1
Cabrillo College Governing Board
Monday, June 11, 2012
Cabrillo College Scotts Valley Center
104 Whispering Pines Drive
Scotts Valley, California 95066
OPEN SESSION (Room 1)
PAGE
1. Call to Order and Roll Call
TIME
4:30
2. Adoption of Agenda
3. Public Comments Regarding Closed Session Items (three minute
time limit per speaker)
Please notify clerk if you desire to speak to the Board.
4. Announcement of Closed Session
5. Adjourn to Closed Session
CLOSED SESSION (Room 2)
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: Brian King
Employee Organizations: Management and Confidential
Employees
4. Pursuant to California (Government Code section 54957(b)(1) and
CCEU Collective Bargaining Agreement Appendix E.III.c(1)) To
consider the procedure for a hearing of an appeal of discipline by
employee number 501009.
OPEN SESSION (Room 1)

Call to Order and Roll Call

Report Out of Closed Session
6:00
SWEARING-IN CEREMONY
Swearing in of newly appointed Trustee Ed Banks
A. Consent Items
1. Minutes and Consent Agenda (these items are approved when
the agenda is approved unless a Board member wishes to
discuss)
a) Minutes of May 7, 2012
2. Register of Warrants
It is recommended that the Governing Board ratify warrant
numbers 89602–92093 for the amount of $3,191,881.89 and
student refund and financial aid registers totaling $518,242.13.
6:05
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June 11, 2012
A. Consent Items (continued)
3. Ratification: Construction Change Orders
49
It is recommended that the Governing Board ratify the
construction change orders provided as an attachment.
4. Quarterly Financial Status Report CCFS 311Q
51
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.
5. Acceptance of Grant for the Business and Entrepreneurship
Center for 2012-2013
57
It is recommended that the Governing Board accept the $205,000
grant from the California Community College’s Chancellor’s
Office. It is further recommended that the Board authorize the
Vice President of Administrative Services to execute and make all
necessary arrangements in relation to this grant agreement and
any future amendments on behalf of the college.
6. 2012/13 Transitions Grant for the Santa Cruz County College
Commitment (S4C)
59
It is recommended that the Governing Board accept the grant
from the Chancellor’s Office for $49,389. It is further
recommended that the Board authorize the Vice President of
Administrative Services to execute and make all necessary
arrangements in relation to this agreement on behalf of the
college.
7. County Office of Education (COE) 2-year S4C Grant
61
It is recommended that the Governing Board accept the grant
from the Santa Cruz County Office of Education for $100,000. It is
further recommended that the Board authorize the Vice President
of Administrative Services to execute and make all necessary
arrangements in relation to this agreement on behalf of the
college.
8. COE Grant Supporting Samper 4th Grade Experience
63
It is recommended that the Governing Board accept the grant
from the County Office of Education for $5,400. It is further
recommended that the Board authorize the Vice President of
Administrative Services to execute and make all necessary
arrangements in relation to this agreement on behalf of the
college.
9. Cabrillo College EOPS/PVUSD Migrant Education
2012 Summer Program
It is recommended that the Governing Board authorize the Vice
President, Administrative Services, to sign an agreement
between Cabrillo College and the PVUSD Migrant Education
Program, and authorize the Vice President, Administrative
Services to execute and make all necessary arrangements in
relation to the contract on behalf of the college.
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June 11, 2012
A. Consent Items (continued)
10. Cabrillo Extension Class Approval
67
It is recommended that the Governing Board approve the
extension classes as proposed for Summer 2012, and authorize
these classes to be repeated as frequently as public interest
warrants, in accordance with Board Policies 7000-7080.
11. Curriculum Committee Actions
69
It is recommended that the proposed curriculum changes be
approved for a Fall 2012 effective date.
12. Human Resources Management Report
91
It is recommended that the Governing Board ratify and/or approve
the human resources management report.


Introduction of Newly Appointed Faculty and Staff
Oral Communications - Members of the audience may speak to
non-agenda items (three minute time limit per speaker)
Special Presentation – Technology Plan
6:15
D. Information Items
1. Scotts Valley Center Report
97
6:25
The Scotts Valley Center report is provided for Governing Board
information.
B. Oral Reports
1. Board Members’ Reports
6:35
2. Student Trustee’s Report
6:39
3. Superintendent’s Report
6:41
4. Faculty Senate
6:43
Comments on issues of interest to the Faculty Senate
5. CCEU
6:45
Comments on issues of interest to the Cabrillo Classified
Employee Union
6. CCFT
6:47
Comments on issues of interest to the Cabrillo College
Federation of Teachers
C. Action Items
1. IT Technology Plan and Program Review
It is recommended that the Governing Board approve the IT Tech
Plan and Program Review. The document resides at
http://go.cabrillo.edu/ittp
99
6:49
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June 11, 2012
C. Action Items (continued)
2. Award of Contract: Construction Project Management Services
101
It is recommended that the Governing Board authorize the Vice
President of Administrative Services to enter a master agreement
in order to perform work as necessary with the following firms:
Craig Bagley Architect; ICS Innovative Construction Services,
Inc.; Slater Construction Inc.
3. Award of Contract: On-Going Architectural Services
103
It is recommended that the Governing Board accept the proposal
provided by the architectural firm deemed most qualified through
this RFP process and provided under separate cover.
4. Renewal of Lease, 1 year: Santa Cruz County Office of Education
Second Opportunities for Success (SOS) Program,
Watsonville FY12/13
105
It is recommended that the Governing Board authorize the Vice
President, Administrative Services to renew a one year lease with
the Santa Cruz County Office of Education SOS Program.
5. Resolution 053-12: STEM Lease Purchase Agreement
107
It is recommended that the Governing Board adopt Resolution
053-12 and authorize the Vice President, Administrative Services
to execute the finance documents.
6. Student Trustee Privileges
113
It is recommended that the Board grant these privileges to the
student member.
7. Resolution 054-12: Reduction or Discontinuance of Classified
Service
115
It is recommended that the Governing Board adopt Resolution
054-12 as presented.
8. 2012-12 Budget Reduction Plans, Phase II and III
119
It is recommended that the governing Board approve the Phase II
and Phase III budget reduction plans as presented.
9. 2012-13 Preliminary Budget
125
It is recommended that the Governing Board approve the 201213 Preliminary Budget.
7:15
D. Information Items
2. 2012-13 Updated Budget Planning Parameters
127
The 2012-13 updated budget planning parameters are provided
for Governing Board information.
3. Facilities Master Plan Project Status
The Facilities Master Plan project status is provided for
Governing Board information.
137
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June 11, 2012
4. Quarterly Investment Report
141
The quarterly investment report is provided for Governing Board
information.
5. Financial Reports
147
The financial reports are provided for Governing Board
information.
6. Board Policy Revisions: Office of Instruction, First Reading
169
Board policies are presented as a first reading for Governing
Board review and will return for action at the next Governing
Board meeting.
7. Priorities Resulting from Administrative Program Planning:
Division Offices
173
The priorities resulting from administrative program planning:
Division offices are provided
8. Spring 2012 ASCC Student Senate Election Results
175
The Spring 2012 ASCC Student Senate election results are
provided for Governing Board information.
9. Board Policy Revisions, Student Services, First Reading
177
Board policies are presented as a first reading for Governing
Board review and will return for action at the next Governing
Board meeting.
10. Student Services Report
181
The Student Services report is provided for Governing Board
information.
11. College Strategic Plan Update
187
The college strategic plan update is provided for Governing Board
information.
12. Fall 2012 Flex Week Activities
193
The Fall 2012 Flex Week activities are provided for Governing
Board information.
13. Priorities Resulting from Program Planning Processes
195
The priorities resulting from program planning processes are
provided for Governing Board information.
14. Update on Issuance of 2004 Series A General Obligation
Refunding Bonds
199
The update on issuance of 2004 Series A general obligation
refunding bonds is provided for Governing Board information.
15. Cabrillo College Monthly Calendar
The Cabrillo College activities calendar for the month of June is
provided for Governing Board information.
16. Agenda for Next or Future Board Meetings
The Cabrillo College Governing Board may discuss items to be
placed on the agenda for the future Board meetings.
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June 11, 2012
At the conclusion of the regular session of the Cabrillo College Governing Board, a
special meeting of the Cabrillo College Financing Corporation will convene.
D. ACTION ITEM
PAGE
Public Meeting of the Cabrillo College Financing Corporation
TIME
7:40
At this time, the regular meeting of the Governing Board will
adjourn, and the Board will reconvene as the Cabrillo College
Financing Corporation to conduct business.
10. Resolution 055-12: STEM Lease Purchase Agreement
Authorization
203
It is recommended that the Governing Board adopt Resolution
055-12 and authorize the Vice President, Administrative Services
to execute the finance documents.
CLOSED SESSION
ADJOURN
8:00
For ADA related meeting accommodations, contact Dominique Hansen, Executive Assistant to the
President, at (831) 479-6306 at least 24 hours in advance of the meeting.
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Cabrillo College Financing Corporation
Monday, June 11, 2012
Scotts Valley Center
7:40 pm
I.
Action Items:
Resolution 055-12: STEM Lease Purchase Agreement Authorization
It is recommended that the Governing Board adopt Resolution #055-12 and authorize
the Vice President, Administrative Services to execute the finance documents.
S:\President_Cabinet\2011-12 Board items\June 2012\061112ACabrillo College Financing Corp agenda.docx
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9
Minutes of Meeting
CABRILLO COLLEGE GOVERNING BOARD
May 7, 2012
REGULAR MEETING
The regular monthly meeting of the Cabrillo College Governing Board was held at
the Sesnon House, 6500 Soquel Drive, Aptos, California on Monday, May 7, 2012.
Chair Al Smith opened the meeting in Open Session at 5:00 pm. Roll was taken;
present were Chair Smith, Trustees Margarita Cortez, Gary Reece, Susan True, and
Donna Ziel. Chair Smith 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 Smith reported that there was no action taken
PROCEDURAL ITEMS
It was moved and seconded (Reece/Stonebloom) to approve the consent agenda
items, including the minutes from the April 2, 2012 regular meeting.
CALL TO ORDER
REPORT OUT OF
CLOSED SESSION
APPROVAL OF
CONSENT AGENDA
AND MINUTES
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Watkins
AYES: Cortez, Reece, Smith, True and Ziel
NOES: None
ABSENT: Spencer
ABSTAIN: None
INTRODUCTION OF NEWLY APPOINTED FACULTY AND STAFF
Co-Acting Vice President of Instruction Welch introduced new faculty members
Lauren Colombani (Medical Assistant) and Connie Luna (Radiologic Technology).
Administrative Services Vice President Lewis introduced the Michael Robins as
the new director of contracts and purchasing.
ORAL COMMUNICATIONS
Deborah Bone expressed concerns about the Services and Program Reduction
Advisory Committee (SPRAC) process.
INTRODUCTION OF
NEWLY APPOINTED
FACULTY AND STAFF
ORAL
COMMUNICATIONS
Rebecca Garcia spoke about the Student Success Task Force recommendations.
Marilyn Garrett and a former student spoke about the alleged hazards of Wi-Fi.
SPECIAL PRESENATION
E-Interns – Co-Acting Vice President of Instruction Garner introduced Gary
Marcoccia who discussed the E-program and introduced two students who
participate in the welding intern program.
ORAL REPORTS
Board Trustees’ Reports
Trustee Cortez reported that she attended Earth Week activities in Watsonville,
which included a tour of the new Green Technology building. Trustee Cortez
thanked the students who organized the earth week events. Trustee Cortez also
reported on the recent League conference which she attended and said it is interesting
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ORAL REPORTS
BOARD TRUSTEE
REPORTS
10
Minutes of Meeting
May 7, 2012
to learn about what is going on across the state and very important to keep in mind
the entire state is going through what Cabrillo is going through in terms of budget
challenges.
Lastly Trustee Cortez commented that she has attended a number of Watsonville
RDA meetings, invited the public to attend and provide comment.
Trustee Stonebloom thanked everyone for their work in planning the 4th grade
experience.
Trustee Stonebloom then announced her resignation as area VII Trustee. Trustee
Stonebloom is moving and will no longer be a resident of her trustee area. The
resignation is effective at the end of the May 7, 2012 Governing Board meeting.
Trustee Stonebloom said it has been an honor and privilege to serve the college.
Trustee Reece thanked Trustee Stonebloom for her years of service and said she will
be very difficult to replace. Trustee True thanked Trustee Stonebloom for her
guidance and mentoring and said Trustee Stonebloom brought a lot of humanity to
the Trustee position. Chair Smith said he does not know a person who cares more
deeply about education, and that Trustee Stonebloom brought sensitivity along with
experience to the position.
Student Trustee’s Report
Student Trustee Watkins also said it has been a pleasure working with Trustee
Stonebloom. Student Trustee Watkins thanked Trustee Stonebloom for asking him
to speak on her behalf at the recent Social Justice Conference. Student Trustee
Watkins reported on Earth Week events and thanked Cabrillo’s marketing director
Kristen Fabos who helping present the screening of Miss Representation.
Superintendent’s Report
President King thanked Trustee Stonebloom for her support and all that she has done
for Cabrillo over the past few years.
STUDENT
TRUSTEE’S
REPORT
SUPERINTENDENT’S
REPORT
President King commented on budget challenges and said the college needs to honor
its current process and also find new ways to do things. President King said he is
pleased that Cabrillo avoids finger pointing and name calling that happens at other
organizations.
President King reported on the 4th grade experience which is planned for Friday, May
11. He said there are about 2700 4th graders and 400 chaperones scheduled to attend
the event. President King also reported on the Amgen Tour which is on Monday,
May 14.
President King closed by saying that he and Cabrillo classified employee John Welch
are going to Sacramento after the Board meeting where John Welch will be honored
as one of the Chancellor’s Office Classified Employees of the Year.
CCEU
CCEU President Stainback commented that it is awkward to acknowledge the
classified staff for their contributions while voting on layoffs at the same meeting.
CCEU President Stainback then said CCEU was hoping to maintain a positive
atmosphere and had hoped to work with the district on the communication, and were
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CCEU
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Minutes of Meeting
May 7, 2012
disappointed to not be included in the drafting of the college wide negotiations
messaging. CCEU President Stainback went on to say CCEU feel backed against the
wall and pressured when it comes to the communication, and would like to see
negotiations conducted e in a closed venue.
CCEU President Stainback commented that CCEU is very proud of classified
member John Welch’s Chancellor’s Office Classified Employee of the Year award.
CCFT
CCFT President Harvell also thanked Trustee Stonebloom for her contributions and
wished her well. CCFT President Harvell then commented that the elimination of a
union president’s position misses the global view. CCFT President Harvell also
commented on the managers’ compensation proposal and said CCFT views the
proposal from two views: ladder rank faculty and adjunct instructions. CCFT
President closed his remarks by saying that he cannot disagree with the budget
decisions that being are made; he knows they are tough decisions and thanked the
deans and Vice President of Instruction. In addition they are negotiating the creation
of two faculty directors while eliminating classroom instructors there are fewer and
fewer people actually teaching.
Faculty Senate
Faculty Senate President Mangin thanked Trustee Stonebloom for her years of
service to Cabrillo and thanked the instructional deans for doing multiple jobs in the
absence of the Vice President of Instruction.
ACTION ITEMS
Resolution 038-12: Recognition of Cabrillo’s Classified Employees
It is recommended that the Governing Board adopt Resolution 038-12 in observance
of Classified School Employee Week, May 20 - May 26, 2011, to recognize the
many contributions of the Cabrillo College classified staff to Cabrillo’s students and
educational community.
CCFT
FACULTY SENATE
ACTION ITEMS
RESOLUTION 038-12:
RECOGNITION OF
CABRILLO’S
CLASSIFIED
EMPLOYEES
A motion was made (Stonebloom/True) to adopt Resolution 038-12.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Watkins
AYES: Cortez, Reece, Smith, Stonebloom, and True
NOES: None
ABSENT: Spencer and Ziel
ABSTAIN: None
Annual Business Office Resolutions
It is recommended that the Governing Board approve Resolution Numbers 039-12,
040-12, and 041-12.
A motion was made (True/Stonebloom) to approve resolution number 039-12.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Watkins
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ANNUAL BUSINESS
OFFICE RESOLUTIONS
12
Minutes of Meeting
May 7, 2012
AYES: Cortez, Reece, Smith, Stonebloom, and True
NOES: None
ABSENT:
ABSTAIN: None
The motion carried.
Establish Auxiliary Services Fund
It was recommended that the Governing Board approve the establishment of an
enterprise fund, for Duplications and authorize the funding plan recommended by
the subcommittee.
ESTABLISH
AUXILIARY SERVICES
FUND
A motion was made (True/Stonebloom) to approve the establishment of an
enterprise fund.
The motion carried.
Resolution 036-12: Reduction or Discontinuance of Classified Services
It was recommended that the Governing Board adopt resolution 0036-12 as
presented.
Two employees, who are affected by the layoffs, spoke about the elimination of a
VAPA assistant and shared many concerns.
It was moved and seconded (True/Stonebloom) to adopt resolution 036-12.
Trustee True asked a number of questions about the VAPA reduction plan and
expressed concerns about student impact and the review process. Trustee True
said the plan feels incomplete and asked how the Board can be assured all issues
are addressed. President King responded that there is no way to anticipate every
problem or if the plan will be successful until after the plans are put into place.
For this reason CPC has asked SPRAC to institute a six month review process.
VAPA Dean Graulty responded to some of the concerns, and said the division is
developing strategies address the concerns and impacts. Co-Acting Vice President
of Instruction Garner commented that the shared governance process was followed
and SPRAC did what it was charged with doing. Vice President of Student
Services Bailey-Fougnier said SPRAC reviews the plans to help determine if there
will be unintended consequences that the manager did not identify, and SRPAC
has done a thorough job of reviewing all the plans.
Trustee Cortez asked if is possible to pull certain positions from the layoff plan for
more review. Chair Smith responded that the Board has asked the college to come
up with a certain amount of reductions by July 1, and any delay will have a
negative impact on the budget. Trustee Stonebloom said she does not believe that
all the unintended consequences will be mitigated with further review, and does
not think it is realistic to ask for more of a flushed out plan. Trustee Stonebloom
said she is very hesitant to add more processes.
Chair Smith commented that the Board is faced with and have an imperfect
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RESOLUTION 036-12:
REDUCTION OR
DISCONTINUANCE OF
CLASSIFIED SERVICES
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Minutes of Meeting
May 7, 2012
solution to a problem that won’t go away and a time constraint.
The vote on the motion was as follows:
Student Trustee Advisory Vote: Watkins
AYES: Reece, Smith and Stonebloom
NOES: True and Cortez
ABSENT: Spencer and Ziel
ABSTAIN: None
Resolution 037-12: Decision Not to Reemploy Certain Certificated Employees for
2012-13 School Year
It was recommended that the Governing Board adopt resolution 037-12 as
presented.
RESOLUTION 037-12:
DECISION NOT TO
REEMPLOY CERTAIN
CERTIFICATED
EMPLOYEES FOR 201213 SCHOOL YEAR
It was moved and seconded (Reece/Stonebloom) to adopt resolution 037-12.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Watkins
AYES: Cortez, Reece, Smith, Stonebloom, True and Ziel
NOES: None
ABSENT: Spencer and Ziel
ABSTAIN: None
Board Policy Revisions: Administrative Services, Second Reading
It was recommended that the Governing Board approve the revisions to the Board
policies as presented.
A motion was made (Reece/Stonebloom) to approve the Board policies.
The motion carried.
Board Policy Revisions: Office of Instruction, Second Reading
It was recommended that the Governing Board approve the revisions to the Board
policies as presented.
BOARD POLICY
REVISIONS:
ADMINISTRATIVE
SERVICES, SECOND
READING
BOARD POLICY
REVISIONS: OFFICE OF
INSTRUCTION,
SECOND READING
A motion was made (True/Reece) to approve the Board Policies.
The motion carried.
Award of Contract: Pepsi
It was recommended that the Governing Board authorize the Vice President,
Administrative Services to execute a three year agreement with Pepsi to operate
vending services, with two one year options to renew.
President King said the college needs to make a commitment to be vigilant about
providing healthy beverage choices. Trustee Cortez would like future contracts
include a provision that requires a minimum of 70 percent healthy products.
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AWARD OF CONTRACT:
PEPSI
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Minutes of Meeting
May 7, 2012
A motion was made (Reece/True) to approve the agreement with Pepsi.
The motion carried.
Award of Contract: Precision Physical Therapy & Fitness
It was recommended that the Governing Board authorize the Vice President,
Administrative Services to execute a three year agreement with Precision Physical
Therapy & Fitness to provide full service health and wellness enterprise
operations, with two one year options to renew.
AWARD OF CONTRACT:
PRECISION PHYSICAL
THERAPY & FITNESS
Trustees Stonebloom and Reece asked a number of questions about liability and
asked President King to consult an attorney and provide the Board with an update.
A motion was made (True/Stonebloom) to approve the agreement with Precision
Physical Therapy & Fitness.
The motion carried.
Award of Contract: Maas Companies, Inc., Educational and Facilities Master
Plan
It is recommended that the Governing Board authorize the Vice President,
Administrative Services to execute an agreement with Maas Companies, Inc. to
develop the Educational and Facilities Master Plans.
AWARD OF CONTRACT:
MAAS COMPANIES,
INC., EDUCATION AND
FACILITIES MASTER
PLAN
It was moved and seconded (True/Stonebloom) to approve the agreement with the
Maas Company.
The motion carried.
Contract Increase: RMW Architecture, Building 800 STEM Remodel Project
It was recommended that the Governing Board authorize the Vice President,
Administrative Services to increase the contract amount from $223,292 to RMW
Architecture for the Building 800 project by $130,440.
CONTRACT INCREASE:
RMW ARCHITECTURE,
BUILDING 800 STEM
REMODEL PROJECT
It was moved and seconded (True/Stonebloom) to approve the contract increase.
The motion carried.
Resolution 035-12: Designate Representative to Northern California Community
College Pool Joint Powers Authority
It was recommended that the Governing Board designate the Vice President,
Administrative Services to be the District representative and Director, Purchasing,
Contracts and Risk Management as the alternate to the NCCCP JPA.
It was moved and seconded (True/Reece) to adopt resolution 035-12.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Watkins
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RESOLUTION 035-12:
DESIGNATE
REPRESENTATIVE TO
NORTHERN
CALIFORNIA
COMMUNITY
COLLEGE POOL JOINT
POWERS AUTHORITY
15
Minutes of Meeting
May 7, 2012
AYES: Cortez, Reece, Smith, True
NOES: None
ABSENT: Spencer and Ziel
ABSTAIN: None
Change to Course Mapping for Minimum Qualifications
It was recommended that the Governing Board approved the change to the
discipline list for minimum qualifications.
CHANGE TO COURSE
MAPPING FOR
MINIMUM
QUALIFICATIONS
It was moved and seconded (True/Cortez) to approve the changes to course
mapping.
The motion carried.
Resolution 051-12: Ordering Election, Requesting County Elections to Conduct
the Election, Requesting Consolidation of the Election, and Specifications of the
Election Order.
It was recommended that the Governing Board adopt Resolution 051-12: ordering
the election, requesting the Santa Cruz County Elections Department to conduct
the election, and consolidate it with any other jurisdiction holding an election on
the same day.
It was moved and seconded (Reece/True) to adopt resolution 051-12.
RESOLUTON 051-12:
ORDERING ELECTION,
REQUESTING COUNTY
ELECTIONS TO
CONDUCT THE
ELCTIONS,
REQUESTING
CONSOLIDATION OF
THE ELCTION, AND
SPECIFICATIONS OF
THE ELECTION ORDER
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Watkins
AYES: Cortez, Reece, Smith, Stonebloom, True
NOES: None
ABSENT: Spencer and Ziel
ABSTAIN: None
Resolution 052-12: In Support of the California DREAM Act
It was recommended that the Governing Board approve resolution 052-12.
Three members of the public provided comments in support of the resolution.
RESOLUTOIN 052-12: IN
SUPPORT OF THE
CALIFORNIA DREAM
ACT
It was moved and seconded (Cortez/Stonebloom) to adopt resolution 052-12.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote:
AYES: Cortez, Reece, Smith, Stonebloom, True
NOES: None
ABSENT: Spencer and Ziel
ABSTAIN: None
2012-13 Budget Reductions, Phase II
2012-13 BUDGET
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Minutes of Meeting
May 7, 2012
It was recommended that the Governing Board approve the Phase II budget
reduction plans.
REDUCTIONS, PHASE
III
It was moved and seconded (Reece/Stonebloom) to approve the 2012-13 budget
reductions, phase II.
Trustee Stonebloom asked if it possible to graph how many reductions have and
Vice President Lewis said the 2012-13 preliminary budget will have all the
reductions, including course reductions from 2008-13. Trustee True asked to
include the reductions in students as well.
Trustee Reece hopes the college continues to maintain facilities.
The motion carried.
INFORMATION ITEMS
2012-13 Budget Reduction Plans, Phase III
The 2012-13 budget reduction plans, phase III were provided for Governing Board
information.
2012-13 BUDGET
REDUCTION PLANS,
PHASE III
Trustee True asked for more information on teaching units, and for an
understanding of the 60 classes the college will not have next year. Trustee True
also asked for evidence of discussion regarding CCEU leadership positions.
Chair Smith said this is a very difficult time, but everyone needs to be informed.
Trustee Reece asked to know, if possible, if there are bumping rights or not for the
positions that are up for elimination.
Sunshine CCFT/District 2012-13 Negotiations Reopeners
The CCFT/District 2012-13 Negotiations Reopeners were provided for Governing
Board information.
Trustee True asked the unions to please bring forward concessions, so the Board
does not have to continue with layoffs.
2012-13 Managers’ Compensation Proposal
The 2012-13 managers’ compensation proposal is provided for Governing Board
information.
2011-12 Cash Flow Update – Third Quarter
The cash flow update is provided for Governing Board information
Facilities Master Plan Update
The facilities master plan update was provided for Governing Board information.
Financial Reports
The financial reports were provided for Governing Board information.
Redevelopment Update
The redevelopment update was provided for Governing Board information.
2011-2012 Graduation and Year-End Recognition Activities
The 2011-12 Graduation and Year-end Recognition activities were provided for
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SUNSHINE
CCFT/DISTRICT 2012-13
NEGOTIATIONS
REOPENERS
2012-13 MANAGERS’
COMPENSATION
PROPOSAL
2011-12 CASH FLOW
UPDATE – THIRD
QUARTER
FACILITIES MASTER
PLAN UPDATE
FINANCIAL REPORTS
REDEVELOPMENT
UPDATE
2011-2012
GRADUATION AND
YEAR-END
17
Minutes of Meeting
May 7, 2012
Governing Board information.
Cabrillo College Monthly Calendar
The Cabrillo College activities for the month of May 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.
ADJOURN
The open session of the Cabrillo College Governing Board was adjourned at 8:57
p.m.
Respectfully submitted,
Secretary
9 of 9
RECOGNITION
ACTIVITIES
CABRILLO COLLEGE
MONTHLY CALENDAR
AGENDA FOR NEXT
BOARD MEETING
ADJOURNMENT
18
19
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
Register of Warrants
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 30
A.2
BACKGROUND:
The following warrants are submitted for Governing Board ratification:
REGISTER NO.
62
63
64
65
66
67
68
DATE
WARRANT NO.
04-19-12
04-25-12
04-26-12
05-03-12
05-03-12
05-10-12
05-17-12
89602-89730
89731-89765
89766-89931
89932-89934
89935-90685
91740-91901
91902-92093
TOTAL AMOUNT
183,782.53
222,309.49
530,170.43
1,229.55
905,037.53
1,035,229.75
314,122.61
$3,191,881.89
* NOTE: Student refund and financial-aid registers totaling $518,242.13 are available in the Business Office
for review.
RECOMMENDATION:
It is recommended that the Governing Board ratify warrant numbers 89602–92093 for the amount of
$3,191,881.89 and student refund and financial aid registers totaling $518,242.13.
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
Ratification: Construction Change Orders
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.3
BACKGROUND:
In accordance with Board Policy 4155, the attached change orders over $25,000 and less than 10% of the
original contract value are submitted for Governing Board ratification.
FISCAL IMPACT:
None this Month
RECOMMENDATION: It is recommended that the Governing Board ratify the construction change
orders provided as an attachment. Note: These change orders are reflected in the Facilities Master Plan (FMP)
Status 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
50
51
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
Quarterly Financial Status Report CCFS 311Q
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
A.4
ENCLOSURE(S)
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 third 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 on 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
52
53
54
55
56
57
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Acceptance of Grant for the Business and Entrepreneurship
Center for 2012-2013
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
A.5
Page 1 of 1
Background:
In 2010 Cabrillo College was awarded a highly competitive grant to operate the Business and
Entrepreneurship Center (BEC), serving the Community Colleges of the greater San Francisco Bay
region. We have recently received notice from the Chancellor’s Office that the funding to operate
the Business and Entrepreneurship Center has been renewed. This center will work in alignment
with our Small Business Development Center, foster instruction in entrepreneurship in the colleges
of the greater Bay Area, and develop entrepreneurial pathways to small business owners served by
collaborating agencies. This funding will support program operations for fiscal year 2012-2013.
Fiscal Impact:
An increase in the amount of $205,000 in revenue and expenditures.
Recommendation:
It is recommended that the Governing Board accept the $205,000 grant from the California
Community College’s Chancellor’s Office. It is further recommended that the Board authorize the
Vice President of Administrative Services to execute and make all necessary arrangements in
relation to this grant agreement and any future amendments on behalf of the college.
