM
Mar. 29
Men’s Tennis vs. Chabot, 2:00PM
April 2
Women’s Tennis vs. DeAnza, 2:00PM
April 2
Baseball vs. City College of San Francisco, 2:30PM
April 6 Abhinaya Dance Company of San Jose Presents Ghandi, 7:00PM, Crocker Theater
April 8
Cabrillo Board Meeting, 5:00 PM, Sesnon House
102
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
March 4, 2013
SUBJECT:
ENCLOSURE(S)
Financial Reports
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
Page 1 of 23
E.12
BACKGROUND:
The following financial reports are presented for the information of the Governing Board:
Report
Period Ending
Trial Balance
1/31/13
Year-to-Date Budget Reports
1/31/13
General Fund
Child Development Fund
Building Fund
Revenue Bond 1998 Construction Fund
Revenue Bond 2004 (Series A) Construction Fund
Revenue Bond 2004 (Series B) Construction Fund
Debt Service Fund
Retiree Benefit Fund
Clearing and Revolving
1/31/13
Bookstore
1/31/13
Cafeteria
1/31/13
Duplications
1/31/13
Associated Students
1/31/13
Scholarships/Loans
1/31/13
Student Center Fee
1/31/13
Student Representation Fee
1/31/13
Trust and Agency
1/31/13
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124