1
Cabrillo College Governing Board
Monday, June 13, 2011
Cabrillo College Scotts Valley Center
104 Whispering Pines Drive
Scotts Valley, California 95066
OPEN SESSION (Classroom #1)
1. Call to Order and Roll Call
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 (Classroom #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. Conference with Real Property Negotiators (Government Code
§54956.8)
Property: 104 Whispering Pines , Scotts Valley, California 95066
Agency Negotiator: Brian King
Negotiating Parties and Possible Leaser: Sinda Merritt, Monterey
Coast Preparatory School negotiator and Matt Sheldon, JR
Parrish
Under Negotiation: Terms of Payment, Conditions
5. Conference with Real Property Negotiators (Government Code
§54956.8)
Property: 318 Union Street, Watsonville, California 95076
Agency Negotiator: Brian King
Negotiating Parties and Possible Leaser: Tom Brown, Ceiba
Charter School and Michael Watkins, Santa Cruz County Office of
Education
Under Negotiation: Terms of Payment, Conditions
PAGE
TIME
4:30
2
June 13, 2011
CLOSED SESSION (Classroom #2) (continued)
6. Conference with Real Property Negotiators (Government Code
§54956.8)
Property: 350 building (west half) and parking structure A-B and
surrounding lots, 6500 Soquel Drive, Aptos, California 95003
Agency Negotiator: Brian King
Negotiating Parties and Possible Leaser: Michael Watkins, Santa
Cruz County Office of Education and Catherine Barr, Monterey
Bay Farmers Market
Under Negotiation: Terms of Payment, Conditions
7. Conference with District Counsel regarding anticipated litigation
pursuant to Government Code §54956.9(b)(3)(E) (McGuire and
Hester, Nibbi Brothers Construction, ISEC, J.W. McClenahan,
Collins Electrical Company, Brady Company, HGA Architects,
Bogard+Kitchell)
OPEN SESSION (Classroom #1)

Call to Order and Roll Call

Report Out of Closed Session
6:00
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 2, 2011
2. Register of Warrants
6:01
7
13
It is recommended that the Governing Board ratify warrant
numbers 06672–07542 for the amount of $6,866,708.27 and
student refund and financial aid registers totaling $545,526.96.
3. Ratification: Construction Change Orders
39
It is recommended that the Governing Board ratify the
construction change orders as provided.
4. Quarterly Financial Status Report CCFS-311Q
41
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. Engaged Interdisciplinary Learning in Sustainability Grant
It is recommended that the Governing Board accept this grant. 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.
47
3
June 13, 2011
A. Consent Items (continued)
6. Acceptance of Additional Funding – SBDC Contract with
Humboldt State
49
It is recommended that the Governing Board accept the additional
$57,013 grant augmentation from the Humboldt State University
Sponsored Programs Foundation. 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.
7. Human Resources Management Report
51
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)
B. Oral Reports
1. Board Members’ Reports
6:05
2. Student Trustee’s Report
6:08
3. Superintendent’s Report
6:10
4. CCEU
6:12
Comments on issues of interest to the Cabrillo Classified
Employees Union.
5. CCFT
6:14
Comments on issues of interest to the Cabrillo College
Federation of Teachers.
6. Faculty Senate
6:16
Comments on issues of interest to the Faculty Senate.
C. Action Items
1. Mission and Vision Statements
59
It is recommended that the Governing Board approve the revised
Cabrillo College mission and vision statements.
2. 2011-12 Budget Planning Parameters and Reduction Plan
61
It is recommended that the Governing Board approve the 201011 and 2011-12 Budget Planning Parameters as presented.
3. Resolution 034-11: Amend and Restate Measure D Citizens’
Oversight Committee Bylaws
It is recommended that the Governing Board adopt Resolution
034-11 amending and restating the Measure D Citizens’
Oversight Committee bylaws.
77
6:20
4
June 13, 2011
C. Action Items (continued)
4. 2011-12 Preliminary Budget
87
It is recommended that the Governing Board approve the 201112 preliminary budget.
5. Resolution 033-11: Reduction or Discontinuance of Classified
Service
89
It is recommended that the Governing Board adopt Resolution
033-11 as presented.
6. Resolution 035-11: Part-Time Faculty SDI Application
93
It is recommended that the Governing Board approve the filing of
the part-time faculty State Disability Insurance application for
elective coverage.
7. Parking Citation Increase
95
It is recommended that the Board approve the proposed
increases to be in effect July 1st, 2011.
8. Blackboard 9.1 Contract and Hosting
97
It is recommended that the Board approve the contract with
Blackboard in the amount of $67,890. 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. Curriculum Committee Actions
101
It is recommended that the proposed curriculum changes be
approved for a Fall 2011 effective date.
10. 2011- 14 Cabrillo College Master Plan Update and Renew
123
It is recommended that the Governing Board approve the 20112014 Cabrillo College Master Update and Renewal.
11. Lease Agreements: Watsonville Center
145
It is recommended that the Governing Board authorize the Vice
President, Business Services to enter into a new one year lease
agreement with Ceiba Charter School and the Santa Cruz Office
of Education for shared use Monday through Friday at the
Cabrillo Watsonville Center at 318 Union St.
12. Tennis and Golf
147
It is recommended that the Governing Board re-instate the
Cabrillo College tennis teams effective 2011-12. It is further
recommended that the Board discontinue the golf team effective
2011-12.
6:35
D. Information Items
1. 2011-12 Budget Update
It is anticipated that the District will submit a budget update to the
Governing Board at the June, 2011 meeting.
149
5
June 13, 2011
D. Information Items (continued)
2. Facilities Master Plan Project Status
The Facilities Master Plan project status is provided for
Governing Board information.
151
3. Quarterly Investment Report (March 11)
The Quarterly Investment Report is provided for Governing Board
information.
155
4. Financial Reports
163
The financial reports are provided for Governing Board
information.
5. Spring 2011 ASCC Student Senate Election Results
185
The Spring 2011 ASCC Student Senate election results are
provided for Governing Board information.
6. Board Policy Revisions: Office of Instruction, First Reading
187
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 Program Planning Processes
191
The priorities resulting from program planning processes are
provided for Governing Board information.
8. College Advocacy Efforts and Coordination
193
The college advocacy efforts and coordination are provided for
Governing Board information.
9. Title V Stem Grant Application
211
The Title V Stem Grant application is provided for Governing
Board information.
10. Accreditation Annual Report as Submitted to ACCJC
213
The Accreditation Annual Report is provided for Governing Board
information.
11. Chinese Language Classes
217
The report on Chinese Language classes is provided for
Governing Board information.
12. Cabrillo College Monthly Calendar
219
The Cabrillo College activities calendar for the month of June is
provided for Governing Board information.
13. 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.
CLOSED SESSION
ADJOURN
7:00
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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7
Minutes of Meeting
CABRILLO COLLEGE GOVERNING BOARD
May 02, 2011
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 2, 2011.
Chair Katy Stonebloom opened the meeting in Open Session at 5:00 pm. Roll was
taken; present were Chair Stonebloom, Trustees Rebecca Garcia, Gary Reece, Al
Smith, and Donna Ziel. Chair Stonebloom 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 5:05 p.m. Closed Session was adjourned at 6:00 pm.
ROLL CALL
Chair Katy Stonebloom called the Open Session to order at 6:14 pm. Other Trustees
present were Rebecca Garcia, Gary Reece, Al Smith, Rachael Spencer, and Donna
Ziel. Also present were members of the community, college faculty, staff and
students.
REPORT OUT OF CLOSED SESSION
Chair Stonebloom stated that there was nothing to report out of Closed Session.
PROCEDURAL ITEMS
It was moved and seconded (Spencer/Garcia) to approve the consent agenda items,
including the minutes from the April 11, 2011 meeting with one correction. The
April 11, 2011 minutes should read “Latino/Latina Leadership Network.”
CALL TO ORDER
ROLL CALL
REPORT OUT OF
CLOSED SESSION
APPROVAL OF
CONSENT AGENDA
AND MINUTES
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Allenser
AYES: Garcia, Reece, Smith, Spencer, Stonebloom, True and Ziel
NOES: None
ABSENT: None
ABSTAIN: None
INTRODUCTION OF NEWLY APPOINTED FACULTY AND STAFF
None.
ORAL COMMUNICATIONS
Mas and Marcia Hashimoto addressed the Board about the reinstatement of
Mandarin language classes for the fall semester.
Trustee Garcia asked if the college has a procedure on private funding for classes.
Chair Stonebloom asked President King to follow up on the issue.
SPECIAL PRESENTATION
Honors Transfer Program Director, Donna Mekis and three honors students provided
a review of the college’s growing Honors Transfer Program. The program expects to
have 250 students in the fall. Honors Transfer Program students challenged by UC
approved honors classes.
Trustee Spencer said she has heard a lot positive comments from the community
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INTRODUCTION OF
NEWLY APPOINTED
FACULTY AND STAFF
ORAL
COMMUNICATIONS
SPECIAL
PRESENTATION
8
Minutes of Meeting
May 2, 2011
about the program.
ORAL REPORTS
Board Trustees’ Reports
Trustee Reece brought up the reinstatement of the Mandarin language classes and
said he hopes for input from the faculty Senate. Trustee Reece would like the
legitimacy of the academic program validated by the Senate.
ORAL REPORTS
BOARD TRUSTEE
REPORTS
Trustee Garcia reported on the White House Community College Summit which she
attended. An area of focus at the summit was service to veterans and Trustee Garcia
attended a breakout group on completion goals. Trustee Garcia shared Cabrillo
College’s ACE program successes with the group.
Trustee Garcia thanked Dr. Adela Najarro for organizing the recent Social Justice
Conference. During the conference Trustee Garcia facilitated workshop on Latina
success. Trustee Garcia found it interesting to learn students are not aware of the
role of the college administration and how the administration supports students.
Trustee Garcia asked the college administration to publicize its “open door” policy.
Finally Trustee Garcia reported on the Trustees conference which was held in
Monterey. There were a number of presenters from Cabrillo and Trustee Garcia said
many of her fellow trustees told her they learned a lot from the Cabrillo presenters.
Student Trustee’s Report
Student Trustee Allenser reported that the Student Senate passed their 2011-12
budget which included giving all carry forward funds to the student emergency loan
program.
Superintendent’s Report
President King thanked Dean Rachel Mayo for coordinating all the work with the
Watsonville and Scotts Valley centers and potential leases and subleases. He said
there may be formal proposals in June. President King then thanked Marketing
Director Kristin Fabos and Sesnon Coordinator Margitta Dietrich-Welsh for their
coordinating of the Sesnon House digital archives and Vice President BaileyFougnier for representing Cabrillo at the recent Social Justice Conference. Finally
President King thanked the constituent leaders for their hard work.
President King closed his remarks with comments on the initiative to build the
college going culture in Santa Cruz County. He said the college is still working on
the greater good of working for the students, even in these difficult budget times.
Faculty Senate
Senate President Hodges said the Senate is continuing to have painful discussions
about developing a process and criteria for eliminating programs. He doesn’t know
what form the recommendations will take but expects work will continue through the
summer so results go to the Faculty Senate in early fall. He also reported on the Jack
Kent Cooke undergraduate scholarship. 60 fellowships were granted across the
nation and two students from Cabrillo received fellowships. Senate President
Hodges closed by thanking VP Kilmer for all she does to facilitate painful
conversations.
CCEU
CCEU 2nd President Rick Fillman addressed the Board and discussed the proposed
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STUDENT
TRUSTEE’S
REPORT
SUPERINTENDENT’S
REPORT
FACULTY SENATE
CCEU
9
Minutes of Meeting
May 2, 2011
Services and Program Reduction Advisory Committee (SPRAC). He said CCEU
was hoping for an inclusive process and with CPC input CCEU figured out what
they wanted to put into place. Essentially what the advisory committee is doing is
giving CCEU a place in the process to insert a workers perspective.
Chair Stonebloom expressed her gratitude to CCEU for developing the process.
CCFT
CCFT President Harvell said provided an update on negotiations. He also provided
the Board with a handout on comparing the faculty to student ratio at Cabrillo and 72
other districts.
ACTION ITEMS
Resolution 024-11: Recognition of Cabrillo’s Classified Employees
It was recommended that the Governing Board adopt resolution number 024-11 in
observance of Classified School Employee Week – May 15 through May 21, 2011 –
to recognize the many contributions of the Cabrillo classified staff to Cabrillo’s
students and educational community.
CCFT
ACTION ITEMS
RESOLUTION 024-11:
RECOGNITION OF
CABRILLO’S
CLASSIFIED
EMPLOYEES
Chair Stonebloom said the Board values and appreciates classified employees.
It was moved and seconded (Ziel/Reece) to approve Resolution 024-11.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Allenser
AYES: Garcia, Reece, Smith, Spencer, Stonebloom, True, and Ziel
NOES: None
ABSENT: None
ABSTAIN: None
The motion carried.
Annual Business Office Resolutions
It was recommended that the Governing Board approve resolutions 025-11, 02611, and 027-11.
It was moved and seconded (Spencer/Garcia) to approve resolutions 025-11, 02611, and 027-11.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Allenser
AYES: Garcia, Reece, Smith, Spencer, Stonebloom, True, and Ziel
NOES: None
ABSENT: None
ABSTAIN: None
3 of 6
ANNUAL BUSINESS
OFFICE RESOLUTIONS
10
Minutes of Meeting
May 2, 2011
The motion carried.
Storage Area Network (SAN) Project
It was recommended that the Governing Board authorize the Vice President,
Administrative Services to award a purchase order to AMS.net for providing the
equipment, software and maintenance needed for the SAN Project.
STORAGE AREA
NETWORK (SAN)
PROJECT
It was moved and seconded (Reece/True) to award a purchase order to AMS.net.
The motion carried.
BOARD POLICY
Board Policy Revisions: Office of Instruction, Second Reading
It was recommended that the Governing Board approve the revisions to the Board REVISIONS: OFFICE OF
INSTRUCTION,
policies as presented to BP 3020: General Curriculum, BP 3025: Basic Skills
SECOND READING
Instruction, BP 3220: Grading and Academic Symbols, BP 3250: Credit by Exam,
BP 3260: External Examinations, Advanced Placement and Special Credit.
It was moved and seconded (Reece/Spencer) to approve the revisions to the Board
policies as presented.
The motion carried.
Resolution 032-11: Decision Not to Reemploy Certain Certificated Employees for
2011-2012 School Year
It was recommended that the Governing Board approve resolution 032-11: decision
not to reemploy certain certificated employees for 2011-2012 school year.
Reece/Spencer – Approval of Board policies.
RESOLUTION 032-11:
DECISION NOT TO
REEMPLOYEE
CERTAIN
CERTIFICATED
EMPLOYEES FOR 20112012 SCHOOL YEAR
It was moved and seconded (Garcia/Reece) to approve resolution 032-11.
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: Allenser
AYES: Garcia, Reece, Smith, Spencer, Stonebloom, True, and Ziel
NOES: None
ABSENT: None
ABSTAIN: None
The motion carried.
INFORMATION ITEMS
2011-12 Budget Update
An update on the 2011-12 budget was presented for Governing Board information.
President King presented the proposed timetable which included three phases of
specific proposals. The timeline allows for input and feedback before
recommendations go to the Board on August 1.
Trustee Reece thanked CCEU for the SPRAC draft proposal and said managers
should be thinking of the criteria while they are making their plans.
4 of 6
2011-12 BUDGET
UPDATE
11
Minutes of Meeting
May 2, 2011
Trustee Spencer thanked anyone who is willing to serve on SPRAC because it is
going to review layoffs and people they know. Trustee Spencer added whoever
serves on the committee will have an incredible responsibility and this has to be done
in a timely fashion.
Chair Stonebloom asked if faculty is putting together a similar program. Vice
President Kilmer said the faculty process is different. There process is for program
discontinuation and still in early draft form. Chair Stonebloom asked how the
information flows together in a cohesive way. Faculty President Hodges said he is
confident that all groups will come together to sythnsizie the information.
Chair Stonebloom said the Board hopes what comes to them is the best that can be
done under the circumstances.
Facilities Master Plan Update
The Facilities Master Plan update was provided for Governing Board information.
Cash Flow Update
The cash flow update was provided for Governing Board information.
Financial Reports
The financial reports were provided for Governing Board information.
Honors Transfer Program
The Honors Transfer Program update was provided for Governing Board
information.
2010-2011 Graduation and Year-End Recognition Activities
The 2010-2011 graduation and year-end recognition activities were provided for
Governing Board information.
Vice President Bailey-Fougnier said over 1,000 students have applied for
graduation which is about 200 more than last year.
College Master Plan Strategy Update Report
The College Master Plan Strategy Update was provided for Governing Board
information.
FACILITIES MASTER
PLAN UPDATE
CASH FLOW UPDATE
FINANCIAL REPORTS
HONORS TRANSFER
PROGRAM
2010-2011
GRADUATION AND
YEAR-END
RECOGNITION
ACTIVIES
COLLEGE MASTER
PLAN STRATEGY
UPDATE REPORT
President King said the college is continuing to focus on a smaller number of key
performance indicators.
Trustee Garcia commented that she applied for the CSU Monterey Bay’s master’s
program and as soon as she applied Trustee Garcia received two emails reminding
her of financial aid options and scholarships. Trustee Garcia asked Vice President
Bailey-Fougnier if Cabrillo has a similar system. VP Bailey-Fougnier said
Admissions and Records is working on an electronic communications system
which should be in place within the next six months. Trustee Garcia noted transfer
and retention rates are low and asked the administration to keep that at the
forefront of their thinking.
Chair Stonebloom said she is happy to see the three strategies regarding career
technical education.
Board Travel Budget and Priorities
The Governing Board discussed its travel budged and assessed priorities. Trustee
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BOARD TRAVEL
BUDGET AND
PRIORITES
12
Minutes of Meeting
May 2, 2011
Garcia announced that she choose not to submit papers for the Association of
Community College Trustees (ACCT) re-election in part because of the cost
related to conference travel. Trustee Garcia said she could not justify the money
being spent on travel. In addition Trustee Garcia said she talked to a lot of other
trustees about their Board travel budgets. Many Boards have cut their budgets or
have a limited amount of funding allotted to each trustee. If a trustee has
exhausted their allotted about they have to go to the Board chair for permission to
go over budget.
Chair Stonebloom suggested President King look into some options and come up
with a proposal. President King said there is an appreciation that the college’s
trustees are not paid but also an acknowledgment of every dollar the college
spends has to be spent well.
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.
CABRILLO COLLEGE
MONTHLY CALENDAR
AGENDA FOR NEXT
BOARD MEETING
Trustee Garcia brought up the resolution on Student Success that the Board
recently passed. She said the Board really needs a policy on student success to
institutionalize student success and direct funding to student success. Trustee
Garcia said she would like the Board to work with the Faculty Senate on a policy.
Chair Stonebloom said she hesitates to load anything else on the faculty Senate
given the breadth of the work they are doing right now. Chair Stonebloom also
wants to make sure what they are examining is not redundant. Trustee Smith
added that the work has already been done when the Board developed the
resolution on student success. The Board asked President King to research the
issue further, and provide the Board with more information via a Board update.
ADJOURN
The open session of the Cabrillo College Governing Board was adjourned at 7:53
p.m.
Respectfully submitted,
Secretary
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ADJOURNMENT
13
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Register of Warrants
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 25
A.2
BACKGROUND:
The following warrants are submitted for Governing Board ratification:
REGISTER NO.
88
89
90
91
92
93
94
DATE
WARRANT NO.
04-20-11
04-21-11
04-28-11
05-03-11
05-05-11
05-12-11
05-19-11
06672-06708
06709-06847
06848-07020
07021-07027
07028-07168
07169-07380
07381-07542
TOTAL AMOUNT
237,302.71
303,461.52
4,024,319.15
1,483.38
249,192.81
1,056,233.04
994,715.66
$6,866,708.27
* NOTE: Student refund and financial-aid registers totaling $545,526.96 are available in the Business Office
for review.
RECOMMENDATION:
It is recommended that the Governing Board ratify warrant numbers 06672–07542 for the amount of
$6,866,708.27 and student refund and financial aid registers totaling $545,526.96.
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Ratification: Construction Change Orders
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 2
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.
Continued on page 2
FISCAL IMPACT:
$16,555 from the project contingency fund.
RECOMMENDATION: It is recommended that the Governing Board ratify the construction change
orders provided as an attachment.
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
40
Ratification: Construction Change Orders: cont.
Project
Green
Tech Center
Change order #
PCO# 015
PCO# 017
PCO# 013
PCO# 004
Green Technology Center
Contractor
Dilbeck
Amount
Description
PG&E is bringing 21KV service to our new building and moving our
existing buildings over to this new service. This is for additional
trenching and conduit runs to the new service start point.
2673
This is to add an additional expansion joint not shown on the plans.
Additional steel drawing updates to incorporate requested changes to
the original plans.
1279
Two additional days of labor for lime treating the site to beat forecasted
rain. (this has really help us keep on schedule if we had not done it we
would have lost three weeks)
11716
487
16,155 Total Change Order
Note: These change orders are reflected in the Facilities Master Plan (FMP) Status Report.
41
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
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
42
43
44
45
46
47
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Engaged Interdisciplinary Learning in Sustainability
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.5
Background:
Cabrillo recently received notification that a collaborative grant proposal involving San Jose State
University, the University of California, Santa Cruz, and Cabrillo College has been funded by the
“Transforming Undergraduate Education in Sustainability” unit of the National Science Foundation. The
proposal, “Engaged Interdisciplinary Learning in Sustainability (EILS): Enhancing STEM Education through
Social and Technological Literacy,” will create a regional consortium to improve interdisciplinary curricula
for undergraduate education addressing sustainability, particularly for underrepresented populations. A
project strategy is to engage students in interdisciplinary, cooperative service-learning projects for campus
and community sustainability. Cabrillo will receive $33,987 over the course of two years to assist faculty in
incorporating issues of sustainability into existing courses. At Cabrillo, this effort will be led by faculty from
MESA, Engineering, and Anthropology. This grant runs from January 1, 2011 through December 31, 2012.
Fiscal Impact:
An increase in the amount of $33,987.00 in revenue and expenses.
Recommendation:
It is recommended that the Governing Board accept this grant. 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:
Wanda L. Garner, Dean, NAS Division
Renée M. Kilmer, Vice President, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes x No
 Yes  No
Final Disposition
48
49
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Acceptance of additional funding - SBDC Contract with Humboldt
State University
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.6
Background:
The Central Coast Small Business Development Center at Cabrillo College receives its federal dollars from
the Small Business Administration through an annual contract from the Humboldt State University Office of
Sponsored Programs. HSU serves as the regional lead agency and administrator for the ten Small Business
Development Centers in Northern California. Operation of the SBDC program is also supported by other
local grants. This contract was originally approved in March in the amount of $226,253. The SBDC has been
notified of an additional funding augmentation in the amount of $57,013.
Humboldt State University is issuing an amended contract, as follows:
State funding, ending June 30, 2011 $87,720
Federal base funding, ending December 31, 2011 $140,000
Federal Jobs Bill funding, ending December 31, 2011 - $55,546
A future amendment may occur depending on the status of the federal funding proposal.
Fiscal Impact:
An increase of at least $57,013 in revenue and expenditures.
Recommendation:
It is recommended that the Governing Board accept the additional $57,013 grant augmentation from the
Humboldt State University Sponsored Programs Foundation. 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
Renée M. Kilmer, VP Instruction
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
FROM:
PRESIDENT
DATE
June 13, 2011
SUBJECT:
Human Resources Management Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
Page 1 of 8
ITEM NUMBER
ACTION
A.7
BACKGROUND:
Requesting ratification and/or approval of the following employment transactions:
FISCAL IMPACT: Within budgeted FTE’s.
RECOMMENDATION: It is recommended that the Governing Board ratify and/or approve the
transactions as described on the attached page.
Administrator Initiating Item:
Loree McCawley/Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
52
Name
Department/Division
Position
Effective Date
Action
BOLTON, Tama
Admissions &
Records/Student Services
Interim Director of Enrollment
Services
07/01/11-06/30/12
Temporary Appointment
BOSCARELLI, Dani
Duplications/Administrative
Services
Lead Reprographics Technician
07/30/11
Retirement
(DOH: 06/01/77)
COWAN, Kathryn
English/BELA
English Instructor
06/04/11
Retirement
(DOH: 01/16/90)
DAVIS, Brian
Ceramics / VAPA
LIA II (50%)
06/22/11
Resignation
(DOH: 08/01/07)
DAVISSON, Kari
HR/Administrative Services
Confidential Personnel
Technician
06/01/11
Promotion
DESMET, Mark
Math/NAS
Mathematics Instructor
08/22/11
*Appointment
EDGEHOUSE, Michael
Biology/NAS
Biology Instructor
07/23/11
Resignation
(DOH: 08/25/08)
GRAULTY, John
VAPA/Instruction
Division Dean; Visual, Applied &
Performing Arts
07/01/11
*Appointment
HAYWARD, Craig
Planning, Research &
Interim Dean, Information
Knowledge Systems/President Technology, Planning, Research
& Knowledge Systems
07/01/11–07/31/11
Temporary Appointment
Extension
HELMS, Deborah
Foster & Kinship Care/HASS
**Foster and Kinship Care Director
2011-2012 AY Only
∆Temporary
JACKSON, Carolyn
Instruction
Articulation & Honors Transfer
Program Academic Specialist/
Director
08/22/11
*Appointment
JARA, Helene
Tutorials/Instruction
**Tutorial Center Coordinator
07/30/11
Retirement
(DOH: 05/19/80)
Contract
June 2011
Page 2
53
Name
Department/Division
Position
Effective Date
Action
JOHNSON, Deborah
Admissions &
Records/Student Services
Admissions & Records Evaluator
(75%)
07/01/11
Retirement
(DOH: 12/19/94)
LUNA, Connie
Radiologic Technology/HAWK
Radiologic Technology Clinical
Coordinator
2011-2012 AY Only
♦Temporary Contract
MEINEKE, Stephanie
Bookstore/Administrative
Services
**Bookstore Assistant II (60%)
06/30/11
Retirement
(DOH: 02/01/08)
McLEOD, JoAnne
Digital Media/VAPA
Digital Media Instructor
06/05/11
Retirement
(DOH: 08/23/99)
NOGLEBERG, Laureen
CEED/Instruction
**Accounting Specialist (50%)
06/01/11
Resignation
(DOH: 08/09/10)
O’CONNOR, Isabel
HASS / Instruction
Division Dean; Human Arts &
Social Sciences
07/01/11
*Appointment
RODRIGUEZ, Maria
Facilities, Planning, & Plant
Operations/Admin. Services
Lead Custodian
06/30/11
Retirement
(DOH: 02/01/90)
SARTE, Beatrice
Facilities, Planning, & Plant
Operations/Admin. Services
Custodian
07/30/11
Retirement
(DOH: 02/01/91)
SCHOLAR, Deirdre
Geography/Meteorology/
HASS
Geography/Meteorology
Instructor
08/22/11
*Appointment
*See Attached
** Categorically-funded
∆ Ed Code § 87470
♦ Ed Code § 87481/87482
Note: Appointments are subject to successful completion of all employment regulatory compliance requirements
June 2011
Page 3
54
DeSMET, Mark
Mathematics Instructor, NAS Division
EDUCATIONAL BACKGROUND:
Western Washington University
Bellingham, WA
Major: Mathematics
M.S.
Western Washington University
Bellingham, WA
Major: Mathematics
B.S.
PROFESSIONAL BACKGROUND:
2010 – 2011
Mathematics Instructor
Temporary Contract (2010-2011)
Cabrillo College
Aptos, CA
2005 - 2010
Adjunct Instructor
Cabrillo College
Aptos, CA
2008 - 2009
Mathematics Instructor
Saint Francis High School
Watsonville, CA
2002 - 2009
Climbing Guide
Rainier Mountaineering Inc.
Ashford, WA
2003 – 2005
Teaching Assistant
Western Washington University
Bellingham, WA
June 2011
Page 4
55
GRAULTY, John
Division Dean, Visual, Applied, & Performing Arts (VAPA) Division
EDUCATIONAL BACKGROUND:
Columbia University – Teachers College
New York, NY
Major: Music
Ed.D.
Columbia University – Teachers College
New York, NY
Major: Music
M.Ed.
New England Conservatory of Music
Boston, MA
Major: Clarinet
M.M.
Peabody Conservatory of Music
Baltimore, MD
Major: Clarinet
B. of Music
PROFESSIONAL BACKGROUND:
2009 - present
Dean of Fine Arts, Humanities,
& Social Sciences
Merced College
Merced, CA
2007 - 2009
Chair, Music Department
Delaware State University
Dover, DE
2003 - 2007
Chair, Music Department
Goshen College
Goshin, IN
2004 - 2006
Music Director
South Bend Youth Symphony Orchestra
South Bend, IN
2000 - 2003
Director of Bands and Associate Professor
of Music
Butler University
Indianapolis, IN
June 2011
Page 5
56
JACKSON, Carolyn
Articulation & Honors Transfer Program Academic Specialist/Director, Instruction
EDUCATIONAL BACKGROUND:
M.A.
San Jose State University
San Jose, CA
Major: Education (Counseling & Student Personnel)
San Jose State University
San Jose, CA
Major: Psychology
B.A.
PROFESSIONAL BACKGROUND:
2010 - present
Adjunct Articulation Officer
Cabrillo College
Aptos, CA
2000 - 2010
Adjunct Articulation Specialist
Cabrillo College
Aptos, CA
1999 – present
Adjunct Instructor/Counselor
Cabrillo College
Aptos, CA
June 2011
Page 6
57
O’CONNOR, Isabel
Division Dean, Human Arts & Social Sciences (HASS) Division
EDUCATIONAL BACKGROUND:
University of California
Los Angeles, CA
Major: History
Ph.D.
University of California
Los Angeles, CA
Major: History
M.A.
Loyola Marymount University
Los Angeles, CA
Major: European Studies
B.A.
PROFESSIONAL BACKGROUND:
2006 - present
Chair, Department of History
Indiana University
South Bend, IN
2003 - present
Associate Professor of History
Indiana University
South Bend, IN
1999 - 2003
Assistant Professor of History
University of Southern Indiana
Evansville, IN
1992 - 1996
Teaching Fellow
University of California
Los Angeles, CA
1994
Lecturer
Loyola Marymount University
Los Angeles, CA
June 2011
Page 7
58
SCHOLAR, Deirdre
Geography/Meteorology Instructor, HASS Division
EDUCATIONAL BACKGROUND:
University of California
Santa Cruz, CA
Major: Earth Sciences
M.S.
University of California
Santa Cruz, CA
Major: Environmental Studies
B.A.
PROFESSIONAL BACKGROUND:
2002 - present
Adjunct Instructor
Cabrillo College
Aptos, CA
1999 - 2008
Part Time Instructor
Foothill College
Los Altos Hills, CA
1997 - 1998
Teaching Assistant
University of California
Santa Cruz, CA
1996 – 1998
Geologist & Oceanographer
U.S. Geological Survey
Menlo Park, CA
June 2011
Page 8
59
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Mission and Vision Statements
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 2
C.1
Background:
Standard I of the ACCJC Guide to Evaluating Institutions requires that colleges review the college mission
statement on a regular basis and revise it as necessary. The current Cabrillo Mission Statement was
developed in 2001, and during the 2007accreditation process, the Cabrillo Standard I team wrote a selfidentified recommendation to review the mission statement once every three years. The 2010-11 academic
year marked the three-year point of the college’s accreditation cycle, and in fall 2010, the college initiated a
review of the mission statement.
A workshop was offered during the 2010 fall flex week titled, “It Takes a Mission to Run the Village: Giving
Voice to Cabrillo’s Core Values,” to review the college mission statement and examine the college’s values.
Faculty and staff from all constituencies across campus attended and participated in a discussion about the
purpose of mission and vision statements, the differences between them, and the role the college values plays
in their development. The notes drafted at this session were then used in the spring 2011 flex week workshop
on the same topic titled, “Achieving Cabrillo’s Mission.” During this session, the participants drafted a onesentence mission statement after agreeing that the mission statement should be brief, accurate, and
inspirational. They also drafted notes for a longer vision statement to be developed by a sub-committee at a
later date. In March 2011, a sub-committee, consisting of volunteers from all constituent groups, crafted a
two paragraph vision statement.
The revised mission and vision statements were taken to various shared governance groups for further
feedback, including Administrative Council, Faculty Senate, Instruction Council, Managers, and Student
Services Council, and lastly to CPC where they were approved prior to submission to the Governing Board
for Adoption.
Fiscal Impact: None
Recommendation:
It is recommended that the Governing Board approve the revised Cabrillo College Mission and Vision
Statements.
Administrator Initiating Item:
Renée M. Kilmer, Vice President, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes x No
 Yes x No
Final Disposition
60
Mission and Vision Statements
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.
2
61
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
2011-12 Budget Planning Parameters and Reduction Plan
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 15
C.2
BACKGROUND:
The Governor’s May Revise was released on Monday May 16, 2011. Relative to the budget proposal
issued in January, the news is largely positive. The Department of Finance has identified an increase
in revenue of $6.6 billion covering the 2010-11 and 2011-12 years. Combined with the significant
legislative actions taken in March, the scope of the budget gap identified by the Governor has been
reduced from $26.6 billion to $10.8 billion. The new revenue allows the Governor to increase funding
for Proposition 98 and modify his tax proposals. Proposition 98 funding increases by about $3 billion
(to a total of $52.4 billion), though these expenditures largely consist of a buyback of inter-year
deferrals rather than new programmatic spending. The big changes to his tax proposals include a
delay on extending the personal income tax surcharge until 2012.
Budget for Community Colleges:
The May Revision proposes to keep most of the actions taken on the CCC budget earlier in the year
intact (a $400 million base reduction plus an increase of fees of $10 per unit) while using the new
revenues to buy back $350 million in inter-year deferrals. This proposal would reduce CCC deferrals
from $961 million to $611 million. Effectively, the workload reduction of approximately 4.9%
identified earlier in the year does not change under the Governor’s May proposal.
The May Revision also identifies $57 million in increased current year property tax revenues without
making a corresponding reduction in our General Fund appropriation, which should help mitigate a
deficit in 2010-11 apportionments. The all cuts budget assumption is off the table for the moment but
the state budget remains volatile.
continued next page
FISCAL IMPACT:
The 2011-12 ongoing structural deficit is $4,621,000 as indicated on page 69.
RECOMMENDATION:
It is recommended that the Governing Board approve the 2010-11 and 2011-12 Budget Planning
Parameters as presented. The mid-range scenario has been used to develop the 2011-12 Preliminary
Budget.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
62
The California Community College League has updated their “District Budget Impact” calculation to
reflect two scenarios; A and B (see pages 66-67). The 2011-12 Budget Planning Parameter and
Multi-Year Planning Assumptions have been update to reflect the League’s assumptions. The
League’s Scenario A tracks with the college’s Best Case Scenario and Scenario B tracks with the
Worst Case Scenario. The mid-range assumption assumes a combination of some tax increases and
additional enrollment fee increases that would be used to offset the community college shortfall.
In addition to the state budget updates, two expenditure assumptions have been updated based on new
information. The medical benefit increases for the plan year that begins October, 2011 were estimated
at 15%; the actual rate increases will be 5.4%. A PERS increase of 3.24% was anticipated for 2011-12
but will remain flat at 10.924%. The two expenditure changes have resulted in a favorable reduction in
the structural deficit of over $900,000. Although the state revenue picture remains difficult to predict,
the positive changes in the medical benefits and 2011-12 PERS rates allow the college to adjust the
structural deficit down significantly.
The 2011-12 Preliminary Budget is based on the May Revise and the updated expenditure assumptions
included as attachments. The mid-range parameter is used to develop the budget.
Budget Planning at Cabrillo:
The college has been moving forward on the development and review of budget reduction plans. The
timeline for reductions is included on page 70-71. The Phase I, Round I reduction plans are included on
pages 72-75. Round I has been reviewed by the College Planning Council and the Service and Program
Review and Advisory Committee. The recommendations in Round I have been incorporated into the
2011-12 Preliminary Budget document the Board will approve tonight. The base budget reductions for
Phase I, Round I total $730,500. Operating reserves of $3.7 million will be used to reduce the budget
deficit as well. The remaining deficit remains at $921,000. The 2011-12 Preliminary Budget is
presented to the Governing Board as unbalanced. The college will bring additional reduction plans to
the Governing Board for approval in August.
63
2011-12 Budget Update – May Revision
The Big Picture – On Monday May 16th the Governor released his annual May Revision.
Relative to the budget proposal issued in January, the news is largely positive. The Department
of Finance has identified an increase in revenue of $6.6 billion covering the 2010-11 and 201112 years. Combined with the significant legislative actions taken in March, the scope of the
budget gap identified by the Governor has been reduced from $26.6 billion to $10.8 billion. The
following summarizes how we’ve gotten to this point:








-26.6 Billion gap identified in January
+14 Billion in cuts and other solutions approved in March
-$0.6 Billion in erosions of March package (due to implementation delays)
-$1.0 Billion due to Proposition 10 litigation
+$6.6 Billion in GF revenues identified in May Revision
-$2 Billion in new costs
-$1.2 Billion for a budget reserve
= $10.8 Billion
The new revenue allows the Governor to increase funding for Proposition 98 and modify his tax
proposals. Proposition 98 funding increases by about $3 billion (to a total of $52.4 Billion),
though these expenditures largely consist of a buyback of inter-year deferrals rather than new
programmatic spending. The big changes to his tax proposals include a delay on extending the
personal income tax surcharge until 2012. Also, the Governor would back away from
eliminating enterprise zone tax credits to a reform of the program that would provide credit only
for new hires. As it is too late for a ballot vote for the 2011-12 fiscal year, the Governor suggests
that taxes would be extended by a direct vote of the Legislature and would later be ratified by the
voters, though he does not propose a specific time frame.
Perhaps revealing some concerns that the increase in revenue may make the push for tax
extensions more politically difficult, the May Revision summary focuses a great deal of attention
on what the Governor refers to as a “wall of debt.” The Governor identifies approximately $35
billion in state borrowing from deferrals, bond debt, special fund borrowing, Proposition 98
maintenance factor costs and other obligations. The Governor endorses a 5-year plan to reduce
the debt starting with the buying back of $3 billion in education deferrals and a reduction in
special fund borrowing of about $750 million in 2011-12. The Governor further suggests that
any new revenues that materialize over the next few years should go toward retiring obligations
prior to funding new program costs.
Community Colleges – The May Revision proposes to keep the most of the actions taken on the
CCC budget earlier in the year intact (a $400 million base reduction plus an increase of fees of
64
$10 per unit) while using the new revenues to buy back $350 million in inter-year deferrals. This
proposal would reduce CCC deferrals from $961 million to $611 million. Effectively, the
workload reduction of approximately 4.9% identified earlier in the year does not change under
the Governor’s May proposal.
The May Revision also identifies $57 million in increased current year property tax revenues
without making a corresponding reduction in our General Fund appropriation, which should help
mitigate a deficit in 2010-11 apportionments.
Other notable changes include the suspension of the Health Fees, Sexual Assault Response
Procedures, Reporting Improper Governmental Activities, Student Records, and Prevailing Wage
Rate mandates, with intent to eliminate them or make them optional. Additionally, the May
Revise proposes to offset mandate costs for the Enrollment Fee Collections and Waivers and the
Tuition Fee Waivers mandates be offset by existing local assistance funding.
Notably, there is no proposal for census reform or for any other significant policy change.
Doomsday? – In the event tax extensions are not approved, the May Revision summary speaks
in broad terms about reductions to education (additional $500 million in cuts to each of UC and
CSU and a $5 billion cut to Proposition 98), though the Governor chose not to specify how these
reductions would be taken. Given the $6.6 billion in new revenues, though, it seems unlikely
that the CCCs would be subject to the worst case scenario spelled out in February by the LAO.
In an all-cuts budget, we would expect that the first cuts to the CCC budget would be to
eliminate the $350 million in deferral restoration. While reductions could potentially go beyond
that level, it appears unlikely that total reductions would exceed $100 million to $150 million
beyond what the system received in March. Potentially, some of this reduction would be
mitigated by an increase in fees beyond the $36 per unit level. In short, while risks remain, the
increase in revenues has somewhat mitigated the doomsday scenarios feared in the spring.
Assessment - Our initial assessment is that, on the whole, the May Revision represents a
balanced approach to filling the estimated budget gap. While some other budget proposals, such
as the plan recently released by the Assembly Republican caucus, have suggested that education
funding could be protected without tax extensions, it would seem to be politically infeasible to
have such a budget approved by the Legislature and Governor given the level of reduction to
social service programs such an approach would require. There’s little doubt that tax extensions
provide much more security to the budget picture for the CCCs and for the state as a whole.
As noted earlier, the May revision appears to reveal some concern on the part of the Governor
that the argument to extend taxes is weakened by the unexpected increase in revenues. This
would help explain the focus on existing budgetary debt and future obligations. The proposal to
use new revenues to buy back CCC deferrals rather than cuts is consistent with this approach.
The Governor has taken many actions (e.g., restrictions on state travel and cell phones, the
proposed elimination of many boards and commissions) meant to show that he is frugal and will
65
not ask the voters for tax extensions without first reducing what he perceives as low-priority or
unnecessary expenditures. Reducing existing debt before restoring programs is in line with this
approach and may make sense politically.
Further, it was comforting to see that the Governor does not propose any new policy reforms for
the CCCs in this late stage of the game. We hope this reflects a belief that large institutions need
time to implement changes and that any reforms are best made with input from those who must
make them happen on the ground.
While the Governor’s May Revision does little to harm the CCCs relative to actions taken earlier
in the year, many potential pitfalls and questions still remain:




Will tax extensions be approved? This is the $10 billion question. If legislators could
not agree to a deal when there was a $15 billion problem, does it get any easier when the
problem is $10 billion? Difficult negotiations remain and the outcome could seriously
impact the CCC budget.
How solid are the revenue estimates? The Department of Finance has been unable to
thoroughly explain why the revenues have improved so significantly since the January
estimate. If those figures slip, that could result in downward revisions to the CCCs.
Try and try again – The Governor continues his push for eliminating redevelopment
agencies and for realignment. Will those proposals be more successful now than they
were in March?
What will the Legislature do? The May Revision represents the Governor’s plan, but
the Legislature will also have their say. They may have a different set of programmatic
priorities. Would they favor social programs over meeting the Proposition 98 guarantee?
They may also show more interest in restoring programmatic reductions than in
addressing debt. While the Governor has not proposed any policy changes for the CCCs,
will the Legislature take the same approach? Legislative hearings are not slated to begin
until the week of May 23rd, so we will learn more about any differing approaches at that
time.
We’ll do our best to monitor the budget situation and keep you posted on any new developments.
In addition to email, I also provide updates on state budget activities through twitter
(@cccbudgetnews). I hope you’ll join us there, and I hope you feel free to contact me with your
questions or concerns.
Sincerely,
Dan Troy
Vice Chancellor for Fiscal Policy
Chancellor’s Office of the California Community Colleges
dtroy@cccco.edu
(916) 445‐0540
66
67
68
Board Meeting
June 13, 2011
I. 2011 Base Budget Planning Assumptions
Draft
2010-11 Final Budget Structural Deficit
Range
Worst
Case
MidRange
Best
Case
(1,886,000)
(1,886,000)
(1,886,000)
1,300,000
2010-11 Revenue Adjustments- First Principal Apportionment
A. Reverse 66.4% of the 2009-10 FTES Reduction (formerly classed
as 2.21%growth)
1,300,000
1,300,000
B. Remove Negative COLA
216,000
216,000
216,000
C. Deficit Factor Student Fee Revenue Shortfall@ $45 million
(460,000)
(460,000)
(460,000)
D. Adjust General Apportionment Shortfall
425,000
425,000
425,000
0
100,000
100,000
(6,189,000)
(5,150,000)
(4,111,000)
1,097,000
1,097,000
1,097,000
?
?
?
(125,000)
(100,000)
0
(5,622,000)
(4,458,000)
(3,319,000)
Full-time Faculty Obligation -Fall 2011 (205.6)
(360,000)
(360,000)
(360,000)
(Faculty step 5/5, with benefits $90,000)-reduce fund by 4
Adjunct Replacement Units- 30 units per FT position @ $1750 per unit
(4)
210,000
(4)
210,000
(4)
210,000
0
0
0
0
0
0
66,000
66,000
66,000
?
?
?
310,000
310,000
310,000
PERS employer rate increase for 2011-12 (rates continue to
increase in subsequent years).
STRS rate increase
Increase in Worker's Comp., Gen. Liability,
5.40%
0
0.00%
0
85,000
5.40%
0
0.00%
0
80,000
5.40%
0
0.00%
0
75,000
Step and Column Increases (includes longevity, shift diff.)
395,000
395,000
395,000
E. Part-time Faculty Compensation
2011-12 Revenue Assumptions
A. General Apportionment Red.- $400 million, $550 million,
B. Increase in Student Fees $110 mil.-to offset apportionment
reduction from $26 to $36 per unit tuition increase
C. Deficit Factor Student Fee Revenue Shortfall
D. Lottery
TOTAL Revenue Adjustment
2011-12
Classified positions
Management positions
Benefits
Increase in Transfer to Retiree Benefit Fund
Increase in Transfer for future retiree liability (new employees,etc.)
2011-12 Medical benefit increase
Labor Agreements
?
?
?
New Facilities Supplies & Operating Staff
0
0
0
(100,000)
(100,000)
(100,000)
District Contribution- Bus Pass Program
Operating Costs:
Other net operating increases
200,000
157,500
100,000
Other Financing- Indirect Reimbursement Reductions
ACE, other grants ending in 2011-12
135,000
135,000
135,000
Total Expense Adjustments
941,000
893,500
831,000
(6,563,000)
(5,351,500)
(4,150,000)
730,500
730,500
730,500
Projected 2011-12 Structural Balance (Deficit) after Phase I, Round I reductions
(5,832,500)
(4,621,000)
(3,419,500)
66.67% of Operating Reserves applied to 2011-12 Deficit
Remaining Reduction Target for 2011-12
3,700,000
(2,132,500)
3,700,000
(921,000)
3,700,000
280,500
Projected 2011-12 Structural Balance (Deficit)
Budget Reductions Phase I, Round I
Budget Planning
Board Meeting
June 13, 2011
Difference between ongoing Revenues &
Expenses (Structural Deficit)
Increase in State Revenue Anticipated
Student Fee Revenue Shortfall
2.21% Growth
Negative .39% COLA Restored
General Apportionment adjustmnet
Part-time faculty compensation
Gen. Apportionment reduction- $8.36 mil, $5.3 mil,
3.01 mil net of Enrollment Fee Inc.
apportionment reduction
Lottery
Net change in revenue
69
2010-11 through 2013-14
Base Budget
Planning Parameters
2010-11
Budget Update
2011-12 Preliminary Budget
Mid-Range Scenario
2012-13
Projected
2013-14
Projected
(1,886,000)
(305,000)
(4,621,000)
(6,666,000)
(5,150,000)
1,097,000
(100,000)
(4,153,000)
0
0
(150,000)
(425,000)
(112,500)
(450,000)
(725,000)
?
(50,000)
(395,000)
?
?
?
(100,000)
(200,000)
(750,000)
?
(100,000)
(175,000)
?
?
?
(100,000)
(225,000)
(460,000)
1,300,000
216,000
425,000
100,000
1,581,000
Net Increases in Ongoing Expenses
Full-time Faculty Position changes (-3, +4, +3) (net of adjunct backfill)
Step, Column, Longevity Increases, etc.
Classified Positions
Medical Plan Rate Increase--13%
Management Positions
Retiree Benefit Increase
PERS Rate Increase
STRS Rate Increas
Worker's Comp, Unemployment Insurance
New Facilities Supplies & Operating, Staff
Utilities
Net Operating Increases
District Contribution- Bus Pass Program
Retiree Benefits- New Employees
Labor agreements
Reduction in Indirect Reimbursements from grants
Total Expenditure Increases
0
(80,000)
0
0
(157,500)
100,000
?
?
(135,000)
(893,500)
?
?
?
?
(2,045,000)
(1,912,500)
Budget Reductions Phase I, Round I
730,500
?
?
(4,621,000)
(6,666,000)
(8,578,500)
Ongoing Shortfall*
(305,000)
150,000
(395,000)
0
(310,000)
0
(66,000)
Allocation of 66 2/3% of operating reserves
3,700,000
Deficit net of One-time funds
(921,000)
*Estimates will change as more information becomes available
70
$3 Million in Reductions in 90 Days: August 1 Deadline
Process and Timeline
5/4
CPC will meet to finalize process and timeline
Note: The Faculty Senate is developing a separate process for academic program
reduction.
First Round of Proposed Reductions
5/10
5/13
5/16
5/18
5/25
Cabinet/Administrative Council review and finalize proposed elimination of
vacant positions, non-personnel operating reductions, and non-base budget
personnel reductions
Supervisors meet with individuals whose positions are directly affected to
communicate the impact
Proposals shared with Services and Program Reduction Advisory Committee
(“SPRAC”) for input and feedback
Proposals shared with CPC
SPRAC comments and suggestions no later than this date for First Round
Second Round of Proposed Reductions
5/17
5/20
5/23
5/25
6/1
Cabinet/Administrative Council review and finalize a second round of proposed
elimination of positions and services
Supervisors meet with individuals whose positions are directly affected to
communicate the impact
Proposals shared with Services and Program Reduction Advisory Committee
(“SPRAC”) for input and feedback
Proposals shared with CPC
SPRAC comments and suggestions no later than this date for Second Round
Third Round of Proposed Reductions
6/6
6/15
6/22
Cabinet/Administrative Council review and finalize a third round of proposed
elimination of positions and services
Supervisors meet with individuals whose positions are directly impacted to
communicate personal impact
Proposals shared with Services and Program Reduction Advisory Committee
(“SPRAC”) for input and feedback
Proposals shared with CPC including
SPRAC comments and suggestions no later than this date for Second Round
7/6
CPC Meeting to Recap Cumulative Recommendations
6/10
6/13
S:\President_Cabinet\2010-11 Board items\June 2011\Action\061311A3 Million in Reductions in 90 Dayspgs10-11.doc
Additional reduction proposals within the August 1 timeframe may come forward as
needed.
The timeline allows 4-6 weeks for input and analysis after all proposals have been
brought forward and before recommendations are presented to the Governing Board at
the August 1, 2011 Meeting.
S:\President_Cabinet\2010-11 Board items\June 2011\Action\061311A3 Million in Reductions in 90 Dayspgs10-11.doc
71
72
Draft 2011-12 Budget Reductions- Phase I
Phase I
Round I
50% Law Compliance
Base Budget
Budget Criteria Description
NAS/Welding LIA
HAWK/ Medical Asst. Program Specialist
Writing Center LIA
Writing Center LIA
Director of Financial Aid
Admissions/Records Asst I
M & O Grounds Maint. Worker
Collegewide-Marketing-Advertising
Collegewide-Postage
Collegewide-Legal
Collegewide- Utilities
Business Office- temp. hrly
Maintenance and Operations- Supplies/Operating
HASS Supplies
Instruction: 100 Teaching Unit reductions
ECE Student Hourly
Reduce Horticulture Operating Budget
Vapa Division Budget- AH, AP, Tool Room, Music, Dance,Stage
Pilot Director of Enrollment Services
Reduction of 6 TU's/Benefits Wellness Program
Reduction of 6 ECE TU's/Benefits
Impact
( net ofAsst. Director FA $93,420)
PCN #
468504
475105
434007
434014
813104
821003
352006
FTE
0.09
0.28
0.63
0.42
1
1
1
% of Contract Classroom
12.5
30
75
62.5
100
100
100
Total
Phase II
Confidential Assistant-net 25% hrly support
Page 1 of 4
44,559
20,453
175,600
Reduces Assistants and Tutors
Backfill with Plant sale funds
(net Director of A/R)
4832
821010
1
100
10,536
10,536
266,516
362013
0.25
0.25
6,200
10,000
70,000
-16,616
Total Savings
4,832
12,664
44,559
20,453
53,905
63,722
63,031
25,000
40,000
20,000
40,000
1,110
50,000
1,200
175,600
6,200
10,000
70,000
-16,616
440,216
0
0
706,732
Non-Classroom Exempt
12,664
53,905
63,722
63,031
25,000
40,000
20,000
40,000
1,110
50,000
1,200
23,769
290,285
23,769
440,216
730,501
S:\President_Cabinet\2010-11 Board items\June 2011\Action\061311A2011-12BudgetReductionsPhase I-Reconciliation for VLpg12-15
0
730,501
73
Draft 2011-12 Budget Reductions
Phase I
Round I
Budget Criteria Description
ACE- DBA Manager
Phase II
50% Law Compliance
Restricted Fund
Impact
PCN #
401405
ACE-Program Coordinator
ACE- Program Specialist II
Eliminate filled position
Eliminate filled position
401404
401406
ACE- Research Analyst
Eliminate filled position
211604
FTE
1
1
1
% of Contract
100
N/A
(funded for 3 mos)
(funded for 3 mos)
0.5 (temp assignment reduce operational budget)
Page 2 of 4
S:\President_Cabinet\2010-11 Board items\June 2011\Action\061311A2011-12BudgetReductionsPhase I-Reconciliation for VLpg12-15
105,920
Total Savings
105,920
70,605
50,212
41,828
268,565
74
Draft 2011-12 Budget Reductions
Phase I
Round I
Bookstore Fund
Budget Criteria Description
Bookstore Asst I
Bookstore Asst I
Bookstore Asst I
Impact
PCN #
361011
361013
361015
FTE
0.84
0.5
0.6
Total
Page 3 of 4
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% of Contract Total Savings
100
56,968
60
28,547
60
31,675
117,190
75
Draft 2011-12 Budget Reductions
Phase I
Round I
Children's Center Fund
Budget Criteria Description
441516 Children's Center Cook
Impact
PCN #
441516
FTE
0.8
Page 4 of 4
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% of Contract Total Savings
0.6
45,203
76
77
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
FROM:
DATE
June 13, 2011
PRESIDENT
SUBJECT:
RESOLUTION 034-11: Amend and Restate Measure D
Citizens’ Oversight Committee Bylaws
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 9
C.3
BACKGROUND
Following the successful passage of Measure D in the March 2004 election, an independent Citizens'
Oversight Committee was established and the bylaws were approved by the Governing Board in June
2004. On the advice of legal counsel, minor revisions to the bylaws are proposed in the attached
document and the attached resolution 034-11 approves the revised Citizens’ Oversight Committee
Bylaws.
Summary of proposed changes:
 Clarifies the role of the committee and areas over which the committee has no jurisdiction;
 Specifies that all official communications to the Board shall come from the chair acting on behalf
of the committee and shall reflect consensus view of the committee;
 Specifies committee termination as of date final written annual report has been submitted to the
Governing Board;
 Notes Attorney General Opinion 04-110 issued November 9, 2004 permitting Measure D funds to
be used for District employee salaries if directly related to administering a bond project;
 Notes that committee members do not need to file a Form 700 Conflict of Interest with the
California Fair Political Practices Commission;
 Permits members to serve beyond their term limits until replacement member is appointed;
 Limits frequency of regular committee meetings to four per year.
FISCAL IMPACT: None.
RECOMMENDATION:
It is recommended that the Governing Board adopt Resolution 034-11 amending and restating the
Measure D Citizens’ Oversight Committee bylaws.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
78
CABRILLO COMMUNITY COLLEGE DISTRICT
RESOLUTION NO. 034-11
RESOLUTION OF THE BOARD OF TRUSTEES OF THE CABRILLO COMMUNITY
COLLEGE DISTRICT, APPROVING AMENDED AND RESTATED BYLAWS THEREFOR
WHEREAS, the Board of Trustees of the Cabrillo Community College District (the “District”)
previously adopted a resolution requesting Santa Cruz, Monterey and San Benito Counties (the
“Counties”) to call an election for general obligation bonds (the “Bond Election”) to be held on March 2,
2004; and
WHEREAS, notice of the Bond Election was duly given; and on March 2, 2004 the Bond
Election was duly held and conducted for the purpose of voting a measure for the issuance of bonds of
the District in the amount of $118,500,000 (“Measure D”); and
WHEREAS, based on the Canvass and Statement of Results for the Counties, more than fiftyfive percent of the votes cast on the Measure D were in favor of issuing the aforementioned bonds; and
WHEREAS, the Board of Trustees of the District has established independent citizens' bond
oversight committee (the “Committee”) in connection with issuance of bonds under Measure D; and
WHEREAS, the Board of Trustees has previously approved Bylaws governing such Committee
but now desires to amend and restate such Bylaws, in whole, to make them applicable to Measure D.
NOW, THEREFORE, THE BOARD OF TRUSTEES OF THE CABRILLO COMMUNITY
COLLEGE DISTRICT DOES HEREBY FIND, DETERMINE AND CERTIFY AS FOLLOWS:
Section 1. Authorization. Measure D was authorized pursuant to paragraph (3) of subdivision
(b) of Section 1 of Article XIIIA of the California Constitution and subdivision (b) of Section 18 of
Article XVI of the California Constitution in accordance with the requirements of the Strict
Accountability In Local School Construction Bonds Act of 2000 (the “Act”).
Section 2. Bylaws. The Committee shall operate pursuant to the Board approved Amended and
Restated Bylaws. The Committee shall have only those responsibilities granted to them in the Act, in the
resolutions calling for the election for Measure D and in the Amended and Restated Bylaws. The
Amended and Restated Bylaws, as submitted herewith and attached hereto, are hereby approved. The
previous Bylaws relating to Measure D are rescinded and of no further force and effect.
79
ADOPTED, SIGNED AND APPROVED this _____ day of _____________, 2011:
BOARD OF TRUSTEES OF THE CABRILLO COMMUNITY
COLLEGE DISTRICT
President
ATTEST:
Secretary
STATE OF CALIFORNIA
SANTA CRUZ COUNTY
)
)
)
I, _________________________________, do hereby certify that the foregoing Resolution No.
__________ was duly adopted by the Board of Trustees of the Cabrillo Community College District at a
meeting thereof held on _____ day of ______________, 2011 and that it was so adopted by the
following vote:
AYES:
NOES:
ABSENT:
ABSTENTIONS:
By:
Secretary
80
CITIZENS' BOND OVERSIGHT COMMITTEE
AMENDED AND RESTATED BYLAWS
Section 3. Committee Established. The Cabrillo Community College District (the "District")
was successful at the election conducted on March 2, 2004 (the “Election”), in obtaining authorization from
the District's voters to issue up to $118,500,000 aggregate principal amount of the District's general
obligation bonds (“Measure D”). The election was conducted under Proposition 39, being chaptered as the
Strict Accountability in Local School Construction Bonds Act of 2000, at Section 15264 et seq. of the
Education Code of the State ("Prop 39"). Pursuant to Section 15278 of the Education Code, the District is
now obligated to establish the Committee in order to satisfy the accountability requirements of Prop 39.
The Board of Trustees of the Cabrillo Community College District (the "Board") hereby establishes the
Citizens' Bond Oversight Committee (the "Committee") which shall have the duties and rights set forth in
these Bylaws. The Committee does not have independent legal capacity from the District.
Section 4. Purposes. The purposes of the Committee are set forth in Prop 39, and these Bylaws
are specifically made subject to the applicable provisions of Prop 39 as to the duties and rights of the
Committee. The Committee shall be deemed to be subject to the Ralph M. Brown Public Meetings Act of
the State of California and shall conduct its meetings in accordance with the provisions thereof. The
District shall provide necessary administrative support to the Committee as shall be consistent with the
Committee's purposes, as set forth in Prop 39.
The proceeds of general obligation bonds issued pursuant to the Election are hereinafter referred to
as "bond proceeds." The Committee shall confine itself specifically to bond proceeds generated under
Measure D. Regular and deferred maintenance projects and all monies generated under other sources shall
fall outside the scope of the Committee’s review.
Section 5. Duties. To carry out its stated purposes, the Committee shall perform the duties set
forth in Section 3.1, 3.2 and 3.3 and shall refrain from those activities set forth in Sections 3.4 and 3.5:
5.1
Inform the Public. The Committee shall inform the public concerning the District’s
expenditure of bond proceeds. In fulfilling this duty, all official communications to either the Board or the
public shall come from the Chair acting on behalf of the Committee. The Chair shall only release
information that reflects the consensus view of the Committee.
5.2
Review Expenditures. The Committee shall review expenditure reports produced by the
District to ensure that (a) bond proceeds were expended only for the purposes set forth in Measure D; and
(b) no bond proceeds were used for any teacher or administrative salaries or other operating expenses, in
accordance with Attorney General Opinion 04-110 issued on November 9, 2004.
5.3
Annual Report. The Committee shall present to the Board, in public session, an annual
written report which shall include the following:
(a)
A statement indicating whether the District is in compliance with the requirements
of Article XIIIA, Section 1(b)(3) of the California Constitution; and
(b)
A summary of the Committee's proceedings and activities for the preceding year.
5.4
Duties of the Board/Superintendent/President.
Either the Board or the
Superintendent/President, as the Board shall determine, shall have the following powers reserved to it, and
the Committee shall have no jurisdiction over the following types of activities:
(i)
Approval of construction contracts,
81
(ii)
Approval of construction change orders,
(iii)
Appropriation of construction funds,
(iv)
Handling of all legal matters,
(v)
Approval of construction plans and schedules,
(vi)
Approval of Deferred Maintenance Plan, and
(vii)
Approval of the sale of bonds.
5.5
Measure D Projects Only. In recognition of the fact that the Committee is charged with
overseeing the expenditure of bond proceeds, the Board has not charged the Committee with responsibility
for:
(a)
Projects financed through the State of California, developer fees, redevelopment tax
increment, certificates of participation, lease/revenue bonds, the general fund or the sale of surplus
property without bond proceeds shall be outside the authority of the Committee.
(b)
The establishment of priorities and order of construction for the bond projects shall
be made by the Board in its sole discretion.
(c)
The selection of architects, engineers, soils engineers, construction managers,
project managers, CEQA consultants and such other professional service firms as are required to
complete the project based on District criteria established by the Board in its sole discretion.
(d)
The approval of the design for each project including exterior materials, paint color,
interior finishes, site plan and construction methods (modular vs. permanent) by the Board in its
sole discretion and shall report to the Committee on any cost saving techniques considered or
adopted by the Board.
(e)
The selection of independent audit firm(s), performance audit consultants and such
other consultants as are necessary to support the activities of the Committee.
(f)
The approval of an annual budget for the Committee that is sufficient to carry out
the activities set forth in Prop 39 and included herein.
(g)
The appointment or reappointment of qualified applicants to serve on the
Committee, subject to legal limitations, and based on criteria adopted in the Board’s sole discretion
as part of carrying out its function under Prop 39.
Section 6.
Authorized Activities.
6.1
In order to perform the duties set forth in Section 3.0, the Committee may engage in the
following authorized activities:
(a)
Receive and review copies of the District's annual independent performance audit
and annual independent financial audit, required by Article XIIIA of the California Constitution.
(b)
Inspect college facilities and grounds for which bond proceeds have been or will be
expended, in accordance with any access procedure established by the District's
President/Superintendent.
82
(c)
Review copies of deferred (scheduled) maintenance proposals or plans developed
by the District.
(d)
Review efforts by the District to maximize bond proceeds by implementing various
cost-saving measures.
Section 7.
7.1
Membership.
Number.
The Committee shall consist of a minimum of seven (7) members appointed by the Board
of Trustees from a list of candidates submitting written applications, and based on criteria
established by Prop 39, to wit:
7.2

One (1) student enrolled and active in a community college support group, such as student
government.

One (1) member active in a business organization representing the business community
located in the District.

One (1) member active in a senior citizens' organization.

One (1) member active in a bona-fide taxpayers association.

One (1) member active in a support organization for the college, such as a foundation.