Administrator Initiating Item:
Rock Pfotenhauer, Dean CEED
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
58
59
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
2012/13 Transitions Grant for S4C
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.6
BACKGROUND:
Cabrillo College has received a Career Technical Education (CTE) Transitions grant (#12-112-410) from the
Chancellor’s Office in the amount of $49,389. Funding is for activities for a 1-year period beginning July 1,
2012. Our application was written to support development of an outward-facing S4C web site, based on the
current santacruzcte.org materials. Specific attributes will include:
 Use of a content management structures to support interactive features;
 Interactive college and career planning tools, with individualized student output;
 A database of articulation agreements, with form-based updates and searches;
 Online forms and data for CWEE work-based learning offerings, with a foundation for integration with
additional WBL integration.
The performance period for the grant is July 1, 2012 to and including June 30, 2013.
FISCAL IMPACT:
An increase of $49,389 in revenue and expenditures for fiscal year 2012-13.
RECOMMENDATIONS:
It is recommended that the Governing Board accept the grant from the Chancellor’s Office for $49,389. It is
further recommended that the Board authorize the Vice President of Administrative Services to execute and
make all necessary arrangements in relation to this agreement on behalf of the college.
Administrator Initiating Item:
Rock Pfotenhauer, Dean CEED
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
60
61
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
County Office of Education 2-year S4C Grant
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.7
BACKGROUND:
The Santa Cruz County College Commitment (S4C) Steering Committee, comprised of county
superintendents and college administrators, has identified the need for facilitation and coordination of
activities associated with the S4C initiative. The Santa Cruz County Office of Education (COE) has agreed
to provide seed funding for this work at a level of $50,000 per year for two years, beginning July 1, 2012.
The effort will be administered within the Career Education and Economic Development (CEED) division,
and additional funding sources will be solicited, including grants and sponsorships.
FISCAL IMPACT:
An increase of $50,000 in revenue and expenses for each of two years, beginning July 1, 2012.
RECOMMENDATIONS:
It is recommended that the Governing Board accept the grant from the Santa Cruz County Office of
Education for $100,000. It is further recommended that the Board authorize the Vice President of
Administrative Services to execute and make all necessary arrangements in relation to this agreement on
behalf of the college.
Administrator Initiating Item:
Rock Pfotenhauer, Dean CEED
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
62
63
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
County Office of Education Grant Supporting Samper 4th Grade
Experience
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
A.8
Page 1 of 1
BACKGROUND:
Cabrillo College has received a grant from the Santa Cruz County Office of Education, in the amount of
$5,400 to support the Samper 4th Grade Experience event on May 11, 2012. This funding was intended to
help defray the costs associated with the visit of 2,700 county fourth graders to the Cabrillo Campus.
FISCAL IMPACT:
An increase of $5,400 in revenue and expenditures.
RECOMMENDATIONS:
It is recommended that the Governing Board accept the grant from the County Office of Education for
$5,400. It is further recommended that the Board authorize the Vice President of Administrative Services to
execute and make all necessary arrangements in relation to this agreement on behalf of the college.
Administrator Initiating Item:
Rock Pfotenhauer, Dean CEED
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
64
65
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
Cabrillo College EOPS/PVUSD Migrant Education
2012 Summer Program
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE (S)
Page 1 of 1
A.9
BACKGROUND:
For the last twenty-two years, the Pájaro Valley Unified School District (PVUSD) Migrant Education
Program, in conjunction with the Cabrillo College Extended Opportunity Program and Services
(EOPS), has provided an early start summer session for PVUSD migrant education students who
are interested in attending Cabrillo.
This year we intend to enroll approximately 60 students. We estimate that 30 will be current high
school juniors and 30 will be current high school seniors, soon to be June 2012 high school
graduates. Students will be enrolled in English, Reading, and Counseling and Guidance courses.
The purpose of this project is to provide an early start for these students. Past experience has
shown that most of the high school graduates in this program will enroll at Cabrillo College in the
fall. The juniors will continue in high school as seniors, but will have a head start opportunity to
experience the college environment.
FISCAL IMPACT:
Estimated income of $29,080.00.
RECOMMENDATION:
It is recommended that the Governing Board authorize the Vice President, Administrative Services,
to sign an agreement between Cabrillo College and the PVUSD Migrant Education Program, and
authorize the Vice President, Administrative Services to execute and make all necessary
arrangements in relation to the contract on behalf of the college.
Administrator Initiating Item:
Sesario R. Escoto
Dennis Bailey-Fougnier
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
66
67
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Cabrillo Extension Class Approval
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
ACTION
Page 1 of 1
A.10
BACKGROUND:
The following new Cabrillo Extension fee-supported classes are proposed for the Summer 2012
program. Classes have been reviewed and endorsed by members of the appropriate Cabrillo
Division.
Painting: Using the Language of Abstraction
Travel Sketching & Sumi-e
Photographing Children, Family & Friends
Photography – Master the Essential Shots
CabrilloArts – Book Synthesis
CabrilloArts – Alternative Clay & Finishes
CabrilloArts – Painting the Narrative
CabrilloArts – Heavy Metals: Jewelry
CabrilloArts – Color Woodcut Printmaking
CabrilloArts – Woodcut Open Lab
CabrilloArts – Cameraless Photography
CabrilloArts – By the Hand for the Hand
CabrilloArts – Drawing Through
Sports Camps – Basketball
Sports Camps – Baseball
Sports Camps – Football
Sports Camps – Volleyball
Sports Camps – Soccer
Youth – Allied Health
Youth – Culinary
Youth – Digital Media
Youth – Construction Tech
Youth – Engineering Tech
Youth – Horticulture
Youth – Entrepreneurship
Natural A’s
Bats of Santa Cruz County
The Forest of Nisene Marks
Saving for College
What Were You Born to Do?
FISCAL IMPACT:
Extension classes are fee-supported.
RECOMMENDATION:
It is recommended that the Governing Board approve the Extension classes as proposed for
Summer 2012, and authorize these classes to be repeated as frequently as public interest
warrants, in accordance with Board Policies 7000-7080.
Administrator Initiating Item:
Rock Pfotenhauer, Dean CEED
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
68
69
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
SUBJECT:
DATE
June 11, 2012
Curriculum Committee Actions
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
Page 1 of 22
ITEM NUMBER
A.11
BACKGROUND:
The current curriculum process allows changes to curriculum for implementation in the semester following
curriculum committee action. The changes proposed here represent the implementation of this process and
would be effective for the Fall 2012 semester. During the program planning process, students in each
instructional program are surveyed for their perceptions including those of the program’s curriculum. This
information is taken into consideration along with that from occupational advisory committees and transfer
institutions as faculty develop and modify curriculum.
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) and Admin Review: the Articulation Officer, Content Review
Committee, the Program Chair of the Library (for currency of texts and library resources), and the SLO
Coordinator (for compliance with the college policies on learning outcomes and accreditation standards).
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 body of work produced through this process represents a remarkable effort on the part of faculty, staff,
and administrators. The spring curriculum changes that are attached constitute more than 16,665 hours of
labor in the 2012 Spring semester (see table on reverse). The majority of course curriculum modifications
came to the Board in May. For the full academic year these work hours may be doubled. 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) Modified Programs – pages 1-14 b) New Programs –
pages14-20
c) Program Inactivation/Deletes – page 20.
FISCAL IMPACT:
Changes will be accommodated within the current budget.
RECOMMENDATION:
It is recommended that the proposed curriculum changes be approved for a Fall 2012 effective date.
(continued)
Administrator Initiating Item:
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes
 Yes
No
No
Final Disposition
70
Spring 2012 Governing Board Report
|1
Program Modifications:
Spring 2012 Curriculum
Anthropology A.A. Degree
Career Opportunities
Career opportunities include archaeologist, museum director, teacher,
health assistance occupations, tour leader, civil service in national parks,
international aid officials, or college instructor. See the Career Center or
talk to the anthropology faculty about such opportunities.
Program Description:
Anthropology is a multidisciplinary and yet holistic way to study all
aspects of humanity, from biological origins to ways of social behavior,
past and present. Anthropology presents to the student a world view that
is personally enriching as well as practical. An A.A. or B.A. can lead to
entry level jobs in archaeology, research, travel, and international trade
and communication. Graduate degrees allow one to assume positions as
an anthropologist, archaeologist, instructor or professor, or positions in
forensics, museums, international aid, or research.
A.A. General Education
30 Units
Core Courses (13 Units)
ANTHR 1
Introduction to Anthropology: Biological . . . . . . . . . 3
or
ANTHR 1H
Honors Introduction to Anthropology: Biological . . . 3
ANTHR 1L
Biological Anthropology Lab. . . . . . . . . . . . . . . . . . . 1
ANTHR 2
Introduction to Anthropology: Cultural . . . . . . . . . . . 3
or
ANTHR 2H
Introduction to Anthropology: Cultural (Honors) . . . 3
ANTHR 3
Introduction to Anthropology: Archaeology . . . . . . . 3
ANTHR 8
Anthropology of Religion . . . . . . . . . . . . . . . . . . . . . 3
or
ANTHR 13
Forensic Anthropology . . . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives
(Choose 9 units)
ANTHR 7
Peoples and Cultures of Non-Western Tradition: North
America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ANTHR 8
Anthropology of Religion . . . . . . . . . . . . . . . . . . . . . 3
ANTHR 13
Forensic Anthropology . . . . . . . . . . . . . . . . . . . . . . . 3
ANTHR 17
Global Perspectives of Food and Culture . . . . . . . . . 3
ANTHR 6
Peoples and Cultures of Non-Western Tradition:
California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
Electives (Transfer):
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Total Units
60
Art Studio A.A. Degree
Program Description:
The Art-Studio Program offers beginning and intermediate courses that
provide students with the knowledge and experience needed for a broad
understanding of the visual arts. For beginning students, the curricula
offer drawing and composition, two-dimensional and three-dimensional
design, and art history. After completing the four core courses in studio
art, students may then advance to intermediate courses and complete
their major by concentrating their course work in one of the studio art
discipline options. Students may also take a course designed to investigate special areas of interest in the visual arts by taking courses in ART
40 A-Z or AP 40 A-Z for photography.
Art gallery viewing is provided in the Cabrillo Art Gallery which presents exhibitions of original works by a range of artists during each academic year. The exhibitions are an integral part of the instructional program, and students participate regularly in gallery exhibit observations.
The student with a transferable Associate in Arts Degree in Art-Studio
is prepared for upper division work in the major at four-year institutions.
The major is available at UC and CSU systems, the San Francisco Art
Institute, the College of Arts and Crafts, and at other colleges of art and
schools of design.
Career Opportunities
Career opportunities include: exhibiting artist, art teacher, graphic
designer, artist/photographer, art illustrator, art technician, commercial
artist, and other professions in creative endeavor. Career opportunities
are also available in galleries, museums, and art organizations.
Model Program for Art-Studio
The following model program fulfills requirements for the A.A. Degree
in Art-Studio at Cabrillo College. Specific lower division major preparation at four-year public institutions in California can be found at
www.assist.org. Please see a counselor for advisement for transfer to
any four-year institution.
A.A. General Education
30 Units
Core Courses (12 units)
ART 2A
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
ART 2B
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
ART 4
Beginning Design: Design and Color . . . . . . . . . . . . 3
ART 5
Beginning Design: 3-Dimensional Form . . . . . . . . . . 3
Art History Core Courses (6 units)
Since Art-Studio major preparation can vary at four-year campuses, see
a counselor before deciding on Art History options 1 or 2, or a different
pattern, to the 6 unit requirement.
Art History Option 1
AH 20A
Survey of Art from Prehistoric Through
Medieval Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
AH 20B
Survey of Art from the Renaissance to the
Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Art History Option 2
AH 11
Ancient Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
AH 11H
Honors Ancient Art . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
AH 12
Middle Ages: Art/Mediterranean World and Europe (A.D.
300-1400). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
AH 13
Renaissance to Mid-19th Century . . . . . . . . . . . . . . 3
or
AH 14
Modern Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
71
2 | Spring 2012 Governing Board Report
Studio Art Options (9 units)
Select 9 units from the following options:
Ceramics Option
ART 7A
Ceramics–Hand Building. . . . . . . . . . . . . . . . . . . . . . 3
ART 7B
Ceramics–Wheel Forming. . . . . . . . . . . . . . . . . . . . . 3
ART 71
Intermediate Ceramics Process . . . . . . . . . . . . . . . . 3
Fiber Arts Option (Choose three)
ART 23
Weaving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 24
Fiber Arts: Textile, Fiber, Paper . . . . . . . . . . . . . . . . . 3
ART 46
Artists' Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 21
Textile Surface Design . . . . . . . . . . . . . . . . . . . . . . . 3
Drawing Option
ART 3A
Life Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 3B
Life Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 31A
Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ART 37A
Watercolor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Art Photography Option (Choose three)
AP 9A
Beginning Photography . . . . . . . . . . . . . . . . . . . . . . 3
Select 2:
AP 9B
Intermediate Photography . . . . . . . . . . . . . . . . . . . . 3
AP 15
History of Photography . . . . . . . . . . . . . . . . . . . . . . 3
AP 42
Alternative Photographic Processes . . . . . . . . . . . . . 3
AP 46A
Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . 3
AP 47
Lighting for Traditional and
Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . 3
Graphic Art Option
ART 3A
Life Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 27
Graphic Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 28
Lettering/Typography . . . . . . . . . . . . . . . . . . . . . . . . 3
Small Scale Metal/Jewelry Option
ART 8A
Small Scale Metal/Jewelry . . . . . . . . . . . . . . . . . . . . 3
ART 8B
Small Scale Metal/Jewelry . . . . . . . . . . . . . . . . . . . . 3
ART 38
Metalsmithing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Painting Option
ART 31A
Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 37A
Watercolor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 31B
Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ART 37B
Watercolor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Printmaking Option (Choose three)
ART 3A
Life Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 32
Printmaking: Etching and Intaglio. . . . . . . . . . . . . . . 3
ART 33
Screen Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 45
Lithography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 73
Intermediate Intaglio Prints . . . . . . . . . . . . . . . . . . . 3
Sculpture Option
ART 34A
Sculpture: Direct Processes . . . . . . . . . . . . . . . . . . . 3
(Select two)
ART 34B
Sculpture: Direct Processes . . . . . . . . . . . . . . . . . . . 3
ART 35
Sculpture: Casting . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 36
Sculpture: Moldmaking. . . . . . . . . . . . . . . . . . . . . . . 3
Woodworking Option
ART 25A
Woodworking/Furniture Design . . . . . . . . . . . . . . . . 3
ART 25B
Intermediate Woodworking/Furniture Design . . . . . . 3
ART 34A
Sculpture: Direct Processes . . . . . . . . . . . . . . . . . . . 3
Electives:
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
60
Communication Studies A.A. Degree
Program Description:
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. For specific transfer requirements, see a counselor.
Model Program for Communication Studies
The following model program fulfills requirements for the A.A. Degree
in Communication Studies at Cabrillo College. Specific lower division
major preparation at four-year public institutions in California can be
found at www.assist.org. Please see a counselor for advisement for
transfer to any four-year institution.
A.A. General Education
30 Units
Core Courses (13 Units)
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking . . . . . . . . . . . . . . . . . . . . . . 3
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
COMM 10
Communication Process. . . . . . . . . . . . . . . . . . . . . . 3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . . . . . 3
Approved Electives (7 Units)
COMM 4
Persuasion and Argumentation. . . . . . . . . . . . . . . . . 3
COMM 7
Interpersonal Communication. . . . . . . . . . . . . . . . . . 3
COMM 8
Communication Activities . . . . . . . . . . . . . . . . . . . 1–4
COMM 14
Health Communication . . . . . . . . . . . . . . . . . . . . . . . 3
CS 1
Introduction to Computers and Computer Technology3
CS 1L
Technology Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . . . . . 5
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
72
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|3
Electives:
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Total Units
60
Computer and Information Systems:
Cisco Certified Network Professional (CCNP)
Security Certificate of Achievement
Program Description:
Prepares the student to take the Cisco Certified Network Professional
(CCNP) industry certification exam.
Program Learning Outcomes:
1. Demonstrate mastery of a networking knowledge base equivalent to
obtaining CCNP certifications from Cisco Systems. (Global Awareness,
Critical Thinking)
2. Analyze requirements for enterprise networks and demonstrate proper network design. (Critical Thinking)
3. Implement network security. (Global Awareness, Critical Thinking)
CCNA Requirements (12 Units)
CIS 81
Networking
Fundamentals
and
Theory
(Cisco CCNA 1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 82
Introduction to Routing Technologies and Theory (Cisco
CCNA 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 83
Switched
Networks
and
WANs
(Cisco CCNA 3 & 4) . . . . . . . . . . . . . . . . . . . . . . . . . 4
CCNP Requirements (13 Units)
CIS 146
CCNA Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 185
Advanced Routing–Cisco CCNP ROUTE . . . . . . . . . . 3
CIS 187
Implementing IP Switching–Cisco CCNP SWITCH . . 3
CIS 188
Maintaining and Troubleshooting IP Networks . . . . . 3
Required Courses (6 Units)
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process. . . . . . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
31
Computer Networking and System
Administration Certificate of Achievement
Program Description:
The Computer Networking and System Administration program is
intended to prepare students to work in the Information Technology (IT)
industry in general, and more specifically in computer networking and
system administration. Courses include the underlying networking concepts and theory, administering the network infrastructure including the
Cisco Systems CCNA/CCNP courses, system and network administration
using UNIX/Linux and Microsoft operating systems, network security,
network management, and emerging technologies. Various certificates
and degree options are available, including courses that transfer to fouryear universities for those students pursuing a Bachelor's Degree.
Program Student Learning Outcomes:
Students completing the requirements for the AS degree or Certificate of
Achievement in the Computer Networking and System Administration
program will:
1. Demonstrate mastery of a computing knowledge base equivalent to
passing an industry-level certification such as CompTIA, Cisco,
Microsoft, Linux. (Global Awareness, Critical Thinking)
2. Develop network documentation that demonstrates knowledge and
skills acquired within a particular technology. (Communication,
Professional Development)
3. Analyze and troubleshoot networks and computer systems based
upon protocols and standards. (Critical Thinking)
4. Analyze existing network and/or system configurations, and identify
weaknesses in their security. (Critical Thinking, Global Awareness)
5. Demonstrate written and verbal communication skills.
(Communication, Professional Development)
Core Courses (21 Units)
CIS 81
Networking Fundamentals and Theory
(Cisco CCNA 1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 82
Introduction to Routing Technologies and Theory
(Cisco CCNA 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 90
Introduction to UNIX/Linux. . . . . . . . . . . . . . . . . . . . 3
CIS 172
Introduction to Operating Systems. . . . . . . . . . . . . . 4
CIS 175
Fundamentals of Computer Security. . . . . . . . . . . . . 3
CIS 194
Microsoft Windows Client Administration . . . . . . . . 3
and
Take one of the following (4 Units)
And one of the following courses:
CS 11
Introduction to Programming Concepts and
Methodology, C++. . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CS 12J
Introduction to Programming Concepts and
Methodology, Java . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CS 19
C++ Programming . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CS 20J
Java Programming . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 98
UNIX/Linux Shell Programming . . . . . . . . . . . . . . . . 4
CIS 131
Perl Programming in a Unix Environment . . . . . . . . 4
CIS 132
Introduction to Internet Programming . . . . . . . . . . . 4
Required Courses
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process. . . . . . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
31
Computer Support Specialist Certificate of
Achievement
Program Description:
Core Courses (26 Units)
CIS 81
Networking Fundamentals and Theory
(Cisco CCNA 1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 90
Introduction to UNIX/Linux. . . . . . . . . . . . . . . . . . . . 3
CIS 103
Technical Support and Troubleshooting . . . . . . . . . . 4
CIS 170
Introduction to Computer Hardware
and Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 172
Introduction to Operating Systems. . . . . . . . . . . . . . 4
CIS 194
Microsoft Windows Client Administration . . . . . . . . 3
CIS 195
Microsoft Windows Server Administration
(Semester 1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Required Courses (6 Units)
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process. . . . . . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
32
73
4 | Spring 2012 Governing Board Report
Computer Applications/Business Technology
Program Description:
Computer Applications/Business Technology (CABT) prepares students
to use computer applications and business procedures to solve problems in contemporary business environments. CABT courses are applicable in many career ladders including vocational training and retraining,
and career advancement. The CABT Department, in collaboration with
Disabled Students Programs & Services (DSPS), provides specialized
services for students requiring assistive technology support(Assistive
Technology Lab). CABT courses, certificates, and the AS Degree are stepping-stones to a variety of professional careers in business and technology.
Skills Certificate:
• Computer Skills for the Office Professional Computer Applications
Certificates of Achievement:
• Administrative Support
• Computer/Business Applications
A.S. Degree:
• Computer/Business Applications
Program Learning Outcomes:
1. Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment. (GE Core
Competency IIIB. Global Awareness, Social diversity and civics)
2. Competently communicate in support of a business office, including
production and design of complex electronic and paper-based correspondence and documents. (GE Core Competency I. Communication,
Competency II. Critical Thinking and Information Competency)
3. Use the Internet, a wide variety of current and emerging computer
applications and standard business procedure s to compute, analyze
business performance, and solve problems. (GE Core Competency II.
Critical Thinking and Information Competency)
4. Actively assist in implementing general office procedures, including
records management. (GE Core Competency II. Critical Thinking and
Information Competency)
5. Demonstrate high and efficient qualities of self-management and selfawareness in terms of workplace responsibility and productivity. (GE
Core Competency IV. Personal Responsibility and Professional
Development)
6. Demonstrate the ability to competently use a wide variety of office
equipment, including computers, peripherals, and non-computerized
office machines. (GE Core Competency II. Critical Thinking and
Information Competency)
Career Opportunities
CABT courses incorporate the specialized technology skills necessary for
employment in the current job market. CABT certificate and degree holders are skilled in traditional office-related occupations such as office
clerk, secretary, administrative assistant, receptionist, office specialist,
or customer service representative. They are well-versed in information
age technology such as Internet research, e-mail, spreadsheets, databases, and word processing. A degree in CABT can lead to careers in human
resources, public administration, marketing, medical facility management, or small business administration.
Computer Applications/Business Technology
A.S. Degree
A.S. General Education
21 units
CABT Core Courses (16-17 units)
CABT 38
Introduction to Microsoft Office . . . . . . . . . . . . . . 3–4
CABT 100
Business Technology & Procedures . . . . . . . . . . . . . 3
CABT 101
* Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . 3
CABT 110A **Computer Keyboarding-Alphabet Keys . . . . . . . 0.5
and
CABT 110B Computer Keyboarding-Numbers/Symbols . . . . . . 0.5
or
CABT 111
Using Speech Recognition Software. . . . . . . . . . . . . 1
CABT 31
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 131
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 156
Writing for the Workplace. . . . . . . . . . . . . . . . . . . . . 3
Computer/Business Applications Core Courses (9-10 units)
CABT 41
Excel 3
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
CABT 199C Career Work Experience Education. . . . . . . . . . . . . . 3
or
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
Approved Electives (8 Units)
ACCT 151A Introduction to Accounting: Bookkeeping Concepts . 4
ACCT 163
Using Quickbooks. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
BUS 5
Business Information Systems . . . . . . . . . . . . . . . . . 4
BUS 18
Business Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
BUS 20
Introduction to Business. . . . . . . . . . . . . . . . . . . . . . 3
BUS 89
Starting & Operating an eCommerce
Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
BUS 155
Business Mathematics . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 101
Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 102
10-Key Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CABT 103A Data Entry on Computer . . . . . . . . . . . . . . . . . . . . . . 1
CABT 103B Advanced Data Entry . . . . . . . . . . . . . . . . . . . . . . . . 1
CABT 106
***Introduction to Computers at Cabrillo . . . . . . . 0.5
CABT 107
Applied Computer Skills . . . . . . . . . . . . . . . . . . 1.5–3
CABT 110C Computer
KeyboardingSpeed Development. . . . . . . . . . . . . . . . . . . . . . . . 0.5
CABT 111
***Using Speech Recognition Software. . . . . . . . . . 1
CABT 118
***Using Microsoft Windows . . . . . . . . . . . . . . . . . 1
CABT 143
Beginning MS Excel. . . . . . . . . . . . . . . . . . . . . . . . 0.5
CABT 160
***Introduction to the Internet and
the World Wide Web . . . . . . . . . . . . . . . . . . . . . . . 1.5
CABT 161
Creating a Simple Web Site . . . . . . . . . . . . . . . . 1.5–2
CABT 199C ***Career Work Experience Education . . . . . . . 0.5–4
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CS 1
Introduction to Computers and Computer Technology3
DM 1
***Introduction to Digital Media . . . . . . . . . . . . . . . 4
ETECH 24
Introduction to AutoCAD. . . . . . . . . . . . . . . . . . . . . . 3
LIBR 10
Information Research . . . . . . . . . . . . . . . . . . . . . . . . 1
LIBR 18
Advanced Internet Searching . . . . . . . . . . . . . . . . . . 1
LIBR 100
Introduction to Information Skills . . . . . . . . . . . . . 0.5
MA 172
Medical Office Procedures . . . . . . . . . . . . . . . . . . . . 4
Electives
(from Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . 4–6
Total Units
60
*CABT 118 plus CABT 160 plus CABT 106 may be substituted for CABT
101 to satisfy core requirements.
**Students who keyboard 30+ wpm with 1 error per minute (epm) or
less may apply to waive CABT 110A and B and may be able to substitute from the Approved Electives list. Contact a counselor or CABT
instructor for more information.
74
Spring 2012 Governing Board Report
|5
***May be used as Elective credit if not used for Core Course credit.*
Computer/Business Applications Certificate of
Achievement
CABT Core Courses (16-17 units)
CABT 38
Introduction to Microsoft Office . . . . . . . . . . . . . . 3–4
CABT 100
Business Technology & Procedures . . . . . . . . . . . . . 3
CABT 101
* Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . 3
CABT 110A **Computer Keyboarding-Alphabet Keys . . . . . . . 0.5
and
CABT 110B **Computer Keyboarding-Numbers/Symbols . . . . 0.5
or
CABT 111
Using Speech Recognition Software. . . . . . . . . . . . . 1
CABT 31
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 131
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 156
Writing for the Workplace. . . . . . . . . . . . . . . . . . . . . 3
Computer/Business Applications Core Courses (9-10 units)
CABT 41
Excel 3
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
CABT 199C Career Work Experience Education. . . . . . . . . . . . . . 3
or
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
Other Required Courses (3 units)
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
28–30
*CABT 118 plus CABT 160 plus CABT 106 may be substituted for CABT
101 to satisfy core requirements.
**Students who keyboard 30+ wpm with 1 error per minute (epm) or
less may apply to waive CABT 110A and B and may be able to substitute from the Approved Electives list. Contact a counselor or CABT
instructor for more information.*Computer Applications/Business
Technology
Administrative Support Certificate of
Achievement
CABT Core Courses (16-17 units)
CABT 38
Introduction to Microsoft Office . . . . . . . . . . . . . . 3–4
CABT 100
Business Technology & Procedures . . . . . . . . . . . . . 3
CABT 101
* Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . 3
CABT 110A **Computer Keyboarding-Alphabet Keys . . . . . . . 0.5
and
CABT 110B Computer Keyboarding-Numbers/Symbols . . . . . . 0.5
or
CABT 111
Using Speech Recognition Software. . . . . . . . . . . . . 1
CABT 31
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 131
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 156
Writing for the Workplace. . . . . . . . . . . . . . . . . . . . . 3
Administrative Support Core Courses (5.5-6 units)
CABT 41
Excel 3
CABT 102
10-Key Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CABT 161
Creating a Simple Web Site . . . . . . . . . . . . . . . . . . 1.5
or
CABT 199C Career Work Experience Education. . . . . . . . . . . . . . 2
Other Required Courses
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
Total Units
24.5–26
*CABT 118 plus CABT 160 plus CABT 106 may be substituted for CABT
101 to satisfy core requirements.
**Students who keyboard 30+ wpm with 1 error per minute (epm) or
less may apply to waive CABT 110A and B and may be able to substitute
from the Approved Electives list. Contact a counselor or CABT instructor
for more information.
Dance A.A. Degree
Program Description:
Dance as an academic discipline focuses on dance as a performing art,
as well as its social functions in other areas, including education, health,
cultural studies, art, history, and the science of human movement. Dance
at Cabrillo is dedicated to fostering development of the "whole" dancer,
nurturing the mind, body, and spirit together. Bachelor's and graduate
degrees in Dance and related fields provide multiple career opportunities
in the public and private sectors. Many four-year colleges and universities offer emphases in areas such as dance performance, modern dance,
ballet, choreography, musical theater, dance education, dance therapy,
somatics, dance ethnology, dance history, and criticism. Specialties are
also offered in arts administration, physical therapy for dancers, dance
for children, seniors, and special education. The full course of study
includes pre-professional training in dance techniques, performance,
choreography, dances of the world, and somatic education.
Model Program for Dance
The following model program fulfills requirements for the A.A. Degree
in Dance at Cabrillo College. Specific lower division major preparation at
four-year public institutions in California can be found at www.assist.org.
Please see a counselor for advisement for transfer to any four-year institution.
A.A. General Education
30 Units
Core Technical Sequence (6 Units) Sequence at least five of the listed
courses to match skill level
DANCE 50
Beginning Contemporary Modern Dance. . . . . . 0.5–3
DANCE 61
Introduction to Dance . . . . . . . . . . . . . . . . . . . . 0.5–3
DANCE 64
Intermediate Modern Dance . . . . . . . . . . . . . . . 0.5–3
DANCE 68
Advanced
Dance
Technique
and
Performance Skills. . . . . . . . . . . . . . . . . . . . . . . 0.5–3
DANCE 65
Jazz Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–2
DANCE 76
Ballet I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
DANCE 78
Ballet II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Dance Appreciation and Dance Making (5 Units)
DANCE 10
Dance Appreciation. . . . . . . . . . . . . . . . . . . . . . . . . . 3
DANCE 63
Dance Improvisation . . . . . . . . . . . . . . . . . . . . . 0.5–2
DANCE 66
Choreography . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–2
Performance Sequence (4 units)
DANCE 57
Repertory Dance Production . . . . . . . . . . . . . . . 0.5–4
DANCE 67
Dance Production . . . . . . . . . . . . . . . . . . . . . . . 0.5–4
Dance Electives (5-6 Units)
DANCE 58
Hip Hop and Street Dance I . . . . . . . . . . . . . . . . 0.5–4
DANCE 59
Latin Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
DANCE 62
Dance Conditioning/Pilates . . . . . . . . . . . . . . . . 0.5–3
DANCE 69
African Dance . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
DANCE 72
World Dance Techniques . . . . . . . . . . . . . . . . . . 0.5–2
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6 | Spring 2012 Governing Board Report
DANCE 74
DANCE 82
DANCE 85
DANCE 87
DANCE 81
DANCE 90
Creative Movement . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Applied Somatics: Body Mind Techniques. . . . . 0.5–3
Salsa Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Dances of Mexico: Baile Folklorico . . . . . . . . . . 0.5–3
Swing Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Integrated Dance: Dance for All Bodies
and Abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Other Electives (9-10 Units)
BIO 4
Human Anatomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
or
BIO 13A
Biology of People-Anatomy and Physiology . . . . . . . 3
MUS 10
Music Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
MUS 11A
Jazz Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 10A
Basic Acting Techniques . . . . . . . . . . . . . . . . . . . . . . 3
or
TA 31
Introduction to Design in the Theatre . . . . . . . . . . . . 3
Total Units
60
Digital Media
Digital Publishing A.S. Degree
Program Description:
Digital Publishing Program The Digital Publishing program addresses
communication design principles and processes for producing and publishing primarily printed materials. Students learn typography, graphic
design, formatting, file management, color pre-press, and proofing
strategies for the design and layout of printed media. Principles of design
and layout learned in digital publishing for pre-press can be applied to
screen media, web publishing, multimedia, video and other non-print
uses.
Program Learning Outcomes:
1) Demonstrate the ability to research, evaluate, and report on trends in
the industry and the relative merits and qualities of print media examples. (Global Awareness, Critical Thinking, Communication.)
2) Apply visual thinking skills to generate complete print media projects
from idea stage, or specifically assigned task, to the finished product.
(Critical Thinking, Professional Development, Communication)
3) Demonstrate efficiency, accuracy, and attention to detail in all stages
of the planning, design, and production process. (Critical Thinking,
Professional Development, Communication)
4) Apply practical and technical competencies and achievement in the
use of computers, peripherals, the Internet, and tools involved in the
production of digital media.(Global Awareness, Professional
Development)
Career Opportunities
The digital publishing and web media fields encompass a wide array of
occupations involving almost every sector of society. Jobs and careers
are always emerging in the fast-paced, ever-changing world of digital
media. Students from the programs qualify for entry-level jobs, internships, and starting their own businesses. Programming, drawing ability,
writing proficiency, and animation skills are especially useful. Employers
have specified three important qualities, in order of importance, for digital media job seekers: 1) Talent (inventive and creative with a strong
interest in digital media), 2) Teamwork (group communication and problem-solving skills), and 3) Technological aptitude (proficient with digital
tools and techniques).
General Education Requirements
21 Units
Core Courses (22 units)
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 2
Digital Publishing I . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 6
Digital Publishing II . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 8
Design for Publishing . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques I . . . . . . . . . . . . . . . . . . . . . . 3
DM 110
Digital Illustration . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Digital Media Approved Electives (12 Units)
AP 6
Introduction to Digital Photography . . . . . . . . . 0.5–3
AP 9A
Beginning Photography . . . . . . . . . . . . . . . . . . . . . . 3
AP 14
Introduction to Video Art . . . . . . . . . . . . . . . . . . . 1–3
AP 15
History of Photography . . . . . . . . . . . . . . . . . . . . . . 3
AP 45
Contemporary Trends in Photography . . . . . . . . . . . 3
AP 46A
Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . 3
AP 46B
Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 2A
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
ART 4
Beginning Design: Design and Color . . . . . . . . . . . . 3
ART 27
Graphic Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 28
Lettering/Typography . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 33
Screen Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ART 40GR
Studies in Typography . . . . . . . . . . . . . . . . . . . . . 1–3
ART 40PB
Photographic Images and Books . . . . . . . . . . . . . 1–3
BUS 50
Advertising for Small Business. . . . . . . . . . . . . . . . . 3
BUS 89
Starting & Operating an eCommerce
Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 38
Introduction to Microsoft Office . . . . . . . . . . . . . . 3–4
CABT 110A Computer Keyboarding-Alphabet Keys . . . . . . . . . 0.5
CS 1L
Technology Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
CS 12AL
Intro to Programming for the Non-Major . . . . . . . . . 4
CS 12GP
Introduction to Programming Using Games and
Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CS 12J
Introduction to Programming Concepts and
Methodology, Java . . . . . . . . . . . . . . . . . . . . . . . . . . 4
DM 3
Design in Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 60A
Web Publishing 1: (X)HTML and CSS Level 1 . . . . . 3
DM 70
Web Design Basics Using Dreamweaver . . . . . . . . . 3
DM 72
Web Design and Animation Using Flash. . . . . . . . . . 3
DM 76
Design for Web Media . . . . . . . . . . . . . . . . . . . . . . . 3
DM 113
Photoshop Techniques II . . . . . . . . . . . . . . . . . . . . . 3
DM 134A
Introduction to Video Production using
Final Cut Pro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 134B
Intermediate Video Production using
Final Cut Pro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 134C
Video Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 160B
Web Publishing 2: Graphics and CSS Level 2 . . . . . 3
DM 160C
Web Publishing 3: Servers, Scripts,
and Advanced CSS . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 190AZZ Special Topics in Digital Media . . . . . . . . . . . . . 0.5–4
DM 190CD
Design and Delivery of an Online Course . . . . . . . 1–3
DM 199C
Career Work Experience Education . . . . . . . . . . 0.5–4
ENGL 16
Magazine Editing and Publication . . . . . . . . . . . . . . . 3
ENGL 49B
The Language of Film: Special Topics in Film. . . . . . 3
ENGL 49A
The Language of Film: Film History . . . . . . . . . . . . . 3
ENGL 59A-Z The Language of Film: Special Topics in Film. . . . . . 3
76
Spring 2012 Governing Board Report
|7
ETECH 140 Introduction to Maya . . . . . . . . . . . . . . . . . . . . . . . . 3
JOURN 53
Newspaper Production . . . . . . . . . . . . . . . . . . . . . 1–3
TA 77
Correlation of the Arts . . . . . . . . . . . . . . . . . . . . . . . 3
General Electives (5-7.5 units)
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Total Units
60
Digital Publishing Certificate of Achievement
Program Learning Outcomes
1) Demonstrate the ability to research, evaluate, and report on trends in
the industry and the relative merits and qualities of print media examples. (Global Awareness, Critical Thinking, Communication)
2) Apply visual thinking skills to generate complete print media projects
from idea stage, or specifically assigned task, to the finished product.
(Critical Thinking, Professional Development, Communication)
3) Demonstrate efficiency, accuracy, and attention to detail in all stages
of the planning, design, and production process. (Critical Thinking,
Professional Development, Communication)
4) Apply practical and technical competencies and achievement in the
use of computers, peripherals, the Internet, and tools involved in the
production of digital media. (Global Awareness, Professional
Development)
Core Courses (19.5-22 units)
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 2
Digital Publishing I . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 6
Digital Publishing II . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 8
Design for Publishing . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques I . . . . . . . . . . . . . . . . . . . . . . 3
DM 110
Digital Illustration . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
Other Required Courses (3 units)
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
or
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process. . . . . . . . . . . . . . . . . . . . . . 3
Total Units
22.5–25
Motion Media Skills Certificate
Program Learning Outcomes:
Create and produce time-based motion media for graphic design and
media arts projects.
Required
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 72
Web Design and Animation Using Flash. . . . . . . . . . 3
DM 134A
Introduction to Video Production using
Final Cut Pro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 134B
Intermediate Video Production using
Final Cut Pro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
16
Publication Design Skills Certificate
Program Learning Outcomes:
Design, layout, and produce professional graphic design and media arts
projects for clients, portfolios, and self-promotion.
Required
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 2
Digital Publishing I . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 6
Digital Publishing II . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 8
Design for Publishing . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
16
Web Production Skills Certificate
Program Description:
Program Learning Outcomes:
Use current techniques to develop and publish websites compliant with
content and accessibility guidelines.
Required
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 60A
Web Publishing 1: (X)HTML and CSS Level 1 . . . . . 3
DM 70
Web Design Basics Using Dreamweaver . . . . . . . . . 3
DM 160B
Web Publishing II: Graphics and CSS Level 2 . . . . . 3
DM 160C
Web Publishing 3:
Servers, Scripts, and Advanced CSS . . . . . . . . . . . . 3
or
DM 72
Web Design and Animation Using Flash. . . . . . . . . . 3
Total Units
16
Graphic Imaging Skills Certificate
Website Design Skills Certificate
Program Learning Outcomes:
Create and produce images for use in graphic design and media arts.
Required
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques I . . . . . . . . . . . . . . . . . . . . . . 3
DM 110
Digital Illustration . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
DM 113
Photoshop Techniques II . . . . . . . . . . . . . . . . . . . . . 3
Total Units
13.5–16
Program Description:
Program Learning Outcomes:
Design websites using web development tools.
Required
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 60A
Web Publishing 1: (X)HTML and CSS Level 1 . . . . . 3
DM 72
Web Design and Animation Using Flash. . . . . . . . . . 3
DM 76
Design for Web Media . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
16
77
8 | Spring 2012 Governing Board Report
Early Childhood Education
Anti-Bias Curriculum Certificate of Achievement
Program Learning Outcomes:
Integrate principles of cultural and linguistic competency, inclusive practices, and anti-bias education principles when teaching, caring and developing programs for young children.
Cabrillo and State Requirements (24 units to include the following)
ECE 31
Child Growth and Development . . . . . . . . . . . . . . . . 3
or
ECE 131
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
or
ECE 142
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
ECE 51
Principles of Working with Young Children . . . . . . . 3
ECE 53
Introduction to Curriculum for the Young Child . . . . 3
Additional ECE courses numbered 1-199. . . . . . . . . . . . . . . . . . . . 12
Required (9 units)
ECE 52
Teaching in a Diverse Society . . . . . . . . . . . . . . . . . . 3
AND (6 units from courses below)
ECE 139SN The Infants and Toddlers with Special Needs in the
Childcare Program . . . . . . . . . . . . . . . . . . . . . . . . 1–2
ECE 145
Peace Education and Children's Literature . . . . . . 1–3
ECE 146
The Child with Special Needs in the Child Care Program
2
ECE 161A-Z Child Development and Interaction Skills in Early
Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–3
ECE 162A-Z Curriculum Development in Programs for Young
Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–3
Total Units
33
Children's Literacy Curriculum Certificate of
Achievement
Program Description:
Program Learning Outcomes:
1. Create curriculum and environments that promote children's language
and literacy development based on developmental principles, observations, documentation and assessments of children.
2. Integrate principles of cultural and linguistic competency, inclusive
practices, and anti-bias perspectives in developing curriculum for
young children.
Cabrillo and State Regulations (24 units to include the following)
ECE 31
Child Growth and Development . . . . . . . . . . . . . . . . 3
or
ECE 131
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
or
ECE 142
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
ECE 51
Principles of Working with Young Children . . . . . . . 3
ECE 53
Introduction to Curriculum for the Young Child . . . . 3
Additional ECE courses numbered 1-199 . . . . . . . . . . . . . . . . . . . 12
And 6 units from courses below:
ECE 144C
Early Literacy Foundations for
Preschool Children . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 145
Peace Education and Children's Literature . . . . . . 1–3
ECE 156L
Fostering First and Second Language
Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–3
ECE 156M
Early Literacy Foundations for Young Children. . . 1–3
ENGL 20B
Total Units
Children's Literature . . . . . . . . . . . . . . . . . . . . . . . . . 3
30
Curriculum Planning Certificate of Achievement
Program Description:
Program Learning Outcomes:
1. Integrate principles of cultural and linguistic competency, inclusive
practices, and anti-bias education to create curriculum and environments based on developmental principles, observations, documentation and assessments of children.
Cabrillo and State Requirements (24 units to include the following)
ECE 31
Child Growth and Development . . . . . . . . . . . . . . . . 3
or
ECE 131
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
or
ECE 142
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
ECE 51
Principles of Working with Young Children . . . . . . . 3
ECE 53
Introduction to Curriculum for the Young Child . . . . 3
Additional ECE courses numbered 1-199 . . . . . . . . . . . . . . . . . . . 12
Required (6 Units)
ECE 163
Advanced Curriculum for the Young Child . . . . . . . . 3
AND 3 units from courses below:
ECE 145
Peace Education and Children's Literature . . . . . . 1–3
ECE 156A-M Curriculum for the Young Child: . . . . . . . . . . . . . . 1–3
ECE 162A-Z Curriculum Development in Programs for
Young Children . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–3
Total Units
30
Early Childhood Education A.S. Degree
Program Description:
The E.C.E. program provides the course work required by the State of
California Department of Social Services and for the Department of
Education Child Development Permit. It also provides a foundation for
transfer to four-year programs in Child Development, Human
Development or Early Childhood Education. A broad range of employment opportunities are available by fulfilling the various certificate and
degree requirements.
Career Opportunities:
Career options include infant-toddler specialist, children's center
teacher, family childcare provider, director or administrator in state-funded, public or private early care and education settings. Contact the Early
Childhood Education Department for an appointment with a faculty program advisor and the Cabrillo counseling office for further program and
degree requirements.
A.S. General Education
21 Units
Core Courses (35-36)
ECE 31
* Child Growth and Development . . . . . . . . . . . . . . . 3
or
ECE 131
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
*Child, Family and Community. . . . . . . . . . . . . . . . . 3
or
ECE 142
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
ECE 34
*Observation and Assessment Methods in Early
Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 51
*Principles of Working with Young Children . . . . . . 3
ECE 52
*Teaching in a Diverse Society . . . . . . . . . . . . . . . . . 3
ECE 53
*Introduction to Curriculum for the Young Child . . . 3
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Spring 2012 Governing Board Report
|9
ECE 53L
ECE 54
ECE 59
ECE 135
or
ECE 163
ECE 146
Curriculum Materials Lab . . . . . . . . . . . . . . . . . . . 0.5
* Early Childhood Education Practicum . . . . . . . . . . 4
** Health, Safety, and Nutrition Issues in the
Child Care Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Infant and Toddler Program Development . . . . . . . . 4
Advanced Curriculum for the Young Child . . . . . . . . 3
The Child with Special Needs in the Child
Care Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ECE 158
Working With Families . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 159L
**Health Guidelines, First Aid, and CPR
in the Child Care Setting . . . . . . . . . . . . . . . . . . . . 0.5
Core: Special Curriculum Topics (Take 1 unit from the following:)
ECE 156A-M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–3
Electives (3-4 Units)
ECE 133
Understanding Infant Development . . . . . . . . . . . 1–3
ECE 134
Understanding Toddler Development . . . . . . . . . . 1–3
ECE 135
Infant and Toddler Program Development . . . . . . . . 4
ECE 139C
Curriculum with Toddlers. . . . . . . . . . . . . . . . . . 0.5–3
ECE 139E
Nurturing Environments for Infants
and Toddlers . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5–3
ECE 139ELF Early Literacy Foundations for Infants and Toddlers. 3
ECE 139SN The Infants and Toddlers
with Special Needs in the Childcare Program. . . . 1–2
ECE 145
Peace Education and Children's Literature . . . . . . 1–3
ECE 163
Advanced Curriculum for the Young Child . . . . . . . . 3
Prospective ECE majors are encouraged to consult an ECE instructor
regarding recommended elective courses.
Total Units
60
*Denotes courses that are part of the Curriculum Alignment Project
(CAP) 8 Lower-Division Transfer Program**ECE 159L is a corequisite
for ECE 59 and may be met with proof of CPR certification.
Infant/Toddler Care Certificate of Achievement
Program Description:
The Certificate of Achievement in Infant and Toddler Care reflects
accomplishment in the skills and knowledge necessary to provide quality care and education for young children from early infancy through two
years of age. Program Learning Outcomes: Integrate principles of cultural and linguistic competency, inclusive practices, and anti-bias education to create curriculum and environments for infants and toddlers
based on developmental principles, observations, documentation and
assessments of children. Develop respectful relationships with children
and families in infant/toddler programs.
Cabrillo and State Requirements (24 units to include the following)
ECE 31
Child Growth and Development . . . . . . . . . . . . . . . . 3
or
ECE 131
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
or
ECE 142
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
ECE 51
Principles of Working with Young Children . . . . . . . 3
ECE 53
Introduction to Curriculum for the Young Child . . . . 3
Additional ECE courses numbered 1-199 . . . . . . . . . . . . . . . . . . . 12
Required (10 Units)
ECE 135
Infant and Toddler Program Development . . . . . . . . 4
AND 6 units from courses below
ECE 133
Understanding Infant Development . . . . . . . . . . . . . 1
ECE 134
ECE 139AZ
Total Units
Understanding Toddler Development . . . . . . . . . . 1–3
Special Topics in Infant/Toddler Development
and Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–3
34
Spanish/English Early Childhood Teaching Skills
Certificate
Required
ECE 32
or
ECE 142
ECE 51
ECE 53
ENGL 100
SPAN 4
or
SPAN 17
Total Units
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
Principles of Working with Young Children . . . . . . . 3
Introduction to Curriculum for the Young Child . . . . 3
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
Intermediate Spanish . . . . . . . . . . . . . . . . . . . . . . . . 4
Elementary Spanish for Spanish Speakers . . . . . . . . 4
16
Teaching Certificate of Achievement
Program Description:
This program provides the student with the course work required by
the State of California Department of Social Services and the Department
of Education Child Development Permit which enables the student to be
employed as a children's center teacher or family childcare provider or
specialist in state-funded programs, in public or private settings. Contact
the Early Childhood Education Department for an appointment with a faculty program advisor and the counseling office for further program
requirements.
Program Learning Outcomes:
1. Develop respectful relationships with children and families using
effective communication skills.
2. Create programs, curriculum and environments based on child development theory, observations, documentation and assessments of
children. Integrate principles of cultural and linguistic competency,
inclusive practices, and anti-bias education principles in teaching and
caring for young children.
3. Demonstrate professional and ethical practices in teaching and caring
for young children.
Core Courses (35-36 units)
ECE 31
* Child Growth and Development . . . . . . . . . . . . . . . 3
or
ECE 131
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
* Child, Family and Community . . . . . . . . . . . . . . . . 3
or
ECE 142
Niño, familia, y comunidad . . . . . . . . . . . . . . . . . . . . 3
ECE 34
* Observation and Assessment Methods in Early
Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 51
* Principles of Working with Young Children . . . . . . 3
ECE 52
* Teaching in a Diverse Society . . . . . . . . . . . . . . . . 3
ECE 53
* Introduction to Curriculum for the
Young Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 53L
Curriculum Materials Lab . . . . . . . . . . . . . . . . . . . 0.5
ECE 54
* Early Childhood Education Practicum . . . . . . . . . . 4
ECE 59
* Health, Safety, and Nutrition Issues in
the Child Care Setting . . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 135
Infant and Toddler Program Development . . . . . . . . 4
or
ECE 163
Advanced Curriculum for the Young Child . . . . . . . . 3
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10 | Spring 2012 Governing Board Report
ECE 146
The Child with Special Needs in the
Child Care Program . . . . . . . . . . . . . . . . . . . . . . . . . 2
ECE 156A-M Special Curriculum Topics. . . . . . . . . . . . . . . . . . . . . . 1
ECE 158
Working With Families . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 159L
**Health Guidelines, First Aid, and CPR in the
Child Care Setting . . . . . . . . . . . . . . . . . . . . . . . . . 0.5
Other Required Courses (3 Units)
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
38–39
*Denotes courses that are part of the Curriculum Alignment Project
(CAP) 8 Lower-Division Transfer Program
**ECE 159L is a corequisite for ECE 59 and may be met with proof of
CPR certification.
or
HORT 70
Organic Agriculture. . . . . . . . . . . . . . . . . . . . . . . . . . 3
and
HORT 71
Organic Food Production 1. . . . . . . . . . . . . . . . . . . . 4
and
HORT 72
Organic Food Production 2. . . . . . . . . . . . . . . . . . . . 1
HORT 100A Plant Propagation . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
HORT 125
Introduction to Hydroponic Food Production . . . . . 2
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Approved Electives:
Any Horticulture Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Total Units
60
Horticulture
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Construct an Integrated Pest Management program for a chosen
crop. (Communication, Global Awareness)
3. Analyze the cost of production of various crops under different production techniques.(Communication, Critical Thinking)
Core Courses (37 units)
HORT 1A
Basic Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 1B
Basic Horticulture: Crop Production . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . . . . . 4
HORT 52
Greenhouse Design and Operation . . . . . . . . . . . . . . 3
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . . . . . 4
HORT 58
Irrigation Design, Installation and
Conservation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HORT 62
Fall Plant Materials and Design. . . . . . . . . . . . . . . . . 3
and
HORT 63
Spring Plant Materials and Design . . . . . . . . . . . . . . 3
and
HORT 199C Career Work Experience Education. . . . . . . . . . . . 0–2
or
HORT 70
Organic Agriculture. . . . . . . . . . . . . . . . . . . . . . . . . . 3
and
HORT 71
Organic Food Production 1. . . . . . . . . . . . . . . . . . . . 4
and
HORT 72
Organic Food Production 2. . . . . . . . . . . . . . . . . . . . 1
HORT 100A Plant Propagation . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
HORT 125
Introduction to Hydroponic Food Production . . . . . . 2
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Other Required Courses (3 Units)
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
Total Units
40
General Horticulture and Crop Production
A.S. Degree
The horticulture program prepares students for entry level to management jobs and self-employment in diverse horticulture businesses. It
also provides a foundation for students in Ornamental Horticulture and
Landscape Architecture. It affords local horticulturists and working professionals the means to upgrade their skills and knowledge.
Opportunities to obtain valuable experience are provided in the greenhouse/garden facility and by working to enhance campus landscapes.
DEGREES AND CERTIFICATES
The college offers two A.S. Degrees, two Certificates of Achievement and
nine Skills Certificates in Horticulture. Students may
obtain an A.S. Degree in General and Crop Production or Landscape
Horticulture. Students may earn only one A.S. Degree.
Separate certificates may be obtained in both areas of concentration.
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Construct an Integrated Pest Management program for a chosen crop.
(Communication, Global Awareness)
3. Analyze the cost of production of various crops under different production techniques. (Communication, Critical Thinking)
DEGREES AND CERTIFICATES
The college offers two A.S. Degrees, two Certificates of Achievement and
nine Skills Certificates in Horticulture. Students may obtain an A.S.
Degree in General and Crop Production or Landscape Horticulture.
Students may earn only one A.S. Degree. Separate certificates may be
obtained in both areas of concentration.
A.S. General Education
21 Units
Core Courses (37 units)
HORT 1A
Basic Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 1B
Basic Horticulture: Crop Production . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . . . . . 4
HORT 52
Greenhouse Design and Operation . . . . . . . . . . . . . . 3
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . . . . . 4
HORT 58
Irrigation Design, Installation and Conservation. . . . 3
HORT 62
Fall Plant Materials and Design. . . . . . . . . . . . . . . . . 3
and
HORT 63
Spring Plant Materials and Design . . . . . . . . . . . . . . 3
and
HORT 199C Career Work Experience Education. . . . . . . . . . . . . . 2
General Horticulture and Crop Production
Certificate of Achievement
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Spring 2012 Governing Board Report
| 11
Alternative Food Production Methods Skills
Certificate
Landscape Horticulture
Certificate of Achievement
Program Learning Outcomes
1. Analyze current organic production techniques and justify which system is recommended for specific crops grown organically in the
Monterey Bay area. (Global Awareness, Critical Thinking, Professional
Development)
2. Critically assess crop nutritional needs. (Critical Thinking,
Professional Development)
Required
HORT 1A
Basic Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . . . . . 4
HORT 70
Organic Agriculture. . . . . . . . . . . . . . . . . . . . . . . . . . 3
HORT 125
Introduction to Hydroponic Food Production . . . . . . 2
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Total Units
17
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Construct an Integrated Pest Management program for a chosen crop.
(Communication, Global Awareness)
3. Design novel landscapes for the Central California Coast. (Problem
Solving, Global Awareness,Professional Development)
Landscape Horticulture Core Courses
Landscape Horticulture A.S. Degree
Program Description:
The horticulture program prepares students for entry level to management jobs and self-employment in diverse horticulture businesses. It
also provides a foundation for students in Ornamental Horticulture and
Landscape Architecture. It affords local horticulturists and working professionals the means to upgrade their skills and knowledge.
Opportunities to obtain valuable experience are provided in the greenhouse/garden facility and by working to enhance campus landscapes.
DEGREES AND CERTIFICATES
The college offers two A.S. Degrees, two Certificates of Achievement and
nine Skills Certificates in Horticulture. Students may obtain an A.S.
Degree in General and Crop Production or Landscape Horticulture.
Students may earn only one A.S. Degree. Separate certificates may be
obtained in both areas of concentration.
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Construct an Integrated Pest Management program for a chosen crop.
(Communication, Global Awareness)
3. Design novel landscapes for the Central California Coast. (Problem
Solving, Global Awareness, Professional Development)
A.S. General Education
21 Units
Core Courses (39 units)
HORT 1A
Basic Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . . . . . 4
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . . . . . 4
HORT 58
Irrigation Design, Installation and Conservation. . . . 3
HORT 62
Fall Plant Materials and Design. . . . . . . . . . . . . . . . . 3
HORT 63
Spring Plant Materials and Design . . . . . . . . . . . . . . 3
HORT 65
Landscape Design Graphics . . . . . . . . . . . . . . . . . . . 2
HORT 66
Landscape Design: Theory and Process. . . . . . . . . . 3
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 164
California Native Plants & Plant Communities . . . . . 2
HORT 172
Arboriculture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
HORT 160B Edible Landscaping. . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
HORT 162PC Introduction to Permaculture . . . . . . . . . . . . . . . . . . 3
HORT 175
Sustainable Landscaping . . . . . . . . . . . . . . . . . . . . . 4
Total Units
60
Core Courses (39 units)
HORT 1A
Basic Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 2
Soil Science and Management . . . . . . . . . . . . . . . . . 4
HORT 54
Business Aspects of Horticulture . . . . . . . . . . . . . . . 4
HORT 58
Irrigation Design, Installation and Conservation. . . . 3
HORT 62
Fall Plant Materials and Design. . . . . . . . . . . . . . . . . 3
HORT 63
Spring Plant Materials and Design . . . . . . . . . . . . . . 3
HORT 65
Landscape Design Graphics . . . . . . . . . . . . . . . . . . . 2
HORT 66
Landscape Design: Theory and Process. . . . . . . . . . 3
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 164
California Native Plants & Plant Communities . . . . . 2
HORT 172
Arboriculture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
HORT 160B Edible Landscaping. . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
HORT 162PC Introduction to Permaculture . . . . . . . . . . . . . . . . . . 3
HORT 175
Sustainable Landscaping . . . . . . . . . . . . . . . . . . . . . 4
Other Required Courses
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
Total Units
42
Home Horticulture Skills Certificate
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Construct an Integrated Pest Management program for a chosen crop.
(Communication, Global Awareness)
Required
HORT 1A
Basic Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 100A Plant Propagation . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 160B Edible Landscaping. . . . . . . . . . . . . . . . . . . . . . . . . . 3
HORT 175
Sustainable Landscaping . . . . . . . . . . . . . . . . . . . . . 4
Total Units
16
12 | Spring 2012 Governing Board Report
Landscape Gardener Skills Certificate
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Identify and analyze plants showing their best use and identification
characteristics using the scientific name and common names.