Two (2) members of the community at-large.
Qualification Standards.
(a)
To be a qualified person, he or she must be at least 18 years of age.
(b)
The Committee may not include any employee, official of the District or any
vendor, contractor or consultant of the District.
7.3
Ethics: Conflicts of Interest. Members of the Committee are not subject to Articles 4
(commencing with Section 1090) and 4.7 (commencing with Section 1125) of Division 4 of Title 1 of the
Government Code and the Political Reform Act (Gov. Code §§ 81000 et seq.), and are not required to
complete the Form 700. However, each member shall comply with the Committee Ethics Policy attached as
“Attachment A” to these Amended and Restated Bylaws.
7.4
Term. Except as otherwise provided herein, each member shall serve a term of two (2)
years, commencing as of the date of appointment by the Board. No member may serve more than two (2)
consecutive terms. At the Committee's first meeting, members will draw lots to select a minimum of two
members to serve for an initial one (1) year term and the remaining members for an initial two (2) year
term. Members whose term has expired may continue to serve on the Committee until a successor has been
appointed.
7.5
Appointment. Members of the Committee shall be appointed by the Board through the
following process:
(a) appropriate local groups will be solicited for applications; (b) the
Superintendent/President or his designee will review the applications; and (c) the Superintendent/President
or his designee will make recommendations to the Board.
83
7.6
Removal; Vacancy. The Board may remove any Committee member for any reason,
including failure to attend two consecutive Committee meetings without reasonable excuse or for failure to
comply with the Committee Ethics Policy. Upon a member's removal, his or her seat shall be declared
vacant. The Board, in accordance with the established appointment process shall fill any vacancies on the
Committee. Vacancies shall be filled within 90 days. Members whose terms have expired may continue to
serve on the Committee until their successor has been appointed.
7.7
Compensation. The Committee members shall not be compensated for their services.
7.8
Authority of Members. (a) Committee members shall not have the authority to direct staff
of the District; (b) Individual members of the Committee retain the right to address the Board, either on
behalf of the Committee or as an individual; and (c) the Committee and its members shall have the right to
request and receive copies of reports and records relating to Measure D projects which have been prepared
for the Board and which have become a public record.
Section 8.
Meetings of the Committee.
8.1
Regular Meetings. The Committee is required to meet at least once a year including an
annual organizational meeting, but no more frequently than quarterly.
8.2
Location. All meetings shall be held within the jurisdiction of the Cabrillo Community
College District.
8.3
Procedures. All meetings shall be open to the public in accordance with the Ralph M.
Brown Act, Government Code Section 54950 et seq. Meetings shall be conducted according to such
additional procedural rules as the Committee may adopt. A majority of the number of Committee members
shall constitute a quorum for the transaction of any business.
Section 9.
District Support.
9.1
The District shall provide to the Committee necessary technical and administrative
assistance as follows:
(a)
preparation of and posting of public notices as required by the Brown Act, ensuring
that all notices to the public are provided in the same manner as notices regarding meetings of the
District Board;
(b)
(c)
reports; and
provision of a meeting room, including any necessary audio/visual equipment;
preparation and copies of any documentary meeting materials, such as agendas and
(d)
retention of all Committee records, and providing public access to such records on
an Internet website maintained by the District.
9.2
District staff and/or District consultants shall attend all Committee proceedings in order to
report on the status of projects and the expenditures of bond proceeds.
Section 10. Reports. In addition to the Annual Report required in Section 3.3, the Committee
may report to the Board from time to time in order to advise the Board on the activities of the Committee.
Such report shall be in writing and shall summarize the proceedings and activities conducted by the
Committee.
84
Section 11. Officers. The Board, upon the recommendation of the Superintendent/President shall
appoint the initial Chair of the Committee. Thereafter the Committee shall elect the Chair and a vice-chair
who shall act as chair only when the chair is absent. No person shall serve as chair for more than two
consecutive one-year terms.
Section 12. Amendment of Bylaws. Any amendment to these Bylaws shall be approved by a
majority vote of the Board.
Section 13. Termination. The Committee shall automatically terminate and disband concurrently
with the Committee’s submission of its final Annual Report which reflects the final accounting of the
expenditure of all Measure D monies.
85
CITIZENS' BOND OVERSIGHT COMMITTEE
ETHICS POLICY STATEMENT
This Ethics Policy Statement provides general guidelines for Committee members to follow in
carrying out their roles. Not all ethical issues that Committee members face are covered in this Statement.
However, this Statement captures some of the critical areas that help define ethical and professional
conduct for Committee members. The provisions of this Statement were developed from existing laws,
rules, policies and procedures as well as from concepts that define generally accepted good business
practices. Committee members are expected to strictly adhere to the provisions of this Ethics Policy.
POLICY

CONFLICT OF INTEREST. A Committee member shall not make or influence a District
decision related to: (1) any contract funded by bond proceeds; or (2) any construction project which will
benefit the Committee member's outside employment, business, or a personal finance or benefit an
immediate family member, such as a spouse, child or parent.

OUTSIDE EMPLOYMENT. A Committee member shall not use his or her authority over
a particular matter to negotiate future employment with any person or organization that relates to: (1) any
contract funded by bond proceeds, or (2) any construction project. A Committee member shall not
influence a District decision related to any construction project involving the interest of a person with
whom the member has an agreement concerning current or future employment, or remuneration of any
kind. For a period of two (2) years after leaving the Committee, a former Committee member may not
represent any person or organization for compensation in connection with any matter pending before the
District that, as a Committee member, he or she participated in personally and substantially. Specifically,
for a period of two (2) years after leaving the Committee, a former Committee member and the companies
and businesses for which the member works shall be prohibited from contracting with the District with
respect to: (1) bidding on projects funded by the bond proceeds; and (2) any construction project.

COMMITMENT TO UPHOLD LAW. A Committee member shall uphold the federal and
California Constitutions, the laws and regulations of the United States and the State of California
(particularly the Education Code) and all other applicable government entities, and the policies, procedures,
rules and regulations of the Cabrillo Community College District.