(Critical Thinking, Professional Development)
Required
HORT 58
Irrigation Design, Installation and Conservation. . . . 3
HORT 62
Fall Plant Materials and Design. . . . . . . . . . . . . . . . . 3
HORT 63
Spring Plant Materials and Design . . . . . . . . . . . . . . 3
HORT 150
Pest Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HORT 162PR Landscape Pruning . . . . . . . . . . . . . . . . . . . . . . . . 0.5
HORT 199C Career Work Experience Education. . . . . . . . . . . . . . 1
Total Units
14.5
Landscaping Skills Certificate
Program Learning Outcomes:
1. Critically assess a soil test and make recommendations.
(Communication, Critical Thinking)
2. Identify and analyze plants showing their best use and identification
characteristics using the scientific name and common names. (Critical
Thinking, Professional Development)
Required
HORT 2
Soil Science and Management . . . . . . . . . . . . . . . . . 4
HORT 58
Irrigation Design, Installation and Conservation. . . . 3
HORT 62
Fall Plant Materials and Design. . . . . . . . . . . . . . . . . 3
or
HORT 63
Spring Plant Materials and Design . . . . . . . . . . . . . . 3
HORT 65
Landscape Design Graphics . . . . . . . . . . . . . . . . . . . 2
HORT 175
Sustainable Landscaping . . . . . . . . . . . . . . . . . . . . . 4
Total Units
16
Human Services A.S. Degree
Program Description:
Designed for students and paraprofessionals, this program provides an
overview of the field of Human Services and explores issues and dynamics within the social services delivery system. A second specialization in
Drug and Alcohol Studies prepares students for work in the Drug and
Alcohol treatment field. Students will participate in both an academic
course of study and a work-based learning experience focusing on the
history, theory, development, and implementation of our society's
responses to human needs.
Program participants will develop knowledge of the issues related to
Human Services and build competencies in practice interventions,
strategies, technologies and resources for the delivery of Human
Services. The program explores strengths-based models along with
studying diversity in the Human Services including social, political, and
cultural influences. Students can expect to increase competency in technological skills, build effective communication skills in helping relationships and develop creativity, critical thinking, teamwork, and ethics.
Course work prepares students for higher education in social work, psychology, health/human services, human resources, and community studies.
81
Career opportunities might include employment in such paraprofessional positions as social work assistants, community advocates for children,
adults, or families at risk, case managers, counselors, alcohol or drug
abuse counselors. Eligibility and outreach workers, community health
outreach workers, job training specialists, legal aid paraprofessionals,
residential counselors, mental health technicians, gerontology aides,
probation officers, and many more.
A.S. General Education
21 Units
Core Courses (24.5-27 units)
HSERV 50
Introduction to the Human Services . . . . . . . . . . . . . 3
HSERV 51
Practices in the Human Services . . . . . . . . . . . . . . . 3
HSERV 52
Introduction to Counseling and
Case Management . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
PSYCH 37ABC Values and Decision Making. . . . . . . . . . . . . . . . . . . 3
PSYCH 39ABC Relationships: Marriage and Family . . . . . . . . . . . . . 3
HSERV 99SL Service Learning Work Experience Education . . 0.5–3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . . . . . 3
SOC 2
Contemporary Social Problems . . . . . . . . . . . . . . . . 3
or
SOC 2H
Honors Contemporary Social Problems . . . . . . . . . . 3
Approved Electives from any course or specialty below (11 units)
Any Human Services (HSERV) class . . . . . . . . . . . . . . . . . . . . . . 1–4
CABT 101
Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 131
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CG 1
College Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CG 60A
Introduction to Peer Counseling . . . . . . . . . . . . . . . . 2
ECE 31
Child Growth and Development . . . . . . . . . . . . . . . . 3
ECE 32
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
HS 10
Personal Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 184
Health Care Communication & Etiquette. . . . . . . . . . 2
KIN 13
First Aid: Responding to Emergencies . . . . . . . . . . . 3
PSYCH 8
Introduction to Developmental Psychology . . . . . . . 3
PSYCH 31
Introduction to Abnormal Psychology . . . . . . . . . . . 3
PSYCH 33
Personal and Social Adjustment . . . . . . . . . . . . . . . . 3
PSYCH 35ABC Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SPAN 1
Beginning Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . 4
WS 1
Introduction to Women's Studies . . . . . . . . . . . . . . . 3
WS 7
Psychology of Women . . . . . . . . . . . . . . . . . . . . . . . 3
Drug and Alcohol Studies Courses
HSERV 53
Techniques of Group Counseling in the Human Services
2
HSERV 99SL Service Learning Work Experience Education . . 0.5–3
HSERV 160 Introduction to Chemical Dependency Issues. . . . . . 3
HSERV 161 Alcoholism and Drug Addiction: Intervention, Treatment
and Recovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HSERV 162 Physiology and Pharmacology: Alcohol and Other Drugs
3
HSERV 163 Prevention: Alcohol and Other Drugs . . . . . . . . . . . . 1
HSERV 164 Ethics: Personal and Professional Growth in the Human
Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–4
Aging Courses
HSERV 70
Introduction to Human Aging . . . . . . . . . . . . . . . . . . 3
HSERV 71
Aging and Human Services . . . . . . . . . . . . . . . . . . . 3
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Spring 2012 Governing Board Report
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13 |
Mental Health Courses
HSERV 170 Fundamentals of Mental Health . . . . . . . . . . . . . . . . 3
HSERV 174 Fundamentals of Children's Mental Health . . . . . . . . 3
Disability Studies Courses
HSERV 180 Disability and Society . . . . . . . . . . . . . . . . . . . . . . . . 3
Electives:
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . 1–3.5
Total Units
60
Medical Assistant A.S. Degree
Program Description:
The Cabrillo College Medical Assistant Program is accredited by the
Commission on Accreditation of Allied Health Education Programs
(www.caahep.org) upon the recommendation of the Medical Assisting
Education Review Board (MAERB). Commission on Accreditation of
Allied Health Education Programs (CAAHEP)1361 Park Street,
Clearwater, FL 33756727-210-2350 The Medical Assistant is an integral
part of the medical team; thus the job demands the same high caliber of
ethics, attitude, confidentiality and performance that the public has come
to expect of the medical profession. Opportunities are many and varied,
depending upon such factors as personal ability, experience and education. Medical Assistants may become managers of clinics or group practices as well as assist in the physician's office, clinic or hospital. Program
Learning Outcomes: Accurately and safely perform medical assisting
tasks and procedures. Perform receptionist and administrative medical
facility duties. Interact professionally and ethically with patients and
medical facility personnel, working within the medical assistant scope of
practice.
Security Screening
To comply with state and local regulations for health care providers,
students participating in externships through the Cabrillo College
Medical Assistant program are required to meet vaccination and drug
testing requirements and provide documentation to the Student Health
Services Center before being placed at an externship site. Students are
also required to complete criminal background checks and may be
required to undergo fingerprinting.
A.S. General Education
21 Units
Core Courses (33 .5 units)
MA 70
Medical Terminology. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 185B
Phlebotomy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MA 160
Basic ICD-9-CM and CPT Coding . . . . . . . . . . . . . . . 1
MA 165
Injection Short Course . . . . . . . . . . . . . . . . . . . . . . . 1
MA 170B
Medical Terminology-Structure &
Function of the Body. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 172
Medical Office Procedures . . . . . . . . . . . . . . . . . . . . 4
MA 173A
Medical Law & Ethics . . . . . . . . . . . . . . . . . . . . . . 1.5
MA 176
*Introduction to Medical Assisting Procedures . . . . 3
MA 176L
*Medical Assisting Lab. . . . . . . . . . . . . . . . . . . . . . . 1
MA 181
Medical Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 183C
EKG Complete Skills . . . . . . . . . . . . . . . . . . . . . . . . . 2
MA 184
Health Care Communication & Etiquette. . . . . . . . . . 2
MA 189
Electronic Health Records . . . . . . . . . . . . . . . . . . . 1.5
MA 199C
**Career Work Experience Education. . . . . . . . . . . . 3
CABT 110C ***Computer Keyboarding-Speed Development . . 0.5
CABT 131
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives (5.5 Units)
BUS 155
Business Mathematics . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 111
Using Speech Recognition Software. . . . . . . . . . . . . 1
CABT 156
Writing for the Workplace. . . . . . . . . . . . . . . . . . . . . 3
CABT 102
10-Key Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
COMM 2
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MA 150
Pharmacology for Medical Assistants. . . . . . . . . . . . 2
MA 180
ICD-10 Diagnostic and Procedural Coding . . . . . . . . 3
MA 186
CPT (Current Procedural Terminology) Coding . . . . 2
MA 188
Human Pathophysiology. . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 35ABC Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SPAN 1
Beginning Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . 4
SPAN 2
Elementary Spanish . . . . . . . . . . . . . . . . . . . . . . . . . 4
SPAN 3
Intermediate Spanish . . . . . . . . . . . . . . . . . . . . . . . . 4
SPAN 4
Intermediate Spanish . . . . . . . . . . . . . . . . . . . . . . . . 4
Total Units
60
*This course must be taken within one year of externship.
**All core classes must be completed before MA 199C can be taken.
***Students who keyboard 40+ wpm exempt from CABT 110 and may
substitute a course from the approved electives list.
Medical Assistant Certificate of Achievement
Core Courses (33.5 units)
MA 70
Medical Terminology. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 185B
Phlebotomy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MA 160
Basic ICD-9-CM and CPT Coding . . . . . . . . . . . . . . . 1
MA 165
Injection Short Course . . . . . . . . . . . . . . . . . . . . . . . 1
MA 170B
Medical Terminology-Structure & Function
of the Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 172
Medical Office Procedures . . . . . . . . . . . . . . . . . . . . 4
MA 173A
Medical Law & Ethics . . . . . . . . . . . . . . . . . . . . . . 1.5
MA 176
*Introduction to Medical Assisting Procedures . . . . 3
MA 176L
*Medical Assisting Lab. . . . . . . . . . . . . . . . . . . . . . . 1
MA 181
Medical Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 183C
EKG Complete Skills . . . . . . . . . . . . . . . . . . . . . . . . . 2
MA 184
Health Care Communication & Etiquette. . . . . . . . . . 2
MA 189
Electronic Health Records . . . . . . . . . . . . . . . . . . . 1.5
MA 199C
Career Work Experience Education. . . . . . . . . . . . . . 3
CABT 110C **Computer Keyboarding-Speed Development . . . 0.5
CABT 131
Microsoft Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Other Required Courses (3 units)
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
36.5
*This course must be taken within one year of externship.
**May substitute from the A.S. Electives list for Medical Assistant. .
Medical Insurance Specialist A.S. Degree
Program Description:
MEDICAL INSURANCE SPECIALIST OPTION
The Medical Insurance Specialist does billing and/or procedural and
diagnostic coding. Medical billing and coding employment opportunities
are increasing. Training, experience and continuing education increase
advancement in medical billing and coding. Medical Insurance
Specialists can work for physicians, clinics, hospitals, and for benefit
departments in industry. Program Learning Outcomes: Perform administrative medical assisting duties including billing, coding and bookkeeping. Interact professionally and ethically with patients and medical facility personnel, working within the medical assistant scope of practice.
A.S. General Education
21 Units
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14 | Spring 2012 Governing Board Report
Core Courses (27-29 units)
CABT 38
Introduction to Microsoft Office . . . . . . . . . . . . . . 3–4
CABT 101
Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 102
10-Key Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CABT 103A Data Entry on Computer . . . . . . . . . . . . . . . . . . . . . . 1
MA 70
Medical Terminology. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 170B
Medical Terminology-Structure &
Function of the Body. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 173A
Medical Law & Ethics . . . . . . . . . . . . . . . . . . . . . . 1.5
MA 180
ICD-10 Diagnostic and Procedural Coding . . . . . . . . 3
MA 181
Medical Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 184
Health Care Communication & Etiquette. . . . . . . . . . 2
MA 186
CPT (Current Procedural Terminology) Coding . . . . 2
MA 189
Electronic Health Records . . . . . . . . . . . . . . . . . . . 1.5
Approved Electives (11-12 Units)
CABT 110A Computer Keyboarding-Alphabet Keys . . . . . . . . . 0.5
CABT 110B Computer Keyboarding-Numbers/Symbols . . . . . . 0.5
or
CABT 111
Using Speech Recognition Software. . . . . . . . . . . . . 1
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
MA 150
Pharmacology for Medical Assistants. . . . . . . . . . . . 2
MA 172
Medical Office Procedures . . . . . . . . . . . . . . . . . . . . 4
MA 188
Human Pathophysiology. . . . . . . . . . . . . . . . . . . . . . 3
MA 199C
Career Work Experience Education. . . . . . . . . . . . . . 1
PSYCH 35ABC Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SPAN 1
Beginning Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . 4
SPAN 2
Elementary Spanish . . . . . . . . . . . . . . . . . . . . . . . . . 4
SPAN 3
Intermediate Spanish . . . . . . . . . . . . . . . . . . . . . . . . 4
SPAN 4
Intermediate Spanish . . . . . . . . . . . . . . . . . . . . . . . . 4
Total Units
60
Medical Insurance Specialist Certificate of
Achievement
Core Courses (27-29 units)
CABT 38
Introduction to Microsoft Office . . . . . . . . . . . . . . 3–4
CABT 101
Computer Proficiency . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 102
10-Key Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CABT 103A Data Entry on Computer . . . . . . . . . . . . . . . . . . . . . . 1
MA 70
Medical Terminology. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 170B
Medical Terminology-Structure &
Function of the Body. . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 173A
Medical Law & Ethics . . . . . . . . . . . . . . . . . . . . . . 1.5
MA 180
ICD-10 Diagnostic and Procedural Coding . . . . . . . . 3
MA 181
Medical Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 184
Health Care Communication & Etiquette. . . . . . . . . . 2
MA 186
CPT (Current Procedural Terminology) Coding . . . . 2
MA 189
Electronic Health Records . . . . . . . . . . . . . . . . . . . 1.5
Other Required Courses (3 units)
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
30-31
New Programs:
Spring 2012 Curriculum
Art Photography A.A. Degree
Program Description:
The Art Photography program provides students with a strong foundation in the use of traditional and digital photographic technologies. The
course of study bridges traditional black-and-white photography, digital
photography, alternative processes, lighting, video, history of photography and contemporary trends. Classes emphasize the technical, creative
image making, critical analysis, and visual communication skills needed
to prepare for transfer to four-year institutions or employment in the
field. All Art Photography classes transfer to either the UC or CSU systems.
Model Program for Art Photography
The following Model Program fulfills requirements for the A.A. Degree
in Art Photography at Cabrillo College. Specific lower division major
preparation at four-year public institutions in California can be found at
www.assist.org. Please see a counselor for advisement for transfer to
any four-year institution.
A.A. General Education
30 Units
Core (15 units)
AP 9A
Beginning Photography . . . . . . . . . . . . . . . . . . . . . . 3
AP 15
History of Photography . . . . . . . . . . . . . . . . . . . . . . 3
AP 42
Alternative Photographic Processes . . . . . . . . . . . . . 3
AP 46A
Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . 3
AP 47
Lighting for Traditional and Digital
Photography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
AP Electives (6 units)
AP 9B
Intermediate Photography . . . . . . . . . . . . . . . . . . . . 3
AP 9C
Advanced Photography. . . . . . . . . . . . . . . . . . . . . . . 3
AP 14
Introduction to Video Art . . . . . . . . . . . . . . . . . . . 1–3
AP 28
Medium and Large Format Photography . . . . . . . 1–3
AP 45
Contemporary Trends in Photography . . . . . . . . . . . 3
AP 46B
Digital Photography . . . . . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives (6-7 units)
AH 20A
Survey of Art from Prehistoric Through
Medieval Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
AH 20B
Survey of Art from the Renaissance to the Present . 3
AH 53
Contemporary Art and Visual Culture . . . . . . . . . . . . 3
ART 2A
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
ART 2B
Drawing and Composition . . . . . . . . . . . . . . . . . . . . 3
ART 4
Beginning Design: Design and Color . . . . . . . . . . . . 3
ART 27
Graphic Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . . . . . 4
DM 3
Design in Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques I . . . . . . . . . . . . . . . . . . . . . . 3
DM 134A
Introduction to Video Production using
Final Cut Pro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
JOURN 20A Introduction to Photojournalism. . . . . . . . . . . . . . . . 3
Electives: (2-3 units)
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . 2–3
Total Units
60
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Spring 2012 Governing Board Report
| 15
Construction and Energy Management:
Basic Energy Management Skills Certificate
Program Learning Outcomes:
1. Analyze renewable alternative energy systems, techniques, and rating
systems as they apply to building construction technology. (Global
Awareness, Critical Thinking, Professional Development)
2. Investigate the various renewable energy technologies and their relationship with energy conservation, scarce resources and the environment. (Global Awareness, Critical Thinking, Professional
Development)
Requirements
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
Total Units
13
Building Performance Energy Management
Skills Certificate
Program Learning Outcomes:
1. Analyze the theory of building science for construction technology.
(Global Awareness, Critical Thinking, Professional Development)
2. Critically assess building science as it pertains to energy efficiency,
comfort, and safety. (Global Awareness, Critical Thinking, Professional
Development)
3. Compare and contrast the pre and post audit performance of buildings
as measured by scientific equipment and how it applies and complies
with energy standards and codes. (Global Awareness, Critical
Thinking, Professional Development)
Requirements:
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 162BS Building Science for Construction Technology . . . . . 3
CEM 162BS2 Building Science (BPI) Practical Certification Preparation
1
CEM 162HR Home Energy Rating System . . . . . . . . . . . . . . . . . . 1
Total Units
12
Human Services:
Certificate of Achievement in Drug and Alcohol
Studies
The Certificate of Achievement in Drug and Alcohol Studies is designed
for individuals who desire entry-level employment in the drug and alcohol treatment field and must meet California's minimum educational
requirements to be a Certified Drug and Alcohol Counselor.Successful
completion indicates a student has acquired an understanding of the fundamentals of addiction treatment and the professional responsibilities of
those employed in the field. The certificate is also recommended for substance abuse counselors, therapists, probation and corrections officers,
nurses, and others who work with those who abuse drugs and alcohol.
Program Learning Outcomes
1) Characterize appropriate behaviors of a Substance Abuse Treatment
professional.
2) Evaluate and critique best practices in Alcohol and Drug Abuse counseling.
Human Services Core Courses
(15 units)
HSERV 50
Introduction to the Human Services . . . . . . . . . . . . . 3
HSERV 51
Practices in the Human Services . . . . . . . . . . . . . . . 3
HSERV 52
Introduction to Counseling and Case Management . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
PSYCH 39ABC Relationships: Marriage and Family . . . . . . . . . . . . . 3
Drug and Alcohol Studies Core Courses
(16-18 units)
HSERV 53
Techniques of Group Counseling in the
Human Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
HSERV 99SL Service Learning Work Experience Education. . . . . . 2
HSERV 160 Introduction to Chemical Dependency Issues. . . . . . 3
HSERV 161 Alcoholism and Drug Addiction: Intervention, Treatment
and Recovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HSERV 162 Physiology and Pharmacology:
Alcohol and Other Drugs . . . . . . . . . . . . . . . . . . . . . 3
HSERV 163 Prevention: Alcohol and Other Drugs . . . . . . . . . . . . 2
HSERV 164 Ethics: Personal and Professional Growth
in the Human Services . . . . . . . . . . . . . . . . . . . . 2 - 4
Other Required Courses
(3 units)
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AMC/1AH/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
Total Units
34 - 36
Early Childhood Education:
Associate in Science in Early Childhood
Education for Transfer
The E.C.E. program provides the course work required by the State of
California Department of Social Services and for the Department of
Education Child Development Permit. It also provides a foundation for
transfer to four-year programs in Child Development, Human
Development or Early Childhood Education. A broad range of employment opportunities are available by fulfilling the various certificate and
degree requirements. Career options include infant-toddler specialist,
children's center teacher, family childcare provider, director or administrator in state-funded, public or private early care and education settings.
Cabrillo offers options for a degree in Early Childhood Education.
The first option listed below is the Associate in Science in Early
Childhood Education 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. Specific lower division major preparation at four-year public
institutions in California can be found at www.assist.org. Please see a
85
16 | Spring 2012 Governing Board Report
counselor for advisement for transfer to any four-year institutions.
See “Requirements for the AA-T or AS-T” on page 46.
The second option fulfills requirements for a non-transferable A.S.
Degree in Early Childhood Education at Cabrillo College.
Contact the Early Childhood Education Department for an appointment
with a faculty program advisor and the Cabrillo counseling office for further program and degree requirements.
Completion of CSU or IGETC General Education Requirements
GE Units(37-39 units)
37 - 39
Core
(25 units)
ECE 31
ECE 32
ECE 34
ECE 51
ECE 52
ECE 53
ECE 54
ECE 59
Units
Child Growth and Development . . . . . . . . . . . . . . . . 3
Child, Family and Community. . . . . . . . . . . . . . . . . . 3
Observation and Assessment Methods
in Early Childhood Education . . . . . . . . . . . . . . . . . . 3
Principles of Working with Young Children . . . . . . . 3
Teaching in a Diverse Society . . . . . . . . . . . . . . . . . . 3
Introduction to Curriculum for the Young Child . . . . 3
Early Childhood Education Practicum. . . . . . . . . . . . 4
Health, Safety, and Nutrition Issues in the
Child Care Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Electives
(0-2 units)
Units
Any course numbered 1-99. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 -2
Note: ECE 31 and 32 are also general education courses.
Total Units
60
Certificate of Achievement in Energy
Management Certificate of Achievement
Program Learning Outcomes:
A. Analyze contemporary renewable alternative energy systems and
techniques as it applies to construction technology and resources.
(Global Awareness, Critical Thinking, Professional Development)
B. 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 (25 Units)
Units
CEM 151
Construction Fundamentals:
Principles and Practices . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals:
Principles and Practices Lab. . . . . . . . . . . . . . . . . . . 2
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 162BS2 Building Science (BPI) Practical
Certification Preparation . . . . . . . . . . . . . . . . . . . . . . 2
CEM 162HR Home Energy Rating System . . . . . . . . . . . . . . . . . . 2
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:
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AMC/1AH/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . . . . . 3
Total Units
28
Solar Derived Energy Management Skills
Certificate
Requirements:
CEM 151
Construction Fundamentals: Principles and
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals: Principles and
Practices Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
Total Units
12
Business:
Entrepreneurships/Small Business Skills
Certificate
Program Description:
Students pursuing the Skills Certificate in Entrepreneurships/Small
Business will be learning the fundamentals of small business planning
and management. The certificate is designed to prepare students for the
challenges they may encounter in establishing and operating a small
business. Program Learning Outcomes: Upon completion students will
be able to: Critically evaluate business plans and describe the processes required to establish, operate and measure the viability of a small
business. Assess and analyze costs and revenues of a small business.
Comprehend the dynamics and operations of an e-commerce business.
Certificate Requirements:
BUS 88
Starting and Operating a New Small Business . . . . . 3
BUS 89
Starting & Operating an eCommerce Business. . . . . 3
BUS 50
Advertising for Small Business. . . . . . . . . . . . . . . . . 3
Take two of the following
ACCT 151A Introduction to Accounting:
Bookkeeping Concepts . . . . . . . . . . . . . . . . . . . . . . . 4
or
BUS 18
Business Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
or
BUS 52
Business Communications . . . . . . . . . . . . . . . . . . . . 3
or
BUS 60
International Business . . . . . . . . . . . . . . . . . . . . . . . 3
or
BUS 67
Human Relations and Resources . . . . . . . . . . . . . . . 3
or
BUS 82
Marketing Principles . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
FIN 4
Money Management . . . . . . . . . . . . . . . . . . . . . . . . . 4
Total Units
12–17
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Spring 2012 Governing Board Report
| 17
Associate in Arts in History for Transfer
History provides students with the basic information necessary for analyzing the major political, diplomatic, economic and social conditions
affecting today's society. The historical process develops analytical skills
and fosters an understanding of the world through a study of the past,
both remote and recent. Cabrillo's history department offers a core curriculum in U.S. History, World History and Western Civilization, as well
as offering a wide range of courses in other fields.
The program emphasizes multicultural approaches; ethnic diversity
and gender dynamics are part of all our courses. In addition, Chicano
History, the History of Women in American and a range of Asian histories are very successful. The department also occasionally offers local
and regional history courses. The chronological, geographical and topical range of offerings in the history department affords great flexibility
for students working toward degrees in history and those who wish to
give a historical dimension to their studies in other disciplines. A history
major usually transfers to a four-year institution to complete a Bachelor's
Degree. History is excellent preparation if one is considering careers in
teaching, law, business, communications, journalism, librarianship,
archival and research work, public administration and a wide variety of
public service and government careers. Professional schools in these
and related fields are looking for students who can weigh conflicting evidence, evaluate alternative courses of action or divergent points of view,
and express conclusions logically and clearly.
Cabrillo offers options for degrees in History. The first option listed
below is the Associate in Arts in 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 "Requirements for the AA-T or AS-T" on page 46.
The second option fulfills requirements for an A.A. Degree in History at
Cabrillo College. Specific lower division major preparation at four-year
public institutions in California can be found at www.assist.org.
Please see a counselor for advisement for transfer to any four-year
institution.
Completion of CSU or IGETC General Education Requirements
GE Units
37 - 39
Core (6 units)
Units
HIST 17A
United States History to 1865 . . . . . . . . . . . . . . . . . 3
or
HIST 17AH
Honors United States History to 1865 . . . . . . . . . . . 3
and
HIST 17B
United States History since 1865 . . . . . . . . . . . . . . . 3
or
HIST 17BH
Honors United States History since 1865. . . . . . . . . 3
List A - Select 3 units from:
HIST 2A
World History to 1500 . . . . . . . . . . . . . . . . . . . . . . . 3
or
HIST 4A
Survey of Western Civilization to 1648. . . . . . . . . . . 3
or
HIST 4AH
Honors Survey of Western Civilization to 1648 . . . . 3
And 3 units from:
HIST 2B
World History: 1500 to Present . . . . . . . . . . . . . . . . 3
or
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
List B - Select 3 units from:
Any course not used in List A above
HIST 6
History of the Middle East . . . . . . . . . . . . . . . . . . . . 3
HIST 14
Women in America . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HIST 16A
Latin America to 1825 . . . . . . . . . . . . . . . . . . . . . . . 3
HIST 16B
Latin America since 1825 . . . . . . . . . . . . . . . . . . . . . 3
HIST 16C
History of Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HIST 19B
Introduction to Chinese History . . . . . . . . . . . . . . . . 3
HIST 19C
Introduction to Japanese History . . . . . . . . . . . . . . . 3
HIST 29A
African American History to 1865 . . . . . . . . . . . . . . 3
HIST 29B
African American History since 1865 . . . . . . . . . . . . 3
And 3 units from:
Units
Any course not used in List A or B above
Any History course
PS 1
Introduction to Government . . . . . . . . . . . . . . . . . . . 3
or
PS 1H
Honors Introduction to Government. . . . . . . . . . . . . 3
PS 2
Comparative Government . . . . . . . . . . . . . . . . . . . . . 3
Note: All courses are also general education courses.. . . . . GE Units
Total Units
60
Associate in Arts in Kinesiology for Transfer
Kinesiology is the academic discipline concerned with the art and science of human movement. Kinesiology may also be listed as Physical
Education or Human Performance at some campuses. Students may
pursue Bachelors and graduate degrees with emphasis in adaptive physical education, athletic training, physical therapy, dance, movement sciences, sports management, teaching and coaching which provide
numerous career opportunities in both the public and private sectors.
Cabrillo offers options for degrees in Kinesiology. The first option listed
below is an Associate in Arts in Kinesiology 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 "Requirements for the AA-T or AS-T" on page 46.
Students pursuing transfer to a specific campus or major concentration should pay careful attention to the courses they choose from List A
to insure major preparation for their preferred campus.
The second option fulfills requirements for an A.A. Degree in
Kinesiology at Cabrillo College. Specific lower division major preparation
at four-year public institutions in California can be found at
www.assist.org. Please see a counselor for advisement for transfer to
any four-year institutions.
Completion of CSU or IGETC General Education Requirements
GE Units
37 - 39
Core
(11 units)
Units
KIN 2
Introduction to Kinesiology. . . . . . . . . . . . . . . . . . . . 3
BIO 4
Human Anatomy . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
BIO 5
Human Physiology . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Movement Based Courses (1.5 - 9 units). . . . . . . . . . . . . . . . 1.5 - 9
Select a maximum of one course from any three of the following areas:
Aquatics, Combatives, Team Sports, Individual Sports, Fitness or Dance
18 | Spring 2012 Governing Board Report
List A - Choose 6 units from:
Units
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . . . . . 5
or
MATH 12
Elementary Statistics 5
BIO 13B
Biology of People-Human Genetics . . . . . . . . . . . . . 3
CHEM 32
Chemistry for the Allied Health Major. . . . . . . . . . . . 5
or
CHEM 1A
General ChemistryI . . . . . . . . . . . . . . . . . . . . . . . . . 5
PHYS 2A
General Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
or
PHYS 4A
Physics for Scientists and Engineers I . . . . . . . . . . 5
KIN 13
First Aid: Responding to Emergencies . . . . . . . . . . . 3
Note: BIO, MATH, CHEM and PHYS courses are also general education
courses.
Total Units
60
Associate in Science in Music Technology and
Recording Arts
The Music Technology and Recording Arts Associate in Science Degree
is designed to prepare students for a career in the music industry. The
course of study will cover all aspects of technology and music study
including recording, production, engineering, digital audio, MIDI, composition, live sound, and publication. This skill set will prepare students
for careers in sound engineering, performance, electronic music composition, sound design, music arranging, song writing, broadcast engineering, and equipment manufacturing. This program is designed for those
wishing to go directly into employment in the music industry; therefore,
students wishing to transfer courses should consult with a counselor.
Program Learning Outcomes:
A. Produce trained musicians capable of creating professional quality
musical projects that demonstrate the following knowledge and
recording skills: pre and post production requirements, tracking, editing, mixing, effects processing, use of plug-ins, mastering of live or
studio generated music, and knowledge and experience with the
behavior of sound, hardware, software and the musical skills used in
a professional recording environment.
B.Produce trained musicians capable of planning and executing the
sound requirements for events in various environments, including studio, theatre, club, concert, convention, and other live situations, as a
component of a professional production.
A.S. General Education
GE Units 21
Core (20 Units)
Units
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 31LS
Recording Techniques III: Live Sound Production. 1.5
MUS 31SP
Recording Techniques IV: Studio Production . . . . 1.5
MUS 57A
Music and Computers I: Digital Audio Workstation1.5
MUS 57B
Music and Computers II: Electronic Music
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5
MUS 57NS
Music and Computers III: Music Notation and
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5
MUS 80S
Special Studies in Music 3.5
MUS 199C
Career Work Experience Education in Music . . . . . . 3
Required MUS Courses (9 Units)
Units
MUS 5
Beginning Jazz/Pop Music Theory . . . . . . . . . . . . . . 3
or
MUS 6
Fundamentals of Music. . . . . . . . . . . . . . . . . . . . . . . 3
87
MUS 11A
Jazz Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
MUS 12
World Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
MUS 13A
Survey of American Popular Music . . . . . . . . . . . . . 3
MUS 28
Popular Songwriting . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 51A
Beginning Piano I . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Music Electives: Performance (2 units)
Units
MUS 18B
Intermediate Wind (Band) Instruments . . . . . . . . . . 2
MUS 18JB
Intermediate Jazz Band. . . . . . . . . . . . . . . . . . . . . . . 2
MUS 20
Intermediate Orchestra Instruments . . . . . . . . . . . . . 2
MUS 34
Cabrillo Cantata Chorus . . . . . . . . . . . . . . . . . . . . . . 2
MUS 35
College Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 36
Chorale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 38
Jazz Singers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 40
Chamber Music Ensemble . . . . . . . . . . . . . . . . . . . . 2
MUS 44
Repertory Jazz Ensemble . . . . . . . . . . . . . . . . . . . . 1
MUS 46
Jazz Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 47
Guitar Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 48
Concert Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 49
College Symphonic Winds . . . . . . . . . . . . . . . . . . . . 2
MUS 50
Jazz Repertory Workshop. . . . . . . . . . . . . . . . . . . . . 2
MUS 52
Percussion Ensemble . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 55
Cabrillo Orchestra . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 56
Latin American Music Ensemble. . . . . . . . . . . . . . . . 2
MUS 58
Cabrillo Symphonic Orchestra . . . . . . . . . . . . . . . . . 2
MUS 60
Jazz Combo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 61
Cabrillo Symphonic Chorus . . . . . . . . . . . . . . . . . . . 2
MUS 63
Chamber Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 64
Cantiamo Cabrillo . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Music Electives: Applied (2 units)
Units
MUS 15A
Beginning Jazz and Popular Solo Voice . . . . . . . . . . 2
MUS 17A
Beginning Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 17B
Intermediate Voice . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 18A
Beginning Wind (Band) Instruments . . . . . . . . . . . . 2
MUS 18B
Intermediate Wind (Band) Instruments . . . . . . . . . . 2
MUS 19
Beginning Strings . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 22A
Intermediate Piano . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 26A
Beginning Jazz/Rock Guitar Techniques . . . . . . . . . . 2
MUS 26B
Advanced Jazz/Rock Guitar Techniques . . . . . . . . . . 2
MUS 33A
Classical Guitar I. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 33B
Classical Guitar II . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 51B
Beginning Piano II . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Approved Elective Units (6 units)
Units
BUS 88
Starting and Operating a New Small Business . . . . . 3
DM 134A
Introduction to Video Production using Final Cut Pro3
PHYS 10
Introduction to Physics. . . . . . . . . . . . . . . . . . . . . . . 3
TA 27
Theatre Production Workshop 1 - . . . . . . . . . . . . . . 3
TA 28
Backstage Theatre. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
6
Certificate of Achievement in Music Technology
and Recording Arts
Core (20 Units)
Units
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
88
Spring 2012 Governing Board Report
| 19
MUS 31LS
MUS 31SP
MUS 57A
MUS 57B
Recording Techniques III: Live Sound Production. 1.5
Recording Techniques IV: Studio Production . . . . 1.5
Music and Computers I: Digital Audio Workstation1.5
Music and Computers II: Electronic Music
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5
MUS 57NS
Music and Computers III: Music Notation and
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5
MUS 80S
Special Studies in Music . . . . . . . . . . . . . . . . . . . 3.5
MUS 199C
Career Work Experience Education in Music . . . . . . 3
Required MUS Courses (9 Units)
Units
MUS 5
Beginning Jazz/Pop Music Theory . . . . . . . . . . . . . . 3
or
MUS 6
Fundamentals of Music. . . . . . . . . . . . . . . . . . . . . . . 3
MUS 11A
Jazz Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
MUS 12
World Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
MUS 13A
Survey of American Popular Music . . . . . . . . . . . . . 3
MUS 28
Popular Songwriting . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 51A
Beginning Piano I . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Music Electives: Performance (2 units)
Units
MUS 18B
Intermediate Wind (Band) Instruments . . . . . . . . . . 2
MUS 18JB
Intermediate Jazz Band. . . . . . . . . . . . . . . . . . . . . . . 2
MUS 20
Intermediate Orchestra Instruments . . . . . . . . . . . . . 2
MUS 34
Cabrillo Cantata Chorus . . . . . . . . . . . . . . . . . . . . . . 2
MUS 35
College Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 36
Chorale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 38
Jazz Singers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 40
Chamber Music Ensemble . . . . . . . . . . . . . . . . . . . . 2
MUS 44
Repertory Jazz Ensemble . . . . . . . . . . . . . . . . . . . . . 2
MUS 46
Jazz Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 47
Guitar Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 48
Concert Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MUS 49
College Symphonic Winds . . . . . . . . . . . . . . . . . . . . 2
MUS 50
Jazz Repertory Workshop. . . . . . . . . . . . . . . . . . . . . 2
MUS 52
Percussion Ensemble . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 55
Cabrillo Orchestra . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 56
Latin American Music Ensemble. . . . . . . . . . . . . . . . 2
MUS 58
Cabrillo Symphonic Orchestra . . . . . . . . . . . . . . . . . 2
MUS 60
Jazz Combo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 61
Cabrillo Symphonic Chorus . . . . . . . . . . . . . . . . . . . 2
MUS 63
Chamber Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 64
Cantiamo Cabrillo . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Music Electives: Applied (2 units)
Units
MUS 15A
Beginning Jazz and Popular Solo Voice . . . . . . . . . . 2
MUS 17A
Beginning Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 17B
Intermediate Voice . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 18A
Beginning Wind (Band) Instruments . . . . . . . . . . . . 2
MUS 18B
Intermediate Wind (Band) Instruments . . . . . . . . . . 2
MUS 19
Beginning Strings . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 22A
Intermediate Piano . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 26A
Beginning Jazz/Rock Guitar Techniques . . . . . . . . . . 2
MUS 26B
Advanced Jazz/Rock Guitar Techniques . . . . . . . . . . 2
MUS 33A
Classical Guitar I. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 33B
Classical Guitar II . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MUS 51B
Beginning Piano II . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Approved Elective Units (6 units)
Units
BUS 88
Starting and Operating a New Small Business . . . . . 3
DM 134A
Introduction to Video Production using Final Cut Pro3
PHYS 10
Introduction to Physics. . . . . . . . . . . . . . . . . . . . . . . 3
TA 27
Theatre Production Workshop . . . . . . . . . . . . . . 1 - 3
TA 28
Backstage Theatre. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Required Courses
Units
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AMC/1AH/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
42
Associate in Arts in Psychology for Transfer
Psychology is the study of our thinking, feeling and behaving. It is the
study of human beings, a very complex phenomenon. Cabrillo College
offers a diverse program with several goals: 1) to expose students to the
variety of subfields in psychology; 2) to engender knowledge of and
appreciation for the spirit and nature of scientific inquiry; 3) to facilitate
insight into oneself and increase knowledge of and sensitivity to others;
and 4) to introduce students to the basic body of knowledge, thus
preparing them for further study in psychology. Because the field of psychology is broad and diverse, psychologists can and do work in a variety
of settings. Most psychologists have a Master's degree or a Ph.D. This
usually requires two to six years of study after a Bachelor's Degree.
Psychologists may teach, conduct research, perform psychological
testing, or do consultation in a variety of settings including hospitals,
social service agencies, businesses, industries, colleges, and universities. Applied psychology integrates theory, research, and practice to help
people with close relationships, with decision-making, with death and
dying, and with other issues. Applied psychology can also produce superior job performance in the human services, education, and many other
fields.
Cabrillo offers options for degrees in Psychology. The first option listed below is the Associate in Arts in Psychology 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 Requirements for the AA-T or AS-T” on page 46".
The second option fulfills requirements for an A.A. Degree in
Psychology at Cabrillo College. Specific lower division major preparation
at four-year public institutions in California can be found at
www.assist.org.
Please see a counselor for advisement for transfer
to any four-year institution.
Completion of CSU or IGETC General Education Requirements GE
Units
37 - 39
Core (10-12 units)
Units
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
PSYCH 1H
Honors General Psychology . . . . . . . . . . . . . . . . . . . 3
MATH 12
Elementary Statistics 5
or
MATH 12H
Honors Elementary Statistics 5
or
PSYCH 2A
Statistics for Behavioral Sciences. . . . . . . . . . . . . . . 3
PSYCH 2B
Research Methods in Psychology 4
20 | Spring 2012 Governing Board Report
List A - Select one course from:
BIO 4
Human Anatomy . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
or
BIO 13A
Biology of People-Anatomy and Physiology . . . . . . . 3
BIO 11A
General Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
PSYCH 4
Introduction to Biological Psychology . . . . . . . . . . . 3
List B - Select one course from:
Any course not used from List A above
PSYCH 6
Introduction to Social Psychology . . . . . . . . . . . . . . 3
PSYCH 8
Introduction to Developmental Psychology . . . . . . . 3
PSYCH 12
Introduction to Cognitive Psychology. . . . . . . . . . . . 3
List C - Select one course from:
Any course not used from Lists A or B above PSYCH 26Introduction to
Personality Psychology
3
PSYCH 31
Introduction to Abnormal Psychology . . . . . . . . . . . 3
PSYCH 33
Personal and Social Adjustment . . . . . . . . . . . . . . . . 3
PSYCH 35ABC Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 37ABC Values and Decision Making. . . . . . . . . . . . . . . . . . . 3
PSYCH 39ABC Relationships: Marriage and Family . . . . . . . . . . . . . 3
SOC 1
Introduction to Sociology: Understanding Society . . 3
or
SOC 1H
Honors Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . . . . . 3
Note: all courses in the major also meet general education requirements.
Total Units
60
Inactivation/Deletes:
Digital Media:
Animation Skills Certificate
Screen Media Skills Certificate
Web Publishing Skills Certificate
eCommerce Skills Certificate
Horticulture:
Restoration Landscapting Skills Certificate
89
90
Curriculum Revisions Spring 2012
Number of modified existing courses
Number of new regular courses
Number of new special topic courses
Number of inactivations/deactivations
Number of modifications to programs
Number of courses by catalog
Originator Reviewer
Originator preparation: number of program proposals
Originator preparation: number of course proposals
Division Committee meets to consider proposals (up
to 6 members per division times 5 divisions)
Division staff reads and proofs proposals (5 division
coordinators reading up to 20 hrs per semester)
Division Dean reviews proposals
Content Review Committee
Student Learning Outcome Committee
Vice President of Instruction
Curriculum Committee Chair
All curriculum committee members (voting)
Instructional Procedures Analysts
104
12
6
103
53
1,321
Number of
persons
or
proposals
53
290
Number of
hours per
semester
1
1
30
278
8340
5
5
1
1
1
1
11
1
278
278
278
278
278
278
278
1032
1390
1390
278
278
278
278
3058
1032
Estimated total hours to prepare curriculum
Total Time
53
290
16,665 hours
2
91
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
DATE
June 11, 2012
SUBJECT:
Human Resources Management Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
ACTION
Page 1 of 5
A.12
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 report.
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
92
Name
Department/Division
Position
Effective Date
Action
DUNNE, Nicole
A&R / Student Services
A&R Technician II
05/26/12
Resignation (DOH: 01/09/07)
GEORGE, Kathryn
Writing Center/BELA
Laboratory Instructional
Assistant II
05/08/12 – 06/29/12
Unpaid Leave of Absence
GEORGE, Kathryn
Writing Center/BELA
Laboratory Instructional
Assistant II
06/30/12
Retirement (DOH: 08/15/85)
HALTER, Matthew
Biology/NAS
Biology (Human Anatomy &
Physiology) Instructor
08/20/12
*Appointment
HAYWARD, Craig
Planning, Research &
Knowledge
Systems/President
Dir. of Planning Research &
Knowledge Systems
06/16/12
Resignation (DOH: 01/16/07)
KERN-JONES, Sheryl
Learning
Disabilities/CESS
Learning Disability Specialist
08/13/12
*+Appointment
KING, David
Dance/VAPA
Dance Instructor
02/04/13 – 06/10/13
Unpaid Leave of Absence
LOCKE, Athena
Information Technology/
Admin. Services
Database Analyst / SQL Data
Warehouse Programmer
06/01/12
Promotion
NAKAGAWA, Trevor
Political Science/HASS
Political Science Instructor
08/20/12
*Appointment
*See Attached
+ Categorically-funded
Note: Appointments are subject to successful completion of all employment regulatory compliance requirements
June 2012
Page 2 of 5
93
HALTER, Matthew
Biology (Human Anatomy & Physiology) Instructor, NAS Division
EDUCATIONAL BACKGROUND:
University of California, Berkeley
Berkeley, CA
Major: Anthropology
M.A.
University of California, Santa Barbara
Santa Barbara, CA
Major: Anthropology
B.A.
PROFESSIONAL BACKGROUND:
2005 - present
Full Time Temporary Biology Instructor
Truckee Meadows Community College
Reno, NV
1998 - 2002
Graduate Student Instructor
University of California, Berkeley
Berkeley, CA
1995 – 1996
Teaching Assistant
University of California, Santa Barbara
Santa Barbara, CA
June 2012
Page 3 of 5
94
KERN-JONES, Sheryl
Learning Disability Specialist, CESS Division
EDUCATIONAL BACKGROUND:
The University of New Mexico
Albuquerque, NM
Major: Psychology
M.S., Ph.D.
University of California, Santa Barbara
Santa Barbara, CA
Major: Developmental Psychology
B.A.
PROFESSIONAL BACKGROUND:
2010 - present
Activity Director/Curriculum Specialist
Title V Grant
Cabrillo College
Aptos, CA
2009 - 2010
Adjunct Learning Disabilities Specialist
Cabrillo College
Aptos, CA
2005 - 2009
Senior Research Associate
ETR Associates (Education, Training, Research)
Scotts Valley, CA
1999 - 2004
Associate Scientist
Center for Family & Adolescent Research
The University of New Mexico &
Oregon Research Institute
Albuquerque, NM
1995 – 1996
Assessment Coordinator
The University of New Mexico
Albuquerque, NM
1989 – 1994
Therapist
Department of Psychology Clinic
The University of New Mexico
Albuquerque, NM
June 2012
Page 4 of 5
95
NAKAGAWA, Trevor
Political Science Instructor, HASS Division
EDUCATIONAL BACKGROUND:
University of California, Berkeley
Berkeley, CA
Major: Political Science
Ph.D. (In Progress)
University of California, San Diego
San Diego, CA
Major: Political Science
M.A.
University of California, San Diego
San Diego, CA
Major: Political Science
B.A.
PROFESSIONAL BACKGROUND:
1999 - present
Part Time Political Science Instructor
Peralta Community College District
(Laney College/Merritt College/Vista College)
Oakland, CA
2004 - 2007
Part Time Instructor
New College of California
San Francisco, CA
2001
Visiting Scholar, Economics Department
Waseda University
Tokyo, Japan
1999 – 2001
Adjunct Political Science Instructor
Golden Gate University
San Francisco, CA
1996 – 2002
Project Director & Co-founder
University of CA, Berkeley APEC Study Center
Berkeley, CA
2000, 2005
1996-1997
Graduate Student Instructor
University of California, Berkeley
Berkeley, CA
June 2012
Page 5 of 5
96
97
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
DATE:
June 11, 2012
SUBJECT:
Scotts Valley Center Annual Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
INFORMATION
Page 1 of 2
D.1
BACKGROUND:
The Scotts Valley Center opened in February 2007, providing greater access to Cabrillo College
classes to residents of Scotts Valley and San Lorenzo Valley, which can be a half-day journey on
public transportation to the main college in Aptos. The leased facility has five classrooms, two
faculty offices and a multi-purpose front office on the first floor of a commercial building. There
is a touch screen in the lobby where students can make counseling appointments at the Aptos
campus and see basic information on upcoming college events and deadlines. Site coordinators
provide support to faculty and students when classes are in session.
Enrollment and course offerings
Enrollment grew steadily the first four semesters that the Scotts Valley Center was open, but in
spring 2009 course sections were reduced by 28% as a result of the state budget cuts that
impacted community colleges. Since then, course offerings have declined due to the ongoing
budget crisis and enrollment has fallen accordingly, as shown in the table below. Currently,
Scotts Valley Center offerings have been reduced by 74% from the initial number of classes and
82% from the highest number offered, and enrollment has fallen by 71% and 80% respectively.
Spring Fall Spr.
2007
2007 2008
Courses
27
38
38
Enrollment 628
810
800
Fall
2008
39
892
Spr.
2009
28
700
Fall
2009
14
378
Spr.
2010
12
326
Fall
2010
10
250
Spr.
2011
10
283
Fall
2011
8
210
Spr.
2012
7
181
In fall 2011, all day courses (math and English) were moved to the evening to accommodate a
potential new day tenant, but the projected use proved to be incompatible with the college
environment. In January 2012, Palo Alto University began leasing two classrooms and office
space at the Center for its Bachelor of Science program in Business Psychology.
Instructional Program
Classes in math, English, world languages and social sciences at the Scotts Valley Center allow
students to make progress towards AA/AS degree requirements and transfer to the CSU or UC
system, and students may take classes online to complete GE transfer requirements. Medical
Terminology and Criminal Justice classes are also offered.
Administrator Initiating Item:
Rachel Mayo, Dean, Education Centers
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
98
Demographic Information
The following table presents demographic data for Scotts Valley Center students enrolled in
spring 2012. The largest group of students attending the Scotts Valley Center this semester
lives in Santa Cruz (61), the second largest group lives in Scotts Valley (55), and the third
largest in the San Lorenzo Valley (51). In previous semesters, the largest group has come
from the San Lorenzo Valley, and the change may be due to all classes being offered in the
evening this year. Most students are enrolled in one class (3 – 5.9 units) and the majority
continues to be 25 years old or younger, although some interesting shifts in demographics
have occurred with the shift to evening for the math and English classes. The most notable
changes are highlighted in bold type.
Spring 2012 Scotts Valley Center
Selected Demographic Data
Number
(headcount)
Percentage
of total (181)
18-25 years old
109
57.5%
Continuing students
100
55.2%
White
132
72.9%
Hispanic
37
20.4%
High school graduate – highest
124
68.5%
degree
College degree (AA/AS 25
13.8%*
Bachelor+)
Enrolled in 3-5.9 units
176
97.2%
Taking classes in SV only
38
21%
Taking classes SV & online
34
18.8%
Taking classes SV & Aptos
66
36.5%
Taking classes SV & Aptos & online
32
17.7%
*This compares to 17.1% college-wide and 8.1% at the Watsonville Center.
Percentage
in spring
2010
64.7%
62.3%
76.1%
13.5%
65%
11.6%
92.9%
12.3%
12.9%
37.7%
30.1%
Student surveys indicate that residents are very appreciative of having access to the college in
their community, and they are looking forward to the time when more classes and services
can be offered. Many indicate that they would not be able to take Cabrillo classes if it were
not for the Scotts Valley Center.
2
99
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
IT Technology Plan and Program Review
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
C.1
BACKGROUND:
The Technology Plan has been updated for 2012. The format has changed from the previous Tech Plan of
2007 and the timeframe covered by the plan is three years. The plan also includes an Information
Technology Department Program Review. The IT department analyzed the operation to develop an
understanding of scope and breadth of services provided by IT. The information technology department
began updating the plan in November 2011. Revisions were discussed and approved by the Tech Committee,
the steering group that assists in the strategic direction of the IT Department. The plan was also reviewed
with the college planning council and management.
The plan identifies short and long term goals for each of the functional areas of information technology:
Applications, Operations, and Client Services. The information technology department has accomplished a
number of goals during the 2011-12 fiscal year including but not limited to: Implementation of the Virtual
Desktop Infrastructure (VDI), implementation of a new Data Center at the Aptos campus, the development of
a college-wide plan for IT services and support and the completion of a number of high priority IT projects
for instruction, student services and administrative services.
FISCAL IMPACT: Within budget planning parameters.
RECOMMENDATION: It is recommended that the Governing Board approve the IT Tech Plan and
Program Review. The document resides at http://go.cabrillo.edu/ittp
Administrator Initiating Item:
Dan Borges
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
100
101
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Award of Contract: Construction Project Management Services
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.2
BACKGROUND:
Classroom renovations are anticipated as the District continues to meet the commitment to improve college
facilities and expend remaining bond funds. Master agreements for management of such renovations enable
the District to specify the general scope and terms of the desired service. Once in place, they allow for short
form contracts to be executed for specific projects, upon Board approval when necessary. Master
agreements carry no dollar commitment.
A Request for Proposal (RFP) was sent out in order to solicit proposals and is a part of the process for the
District’s selection and retention of one or more Construction Project Management services firms to provide
construction project management and related services for projects planned by the District. Several
proposals were received that demonstrated professional capability and to provide project management
services that facilitate the pre-construction planning, bidding, construction, closeout and occupancy of
projects, and work with agencies where necessary (including DSA), as directed by the Vice President of
Administrative Services and/or Designee.
Interviews were conducted with six Construction Project Management firms:
Craig Bagley Architect
Felice Consulting Services
Slater Construction Inc.
TMI Townsend Management Inc.
Salas O’Brian
ICS Innovative Construction Services, Inc.
555 Soquel Ave. Suite 140, Santa Cruz, CA 95062
P.O. Box 1119, Holister, CA 95024
126 Fern Street, Santa Cruz, CA 95060
P.O. Box 2442, San Francisco, CA 94124
305 S. 11th Street, San Jose, CA 95112
5433 El Camino Ave. Suite 2, Carmichael, CA 95608
Each proposal contained an hourly rate for services that will be charged to the associated capitol
construction projects. While it is difficult to pre-determine the percentage of costs for each project, a
maximum of 5% is anticipated, when architectural services are utilized.
FISCAL IMPACT:
No immediate fiscal impact.
RECOMMENDATION: It is recommended that the Governing Board authorize the Vice President of
Administrative Services to enter a master agreement in order to perform work as necessary with the
following firms: Craig Bagley Architect; ICS Innovative Construction Services, Inc.; Slater Construction
Inc.
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
102
103
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Award of Contract: On-Going Architectural Services
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.3
BACKGROUND:
Numerous classroom renovations are anticipated as the District continues to meet the commitment to
expend remaining bond funds. The Dental Hygiene program vacated the 600 building to the new Health
Wellness building in 2010. The vacant space is slated for renovation and will become an extension lab
space for the Chemistry and Biology programs that currently reside in the adjacent portion of the 600
building. A Request for Proposal (RFP) was sent out in order to solicit proposals and is a part of the process
for the District’s selection and retention of one or more architectural services firms to provide architectural
and related services for upcoming projects planned by the District.
FISCAL IMPACT:
No immediate fiscal impact. The District will accept architectural services fee proposals for a maximum
of ten (10) percent for renovation/alteration/reconstruction projects and a maximum of eight (8) percent
for new construction. Architectural and engineering services fee for Projects will be reviewed and
negotiated on a project by project basis.
RECOMMENDATION: It is recommended that the Governing Board accept the proposal provided by
the Architectural firm deemed most qualified through this RFP process and provided under separate
cover.
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
104
105
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Renewal of Lease, 1 year: Santa Cruz County Office of Education
Second Opportunities for Success (SOS) Program,
Watsonville FY12/13
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
C.4
BACKGROUND:
The District currently rents approximately 3950 s/f of space at the Watsonville Center to the Santa Cruz
County Office of Education Second Opportunities for Success (SOS) program. The SOS Program is a
collaboration between Watsonville/Aptos Adult Education, COE’s Alternative Education, Cabrillo College,
Regional Occupational Program (ROP), and Pájaro Valley USD and is designed for students up to age 19
who are returning to school and who want to continue their education and work towards a high school
diploma, GED, or transition to Cabrillo College. SOS is an individualized, student-centered program that
also includes vocational education. Staff recommends a one year lease renewal with the SOS program.
FISCAL IMPACT:
$39,996 in gross revenue for fiscal year 2012-13.
RECOMMENDATION: It is recommended that the Governing Board authorize the Vice President,
Administrative Services to renew a one year lease with the Santa Cruz County Office of Education SOS
Program.
Administrator Initiating Item:
Michael Robins
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
106
107
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Resolution 053-12: STEM Lease Purchase Agreement
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 5
C.5
BACKGROUND:
The District is currently considering entering a Lease Purchase Agreement to finance costs associated with
the improvement of Building 800 to accommodate the science, technology, engineering and math programs
(STEM). Ultimately, the lease will be paid from the STEM and Articulation Programs Grant awarded to
Cabrillo, of which a portion of the grant has been allocated for construction and remodeling. To accomplish
this, the District will grant the Cabrillo Community College District Financing Corporation (the
“Corporation”) a leasehold interest in existing facilities of the District (the “site”). This approach is
commonly used by community college districts and is referred to as an “asset transfer” structure.
The following timetable and list of subsequent tasks necessary for this process are as follows:
June 11th
June 11th
June 18th
June 20th
District and Corporation approval of resolutions
Receive Title Report
Finalize Numbers and all Documents
Close
Attached is a resolution of the Governing Board authorizing the delivery of a not to exceed $1,900,000 Lease
Purchase Agreement and authorizing and directing certain actions in connection therewith. The financing
documents referred to are the Lease Purchase Agreement, Site Lease, Assignment Agreement, and
Memorandum of Lease Agreement.
RECOMMENDATION:
It is recommended that the Governing Board adopt Resolution #053-12 and authorize the Vice President,
Administrative Services to execute the finance documents.
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
108
RESOLUTION NO. 053-12
RESOLUTION OF THE BOARD OF TRUSTEES OF THE CABRILLO
COMMUNITY COLLEGE DISTRICT AUTHORIZING THE EXECUTION
AND DELIVERY OF DOCUMENTS RELATING TO THE SALE AND
DELIVERY OF A LEASE/PURCHASE AGREEMENT RELATING TO THE
STEM GRANT, AND AUTHORIZING AND DIRECTING CERTAIN
ACTIONS IN CONNECTION THEREWITH
WHEREAS, the Cabrillo Community College District (the “District”) is a community college
district duly organized and existing under and pursuant to the Constitution and laws of the State of
California (the “State”); and
WHEREAS, the District desires to finance costs associated with the improvement of
Building 800 to accommodate the science, technology, engineering and math programs (STEM) (the
“Project”); and
WHEREAS, in order the finance the Project, the District will lease certain real property,
known as Building 350 on the Cabrillo College campus in Aptos, California, and improvements
thereto (the “Property”), to the Cabrillo Community College District Financing Corporation, a
nonprofit public benefit corporation organized and existing under the laws of the State (the
“Corporation”) pursuant to a Site Lease (the “Site Lease”) and sublease the Property back from the
Corporation pursuant to a Lease/Purchase Agreement (the “Lease”); and
WHEREAS, this Board desires to appoint certain professionals to provide services related to
the execution and delivery of the Lease; and
WHEREAS, all acts, conditions and things required by the Constitution and laws of the State
to exist, to have happened and to have been performed precedent to and in connection with the
consummation of the financing authorized hereby do exist, have happened and have been performed
in regular and due time, form and manner as required by law, and the District is now duly authorized
and empowered, pursuant to each and every requirement of law, to consummate such financing for
the purpose, in the manner and upon the terms herein provided;
NOW, THEREFORE, it is resolved by the Board of Trustees of the Cabrillo Community
College District as follows:
Findings. The Board hereby specifically finds and declares that the actions authorized hereby
constitute and are true and correct with respect to the public affairs of the District, and that the
statements, findings and determinations of the District set forth in the preambles of the documents
approved herein are true and correct, and the Board hereby declares its intention of entering into the
Lease/Purchase Agreement described in Section 3 hereof.
DOCSSF/86943v1/022000-0001
109
Authorization of Lease. The Board hereby expresses its intention to finance the Project,
through the preparation, sale and delivery of the Lease/Purchase Agreement (the “Lease”) to Capital
One Public Funding, LLC in an amount not-to-exceed $1,900,000.
Legal Documents. The form of the Lease/Purchase Agreement between the District and the
Corporation, dated as of June 1, 2012, and the form of the Memorandum of Lease/Purchase
Agreement between the District and the Corporation of even date therewith (collectively, the
“Lease”), on file with the Secretary to the Board (the “Secretary”) is hereby approved. The form of
the Site Lease, dated as of June 1, 2012 (the “Site Lease”), between the Corporation and the District,
and on file with the Secretary, is hereby approved. The President of the Board of Trustees (the
“President”), the Superintendent/President (the “Superintendent”), and Assistant Superintendent/Vice
President, Business Services (the “Assistant Superintendent”), and such other officer of the District
as the Superintendent may designate (collectively, the “Authorized Representatives”) are, each alone,
hereby authorized and directed, for and in the name and on behalf of the District, to execute and
deliver each of the above mentioned documents in substantially said form, with such changes therein
as such officer or person or persons may require or approve, such approval to be conclusively
evidenced by the execution and delivery thereof. The approval of the Lease is subject to the
limitation that the interest rate with respect to the Lease shall not exceed 3.0%, and the aggregate
principal amount of the Lease does not exceed $1,900,000.