COMMITMENT TO DISTRICT. A Committee member shall place the interests of the
District above any personal or business interest of the member.
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DOCSSF/78990v1/024049-0007
86
87
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
2011-12 Preliminary Budget
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
C.4
Page 1 of 1
BACKGROUND:
The 2011-12 Preliminary Budget is presented to the Governing Board under separate cover.
The 2011-12 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 2011-12 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
88
89
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Resolution 033-11: Reduction or Discontinuance of Classified
Service
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 3
C.5
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 9.84 full time equivalencies
(FTEs),which are comprised of 13 positions, 9 of which are vacant and 1 which is management.
FISCAL IMPACT:
To be determined based on the outcome of the 2011-2012 budget.
RECOMMENDATION:
It is recommended that the Governing Board adopt Resolution 033-11 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
90
CABRILLO COMMUNITY COLLEGE DISTRICT
GOVERNING BOARD
RESOLUTION NO. 033-11
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 (the full-time equivalents (FTEs)) of the classified services as specified
below:
Admissions and Records
1. Eliminate Admissions and Records Assistant, Admissions and Records – 1.0 FTE
Bookstore
2. Eliminate three Bookstore Assistants, Bookstore – totaling 1.94 FTE
Business, English and Language Arts (BELA)
3. Eliminate Digital Bridge Academy Program Manager, Academy for College Excellence –
1.0 FTE
4. Eliminate Program Coordinator, Academy for College Excellence – 1.0 FTE
5. Eliminate Program Specialist, Academy for College Excellence – 1.0 FTE
6. Eliminate two Laboratory Instructional Assistants, Writing Center – totaling 1.05 FTE
Facilities Planning and Plant Operations (FP & PO)
7. Eliminate Grounds Maintenance Worker, FP & PO – 1.0 FTE
Fast Track to Work (FTTW)
8. Eliminate Program Specialist, FTTW – 1.0 FTE
Human Arts and Social Sciences (HASS)
9. Eliminate Food Service Cook, Children’s Center – .60 FTE
Human Resources
10. Reduce Confidential Assistant, Human Resources – .25 FTE
NOW, THEREFORE, BE IT RESOLVED that as of June 30, 2011, the foregoing vacant
classified positions shall be discontinued to the extent set forth above. Incumbents in specially
91
funded program positions 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 13th day of June, 2011.
AYES:
NAYS:
ABSTAIN:
ABSENT:
_______________________________
Chairperson of the Board
ATTEST: _______________________________
Secretary to the Board
92
93
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Resolution 035-11: Part-Time Faculty SDI Application
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
C.6
BACKGROUND:
California State Disability Insurance (SDI) is a partial wage-replacement insurance plan for California
workers. The SDI program is State-mandated, and funded from employee payroll deductions.
In January of 2010 AB 381 took effect, which allows part-time community college faculty within a
bargaining unit the ability to vote to participate in the State Disability Insurance program if the community
college district reaches an agreement with the bargaining unit to do so.
In March of 2011 a majority of Cabrillo College part-time faculty voted in favor of adopting the State SDI
program, with a start date of October, 2011.
The District is in the process of completing the application for elective coverage. Before the application can
be submitted, a Governing Board Resolution approving the filing of the application is required.
FISCAL IMPACT:
No direct fiscal impact to the College. The cost of the contributions to the program will be paid through
payroll deductions from adjunct faculty.
RECOMMENDATION:
It is recommended that the Governing Board approve the filing of the Part-Time Faculty State Disability
Insurance application for elective coverage.
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
94
CABRILLO COLLEGE
RESOLUTION NUMBER 035-11
WHEREAS, In January of 2010 AB 381 took effect, which allows part-time college
faculty within a bargaining unit the ability to vote to participate in the State Disability
Insurance program.
WHEREAS, In March of 2011 a majority of Cabrillo College part-time faculty voted
in favor of adopting the State SDI program, with a start date of October 2011.
WHEREAS, Prior to completion of the application for elective coverage, the
Governing Board must adopt a resolution approving the filing of the application.
NOW, BE IT THEREFORE RESOLVED AND ORDERED that the Governing
Board approves the filing of the Part-Time Faculty State Disability Insurance application for
elective coverage.
________________________________
Brian King
________________________________
Victoria Lewis
________________________________
Graciano Mendoza
I certify that the foregoing resolution was adopted at the regular meeting of the Cabrillo
College Governing Board held on June 13, 2011.
_________________________
Date
________________________________
Secretary
AYES:
NOES:
ABSENT:
95
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Parking Citation Increase
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
ACTION
ENCLOSURE(S)
Page 1 of 1
C.7
BACKGROUND:
Over the years, the cost of maintaining, servicing and providing safety and security for the parking lots have
increased but the citation fines have not increased proportionately. The following recommendations will
assist in providing some additional resources needed towards repairs and upkeep of the parking lots.
Citation
Current Proposed
No Parking Permit
$28.00
$40.00
Parking in Specific Lots without Proper Permit
$28.00
$40.00
Parking in Areas Not Designated For Parking
$28.00
$40.00
Permit Improperly Displayed
$18.00
$30.00
Use of More Than One Space
$28.00
$40.00
Parking in Loading Zone
$18.00
$30.00
Parking in Specially Posted Areas
$28.00
$40.00
Improper Parallel Parking
$18.00
$40.00
Expired Parking Meter
$18.00
$40.00
Penalty Fee for Not Paying Bail within 2-3 weeks
$10.00
$15.00
Additional Penalty Fee for Not Paying Bail within First Month
$18.00
$20.00
FISCAL IMPACT:
Additional revenue generated from the various proposed increases to parking citations is expected.
RECOMMENDATION:
It is recommended that the Board approve the proposed increases to be in effect July 1st, 2011.
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
96
97
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Blackboard 9.1 Contract and Hosting
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 4
C.8
Background:
The college contracts with Blackboard for use of their Course Management System (CMS) for the distance
education program. The Cabrillo distance education program serves over 6,000 students each academic year
and, with instructor use, nears the maximum allowable number of accounts (7,500) under our current contract
with Blackboard. Many faculty who do not teach distance education courses do use web-enhancement for
their face-to-face courses, by providing their course materials to students online, using the Blackboard venue,
thereby further increasing the numbers of accounts.
In academic year 2011-12 the college will convert to Blackboard 9.1, a more robust version of their CMS.
The college will also contract with Blackboard to handle all hosting of the Cabrillo distance education course
offerings. This agreement will increase the number of allowable accounts from 7,500 to 12,000. Given the
growth of education over the past several years and the likelihood of further growth in web-enhanced classes,
the augmentation of accounts is necessary. The new hosting contract will reduce the Cabrillo IT support for
DE as all courses will be housed offsite on Blackboard servers. Blackboard has a guarantee of 99.99%
uptime.
This proposal went through several shared governance committees for approval including Instruction
Council, the Distance Education Committee, the Technology Steering Committee, and CPC. The agreement
was initiated by the Distance Education staff and the IT staff have supported the new arrangement with
Blackboard.
Fiscal Impact: $67,890 for the first year, including one-time set up fees.
Recommendation:
It is recommended that the Board approve the contract with Blackboard in the amount of $67,890. 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:
Renée M. Kilmer, Vice President, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes x No
 Yes x  No
Final Disposition
98
AMENDMENT
TO THE BLACKBOARD MANAGED HOSTING SCHEDULE DATED DECEMBER 30, 2010 BETWEEN BLACKBOARD INC. AND
CABRILLO COLLEGE
This Amendment to the Blackboard Managed Hosting Schedule dated December 30, 2010 (“Schedule”) between Blackboard, Inc. (“Blackboard”)
and Cabrillo College (“Customer”) is made as of the final signature date below.
The purpose of this amendment is to modify Customer’s current Managed Hosting Schedule by adding the following listed below.
The parties hereby agree to the following terms and conditions:
1.
The Pricing Summary is hereby modified to reflect the fees for the Blackboard Managed Hosting Service.
Cabrillo College Pricing Summary
Product Description
Product ID
HST SETUP CD NA
AS-SETASPLS-NA
Qty
Units
1
EA
ONE TIME PRICE REDUCTION
HOSTING TEST
AS-ASPTEST
1
YR
ONE TIME PRICE REDUCTION
HST SETUP TEST
AS-SETASPTEST
1
EA
AS-ASPADST-07
1
YR
ONE TIME PRICE REDUCTION
HST ADDL STORAGE 250GB
ONE TIME PRICE REDUCTION
HOSTING CE DED NA
AS-ASPCEDE-NA
1
YR
TOTALS:
Designated Server Site (Physical
Database Version:
Location of the Software):
HOSTED BY BLACKBOARD
Customers FTE/User Band: 15012
Year 1 of the
Initial Term
Year 2 of the
Initial Term
Year 3 of the
Initial Term
$ 20000
----
----
($ 12500)
----
----
$ 15000
$ 15000
$ 15000
($ 6000)
($ 6000)
($ 6000)
$ 1000
----
----
($ 1000)
----
----
$ 25000
$ 25000
$ 25000
($ 17500)
($ 17500)
($ 17500)
$ 43890
$46085
$48389
$67,890
$62,585
$64,889
Operating System:
Hardware Model:
2.
Exhibit A of the Blackboard Managed Hosting Schedule, entitled Managed Hosting Specifications, is hereby modified to include the
following:
EXHIBIT A
MANAGED HOSTING SPECIFICATIONS
+ Blackboard Learn™ for Course Delivery:
•
Set Up Fee for each solution includes service for each installation of the Software or update/upgrade requiring a revised or new hardware
and/or software configuration.
•
Initial Term Annual Fee for each solution includes service for up to 12000 Users and 300 GB of storage and 1 Mbps of bandwidth
measured using the 95th percentile calculation (as defined below) delivered via redundant Internet uplink and Managed Firewall Service.
•
Additional storage and bandwidth for each solution are separately charged
•
Additional Service Units, which include additional Users, additional bandwidth, and additional storage are separately charged.
99
+ Blackboard Learn™ Parallel Production:
•
•
•
•
Set Up Fee (if any) for each solution includes service for each installation of the Software or update/upgrade requiring a revised or new
hardware and/or software configuration.
Initial Term Annual Fee for each solution includes service for up to 12000 Users and 300 GB of storage and 1Mbps of bandwidth
measured using the 95th percentile calculation (as defined below) delivered via redundant Internet uplink and Managed Firewall
Service.
Additional storage and bandwidth for each solution are separately charged
Additional Service units for each solution for 7,500 additional Users, additional bandwidth and additional storage are separately
charged.
+ Blackboard Non-Production Test Environment per solution:
•
•
•
•
•
•
3.
Test environments are designed to handle twenty (20) or less concurrent users and is not to be used for Production purposes
Initial Term is a minimum of twelve (12) months and renew automatically for successive 12-month terms (each, a “Renewal Term”),
unless either Party provides notice of its desire not to renew more than thirty (30) days prior to the end of the Initial-Term o r then-current
Renewal Term.
Setup Fee includes installation of Test Copy Hosted Software on computer servers and systems in Blackboard’s non-production
environment.
Initial Term Fee includes 20 GB of server storage and burstable bandwidth provided through Blackboard’s broadband connection, and
grants Customer full root access to servers.
The Non-Production Environment is not designed to fully replicate or clone the production environment in terms of physical infrastructure
Non-Production Test Environment by its nature DOES NOT meet the Service Level specifications under Exhibit B, and therefore, DOES
NOT qualify for Service Level Guarantees.
The following is added to the Blackboard Managed Hosting Schedule as Exhibit B-1 entitled Managed Hosting Enhanced SLA
EXHIBIT B-1
MANAGED HOSTING ENHANCED SLA
Customer is eligible for the enhanced service levels under Blackboard’s enhanced service level program. The current terms of the program
are described below and are subject to change by written notice to Customer 30 days in advance of any change.
1. The Availability/Service Credit in Exhibit B is automatically adjusted to be calculated against a 99.9% target uptime provided that Customer meets
all of the following strict requirements:
a.
b.
c.
d.
e.
Customer has Platinum Level Service (on Blackboard Platinum Package) or Diamond Level Service (which requires having
annual subscription to Production Environment, Staging Environment and non-production Test Environment and minimum of
25% Time Complex Hosting Manager services);
The production environment of the Hosted Software is on Blackboard Learn Course Delivery 9.1 or later version and is at
maximum only two application pack versions older than the then-current Generally Available version;
Customer’s usage is within contracted levels for Active User Capacity and storage;
Any Building Blocks deployed on the production environment of the Hosted Software are compliant with the standard
Managed Hosting Building Blocks Policy;
Any integration between the Hosted Software and Customer’s student information system (SIS) was completed by Blackboard
Consulting and Customer is currently subscribed to Integration and Customization Maintenance (ICM) supporting such SIS
integration.
2. Alternatively, the Availability/Service Credit in Exhibit B is automatically adjusted to be calculated against a 99.8% target uptime provided that
Customer meets all of the following strict requirements:
a.
Customer has Gold Level Service (subscription to Production Environment hosting other than Basic licenses, Foundations
program, SchoolCentral or Prosites hosting services) or Platinum Level Service (on Blackboard Platinum Package) or
Diamond Level Service (which requires having subscription to annual Production Environment, Staging Environment and
non-production Test Environment and minimum of 25% Time Complex Hosting Manager services);
b.
Hosted Software on production environment is on Learn Course Delivery 9.1. or later version and is at maximum only two
application pack versions older than the then-current Generally Available version;
c.
Customer’s usage is within contracted levels for Active User Capacity and storage.
3. If the enhanced service levels in Sections 1 or 2 above do not apply, then provided that Customer’s usage is within contracted levels for Active
User Capacity and storage, 99.7% targeted uptime for any version of the Hosted Software which is then currently supported under Blackboard’s
support guidelines. 4.
The enhanced service levels in Sections 1 and 2 of this Exhibit B-1 apply only to production environments and do
not apply to staging environments.
5.
For Customers that do not have Platinum Level Service (Platinum Package) or Diamond Level Service (which requires annual having
subscription to Production Environment, Staging Environment and non-production Test Environment and minimum of 25% Time Complex Hosting
100
VOID IF EXECUTED AFTER: June 15, 2011
Cabrillo College
Manager services), the Availability/Service Credit does not apply to the 7 calendar day period following then installation of an application pack,
update or upgrade on the production environment because of the lack of Blackboard’s full control over the upgrade project management.
ALL OTHER TERMS AND CONDITIONS REMAIN IN FULL FORCE AND EFFECT
IN WITNESS WHEREOF, the parties hereto have executed this Amendment as of the date first written below.
BLACKBOARD
Customer: Cabrillo College
Signature
Tess Frazier-VP Contracts
Print Name and Title
Signature
Date:
Date:
2011-BLACKBOARD CONFIDENTIAL AND PROPRIETARY
#125420(AS 4-5-11)
Print Name and Title
3 of 3
101
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
SUBJECT:
DATE
June 13, 2010
Curriculum Committee Actions
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
Page 1 of 22
ITEM NUMBER
C.9
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 2011 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 6100 hours of
labor in the 2011 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 B) Course and Program
inactivations/deletions – 18
FISCAL IMPACT:
Changes will be accommodated within the current budget.
RECOMMENDATION:
It is recommended that the proposed curriculum changes be approved for a Fall 2011 effective date.
(Continued on Page 2)
Administrator Initiating Item:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes
 Yes
No
No
Final Disposition
102
Curriculum Revisions Spring 2011
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
207
13
15
60
41
1,321
Number of
persons or
proposals
41
290
Number of hours
per semester
1
1
30
86
2580
5
5
1
1
1
1
11
1
86
86
86
86
86
86
88
1032
430
430
86
86
86
86
968
1032
Estimated total hours to prepare curriculum
Total Time
41
290
6115 hours
2
G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 103
2011 | 3
BELA Division: Business, English and Language
Arts
Computer Applications/Business Technology
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
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.
A.S. Degree: Computer Applications/Business
Technology
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 131
Microsoft Word . . . . . . . . . . . . . . . . . . . . . . . . 3
CABT 156
Business Grammar. . . . . . . . . . . . . . . . . . . . . . 3
Computer/Business Applications Core Courses (9-10 units)
CABT 41
Excel for Windows . . . . . . . . . . . . . . . . . . . . . . 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 110C
Computer Keyboarding-Speed Development 0.5
CABT 111
*** Using Speech Recognition Software. . . . . 1
CABT 118
*** Using Microsoft Windows. . . . . . . . . . . . . 1
CABT 143
Beginning MS Excel . . . . . . . . . . . . . . . . . . . 0.5
CABT 157
*** Business and Technical Writing . . . . . . . . 3
CABT 160
*** Introduction to the Internet and the World
Wide Web . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5
CABT 161
Creating a Simple Web Site . . . . . . . . . . . . . . . 2
CABT 199C
*** Career Work Experience Education. . 0.5 - 4
CS 1
Introduction to Computers and Computer
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
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
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Electives (4-6 units)
(from any course numbered 1-199) . . . . . . . . . . . . . . . . . . . . . . . 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
CABTinstructor for more information.
***May be used as Elective credit if not used for Core Course credit.
Skills Certificate: Computer/Business
Applications: Computer Skills for the Office
Required Courses
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
Total Units
4
*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.
104
4 | G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2 0 1 1
HASS Division: Human Arts and Social Sciences
Criminal Justice
A.A. Degree: Corrections Option
General Education
30 Units
Core Courses (21-23 units)
CJ 1
Introduction to Criminal Justice. . . . . . . . . . . . 3
CJ 2
Criminal Law . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CJ 3
Criminal Evidence. . . . . . . . . . . . . . . . . . . . . . . 3
CJ 5
The Police Role in the Community. . . . . . . . . . 3
CJ 19
Introduction to Corrections . . . . . . . . . . . . . . . 3
CJ 20
Criminal Behavior. . . . . . . . . . . . . . . . . . . . . . . 3
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . 5
or
BUS 9
Business Statistics . . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives (3-7 units)
CJ 4
Criminal Courts and Procedures . . . . . . . . . . . 3
CJ 6
Criminal Investigation . . . . . . . . . . . . . . . . . . . 4
CJ 7
Criminal Evidence. . . . . . . . . . . . . . . . . . . . . . . 3
CJ 9
Juvenile Procedures. . . . . . . . . . . . . . . . . . . . . 3
CJ 10
Forensic Investigation . . . . . . . . . . . . . . . . . . . 4
CJ 12
Contemporary Issues in the Justice System . . 3
CJ 41
Narcotics Identification and Enforcement. . . . . 3
CJ 111
Self-Defense for Law Enforcement. . . . . . . . . . 3
FT 150
Career Planning for Public Safety . . . . . . . . . . 3
FT 183
Emergency Medical Technician-B . . . . . . . . . . 7
FT 183L
Emergency Medical Technician Lab . . . . . . 1 - 3
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking. . . . . . . . . . . . . . . . . . 3
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
COMM 7
Interpersonal Communication . . . . . . . . . . . . . 3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . 3
PSYCH 6
Introduction to Social 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
SOC 8
Sociology of Latinos and Latinas . . . . . . . . . . . 3
Electives
(any course 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 - 6
Total Units
60
Criminal Justice
The Criminal Justice Program is designed to provide students with the
basic theoretical knowledge, that will prepare them for career opportunities in pre-law, law enforcement, or corrections. The program develops a high level of academic, personal, and professional competence
demanded in a wide range of agencies.
Model Program for Criminal Justice--Law Enforcement Option
The following model program fulfills requirements for an A.A. Degree in
Criminal Justice/Law Enforcement at Cabrillo College. Specific lower
division major preparation at four-year public institutions in California
can be found at www.assisst.org. Please see a counselor for advisement for transfer to any four-year institution.
A.A. Degree: Law Enforcement Option
A.A. General Education
30 Units
Core Courses (19-21 units)
CJ 1
Introduction to Criminal Justice. . . . . . . . . . . . 3
CJ 2
Criminal Law . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CJ 3
Criminal Evidence. . . . . . . . . . . . . . . . . . . . . . . 3
CJ 5
The Police Role in the Community. . . . . . . . . . 3
CJ 6
Criminal Investigation . . . . . . . . . . . . . . . . . . . 4
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . 5
or
BUS 9
Business Statistics . . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives
(3-7 Units)
CJ 3
CJ 9
CJ 12
CJ 20
CJ 41
CJ 10
CJ 111
CJ 155D
FT 150
FT 183
FT 183L
COMM 1
or
COMM 1H
COMM 2
COMM 6
COMM 7
COMM 12
PSYCH 6
SOC 1
or
SOC 1H
Criminal Evidence . . . . . . . . . . . . . . . . . . . . . . 3
Juvenile Procedures. . . . . . . . . . . . . . . . . . . . . 3
Contemporary Issues in the Justice System . . 3
Criminal Behavior. . . . . . . . . . . . . . . . . . . . . . . 3
Narcotics Identification and Enforcement. . . . . 3
** Forensic Investigation . . . . . . . . . . . . . . . . . 4
** Self Defense for Law Enforcement . . . . . . . 3
** Law Enforcement Skills and Knowledge
Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Career Planning for Public Safety . . . . . . . . . . 3
Emergency Medical Technician-B. . . . . . . . . . . 7
Emergency Medical Technician Lab . . . . . . 1 - 3
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . 3
Honors Public Speaking. . . . . . . . . . . . . . . . . . 3
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Interpersonal Communication . . . . . . . . . . . . . 3
Intercultural Communication . . . . . . . . . . . . . . 3
Introduction to Social Psychology . . . . . . . . . . 3
Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . 3
Honors Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . 3
Contemporary Social Problems . . . . . . . . . . . . 3
SOC 2
or
SOC 2H
Honors Contemporary Social Problems. . . . . . 3
SOC 8
Sociology of Latinos and Latinas . . . . . . . . . . . 3
Electives:
(Any Course numbered 1-199) . . . . . . . . . . . . . . . . . . . . . . . . . . 2 - 8
Total Units
60
A.S. Degree: Law Enforcement Option
A.S. General Education
21 Units
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Core Courses (19 units)
CJ 1
Introduction to Criminal Justice. . . . . . . . . . . . 3
CJ 2
Criminal Law . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CJ 4
Criminal Courts and Procedures . . . . . . . . . . . 3
CJ 5
The Police Role in the Community. . . . . . . . . . 3
CJ 6
Criminal Investigation . . . . . . . . . . . . . . . . . . . 4
CJ 7
Criminal Justice Written Communications . . . . 3
Approved Electives (11 units)
CJ 3
Criminal Evidence. . . . . . . . . . . . . . . . . . . . . . . 3
CJ 9
Juvenile Procedures. . . . . . . . . . . . . . . . . . . . . 3
CJ 10
Forensic Investigation . . . . . . . . . . . . . . . . . . . 4
CJ 12
Contemporary Issues in the Justice System . . 3
CJ 20
Criminal Behavior. . . . . . . . . . . . . . . . . . . . . . . 3
CJ 41
Narcotics Identification and Enforcement. . . . . 3
CJ 111
Self Defense for Law Enforcement. . . . . . . . . . 3
CJ 155D
Law Enforcement Skills and
Knowledge Modules. . . . . . . . . . . . . . . . . . . . . 4
FT 150
Career Planning for Public Safety . . . . . . . . . . 3
FT 183
Emergency Medical Technician-B . . . . . . . . . . 7
FT 183L
Emergency Medical Technician Lab . . . . . . 1 - 3
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking. . . . . . . . . . . . . . . . . . 3
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
COMM 7
Interpersonal Communication . . . . . . . . . . . . . 3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . 3
PSYCH 6
Introduction to Social 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
SOC 8
Sociology of Latinos and Latinas . . . . . . . . . . . 3
Electives:
(Any Course numbered 1-199). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Total Units
60
Culinary Arts and Hospitality
Management
Cabrillo College's Culinary Arts and Hospitality Management program
provides students with basic culinary skills in food preparation and service, advanced a la carte dining, and buffet food production, as well as
food service management training. Cabrillo College offers a Basic Skills
Certificate in cooking, catering and baking (16 units each) and/or a
Certificate of Achievement in Culinary Arts (34 units). The skills certificates are stepping stones towards a certificate of proficiency.
When a student has completed 31 units of Culinary Arts core classes
and also completed 21 additional units of general education, they can
then complete an A.S. Degree in Culinary Arts and Hospitality
Management.
The Culinary Arts Program offers students the opportunity to gain
experience in a restaurant and catering facility, which is open to the public, as well as in traditional cooking labs, and lecture classes. The historic
and beautiful Sesnon House Mansion is a student run full-service restaurant and a catering facility located on the Cabrillo campus. The students
gain valuable hands-on experience in restaurant operations at the
Sesnon House.
Check out the website for the Sesnon House at
www.cabrillo.edu/services/sesnon.
Career Opportunities in Culinary Arts, Hospitality
Management
There are a variety of career paths for Cabrillo College graduates of
the Culinary Arts and Hospitality Management program. Many graduates
work in restaurants, hotels and resorts as cooks, servers, bartenders,
chefs and managers. Jobs are plentiful and students with training from
Cabrillo Culinary Arts are in high demand. Many students start their own
businesses. Alumni operate local restaurants, delis, bakeries and other
food related businesses in Santa Cruz and the surrounding Bay Area.
Often students will combine major areas of study for individual career
goals. For example, a student can combine photography and culinary
arts for the career path of a food stylist or study chemistry and culinary
arts for a food science career. Trained and experienced culinary professionals can work anywhere in the world where people eat prepared food
A.S. Degree: Culinary Arts and Hospitality
Management
A.S. General Education
21 Units
Core Course (31 units)
CAHM 10
Introduction to Hospitality Management . . . . . 3
CAHM 50A
Introduction to Culinary Arts Basics . . . . . . . . 1
CAHM 50B
Introduction to Entree Preparation and Service 1
CAHM 50C
Introduction to Appetizers and
Baking Preparation. . . . . . . . . . . . . . . . . . . . . . 1
CAHM 50L
*Introduction to Culinary Arts Lab. . . . . . . . . . 2
CAHM 57
Catering and Beverage Operations . . . . . . . . . . 2
CAHM 64
Sanitation and Hygiene . . . . . . . . . . . . . . . . . . 2
CAHM 151B
*Advanced Culinary Arts . . . . . . . . . . . . . . . . . 9
CAHM 155
Basic Baking and Pastry . . . . . . . . . . . . . . . . . 3
CAHM 157L
Catering and Beverage Operation Lab . . . . . . . 3
CAHM 160
Purchasing and Food Cost Control . . . . . . . . . 2
CAHM 163
Food Service Management. . . . . . . . . . . . . . . . 2
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Approved Electives (8 units)
CAHM 20
Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CAHM 149
Cake Decorating . . . . . . . . . . . . . . . . . . . . . . . . 1
CAHM 153
Garde Manger . . . . . . . . . . . . . . . . . . . . . . . . . 2
CAHM 159
Chocolate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CAHM 165
Meat Cutting and Sausage Making. . . . . . . . . . 3
CAHM 166
Bread Making . . . . . . . . . . . . . . . . . . . . . . . 1 - 2
CAHM 167
Cultural and Ethnic Foods . . . . . . . . . . . . . . . . 2
CAHM 168
Advanced Baking and Pastry . . . . . . . . . . . . . . 3
CAHM 170
Commercial Baking II. . . . . . . . . . . . . . . . . . . . 6
CAHM 171
The Art of Creating Wedding Cakes . . . . . . . . . 1
CAHM 172A
Wine and Wine Service . . . . . . . . . . . . . . . . . . 2
CAHM 172B
Wine Varietals . . . . . . . . . . . . . . . . . . . . . . . . . 1
CAHM 174
World Wines. . . . . . . . . . . . . . . . . . . . . . . . 1 - 2
CAHM 175
History and Practice of Sauces. . . . . . . . . . 1 - 2
CAHM 176
Basic Winemaking . . . . . . . . . . . . . . . . . . . . . . 2
CAHM 177
Basic Wine Grape Viticulture . . . . . . . . . . . . . . 2
CAHM 178
Wine Marketing and Sales . . . . . . . . . . . . . . . . 1
CAHM 179
Wines of California. . . . . . . . . . . . . . . . . . . . . . 3
CAHM 199C
Career Work Experience Education. . . . . . . 1 - 4
ACCT 151A
Introduction to Accounting:
Bookkeeping Concepts. . . . . . . . . . . . . . . . . . . 4
BUS 155
Business Mathematics . . . . . . . . . . . . . . . . . . . 3
or
MATH 154
**Elementary Algebra . . . . . . . . . . . . . . . . . . . 5
Total Units
60
*CAHM 50L, Culinary Basics and CAHM 151B, Advanced Culinary Arts
can be taken once as Core course, and repeated one time for approved
elective credit.
**or higher level math class.
Certificate of Achievement: Culinary Arts and
Hospitality Management
Core Course (31 units)
CAHM 10
Introduction to Hospitality Management . . . . . 3
CAHM 50A
Introduction to Culinary Arts Basics . . . . . . . . 1
CAHM 50B
Introduction to Entree Preparation and Service 1
CAHM 50C
Introduction to Appetizers and Baking
Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CAHM 50L
Introduction to Culinary Arts Lab. . . . . . . . . . . 2
CAHM 57
Catering and Beverage Operations . . . . . . . . . . 2
CAHM 64
Sanitation and Hygiene . . . . . . . . . . . . . . . . . . 2
CAHM 151B
Advanced Culinary Arts . . . . . . . . . . . . . . . . . . 9
CAHM 155
Basic Baking and Pastry . . . . . . . . . . . . . . . . . 3
CAHM 157L
Catering and Beverage Operation Lab . . . . . . . 3
CAHM 160
Purchasing and Food Cost Control . . . . . . . . . 2
CAHM 163
Food Service Management. . . . . . . . . . . . . . . . 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
34
Early Childhood Education
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.
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. Degree: Early Childhood Education
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
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
ECE 146
The Child with Special Needs
in the Child Care Program . . . . . . . . . . . . . . . . 2
ECE 150
Early Care and Education . . . . . . . . . . . . . . . . . 1
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
Electives (4 - 5 units)
ECE 64
Children's Art . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ECE 133
Understanding Infant Development . . . . . . 1 - 3
ECE 134
Understanding Toddler Development . . . . . 1 - 3
ECE 135
Infant and Toddler Program Development . . . . 4
ECE 145
Peace Education and Children's Literature . 1 - 3
ECE 163
Advanced Curriculum for the Young Child . . . . 3
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.
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Certificate of Achievement: Children's Literacy
Curriculum
Cabrillo and State Regulations
Units
The Cabrillo and State specializations require 24 units of ECE to include
ECE 31/131, ECE 32/142, ECE 51, and ECE 53, plus six units of additional specialized course work from below:
Required
ECE 144A
Early Steps to Reading Success I . . . . . . . . . . 1
ECE 144B
Early Steps to Reading Success II . . . . . . . . . . 2
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
Children's Literature. . . . . . . . . . . . . . . . . . . . . 3
ECE 162A-Z
Curriculum Development in Programs
for Young Children . . . . . . . . . . . . . . . . . . . 1 - 3
Total Units
30
Certificate of Achievement: Infant/Toddler Care
Cabrillo and State Regulations
Units
The Cabrillo and State specializations require 24 units of ECE to include
ECE 31/131, ECE 32/142, ECE 51, and ECE 53), plus six units of additional specialized course work from the list below:
Required: Take
ECE 135
Infant and Toddler Program Development . . . . 4
and for a combined total of 6 units:
ECE 133
Understanding Infant Development . . . . . . . . . 1
ECE 133L
Infant Development and Observation Lab. . 1 - 2
ECE 134
Understanding Toddler Development . . . . . 1 - 3
ECE 139AZ
Special Topics in Infant/Toddler
Development and Care . . . . . . . . . . . . . . . . 1 - 3
Total Units
30
Skills Certificate: Spanish/English Childhood
Teaching
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
Fire Technology
Today, fire service personnel are faced with a diverse and complex
environment. Firefighters must be well trained to deal effectively with the
fire protection problems, emergency medical care response, and hazardous materials emergencies. The Fire Technology Program at Cabrillo
emphasizes basic educational skills in mathematics, chemistry, and
communications, as well as fire protection curriculum designed to prepare students for careers in the fire protection field.
Careers in fire protection include public fire service, fire protection
engineering, and education. Positions are available in state and federal
agencies and private industry. Thousands of openings for both men and
women occur each year in fire service and related fields; competition is
keen, however. Most fire departments require degrees or certificates of
achievement as a prerequisite for promotion.
High School preparation: Completion of algebra, chemistry, and
physics is highly recommended.
A.A. Degree: Fire Technology
A.A. General Education
30 Units
Core Courses (18 units)
FT 1
Fire Protection Organization. . . . . . . . . . . . . . . 3
FT 2
Fire Prevention Technology . . . . . . . . . . . . . . . 3
FT 3
Fire Protection Equipment and Systems . . . . . 3
FT 4
Building Construction for Fire Protection. . . . . 3
FT 5
Fire Behavior and Combustion . . . . . . . . . . . . . 3
FT 6ES
Principles of Emergency Services Safety
and Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives (6 units)
FT 7
Introduction to Hazardous Materials . . . . . . . . 3
FT 8
Wildlands Fire Control . . . . . . . . . . . . . . . . . . . 3
FT 9
Fire Investigation . . . . . . . . . . . . . . . . . . . . . . . 3
FT 150
Career Planning for Public Safety . . . . . . . . . . 3
or
FT 155D
Fire Technology Skills and
Knowledge Modules. . . . . . . . . . . . . . . . . . . . . 4
CJ 7
Criminal Justice Written Communications . . . . 3
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking. . . . . . . . . . . . . . . . . . 3
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
COMM 7
Interpersonal Communication . . . . . . . . . . . . . 3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . 3
PHILO 10
Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PHILO 49
Introduction to Critical Thinking. . . . . . . . . . . . 3
PS 1
Introduction to Government. . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 6
Introduction to Social 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
SOC 3
Sociology of Race and Ethnicity. . . . . . . . . . . . 3
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SOC 8
Sociology of Latinos and Latinas . . . . . . . . . . . 3
Electives:
(Any Course numbered 1-199). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Total Units
60
A.S. Degree: Fire Technology
A.S. General Education
21 Units
Core Courses (18 units)
FT 1
Fire Protection Organization. . . . . . . . . . . . . . . 3
FT 2
Fire Prevention Technology . . . . . . . . . . . . . . . 3
FT 3
Fire Protection Equipment and Systems . . . . . 3
FT 4
Building Construction for Fire Protection. . . . . 3
FT 5
Fire Behavior and Combustion . . . . . . . . . . . . . 3
FT 6ES
Principles of Emergency Services
Safety and Survival . . . . . . . . . . . . . . . . . . . . . 3
Approved Electives (12 units)
FT 7
Introduction to Hazardous Materials . . . . . . . . 3
FT 8
Wildlands Fire Control . . . . . . . . . . . . . . . . . . . 3
FT 9
Fire Investigation . . . . . . . . . . . . . . . . . . . . . . . 3
FT 150
Career Planning for Public Safety . . . . . . . . . . 3
or
CJ 150
Career Planning for Public Safety . . . . . . . . . . 3
or
FT 155D
Fire Technology Skills and
Knowledge Modules. . . . . . . . . . . . . . . . . . . . . 4
CJ 7
Criminal Justice Written Communications . . . . 3
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking. . . . . . . . . . . . . . . . . . 3
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
COMM 7
Interpersonal Communication . . . . . . . . . . . . . 3
COMM 12
Intercultural Communication . . . . . . . . . . . . . . 3
PHILO 10
Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PHILO 49
Introduction to Critical Thinking. . . . . . . . . . . . 3
PS 1
Introduction to Government. . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 6
Introduction to Social 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
SOC 3
Sociology of Race and Ethnicity. . . . . . . . . . . . 3
SOC 8
Sociology of Latinos and Latinas . . . . . . . . . . . 3
Electives:
(Any Course numbered 1-199). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Total Units
60
HAWK Division: Health, Athletics, Wellness, and
Kinesiology
Dental Hygiene
A.S. Degree: Dental Hygiene
The dental hygiene program at Cabrillo College, affiliated with the
University of the Pacific, Arthur A. Dugoni School of Dentistry, San
Francisco, requires two full years. Upon completion of the program, students are eligible to take the state and national examinations. Enrollment
is limited to 20 students each fall. Program retention is based on a minimum grade of "C" in all courses in the published dental hygiene curriculum. Courses must be taken sequentially. A dental hygienist is a person
who is trained and licensed to clean teeth, take dental x-rays, and provide related dental services and care, usually under the supervision of a
dentist. The dental hygiene profession demands a high level of ethics,
attitude, confidentiality and performance.
How to Apply
Admission to the Dental Hygiene program requires a separate and
additional process to the general college admission. The Dental Hygiene
information and application forms are available in the Dental Hygiene
Office
(Room
HW2149)
and
on
the
website
(www.cabrillo.edu/academics/dentalhygiene).
General college application materials are available online at
www.cabrillo.edu.
Process of Application
Read all material in the application packet and the appropriate sections of the Cabrillo College Catalog about the associate degree of Dental
Hygiene program, academic regulations, and attendance and graduation
requirements. Return the completed dental hygiene application forms by
certified mail return receipt to the Dental Hygiene Department. You must
include two sets of official transcripts from all colleges attended (including Cabrillo College transcripts.)
A completed application includes:
1. Dental Hygiene application form,
2. Student File form,
3. Performance Standards form,
4. Two sets of official sealed transcripts documenting all college prerequisite courses completed.
Acceptance is based on:
1. Completed application as outlined above,
2. Send complete application certified mail, return receipt requested.
4. Completion of all science prerequisites with a GPA of 2.7 or better,
5. Completion of English prerequisite with a GPA of 2.00 or better.
Due to the rigorous academic nature of the Dental Hygiene Program,
it is advisable to complete the general education requirements for the
Associate Degree, before entering the program. No more than one reenrollment in a Dental Hygiene Program is allowed.
Security Screening
To comply with state and local regulations for health care providers,
students enrolled in the Cabrillo College Dental Hygiene program are
required to meet vaccination and drug testing requirements and provide
documentation to the Student Health Center before entering the program. Students are also required to complete criminal background
checks, and may be required to under go fingerprinting.
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Prerequisites
BIO 4
BIO 5
BIO 6
CHEM 30B
Units
Human Anatomy . . . . . . . . . . . . . . . . . . . . . . . 4
* Human Physiology . . . . . . . . . . . . . . . . . . . . 4
* Microbiology . . . . . . . . . . . . . . . . . . . . . . . . . 4
* Introductory Organic Chemistry and
Biochemistry for Health Occupations . . . . . . 4
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
These prerequisites may also be used to satisfy appropriate general
education areas.
*Successful completion of these prerequisites or equivalent is required
before applying to the Dental Hygiene Program. It is recommended that
all science prerequisites be completed within the last five (5) years.
Core Courses
Units
DH 7
Head and Neck Anatomy and Embryology . . . . 2
DH 160
Oral Health Education. . . . . . . . . . . . . . . . . . . . 2
DH 161
Preparation for Dental Hygiene Clinic . . . . . . 0.5
DH 162A
Patient Assessment I . . . . . . . . . . . . . . . . . . . . 3
DH 162B
Patient Assessment II . . . . . . . . . . . . . . . . . . . 3
DH 163A
Dental Radiology . . . . . . . . . . . . . . . . . . . . . . . 3
DH 163B
Dental Radiographic Interpretation and Case
Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
DH 164
Dental Materials . . . . . . . . . . . . . . . . . . . . . . . . 2
DH 170
Tooth Morphology, Oral Histology, and Oral
Embryology . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
DH 171
Introduction to Clinical Dental Hygiene . . . . . . 5
DH 173
Clinical Dental Hygiene I . . . . . . . . . . . . . . . . . 5
DH 174
Periodontics . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
DH 180
Oral Pathology . . . . . . . . . . . . . . . . . . . . . . . . . 2
DH 181
Clinical Dental Hygiene II . . . . . . . . . . . . . . . . . 6
DH 182A
Advanced Case Studies . . . . . . . . . . . . . . . . . . 1
DH 183
Clinical Dental Hygiene III . . . . . . . . . . . . . . . . 6
DH 184A
Pain Management I . . . . . . . . . . . . . . . . . . . . . 2
DH 184B
Pain Management II . . . . . . . . . . . . . . . . . . . . . 1
DH 186A
Community Oral Health . . . . . . . . . . . . . . . . . . 2
DH 186B
Community Oral Health and Case Studies . . . . 1
DH 187
Dental Hygiene Law and Ethics . . . . . . . . . . . . 2
Additional Graduation Requirements
Units
COMM 1
Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 1H
Honors Public Speaking. . . . . . . . . . . . . . . . . . 3
or
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . 3
CAHM 20
Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SOC 1
Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . 3
or
SOC 1H
Honors Introduction to Sociology:
Understanding Society . . . . . . . . . . . . . . . . . . . 3
or
SOC 2
*Contemporary Social Problems . . . . . . . . . . . 3
or
SOC 2H
*Honors Contemporary Social Problems. . . . . 3
*SOC 2/2H meets the Multicultural Studies Requirement for graduation.
Please note that the above courses may also be used to satisfy appropriate general education areas.
NOTE: It is highly recommended to complete the General Education
courses prior to entering the DH Program.
General Education
This A.S. Degree requires completion of a 21-unit general education
pattern (see Cabrillo College Catalog under Associate in Science Degree
or the A.S. Degree worksheets available in Counseling or on the Transfer
and Articulation website at www.cabrillo.edu/services/articulation/
studindex/htm).
Completing a U.S. History or U.S. Political Science course and a
Humanities course, in addition to the above prerequisites and graduation
requirements, will complete the A.S. Degree general education pattern
for dental hygiene students.
A Bachelor of Science/Bachelor of Arts Degree from a regionally
accredited college or university will satisfy all general education and
competency requirements for Cabrillo's non-transfer A.A. and A.S.
degrees, with the exception of the multicultural requirement and program specific graduation requirements.
Mathematics Competency Requirement
The A.S. Mathematics Requirement may be met by successful completion of intermediate algebra or equivalent or a higher-level mathematics course with a grade of ""C"" or better. Successful completion must be
verified by an official college transcript or by an appropriate score on the
Cabrillo mathematics assessment.
Multicultural Requirement
An approved multicultural course is required for graduation. This
course may be double counted with general education or other program
graduation requirements. Courses taken at other regionally accredited
colleges can be used when approved by a Cabrillo Counselor.
Synopsis: Associate in Science Degree in Dental Hygiene
General Education Courses
21
Core Courses
53.5
Plus approved prerequisite units. See above for information on prerequisites
Total Units
74.5
*MATH 154, or equivalent is a prerequisite for CHEM 30A; CHEM 30Ais
a prerequisite for CHEM 30B*, BIO 5 and BIO 6.*
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Kinesiology
Security Screening:
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. Bachelors and
graduate degrees with emphasis in adaptive physical education, athletic
training, dance, movement sciences, sports management, teaching and
coaching offer numerous career opportunities in public and private sectors.
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.A. Degree: Kinesiology
Model Program for Kinesiology
The following Model Program fulfills requirements for the 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.assisst.org. Please see a counselor for advisement for transfer to
any four-year institution.
A.A. General Education
30 Units
Core Courses (15 units)
BIO 4
Human Anatomy . . . . . . . . . . . . . . . . . . . . . . . 4
BIO 5
Human Physiology . . . . . . . . . . . . . . . . . . . . . . 4
KIN 2
Introduction to Kinesiology . . . . . . . . . . . . . . . 3
KIN Activity Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Approved Electives (6 Units)
Units
KIN 4
Introduction to Personal Training. . . . . . . . . . . 3
KIN 7
Human Performance and Sports Nutrition. . . . 2
KIN 8
Weight Management . . . . . . . . . . . . . . . . . . . . 2
KIN 10A
Athletic Training: Injury Prevention,
Evaluation and Care . . . . . . . . . . . . . . . . . . . . . 3
KIN 10B
Athletic Training: Treatment and
Rehabilitian of Athletic Injuries . . . . . . . . . . . . 3
KIN 13
First Aid: Responding to Emergencies . . . . . . . 3
KIN 15
Community Cardio Pulmonary
Resuscitation . . . . . . . . . . . . . . . . . . . . . . . . 0.5
Recommended from Related Disciplines (9 Units)
Units
CAHM 20
Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CHEM 30A
Inorganic Chemistry for Health Occupations . . 4
MATH 12
Elementary Statistics . . . . . . . . . . . . . . . . . . . . 5
or
MATH 12H
Honors Elementary Statistics . . . . . . . . . . . . . . 5
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . 3
PHYS Any Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 - 5
Total Units
60
Medical Assistant
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 Curriculum Review
Board of the American Association of Medical Assistants Endowment
(AAMAE).Commission on Accreditation of Allied Health Education
Programs1361 Park Street Clearwater, FL 33756, 727-210-2350. 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.
A.S. Degree: Medical Assistant
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)
Units
BUS 155
Business Mathematics . . . . . . . . . . . . . . . . . . . 3
CABT 111
Using Speech Recognition Software . . . . . . . . 1
CABT 156
Business Grammar. . . . . . . . . . . . . . . . . . . . . . 3
CABT 102
10-Key Calculator. . . . . . . . . . . . . . . . . . . . . . . 1
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
COMM 6
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MA 150
Pharmacology for Medical Assistants . . . . . . . 2
MA 179A
Diagnostic & Procedural Coding for Medical
Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 179B
Intermediate ICD-9-CM/CPT Coding . . . . . . . . 3
MA 183B
Advanced EKG (Electrocardiography) Skills. . . 1
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
Total Units
60
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Certificate of Achievement: Medical Assistant
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.
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 Development0.5
CABT 131
Microsoft Word . . . . . . . . . . . . . . . . . . . . . . . . 3
Other Required Courses (3 units)
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
35 - 40
*This course must be taken within one year of externship
**May substitute from the A.S. Elective List for Medical Assistant.
Certificate of Achievement: Medical Insurance
Specialist
Core Courses (30-31 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 179A
Diagnostic & Procedural Coding for Medical
Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MA 179B
Intermediate ICD-9-CM/CPT 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
33 - 34
Radiologic Technology
This is a two-year Associate in Science Degree program providing
professional training for radiologic technologists. Radiologic
Technologists work in a professional environment at a hospital, clinic or
private office. Skill categories include patient care, positioning, operating
X-ray equipment, film quality, assessment, technical factors, and interacting with the general public, ancillary workers and physicians.
The RT Program is accredited by the Joint Review Committee on
Education in Radiologic Technology and the state of California
Department of Health. This program has earned the highest level of
accreditation awarded by the JRCERT. A new class begins each year at
the start of fall semester. Students who successfully complete the program are eligible for State Certification in Diagnostic Radiography and to
take the State Permit exam in Fluoroscopy. Program graduation also provides eligibility to sit for the American Registry of Radiologic Technology
(ARRT) national board examination. Program applications are accepted
on a first come, first served basis.
Requirements for application include: Successful completion of the
program prerequisites listed below, and the completion of the application
process. Selection is based on completion of all required prerequisites
with the appropriate GPA, clinical space available, and date of application. The program has a separate selection process and requires separate application in addition to the general College admission. For students not currently enrolled at Cabrillo College, general college application materials are available in the Admissions Office and on the Cabrillo
College web site. Radiologic Technology program applications are available in the counseling and RT offices and on the RT web site. Two official transcripts must be sent with the program application. After reading
the appropriate sections of the Cabrillo College Catalog and the
Radiologic Technology program brochure, please contact the RT office at
(831) 479-6461 for specific directions on application. Due to the course
load, it is advisable to complete as many of the general education
requirements as possible before entering the program. Meeting minimum requirements does not guarantee entry into the program as enrollment is limited due to hospital clinical space. Currently there is a shortage of radiologic technologists. Job opportunities are abundant in all
modalities and well compensated.
A.S. Degree
Prerequisites
Units
BIO 4
Human Anatomy . . . . . . . . . . . . . . . . . . . . . . . 4
BIO 5
* Human Physiology . . . . . . . . . . . . . . . . . . . . 4
PHYS 10
Introduction to Physics . . . . . . . . . . . . . . . . . . 3
PSYCH 1
General Psychology . . . . . . . . . . . . . . . . . . . . . 3
MA 70
Medical Terminology . . . . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
*A course such as CHEM 30A or CHEM 32 is the prerequisite for BIO
5; Elementary Algebra (MATH 154) or placement into Intermediate
Algebra (MATH 152) by assessment is a prerequisite to CHEM 30A or
CHEM 32.
Please see a counselor or check www.assist.org for more information
if you are interested in transfer to a 4-year university in Radiologic
Technology. All prerequisite and published curriculum courses must be
completed with a grade of ""C"" or better with the exception of MA 70A,
which requires a minimum of a ""B"" grade. These prerequisites may also
be used to satisfy appropriate general education areas.
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Elective Not Required for Radiologic Technology Degree
Units
ALH 101
A Review of Anatomy and Physiology . . . . . . . 2
Core Courses (63.75 Units)
RT 50
Introduction to Radiologic |
Technology/Patient Care. . . . . . . . . . . . . . . . . . 2
RT 50L
R.T. Patient Care Laboratory . . . . . . . . . . . . 0.25
RT 51
Radiographic Positioning I. . . . . . . . . . . . . . . . 2
RT 51L
Positioning Laboratory I . . . . . . . . . . . . . . . . . 1
RT 52
Radiation Physics. . . . . . . . . . . . . . . . . . . . . . . 2
RT 53A
Introduction to Radiologic Technology Laboratory/
Clinic I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.5
RT 53B
Radiologic Technology Lab/Clinic II . . . . . . . 1.5
RT 53C
Radiologic Technology Laboratory/ Clinic III 5.5
RT 53D
Radiologic Technology Laboratory/ Clinic IV . . 8
RT 60
Principles of Radiographic Imaging . . . . . . . . . 2
RT 60L
Applied Principles of
Radiographic Imaging Lab . . . . . . . . . . . . . . 0.5
RT 61
Radiographic Positioning II . . . . . . . . . . . . . . . 2
RT 61L
Radiographic Positioning Lab II. . . . . . . . . . . . 1
RT 62
Principles of Radiation Protection . . . . . . . . . . 2
RT 63
Advanced Positioning Lab/Clinic IV . . . . . . . . . 8
RT 64
Advanced Positioning Lab/Clinic VI . . . . . . . 1.5
RT 65
Advanced Positioning Lab/Clinic VII . . . . . . . . 8
RT 70
Principles of Fluoroscopy. . . . . . . . . . . . . . . . . 1
RT 70L
Applied Principles of Fluoroscopy. . . . . . . . . 0.5
RT 71
Radiographic Positioning III. . . . . . . . . . . . . . . 2
RT 71L
Positioning Laboratory III . . . . . . . . . . . . . . . . 1
RT 72
Advanced Diagnostic Imaging Research . . . . . 2
RT 73
Medical Imaging Pathology . . . . . . . . . . . . . . . 1
RT 82
Advanced Diagnostic Imaging . . . . . . . . . . . . . 1
RT 83
Preparation for State and National Boards. . . . 2
RT 175
Advanced Patient Care: Venipuncture for
Radiographers. . . . . . . . . . . . . . . . . . . . . . . . 0.5
Electives-Magnetic Resonance Imaging
Units
RT 189A
Sectional Anatomy . . . . . . . . . . . . . . . . . . . . . . 1
RT 190
Magnetic Resonance Imaging (MRI) Physics . 3
RT 191
Magnetic Resonance Imaging and Procedures 2
RT 191L
Applied MRI Protocol and Procedures . . . . . 0.5
RT 192
Magnetic Resonance Imaging Lab/Clinic . . . . . 8
RT 193
Advanced Magnetic Resonance Imaging
Lab/Clinic . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Electives-Mammography Units
RT 185
Principles of Mammography . . . . . . . . . . . . . . 2
RT 185C
Principles of Mammography Lab/Clinic . . . . . . 1
RT 185L
Principles of Mammography Lab . . . . . . . . . . . 1
Elective-Sectional Anatomy Units
RT 189A
Sectional Anatomy . . . . . . . . . . . . . . . . . . . . . . 1
RT 189AL
Sectional Anatomy Laboratory . . . . . . . . . . . 0.5
Skills Certificate: Venipuncture
Units
RT 175
Advanced Patient Care: Venipuncture for
Radiographers. . . . . . . . . . . . . . . . . . . . . . . . 0.5
General Education Courses
This A.S. Degree requires completion of a 21-unit general education
pattern (see Cabrillo College Catalog under Associate in Science Degree
or the A.S. Degree worksheets available in Counseling Division or on
the Transfer and Articulation website.) 21
A Bachelor of Science/Bachelor of Arts Degree from a regionally
accredited college or university will satisfy all general education and
competency requirements for Cabrillo's non-transfer A.A. and A.S.
Degrees, with the exception of the multicultural requirement and program specific graduation requirements.
Mathematics Competency Requirement
The A.S. Mathematics Requirement may be met by successful completion of intermediate algebra or equivalent or a higher-level mathematics
course with a grade of ""C"" or better. Successful completion must be
verified by an official college transcript or by an appropriate score on
the Cabrillo mathematics assessment.
Multicultural Requirement
An approved multicultural course is required for graduation. This
course may be double counted with general education or other program graduation requirements. Courses taken at other regionally
accredited colleges can be used when approved by a Cabrillo counselor.
Security Screening
To comply with state and local regulations for health care providers,
students accepted to the Cabrillo College Radiologic Technology program are required to meet vaccination and drug testing requirements
and provide documentation to the Student Health Services Center
before enrolling in the program Students are also required to complete
criminal background checks and may be required to undergo fingerprinting..
General Education Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Core Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63.75
Total Units
84.75
Counseling and Guidance
Liberal Arts and Sciences
Liberal Arts and Sciences Degrees
Liberal Arts and Sciences Degrees
The Associate degrees in Liberal Arts and Sciences represent the completion of a broad area of study with an emphasis in Arts and Humanities, Social
Sciences or Interdisciplinary Studies. Students complete the appropriate general education program (CSU General Education/Breadth, IGETC) and requirements for the emphasis. This degree is designed primarily for students who are
transferring to the California State University or the University of California in a
variety of majors. Study of a foreign language is recommended.
Emphasis in Arts and Humanities
The emphasis in Arts and Humanities enriches and expands students'
knowledge of the human condition and human cultures, especially in relation to
behavior, ideas, and thought. Through study in the disciplines of literature, philosophy, and the fine and performing arts, students will engage in critical analysis, develop aesthetic judgments, and learn to appreciate the arts and humanities. Students will learn respect for cultural diversity and value the multiple voices which contribute to the health and vitality of society.
G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2113
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Students will be able to:
a) Demonstrate awareness of the scope and variety of works in the arts
and humanities
b) Critically appreciate those works as expressions of individual and universal values within historical, social, and cultural contexts
c) Analyze the aesthetic qualities of works in the arts and humanities
d) Engage in the creative process of linguistic expression, philosophical
reasoning, fine and performing arts, and analytical and creative writing
e) Develop and express informed personal responses to works in the arts
and humanities
Select 18 units from the following courses:
Art History 10, 11, 11H, 12, 13, 14, 16#, 17#, 18#, 19#, 20A, 20B, 52#,
53, 77
Dance 10, 12#
Music 1, 5, 6, 10, 10M, 11A#, 11LA#, 12#, 13A#, 77,
Theatre Arts 8#, 9, 10A, 77
English 1B, 1BMC#, 12A-F, 17, 20A, 20B, 24A#, 24B#, 30A, 30B, 31,
32, 33, 34, 39#, 40,41A#, 41B#, 45#, 46A, 46B, 47, 48A, 49A, 49B
French 1, 2, 3, 4, 10
German 1, 2, 3, 4, 10
History 2A#, 2B#, 4A, 4AH, 4B, 4BH
Italian 1, 2, 3, 10
Japanese 1, 2
Philosophy 4, 6, 7, 8, 9, 10, 10H 14#, 15#, 16
Sign Language Studies 1, 2, 3
Spanish 1, 2, 3, 4, 5A, 5B, 6A, 6B, 10A, 10B, 16, 17, 25, 26, 30B#
Emphasis in Social Science
The emphasis in Social Sciences increases students' knowledge of how
historians and social and behavioral scientists discover, describe, and
explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students
to understand themselves and the roles they play in addressing the
issues facing humanity.
Students will be able to:
a) Employ the methods and data that historians and social/behavioral
scientists commonly use
to investigate the human condition
b) Identify important information resources in history and the
social/behavioral sciences
c) Examine institutions and processes across a range of historical periods and social settings
d) Use and critique models and methods for explaining behavior
e) Articulate and analyze alternative approaches to the solution of contemporary social issues.
Select 18 Units from the following courses:
Anthropology 2#, 3, 6#, 7#, 8#, 9#, 17#
Bilingual/Bicultural Studies 32#
Communication Studies 7, 12#
Early Childhood Education 31, 32
Economics 1A, 1B
Environmental Science 20
Geography 2#, 4#, 5
Health Science 15
History 2A#, 2B#, 4A, 4AH, 4B, 4BH, 6#, 9, 14*,15*, 16A#, 16B#,
16C#, 17A*, 17AH*, 17B*,
17BH*, 18A*#, 18B*#, 19A#, 19B#, 19C#, 21A*#, 21AH*#, 21B*#,
21BH*#, 24, 29A*#, 29B*#
Journalism 21
Political Science 1*, 1H*, 2, 3, 4, 5*
Psychology 1, 6, 8, 12, 26, 31, 33
Sociology 1, 1H, 2#, 2H#, 3#, 5, 8#, 9#, 10, 47
Women's Studies 1, 2#, 11
Emphasis in Interdisciplinary Studies
The emphasis in Interdisciplinary Studies allows students to examine
and integrate concepts from multiple perspectives, enriches and
expands students' knowledge of the human condition and human cultures, and increases students' knowledge of how historians and social
and behavioral scientists discover, describe, and explain the behaviors
and interactions among individual, groups, institutions, events, and
ideas. Students will engage in critical analysis, develop aesthetic judgments, and learn to appreciate the arts and humanities. Such knowledge will prepare students for interdisciplinary transfer programs, and
will better equip students to understand themselves and the roles they
play in addressing the issues facing humanity.
Students will be able to:
a) Demonstrate awareness of the scope and variety of works in the arts
and humanities
b) Critically appreciate those works as expressions of individual and
universal values within
historical, social, and cultural contexts
c) Analyze the aesthetic qualities of works in the arts and humanities
d) Engage in the creative process of linguistic expression, philosophical
reasoning, fine and
performing arts, and analytical and creative writing
e) Develop and express informed personal responses to works in the
arts and humanities
f) Employ the methods and data that historians and social/behavioral
scientists commonly use
to investigate the human condition
g) Identify important information resources in history and the
social/behavioral sciences
h) Examine institutions and processes across a range of historical periods and social settings
i) Use and critique models and methods for explaining behavior
j) Articulate and analyze alternative approaches to the solution of contemporary social issues.
k) Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible
biast in the information selected.
l) Identify premises, conclusions, claims, assumptions, biases in one’s
own argument as well as in the arguments of others.
Select 18 units from the following courses with at least one course
from Group A, one course from Group B, and one course from group C:
Group A:
Art History 10, 11, 11H, 12, 13, 14, 16#, 17#, 18#, 19#, 20A, 20B, 52#,
53, 77
Chinese 1, 2
Dance 10, 12#
Music 1, 5, 6, 10, 10M, 11A#, 11LA#, 12#, 13A#, 77
Theatre Arts 8#, 9, 10A, 77
English 1B, 1BMC#, 12A-F, 17, 20A, 20B, 24A#, 24B#, 30A, 30B, 31,
32, 33, 34, 39#, 40, 41A#, 41B#, 45#, 46A, 46B, 47, 48A, 49A, 49B
French 1, 2, 3, 4, 10
German 1, 2, 3, 4, 10
History 2A#, 2B#, 4A, 4AH, 4B, 4BH
Italian 1, 2, 3, 10
114
14 | G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2 0 1 1
Japanese 1, 2
Philosophy 4, 6, 7, 8, 9, 10, 10H, 14#, 15#, 16
Sign Language Studies 1, 2, 3
Spanish 1, 2, 3, 4, 5A, 5B, 6A, 6B, 10A, 10B, 16, 17, 25, 26, 30B#
Group B:
Anthropology 2#, 3, 6#, 7#, 8#, 9#, 17#
Bilingual/Bicultural Studies 32#
Communication Studies 7, 12#
Early Childhood Education 31, 32
Economics 1A, 1B
Environmental Science 20
Geography 2#, 4#, 5
Health Science 15
History 2A#, 2B#, 4A, 4AH, 4B, 4BH, 6#, 9, 14*,15*, 16A#, 16B#,
16C#, 17A*, 17AH*, 17B*, 17BH*#,
18A*#, 18B*#, 19A#, 19B#, 19C#, 21A*#, 21AH*#, 21B*#, 21BH*#,
24, 29A*#, 29B*#
Journalism 21
Political Science 1*, 1H*, 2, 3, 4, 5*
Psychology 1, 6, 8, 12, 26, 31, 33
Sociology 1, 1H, 2#, 2H#, 3#, 5, 8#, 9#, 47
Women's Studies 1, 2#, 11
Group C:
Comm 1, 1H, 2, 4, 10
English 1A, 1AH, 1AMC#, 1AMCH#, 2, 2H, 2MC#, 2MCH#
Philosophy 12, 49
Math 2, 4, 5A, 5B, 5C, 6, 7, 10, 12 12H, 13, 15, 18
Synopsis:
Associate in Arts Degree in Liberal Arts and Sciences
General Education (CSU or IGETC pattern) . . . . . . . . . . . 27-39 Units
Emphasis Area (chosen from above list) . . . . . . . . . . . . . . . 18 units
Electives (any course numbered 1-99) . . . . . . . . . . . . . . . 3-15 units
Total Units required for A.A. Transfer
60 units
Associate in Arts Degree in Liberal Arts and Sciences
General Education (non-transfer pattern) . . . . . . . . . . . . . . . 30 Units
Emphasis Area (chosen from above list) . . . . . . . . . . . . . . . 18 units
Electives (any course numbered 1-199) . . . . . . . . . . . . . . . . 12 units
Total Units required for A.A. Non Transfer
60 units
Associate in Science Degree in Liberal Arts and Sciences
General Education (non-transfer pattern) . . . . . . . . . . . . . . . 21 Units
Emphasis Area (chosen from above list) . . . . . . . . . . . . . . . 18 units
Electives (any course numbered 1-199) . . . . . . . . . . . . . . . . 21 units
Total Units required for A.S. Non Transfer
60 units
NAS Division: Natural and Applied Sciences
Construction and Energy Mangement
The Construction and Energy Management program provides education in the areas of Management, Inspections, Energy and Construction
Skills (hands-on) training. Students will find employment in the broad
spectrum of opportunities available in the construction industry. The program also provides continuing education, degrees, and certificates for
those already employed as contractors, owner/builders, inspectors,
managers, supervisors, estimators, planners and schedulers, support
staff, craft workers and other areas related to construction. Note: We