Appointment of Special Counsel and Financial Advisor. The Board hereby approves the
appointment of Stradling Yocca Carlson & Rauth, a Professional Corporation, as special counsel to
the District with respect to the sale of the Lease and KNN Public Finance, a Division of Zions First
National Bank as Financial Advisor to the District. The Authorized Representatives are authorized to
execute contracts with respect to such services so long as any payment thereunder is contingent upon
the successful sale of the Lease.
Attestations. The Clerk of or Secretary to the Board or persons as may have been designated
by the Superintendent are hereby authorized and directed to attest the signature of the Authorized
Representatives or of such other person or persons as may have been designated by the
Superintendent, and to affix and attest the seal of the District, as may be required or appropriate in
connection with the execution and delivery of the Lease.
Other Actions. The Authorized Representatives and officials and officers of the District are
each hereby authorized and directed, jointly and severally, to do any and all things and to execute and
deliver any and all documents which they may deem necessary or advisable in order to consummate
the sale, execution and delivery of the Lease and otherwise to carry out, give effect to and comply
with the terms and intent of this Resolution and the Lease. Such actions as described in this Section
6 heretofore taken by such officers or designees are hereby ratified, confirmed and approved.
Recitals. All the recitals in this Resolution above are true and correct and this Board so finds,
determines and represents.
Effect. This Resolution shall take effect immediately upon its passage.
3
DOCSSF/86943v1/022000-0001
110
PASSED AND ADOPTED this 11th day of June, 2012, by the following vote:
AYES:
NOES:
ABSENT:
ABSTENTIONS:
President, Board of Trustees
Cabrillo Community College District
Attest:
Secretary to the Board of Trustees
Cabrillo Community College District
4
DOCSSF/86943v1/022000-0001
111
SECRETARY’S CERTIFICATE
I, _______________, Secretary to the Board of Trustees of the Cabrillo Community College
District, hereby certify as follows:
The foregoing is a full, true and correct copy of a resolution duly adopted at a regular
meeting of the Board of Trustees of said District duly and regularly and legally held at the regular
meeting place thereof on June 11, 2012, of which meeting all of the members of the Board of said
District had due notice and at which a quorum was present.
I have carefully compared the same with the original minutes of said meeting on file and of
record in my office and the foregoing is a full, true and correct copy of the original resolution
adopted at said meeting and entered in said minutes.
Said resolution has not been amended, modified or rescinded since the date of its adoption,
and the same is now in full force and effect.
Dated: June __, 2012
Secretary
5
DOCSSF/86943v1/022000-0001
112
113
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Student Trustee Privileges
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
C.6
Background:
The Cabrillo College Board of Trustee grants the following privileges to the student member:



The privilege to make and second motions;
The privilege to cast an advisory vote; although the vote shall not be included in
determining the vote required to carry any measure before the board;
The privilege to serve a one-year term commencing on June 1.
Fiscal Impact:
None.
Recommendation:
It is recommended that the Board grant these privileges to the student member.
Administrator Initiating Item:
Dennis Bailey-Fougnier
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
114
115
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Resolution 054-12: Reduction or Discontinuance of Classified
Service
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
Page 1 of 3
ITEM NUMBER
C.7
BACKGROUND:
The following Resolution serves to reduce and discontinue classified positions, and authorizes the College
administration to initiate the layoff process. The procedure used for layoff follows the requirements of the
Education Code and applicable provisions of the Collective Bargaining Agreement between Cabrillo
College and C.C.E.U.
In summary, the Resolution calls for the reduction and elimination of 7.93 full time equivalencies (FTEs),
comprised of 20 positions – including 3 vacant positions.
FISCAL IMPACT:
As indicated in June Board Action item C.8. (Page 119): 2012-13 Budget Reduction Plans,
Phase II and III.
RECOMMENDATION:
It is recommended that the Governing Board adopt Resolution 054-12 as presented.
Administrator Initiating Item:
Brian King
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
116
CABRILLO COMMUNITY COLLEGE DISTRICT
GOVERNING BOARD
RESOLUTION NO. 054-12
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:
Assessment
1. Reduce Program Specialist, Assessment – 0.08 FTE
Business Services
2. Reduce Accounting Assistants, Business Services – 0.20 FTE
3. Reduce Accounting Specialists, Business Services & College Bank – 0.25 FTE
Counseling and Educational Support Services (C&ESS)
4. Reduce Division Assistant, Counseling – 0.08 FTE
5. Reduce Laboratory Instructional Assistant, Transfer Center – 0.08 FTE
6. Reduce Office Specialist, Counseling – 0.08 FTE
7. Eliminate Program Specialist, DSPS/Learning Skills – 0.83 FTE
Facilities Planning and Plant Operations (FP&PO)
8. Eliminate Custodians, FP & PO – 2.0 FTE
Health, Athletics, Wellness and Kinesiology (HAWK)
9. Reduce Laboratory Instructional Assistant, Adaptive P.E. – 0.06 FTE
10. Eliminate Laboratory Instructional Assistant, Medical Asst. – 0.46 FTE
Library/Learning Resource Center (LRC)
11. Eliminate Laboratory Instructional Assistant, Library/LRC – 1.0 FTE
Natural and Applied Sciences (NAS)
12. Eliminate Science Laboratory Technician, Biology/Chemistry – 0.83 FTE
Public Safety
13. Reduce Program Coordinator, Public Safety – 0.50 FTE
Purchasing
14. Reduce Mail Services Assistant, Mail Services – 0.25 FTE
117
Visual, Applied and Performing Arts (VAPA)
15. Reduce Performing Arts Complex Assistant, Performing Arts – 0.25 FTE
16. Eliminate Photography Laboratory Technician, Art Photography – 0.56 FTE
17. Eliminate Visual Arts Technician, Visual Arts – 0.42 FTE
NOW, THEREFORE, BE IT RESOLVED that as of June 11, 2012, the foregoing
classified positions shall be reduced/discontinued to the extent set forth above.
Incumbents shall be given not less than 45 days notice prior to the effective date of layoff.
BE IT FURTHER RESOLVED that the Superintendent/President or his designee
is authorized and directed to give notices of layoff to all affected employees as set forth
above as required by law.
PASSED AND ADOPTED THIS 11th day of June, 2012.
AYES:
NAYS:
ABSTAIN:
ABSENT:
_______________________________
Chairperson of the Board
ATTEST: _______________________________
Secretary to the Board
118
119
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
2012-13 Budget Reduction Plans, Phase II and III
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 5
C.8
ACTION
BACKGROUND:
The structural deficit for Cabrillo for 2012-13 is currently projected at $5.6 million. One of the major
components of the structural deficit is the built in increases in expenses that the college must budget
each year. The college is planning to utilize $2.3 in operating funds to bridge the 2012-13 deficit
leaving a deficit balance of $3.2 for 2012-13. The college has set a budget reduction target of $2.5
million for the 2012-13 Preliminary Budget. The first phase of budget planning, including 2.5 million
in reductions, was completed in May, 2012. All permanent reductions identified will be included in the
2012-13 Preliminary Budget approved by the Governing Board in June, 2012.
Phase II & III reduction plans were presented and discussed with individuals impacted, department
meetings, Cabinet, Administrative Council, Managers and College Planning Council meetings. The
Governing Board reviewed the attached reductions at the May 7, 2012 Board meeting.
The Services Program Review and Advisory Committee (SPRAC) has received and reviewed all plans
included in the attachments. SPRAC feedback will be presented to the College Planning Council as
soon as possible.
Unrestricted General Fund Reductions
Restricted Fund Reductions
$
$
Phase I
Phase II Phase III
Total
938,864 $ 679,333 $ 460,296 $ 2,078,493
128,731 $ 81,995 $ 4,133 $ 214,859
FISCAL IMPACT:
See reduction list above.
RECOMMENDATION: It is recommended that the Governing Board approve the Phase II and Phase
III budget reduction plans as presented.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
120
Governing Board
June 11, 2012
Phase II
Budget Criteria
Instruction Unrestricted General Fund (Base Budget)
Description
IIIC
Elimination of all general fund
operating support for Cabrillo
Stage, keeping only 12 TUs.
Eliminate 36 TUs from selected
programs
Reduce support for Public Safety
In-Service program by 50%, and
reduces FTES by approximately
115
Reduce performing arts complex
assistant from 12 mos to 9 mos
IIIC
IIIA
IIIA
Impact
Cabrillo Stage reduces production costs, raises
ticket prices, and institutes new annual fund
raising event, the first of which is scheduled for
March 30, 2012.
PCN #
FTE
$12,407
Eliminates Adjunct TUs
Reduces in-service offerings to fire and law
enforcement agencies
Reduces support for performing arts during the
summer.
Total Savings
$64,344
$150,000
498503
0.25
$9,948
IIIC
Eliminates current support for all evening visual
arts studio courses. Will require reductions in open
Eliminate Visual Arts Tool Room lab hours and impact the ability to schedule many
Technician
3-D studio art courses in the evening.
495001
0.42
$26,136
IIIC
Eliminates photo lab tech support, requiring the
shifting of equipment and supplies ordering and
maintenance responsibilities fully to faculty and/or
the photo Lab Tech. Will likely result in the
outsourcing of equipment repair and maintenance.
493501
0.56
$35,819
Eliminate Photo Lab Technician
$298,654
O:\Board Items VP Admin folder\2012 Board Items\6_June 2012\2012-13 Phase II and III Budget Reds Action\2012-13 BudgetReductionsPhase II Instructiontb.xls
121
Governing Board
June 11, 2012
Phase II
Administrative Services Unrestricted General Fund (Base Budget)
Budget Criteria Description
Impact
III. C
III. C
FPPO- Custodian
HR- Confidential Hourly
Reduction in Services/Bldgs offline
Reduction in Services
III. C
BSO- College Bank
III. C
Purchasing/Mailroom
Close College Bank @ noon on Fridays-Reduction in Services (Reduce 3 @ 1.0 FTE to 3
@ .90 FTE
Reduce Mailroom service hours to 9:00-3:30
Monday-Friday
III. B/C
III. C
III. C
III. C
Phase II
PCN #
Total Savings
FTE
353023/353029
362013
2
0.25
$129,282
$14,277
311001/311002/
311009
0.3
$20,086
302001
0.25
$14,476
Move duplications budget to "Auxiliary Services"
fund (bookstore/duplications/food
services/vending) (.67 position,
Duplications
supplies/operating)
2% charge for accounting services to trust &
agency accounts (dept. accounts including
BSO- Indirect Charges to Trust & Cabrillo Stage, Culinary, VAPA, Athletics, other
Agency
Dept. fund accounts)
M & O Operating Reductions
Reduce building maintenance services
Reduce Scheduled Maintenance allocation for
M & O Operating Reductions
facilties maintenance
Information Technology
Reduction academic repair/periodical budgets
Total
$72,937
$32,000
$50,000
$40,076
$7,545
$380,679
Student Services Restricted General Fund- DSPS
Board Goals
DSPS/LS Program Specialist
III. C
Adaptive PE LIA
Reduction in Services. Combine DSPS and
Learning Skills in one location and create some
efficiencies. This will also help bring the DSPS
categorical budget into balance.
One month reduction of service. Reduce work to
time when classes are in session only.
841504
0.83
$77,727
451504
0.06
$4,268
$81,995
O:\Board Items VP Admin folder\2012 Board Items\6_June 2012\2012-13 Phase II and III Budget Reds Action\2012-13 BudgetReductionsPhase II AS-SS.xls
122
Governing Board
June 11, 2012
Phase III
Budget Criteria
IIIC
IIIC
IIIC
IIIA
IIIA and IIIC
Instruction Unrestricted General Fund (Base Budget)
Description
Impact
Eliminated support to L10 program and to Inter
Library Loan service--some support can be
absorbed, some will need to be discontinued
Eliminate LIA Library position
Eliminate Lab Tech (80%
biology/20% chem)
reduces lab support
Eliminate LIA position in MA
Reduces student support
Reduction in TUs to meet 4%
workload reduction preserving 4%
over cap after subtracting 36 TUs
cut in three identified programs;
FTES cut includes 115 FTES
reduced in public safety inservice. Overall Target: 364
FTES reduced. Cutting an
additional 127.25 TUs brings the
total FTES lost to 321.5. 60
classes in addition to Public
Safety.
Reduce Public Safety Program
Coordinator to 50%
Reduce by 50% support for in-service
PCN #
FTE
501009
1
$81,173
412006
475104
0.83
0.46
$56,467
$22,175
Unrestricted General Fund Reductions--Instruction Total
426004
Total Savings
127.25
$225,869
0.5
$43,242
$428,926
O:\Board Items VP Admin folder\2012 Board Items\6_June 2012\2012-13 Phase II and III Budget Reds Action\2012-13 BudgetReductionsPhase III Instructiontb-bs.xls
123
Governing Board
June 11, 2012
Phase III
Administrative Services Unrestricted General Fund (Base Budget)
Budget Criteria Description
III C
Business Office--Accounting
Specialist
III C
Vice President's Office
III C
Maintenance & Operations
Impact
Convert Accounting Specialist position to an
Accounting Assistant position. Reduce 55%-12
month position to a 40%-12 month position.
Increase processing time for journal entries and
budget transfers
Reduce supply budget--reduce the number of
printed handouts for meetings
TBD--reduce vehicle replacement budget or other
operating
PCN #
FTE
Total Savings
311026
0.15
$20,370
$1,000
$10,000
Unrestricted General Fund Reductions--Administrative Services Total
$31,370
Phase III
Student Services Unrestricted General Fund (Base Budget)
III C
Counseling Office
Reduced support for counselors and students with
appointments and questions
831010
831016
0.08
0.08
$0
$0
III C
Transfer & Career Center
Reduced support for counselors and students with
transfer & career center information & services
831102
0.08
$0
Unrestricted General Fund Reductions--Student Services Total
$0
TOTAL Unrestricted General Fund Reductions, Phase III
Phase III
III C
Student Services Restricted General Fund--Matriculation
reduction from 11 months to 9 months; students
will have fewer staff to speak with during & after
assessments; they will have to wait longer for
Assessment Office
results
801407
$460,296
0.08
O:\Board Items VP Admin folder\2012 Board Items\6_June 2012\2012-13 Phase II and III Budget Reds Action\2012-13 BudgetReductionsPhase III AS-SSbs.xls
$4,133
124
125
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
2012-13 Preliminary Budget
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 1
C.9
BACKGROUND:
The 2012-13 Preliminary Budget is presented to the Governing Board under separate cover. The
2012-13 Preliminary Budget is based on the Governor’s January budget; the best case scenario. Staff
have updated budget planning documents based on the May Revise.
The 2012-13 Preliminary Budget is also accessible at the Business Office website at
http://www.cabrillo.edu/internal/businessoffice/
FISCAL IMPACT:
To be determined.
RECOMMENDATION:
It is recommended that the Governing Board approve the 2012-13 Preliminary Budget.
Administrator Initiating Item:
Graciano Mendoza
Victoria A. Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
126
127
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
2012-13 Budget Planning Parameters Update - May Revise
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
Page 1 of 10
ITEM NUMBER
D.2
BACKGROUND:
The Governor’s May Revise was released on May 14, 2012. The budget shortfall is expected to increase
from $9.2 billion to $15.7 billion. The Governor has proposed $4.1 billion in new spending reductions
bringing total reductions to $8.3 billion. The California Community College League has updated budget
simulations. The League scenario A assumes the November tax proposals pass and scenario B assumes
a 6.156% workload reduction if the tax increases do not pass, resulting in a reduction of $2.9 million for
Cabrillo. The dissolution of redevelopment agencies has also been identified as a major threat. The
state is reducing state apportionment on a dollar for dollar basis effective immediately for future RDA
revenue streams (see page 128 for a copy of the League scenarios). The workload reduction of 6.156%
would be a permanent reduction of funding. The potential 7.3% deficit related to RDA funds is
considered a one-time reduction for 2012-13.
The college was notified on May 22nd that the May 2012 apportionment payment for all colleges would
be frozen until the state could determine total RDA funds that would be received in 2011-12. Cabrillo’s
May apportionment payment is approximately $2.2 million. The state assumes the total funds received
in 2011-12 will be $116 million statewide; approximately $1 million for Cabrillo. This shortfall in cash
was not anticipated by the college. The college cannot pursue outside borrowing on short notice. The
only option that is available is internal borrowing from existing funds. In the end, the state has decided
to reduce the May apportionment payment by the anticipated $116 million. This left Cabrillo with a
cash shortfall of approximately $1 million for May 2012 (last month). This exemplifies the major threat
the college will continue to struggle with during 2012-13 in addition to the funding cuts.
The following attachments were reviewed by the College Planning Council and are included for the
Governing Board’s action:






Overview of the May Revise- Vice Chancellor of Fiscal Policy, Dan Troy
Budget Simulation: Cabrillo CCD
Updated Carryover and One-time balances as of 5/23/12
Updated 2012-13 Base Budget Planning Assumptions including best, mid-range and worst-case
scenario
Updated Multi-year Base Budget Planning Parameters for 2012-13 through 2015-16
Projected Operating Reserves for 2011-12 and 2012-13
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
128
A best, mid and worst case scenario has been developed based on the May Revise (see page 130). The
college will develop the 2012-13 Final Budget based on the mid-case scenario. The mid-case
assumption includes one half of the 6.156% cut based on the tax increases not passing. This scenario
assumes the state will identify other revenue solutions that mitigate the impact of the tax increases not
passing. As footnoted on page 131 of the multi-year planning assumptions, the RDA deficit will be
treated as one time. Treating the RDA deficit as one-time lessens the amount of reserves available to
bridge the 2012-13 ongoing deficit in the base budget. The mid-case scenario also includes an
assumption that one half of the 7.3% one-time deficit of RDA will occur in 2012-13.
The updated ongoing structural deficit for 2012-13 is currently projected at approximately $4.3 million
after the implementation of Phase I through III. One of the major components of the structural deficit
is the built in increases in expenses that the college must budget each year. The college is currently in
negotiations with all employee groups for concessions for 2012-13. It should be noted that Cabrillo
reduced the number of full-time faculty positions in the budget by ten and one half. The reduction of
faculty positions has yielded significant savings in the budget to date. The college is planning to
utilize $1.5 million in operating funds to bridge the 2012-13 deficit leaving a balance of approximately
$2.8 for 2012-13. The college will use the $1.0 million FTES reserve to offset additional reductions
beyond those planned in the mid-case assumptions.
The college has set another budget reduction target of $2.5 million for the second phase of 2012-13
budget planning. The college has begun work on Phase IV reduction plans. It is anticipated that the
college will bring Phase IV reduction plans to the Governing Board as information in August.
The updated planning assumptions will be presented for Governing Board action in August. The
budget calendar will be updated and will be included with the August planning documents for
Governing Board approval.
129
May Revise, 2012-13
The Big Picture:
The Budget shortfall, which in January was $9.2 billion, is now estimated at $15.7 billion. Why has the
problem increased?
CY revenues were $4.3 billion short of January estimates
The Prop 98 Guarantee has grown by $2.4 billion over the 2-year period.
The federal government and court decisions have removed about $1.7 billion in potential
savings solutions.
The Governor proposes $4.1billion in new spending reductions in the May revise, bringing total
proposed reductions to $8.3 billion.
Proposition 98:
Prop 98 grows to about $54 billion in the 2012-13 fiscal year, up from the $52.4 billion estimated in
January.
Why does P98 grow when revenues are down? Because the Governor merged his tax initiative with the
Millionaire’s Tax initiative, the initiative would generate more revenue in the 12-13 year ($8.5B rather
than $6.9B). Also, the P98 calculation is driven on year-over-year growth, so diminished CY revenues
makes the year-over-year percentage change higher.
CCCs:
While there are still a number of assumptions and moving pieces to sort through, the Governor does not
make major changes to his January proposal for the California Community Colleges. The increased
growth of the P98 guarantee (assuming successful passage of the November ballot initiative) would
continue to be used to buy down the cost of deferrals. Under May Revise, $313M in deferrals would be
bought down, while only $218M was proposed in January. Given the major reductions absorbed in
recent years, we believe it is reasonable to request any new money should go to supporting student
services and adding back course sections.
The Governor continues to pursue his proposal to consolidate categorical funding and to revise the
current FTES funding model, though we note that the Legislature has shown little interest in these
proposals. Similar to January, there is no proposal to fund growth, COLA, or increase funding for
categorical programs.
The Governor proposes to fund the $48 million in SB 70 programmatic money through Proposition 98 in
the Budget Year. Generally, these funds, part of the QEIA agreement, have been funded as non-Prop 98.
This proposal would help save the state money on the non-Prop 98 side of the budget.
The Governor also alters his mandates block grant reform proposal to include two newly adopted
mandates and increase the funding per FTES to $28. Total funding proposed is $33.4 million. Further,
1
130
the Governor would eliminate the mandate claiming process, which would more or less force districts to
participate in the block grant program (or file suit, perhaps…).
RDAs – The Governor now anticipates $116M in current year property tax revenue, as opposed the
$146.7M estimated in January, due to the dissolution of RDAs. We remain concerned that these dollars
will not materialize as estimated and that enacting the General Fund cuts may add to the current year
deficit.
Triggers:
If the November initiative fails, K-14 education is slated for a trigger cut of nearly $5.5 billion. The CCCs
would lose the $313M in deferral repayments mentioned earlier and then take an additional base cut of
approximately $300 million. We note the Governor has not broken down the triggers between K-12 and
the CCCs, so we are assuming an 11% share of the reduction. A base reduction of that magnitude would
represent an approximate workload reduction of 6%. Clearly, this would be a devastating hit to our
colleges.
Cal Grants:
The Governor maintains the $311 million in cuts to Cal Grants that he proposed in January. The May
Revise further proposes to restrict Cal Grant awards to institutions that graduate students at a rate of at
least 30% and where default rates are below 15%. Our initial understanding is that this new proposal
will not impact the CCCs.
Current Year Deficit:
In February, the Chancellor’s Office had the regrettable duty to inform the CCC community that the P1
report showed a deficit of $179 million, of which $149 million was unanticipated (the other $30 million
was a statutory trigger cut).
While the Governor does not address the issue in his May Revise proposal, we can report that the deficit
will be lower at P2. While not final, we believe the revised deficit will be approximately $125 million.
The improvement in the situation comes from a modest increase in fee revenues and from the San
Mateo Community College District’s shift into basic aid status. Overall, the statewide deficit will
decrease from approximately 3.3% to approximately 2.4%. We still have significant work remaining to
finalize P2, but we thought it best to communicate this news as quickly as possible for planning
purposes.
Conclusion:
The Governor chooses to spend the higher growth in the Prop 98 guarantee to pay down more
deferrals. This does not seem like the best use of new dollars given the needs of the CCC districts,
students, and the state. We will work with the Administration and the Legislature to shift these funds
back into program so we can serve more students and serve them better.
2
131
Just as the January proposal included many risks, so does the May Revise. We remain concerned about
the estimates of new property tax revenues that owe to the dissolution of RDAs. We are also concerned
about the lack of specificity of the triggers. The Governor does not specify the K12/CCC split trigger
split. Also unanswered is the impact of adding SB 70 funding to Proposition 98 – would those $48
million need to be tacked on the trigger in order to make room within the guarantee? That has not yet
been answered. Further, the May revise includes significant new reductions to Medi-Cal, IHSS, state
employee compensation, and other areas. If the Legislature is unwilling to make some or all of these
cuts, would they consider cuts in Proposition 98?
Of course, the biggest uncertainty remains the willingness of the voters to pass the November tax
initiative. A recent poll showed the proposal passing at 54% of the vote. While a full campaign has not
yet been run for the initiative, generally, successful ballot initiatives tend to start out with a higher level
of support early on. Further, the Molly Munger initiative appears to have enough signatures to also
make the ballot. Will competing initiatives split the support vote or turn off enough voters to kill the
Governor’s initiative? It’s too early to say. It should further be noted that the Munger initiative would
cancel out the Brown initiative if it receives a higher vote total, so CCCs could also be subject to trigger
cuts in a scenario where the Brown initiative reaches 50% but receives less support than the Munger
initiative.
Clearly, the CCC budgets look much better with the successful passage of Governor’s initiative than
without it. At this point, I cannot recommend that districts assume that the ballot initiative will pass.
The outcome is too uncertain, and the repercussions of making drastic midyear are too large. I strongly
advise districts to budget very cautiously for the 2012-13 fiscal year.
I will provide more information to you as it becomes available.
Regards,
Dan Troy
Vice Chancellor for Fiscal Policy
Chancellor’s Office of the California Community Colleges
dtroy@cccco.edu
(916) 445‐0540
3
132
Budget Simulation: Cabrillo CCD
2012-13 May Revise Budget
Underlying Assumptions
The reduction simulations assume a dollar reduction in each of credit, noncredit and
CDCP FTES in a proportional manner across the district's offerings. Because noncredit
and CDCP are funded at a lower rate, the percentage of FTES reduced is greater. Similar
to 2011-12, each district would likely be able to decide the exact blend of its reductions.
The base FTES assumptions are assuming proportional reductions of the 2011-12
workload reduction, as identified in the Chancellor's Office Budget Workshop
information. All non-excess local property tax districts are included, as the 2011-12
small district exemption was a one-time policy decision.
2012-13 Base revenue (before reductions)
Number and percent credit FTES
Number and percent noncredit FTES
Number and percent CDCP FTES
$54,088,568
10,518 (98.16%)
197 (1.84%)
0 (0.00%)
Quick Comparison
Scenario A: Governor's
Budget and Tax Package
Scenario B: Governor's Budget,
with Failure of Tax Package
Net Apportionment
Change:
$0
$-2,988,537
Workload reduction
percent:
0%
-6.156%
0
-659.00
up to $-3,557,000
up to $-3,557,000
TOTAL FTES
Reduced
Redevelopment risk
Scenario B Details
Reduced credit FTES
Reduced noncredit FTES
Reduced noncredit CDCP FTES
-647.00
-12.00
0.00
Redevelopment Revenue Risk
Deficit Risk
$-3,557,000 (0.0732 Deficit)
133
061112 Board Mtg.
134
2012-13 Base Budget Planning (Best, Mid, Worst Case)
Worst
Case
Range
MidRange
Best
Case
(4,233,200)
(4,233,200)
(4,233,200)
(2,988,537)
(400,000)
(250,000)
(75,000)
(1,494,269)
(300,000)
(250,000)
(50,000)
0
(200,000)
(250,000)
0
30,000
40,000
50,000
(7,916,737)
(6,287,469)
(4,633,200)
Full-time Faculty Obligation -
420,000
420,000
420,000
FON:( current frozen; 196, when unfrozen 205)
Step, Column, Longevity, etc
(10.5)
(320,000)
(10.5)
(320,000)
(10.5)
(320,000)
Medical Benefit increase- 5% increase of Fed. One-time Funds
(200,000)
(200,000)
(200,000)
Retiree Medical Benefit Increase
(20,000)
(20,000)
(20,000)
PERS rate increase to 11.417%
(60,000)
(60,000)
(60,000)
Increase in Worker's Comp., Gen. Liability,
(75,000)
(50,000)
(25,000)
TRAN Interest Expense
(70,000)
(60,000)
(50,000)
Utilities
70,000
90,000
110,000
Operating Cost Increases
(60,000)
(50,000)
(40,000)
Reduction in Indirect Reimbursements from Grant programs
(50,000)
(38,000)
0
Recalculation of 5% Reserve
209,000
209,000
209,000
(156,000)
(79,000)
24,000
Projected 2012-13 Structural Balance (Deficit)
(8,072,737)
(6,366,469)
(4,609,200)
Reductions (Phases I through III)
2,071,965
2,071,965
2,071,965
66 2/3 of One-time Reserves used to bridge deficit
1,000,000
1,500,000
2,000,000
Net Deficit for 2012-13
(5,000,772)
(2,794,504)
(537,235)
2011-12 Structural Deficit
2012-13 Revenue Adjustment
2012-13 Reductions in revenue
A. November Tax Proposal (passes/ fails (assumes state identifies
some other solutions)
C. Property tax shortfall
D. Student Fee Revenue Shortfall
Non-Resident Tuition
Other
TOTAL Revenue Adjustment
2012-13
Total Expense Adjustments
Labor Agreements- Salary/Benefit concessions and/or position reductions
Cost of 1% for all groups $446,000 (including adjuncts)-base budget
?
* Does not include categorical program reductions for 2012-13 for restricted funds
?
?
135
May Revise 061112 Board Mtg.
2012-13 through 2015-16
Base Budget
Planning Parameters
Difference between ongoing Revenues & Expenses (Structural Deficit)
2012-13
Mid-Range Projected
2013-14
Projected
2014-15
Projected
2015-16
Projected
(4,233,200)
(4,294,504)
(4,159,504)
(4,549,504)
1,100,000
1,100,000
1,100,000
Increase in State Revenue Anticipated
November Tax Proposals fail, 1/2 of the 6% reduction
Property Tax Shortfall
2012-13 Student Fee Revenue Shortfall
Possible Increase in CCC Prop 98 allocation- if tax proposals pass (2%)
Reduction in Non-Resident Tuition
Other changes in revenue
* 1/2 of RDA Risk budgeted as one-time deficit (See Operating Reserves)
Net change in revenue
(6,287,469)
(3,194,504)
(3,059,504)
(3,449,504)
Net Increases in Ongoing Expenses
Full-time Faculty Position changes (-10.5, -6, +6, +6) (net of adjunct
backfill)
Step, Column, Longevity Increases, etc.