strongly recommend CS 1 and CS 1L for all students enrolling in computer-based Construction and Energy Management courses. Please refer
to the Cabrillo College Catalog descriptions of these courses to determine if you possess equivalent knowledge.
A.S. Degree: Construction and Energy
Management
A.S. General Education
21 Units
Core Courses (25 units)
CEM 151
Construction Fundamentals:
Principles and Practices. . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals:
Principles and Practices Lab . . . . . . . . . . . . . . 1
CEM 154
Construction Estimating. . . . . . . . . . . . . . . . . . 3
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CEM 157
Construction Law . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 159
Construction Planning and Scheduling . . . . . . 3
CEM 160
Construction Management . . . . . . . . . . . . . . . . 3
CEM 161
Construction Business and Related Topics . . . 3
CEM 162
Sustainable Buildings, Home Performance,
and the Environment . . . . . . . . . . . . . . . . . . . . 3
Approved Electives (9 units)
CEM 163
Fundamentals of Renewable Energy Systems . 3
CEM 164R
Building Fundamentals of the International
Residential Code . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 165R
Electrical, Mechanical, and Plumbing
Fundamentals of IRC . . . . . . . . . . . . . . . . . . . . 3
CEM 166
Fundamentals of the International
Building Code I. . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 167
Fundamentals of the International
Building Code II . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 168
Fundamentals of the Uniform Plumbing Code . 3
CEM 169
Fundamentals of the Uniform Mechanical Code3
CEM 170
Foundation Layout . . . . . . . . . . . . . . . . . . . . . . 3
CEM 175A
Electric Code and Materials 1: Residential . . . . 3
CEM 175B
Electric Code and Materials 2: Commercial . . . 3
CEM 177
Fundamentals of Residential Framing . . . . . . . 3
CEM 178A
Residential Construction Skills 1: “Front End” . 3
CEM 178B
Residential Construction Skills 2: “Finish End” 3
CEM 190C
Enhanced Construction Skills . . . . . . . . . 0.5 - 3
CEM 199C
Career Work Experience Education. . . . . . . 1 - 3
G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2115
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May include three units from the following:
ETECH 24
Introduction to AutoCAD . . . . . . . . . . . . . . . . . 3
ETECH 60
Architecture I . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 61
Architecture II . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 62
Architecture III . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 71
ArchiCAD I . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Electives:
(Any Course Numbered 1-199) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Total Units
60
"
Certificate of Achievement: Construction and
Energy Management
Core Courses (25 units)
CEM 151
Construction Fundamentals:
Principles and Practices. . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals:
Principles and Practices Lab . . . . . . . . . . . . . . 1
CEM 154
Construction Estimating. . . . . . . . . . . . . . . . . . 3
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CEM 157
Construction Law . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 159
Construction Planning and Scheduling . . . . . . 3
CEM 160
Construction Management . . . . . . . . . . . . . . . . 3
CEM 161
Construction Business and Related Topics . . . 3
CEM 162
Sustainable Buildings, Home Performance,
and the Environment . . . . . . . . . . . . . . . . . . . . 3
One of the following:
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . 3
Total Units
28
A.S. Degree: Building Inspection and
Construction Codes
A.S. General Education
21 Units
Core Courses (34 units)
CEM 151
Construction Fundamentals: Principles and
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals: Principles and
Practices Lab . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CEM 162
Sustainable Buildings, Home Performance,
and the Environment . . . . . . . . . . . . . . . . . . . . 3
CEM 164R
Building Fundamentals of the International
Residential Code . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 165R
Electrical, Mechanical, and Plumbing
Fundamentals of IRC . . . . . . . . . . . . . . . . . . . . 3
CEM 166
Fundamentals of the International
Building Code I. . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 167
Fundamentals of the International
Building Code II . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 168
Fundamentals of the Uniform
Plumbing Code. . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 169
Fundamentals of the Uniform
Mechanical Code . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 175A
Electric Code and Materials 1: Residential . . . . 3
CEM 175B
Electric Code and Materials 2: Commercial . . . 3
Approved Electives (5 units)
CEM 154
Construction Estimating. . . . . . . . . . . . . . . . . . 3
CEM 157
Construction Law . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 159
Construction Planning and Scheduling . . . . . . 3
CEM 160
Construction Management . . . . . . . . . . . . . . . . 3
CEM 161
Construction Business and Related Topics . . . 3
CEM 163
Fundamentals of Renewable Energy Systems . 3
CEM 170
Foundation Layout . . . . . . . . . . . . . . . . . . . . . . 3
CEM 177
Fundamentals of Residential Framing . . . . . . . 3
CEM 199C
Career Work Experience Education. . . . . . . 1 - 3
Total Units
60
Construction Electrical Inspection and Codes
Skills Certificate
Required Courses
CEM 151
Construction Fundamentals:
Principles and Practices. . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals:
Principles and Practices Lab . . . . . . . . . . . . . . 1
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CEM 165R
Electrical, Mechanical, and
Plumbing Fundamentals of IRC . . . . . . . . . . . . 3
CEM 175A
Electric Code and Materials 1: Residential . . . . 3
CEM 175B
Electric Code and Materials 2: Commercial . . . 3
Total Units
16
Skills Certificate: Construction Basics
Required Courses
CEM 151
Construction Fundamentals: Principles and
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals: Principles and
Practices Lab . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CEM 154
Construction Estimating . . . . . . . . . . . . . . . . . 3
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CEM 162
Sustainable Buildings, Home Performance,
and the Environment . . . . . . . . . . . . . . . . . . . . 3
CEM 163
Fundamentals of Renewable Energy Systems . 3
Total Units
16
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Skills Certificate: Construction Business
Management
Required Courses
CEM 154
CEM 157
CEM 160
CEM 161
CEM 162
Total Units
Construction Estimating. . . . . . . . . . . . . . . . . . 3
Construction Law . . . . . . . . . . . . . . . . . . . . . . . 3
Construction Management . . . . . . . . . . . . . . . . 3
Construction Business and Related Topics . . . 3
Sustainable Buildings, Home Performance,
and the Environment . . . . . . . . . . . . . . . . . . . . 3
15
Skills Certificate: Construction Building
Inspection and Codes
Required Courses
CEM 151
Construction Fundamentals: Principles and
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 151L
Construction Fundamentals: Principles and
Practices Lab . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CEM 162
Sustainable Buildings, Home Performance,
and the Environment . . . . . . . . . . . . . . . . . . . . 3
CEM 166
Fundamentals of the International
Building Code I. . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 167
Fundamentals of the International
Building Code II . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
16
Computer Networking and System
Administration
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.
A.S. Degree: Computer Networking and System
Administration
A.S. General Education
21 Units
Core Courses (25 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 one of the following courses:
CS 11
Introduction to Programming Concepts
and Methodology, C++ . . . . . . . . . . . . . . . . . . . 4
or
CS 12J
Introduction to Programming Concepts and
Methodology, Java . . . . . . . . . . . . . . . . . . . . . . 4
116
or
CS 19
C++ Programming . . . . . . . . . . . . . . . . . . . . . . 4
or
CS 20J
Java Programming. . . . . . . . . . . . . . . . . . . . . . 4
or
CIS 130
UNIX/Linux Shell Programming . . . . . . . . . . . . 4
or
CIS 131
Perl Programming in a Unix Environment . . . . 4
or
CIS 132
Introduction to Internet Programming . . . . . . . 4
Completion of one or more of the Skills Certificates and Approved
Electives (14 units)
CS 12AL
Intro to Programming for the Non-Major. . . . . 4
CIS 60A-ZZ
Special Topics in Computer and
Information Systems . . . . . . . . . . . . . . . . 0.5 - 4
CIS 83
Switched Networks and WANs
(Cisco CCNA 3 & 4) . . . . . . . . . . . . . . . . . . . . . 4
CIS 99C
Career Work Experience Education. . . . . . . 1 - 4
CIS 146
CCNA Security . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 160A-Z
Special Topics in Computer and
Information Systems . . . . . . . . . . . . . . . . 0.5 - 4
CIS 164
Introduction to Managing and Securing
a Web Server . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CIS 170
Introduction to Computer Hardware
and Software . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 185
Advanced Routing (Cisco CCNP ROUTE). . . . . 4
CIS 187
Implementing IP Switching
(Cisco CCNP SWITCH). . . . . . . . . . . . . . . . . . . 4
CIS 188
Maintaining and Troubleshooting
IP Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 191AB
UNIX/Linux Installation, Configuration
and Administration. . . . . . . . . . . . . . . . . . . . . . 4
CIS 191A
UNIX/Linux Installation and Configuration . . . . 2
CIS 191B
UNIX/Linux System Administration . . . . . . . . . 2
CIS 192AB
UNIX/Linux Network Administration . . . . . . . . 4
CIS 192A
UNIX/Linux TCP/IP Administration. . . . . . . . . . 2
CIS 192B
UNIX/Linux Network Services . . . . . . . . . . . . . 2
CIS 193AB
UNIX/Linux Security Administration. . . . . . . . . 4
CIS 193A
UNIX/Linux Host Security Basics . . . . . . . . . . . 2
CIS 193B
UNIX/Linux Network Security Basics . . . . . . . . 2
CIS 195
Microsoft Windows Server Administration
(Semester 1) . . . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 196
Microsoft Windows Network Administration
(Semester 2) . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Total Units
60
G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2117
0 1 1 | 17
Skills Certificate: Cisco Certified Network
Professional (CCNP) Security
CIS 146
CIS 185
CIS 187
CIS 188
Total Units
CCNA Security . . . . . . . . . . . . . . . . . . . . . . . . . 4
Advanced Routing (Cisco CCNP ROUTE). . . . . 4
Implementing IP Switching
(Cisco CCNP SWITCH). . . . . . . . . . . . . . . . . . . 4
Maintaining and Troubleshooting
IP Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
16
CIS 191A
CIS 191B
CIS 192AB
CIS 192A
CIS 192B
CIS 195
CIS 196
Computer Support Specialist
The Computer Support Specialist program is designed to help students acquire the knowledge and skills necessary to work in computer
technical support positions and prepare for industry certification exams.
Students will be able to provide technical support, troubleshooting, training and documentation to internal and external customers. Courses
include computer hardware, operating systems, common software utilities, fundamentals of networking and help desk concepts. An Associate
in Science Degree, a Certificate of Achievement, and Skills Certificates
are available in the areas of Comp TIA A+ Preparation, and Computer
Support Technician 1. The following courses are recommended for
potential Computer Support Specialist majors early in their academic
career to help determine their interest in pursuing the major: CS 1 and
CS 1L.
A.S. Degree: Computer Support Specialist
A.S. General Education
CIS 191AB
21 Units
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
Completion of one or more of the Skills Certificates and Approved
Electives (13 units)
CIS 60A-ZZ
Special Topics in Computer and Information
Systems. . . . . . . . . . . . . . . . . . . . . . . . . . 0.5 - 4
CIS 82
Introduction to Routing Technologies and Theory
(Cisco CCNA 2) . . . . . . . . . . . . . . . . . . . . . . . . 4
CIS 99C
Career Work Experience Education. . . . . . . 1 - 4
CIS 130
UNIX/Linux Shell Programming . . . . . . . . . . . . 4
CIS 131
Perl Programming in a Unix Environment . . . . 4
CIS 132
Introduction to Internet Programming . . . . . . . 4
CIS 154
Introduction to Client/Server Relational
Database Management Systems . . . . . . . . . . . 4
CIS 160A-Z
Special Topics in Computer and
Information Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.5 - 4
CIS 164
Introduction to Managing and
Securing a Web Server . . . . . . . . . . . . . . . . . . 3
CIS 165PH
Introduction to Programming Database-Driven
Websites with PHP. . . . . . . . . . . . . . . . . . . . . . 4
CIS 175
Fundamentals of Computer Security . . . . . . . . 3
CS 11
CS 12AL
CS 12J
CS 19
CS 20J
CS 21
CS 23
or
MATH 23
CS 24
DM 60A
DM 70
DM 101
DM 160B
UNIX/Linux Installation, Configuration and
Administration . . . . . . . . . . . . . . . . . . . . . . . . . 4
UNIX/Linux Installation and Configuration . . . . 2
UNIX/Linux System Administration . . . . . . . . . 2
UNIX/Linux Network Administration . . . . . . . . 4
UNIX/Linux TCP/IP Administration. . . . . . . . . . 2
UNIX/Linux Network Services . . . . . . . . . . . . . 2
Microsoft Windows Server Administration
(Semester 1) . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Microsoft Windows Network Administration
(Semester 2) . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Programming Concepts and
Methodology, C++ . . . . . . . . . . . . . . . . . . . . . . 4
Intro to Programming for the Non-Major. . . . . 4
Introduction to Programming Concepts and
Methodology, Java . . . . . . . . . . . . . . . . . . . . . . 4
C++ Programming . . . . . . . . . . . . . . . . . . . . . . 4
Java Programming. . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Data Structures
and Algorithms. . . . . . . . . . . . . . . . . . . . . . . . . 4
Discrete Mathematics. . . . . . . . . . . . . . . . . . . . 4
Discrete Mathematics. . . . . . . . . . . . . . . . . . . . 4
Elementary Computer Organization . . . . . . . . . 4
Web Publishing 1: (X)HTML and CSS Level 1 . 3
Web Design Basics Using Dreamweaver . . . . . 3
Fundamentals of Macintosh
Operating Systems. . . . . . . . . . . . . . . . . . . . . . 3
Web Publishing 2: Graphics and
CSS Level 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Electives:
(Any Course numbered 1-199). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
60
Certificate of Achievement: Computer Support
Specialist
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
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
32
*Either COMM 2 or COMM 10 is required and may be used to meet the
A2: Critical Thinking requirement for General Education.
118
18 | G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2 0 1 1
Skills Certificate: A+ Preparation
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
Total Units
15
All skills certificates assume the successful completion of CS1 and CS
1L or equivalent skills.
Skills Certificate: Computer Support
Technician 1
Required Courses
CIS 90
or
CIS 172
CIS 103
CIS 170
CIS 194
COMM 6
Total Units
Introduction to UNIX/Linux . . . . . . . . . . . . . . . 3
Introduction to Operating Systems . . . . . . . . . 4
Technical Support and Troubleshooting . . . . . . 4
Introduction to Computer Hardware
and Software . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Microsoft Windows Client Administration . . . . 3
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
15 - 16
Certificate of Achievement: Programming
Required Courses
CS 19
C++ Programming . . . . . . . . . . . . . . . . . . . . . . 4
or
CS 20J
Java Programming. . . . . . . . . . . . . . . . . . . . . . 4
CS 21
* Introduction to Data Structures and Algorithms
4
CS 23
* Discrete Mathematics . . . . . . . . . . . . . . . . . . 4
or
MATH 23
Discrete Mathematics. . . . . . . . . . . . . . . . . . . . 4
CS 24
** Elementary Computer Organization . . . . . . 4
Take 2 of the following CIS courses:
CIS 130
UNIX/Linux Shell Programming . . . . . . . . . . . . 4
CIS 131
***Perl Programming in a Unix Environment . 4
CIS 132
Introduction to Internet Programming . . . . . . . 4
And
MATH 5A
Analytic Geometry and Calculus I . . . . . . . . . . 5
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
35
*Spring only
**Fall only"
***Summer only
Certificate of Achievement: Java Programming
Required Courses
CS 1
Introduction to Computers and Computer
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
and
CS 1L
Technology Tools . . . . . . . . . . . . . . . . . . . . . . . 2
or
CS 12AL
Intro to Programming for the Non-Major. . . . . 4
CS 12J
Introduction to Programming Concepts
and Methodology, Java . . . . . . . . . . . . . . . . . . 4
or
CIS 132
Introduction to Internet Programming . . . . . . . 4
CS 20J
Java Programming. . . . . . . . . . . . . . . . . . . . . . 4
MATH 2
Precalculus Algebra . . . . . . . . . . . . . . . . . . . . . 4
and
MATH 3
Precalculus Trigonometry . . . . . . . . . . . . . . . . 3
or
MATH 4
Precalculus Algebra and Trigonometry . . . . . . 5
COMM 2
Group Discussion. . . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
Communication Process . . . . . . . . . . . . . . . . . 3
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
23 - 26
Engineering Technology
The Engineering Technology A.S. Degree/Certificate Program has
been designed under the guidance of an industry advisory board for students who have a strong interest in hands-on technical work based in
electronics, manufacturing, and design drafting. Employment opportunities await our graduates locally, in the Silicon Valley, and globally. Upon
entering the workforce, our graduates perform duties requiring a combination of the theoretical knowledge of an engineer and the skills of a
craftsperson. The following are a sampling of the many fields our graduates qualify for: engineering technician, design drafting, manufacturing,
electronics, and computer animation. The Engineering Technology
Department at Cabrillo College offers an A.S. Degree and a Certificate of
Achievement, as well as five Skills Certificate options. Additionally, several courses carry transfer credit to baccalaureate degree granting institutions.
Note: We strongly recommend CS 1 and CS 1L for all students
enrolling in computer-based Engineering Technology courses. Please
refer to the Cabrillo College Catalog descriptions of these courses to
determine if you possess equivalent knowledge.
G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2119
0 1 1 | 19
A.S. Degree: Engineering Technology
A.S. General Education
21 Units
Core Courses (27 units)
ETECH 24
Introduction to AutoCAD . . . . . . . . . . . . . . . . . 3
ETECH 31
Introduction to Electronic Circuit and
Schematic Design . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 41
Advanced AutoCAD . . . . . . . . . . . . . . . . . . . . . 3
ETECH 42
Computer Aided Manufacturing I . . . . . . . . . . . 3
ETECH 126
3D Solid Modeling and Rendering . . . . . . . . . . 3
ETECH 130
Introduction to Pro/Engineer . . . . . . . . . . . . . . 3
ETECH 132
Printed Circuit Design . . . . . . . . . . . . . . . . . . . 3
ETECH 138
Electromechanical Systems . . . . . . . . . . . . . . . 3
ETECH 145
ANSI Standards in Mechanical Drafting . . . . . . 3
Approved Program Electives (5 units)
BUS 20
Introduction to Business . . . . . . . . . . . . . . . . . 3
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
CIS 172
Introduction to Operating Systems . . . . . . . . . 4
DM 2
Introduction to Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 125
3D Wireframe and Surface Modeling . . . . . . . . 3
ETECH 131
Intermediate Pro/Engineer . . . . . . . . . . . . . . . . 3
ETECH 135
Survey of Electronics Technology . . . . . . . . . . 3
ETECH 140
Introduction to Maya . . . . . . . . . . . . . . . . . . . . 3
ETECH 141
Intermediate Maya . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 150
ETECH Careers and Employment Preparation . 2
ETECH 199C - Career Work Experience Education . . . . . . . . . 0.5 - 4
Electives:
(Any Course numbered 1-199). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Total Units
60
Skills Certificate: Computer Aided Drafting and
Design
Required
ETECH 24
Introduction to AutoCAD . . . . . . . . . . . . . . . . . 3
ETECH 41
Advanced AutoCAD . . . . . . . . . . . . . . . . . . . . . 3
ETECH 42
* Computer Aided Manufacturing I . . . . . . . . . 3
ETECH 125
3D Wireframe and Surface Modeling . . . . . . . . 3
If desired, one required Computer Aided Drafting and Design course
may be replaced with one of the following (listed courses may require
the completion of prerequisites):
DM 2
Introduction to Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 126
3D Solid Modeling and Rendering . . . . . . . . . . 3
ETECH 130
Introduction to Pro/Engineer . . . . . . . . . . . . . . 3
ETECH 131
Intermediate Pro/Engineer . . . . . . . . . . . . . . . . 3
ETECH 140
Introduction to Maya . . . . . . . . . . . . . . . . . . . . 3
ETECH 145
ANSI Standards in Mechanical Drafting . . . . . . 3
Total Units
12
*Requires MATH 153 or high school geometry as prerequisite.
Skills Certificate: Architecture Drafting and
Design
Required
ETECH 24
Introduction to AutoCAD . . . . . . . . . . . . . . . . . 3
ETECH 60
Architecture I . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 61
Architecture II . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 62
Architecture III . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 71
ArchiCAD I . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
If desired, one required Architecture Drafting and Design course may
be replaced with one of the following (listed courses may require the
completion of prerequisites):
CEM 151
Construction Fundamentals: Principles and
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CEM 155
Blueprint Reading. . . . . . . . . . . . . . . . . . . . . . . 3
DM 2
Introduction to Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ETECH 110
Civil and Land Development CAD. . . . . . . . . . . 3
ETECH 126
3D Solid Modeling and Rendering . . . . . . . . . . 3
ETECH 130
Introduction to Pro/Engineer . . . . . . . . . . . . . . 3
ETECH 131
Intermediate Pro/Engineer . . . . . . . . . . . . . . . . 3
ETECH 140
Introduction to Maya . . . . . . . . . . . . . . . . . . . . 3
ETECH 175
ArchiCAD II . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
15
120
20 | G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2 0 1 1
VAPA Division: Visual, Applied, and Performing
Arts
A.S. Degree: Digital Publishing
Digital Media
Core Courses (22 units)
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . 4
DM 2
Introduction to Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 6
Advanced Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 8
Design for Digital Publishing . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques. . . . . . . . . . . . . . . . . . . 3
DM 110
Digital Illustration. . . . . . . . . . . . . . . . . . . . . . . 3
Approved Elective (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 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 9
Digital Pre-press . . . . . . . . . . . . . . . . . . . . . . . 3
DM 14
Digital Imaging. . . . . . . . . . . . . . . . . . . . . . . . . 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 171
Intermediate Web Design
Using Dreamweaver . . . . . . . . . . . . . . . . . . . . . 3
Digital Publishing
The Digital Publishing and Web media programs offer courses in the
technology and skills needed for entry-level employment, transfer to
upper division programs, and preparation for advanced specialized
courses in the fields of digital publishing for printed media and web
media production for interactive screen-based media. Students are
trained to use computer applications for fields involving: graphic arts,
publishing, news media, entertainment, education, commercial media,
and advertising. The programs' courses are designed to prepare students for these changing digital publishing professions and related technologies. Students will gain hands-on training by creating and producing
independent and team projects for print and screen-based media.
The Digital Publishing
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.
Web Media Program
The Web Media program provides instruction in the principles, concepts, tools, and techniques involved in the design, development, and
production and publication of interactive web media. The courses are
designed to prepare students for entry-level positions in the fields of
planning, designing, and producing web sites and related interactive
screen-based media.
Degrees and Certificates
Completion of the programs gives students the fundamental range of
skills needed to work in the multifaceted fields of digital publishing and
web media design and production. Cabrillo offers a Certificate of
Proficiency and an Associate in Science Degree for both Digital
Publishing and Web Media. Students may obtain an A.S. Degree in
Digital Publishing or Web Media (by meeting the requirements of either
area of concentration). It is not possible to obtain separate A.S. Degrees
in both Digital Publishing and Web Media. Separate Certificates of
Proficiency may be obtained in both areas of concentration.
Skills Certificates provide basic sets of career improvement skills.
Students may earn as many skills certificates as they need to reach their
learning goal s.
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
G ove r n i n g B o a r d R e p o r t : P r o g r a m s, S p r i n g 2121
0 1 1 | 21
DM 173A
Interactive Projects Using Flash. . . . . . . . . . . . 3
DM 173B
Interactive Programming Using Flash . . . . . . . 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 49A
The Language of Film: Film History . . . . . . . . . 3
ENGL 49B
The Language of Film: Special Topics in Film . 3
ENGL 59A-Z
The Language of Film: Special Topics in Film . 3
ETECH 140
Introduction to Maya . . . . . . . . . . . . . . . . . . . . 3
JOURN 53
Newspaper Production . . . . . . . . . . . . . . . . 1 - 3
TA 77
Correlation of the Arts . . . . . . . . . . . . . . . . . . . 3
General Electives
(any course numbered 1-199) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Total Units
60
Certificate of Achievement: Digital Publishing
Core Courses (22 units)
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . 4
DM 2
Introduction to Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 6
Advanced Digital Publishing
Using InDesign. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 8
Design for Digital Publishing . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques. . . . . . . . . . . . . . . . . . . 3
DM 110
Digital Illustration. . . . . . . . . . . . . . . . . . . . . . . 3
Other Required Courses
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . 3
and
COMM 2
* Group Discussion . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
* Communication Process . . . . . . . . . . . . . . . . 3
Total Units
28
*COMM 2 or COMM 10 may also be used for General Education credit
toward partial fulfillment of Area A for the A.S. Degree.*"
A.S. Degree: Web Media
A.S. General Education
21 Units
Core Courses (19 units)
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . 4
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques. . . . . . . . . . . . . . . . . . . 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
Approved Electives and/or Special Studies (15 units)
DM 14
Digital Imaging. . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 70
Web Design Basics Using Dreamweaver . . . . . 3
DM 101
Fundamentals of Macintosh Operating
Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 110
DM 113
DM 134A
DM 160B
DM 160C
Digital Illustration. . . . . . . . . . . . . . . . . . . . . . . 3
Photoshop Techniques II . . . . . . . . . . . . . . . . . 3
Introduction to Video Production
using Final Cut Pro. . . . . . . . . . . . . . . . . . . . . . 3
Web Publishing 2: Graphics and CSS Level 2 . 3
Web Publishing 3: Servers, Scripts,
and Advanced CSS. . . . . . . . . . . . . . . . . . . . . . 3
Web Site Architecture . . . . . . . . . . . . . . . . . . . 3
Interactive Projects Using Flash. . . . . . . . . . . . 3
Interactive Programming Using Flash . . . . . . . 3
Starting & Operating an eCommerce Business 3
DM 166
DM 173A
DM 173B
BUS 89
Electives:
(Any Course numbered 1-199). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Total Units
60
Certificate of Achievement: Web Media
Core Courses (19 units)
DM 1
Introduction to Digital Media . . . . . . . . . . . . . . 4
DM 4
Digital Graphics Using Photoshop and
Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 12
Photoshop Techniques. . . . . . . . . . . . . . . . . . . 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
Other Required Courses
ENGL 100
Elements of Writing . . . . . . . . . . . . . . . . . . . . . 3
or
ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
or
CABT 157
Business and Technical Writing . . . . . . . . . . . . 3
and
COMM 2
* Group Discussion . . . . . . . . . . . . . . . . . . . . . 3
or
COMM 10
* Communication Process . . . . . . . . . . . . . . . . 3
Total Units
25
*COMM 2 or COMM 10 may also be used for General Education credit
toward partial fulfillment of Area A for the A.S. Degree.*"
Digital Media
Certificate of Achievement: Web Development
Required
Web Media Certificate of Achievement . . . . . . . . . . . . . . . . . . . . . 25
Web Development Required Courses
DM 70
Web Design Basics Using Dreamweaver . . . . . 3
DM 160B
Web Publishing 2: Graphics and
CSS Level 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DM 160C
Web Publishing 3: Servers, Scripts, and
Advanced CSS . . . . . . . . . . . . . . . . . . . . . . . . . 3
Total Units
34
122
22 | G ove r n i n g B o a r d R e p o r t : P r o g r a m s / C o u r s e s, S p r i n g 2 0 1 1
Certificate of Achievement: Web Design
Required
Web Media Certificate of Achievement . . . . . . . . . . . . . . . . . . . . . 25
Web Design Required Courses (9 units)
DM 70
Web Design Basics Using Dreamweaver . . . . . 3
DM 110
Digital Illustration. . . . . . . . . . . . . . . . . . . . . . . 3
DM 113
Photoshop Techniques II . . . . . . . . . . . . . . . . . 3
Total Units
34
TA 85B
Introduction to Playwriting for Performance
1 - 3 Unit(s); 1.5 Hour(s) Lecture, 0.5 Hour(s) Laboratory
A course designed to introduce the elements of dramatic imagination by creating and performing original plays. Students will develop characters, action,
mood, plot, and rhythm through writing and producing an original one-act
play.
Courses: New and Modified
TA 85L
Introduction to Stage Lighting
CEM 190BS2
Building Science (BPI) Certification
1 - 3 Unit(s); 1.5 Hour(s) Lecture, 0.5 Hour(s) Laboratory
Presents a comprehensive study of the theory and techniques of lighting for
the theatre, equipment, instruments, various control systems, and the execution of lighting plots and paperwork.
3 Unit(s); 2.5 Hour(s) Lecture, 1.5 Hour(s) Laboratory
Provides an opportunity to review for and take the Building Performance
Institute (BPI) Analyst Certification written and practical (field) exams covering the testing of building safety, health, comfort, and efficiency. Designed for
students who have completed the Building Science for Construction
Technology course.
CEM 190SS
Building Science (BPI) Certification
3 Unit(s); 3 Hour(s) Lecture
Introduces sales and marketing as an integrated approach to building efficiency planning and implementation through the application of building science
and solar derived alternatives. Designed for students who have already
acquired an overall knowledge of sustainability and renewable energy principles and practices.
ENGL 23A
Reporting for the News Media
3 Units; 3 hours Lecture
Teaches the basics of newsgathering and writing for newspapers and online
news websites. Students participate in producing the college newspaper.
MUS 85FTC
Fall Treble Chorus
1 - 2 Unit(s); 1.5 Hour(s) Lecture, 0.5 Hour(s) Laboratory
Study and performance of choral literature arranged for women's voices;
includes seasonal music.
MUS 85FWC
Fall Westside Chorus
1 - 3 Unit(s); 1.5 Hour(s) Lecture, 0.5 Hour(s) Laboratory
This non-audition group studies and performs seasonal music from western
and non-western cultures, including folk, gospel, African, South American
and Asian music.
TA 85A
Audition Techniques for Theatre
1 Unit(s); 1.5 Hour(s) Lecture, 0.5 Hour(s) Laboratory
Prepare for a successful audition including studying effective monologue
selection, components of characterization, motivation, interview techniques,
cold readings and stage fright.
Course Deletes:
ATH 15DD
ATH 15EE
ATH 15FF
ATH 15GG
ATH 15HH
CABT 190TV
DH 159
DH 188
DM 74
DM 81
DM 82
DM 105
DM 135
DM 166
ES 50
ETECH 26
ETECH 121
ETECH 122
ETECH 128
ETECH 190A
KIN 11
KIN 11L
KIN 29
KIN 44
KIN 49
MA 140
MA 141
MA 171A
MA 175
MA 178
MA 182
MA 183A
MA 183B
MA 187
TA 19
TA 77
TA 85M
TA 85V
Program Deletes:
•
•
•
•
•
Dental Administrative Assistant Skills Certificate
EKG Technician Skills Certificate
Medical Administrative Assistant Certificate of Achievement
Medical Receptionist Skills Certificate
Physics A.A. Degree
123
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
2011- 2014 Cabrillo College Master Plan Update and Renewal
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 22
C.10
BACKGROUND:
This year the College Master Plan (CMP) is being renewed. As detailed in the update, many strategies of the
2008-2011 have been completed; those that are still in progress will continue on in the 2011-2014 refresh of
the CMP. While the five major goals remain the same, some of the objectives have a refined focus and some
new strategies have been added. New strategies are so noted in the 2011 – 2014 CMP Update and Renewal
(available online at http://pro.cabrillo.edu/cmp/)
Strategy updates were gathered once in the fall and once in the spring. Project leaders provided the following
information on each current strategy:




An assessment of the strategy’s progress
An assessment of the likelihood that the strategy will be successfully completed
An indication of whether the strategy has established a timeline and whether that timeline is being
followed.
Key performance indicators (KPIs) and deliverables that measure progress on the CMP’s outcomes.
Additionally, project leaders were able to provide a narrative description of the current status of the strategy
including a project summary, potential obstacles, and next steps. These updates were reviewed and
synthesized by the Goal Area Implementation Team chairs.
KPIs and deliverables relate to the CMP as follows: each of the five overarching goals of the College Master
Plan has either four or five major objectives. These goals and objectives are laid out in the College Master
Plan Workbook (available at http://pro.cabrillo.edu/cmp/). Each objective is supported by one or more
strategies. Moreover, progress toward advancing each objective is measured by at least one KPI or one
deliverable.
RECOMMENDATION:
It is recommended that the Governing Board approve the 2011- 2014 Cabrillo College Master Update and
Renewal.
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
124
2011-2014 COLLEGE MASTER PLAN UPDATE AND RENEWAL
June 2011
Updates on Strategies, Key Performance Indicators (KPIs) and Deliverables
Strategies
This annual evaluation of the College Master Plan is provided to the Board of Trustees and to the
college community. This report contains information on the strategies, KPIs and deliverables
specified in the CMP. This year the College also renews its commitment to the five overarching
goals from the 2008-2011 CMP.
The status of strategies is reviewed each fall and spring by the Goal Area Implementation Team
(GAIT) chairs. Strategies specify the people, actions and resources that are needed to complete
the real work of advancing the objectives. They support objectives much like objectives support
the broad goals of the CMP (see box below). Strategies are more specific than objectives or goals
and they guide action at the most granular level of the institution.
A number of strategies from the 2008-2011 iteration of the CMP have been completed while a
few have been merged or postponed due to lack of resources. We continue to work with the
ongoing strategies and also to innovate with the addition of several new strategies.
Key Performance Indicators (KPIs) & Deliverables
An important aspect of the objectives specified in the CMP is that they are measurable. An
objective may specify a deliverable, a KPI or both as part of its expected outcome. Deliverables
are a tangible item such as a document, building, or piece of equipment. KPIs are metrics that
allow the college community to assess whether an initiative has impacted an important aspect of
college functioning, for example the percentage of the student body receiving financial aid.
Cabrillo College Master Plan Goals
Goal A
Increase the effectiveness of student outreach and enhance enrollment.
Goal B
Enhance excellence in the classroom and student support services to support
student success.
Goal C
Provide pathways to prosperity through Career Technical Education (CTE).
Goal D
Enhance college effectiveness through measurement and evaluation of key areas
such as shared governance, departmental effectiveness, and student learning.
Goal E
Enhance Cabrillo’s resource development and connections with the community.
For more details on the Cabrillo College Master Plan, visit: http://pro.cabrillo.edu/cmp
1
125
Cabrillo College Master Plan 2008-2011
Strategy Update, Spring 2011
Strategy Descriptions
A1a) Design and implement a multi-phase Strategic Enrollment Plan (SEM).
Status
In progress
Ongoing
A1b) Promote and increase the number of students applying for and receiving
financial aid.
A2a) Identify and break down the barriers that students encounter that impede In progress
their enrollment at Cabrillo, including developing a prototype Welcome
Center.
In progress
A2b) Pilot a Pathway Improvement Process that brings stakeholders together
from the high schools, ROP, the County WIA and CalWORKS programs,
EDD, and the college to improve retention, program completion and job
placement for CTE students.
Project Leader(s)
Dennis BaileyFougnier &
Renée M. Kilmer
Debbie Soria
Dennis BaileyFougnier &
Margery Regalado
-Rodriguez
Rock
Pfotenhauer/
Margery
RegaladoRodriguez
A3a) Enhance support services, including transportation, housing, cultural
events, updating multi-lingual international student web pages, and
expand the sources of international students by networking with foreign
language schools abroad; sister cities; visiting delegates; and current
international students.
A4a) Create an honors program pipeline to University of California system
institutions.
A4b) Create more transfer options for students by improving communication
with regional 4-year colleges and universities, including SJSU, private
universities and out-of-state colleges.
A5a) Offer a comprehensive, streamlined educational package to basic skills
students, including: instruction, counseling, financial aid, EOPS
enrollment (when eligible), etc.
In progress
Sesario Escoto &
Anna Zagorska
Completed
Donna Mekis
In progress
Mario Garcia
In progress
B1a) Preserve tutorial services for basic skills students.
B1b) Increase the number of basic skills students served in learning
communities and cohorts.
B2a) Develop online recruitment resources to further diversify and expand the
pool of applicants.
B2b) Provide ongoing professional development for faculty and staff to
improve teaching and learning in basic skills and send personnel to statesponsored professional development activities in accordance with
statewide BSI recommendations.
B3a) Develop a three-year Distance Education Master Plan.
B3b) Increase the number of smart classrooms.
B3c) Develop a universal online method for all student tutoring referrals.
B4a) Develop interdisciplinary curricula for at least four courses with global
sustainability, community service, and/or social justice themes.
B4b) Offer one or more flex week activities to help instructors incorporate
interdisciplinary themes of global sustainability, social justice and
community service into existing classes.
C1a) Convene the CTE Community Collaborative, engaging industry reps., high
schools, middle schools, adult schools, the ROP, the county alternative ed.
program, and other education and workforce development stake-holders in
the work of building a comprehensive, countywide CTE system.
In progress
Completed
Victoria Bañales/
Margery
RegaladoRodriguez
Victoria Bañales
Victoria Bañales
Completed
Loree McCawley
/Kristin Fabos
Completed
Victoria Bañales
Completed
Ongoing
In progress
Postponed
Francine Van Mater
Completed
Francine Van
Mater
In progress
Rock
Pfotenhauer
Renée M. Kilmer
Victoria Bañales
Michelle Merrill
2
Strategy Descriptions
C1b) Develop grade 9-14 programs of study for each Cabrillo CTE program.
C2a) Develop contextualized English & Math curriculum; integrate into CTE
& general education courses.
C3a) Carry out longitudinal analysis of completer/leaver surveys & provide to
CTE programs, advisory committees, counselors and students for
program evaluation and improvement, and career guidance & planning.
C3.5)Develop strategies to mitigate the impact of reduced course offerings upon
students’ ability to complete CTE programs within time limits imposed by
WIA, CalWORKS, and EDD and by students’ personal circumstances.
C3.5a)Seek external sources of funding to offer additional sections in impacted
programs.
C3.5b)Consider alternate course offering and scheduling patterns, and pilot and
evaluate those that have the potential to improve students’ ability to
complete program.
C4a) Analyze completer/leaver survey results to determine most common
barriers to students finding employment in their field. Develop low-cost
strategies to address barriers which can be effectively addressed.
D1a) Develop and implement robust professional development program for all
employees.
D2a) Refine the classified staffing prioritization process.
D2b) Develop expertise to redesign work flow when appropriate and consider
development of process for reallocation of staff to heavily impacted areas
when appropriate.
D3a) Revise and update college policies and procedures.
Status
In progress
In progress
Completed
126Leader(s)
Project
Audries Blake
Rock
Pfotenhauer
Rock
Pfotenhauer
New: In
progress
Rock
Pfotenhauer
New: In
progress
New: In
progress
Rock
Pfotenhauer
In progress
Craig Hayward
In progress
Rachel Mayo
On hold
Victoria Lewis/
Steph Stainback
Dennis BaileyFougnier/Renée
M. Kilmer
In progress
Ongoing
D3b) Upgrade and nurture the capabilities of the PRO data warehouse so that it In progress
can support wider variety of decisions with data-driven reports.
In progress
D4a) Develop and implement Sustainable Energy Policy incorporating best
practices for sustainability in appropriate policies and procedures.
Rock
Pfotenhauer
Dominique
Hansen/Tatiana
Bachuretz
Craig Hayward
Joe Nugent/
Climate Init.
Task Force
Winifred
Baer/Craig
Hayward
Craig Hayward/
Renée M. Kilmer
D5a) Complete development of SLOs for all services for students, and develop
assessment plans by 2009-2010.
In progress
D5b) Improve processes college-wide for program planning and departmental
review, strengthening links among student learning, program
improvement, and budgeting decisions.
E1a) Shift some services and classes to self supporting models.
In progress
E1b) Leverage restricted funding to build capacity, deliver more effective and
efficient services, pilot new programs, redesign service delivery models.
E2a) Increase Cabrillo representation in key community organizations.
New: In
progress
Completed
E3a) Goal Area Implementation Teams will monitor and facilitate strategy
development, budget augmentations required for strategy
implementation, and strategy reporting.
E4a) Develop policies and procedures around facilities use and fee schedule.
E5a) Disseminate and promote energy conservation through a awareness
campaigns, contests and marketing.
In progress
Dennis BaileyFougnier
Craig Hayward
In progress
Ongoing
Victoria Lewis
Joe Nugent
In progress
Rock
Pfotenhauer
Rock
Pfotenhauer
3
127
Cabrillo College Master Plan Strategies – 2010-2011
GOAL A: Increase effectiveness of student outreach and enhance enrollment
OBJECTIVE A1: Design and implement a comprehensive strategic enrollment management plan.
A1a) Design and implement a multi-phase Strategic Enrollment Plan (SEM).
• Status: In progress
• Update/Next Steps: Develop a comprehensive Strategic Enrollment Management plan that includes
recruitment, persistence, transfer, degree and certificate completion targets; including program mix, and makeup of the student body (headcount, FTE, types of mix of students).
A1b) Promote and increase the number of students applying for and receiving financial aid.
• Status: Ongoing
• Update: With the acquisition of SoftDocs, a document imaging and electronic forms system, the financial aid
process should be more streamlined for students. After the initial learning curve, the Financial Aid Office staff
will be able to consider other options for providing information to students about applying for and receiving
financial aid.
• Next Steps: This strategy will continue to be ongoing as the Financial Aid Office will always look for
additional ways to identify and support more students in applying for and receiving financial aid. With the
initial learning curve of SoftDocs (a document imaging and electronic forms system) accomplished, the
Financial Aid Office staff plans to streamline the financial aid process even further with auto packaging in
2011-12. The staff will continue to partner with on and off campus programs to ensure financial aid
visibility and availability.
Deliverables and KPIs for Objective A1
A1 Deliverable: Enrollment Management Plan. (Under development.)
OBJECTIVE A2: Effectively communicate the enrollment processes at Cabrillo College to new and
returning students.
A2a) Identify and break down the barriers that students encounter that impede their enrollment at
Cabrillo, including developing a prototype Welcome Center.
• Status: In progress
• Update: Designed to increase student engagement, an Information Kiosk was purchased with Title V
funding and installed at the Watsonville Center in February, 2011. This marks a first phase in the
development of a prototype Welcome Center.
• Next Steps: A second Kiosk is scheduled to be installed in the Student Activities Center by the end of June,
2011.
A2b) Pilot a Pathway Improvement Process that brings stakeholders together from the high
schools, ROP, the County WIA and CalWORKS programs, EDD, and the college to improve
retention, program completion and job placement for CTE students.
• Status: In progress
• Update: Two parallel efforts underway. Internally a team has been working on how to realign categorically
funded programs and services to continue to provide critical services with significantly reduced resources.
Simultaneously we have convened a team of external partners including the Employment, Benefits, and
Services Division of the County Human Services Department, the Workforce Investment Board, the
Employment Development Department, the County Office of Education, the Adult Schools, Shoreline
Occupational Services and others to work towards aligning, coordinating, and integrating services to
improve outcomes for adults seeking education in order to enter or re-enter the workforce. Some of our
4
128
accomplishments to date include: design and pilot a "reskilling class" funded by the WIB to assist those
who have recently lost work to chart a new career path development of a universal referral form to
facilitate referrals between WD 2.0 member organizations; mapping of the workforce development system
and identification of areas where collaboration could provide improved services and increased efficiency;
formation of a Services Integration Team to identify and pursue opportunities for coordination and
integration of services; development of a "portfolio management process" that should enable us to
review and commit resources to projects in a more systematic and strategic way. We have a variety of
project documents we could provide if desired.
• Next Steps: Our sponsors team has evaluated our progress to date and with the help of a consultant has
developed a "portfolio management process" that should help us be more selective and strategic in our
interventions. We are in the process of applying for funds from the Bay Area Workforce Funding
Collaborative that would enable us to hire a full-time person to help drive this strategy forward.
Deliverables and KPIs for Objective A2
A2 Deliverable: Welcome Center. (Phase I completed, Title V-funded Information Kiosks.)
Student Progress & Achievement
Rate (ARCC Metric) for each
Ethnicity Group
Student Progress & Achievement Rate (ARCC
Metric)
2002-03 to 2007-08
2003-04 to
2008-09
2004-05 to
2009-10
51.8%
50.9%
52.8%
2002-03 to
2007-08
African American
Asian
Number of Cabrillo Students achieving ARCC
success outcomes (in 6 years)
2002-03 to 2007-08
2003-04 to
2008-09
2004-05 to
2009-10
855
751
910
Filipino
Hispanic/Latino
Multiple/Other
Native American
Non-Respondents
Pacific Islander
White
47.4%
68.1%
25.0%
38.3%
56.7%
50.0%
67.4%
70.0%
56.7%
2003-04 to 2004-05 to
2008-09
2009-10
26.1%
68.5%
38.5%
35.3%
69.2%
62.5%
45.3%
18.2%
58.3%
51.9%
66.1%
65.2%
38.7%
63.3%
50.0%
52.2%
50.0%
58.7%
Source: ARCC Report: College Level Indicators, March 2011. Unitary detail: Chancellor's Office Data-on-Demand
OBJECTIVE A3: Increase the number of International Students, and out of state, students, based on the
Strategic Enrollment Management plan.
A3a) Enhance support services, including transportation, housing, cultural events, updating multilingual Cabrillo international student web pages, and expand the sources of international students by
networking with foreign language schools abroad; sister cities of Santa Cruz and Watsonville; visiting
delegates; and current international students.
• Status: In progress
• Update: This strategy was formed with the idea that Cabrillo would sponsor a Global Education Center
with services for international students. As funding for this was withdrawn, we have not been able to
devote the resources necessary to implement this goal. However, as an ongoing goal, services will
continue to be enhanced given available resources. Cabrillo continues to host fee-based program for
students from Roskilde Business College, Denmark. Other northern European colleges have made
contact to establish similar programs.
5
129
• Next Steps: Secure international student tuition funds to invest into program growth. More advertising
and marketing opportunities are being researched. Continue updating the website, providing housing,
transportation, and cultural information for international students. With the addition of a Transfer
Center LIA this fall, we will hopefully be able to offer some trips and activities for international
students. Exploring distance program with Santa Cruz Sister City, Shingu, Japan. Seeking to self-fund
increased staff capacity to grow this program.
Deliverables and KPIs for Objective A3
A3
Fall 2008
48
F-1 Visa International Student Headcount
Spring 2009
Fall 2009 Spring 2010
59
53
56
Fall 2010
59
Source: Cabrillo Student Records.
OBJECTIVE A4: Increase the number of transfers and/or transfer rates.
A4a) Create an honors program pipeline to the University of California system institutions.
• Status: Completed
• Update: This strategy has been completed, however we will continue to work with these campuses to develop
and strengthen Cabrillo's connections with them.
• Cabrillo's pipeline to UCLA has been completed and approved September, 2010. Cabrillo students are
applying now for the UCLA TAP program, for fall 2012 transfer.
• Cabrillo's UC Berkeley pipeline has been completed. Berkeley's outreach to our campus was cut back due to
funding cuts but they are very aware of Cabrillo's Honors Program and pipeline. Their budget cuts severely
reduced the number of representatives able to visiting our campus to meet with students.
• Next Steps: Though Cabrillo has an honors program now, UCSC's honors program development is delayed,
and is not yet in place due to budget cuts. They are hopeful for implementation in 2012. The person who takes
Donna Mekis' place is going to want to continue the work of collaborating closely with UCSC as they develop
their honors program.
A4b) Create more transfer options for students by improving communication with regional 4-year
colleges and universities, including San Jose State University, private universities and out-of-state
colleges.
• Status: In progress. Update and Next Steps: Not available.
Deliverables and KPIs for Objective A4
A4
Six Year Transfer Rate of Transfer-Oriented Students, by Ethnicity
Ethnicity
African American
Native American
Asian
Filipino
Hispanic
Pacific Islander
Declined to State
White
Average Rate
2000-06
15%
35%
50%
27%
32%
50%
43%
41%
39%
2001-07
25%
50%
61%
14%
26%
49%
44%
39%
39%
2002-08
58%
46%
51%
10%
30%
33%
46%
45%
42%
2003-09
11%
20%
64%
22%
21%
10%
49%
40%
35%
2004-10
30%
25%
51%
45%
27%
44%
37%
44%
39%
Source: Transfer Velocity Project Cohort tracking tool, Chancellor's Office Data Mart, 2011.
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OBJECTIVE A5: Improve remediation pathways to increase the number of students placing into or
successfully progressing to transfer level..
A5a) Offer a comprehensive, streamlined educational package to basic skills students, including:
instruction, counseling, financial aid, EOPS enrollment (when eligible), etc.
• Status: In progress
• Update: Not available.
• Next Steps: Not available.
Deliverables and KPIs for Objective A5
Percent of entering cohort Enrolled in Higher Level Math within 3 years
Starting level = Essential Math [MATH-254] (3 levels below transfer)
Elementary Intermediate
Transfer
Algebra
Algebra
Level Math
2003/04
44.2%
18.0%
7.4%
2004/05
37.6%
15.6%
6.4%
2005/06
41.3%
16.6%
8.6%
2006/07
42.8%
17.8%
6.3%
Starting level = Elementary Algebra [MATH-154] (2 levels below)
2003/04
2004/05
2005/06
2006/07
Intermediate
Algebra
49.8%
50.1%
53.3%
53.9%
Transfer
Level Math
29.2%
30.7%
31.9%
34.9%
Starting level = Intermediate Algebra [MATH-152]
Transfer
Level Math
2003/04
70.2%
2004/05
71.7%
2005/06
72.9%
2006/07
70.2%
Percent of entering Cohort Enrolled in Higher Level English within 3 years
Starting level = Basic English [ENGL-255] (2 levels below)
2003/04
2004/05
2005/06
2006/07
Elements for
Transfer
Writing
Level English
60.4%
27.0%
57.6%
24.6%
59.2%
32.3%
53.6%
28.0%
Starting level = Elements for Writing [ENGL-100]
2003/04
2004/05
2005/06
2006/07
Transfer
Level English
53.7%
54.3%
57.6%
57.5%
Source: Data Warehouse
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GOAL B: Enhance excellence in the classroom & student support services to support student success.
OBJECTIVE B1: Increase access to educational resources and support services and strengthen basic
skills to ensure student success and persistence.
B1a) Preserve tutorial services for basic skills students.
• Status: In progress
• Update: It is important to note that the original language of this goal was to "increase" the number of basic
skills students who access tutorial services; however, the new language is to "preserve" tutorials for basic
skills students. While we anticipated the basic skills tutoring allocation would reduce to $21,700 for 201011, we were able to fund it at $24,286, far below the actual need. We have budgeted a similar amount for
2011-12.
• Next Steps: To continue preserving tutorials and remaining committed to this goal.
Deliverables and KPIs for Objective B1
B1 Deliverable: Creation of Enhanced Basic Skills Cohort. Status: (Completed.) Fulfilled by creation of
STARS Learning Community.
B1 KPI: See Basic Skills Progress Table, p.7 (A5).
OBJECTIVE B2: Recruit, retain, and support a diverse, well-qualified faculty and staff.
B2a) Develop online recruitment resources to further diversity and expand the pool of applicants.
• Status: Completed
• Update: The B2a task team reviewed and implemented recommendations formulated by group, including
current on-line recruitment resources for Cabrillo faculty, staff and administrative position recruitments.
Classified and academic employment interest cards were revised to include email addresses allowing
employment opportunity announcements to be emailed, saving time and expense. H.R. revised the optional
applicant survey form to include “Google Search” to allow definitive data to be gathered regarding how
applicants learn about Cabrillo job openings, in order to assist in planning efforts related to cost-effective
advertising of District positions.
• Next steps: Human Resources continues to enhance on-line distribution of announcements to sister
colleges, universities, and public agencies.
Deliverables and KPIs for Objective B2
B2
Diversity of Tenured and Adjunct Faculty
Ethnicity
African American
Asian
Latino
Native American
Unknown
White
Total
2006
2007
2008
%
%
%
2009
%
1.0%
3.6%
10.7%
0.3%
1.3%
83.1%
100%
1.1%
3.5%
11.0%
0.2%
2.3%
81.9%
100%
1.2%
3.5%
9.3%
0.1%
2.4%
83.3%
100%
1.4%
3.7%
11.2%
1.7%
2.5%
79.3%
100%
Source: Data Warehouse
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Deliverables and KPIs for Objective B2, continued
B2
Diversity of Staff (Non-Faculty)
Ethnicity
African American
Asian
Latino
Native American
Unknown
White
Total
2006
2007
2008
2009
%
%
%
%
2.3%
5.6%
24.7%
2.0%
1.3%
64.0%
100%
2.2%
6.3%
23.0%
1.6%
1.3%
65.6%
100%
1.9%
5.8%
22.2%
1.6%
1.9%
66.5%
100%
1.9%
5.5%
23.3%
1.6%
1.9%
65.6%
100%
Source: Data Warehouse
B2
Full-Time Faculty's Post-Secondary Degrees
Bachelor
Master
Doctorate
2005-2006
# (%)
21 (10.2%)
142 (68.9%)
43 (20.9%)
2006-2007
# (%)
20 (9.9%)
140 (69.0%)
43 (21.2%)
2007-2008
# (%)
20 (9.3%)
149 (69.6%)
45 (21.0%)
2008-2009
# (%)
17 (8.2%)
144 (69.2%)
47 (22.6%)
2009-2010
# (%)
17 (8.3)%
142 (69.6%)
45 (23.0%)
Source: Fact Book 2011, p.51.
OBJECTIVE B3: Increase use of current and emerging technologies for student support and for
teaching, both on campus and via distance learning.
B3b) Increase the number of smart classrooms.
• Status: Ongoing
• Update: We have completed an additional 22 new smart classrooms since fall 2009, bringing our total to 37
new smart classrooms and 17 upgraded classrooms in the past three years.
• Next Steps: We will continue to modernize our facilities over the next several years, and as buildings are
remodeled, we will continue to install smart classroom technology.
• KPI: 1st generation smart classrooms = 18 % ; 2nd generation smart classrooms = 5.3%
B3c) Develop a universal online method for all student tutoring referrals.
• Status: In progress
• Update: The MLC coordinator has created the Writing Center online referral and timekeeping system
modeled on the program used by the MLC and authored by them. The program features online referrals for
instructors allowing the tracking and reporting of student activity from any computer. There is no student
login code for students to remember, and it’s free to the college (unlike Timekeeper). Full automation
replaces the need for paper referral forms to track and archive. Math, English and ESL now have online
referrals. Tutoring, the Reading Lab and perhaps Learning Skills are expected to be online by the end of
fall 2011, completing this objective.
• Next Steps: Timeline: The ILC will test drive the system summer, 2011 if they approve. Initial full scale
implementation: June (Summer School) 2011; Full scale implementation: September (Fall 2011) -hopefully on Cabrillo virtual server.
• KPIs: PRO Data on student lab usage, consistently compiled by PRO from all Cabrillo labs.
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Deliverables and KPIs for Objective B3
B3 Deliverable: Three-Year Distance Education Plan. Status: (Completed.)
B3
Number of Smart Classrooms
2009
2010
101
123 (& 17 upgraded)
Source: Instruction Office
B3
Blackboard/WebCT Usage: Online, Hybrid & Web-Enhanced Courses
Term
SP07
FA07
SP08
FA08
SP09
FA09
SP10
FA10
Faculty Users Student Users
88
102
110
180
163
278
296
339
3690
4530
5184
6142
n/a
7691
7951
9,014
Spring
Sections
Total Accts
(Student &
Faculty)
123
151
216
253
212
265
321
376
3778
4632
5294
6322
n/a
7969
8247
9,353
Source: http://francine.edublogs.org/blackboard-stats/
OBJECTIVE B4: Promote awareness of the interdisciplinary nature of emerging trends, such as global
sustainability, social justice and community services.
B4a) Develop interdisciplinary curricula for at least four courses with global sustainability, community
service, and/or social justice themes.
• Status: Postponed. Lack of faculty time and motivation for new curriculum development. Developed
courses have been delayed or not been offered due to budget issues.
• Update: Due to budget cuts and reductions of courses we have temporarily postponed creating new courses
that do not fulfill either major requirements. Two new courses were approved in February 2009. The
Construction and Energy Management department is developing a new Energy Management A.S. program
with classes that will lead to green career certifications. The Digital Bridge Academy has incorporated
social justice themes into several additional DBA cohorts for the 2010-11 academic year.
• Next Steps: This is an on-going strategy, which will require continual curriculum development and course
modifications to strengthen the themes into coursework in different disciplines. Complete development of
one or more sustainability-related courses and get them into curriculum committee. National Science
Foundation “Transforming Undergraduate Education in Science, Technology, Engineering and
Mathematics” grant received by Cabrillo to establish Sustainability Curriculum Mini-grants for engaged
interdisciplinary learning in sustainability (EILS). Partners include UCSC and SJSU.
• KPIs: Two of the four new courses (50%) have gone through the curriculum process.
Deliverables and KPIs for Objective B4
B4 Deliverable: Certificate in Global Awareness. (On hold.)
B4 Deliverable: Number of Interdisciplinary courses with sustainability, social justice, and/or
community service themes. Target: Four new courses will be created by 2011. (50% complete.)
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B4
Campus Climate Survey Indicates Greater Awareness of Global Sustainability Issues
2008 & 2010 Campus Climate Survey of Environmental Awareness
Mean*
I have learned about sustainability at Cabrillo.
Alternative transportation is encouraged at Cabrillo.
Cabrillo staff care about sustainability & the environment.
2008
2.8
3.2
3.3
2010
2.8
3.1
3.3
% Don't Know
2008
2010
27.0%
25.1%
22.0%
17.8%
23.0%
22.7%
*1= Strongly Disagree … 4 = Strongly Agree
Source: Planning & Research Office
GOAL C: Provide pathways to prosperity through Career Technical Education (CTE).
OBJECTIVE C1: Define clear career technical education pathways to the college through
partnerships with educational and workforce development institutions.
C1a) Convene the CTE Community Collaborative, engaging industry representatives, the county’s
high schools, middle schools, adult schools, the Regional Occupational Program, the county
alternative education program, and other education and workforce development stakeholders in the
work of building a comprehensive, countywide CTE system.
• Status: In progress
• Update: CTE Community Collaborative has set goals and teams are implementing strategies for each
goal. Over $1.5M in grants have been obtained to support this effort.
• Next steps: Roll out CTE awareness campaign in fall. Carry out longitudinal integration of high school,
ROP, Cabrillo data to measure efficacy and guide improvement of CTE pathways.
C1b) Develop grades 9-14 programs of study for each Cabrillo CTE program.
• Status: In progress
• Update: Programs of Study have been developed in the areas of Health, Public Safety, and Industrial
Technology.
• Next Steps: Complete targeted programs of study. Implement annual process for review and updating
of Programs of Study. Continue to work with the program chairs involved with program planning and
engage high school instructors, counselors and business partners to review and provide input on what is
needed to prepare high school students for these programs. Ensure that all program of study templates
are up to date. With respect to engaging additional partners, a recent CTE Forum was piloted bringing
industry and educational leaders from two pathways together to identify key areas. The outcomes from
this Forum are being analyzed and next steps are being deliberated with a small core of individuals
from both pathways. Once this information has been analyzed, partners from each pathway interested
in participating to work on the key areas that were identified will be convened to outline a work plan
that will be the foundation for the work.
Deliverables and KPIs for Objective C1
C1 Deliverable: Define and Publish CTE Pathways from ROP, HSs, Adult Ed, HSD & EDD. (Under
development)
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C1
Gender CTE Incoming: Academic Year:
2005-2009
Count
%
Gender 2005-2009 Santa Cruz County
Count
%
Female
1817
59.2%
Female
125,534
Male
1250
40.7%
Male
125,864
50.1%
Annual average
251,398
100.0%
Total
3070
100.0%
Source: CTE Concentrators
Base: "Students who completed 10 unit threshold
on first CTE Concentrator
Academic Years: 2005-2009
Ethnicity CTE Incoming: Academic Year:
2005-2009
Count
%
White
African
Native
Asian
Pacific Islander
Multiple/Other
Hispanic/Latino
Total
1787
30
37
152
13
25
892
2936
60.9%
1.0%
1.3%
5.2%
.4%
.9%
30.4%
100.0%
Source: CTE Concentrators
Base: "Students who completed 10 unit threshold
on first CTE Concentrator
Academic Years: 2005-2009
Age
CTE Incoming: Academic Year:
2005-2009
Count
%
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
79
890
649
351
230
223
230
198
139
59
15
70 to 74 years
7
Total
1360
2.6%
29.0%
21.1%
11.4%
7.5%
7.3%
7.5%
6.4%
4.5%
1.9%
.5%
.2%
100.0%
Source: CTE Concentrators
Base: "Students who completed 10 unit threshold
on first CTE Concentrator
Academic Years: 2005-2009
49.9%
Source: US Census Bureau
Santa Cruz County, California
S0101. Age and Sex
Data Set: 2005-2009 American Community Survey 5-Year
Estimates
Survey: American Community Survey
Ethnicity 2005-2009 Santa Cruz County
Count
White
African American
American Indian
Asian
Native Hawaiian
Some other race
Hispanic
Annual average
213,220
2,445
1,095
9,674
430
15,220
72,956
251,398
%
84.8%
1.0%
.4%
3.8%
.2%
6.1%
29.0%
Source: US Census Bureau
Santa Cruz County, California
B02001. RACE - Universe: TOTAL POPULATION
Data Set: 2005-2009 American Community Survey 5-Year
Estimates
Survey: American Community Survey
Age 2005-2009 Santa Cruz County
Less than 15
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
70 to 74 years
Count
45,503
21,620
27,402
12,067
13,827
16,341
17,849
19,358
20,112
18,352
12,319
7,542
5,531
Valid %
NA
11.2%
14.2%
6.3%
7.2%
8.5%
9.3%
10.1%
10.5%
9.5%
6.4%
3.9%
2.9%
13,575
251,398
NA
100.0%
75 or more
Total
Source: US Census Bureau, ACS
Santa Cruz County, California
S0101. Age and Sex
Data Set: 2005-2009 American Community Survey 5-Year
Estimates
Survey: American Community Survey
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136
OBJECTIVE C2: Provide students with the literacy, numeracy, communication skills, knowledge
and abilities necessary for success in basic skills, CTE and transfer.
C2a) Develop contextualized English and math curriculum and integrate into CTE and general
education courses.
• Status: In progress
• Update: CTE oriented ACE (DBA) curriculum with contextualized math course developed and
piloted. English faculty funded to research CTE contextualized instruction. CTE Teacher Preparation
Pipeline project has supported development of contextualized math curriculum.
• Next steps: Seek funding to provide leadership for this effort.
Deliverables and KPIs for Objective C2
C2 KPI: See Basic Skills Progress Table, p.7 (A5).
OBJECTIVE 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.
C3.5) Develop strategies to mitigate the impact of reduced course offerings upon students’ ability to
complete CTE programs within the time limits imposed by WIA, CalWORKS, and EDD and by
students’ personal circumstances.
• Status: New strategy.
C3.5a) Seek external sources of funding to offer additional sections in impacted programs. Update:
• Status: New strategy.
C3.5b) Consider alternate course offering and scheduling patterns, and pilot and evaluate those that
have the potential to improve students’ ability to complete program.
• Status: New strategy.
Deliverables and KPIs for Objective C3
Wage Gain of Students Completing CTE Programs (Pre vs. Post)
C3
CTE Survey Year
2004
Average Hourly Wage
Pre-Cabrillo $ 10.71
Post-Cabrillo $ 23.38
Change
$ 12.67
Average Annual Salary
Pre-Cabrillo
$19,768
Post-Cabrillo
$40,394
Change
$20,626
2005
$
$
$
14.82
25.22
10.40
$27,626
$39,728
$12,102
2006
$
$
$
13.92
24.54
10.62
$31,007
$45,490
$14,483
2007
$
$
$
14.18
27.04
12.86
2008
$
$
$
$25,675
$53,070
$27,395
12.87
25.45
12.58
$24,914
$48,293
$23,379
2009
2010
$ 16.53
$ 29.69
$ 13.16
$ 14.80
$ 24.37
$
9.57
$33,176
$49,850
$16,674
$23,541
$37,273
$13,732
Source: Career Technical Education (CTE) Student Follow-up Survey, 2000-2010.
C3
Job Placement & Retention Rates
Status
2004
Self-employed
Employed
Total Employed
Unemployed
Not seeking
NR
Total
46
11.6%
267
67.1%
313
78.6%
54
13.6%
26
6.5%
5
1.3%
398
100.0%
2005
42
10.0%
270
64.6%
312
74.6%
75
17.9%
24
5.7%
7
1.7%
418
100.0%
CTE Survey Year
2006
2007
46
11.3%
277
68.1%
323
79.4%
53
13.0%
25
6.1%
6
1.5%
407
100.0%
36
9.8%
273
74.2%
309
84.0%
34
9.2%
21
5.7%
4
1.1%
368
100.0%
2008
30
10.2%
209
71.3%
239
81.6%
31
10.6%
18
6.1%
5
1.7%
293
100.0%
2009
34
8.8%
224
58.2%
258
67.0%
75
19.5%
26
6.8%
26
6.8%
385
100.0%
2010
52
12.0%
273
62.8%
325
74.7%
72
16.6%
38
8.7%
.0%
435
100.0%
Source: Career Technical Education (CTE) Student Follow-up Survey, 2000-2010.
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137
C3
Gender 2005-2009 CTE Completers
Count
%
Female
1159
Gender 2005-2009 Santa Cruz County
Count
%
65.1%
Female
125,534
49.9%
Male
125,864
50.1%
Annual average
251,398
100.0%
Male
621
34.9%
Total
1781
100.0%
Source: CTE Completers- Leavers Survey
Base: "Completers" Sample
Source: US Census Bureau
Santa Cruz County, California
S0101. Age and Sex
Data Set: 2005-2009 American Community Survey 5-Year
Estimates
Survey: American Community Survey
Ethnicity 2005-2009
CTE Completers
Count
White
African
American Indian
Asian
Pacific Islander
Other NonHispanic/Latino
Total
854
19
12
75
4
20
346
1330
Ethnicity 2005-2009 Santa Cruz County
%
64.2%
1.4%
.9%
5.6%
.3%
1.5%
26.0%
100.0%
Source: CTE "Completers" Sample from
the CTE Completers- Leavers Survey
Count
White
African American
American Indian
Asian
Native Hawaiian
Some other race
Hispanic
Annual average
213,220
2,445
1,095
9,674
430
15,220
72,956
251,398
%
84.8%
1.0%
.4%
3.8%
.2%
6.1%
29.0%
Source: US Census Bureau
Santa Cruz County, California
B02001. RACE - Universe: TOTAL POPULATION
Data Set: 2005-2009 American Community Survey 5-Year
Estimates
Survey: American Community Survey
Age 2005-2009
CTE Completers
Count
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
5
317
292
183
132
140
120
91
53
20
7
Age 2005-2009 Santa Cruz County
%
.4%
23.3%
21.5%
13.5%
9.7%
10.3%
8.8%
6.7%
3.9%
1.5%
.5%
Less than 15
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 to 69 years
70 and more
Total
1360
100.0%
Count
45,503
21,620
27,402
12,067
13,827
16,341
17,849
19,358
20,112
18,352
12,319
7,542
19,106
100.0%
Source: CTE "Completers- Leavers Survey
Source: US Census Bureau, ACS
Base: "Completers" Sample
Santa Cruz County, California
251,398
%
11.6%
14.7%
6.5%
7.4%
8.7%
9.6%
10.4%
10.8%
9.8%
6.6%
4.0%
100.0%
S0101. Age and Sex
Data Set: 2005-2009 American Community Survey 5-Year
Estimates
Survey: American Community Survey
14
138
OBJECTIVE C4: Support graduates in finding jobs in their area of study and assist employers in
hiring our qualified students and graduates.
C4a) Analyze completer/leaver survey results to determine most common barriers to students finding
employment in their field of study. Develop low-cost strategies to address those barriers which can be
effectively addressed.
• Status: In progress
• Update: Completer/leaver data compiled and charted.
• Next steps: Analyze data to determine most common barriers. Engage CTE Community Collaborative
and WD 2.0 in effort to address barriers.
Deliverables and KPIs for Objective C4
C4
Number of Former Students Employed in CTE Major
Are Students Working in Their Field of Program Study?
2003
163
64.7%
83
32.9%
6
2.4%
252
100%
Yes
No
No Report
Total
2004
205
65.5%
98
31.3%
10
3.2%
313
100%
2005
216
69.2%
79
25.3%
17
5.4%
312
100%
2006
218
67.5%
95
29.4%
10
3.1%
323
100%
2007
229
74.1%
72
23.3%
8
2.6%
309
100%
2008
181
75.7%
51
21.3%
7
2.9%
239
100%
2009
180
69.8%
66
25.6%
12
4.7%
258
100%
Source: Career Technical Education (CTE) Student Follow-up Survey, 2000-2009.
C4
2005-06
210
Number of Students in Service Learning
2006-07
2007-08
2008-09
2009-10
178
209
271
257
Source: Data Warehouse. Includes 99C, 99G, 99SL, 199C, 199G & 199SL.
Employed
C4
CTE Completer/Leaver
respondents 2005-2009
Santa Cruz County
2005-2009
%
% (*)
Gender
Female
Male
84.2%
83.3%
93.1%
93.7%
Ethnicity
White
African American
American Indian
Asian
Pacific Islander
Other Non-White
Hispanic/Latino
84.2%
81.0%
88.9%
85.4%
83.3%
87.5%
81.2%
92.8%
89.0%
85.6%
92.2%
78.9%
90.3%
90.5%
Age
16 to 19 years
20 to 24 years
25 to 44 years
45 to 54 years
55 to 64 years
65 to 74 years
75 years and over
Total
66.7%
73.1%
88.8%
85.5%
77.2%
75.0%
.0%
84.2%
75.4%
89.4%
93.4%
94.9%
95.5%
95.4%
93.8%
92.3%
Source:
CTE Survey , Completers/Leavers
Source: US Census Bureau, ACS
Santa Cruz County, California
S2301. Employment Status
Data Set: 2005-2009 American Community
Survey 5-Year Estimates
Survey: American Community Survey
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139
GOAL D: Enhance college effectiveness through measurement and evaluation of key areas
such as shared governance, departmental effectiveness, and student learning.
OBJECTIVE D1: Promote leadership and professional development for all college employees.
D1a) Develop and implement robust professional development program for all employees.
• Status: In progress
• Update: New professional development opportunities have been made possible to faculty and staff
through grant funding (Title V, Basic Skills and the Gates ACE grant). More than thirty participants
have joined Cabrillo’s new Faculty Inquiry Network (FIN). The grant funding has only partially offset
the Draconian funding cuts at the state level that have reduced staffing and other resources (travel and
conference funds) to meet professional development needs. A second group of managers completed the
Cabrillo Leadership class.
• Next Steps: Continue to explore all funding options for professional development opportunities in
tough budget times.
D1b) Encourage and support participation in best practice leadership and professional growth
activities, including mentoring and active participation in shared governance activities.
• Status: In progress
• Update: The strategy has merged with Strategy D2a) below. The ongoing budget crisis has diverted
some attention and resources from professional growth and development activities. With respect to
shared governance activities, the update of the Governance Manual is nearing completion. A second
class completed the Leadership Class taught by Cabrillo extension. The updated Governance Manual
will identify and clarify opportunities to participate in shared governance.
• Next Steps:
Deliverables and KPIs for Objective D1
D1 Deliverable: Professional development program. (Under development.)
D1
Term Spring 2008
# Participants
# Workshops
Avg/Workshop
1228
55
22
Flex Attendance Comparisons
Fall 2008
Spring 2009
Fall 2009
1259
1271
1180
56
51
55
22
25
21
Spring 2010
Fall 2010
1197
62
19
1321
50
26
Note: Numbers are based on workshops offered Mon-Wed in Fall and Mon-Thurs in Spring
OBJECTIVE D2: Effectively address evolving classified staffing needs.
D2a) Refine the classified prioritization process.
• Status: On hold
• Update: Due to budget constraints, the college has not initiated the classified prioritization process for
the last two years. The college has used a managed hiring process to evaluate vacant positions and
determine critical vacant positions to fill.
• Next Steps: The strategy is on hold.
D2b) Develop expertise to redesign work flow when appropriate and consider development of process
for reallocation of staff to heavily impacted areas when appropriate.
• Status: In progress
• Update: In response to the huge budget cuts to categorical programs, significant and difficult revisions
to staffing and work flow have been implemented in DSPS, Matriculations, and EOPS. In other areas of
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the college, planning continues and is frequently held hostage to the continuing uncertainties of the
state budget picture.
• Next Steps: Implementation continues, particularly in response to specific budget limitations.
Reassigning personnel from one area of the college to another remains a difficult challenge, as is
assessing the degree of impaction in various areas of the college.
Deliverables and KPIs for Objective D2
D2
Number of classified positions.
Full-Time Equivalent (FTE) Classified Employees
Fall Semester
Classified Staff*
2001
253
2002
238
2003
217
2004
220
2005
223
2006
233
2007
249
2008
246
2009
241
2009
239
*Total does not include classified administrative managers or confidential employees.
Source: Cabrillo College 2010-11 Final Budget, p.71, September 13, 2010.
D2
Aptos Campus Ratio of custodial FTE to est. total square footage of college buildings
2009-10
2010-11
FTE
23.5
26.0
728,000
785,688
Est. Sq Ft
30,978 sf./FTE
30,218 sf./FTE
Ratio
Note: Sq ft. does not include parking spaces. 08-09 includes Arts Ed Complex (122,300 sq ft.). Allied Health Complex is
expected to add 57,000 sq ft. in Fall 2011. Source: M&O & Facilities Offices.
D2
Watsonville Campus Ratio of custodial FTE to total est. square footage of college buildings
2010-11
2011-12
FTE
2.0
2
40,600
56,000*
Sq Ft
20,300 sf./FTE
28,000 sf./FTE
Ratio
Note: Future Watsonville Green Technology Building an estimated 16,000 sq. ft.
Source: Facilities Planning & Plant Operations.
OBJECTIVE D3: Enhance the knowledge and management systems that support college governance.
D3a) Revise and update college policies and procedures.
• Status: Ongoing
• Update: All Board Policies and Administrative Regulations are now posted on the college's web site:
http://cabrillo.edu/services/president/BoardPolicies.html. The President's Office maintains current
versions of all policies and regulations. Components are continuing to review and revise the policies
and regulations. Each component is updating and revisions relevant sections of college policies and
procedures. Updated policies go to the Board for review and approval almost monthly.
• Next Steps: Continue revising and updating Board Policies and Administrative Regulations for Board
approval. Much work remains, but many policies have been revised and college policies and procedures
are now published on the President’s web page under Policies.
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141
D3b) Upgrade and nurture the capabilities of the PRO data warehouse so that it can support a wider
variety of decisions with data-driven reports.
• Status: In progress
• Update: The project has grown in scope to include development of the Faculty Inquiry Network (FIN)
as a part of the college’s Title V grant. A major challenge is finding staff time to focus on this
important strategy.
• Next Steps: Staff time and resources are the greatest obstacle to the successful completion of this
strategy. The results of the initial efforts are encouraging.
Deliverables and KPIs for Objective D3
D3 Deliverable: College-wide communal calendaring & scheduling online. (Completed).
D3 Deliverable: Update College Governance Manual. (Under development.)
D3 Deliverable: Update & Publish Board Policies. (Ongoing.)
D3 Deliverable: Document the Decision-Making Process Especially the Role of the CPC & Cabinet.
Pending approval, as follows:
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D3 Deliverable: Enhance College Research & Analysis Capabilities. (Under development.)
D3 Deliverable: Online List of all Governance Committee Info.: Chair, Membership, Purpose,
OBJECTIVE D4: Incorporate environmental awareness and sustainability into policies and
procedures.
D4a) Develop and implement Sustainable Energy Policy incorporating best practices for
sustainability in appropriate policies and procedures.
• Status: In progress
• Update: The college’s immediate goal is to reach the targets set forth in the Sustainable Energy Plan
approved by the Governing Board in 2009. Budget reductions have delayed progress towards the
creation of the position of Energy Manager recommended in the Sustainable Energy Plan. Data show a
6.6% drop in electricity use on the Aptos campus for calendar year 2010, compared to 2009. While
class offerings were cut, there was a 7.9% growth in Aptos campus square footage.
• Next Steps: In spite of, and in response to, the challenges created by the budget reductions,
Maintenance and Operations (M&O) will continue to aggressively pursue programs and opportunities
to reduce energy usage and to develop alternate energy sources. The President’s Climate Commitment
Task Force meets regularly to assist in developing and refining objectives.
Deliverables and KPIs for Objective D4
D4
Count of Board Policies Which Mention "Sustainability", "Conservation" and/or "Environmental
Awareness"
Sustainability
Conservation
Awareness
2010
0
1*
0
* BP 4150
D4
Count of Administrative Regulations Which Mention "Sustainability", "Conservation" and/or
"Environmental Awareness"
Conservation
2010
0
1*
Environmental
Awareness
0
Sustainability
* AR 4130
OBJECTIVE D5: Implement SLOs and assessments college-wide.
D5a) Complete development of Student Learning Outcomes for all services to students, and develop
assessment plans by 2009-2010.
• Status: In progress
• Update: The focus has been on developing SLOs and assessment plans for counseling and other student
services.
• Next Steps: Pilot a revised Student Learning Outcomes survey for Students Services during Flex Week
for the Spring 2010 semester. Refinement of the survey instrument continues.
D5b) Improve processes for college-wide for program planning and departmental review,
strengthening links among student learning, program improvement, and budgeting decisions.
• Status: In progress
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143
• Update: The college has developed a new annual update form for instructional (program) planning,
which includes a section on progress towards recommendations and funding sources, along with an
SLO/Assessment section.
• Next Steps: With over 70 programs undergoing instructional planning on a 6-year cycle, he annual
updates will reflect the work accomplished one year at a time. Over time, the compilation of these
updates will reveal larger scale progress.
Deliverables and KPIs for Objective D5
D5 Deliverable: Assessment Review Committee Annual Report. (Completed.) Available at
http://pro.cabrillo.edu/slos/
Goal E: Enhance Cabrillo’s resource development and connections with the community.
OBJECTIVE E1: Increase Cabrillo’s fiscal sustainability with alternative resources.
E1a) Increase services to the community and generate revenue for the college by self-funded
growth of Extension and contract education.
• Status: In progress
• Update: Cabrillo Summer Arts program converted from a general fund credit based program to a fee
based program in Cabrillo Extension. A number of contract education programs have been offered
over the last year to healthcare, agriculture, and human service organizations. Budget reductions and
the loss of a staff person limits progress on this objective.
• Next steps: We will continue work on this objective as resources permit.
Deliverables and KPIs for Objective E1
E1 Deliverable: Report on feasibility of expanding non-credit fee-based contract education
classes. (Under development.)
OBJECTIVE E2: Promote communication and collaboration between Cabrillo and other
organizations in the community.
E2a) Increase Cabrillo representation in key community organizations.
• Status: Postponed.
• Update: The committee for this objective has not met since the last report. The project leader for this
objective was recently changed. An online survey was taken to determine current representation of the
management staff.
• Next steps: The team leader will convene the group to review the results of the survey and determine
next steps.
Deliverables and KPIs for Objective E2
E2 Deliverable: Report that identifies key community organizations with a target that all will have
representation by Cabrillo staff. (Completed.)
OBJECTIVE E3: Integrate College Board budget priorities and the master plan.
E3a) Goal Area Implementation Teams will monitor and facilitate strategy development, budget
augmentations required for strategy implementation, and strategy reporting.
• Status: In progress
• Update: The GAIT Chairs meet at least once per semester to discuss strategy development and updates.
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144
State budget reductions have limited the college’s ability to augment budgets for each strategy. The 2010-11
Preliminary Budget includes an augmentation of 2.5 custodial positions to support new facilities. Program and service
reductions implemented are linked to strategies, objectives or goals.
• Next step: The GAIT chairs will continue to work with implementation teams to monitor and facilitate strategy
development.
Deliverables and KPIs for Objective E3
E3 Deliverable: Annual Report on College Master Plan strategies and related budget
augmentation. (Ongoing.)
OBJECTIVE E4: Optimize college facilities as a resource for college and community users.
E4a) Manage use of college facilities by the public to meet community needs, recover direct and indirect costs and
offset the costs of general maintenance and upkeep.
• Status: In progress
• Update: Rock has made some progress on the facility evaluation issue. A task force has been formed to review policies
and procedures and make recommendations to the cabinet regarding facilities use by on and off-campus users.
Facilities usage is both complex and political. Very little progress has been made on this strategy.
• Next Steps: This strategy will be continued. Determine what has been accomplished, establish a timeline and
reconvene the committee to evaluate the best approach to managing facilities use on campus.
Deliverables and KPIs for Objective E4
E4 Deliverable: Facilities usage plan that streamlines the scheduling process, pricing structure
and policies regarding facilities use. (Under development.)
OBJECTIVE E5: Develop and implement a comprehensive energy conservation program.
E5a) Disseminate and promote energy conservation through an awareness campaign, contests and marketing.
• Status: Ongoing
• Update: The first Cabrillo College “emissions inventory” was completed by the Climate Initiative Task Force (CITF) in
2009. Cabrillo’s Climate Action Plan was produced in 2010 and can be found online, along with Cabrillo's emissions
inventory, at: http://acupcc.aashe.org/?page=2 or on the shared drive at: P:\President_PUBLIC\Planning and
Research_PUBLIC\Climate Initiative\Cabrillo
Despite a 7.9% growth in Aptos campus square footage in 2010, data show a 6.6% drop in electricity use on the Aptos
campus in calendar year 2010, compared to 2009. Maintenance and Operations continues to work with PG&E to take
advantage of energy cost saving programs, receiving a $9,000 rebate check in January, 2011. I.T. and many other
departments and buildings across campus are taking active energy conservation measures as part of “GreenSteps”
programs. The Director of Facilities Planning and Plant Operations actively pursues and implements energy conservation