Medical Plan Rate Increase-- 5%, 8%, 8%,8%
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
Recalculation of 5% reserve
Total Expenditure Increases
Budget Reductions Phase I
Budget Reductions Phase II
Budget Reductions Phase III
Ongoing Shortfall*
420,000
(320,000)
(200,000)
(20,000)
(60,000)
?
(50,000)
(60,000)
90,000
(50,000)
(38,000)
?
209,000
(79,000)
938,864
679,333
453,768
(4,294,504)
200,000
(300,000)
(360,000)
(85,000)
(120,000)
?
(100,000)
(240,000)
(345,000)
(360,000)
(145,000)
(150,000)
?
(50,000)
(240,000)
(345,000)
(360,000)
(145,000)
(175,000)
?
(50,000)
(100,000)
(100,000)
(50,000)
(150,000)
(50,000)
(175,000)
?
?
?
(965,000)
?
(1,490,000)
?
(1,540,000)
?
(4,159,504)
(4,549,504)
(4,989,504)
Allocation of 66 2/3% of operating reserves
1,500,000
*Deficit net of One-time funds
(2,794,504)
(1,494,269)
(300,000)
(250,000)
(50,000)
40,000
*If the Governor's tax proposal is not approved by voters, the deficit will increase by another $2.9 million (6.156%).
One half of the increase is reflected above based on mid case planning assumptions.
The RDA Revenue shortfall is estimated at up to 7.3% for 2012-13. The total risk is $3.5 million for Cabrillo.
One half of the RDA risk is budgeted as a one-time loss of revenue for 2012-13.
Use of one-time funds for RDA risk reduces the operating reserves available to bridge the 2012-13 deficit in the base budget
136
CABRILLO COLLEGE
GENERAL FUND BALANCE
Board
June 11, 2012
Projected Operating Reserves
OPERATING RESERVES
Beginning Balance (Mid Year-Bridge Fund Reserves, Final Budget)
ADD:
Carryover and One-time Fund Give Backs
One-time transfer from Bookstore Fund
Projected Ending balance (increased by $175,500 in mid-year reductions)
2012-13 Estimated One-Time Subfund Allocations
LESS:
2011-12 Increase in Student Fee Revenue Shortfall (February 2012)
1/2 RDA Risk
66.67% Allocated to 2012-13 Deficit
Projected Ending Operating Reserves
= (2,450550-1778,500+1,500,000) *66.67%
Projected
FY 2011-12
1,309,000
666,050
200,000
1,675,500
(200,000)
Projected
@ 66.67%
FY 2012-13
2,450,550
1,500,000
(1,200,000)
(1,778,500)
(1,500,000)
2,450,550
672,050
3,950,550
2,633,832
137
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
June 11, 2012
FROM: PRESIDENT
SUBJECT:
Facilities Master Plan Project Status
REASON FOR BOARD
CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 4
D.3
INFORMATION
BACKGROUND:
Major Projects under Construction
(see next page)
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
138
Measure D Funded Facilities Master Plan Projects
April 30, 2012
PROGRESS REPORT
Note:
Project
Health and Wellness Center
and Sitework
Health and Wellness
Equipment
Building 300 Renovation
Building 300 Renovation
Equipment
Watsonville Green
Technology Center
Building 800 Renovation
Total Projects in Progress
Measure D funded projects are outline in the following schedules
There are references to other funding sources when the project has funding sources in addition to Measure D.
Planned
Completion
Date
Fall
2011
Spring
2012
Fall
2010
Spring
2012
Spring
2012
Fall
2013
Funding Source
State Capital Outlay
Funds
Measure C
Measure D
Project Sub-total
State Capital Outlay
Funds
Measure D
Project Sub-total
Total Project
State Capital Outlay
Funds
Measure C
Measure D
Project Sub-total
State Capital Outlay
Funds
Measure D
Project Sub-total
Total Project
State Capital Outlay
Funds
Foundation
Measure D
Total Project
Stem Grant Funds
Measure D
Total Project
Totals
Approved
Paid to Date
Original Project
Change Orders Revised Budget
Budget
4/30/2012
Encumbered
Balance to be
paid Contracts &
C.O.
Balance
10,490,000
0
10,490,000
10,490,000
0
0
121,741
15,067,134
25,678,875
0
1,078,021
1,078,021
121,741
15,067,134
25,678,875
121,741
14,982,446
25,594,187
0
38,289
38,289
0
46,399
46,399
1,185,000
0
1,185,000
828,855
32,551
323,594
1,105,493
2,290,493
27,969,368
0
0
1,078,021
1,105,493
2,290,493
27,969,368
1,075,694
1,904,549
27,498,736
3,652
36,203
74,492
26,147
349,741
396,140
1,051,000
0
1,051,000
1,051,000
0
0
33
1,166,000
2,217,033
0
131,186
131,186
33
1,166,000
2,217,033
33
1,127,203
2,178,236
0
362
362
0
38,435
38,435
931,000
0
931,000
758,913
1
172,086
931,000
1,862,000
4,079,033
0
0
131,186
931,000
1,862,000
4,079,033
768,619
1,527,532
3,705,768
1
2
364
162,380
334,466
372,901
3,365,000
0
3,365,000
3,325,400
39,600
0
100,000
7,500,000
10,965,000
1,952,530
1,500,000
3,452,530
0
-152,600
-152,600
0
100,000
7,500,000
10,965,000
1,952,530
1,500,000
3,452,530
0
6,832,838
10,158,238
90,685
0
90,685
0
138,521
178,121
181,462
0
181,462
100,000
528,641
628,641
1,680,383
1,500,000
3,180,383
46,465,931
1,056,607
46,465,931
41,453,427
434,439
4,578,065
139
Major Projects under Construction
Arts Education Classrooms Project
This project is in the final closeout process with DSA. One change order remains to be approved by DSA.
Staff will submit the complete closeout package to DSA for final certification upon receipt of final change
order.
Current Status Update:
Waiting on final change order approval in order to submit for final certification from DSA.
Health and Wellness Project
This project is in the final closeout process with DSA.
Current Status Update:
This project is ready to be submitted to DSA for approval. Staff is waiting for DSA approval of
all change orders in order to submit for final certification from DSA for the construction phase
of the project. The majority of the equipment for the building has been purchased and installed.
There are additional items to be purchased.
Building 300 Renovation
This project is in the final closeout process with DSA.
Current Status Update:
This project is ready to be submitted to DSA for approval. Staff is waiting for DSA approval of all
change orders in order to submit for final certification from DSA for the construction phase of the
project. A majority of the equipment has been purchased and installed, including furniture and
classroom computers.
Watsonville Green Technology Center
The District and the City of Watsonville closed escrow on the purchase of the Watsonville Library on July
15, 2008. Since then, the college has demolished the building in order to construct a 14,000 square foot
Community Education Center. The District received a grant for $2.5 million from Economic
Development Agency for the project, and the grant was augmented by $865,000 to help fund an upgrade
to a Platinum Level LEED certified “green” building. The Division of State Architect (DSA) approved
the plans in June of 2010 and EDA approved the plans and specifications in July 2010. The project went
to bid in August 2010. In October, the Board approved Dilbeck and Sons as well as an augmentation to
the budget of $517,000. A deductive change order for the value engineering items discussed at the
October Board meeting was approved at the November Board Meeting. The District has received a
generous donation from the Ley Family of $100,000 for construction to add back some of the items that
were placed on hold.
Current Status Update:
This project is substantially complete. Data wiring and data connections are complete, network
equipment is in the process of being ordered which will connect these two new buildings to the
existing campus network, as well as the acquisition of furniture and equipment. This project is
ready to be submitted to DSA for approval. Staff is waiting for DSA approval of all change
orders in order to submit for final certification from DSA for the construction phase of the
project.
140
Building 800 STEM Remodel:
Building 800 will be fully remodeled. There are two funding sources for this project. There is a Federal
Grant (STEM Grant) from the Department of Education in the amount of $1,952,530 to fund design and
partial construction. Fund 47 bond will fund $1,500,000.00 for the balance of the construction. We are in
Construction Documents phase and will present to DSA in June. Demolition is currently scheduled for
summer of 2012, construction fall 2012 through summer 2013 with classes to begin in fall 2013.
800 Bldg. Moves Phase I: Complete
The 800 building moves were initiated in December and substantially complete in the beginning of
February. This phase of the project required all administrative offices and categorical programs such
as, Fast track to work, Student Job Placement, Puente and Cap to be relocated to SAC west and other
programs and offices to be relocated.
800 Bldg. Moves Phase II:
Additional programs were identified and will be relocated as part of the “800 Bldg. Moves Phase II”
portion of the project. These programs include DSPS (Disabled Student Programs & Services), the
Physics Department and remaining furniture purchases.
The overall budget for this project is $248,283 Measure D funds.
Awards of Informal Bids under the Uniform Construction Cost Accounting System (UCC):
By adopting the Uniform Public Construction Cost Accounting System, the Board authorized the
President or his/her designee to enter into agreements with low bidders using the informal bidding
process with the provision that the successful awards would be presented to the Board as an
information item. This system enables the District to 1) informally bid projects under $175,000 to prequalified contractors, 2) more efficiently and effectively manage small to medium sized projects, and 3)
contract with local contractors who are deemed “qualified” bidders.
141
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
Quarterly Investment Report
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 6
D.4
BACKGROUND:
The Quarterly Investment Report for the quarter ending March 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.
The Cabrillo College Stage and the Cabrillo College Bookstore have money-market accounts with Bank
of America Investment Services, Inc. A summary of their accounts is attached.
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
142
143
144
145
146
147
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Financial Reports
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 22
D.5
INFORMATION
BACKGROUND:
The following financial reports are presented for the information of the Governing Board:
Report
Period Ending
Trial Balance
4/30/12
Year-to-Date Budget Reports
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
4/30/12
Clearing and Revolving
4/30/12
Bookstore
4/30/12
Cafeteria
4/30/12
Associated Students
4/30/12
Scholarships/Loans
4/30/12
Student Center Fee
4/30/12
Student Representation Fee
4/30/12
Trust and Agency
4/30/12
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
 Yes No
If yes, Faculty Senate Agreement
Senate President Signature
 Yes
 No
Final Disposition
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Board Policy Revisions: Office of Instruction, First Reading
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 4
D.6
BACKGROUND:
The District is in the process of revising Board Policies utilizing the California Community College
League’s model policies as applicable. These Board Policies have been reviewed by the appropriate
committees on campus including Instruction Council, Student Services Council, Faculty Senate, and
Academic Council.
Attached are revisions to some of the Board Policies in the Instruction component as listed below:
Board Policy
BP 3300 Learning Resource Materials Selection and Retention
BP 5105 Faculty Search and Selection Procedures
BP 5130 Certificated Employee Tenure Policy
Action
Update to reflect League language
Update to reflect League language
Update to reflect League language
Board policies are presented as a first reading for Governing Board review and will return for action
at the next Governing Board meeting.
Administrator Initiating Item:
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
x Yes No
x Yes  No
Final Disposition
170
LEARNING RESOURCE MATERIALS SELECTION AND RETENTION BP 3300
Recognizing that education is more than exposure through lectures and other classroom
experiences to the knowledge, ideas and values of society, and that the full range of
exploration of the fields of knowledge includes classroom learning, self directed study and
reading, and individualized instructional resources, it is the policy of the Governing Board
that the college shall make available in the library and in the learning center well-rounded
collections of print and non-print learning materials which provide to students and staff:
1. curriculum support
2. general information
3. personal and recreational reading
4. materials for professional growth
5. cultural enrichment
The selection and retention of learning resource materials is the responsibility of the
College LibrarianLibrary Director and the librarian faculty, with the approval of the
Superintendent/President under authorization of the Governing Board. The College
LibrarianLibrary Director and librarians will be aided by receive input from the faculty,
administration, staff and students in determining items for addition to and deletion from
the collections, in accordance with the current scope of the collection.
Legal Reference: Education Code Sections 1800 and 18172.
Adopted: April 4, 1988
171
FACULTY SEARCH AND SELECTION PROCEDURES
BP 5105
The goal of the faculty selection process at Cabrillo College is to hire faculty who are
experts in their subject area, who are skilled in teaching and serving the needs of a
diverse student population, who can foster overall college effectiveness, and who are
sensitive to ethnic and cultural diversity in the community. Moreover, it will be the
objective of the District to have a faculty reflecting the ethnic and cultural diversity of the
college district. The Cabrillo College District recognizes that faculty hiring procedures
and guidelines are important to ensure the maintenance of a faculty of the highest quality.
Though principal legal responsibility and authority rest with the College Governing
Board, the college administration and faculty share with the Governing Board the
responsibility for ensuring an effective and legal hiring process. Development of the
procedures and guidelines are likewise the shared responsibility of the Governing Board
through the administration, and faculty through the Faculty Senate. These procedures and
guidelines have been developed with the intention to maintain diversity of committee
membership, and objectivity, fairness, and consistency in the treatment of applicants.
These procedures and guidelines recognize that responsibility for selecting well-qualified
faculty is shared cooperatively by faculty members and administrators. These shared
responsibilities include: following District policies, developing job descriptions,
equivalencies, and local qualifications, recruiting, screening, interviewing, and selecting
the recommended candidates. Screening, selection, and recommendations shall be strictly
confidential. In order to achieve the objective of establishing a faculty reflecting the
ethnic and cultural diversity of the community, the hiring processes shall adhere to
the priniciples of equal employment opportunity and college’s diversity values shall
be observed in all hiring processes.
Legal Reference: AB 1725, Section 4
Adopted: May 7, 1990
Revised: June 3, 2002
Revised: November 14, 2005
Revised:
November 2009
Revised June 2012
172
CERTIFICATED EMPLOYEE TENURE POLICY
BP 5130
Any contract employee whose assignment requires certification qualifications, and who has
successfully completed four consecutive years as a contract employee, and is re-employed
for a fifth consecutive year as a regular employee, shall be classified as a regular employee
for all subsequent years and is deemed to have attained tenure.
Administrative regulations regarding the attainment of regular certificated employment
status shall be followed in all employment transactions as prescribed in part one of the
Cabrillo College District Personnel Procedures Manual.
Legal Reference: Education Code Section 87609.
Adopted: April 4, 1988
Revised: June 2012
173
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
DATE
June 11, 2012
PRESIDENT
SUBJECT:
Priorities Resulting from Administrative Program Planning:
Division Offices
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
Page 1 of 2
ITEM NUMBER
D.7
BACKGROUND:
The Division Offices began the administrative program planning process during the 2010-2011 academic
year and completed the process spring semester 2012.
Instruction
The purpose of Administrative Program Planning is to evaluate existing functions and processes in order to
strengthen and improve the college administrative offices. The process is designed to:
 Provide a rigorous examination of programs and their outcomes
 Develop new insights into program effectiveness
 Engage departments in administrative program improvements
 Provide information for resource allocation within departments and within the college.
In May, Instruction Council (IC) received and reviewed the Division Office Program Plan. This plan, based
on a thorough review of internal and external data relative to the division offices, determines and prioritizes
program directions for the next six years. Members of Instruction Council critically read the plan and
questioned the authors regarding the intent and clarity of the directions. The plan was revised based on IC
discussions. After IC conducted its review, the plan was forwarded to the CPC for review. The following
priorities resulted from this plan:
(CONTINUED)
Administrator Initiating Item:
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
174
RECOMMENDATIONS/ACTION ITEMS/COSTS
Based on our experience and the survey feedback, the following recommendations are suggested:
1. Review Instructional Division Office Roles and Responsibilities
(No Direct Cost)
Deans will work with division office staff to solicit input to clarify staff roles and responsibilities. When the
IDA reduction plan is implemented, we will need to determine how to implement reduced IDA staffing as
well as how to implement the centralized IDA position.
Instructional Division office open hours will be reviewed. With one IDA, open hours will need to be
reduced. Offices will need to be closed for lunch. When the IDA takes contract and vacation days, division
office hours will be impacted.
2. Restore adequate staffing
($66,000/position x 4 = $264,000)
Surveys rated the quality and availability of customer service in the division offices highly. We can
conclude that the Instructional Division office support structure as it existed F10 (survey date) was effective.
We would like to restore adequate staffing when the budget improves in order to provide the same high
level of customer support in the division offices.
The most common concern that surfaced in the survey comments was for drop in service and effectiveness
when staff is lost and positions are allowed to remain vacant. An example of the overall problem mentioned
in the surveys is the frustration caused when phones are put on automatic answer, which is likely to be more
prevalent with a staffing reduction.
3. Explore technological solutions to efficiently cope with reduced staffing & staff time by increasing ability
to receive inquiries and information via web forms & documents. (No Direct Cost)
With reduced staffing in the Instructional Division Office and the many responsibilities demanded of the
Division Dean, it would be worthwhile to explore the possibility of systematizing through automated
processes some of the time-consuming duties covered by the Division Office, instituting paperless
processing and tracking, especially of forms requiring multiple approvals, to include:
* Forms
* IIPP coordination and tracking
* Key requests
* Deadline reminders
* Roster and Grade changes
4. Explore ways to involve more of the faculty and staff in the decision-making process. As a result, faculty
and staff will gain a better understanding of the complex state regulations that guide program and budgetary
decisions. (No Direct Cost)
2
175
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 11, 2012
Spring 2012 ASCC Student Senate Election Results
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
ENCLOSURE(S)
Page 1 of 1
D.8
Background:
The ASCC Student Senate Elections were held May 5th through May 11th, 2012. A total of 733 valid votes
were cast.
This is the second year that the Associated Students of Cabrillo College (ASCC) conducted their student
body elections online. This process required the combined efforts of many individuals. We are extremely
thankful to Judy Cassada, Craig Hayward, Rick Fillman, Kristin Fabos and Loren Washburn. The work of
this team saved the Election Committee members and their advisers an incredible number of hours that it
would have taken to validate every ballot.
The results of this year’s election are:
Total Validated Votes:
733
733
President - total votes
Charlotte Achen
341
Ivan Sumano-Vargas
196
Joseph Watkins
196
Vice President-total votes 724
Laura Hunnerberg
384
Sharon O’Connor
340
Student Trustee
Cedar Green
545
Legislative Rep.
Steven Culver
538
Treasurer
Darwin Constantino
569
Inter-Club Council
Chairperson
Joseph Gómez
507
Watsonville Rep.
Abbygale González
603
Senators at Large
Devin Monahan
496
Carter Frost
499
Administrator Initiating Item:
Sesario R. Escoto
Dennis Bailey-Fougnier
46.5 %
26.7 %
26.7%
53.0%
47.0%
74.4 %
73.4 %
77.6 %
Open positions to be filled by application and appointment:
Scotts Valley Representative
Senators at Large – 10 positions open
Interested students can pick up a student senate application at the
Student Affairs Office, SAC East.
69.2%
82.3 %
66.7 %
68.1 %
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
176
177
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Board Policy 5205 Student Accident Insurance
Board Policy 5510 Off-Campus Student Organizations
Board Policy 2015 Student Member
Student Services, First Reading
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
Page 1 of 4
ITEM NUMBER
D.9
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 are three new additions 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.
Administrator Initiating Item:
Dennis Bailey-Fougnier
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
178
BP 5205 Student Accident Insurance
Reference: Education Code Section 72506
The Cabrillo College District shall assure that students are covered by accident
insurance in those instances required by law or contract.
179
BP 5510 Off-Campus Student Organizations
Reference: 34 Code of Federal Regulations Section 668.46(b)(7)
The Cabrillo College District shall work with local law enforcement agencies to
monitor and assess criminal activity in which students engage at off-campus
locations of student organizations officially recognized by the District.
This policy includes student organizations with partner University of California,
Santa Cruz’ off-campus housing facilities.
180
BP 2015 Student Member
Reference:
Education Code Section 72023.5
The Board shall include one non-voting student member. The term of office shall be
one year commencing on June 1.
The student member shall be enrolled in and maintain a minimum of five (5) semester
units in the District at the time of nomination and throughout the term of service. The
student member is not required to give up employment with the District. The student
shall maintain a cumulative 2.0 Grade Point Average during their one-year term.
The student member shall be seated with the Board and shall be recognized as a full
member of the Board at meetings. The student member is entitled to participate in
discussion of issues and receive all materials presented to members of the Board
(except for closed session). The student member shall be entitled to any mileage
allowance necessary to attend board meetings to the same extent as publicly elected
trustees.
On or before May 15 of each year, the Board shall reaffirm that the student member
shall have the following privileges:
 The privilege to make and second motions;
 The privilege to cast an advisory vote; although the vote shall not be included
in determining the vote required to carry any measure before the board;
 The privilege to serve a term commencing on June 1.
181
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Student Services Report
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 5
D.10
Background:
During 2011-2012, Cabrillo College’s Student Services component completed a major accomplishment
related to the college’s last accreditation report. All departments completed their program plans and the
assessment of at least one Student Learning Outcome or Administrative Unit Outcome. This major milestone
is important to both the component and our 2013 accreditation self-study report.
Student Services, and Counseling specifically, will experience some major innovations during the 2012-2013
academic year. Student Services will be implementing a new electronic Education Planning process
(eAdvising), piloting a new orientation program, moving towards paperless student files, implementing
eSARS program that allows students to make online appointments with counselors, participating in an
overhaul of our Running Start program, and in spring 2013 starting a pilot program based on new research
findings from the Community College Research Center at Columbia University on improving student
success.
eAdvising
In May 2012, Cabrillo purchased web-based eAdvising software from Ellucian (Datatel). When the software
arrives we will begin implementation, with a plan to pilot it with a controlled group of students in spring
2013. This new program integrates and strengthens our current Datatel system. eAdvising will dramatically
change how counselors do business and interact with students. The program supports and is integrated with
our existing Degree Audit system. Students and counselors will access the program through WebAdvisor.
Counselors and students will be able to build the students’ Ed Plans in this web-based platform. Some of the
benefits of eAdvising are:
 Students may use the competed Ed Plans to “SmartReg;” students can run “what if” scenarios on
different majors options;
 Instruction could use the completed Ed Plan data to forecast which classes and how many sections
students will need in the future;
 Financial Aid will be able to report to the U.S. Department of Education that all students receiving aid
do have Ed Plans in place;
 Combining this program with Softdocs (a document imaging program), Admissions and Records (A&R)
will begin scanning student transcripts, allowing Counseling and A&R to move to a paperless filing
system, freeing up staff time to work directly with students.
Administrator Initiating Item:
Dennis Bailey-Fougnier
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
182
Through this implementation process, counselors are seriously discussing how they can change their
practices and how they do business. They have formed study groups to look at how they conduct Express
(drop-in) appointments; how students access services, (for example, should students need to complete a
workshop on Ed Plans before they can schedule an appointment to see a counselor to develop their own Ed
Plan); how best to triage students to get them to the right service at the right time, (for example, students
often make a 30-minute appointment to reset their WebAdvisor password, when someone in A&R could help
them immediately). eAdvising will dramatically change how Counseling and other offices in Student
Services support students.
eSARS
Counseling is planning to implement eSARS in 2012-13. SARS is an appointment software used by
Counseling, DSPS, EOPS, and Financial Aid. Cabrillo owns but has not implemented the option of allowing
students to make online appointments with counselors. Once IT is able to provide support, the eSARS
version will be implemented. SARS has launched a new product that allows “express” students to see where
they are on the waitlist for the next counselor. Cabrillo also owns this product which we hope to implement
as well.
Pilot Orientation
Fall semester 2012, Student Services and Counseling will pilot a new type of orientation session. This
orientation will be for new students and their families. The two-hour program is being designed to help
familiarize students and their families or other supporting individuals with services available at Cabrillo.
The tentative date for the program is Friday, August 17. This will be another effort under the S4C umbrella.
Running Start
Running Start is a long-time successful program at Cabrillo. Running Start began in 2002 and was designed
to give Santa Cruz County High School Seniors a head start on registering for fall classes. In the early years,
students had to come to campus to register for classes. Almost every high school bused students to the Aptos
campus for this activity that started at 8:00 am and usually ended around 5:00 or 6:00 pm. In recent years
with the implementation of more technology, students have not needed to come to campus. This spring, not
one high school bused students to Cabrillo. The on-campus part of the program began at 9:00 am and ended
at 12:00 noon.
In fall, Counseling and Students Services staff will begin planning the 2013 version of Running Start.
Technology has changed the dynamics and made the “come to campus” premise obsolete, so it is time to
rethink how this program should operate. We are committed to giving county high school seniors a head
start, but there is a better way to execute this important event.
Spring 2013 Pilot
In fall 2011 and spring 2012, new research revealed that to the current methods used to support students do
not really work. The research from the Community College Research Center at Teachers College, Columbia
University found that the “inoculation” services (matriculation, orientation, etc.) alone are not enough to
increase student success. Researchers agree these services are important, but front-loaded services do not
“hold” for students and do not have the long-term effect that we need. Their findings show that we need to
revamp the old paradigms (silos, choice, and front-loading services).
2
183
So what do they suggest works? Their research discovered that the ideal student support structure resembles
the following:
 Sustained: Lasting throughout a student’s college career.
 Intrusive: Mandatory and structured so that students must participate at regular intervals.
 Integrated: Multiple forms of support are offered and silos are broken down.
 Personalized: Students receive the type of support they need from an individual who knows them well.
During fall semester a small group of counselors will begin developing a pilot program for implementation in
spring 2013 that has elements of the new research findings. Those elements are:
 Integrate technology into advising and course registration.
 Triage system for new students (which we have already begun).
 Designated “point person” for every student.
 A pedagogy of advising embedded in the disciplines.
 Regularly-scheduled “check-ins” at key momentum points.
The current beliefs regarding our student support methods are being challenged by the new research findings,
but the staff is embracing the research and new ways to serve students to increase their success. The details
will need to be worked out, but counselors are excited about the opportunity.
Cabrillo College Summer Counseling Comparison
In summer 2009 and 2010, Cabrillo spent around $125,000 to provide coverage for summer counseling.
Since 2010, expenditures have been reduced sixty three (63) percent. Forty-nine percent of the summer 2012
coverage is swap time from fall 2012 and spring 2013 to cover the summer hours. This swap is a nice relief
to the already strained Counseling budget, yet does dramatically decrease the availability of counselor
appointments to students during the main semesters. The myth that there are slow months in counseling is
just that – a myth, so swap time has a negative impact on students throughout the academic year. Due to
budget constraints, Counseling offices will close three weeks during the summer 2012. This limits student
access to counselors, but is necessary in this budget climate.
Overall Cost
Total Units
Swap Hours
Paid Hours
Summer 2012
$46,000 (<39%)
45 (<22%)
22 (49%)
23 (19 contract,
adjunct)
4
Summer 2011
$76,000
58
20 (34%)
38 (27 contract,
adjunct)
11
During the 2012-13 academic year, Counseling and Disabled Student Services (DSPS), including Learning
Skills, reduced course offerings 50%. This reduction is Student Services’ contribution to the overall campus
workload reduction (TU) for 2012-13. While this contribution is extremely small in the overall reduction of
teaching unit cuts, it is a huge impact on Student Services’ already small course offerings and will have a
negative impact on student success.
DSPS Moves Office Locations
In summer 2012, DSPS will move their office location to the upper floors of the Library. This move is
necessary to accommodate the remodeling of building 800 due to the STEM grant. The move will achieve
the longtime goal of bringing DSPS and Learning Skills into one location. The move should be completed by
mid-June.
3
184
Other 2012-2013 Technology Implementations in Student Services:




eTranscripts: Cabrillo is implementing the sending and receiving of electronic transcripts prior to
December 31, 2012.
Enrollment Verification: Implemented in spring 2012, students can download and print their own
enrollment verification (for auto insurance, rental companies, etc.). This frees up staff from a task that is
not a college requirement.
Self-scanning of documents. Implemented in spring 2012, students have access to a scanner to scan their
required documents for financial aid. The equipment is available in the lobby of the financial aid office.
Student Health Services implemented new health records software to manage student records in spring
2012.
New Programs Implemented in 2011-2012
During the past year, Student Services has implemented several significant programs to assist and support
students. I commend the Student Services staff, the Foundation staff, and Student Senate. In every case, they
have gone above and beyond to create, fund, and implement these valuable programs.





Food Pantry
Foster Youth Support Program
Veterans Information Center
Emergency Loan and Grant Program
Borrow a Book Program
Conclusion
The Student Service component has seen a lot of changes of the past several years. We have a new dean and
additional programs (DSPS/LS, FTTW, Matriculation), a renewed sense of focus and collaboration, a
commitment to service improvement and student success. We will continue to work to support our students’
educational goals and dreams.
4
185
Student Services Program Planning Recommendation Summary Grid 1
Program Planning: Vice President, Student Services
Program Recommendations
Cost
$22,500
$0
VPSS
VPSS
1
2
Student Services
Create 50% Division Accounting Specialist position
Develop Communication Plan for Component
VPSS
VPSS
3
4
Leadership/Team Building Retreat and Component Planning
Create 50% Veterans Center Program Specialist position
$500
$19,000
VPSS
5
Create 50% Program Coordinator position for S4C 4 th Grade Experience
$22,500
VPSS
6
$19,000
VPSS
Student
Affairs
Student
Affairs
7
Create a 50% Foster Youth Support Program Specialist
Move the portion of the Dean of Counseling and Educational Support Services’
salary paid by Matriculation to the General Fund. This will balance the
Matriculation budget and allow the college to offer the required Matriculations
Services.
Request budget augmentation from the VP of SS, $15,000 and the ASCC Student
Senate, $15,000 for student wages
8
9
DSPS
10
DSPS
11
Student
Affairs
Counseling
Counseling
12
13
14
Counseling
Counseling
Counseling
Counseling
Counseling
Enrollment
Services
Enrollment
Services
Enrollment
Services
15
16
17
18
19
20
21
22
New operator console and software for the college switchboard
Strengthen coordination and communication between DSP&S programs
(LSP, Adapt PE, Assistive Technology, Counseling, Stroke and Acquired
Disability Center and direct service providers).
Continue to accommodate student needs and reduce duplication of services
by relocating the Stroke and Acquired Disability Center to the Allied Health
building (2010) and moving the Learning Skills Program closer to DSP&S.
Student Activities Coordinator to be fully funded by the Student Center Fee. This
will requires IT assistance to program Datatel to maximize Student Center Fee
collection
Purchase second monitors for each counselor
Restore Transfer/Career Center Director position
Remodel Counseling Transfer Center office to create one entrance to area to
improve student access and processes
Replace three counselors lost due to retirement or resignation
Reinstate classified program coordinator in International Student Programs
Implement mandatory orientation course for all new students (.5 unit class)
Implement eSARS and SARS Waitlist Viewer
Implement online transcript requests and online official transcript exchange. (To
be paid for with a Chancellors Office grant)
Implement document imaging of student files (transcripts and other records) in
A&R and Counseling. (Funds already encumbered)
Consultation and training time with Datatel for Financial Aid to maximize the
system’s automated awarding process.
TOTAL FOR RECOMMENDATIONS
1
$125,000
$30,000
$6,500
$500
$2,000
$25,000
$3180
$5000
$5000
$273,336
$22,000
$34,700
$200
$10,000
$40,000
$4,000
$669,916
This list will be expanded as programs finish their program plans. Recommendations on this list are limited to budget items, with the
exception of the VPSS.
5
186
187
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
College Strategic Plan Update
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
INFORMATION
Page 1 of 6
D. 11
BACKGROUND:
Since the last “College Master Plan Update” in March 2012, there has been a prominent change in
the nomenclature associated with the plan. Given that the time frame covered by the “College
Master Plan” (typically three to four years) is more in keeping with the time frame traditionally
associated with a Strategic Plan document and given that the 2008-2011 CMP was closely related
to the first Strategic Plan for the California Community College system, the name of this planning
document is being changed to the College Strategic Plan (CSP). This name change will provide
greater alignment with planning standards and will clarify the distinction between the CSP and the
ongoing work on the College’s Educational Master Plan.
Changes in the College’s environment and context since the original five goal structure was
adopted in 2008 gave rise to the impetus for reviewing and streamlining the CMP goal structure.
Since the GAIT Chairs initiated this new look in Fall 2011, the campus community has been active
in considering the proposed new goals and the implications for CMP objectives and strategies. The
two new goals are:
Goal A: Increase student success
Goal B: Enhance institutional effectiveness
The college-wide master planning workshop scheduled for March 14 th was a success. During the
meeting we reviewed the accomplishments and structure of the 2008-2011 College Master Plan.
Participants at the meeting identified five objectives for each new goal area. Since then each Goal
Area Implementation Team has met three times, finalizing the wording of the five objectives for
each goal area and tentatively identifying strategies, KPIs and deliverables. The next page
presents a timeline of college strategic planning activity for the current year.
The following page shows the objectives for each goal and the final three pages provide an
overview of the College Strategic Plan and an illustration of how the current set of objectives in the
2008-2011 CMP could potentially be cross-walked from the current five goal structure to the
proposed two goal structure.
Administrator Initiating Item:
Brian King
Craig Hayward
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
188
College Strategic Planning Timeline (Draft 1.8)
6/5/12
Task: Streamline and update CSP in order to align with accreditation, Board goals, Educational Master Plan,
Student Success Task Force, and current challenges
CSP timeline
1) December 13, 2011 – Cabinet reviewed draft CMP goals and further revised & streamlined goals to the following:
a) Goal A: Increase student success
b) Goal B: Enhance College effectiveness
2) GAIT Chairs meeting in mid-January to review new Goals and timeline planning for Spring
a) January 18, 2012 meeting to prepare for CPC
3) Shared new, draft CMP Goals with CPC at 1/25/12 meeting
4) First week of February, 2012
a) Cabinet discussion of timeline and plan for CMP development in Spring 2012
b) Admin Council review of CMP timeline & plan
c) GAIT Chairs meeting re: new GAIT Chair structure
i) Goal A – VPI Renee Kilmer & VPSS Dennis Bailey-Fougnier, Co-Chairs
ii) Goal B – CBO Victoria Lewis & President Brian King, Co-Chairs
d) Manager’s Meeting review of CMP timeline & plan
e) CPC review of CMP timeline & plan
5) Current GAIT Chairs schedule February meeting of original Goal Area Implementation Teams (GAITS)
a) Dennis – GAIT A (Increase effectiveness of outreach and enhance enrollment)
b) Renee – GAIT B (Enhance excellence in the classroom and student support services)
c) Rock – GAIT C (Provide pathways to prosperity through workforce development and CTE)
d) Brian – GAIT D (Enhance College effectiveness)
e) Victoria – GAIT E (Enhance Cabrillo’s resource development and community connections)
6) March 5, 2012 - Board Information Item re: CMP goals, timeline & planning
7) College-wide CMP Workshop (March 14th, 2:00 – 5:00 pm)
a) Part of an extended CPC meeting
b) First hour spent together reviewing CMP goals, purpose, vision, mission, etc.
c) Two break-outs for second part of workshop – one for each goal area
i) Focus break outs on developing, refining and merging vetting that objectives and strategies have been
sorted into appropriate goal areas as well as developing new objectives and goals
ii) Identify three to five objectives for each CMP Goal
iii) Identify key performance indicators (KPIs) and/or deliverables for each objective
iv) Identify members of new Goal Area Implementation Teams & schedule follow-up meetings
8) Subsequent GAIT meetings – late March through early June
a) GAIT A and GAIT B have each met three times since the March 14th workshop
b) College Master Plan changes name to College Strategic Plan
c) Two high level goals and ten related objectives finalized
d) Work continues to identify strategies, key performance indicators (KPIs) & deliverables for each objective
9) June 2012 – annual report to the Board
-2-
189
Goal A: Increase student success
GAIT A Chairs: Dennis Bailey-Fougnier , Renee Kilmer
GAIT A Team Members: Carolyn Jackson, Margery Regalado-Rodriguez, Anna Zagorska, Shawn Ogimachi,
Tama Bolton, Rock Pfotenhauer, Sesario Escoto, Rachel Mayo, Sandi Moore, Craig Hayward
Objective A1: In order to identify and attain their educational and career goals, each student develops and
maintains an informed success plan that identifies required courses and work experiences, as well as financial,
social and academic supports.
Objective A2: Implement innovations in registration and scheduling.
Objective A3: Align pathways from K-12 through Cabrillo and into careers and/or Baccalaureate-granting
institutions.
Objective A4: Engage students in timely interventions whereby they are encouraged to exercise greater
responsibility for their educational success.
Objective A5: Utilize program planning and SLO assessment to guide decision making at all institutional
levels.
Goal B: Enhance institutional effectiveness
GAIT B Chairs: Brian King, Victoria Lewis
GAIT B Team Members: Ray Kaupp, Sesario Escoto, Sheryl Kern-Jones, Gregg Compton, Stephanie
Stainback, Michael Mangin, Michael Booth, Rock Pfotenhauer, Rick Fillman, Kristin Fabos, Joe Nugent,
Tatiana Bachuretz, Craig Hayward
Objective B1: Enhance performance by implementing best practices in training and professional development
for Cabrillo employees.
Objective B2: Shorten to time to completion through effective implementation of enrollment management
strategies.
Objective B3: Optimize sustainable use of college facilities for students, faculty, staff & community
Objective B4: Cultivate and sustain close connections with the local community, including the Santa Cruz
County College Commitment.
Objective B5: Evaluate, integrate, and improve planning, resource allocation and other processes critical to
institutional effectiveness.
-3-
190
For historical perspective, the following crosswalk shows how the objectives found in the 208-2011 College
Master Plan relate to the five high level goals in that document and how those objectives might relate to the two
new goals in the 2012-2015 College Strategic Plan.
2011 – 2014 Cabrillo College Master Plan Objectives – Crosswalk from Current to New CSP Goals
New Goal
Objective
A1: Design and implement a comprehensive strategic enrollment management plan.
A2: Effectively communicate the enrollment processes at Cabrillo College to new and returning students.
A3: Increase the number of International Students, and out of state, students, based on the
Strategic Enrollment Management plan.
A4: Increase the number of transfers and/or transfer rates.
A5: Improve remediation pathways to increase the number of students placing into or
successfully progressing to transfer level.
B
B
B
A
A
B1: Increase access to educational resources and support services and strengthen basic skills to ensure
student success and persistence.
B2: Recruit, retain, and support a diverse, well-qualified faculty and staff.
B3: Increase use of current and emerging technologies for student support and for teaching, both
on campus and via distance learning.
B4: Promote awareness of the interdisciplinary nature of emerging trends, such as global
sustainability, social justice and community services.
A
C1: Define clear career technical education pathways to the college through partnerships with
educational and workforce development institutions.
C2: Provide students with the literacy, numeracy, communication skills, knowledge and abilities
necessary for success in basic skills, CTE and transfer.
C3: Offer CTE programs that inform students of career opportunities and requirements, address needs
of local and regional employers, and prepare students for lifelong career advancement and prosperity.
C4: Support graduates in finding jobs in their area of study and assist employers in hiring our qualified
students and graduates.
A
D1: Promote leadership and professional development for all college employees.
D2: Effectively address evolving classified staffing needs.
D3: Enhance the knowledge and management systems that support college governance.
D4: Incorporate environmental awareness and sustainability into policies and procedures.
D5: Implement SLOs and assessments college-wide.
B
B
B
B
B
E1: Increase Cabrillo’s fiscal sustainability with alternative resources.
E2: Promote communication and collaboration between Cabrillo and other organizations in the
community.
E3: Integrate College Board budget priorities and the master plan.
E4: Optimize college facilities as a resource for college and community users.
E5: Develop and implement a comprehensive energy conservation program.
B
B
-4-
B
B
B
A
A
A
B
B
B
191
Mission Statement
Cabrillo College is a dynamic, diverse and responsive educational community dedicated to helping all students
achieve their academic, career, and personal development goals.
Vision Statement
Cabrillo College is passionate about developing critical thinking, honing oral and written communication and
enhancing global awareness, while cultivating personal and professional responsibility in our students.
Exploration, innovation, creativity, and implementation of a variety of teaching methods, including technology
literacy, are hallmarks of our approach to learning. We help students of varying skill levels achieve their
potential, and consider everyone in the college part of a community of learners who are treated with dignity and
respect. Cabrillo College supports a climate of diversity, self-empowerment and sustainability, with a strong
sense of social justice.
As an integral part of Santa Cruz County, Cabrillo College is an accessible gateway to prosperity that provides
education for all, supporting the local economy and improving economic vitality. We serve students who have
goals of transfer, career preparation, basic skills, personal fulfillment and retraining through an inclusive and
effective learning environment. Students will leave with greater knowledge and a richer expectation of
themselves.
Why do we engage in strategic planning/master planning?
We engage in strategic planning to identify current and prospective projects that are promising and deserving of
institutional support; to show that planning is related to resource allocation and to demonstrate responsiveness
to accreditation recommendations and other forms of external accountability (e.g., adopting ARCC metrics as
KPIs). It helps managers and staff to prioritize activities and accomplish important institutional objectives.
How do we show that resources were allocated to the CMP strategies?
We can refer to the biannual strategy updates which reference resource needs. Ultimately, the success of a
strategy shows that it was supported with resources. We may also want to include a checkbox on the budget
augmentation form that indicates an augmentation was made in line with the CMP.
What criteria do we use to set CMP goals?
The College is looking to the CMP goals to facilitate a strategic focus and to align & coordinate the CMP with
our other planning activities including the Board Goals, the Educational Master Plan, the Facilities Master Plan,
the College response to the Student Success Task Force recommendations, and even our accreditation selfstudy. The process to develop and refine the CMP goals shows how another criterion for setting CMP goals is
the achievement of a general consensus that the proposed goals are the correct goals for the College at this time.
The appropriateness of the goals is evaluated by a wide array of campus community members and by
stakeholders from all constituent groups. Additionally, the goals are reviewed and discussed by CPC and by the
Board. It is very important that there is a general consensus that these CMP goals are the right goals given the
challenges and opportunities that are facing us at this point in time.
-5-
192
Draft Diagram of Integrated Planning
Program Planning
Cabrillo College
6/5/12
Instruction
Administrative
Services
Student
Services
President
College
Educational
Master
Plan
Marketing Plan
College
Strategic
Plan
Budget



Matriculation Plan
Facilities Master Plan



Facilities Master Plan updates
1997 Ed Plan
Space reallocation plan
Mission
Tech Plan
Enrollment Management



Basic skills plan
Learning communities
Registration priority
SPRAC
Program reduction &
discontinuance matrix
CIP
193
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
June 11, 2012
FROM: PRESIDENT
SUBJECT:
Fall 2012 Flex Week Activities
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
Page 1 of 1
Flex calendar provided
under separate cover
ITEM NUMBER
D.12
BACKGROUND:
The Staff Development Committee has organized five days of workshops and activities to take place from
Monday, August 20 through Friday, August 24, 2012. The theme for Fall 2012 Flex Week is Fostering
Inspiration: Learning from Each Other. Students often land at Cabrillo without a sense of how their
education will evolve into a career. Workshops and events will focus on what happens in the classroom, or
program, that helps students not only uncover their love of a subject, but motivates them to complete their
educational journey. Faculty and staff will share what inspires them to inspire others.
Workshop topics include challenges and best practices in the classroom, strategies used by specialized
programs designed to help first year college students succeed, and ways to enhance instructional programs
with an eye towards transfer and career preparation. Several workshops focus on creative student-centered
teaching strategies across the disciplines. Faculty are encouraged to learn how their peers have re-designed
their curriculum to address the diverse student population we serve. Titles include Accelerated Teaching
Techniques (brain-based teaching), On Course Integration: Challenges and Best Practices, Managing Active
Student Discourse in the Science Classroom, and No More Stinking Thinking! Help Students Create New
Habits to Improve Success (teaching basic skills students how to overcome obstacles to learning).
Additionally, flex week will offer topics on best practices in classroom management, use of data resources
for assessment of instructional effectiveness, workshops on developing workplace skills, and instructional
support services.
Fifty-one workshops are planned between Monday and Wednesday of that week. Faculty can choose to
attend these workshops, perform individual projects, or assist in student advising during registration.
Fourteen workshops have broad appeal to all College employees on a variety of topics. On Thursday, August
23, divisions and departments meet for discipline specific professional development activities and program
planning.
The Fall 2012 Flex Calendar was approved by the Staff Development Committee on April 26, 2012 and
approved by Faculty Senate on May 15, 2012.
The Fall 2012 Flex Calendar is also available on the Cabrillo website at:
go.cabrillo.edu/flex
Members of the Governing Board are invited and encouraged to participate in flex week.
Administrator Initiating Item:
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
 Yes ❑ No
If yes, Faculty Senate Agreement
Yes
Senate President Signature
❑ No
Final Disposition
194
2
195
AGENDA ITEM BACKGROUND
GOVERNING BOARD
TO:
FROM:
DATE
June 11, 2012
PRESIDENT
SUBJECT:
Priorities Resulting from Program Planning Processes
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 3
D.13
BACKGROUND:
Instruction implemented planning processes during the 2011-2012 academic year. The priorities from each program
are included in this agenda item for review.
Instruction
The purpose of Instructional Planning is to recognize quality and assist in the continuous strengthening and
improvement of the college academic programs in the instructional component. The process is designed to:
 Provide a rigorous examination of programs and their outcomes
 Develop new insights into program effectiveness
 Engage departments in planning program improvements that are responsive to student and community needs
 Provide information for resource allocation within departments and within the college.
All programs and services are reviewed every six years. The Council for Instructional Planning (CIP) determines the
order in which programs will be reviewed.







The goals of Instructional Planning are to:
Improve programs and services consistent with the College Master Plan and the California Community
College Mission
Determine department direction and goals for the next six years
Foster cooperation among college departments
Develop information to assist in the allocation of resources
Increase responsiveness to student and community needs
Improve response to external and demographic changes
Respond to state and federal mandates for accountability
Each spring semester the Council for Instructional Planning receives and reviews the Instructional Plans begun in the
prior academic year. These plans, based on a thorough review of internal and external data relative to the individual
program, determine and prioritize program directions for the next six years. Members of the CIP critically read each of
the plans and question the authors regarding the intent and clarity of the directions. Many plans are revised based on
CIP discussions. At the culmination of its study, the council establishes Instruction Component priorities from among
the directions contained in the plans. This spring semester, the CIP conducted its review and set the priorities for the
top third of all recommendations, which were forwarded to CPC. The following priorities will be among several
criteria for determining the budget allocations within the Instructional component in future years.
Administrator Initiating Item:
Wanda Garner, Dean, NAS
Kathie Welch, Dean, HAWK
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
196
Program Directions and Resources Requested in Instructional Plans Completed in 2011-12
Rank
1
2
Program
Cost
Description
Anthropology
Replace full time instructor.
$39,062 per year
Computer
Applications/Business
Technology
Regularly identify technology curriculum changes, plan for their adoption, and
complete technology training and curriculum changes as appropriate. (faculty
training aspect)
3
Library
4
Computer
Applications/Business
Technology
Replace open full-time librarian faculty position (T. Smalley retirement). (CMP B2,
C2, D1)
a. Analyze causes of low success rates in open entry classes and propose potential
solutions, conferring with affected departments and college administration. b. Apply
solutions and monitor the results. c. Modify plan as necessary to find an effective,
workable method to increase student success in open-entry CABT courses.
No additional cost;
however, faculty may
apply for Technology
Factor grants as
appropriate
$66,000
4
Engineering Technology
Implement more software-based labs to create more troubleshooting scenarios for
students. The purpose is to make software accessible from off-site locations and
maintain the currency of the software applications that we teach.
4
Horticulture
Continue to increase our student success rates and be more efficient with our base
funding.
4
Horticulture
Increase our participation and interaction with local high schools and local FFA
organizations.
$0
4
Nursing
Staffing: maintain 2 FTCF per level immediate need hire 3 FTCF, 2 urgently
4
4
Nursing
Electronic health information technology system SimChart
Replace adjunct units,
with addition of benefits
$66,000/ea
$1000.00/yr
Political Science
Faculty will work with other departments to develop ideas to foster stronger student
writing
No Cost
4
Sociology
Increase student success by improving consistency of and access to faculty by
changing staffing levels from 29% contract to 64% contract. Hire one fulltime
contract faculty member.
$39,062
12
13
13
Physics
Increase Budget of Physics/Engineering Learning Center (PLC).
$9,000 per year
Anthropology
Updated lab equipment and supplies
$6,000 one time
Computer
Applications/Business
Technology
Regularly identify technology changes and upgrades, plan for their adoption, and
complete technology upgrades as necessary and appropriate. (Hardware/software
replacement aspect)
13
Engineering Technology
Maintain quality/up-to-date lab materials such as software, measuring instruments,
auxiliary apps, design references and ansi standards guide books. The purpose is to
maintain “industry compatible” lab and classroom environments for Etech/Engr
STEM students.
Replacement hardware,
costs undetermined
(implementation of IT
Virtualization Project may
lower hardware costs);
upgrading software every
12-18 months, $2,000
annually.
Augmentation to the
current Etech base
equipment budget =
$4000 annually
13
Library
Retain ongoing administrative Library Director position. (CMP B1, B2, D1). Present
temporary position ends in June 2012.
$113,565
13
Physics
Schedule Additional Sections of Impacted Courses.
$59,700 per year, $5,200
every other year
18
18
20
Athletics
Replace subfloor, floor and platforms in room 1116
Out to bid
Women’s Studies
Goal 1 a: Assist students in transfer goals by getting all WS courses onto GE lists.
$0
Political Science
Purchase video camera and editing software to create video segments for online
classes
$3000 - 4000
2
Faculty units for
development,
implementation,
monitoring and
finalization of plan.
(Perkins funds could
possibly be used for this
purpose.)
Yearly software
maintenance cost should
lottery fund become
unavailable (Etech and
Engr transfer) = $14,000
annually
$0
197
$42,000 (one-time
funding)
21
Engineering Technology
Provide the necessary lab equipment and lab availability so students can practice
building and designing using the knowledge gained in class. The purpose is to make
provisions for more hands-on practice that will give our students an edge on finding
jobs and/or continuing their education.
21
Library
Establish a regular 50% librarian presence at the Watsonville Center. (CMP A5, C2).
13.5 Academic Specialist TUs.
$28,053
21
Sociology
Assist majors in achieving excellence at and after Cabrillo by identifying and working
closely with students and major transfer institutions.
$0
24
Human Services
Develop a Certificate of Achievement in Drug and Alcohol Studies that
acknowledges the skills and expertise of our students in this field.
None expected
24
Library
Restore Library Computer Systems Technician position to 100% assignment to the
library. (CMP B2, B3, D2, DE Plan p.4 item a & p. 6 item h, Tech Plan p.76). Position
currently assigned 20% to BlackBoard support.
$19,355
24
Political Science
$66,000
27
Computer
Applications/Business
Technology
Hire full-time faculty member teaching Comparative Politics and International
Relations
a. Develop pathways to the Business and Accounting fields. b. Continue developing
pathways to allied health careers, especially Medical Assistant. c. Continue to
investigate other fields which need a workforce proficient in office technology.
27
Horticulture
Maintain current level of staffing with impending retirements of 2 staff.
Neutral or lower cost as
these are replacements
and not a new hires
27
Horticulture
Construct Permaculture site for classes and extension classes.
(Funds from Foundation donations)
$25,000
27
27
Nursing
Centralized Clinical Placement System (CCPS) users fee
$957
Physics
Purchase New Laboratory and Demonstration Equipment.
$35,000 one time
3
None identified
198
199
TO:
GOVERNING BOARD
FROM:
AGENDA ITEM BACKGROUND
June 11, 2012
PRESIDENT
SUBJECT:
DATE
Update on Issuance of 2004 Series A
General Obligation Refunding Bonds
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
INFORMATION
Page 1 of 1
D.14
BACKGROUND:
It is anticipated that an update will be presented at the board meeting.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
200
201
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Cabrillo College Monthly Calendar
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 2
D.15
BACKGROUND:
The following calendar presents information about selected events and significant dates for the month of
June. Dates given are accurate as of May 22, 2012.
Administrator Initiating Item:
Kristin Fabos, Director of Marketing
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
202
June 2012
Marketing and Communications Department • 831/479-5744
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
Graduation
Ceremony, 6:00 PM,
Connelly Stadium
Spring Semester Ends
Final Exams
DH Pinning
Ceremony, 11:00 AM,
Recital Hall
Final Exams
Nursing Pinning
Ceremony, 3:00 PM,
Recital Hall
Addtional Listings
3
Youth Chorus Spring
Concert, 3:00 PM,
Music Recital Hall
4
Westside Gospel Folk
Choir, 8:00 PM, Music
Recital Hall
5
6
7
8
9
12
13
14
15
16
19
20
21
22
23
26
27
28
29
30
Special Governing
Board Meeting, 6:00
PM, Watsonville City
Council Chambers
10
11
17
18
Governing Board
Meeting, 5:00 PM,
Scotts Valley Center
Summer Session
Begins
Last day to add or
register for summer
semester
24
25
Additional Listings
Coming in July
June 1
RT Pinning/Awards Ceremony 3:30 PM, Hort Center
June 1 DH Pinning Ceremony, 11:00 AM, Recital Hall
June 1
FTTW Graduation Recognition, 7:30PM, Conelly Stadium
July 4
July 12
July 13
July 26
July 27
Independence Day Holiday - Campus Closed
Cabrillo Stage Staff Preview “A Chorus Line”, 7:30 PM, CrockerTheater
Cabrillo Stage Opening “A Chorus Line”, 7:30 PM, CrockerTheater
Cabrillo Stage Staff Preview “Anything Goes”, 7:30 PM, Crocker Theater
Cabrillo Stage Opening “Anything Goes”, 7:30 PM, Crocker Theater
203
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 11, 2012
SUBJECT:
Resolution 055-12: STEM Lease Purchase Agreement
Authorization
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
D.10
ENCLOSURE(S)
Page 1 of 3
BACKGROUND:
The attached resolution of the Board of Directors of the Cabrillo Community College District Financing
Corporation authorizes a lease/purchase agreement and certain other documents with the Cabrillo College
District. This resolution is related to Resolution 053-12: STEM Lease Purchase Agreement.
RECOMMENDATION:
It is recommended that the Governing Board adopt Resolution #055-12 and authorize the Vice President,
Administrative Services to execute the finance documents.
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
204
RESOLUTION NO. 055-12
CABRILLO COMMUNITY COLLEGE DISTRICT FINANCING CORPORATION
RESOLUTION OF THE BOARD OF DIRECTORS OF THE CABRILLO
COMMUNITY COLLEGE DISTRICT FINANCING CORPORATION
APPROVING A LEASE/PURCHASE AGREEMENT AND CERTAIN OTHER
DOCUMENTS WITH THE CABRILLO COMMUNITY COLLEGE DISTRICT
WHEREAS, the Cabrillo Community College District Financing Corporation is a nonprofit
public benefit corporation organized and existing under the laws of the State of California (the
“Corporation”) with the authority to assist in the financing of the acquisition, construction,
installation and equipping of certain capital improvements on behalf of the Cabrillo Community
College District (the “District”); and
WHEREAS, the District has determined to finance costs associated with the improvement of
Building 800 to accommodate the science, technology, engineering and math programs by
authorizing the preparation, sale and delivery of its Lease/Purchase Agreement in an aggregate
principal amount not-to-exceed $1,900,000 (the “Lease”); and
WHEREAS, the District and the Corporation desire to enter into a Site Lease by and between
the District and the Corporation (the “Site Lease”) and a Lease/Purchase Agreement by and between
the District and the Corporation, as evidenced by a Memorandum of Lease/Purchase Agreement
entered into by and between the District and the Corporation (collectively, the “Lease”), the forms of
which have been presented to this Board of Directors at the meeting at which this Resolution is being
considered and pursuant to which the District will agree to lease the Property (as defined in the
Lease) from the Corporation and to pay certain Lease Payments (as defined in the Lease); and
WHEREAS, the Corporation desires to assign its right to receive such Lease Payments from
the District to the Capital One Public Financing, LLC as purchaser (the “Purchaser”) pursuant to an
Assignment Agreement by and between the Corporation and the Purchaser (the “Assignment
Agreement”), the form of which has been presented to this Board of Directors at the meeting at
which this Resolution was adopted; and
NOW, THEREFORE, the Board of Directors of the Corporation does hereby resolve as
follows:
SECTION 1. Lease. This Board of Directors hereby authorizes the preparation, sale and
delivery of the Lease in an aggregate principal amount not to exceed $1,900,000 in accordance with
the terms and provisions of the Lease/Purchase Agreement. The purposes for which the proceeds of
the sale of the Lease shall be expended are for improvements to Building 800 and to pay the costs of
the sale and delivery of the Lease.
SECTION 2. Certificate Documents. The forms of the Site Lease, the Lease, and the
Assignment Agreement, by and among the District, the Corporation, and the Purchaser (collectively,
the “Agreements”) presented at this meeting are approved. The President, Vice President, Executive
DOCSSF/86943v1/022000-0001
205
Director or Chief Financial Officer of the Corporation, or the President’s designee, each alone, are
authorized and directed to execute and deliver the Agreements on behalf of the Corporation. The
Agreements shall be executed in substantially the forms hereby approved, with such additions thereto
and changes therein as are recommended or approved by counsel to the Corporation and approved by
the officer or officers of the Corporation executing the documents, such approval to be conclusively
evidenced by the execution and delivery thereof by one or more of the officers listed above;
provided, however, the interest rate payable with respect to the Lease does not exceed 3.0% and the
aggregate principal amount of the Lease does not exceed $1,900,000.
SECTION 3. Other Actions. The President, Vice President, Executive Director or Chief
Financial Officer and such other officers of the Corporation are authorized and directed, jointly and
severally, to do any and all things and to execute and deliver any and all documents which they may
deem necessary or advisable in order to consummate the sale and delivery of the Lease, and
otherwise effectuate the purposes of this Resolution, and such actions previously taken by such
officers are hereby ratified and confirmed.
SECTION 4. Effect. This Resolution shall take effect from and after its date of adoption.
ADOPTED AND APPROVED this 11th day of June, 2012, by the following vote:
AYES:
NOES:
ABSTENTIONS:
ABSENT:
____________________________________
President of the Board of Directors
Cabrillo Community College District
Public Facilities Corporation
I hereby certify that the foregoing resolution was duly introduced, passed and adopted at the
time and place and by the vote as noted above.
_____________________________________
Executive Director
Cabrillo Community College District
Public Facilities Corporation
3
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