measures, including campus-wide communications on a regular basis. Cabrillo’s Governing Board-approved Sustainable
Energy Plan is posted on the campus network drive at: P:\President_PUBLIC\PlanningandResearch_ PUBLIC\
ClimateInitiative\CabrilloSustainableEnergyPlan_approved10-5-09.pdf
• Next Steps: Continue to actively work toward the 15% reduction in energy consumption goal set in Cabrillo’s
‘Sustainable Energy Plan’ adopted by the Governing Board in 2009. “GreenSteps” energy conservation campaign was
launched Earth Week, 2010, and efforts redoubled for Earth Week 2011. Efforts will focus on installation of 1,000
grant-funded Power Saver Pro Software and power strip, estimating a $50 savings per work station to further reduce
Cabrillo’s energy use, carbon footprint, and associated monetary burden of our waste of energy on campus.
Deliverables and KPIs for Objective E5
E5 Deliverable: Energy Conservation Plan. (Completed.) Available at:
P:\President_PUBLIC\Planning and Research_PUBLIC\ClimateInitiative\CabrilloSustainableEnergyPlan_ approved10-5-09.pdf
E5
College Energy Usage: Kilowatt hours (kWh) per square foot
(Aptos Campus)
sq'
kWh
kWh per sq'
2000
533,000 sq'
3,261,990
2007
548,700 sq'
6,027,489
2008
671,000 sq'
6,816,934
2009
728,000 sq'
7,402,868
2010
785,688 sq'
6,914,629
6.12
11.0
10.16
10.17
8.80
Note: Aptos Campus only. Sources: PG&E, & Facilities Planning & Plant Operations.
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145
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Lease Agreements: Watsonville Center
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Action
Page 1 of 1
C.11
Fiscal Impact:
$80,000 per year in new gross revenue.
Recommendation:
It is recommended that the Governing Board authorize the Vice President, Administrative Services to enter into a
new one year lease agreement with Ceiba Charter School and the Santa Cruz Office of Education for shared
use Monday through Friday at the Cabrillo Watsonville Center at 318 Union St. The tenants will share use of
the old post office building at the Watsonville Center.
Administrator Initiating Item:
Brian King
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
146
147
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Tennis and Golf
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 1
C.12
Background:
In May 2008 men’s and women’s tennis teams were discontinued as part of the budget cutting
strategies effective the 2009-10 academic year. The savings of $28,000 from eliminating these two
sports were part of a $3.2M proposal brought to the Board for approval. At the time, we thought
that the college could maintain gender balance by discontinuing both the men’s and women’s
teams. Furthermore, we had intended to continue funding the teams through fundraising as there
were interested parties in the community so the teams were re-instated on an annual basis
contingent upon funding. The fundraising was successful for the 2009-10 year but not in 2010-11,
so there were no tennis teams this past spring. It has become apparent that given the Title IX
regulations regarding opportunities for women athletes, this action has put the college at risk of
non-compliance. To rectify this matter, we recommend re-instating the women’s and men’s tennis
teams effective academic year 2011-12. Correspondingly, in order to balance the athletics budget,
it is recommended that the golf team be discontinued effective 2011-12 and the savings from the
golf budget be re-directed to the tennis budget.
Fiscal Impact: Cost neutral
Recommendation:
It is recommended that the Governing Board re-instate the Cabrillo College tennis teams effective
2011-12. It is further recommended that the Board discontinue the golf team effective 2011-12.
Administrator Initiating Item:
Renée M. Kilmer, Vice President, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
x Yes  No
x Yes  No
Final Disposition
148
149
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
2011-12 Budget Update
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
D.1
BACKGROUND:
It is anticipated that an update on the 2011-12 Budget 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
150
151
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
June 13, 2011
FROM: PRESIDENT
SUBJECT:
Facilities Master Plan Project Status
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
ENCLOSURE(S)
Page 1 of 3
D.2
BACKGROUND:
Major Projects under Construction
Financial Overview for
Major Projects
Current Budget
Total Paid to Date
(thru 03/31/11)
Encumbered
(thru 03/31/11)
Changes Under Review-including change orders
not encumbered
Anticipated Future
Expenses
Subtotal Committed
Construction
(Over)/Under Budget
AEC
Building 300
Renovation
SAC
Allied Health
Watsonville
Classrooms Green Tech Center
$78,929,841
$29,137,797
$3,217,033
$28,104,996
$10,940,000
76,596,592
29,110,824
2,159,111
25,336,455
5,032,706
78,088
15,010
85,070
183,753
4,557,728
583,784
0
0
304,100
38,045
22,537
77,281,001
0
29,125,834
117,000
2,361,181
25,824,308
608,040
10,236,519
1,648,840
11,963
855,852
2,280,688
703,481
Note#1
Financial Overview for
AEC
SAC
Building 300 Allied Health
Major Equipment
Equipment
Equipment
Equipment
Equipment
Projects
Current Budget
$2,258,157
$263,873
1,862,000
$2,394,977
Total Paid to Date
(thru 03/31/11)
2,258,157
263,873
537,672
1,620,274
Encumbered
(thru 03/31/11)
0
0
43,776
21,668
Changes Under Review-including change orders
not encumbered
0
0
0
0
Anticipated Future
Expenses
0
0
1,280,552
753,035
Subtotal Committed
2,258,157
263,873
1,862,000
2,394,977
Construction
(Over)/Under Budget
0
0
0
0
Note #1 Regarding Bldg 300 reconstruction, due to the favorable bid opening, $1,006,000 in State Construction Funds were
reverted.
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
152
Major Projects under Construction
Arts Education Classrooms Project
Buildings 4 (Theater) and 5 (Music) continue to be in the closeout and punch list process. In addition to
these activities, staff is working to resolve acoustic concerns in 2-D and 3-D Art and the Music Building
and water leaks in the Theater and Music buildings. Thirteen of the nineteen contractors have either been
closed out or will be closed shortly. Mediation with the remaining contractors, architect, and construction
manager is in process.
Student Activities Center
The Student Activity Center consists of two phases of work and therefore two separate DSA (Division of
State Architect) projects. The first project, called the “Soil Nail Wall,” was the first of its kind in the state
community college system. A mandate from DSA required a monitoring agreement that assured the wall
was built to specifications.
The Soil Nail Wall project was certified by DSA as complete on April 20, 2011 and the project will be
closed by year end.
The second project, the Student Activities Center (SAC), consists of approximately 50,000 square feet and
includes the Bookstore, Student Services Administration, Student Activities, Student Clubs, Puente,
Testing/Assessment, Instructional Development, Outreach & Recruitment and a vacant undeveloped space
on the first floor (initially reserved as a café). Development of the vacant first floor space could not occur
without DSA Certification of the entire building. The utilization of this space is under review at this time.
As previously reported, DSA has certified the completion of this portion of the project effective March 22,
2011.
Health and Wellness Project
The Allied Health project consists of two buildings totaling 57,000 square feet, and is the new home for
programs such as Nursing, Radiology Technology, Medical Assisting, Dental Hygiene, Health and
Wellness, and the Stroke Center. RMW is the architect and Soltek Pacific is the contractor.
Construction began in May 2008 and the buildings are 100% complete. Staff is in the process of
closing out the project. All remaining issues have been resolved with the contractor.
Current Status Update:
Equipment for the building has been purchased and installed, with the exception of few items.
Some additional HVAC (Heating, Ventilation & Air Conditioning) noise mitigation work is in
progress in the Fitness room of building 1. Construction of an ADA ramp and sidewalk from
parking lot J to the center of the two buildings is under way and will be completed over the
summer.
Building 300 Renovation
On February 1, 2010 the Governing Board approved awarding a bid in the amount of $1,560,136 to
Tombleson Construction of Salinas for the renovation of the 300 building. The project will
remodel/reconstruct 12,523 assignable square feet of space to provide needed instructional space for ten
general purpose classrooms, two large assembly/class rooms and nine BELA division offices. The
construction began in spring 2010 and is substantially complete. Release request for state equipment
funds was submitted to the Chancellor’s Office the week of October 4, 2010. Approval of the list was
received on October 14, 2010.
2 of 3
153
Current Status Update:
The building has been occupied for nearly an entire semester with minor adjustments to the
operating systems. The project currently remains under budget by approximately $850,000 and
is expected to reach final completion in this fiscal year and submitting our request to DSA for
project closeout with certification. DSA is currently processing requests for project closeout
they received in the month of January 2011. Some of the equipment has been purchased and
installed.
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
Industrial Training Education Center (ITEC). 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 project name has been changed to the
Green Technology Center to reflect the new focus. 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 which allows us to add back some of the items
that were value engineered out.
Current Status Update:
The project continues to progress. Building A (the main classroom building) has underground
utilities, foundation, slab on grade, and installation of steel and wood framing are all complete.
Building “B” (shop building) has underground utilities, foundation, and steel erection and slab
on grade are all complete. Site utilities and roofing on both buildings are the next priority.
Awards of Informal Bids under the Uniform Construction Cost Accounting System (UCC):
At the September 2005 Governing Board meeting, the Uniform Public Construction Cost Accounting
System was adopted to enable the District to increase the formal bid limits from $15,000 to $125,000.
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 $125,000 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.
None this Month.
3 of 3
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155
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Quarterly Investment Report
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
D.3
Page 1 of 7
BACKGROUND:
The Quarterly Investment Report for the quarter ending March 31, 2011 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 Banc
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
156
157
158
159
160
161
162
163
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Financial Reports
ENCLOSURE(S)
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
Page 1 of 22
D.4
BACKGROUND:
The following financial reports are presented for the information of the Governing Board:
Report
Period Ending
Trial Balance
4/30/11
Page
2
Year-to-Date Budget Reports
4/30/11
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
3-4
5-6
7
8
9
10
11
12
Clearing and Revolving
4/30/11
13
Bookstore
4/30/11
14-15
Cafeteria
4/30/11
16-17
Associated Students
4/30/11
18
Scholarships/Loans
4/30/11
19
Student Center Fee
4/30/11
20
Student Representation Fee
4/30/11
21
Trust and Agency
4/30/11
22
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
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Spring 2011 ASCC Student Senate Election Results
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
ENCLOSURE(S)
Page 1 of 1
D.5
Background:
The ASCC Student Senate Elections were held April 25-May 6, 2011. A total of 1,057 valid votes were
counted, more than double the number of valid votes compared to last year.
This year, for the first time, the Associated Students of Cabrillo College (ASCC) conducted their student
body elections online. This new process required the combined efforts of many individuals. We are extremely
thankful to Judy Cassada, Craig Hayward, Rick Fillman, Kristin Fabos, John Mauceri, Loren Washburn,
Susan Haas, Lena Mason, Ana Rodríguez, and Leah Hlavaty. The work of this team saved the Elections
Committee members and their advisers an incredible number of hours that it would have taken to validate
every ballot. The new electronic voting process doubled the number of students participating in the election
process and we hope that the number will continue to increase in the future.
The results of this year’s elections:
Total Votes:
Invalidated Votes:
Total Validated Votes:
President - total votes
Charlotte Achen
Oleksii Chuiko
Student Trustee
Joseph Watkins
Legislative Rep
Alma G. Avila
Treasurer
Joseph Gomez
Watsonville Rep
Joshua Riparetti
Senators at Large
Sharon O’Connor
Jerry Peters
Stephanie Petrillo
Administrator Initiating Item:
Sesario R. Escoto
Dennis Bailey-Fougnier
1,130
73
1,057
930
564
366
61 %
39 %
744
70 %
764
72 %
703
66 %
714
67 %
706
700
712
67 %
66 %
67 %
Open positions to be filled by application and appointment:
Vice President
Inter-Club Council Chairperson
Scotts Valley Rep
Senators at Large – 9 positions open
Interested students can pick up a student senate application at the
Student Affairs Office, SAC East.
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
186
187
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
DATE
PRESIDENT
June 13, 2011
SUBJECT:
Board Policy Revisions: Office of Instruction, First Reading
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
D.6
ENCLOSURE(S)
Page 1 of 4
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
Action
BP 3140 Off Campus Programs
BP 3150 Evening and Weekend Programs
BP 3500 College Calendar
Update to reflect League language
Update to reflect League language
Update to reflect CCFT and District agreements
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:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
x Yes No
x Yes  No
Final Disposition
188
OFF-CAMPUS PROGRAMS
BP 3140
Cabrillo College recognizes its responsibility to provide educational offerings in locations that
will serve the diverse needs of residents of the community. In addition to courses offered at
the Watsonville Center and the Scotts Valley Center, off-campus courses may be offered to
reach students in district areas distant from the college and its Centers, to reach
underrepresented populations, or to overcome on-campus facility limitations at the Aptos
campus and the two Centers.
Off-campus courses are defined as those courses held at locations other than the main Aptos
campus or the Education Centers in Watsonville and Scotts Valley. Courses taught at these
off-campus locations are equivalent to courses taught at the main campus in every respect, that
is, in requisites, course content, number of total hours the course meets, and student
responsibilities. This policy shall be consistent with the curriculum development policy
approved by the Governing Board.
Legal Reference: Education Code Sections 81524, 81529, 81530, 81531 and 81810.
See AR 3140
Adopted: April 4, 1988
Revised: June 13, 2011
189
EVENING AND WEEKEND PROGRAMS
BP 3150
Cabrillo College recognizes its responsibility to The District provides educational offerings
during hours which will serve the needs of residents of the community, particularly the
needs of working students. For that reason, the college will strive to offer a comprehensive
offering of classes in the evening hours. Courses may be scheduled on Saturday or Sunday.
Courses taught in the evening program or on weekends are equivalent to courses taught in
the day program in every respect, that is, in prerequisites, course content, number of total
hours the course meets and student responsibilities. This policy shall be consistent with
the curriculum development policy approved by the Governing Board.
Evening courses are defined as courses that begin at 5:00 p.m. or later.
Weekend courses are defined as those that begin at 5:00 p.m., or later, on Fridays, and/or are
offered on Saturdays or Sundays.
See AR 3150
Legal Reference: Education Code Sections 51944 through 51958.
Adopted: April 4, 1988
Revised: June 13, 2011
190
COLLEGE CALENDAR
BP 3500
The Cabrillo College Governing Board shall annually adopt the college calendar. The
calendar shall show the beginning and ending dates of instruction, legal and negotiated
holidays, number of teaching days, vacation periods, and other pertinent dates.
The Academic Calendar shall consist of 175 days of instruction. Within requirements of
the California Education Code, a specific number of instruction days can be designated as
possible flexible calendar staff development days. It is at the discretion of the Governing
Board whether there will be any flexible calendar staff development days.
The Superintendent/President shall submit to the Board for approval an annual
academic calendar which will reflect the results of the negotiated agreement between
the District and the exclusive faculty bargaining unit.
Legal Reference: Education Code Sections 70902(b)(12) 7900, 79001, 79020, 79021,
79022, 79023 through 79027.5, 79028 and 84890 through 84896.
See AR 3500
Adopted: April 4, 1988
Revised: June 13, 2011
191
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
DATE
June 13, 2011
SUBJECT:
Priorities Resulting from Program Planning Processes
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 2
D.7
BACKGROUND:
Instruction implemented planning processes during the 2010-2011 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:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
192
Program Directions and Resources Requested in Instructional Plans Completed in 2010-11
Ranking
Program
1
Accounting
2
English
3
4
Accounting
Accounting
4
Computer
Information Systems
4
Computer
Information Systems
Digital Media
4
8
8
Construction and
Energy Mgmnt
Digital Media
8
English
8
English
8
13
14
Health Science
Digital Media
Accounting
14
14
Computer
Information Systems
English
14
14
14
20
History
History
Reading
Accounting
20
20
Construction and
Energy Management
English
20
Learning Skills
20
Learning Skills
25
25
25
Construction and
Energy Mgmnt
Digital Media
Digital Media
25
25
Digital Media
English
25
31
History
Accounting
31
Health Science
Description
Modify the wording of the curriculum in Acct 1A and 1B to be in compliance with C-ID
curriculum.
Increase the number of basic skills students who complete the composition sequence:
Promote and expand LC’s.
Modify the certificates and degree requirements based on the changes in #2 above.
Modify curriculum to split the course content currently in Acct 151A into 151A and 151B
making each course 8 weeks in duration rather than the current 16.
Lab Equipment: Fund the purchase of hardware and software to expand remote
authentication network access (ANA) to students. $25,000 one-time funds then $10,000
annually.
Lab Equipment: Continue to fund the Networking and Systems Technology Lab
maintenance contracts. $5,000 annually for NetLab.
Classroom Equipment: Provide wireless access to Hawknet for students with laptops in
1303.
Complete the CEM Occupational Program Assessment Plan by using the same method as
in Cabrillo’s transfer courses during next five years.
Classroom and Lab Software: Fund the purchase of licenses and ongoing
maintenance agreements for Adobe Design Premium Creative Suites.
Continue to develop instructional methods which increase student retention and persistence
rates: Conduct multiple one day department conferences on effective pedagogical methods
that expand previous training on Integrated Reading Writing strategies (IRW)
Create opportunities for professional development: Collaborate with local high schools in a
summit focused on effective instructional methods and the intersection of high school
curriculum with Cabrillo expectations for incoming students.
Offer HS 24—Environmental Health using existing departmental TUs
Classroom Equipment: Purchase current Final Cut Pro software.
Upgrade the classroom computers located in the podium of accounting/finance classrooms
from Mac to PC’s to allow for compatibility with programs such as Excel, Peachtree,
QuickBooks, and future software such as Oracle Client. Rearrange the system so
instructors can face their students
Lab Equipment: Replace classroom lab computers that have exceeded their warrantees.
$54,000 every 5 years to replace classroom computers or $10,800 annually.
Continue to develop instructional methods which increase student retention and persistence
rates: Provide training to establish Supplemental Instruction (SI) to augment classroom
composition instruction.
Maintaining smart equipment -expected breakdown of equipment over five years.
Maps
Update Lab Materials using Reading Department funds and grants
Modify curriculum to split the course content currently in Acct 6 and Acct 163 into two
classes making each course 2 units, 8 weeks in duration rather than the current 16.
Improve classroom instruction.
None
Collaboration TUs
.5($1700)=$850 per
cohort
None
None
25000
5000
0
No Cost
16000
4000
1000
None
8500
To be determined
by Campus
IT/Department
10800
2000
24000
3500
0
none
No cost
Continue to develop instructional methods which increase student retention and persistence
rates: Increase extra-curricular activities to support students in Learning Communities,
Creative Writing courses, and Honors courses, such as the current reading series
collaboration with PSC and field trips to local colleges or literary sites.
Devise a schedule of intakes and/or assessment (for LS 254) that will take place before
spring and fall semesters.
Meet with the regular counselors to discuss issues related to their counseling of students
with LD and/or ADD/ADHD.
Courses and pathway for obtaining an Associate in Science degree in Energy Management.
700
Classroom Equipment: Purchase 4 to 6 computers for Room 1303.
Instructional Equipment: 10 Adobe Design Premium Creative Suites licenses maintenance
agreement renewals for faculty.
Student Success: Assess Student Learning Outcomes
Collaborate with other departments to promote academic literacy across campus: Develop
humanities class.
6000
5700
New equipment and desks.
Bi-annual purchase of QuickBooks Pro, 50-user pack. Due to be upgraded in 2012.
Upgrade versions of Dreamweaver and Captivate or Camtasia as needed.
Identify and remodel classroom large enough to accommodate department course needs.
Improve technological resources within room.
2
Cost
0
0
37610
0
Collaboration TUs
.5($1700)=$850 per
cohort
5000
600
unknown
193
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
College Advocacy Efforts and Coordination
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
D.8
Page 1 of 18
Background:
Several times each semester, the Community College League of California or the State Chancellor’s Office
sends us an email asking for support of legislative items working through the General Assembly or the
Senate. One such bill, AB 515, “would provide local community college governing boards to offer extension
courses for credit . . . modeled after similar self-sustaining courses in the UC and CSU systems.” (The
language quoted is from the League summary of Bills of Interest from June 3, 2011, which is attached.) The
League position on AB 515 is: Support. We routinely reply to these requests from the Chancellor’s Office
and the League as time allows with limited staffing resources. In response to such a request for support
from the League, I sent letters in support of AB 515 to Assemblymembers Alejo and Monning on May 17.
The Cabrillo College Governing Board has not taken a formal position on AB 515.
I have also attached a similar request and supporting materials that came on June 6, 2011, from the
Chancellor’s Office asking for Cabrillo’s support of AB 1029 for the Board’s review.
Administrator Initiating Item:
Brian King
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
194
Community College League of California
BILLS OF INTEREST
(as of June 3, 2011)
AB 515 Extension Courses at Community Colleges
Author: Brownley
Version: 05/27/11
Location: Passed Assembly; To Senate
Summary: This bill would, until July 1, 2016, establish the California Community College
Extension Program which would allow the governing board of a community college district to
offer extension courses for credit; and require that they be self-supporting, open to the public,
developed in conformance with the Education Code and Title 5 regulations governing community
college credit courses, subject to collective bargaining agreements, and subject to annual review
by the Chancellor. In addition, revenues in this program are to be included in a district’s
calculation of its 75/25 goal and the 50% Law. No General Fund moneys could be expended to
establish or maintain the courses, nor would an extension program course be allowed to supplant
courses funded by state apportionments, reduce state-funded courses relating to basic skills with
the intent of reestablishing those course sections as part of the extension program, or supplant the
use of district instructional space for courses funded with state apportionments. Students
completing extension courses through the pilot program shall be limited to applying no more than
24 semester units to an associate or transfer degree and will be limited to a maximum of 12 credit
units per semester in an extension program.
This bill would allow community college districts to charge students for the actual costs of the
courses. Each participating district would be required to collect and keep records relating to the
extension program and submit them to the Chancellor's Office annually by October 1. This
information would, in turn, be submitted by the Chancellor to the Legislative Analyst by
November 1 of each year; and would require the Legislative Analyst to submit a written report to
the Legislature by January 1, 2015, summarizing the information provided by the Chancellor,
assessing compliance of the program with the Legislature's intent, and suggesting any needed
statutory improvements.
Background: This bill, sponsored by the Santa Monica and Santa Clarita Community College
Districts, would provide an option to offer extension courses modeled after similar self-sustaining
courses in the UC and CSU systems.
Fiscal Impact: Minor and absorbable since these courses and related activities must be selfsupporting and this bill authorizes boards to charge fees sufficient to support the courses.
Arguments for: AB 515 would give community colleges more flexibility in meeting local needs,
enhance student access and protect faculty jobs during this time of enrollment constraints and
reductions.
Arguments against: By offering extension courses, will there be a higher quality “fast track”
lane for students with the ability to pay? Some colleges might choose to significantly increase
extension courses and “cream” the best students from neighboring colleges.
Position: Support
195
AMENDED IN ASSEMBLY APRIL 6, 2011
california legislature—2011–12 regular session
ASSEMBLY BILL
No. 1029
Introduced by Assembly Member Lara
February 18, 2011
An act to amend Sections 70901 and 70902 of the Education Code,
relating to community colleges.
legislative counsel’s digest
AB 1029, as amended, Lara. Community colleges: course approval.
Existing law establishes the California Community Colleges under
the administration of the Board of Governors of the California
Community Colleges. Existing law, until January 1, 2013, deletes a
requirement that the board of governors review and approve courses of
instruction that are not offered as part of an educational program
approved by the board of governors.
This bill would extend the date of deletion of this requirement to
January 1, 2018 2014.
Existing law establishes community college districts, and requires
each district to be under the control of a governing board. Existing law,
until January 1, 2013, authorizes a community college district governing
board to offer credit courses of instruction without the approval of the
board of governors only under conditions authorized by regulations
adopted by the board of governors.
This bill would extend that authorization to January 1, 2018.
Existing law requires the Chancellor of the California Community
Colleges, on or before January 1, 2012, to prepare and submit a report
to the chairpersons of the appropriate policy and fiscal committees of
the Legislature describing the results of the monitoring of these courses
98
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AB 1029
—2—
undertaken pursuant to regulations developed by the board of governors
under the law and the extent to which community college districts have
complied with those regulations.
This bill would, instead, require the chancellor to prepare and submit
this report by January 1, 2015 2013.
Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.
The people of the State of California do enact as follows:
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SECTION 1. Section 70901 of the Education Code, as amended
by Section 2 of Chapter 817 of the Statutes of 2006, is amended
to read:
70901. (a) The Board of Governors of the California
Community Colleges shall provide leadership and direction in the
continuing development of the California Community Colleges as
an integral and effective element in the structure of public higher
education in the state. The work of the board of governors shall at
all times be directed to maintaining and continuing, to the
maximum degree permissible, local authority and control in the
administration of the California Community Colleges.
(b) Subject to, and in furtherance of, subdivision (a), and in
consultation with community college districts and other interested
parties as specified in subdivision (e), the board of governors shall
provide general supervision over community college districts, and
shall, in furtherance thereof, perform the following functions:
(1) Establish minimum standards as required by law, including,
but not limited to, the following:
(A) Minimum standards to govern student academic standards
relating to graduation requirements and probation, dismissal, and
readmission policies.
(B) Minimum standards for the employment of academic and
administrative staff in community colleges.
(C) Minimum standards for the formation of community colleges
and districts.
(D) Minimum standards for credit and noncredit classes.
(E) Minimum standards governing procedures established by
governing boards of community college districts to ensure faculty,
staff, and students the right to participate effectively in district and
college governance, and the opportunity to express their opinions
98
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—3—
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AB 1029
at the campus level and to ensure that these opinions are given
every reasonable consideration, and the right of academic senates
to assume primary responsibility for making recommendations in
the areas of curriculum and academic standards.
(2) Evaluate and issue annual reports on the fiscal and
educational effectiveness of community college districts according
to outcome measures cooperatively developed with those districts,
and provide assistance when districts encounter severe management
difficulties.
(3) Conduct necessary systemwide research on community
colleges and provide appropriate information services, including,
but not limited to, definitions for the purpose of uniform reporting,
collection, compilation, and analysis of data for effective planning
and coordination, and dissemination of information.
(4) Provide representation, advocacy, and accountability for the
California Community Colleges before state and national legislative
and executive agencies.
(5) Administer state support programs, both operational and
capital outlay, and those federally supported programs for which
the board of governors has responsibility pursuant to state or federal
law. In so doing, the board of governors shall do the following:
(A) (i) Annually prepare and adopt a proposed budget for the
California Community Colleges. The proposed budget shall, at a
minimum, identify the total revenue needs for serving educational
needs within the mission, the amount to be expended for the state
general apportionment, the amounts requested for various
categorical programs established by law, the amounts requested
for new programs and budget improvements, and the amount
requested for systemwide administration.
(ii) The proposed budget for the California Community Colleges
shall be submitted to the Department of Finance in accordance
with established timelines for development of the annual Budget
Bill.
(B) To the extent authorized by law, establish the method for
determining and allocating the state general apportionment.
(C) Establish space and utilization standards for facility planning
in order to determine eligibility for state funds for construction
purposes.
(6) Establish minimum conditions entitling districts to receive
state aid for support of community colleges. In so doing, the board
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AB 1029
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—4—
of governors shall establish and carry out a periodic review of each
community college district to determine whether it has met the
minimum conditions prescribed by the board of governors.
(7) Coordinate and encourage interdistrict, regional, and
statewide development of community college programs, facilities,
and services.
(8) Facilitate articulation with other segments of higher
education with secondary education.
(9) Review and approve comprehensive plans for each
community college district. The plans shall be submitted to the
board of governors by the governing board of each community
college district.
(10) (A) Review and approve all educational programs offered
by community college districts. The board of governors shall adopt
regulations defining the conditions under which a community
college district may offer, without the need for approval by the
board of governors, a credit course that is not part of an approved
educational program. Regulations adopted under this paragraph
shall ensure that appropriate safeguards involving training and
monitoring are in place, and shall ensure that the authority to offer
credit courses that are not part of an approved educational program
does not have the effect of permitting community college districts
to operate educational programs without the approval of the board
of governors.
(B) In a manner that is consistent with the regulations adopted
by the board of governors under this paragraph, the chancellor
shall monitor courses approved pursuant to the act that adds this
subparagraph. The chancellor shall prepare and submit a report to
the chairpersons of the appropriate policy and fiscal committees
of the Legislature on or before January 1, 2015 2013. This report
shall include, but not necessarily be limited to, a description of the
results of the monitoring and the extent to which community
college districts have complied with applicable regulations of the
board of governors.
(11) Exercise general supervision over the formation of new
community college districts and the reorganization of existing
community college districts, including the approval or disapproval
of plans therefor.
(12) Notwithstanding any other provision of law, be solely
responsible for establishing, maintaining, revising, and updating,
98
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—5—
AB 1029
1 as necessary, the uniform budgeting and accounting structures and
2 procedures for the California Community Colleges.
3
(13) Establish policies regarding interdistrict attendance of
4 students.
5
(14) Advise and assist governing boards of community college
6 districts on the implementation and interpretation of state and
7 federal laws affecting community colleges.
8
(15) Contract for the procurement of goods and services, as
9 necessary.
10
(16) Carry out other functions as expressly provided by law.
11
(c) Subject to, and in furtherance of, subdivision (a), the board
12 of governors shall have full authority to adopt rules and regulations
13 necessary and proper to execute the functions specified in this
14 section as well as other functions that the board of governors is
15 expressly authorized by statute to regulate.
16
(d) Wherever in this section or any other statute a power is
17 vested in the board of governors, the board of governors, by a
18 majority vote, may adopt a rule delegating that power to the
19 chancellor, or any officer, employee, or committee of the California
20 Community Colleges, or community college district, as the board
21 of governors may designate. However, the board of governors
22 shall not delegate any power that is expressly made nondelegable
23 by statute. Any rule delegating authority shall prescribe the limits
24 of delegation.
25
(e) In performing the functions specified in this section, the
26 board of governors shall establish and carry out a process for
27 consultation with institutional representatives of community college
28 districts so as to ensure their participation in the development and
29 review of policy proposals. The consultation process shall also
30 afford community college organizations, as well as interested
31 individuals and parties, an opportunity to review and comment on
32 proposed policy before it is adopted by the board of governors.
33
(f) This section shall remain in effect only until January 1, 2018
34 2014, and as of that date is repealed, unless a later enacted statute,
35 that is enacted before January 1, 2018 2014, deletes or extends
36 that date.
37
SEC. 2. Section 70901 of the Education Code, as added by
38 Section 3 of Chapter 817 of the Statutes of 2006, is amended to
39 read:
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AB 1029
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—6—
70901. (a) The Board of Governors of the California
Community Colleges shall provide leadership and direction in the
continuing development of the California Community Colleges as
an integral and effective element in the structure of public higher
education in the state. The work of the board of governors shall at
all times be directed to maintaining and continuing, to the
maximum degree permissible, local authority and control in the
administration of the California Community Colleges.
(b) Subject to, and in furtherance of, subdivision (a), and in
consultation with community college districts and other interested
parties as specified in subdivision (e), the board of governors shall
provide general supervision over community college districts, and
shall, in furtherance of those purposes, perform the following
functions:
(1) Establish minimum standards as required by law, including,
but not limited to, the following:
(A) Minimum standards to govern student academic standards
relating to graduation requirements and probation, dismissal, and
readmission policies.
(B) Minimum standards for the employment of academic and
administrative staff in community colleges.
(C) Minimum standards for the formation of community colleges
and districts.
(D) Minimum standards for credit and noncredit classes.
(E) Minimum standards governing procedures established by
governing boards of community college districts to ensure faculty,
staff, and students the right to participate effectively in district and
college governance, and the opportunity to express their opinions
at the campus level and to ensure that these opinions are given
every reasonable consideration, and the right of academic senates
to assume primary responsibility for making recommendations in
the areas of curriculum and academic standards.
(2) Evaluate and issue annual reports on the fiscal and
educational effectiveness of community college districts according
to outcome measures cooperatively developed with those districts,
and provide assistance when districts encounter severe management
difficulties.
(3) Conduct necessary systemwide research on community
colleges and provide appropriate information services, including,
but not limited to, definitions for the purpose of uniform reporting,
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—7—
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collection, compilation, and analysis of data for effective planning
and coordination, and dissemination of information.
(4) Provide representation, advocacy, and accountability for the
California Community Colleges before state and national legislative
and executive agencies.
(5) Administer state support programs, both operational and
capital outlay, and those federally supported programs for which
the board of governors has responsibility pursuant to state or federal
law. In so doing, the board of governors shall do the following:
(A) (i) Annually prepare and adopt a proposed budget for the
California Community Colleges. The proposed budget shall, at a
minimum, identify the total revenue needs for serving educational
needs within the mission, the amount to be expended for the state
general apportionment, the amounts requested for various
categorical programs established by law, the amounts requested
for new programs and budget improvements, and the amount
requested for systemwide administration.
(ii) The proposed budget for the California Community Colleges
shall be submitted to the Department of Finance in accordance
with established timelines for development of the annual Budget
Bill.
(B) To the extent authorized by law, establish the method for
determining and allocating the state general apportionment.
(C) Establish space and utilization standards for facility planning
in order to determine eligibility for state funds for construction
purposes.
(6) Establish minimum conditions entitling districts to receive
state aid for support of community colleges. In so doing, the board
of governors shall establish and carry out a periodic review of each
community college district to determine whether it has met the
minimum conditions prescribed by the board of governors.
(7) Coordinate and encourage interdistrict, regional, and
statewide development of community college programs, facilities,
and services.
(8) Facilitate articulation with other segments of higher
education with secondary education.
(9) Review and approve comprehensive plans for each
community college district. The plans shall be submitted to the
board of governors by the governing board of each community
college district.
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(10) Review and approve all educational programs offered by
community college districts, and all courses that are not offered
as part of an educational program approved by the board of
governors.
(11) Exercise general supervision over the formation of new
community college districts and the reorganization of existing
community college districts, including the approval or disapproval
of plans therefor.
(12) Notwithstanding any other provision of law, be solely
responsible for establishing, maintaining, revising, and updating,
as necessary, the uniform budgeting and accounting structures and
procedures for the California Community Colleges.
(13) Establish policies regarding interdistrict attendance of
students.
(14) Advise and assist governing boards of community college
districts on the implementation and interpretation of state and
federal laws affecting community colleges.
(15) Contract for the procurement of goods and services, as
necessary.
(16) Carry out other functions as expressly provided by law.
(c) Subject to, and in furtherance of, subdivision (a), the board
of governors shall have full authority to adopt rules and regulations
necessary and proper to execute the functions specified in this
section as well as other functions that the board of governors is
expressly authorized by statute to regulate.
(d) Wherever in this section or any other statute a power is
vested in the board of governors, the board of governors, by a
majority vote, may adopt a rule delegating that power to the
chancellor, or any officer, employee, or committee of the California
Community Colleges, or community college district, as the board
of governors may designate. However, the board of governors
shall not delegate any power that is expressly made nondelegable
by statute. Any rule delegating authority shall prescribe the limits
of delegation.
(e) In performing the functions specified in this section, the
board of governors shall establish and carry out a process for
consultation with institutional representatives of community college
districts so as to ensure their participation in the development and
review of policy proposals. The consultation process shall also
afford community college organizations, as well as interested
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individuals and parties, an opportunity to review and comment on
proposed policy before it is adopted by the board of governors.
(f) This section shall become operative on January 1, 2018 2014.
SEC. 3. Section 70902 of the Education Code, as amended by
Section 4 of Chapter 817 of the Statutes of 2006, is amended to
read:
70902. (a) (1) Every community college district shall be under
the control of a board of trustees, which is referred to herein as the
“governing board.” The governing board of each community
college district shall establish, maintain, operate, and govern one
or more community colleges in accordance with law. In so doing,
the governing board may initiate and carry on any program or
activity, or may otherwise act, in any manner that is not in conflict
with, inconsistent with, or preempted by, any law, and that is not
in conflict with the purposes for which community college districts
are established.
(2) The governing board of each community college district
shall establish rules and regulations not inconsistent with the
regulations of the board of governors and the laws of this state for
the government and operation of one or more community colleges
in the district.
(b) In furtherance of subdivision (a), the governing board of
each community college district shall do all of the following:
(1) Establish policies for, and approve, current and long-range
academic and facilities plans and programs, and promote orderly
growth and development of the community colleges within the
district. In so doing, the governing board shall, as required by law,
establish policies for, develop, and approve, comprehensive plans.
The governing board shall submit the comprehensive plans to the
board of governors for review and approval.
(2) (A) Establish policies for and approve credit courses of
instruction and educational programs. The educational programs
shall be submitted to the board of governors for approval. A credit
course of instruction that is not offered in an approved educational
program may be offered without the approval of the board of
governors only under conditions authorized by regulations adopted
by the board of governors.
(B) The governing board shall establish policies for, and
approve, individual courses that are offered in approved educational
programs, without referral to the board of governors.
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(3) Establish academic standards, probation, dismissal, and
readmission policies, and graduation requirements not inconsistent
with the minimum standards adopted by the board of governors.
(4) Employ and assign all personnel not inconsistent with the
minimum standards adopted by the board of governors, and
establish employment practices, salaries, and benefits for all
employees not inconsistent with the laws of this state.
(5) To the extent authorized by law, determine and control the
district’s operational and capital outlay budgets. The district
governing board shall determine the need for elections for override
tax levies and bond measures, and request that those elections be
called.
(6) Manage and control district property. The governing board
may contract for the procurement of goods and services as
authorized by law.
(7) Establish procedures not inconsistent with minimum
standards established by the board of governors to ensure faculty,
staff, and students the opportunity to express their opinions at the
campus level, to ensure that these opinions are given every
reasonable consideration, to ensure the right to participate
effectively in district and college governance, and to ensure the
right of academic senates to assume primary responsibility for
making recommendations in the areas of curriculum and academic
standards.
(8) Establish rules and regulations governing student conduct.
(9) Establish student fees as it is required to establish by law,
and, in its discretion, fees as it is authorized to establish by law.
(10) In its discretion, receive and administer gifts, grants, and
scholarships.
(11) Provide auxiliary services as deemed necessary to achieve
the purposes of the community college.
(12) Within the framework provided by law, determine the
district’s academic calendar, including the holidays it will observe.
(13) Hold and convey property for the use and benefit of the
district. The governing board may acquire, by eminent domain,
any property necessary to carry out the powers or functions of the
district.
(14) Participate in the consultation process established by the
board of governors for the development and review of policy
proposals.
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(c) In carrying out the powers and duties specified in subdivision
(b) or other provisions of statute, the governing board of each
community college district shall have full authority to adopt rules
and regulations, not inconsistent with the regulations of the board
of governors and the laws of this state, that are necessary and
proper to executing these prescribed functions.
(d) Wherever in this section or any other statute a power is
vested in the governing board, the governing board of a community
college district, by majority vote, may adopt a rule delegating the
power to the district’s chief executive officer or any other employee
or committee as the governing board may designate. However, the
governing board shall not delegate any power that is expressly
made nondelegable by statute. Any rule delegating authority shall
prescribe the limits of the delegation.
(e) This section shall remain in effect only until January 1, 2018
2014, and as of that date is repealed, unless a later enacted statute,
that is enacted before January 1, 2018 2014, deletes or extends
that date.
SEC. 4. Section 70902 of the Education Code, as added by
Section 5 of Chapter 817 of the Statutes of 2006, is amended to
read:
70902. (a) (1) Every community college district shall be under
the control of a board of trustees, which is referred to herein as the
“governing board.” The governing board of each community
college district shall establish, maintain, operate, and govern one
or more community colleges in accordance with law. In so doing,
the governing board may initiate and carry on any program,
activity, or may otherwise act in any manner that is not in conflict
with or inconsistent with, or preempted by, any law and that is not
in conflict with the purposes for which community college districts
are established.
(2) The governing board of each community college district
shall establish rules and regulations not inconsistent with the
regulations of the board of governors and the laws of this state for
the government and operation of one or more community colleges
in the district.
(b) In furtherance of subdivision (a), the governing board of
each community college district shall do all of the following:
(1) Establish policies for, and approve, current and long-range
academic and facilities plans and programs and promote orderly
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growth and development of the community colleges within the
district. In so doing, the governing board shall, as required by law,
establish policies for, develop, and approve, comprehensive plans.
The governing board shall submit the comprehensive plans to the
board of governors for review and approval.
(2) Establish policies for and approve courses of instruction and
educational programs. The educational programs shall be submitted
to the board of governors for approval. Courses of instruction that
are not offered in approved educational programs shall be
submitted to the board of governors for approval. The governing
board shall establish policies for, and approve, individual courses
that are offered in approved educational programs, without referral
to the board of governors.
(3) Establish academic standards, probation and dismissal and
readmission policies, and graduation requirements not inconsistent
with the minimum standards adopted by the board of governors.
(4) Employ and assign all personnel not inconsistent with the
minimum standards adopted by the board of governors and
establish employment practices, salaries, and benefits for all
employees not inconsistent with the laws of this state.
(5) To the extent authorized by law, determine and control the
district’s operational and capital outlay budgets. The district
governing board shall determine the need for elections for override
tax levies and bond measures and request that those elections be
called.
(6) Manage and control district property. The governing board
may contract for the procurement of goods and services as
authorized by law.
(7) Establish procedures that are consistent with minimum
standards established by the board of governors to ensure faculty,
staff, and students the opportunity to express their opinions at the
campus level, to ensure that these opinions are given every
reasonable consideration, to ensure the right to participate
effectively in district and college governance, and to ensure the
right of academic senates to assume primary responsibility for
making recommendations in the areas of curriculum and academic
standards.
(8) Establish rules and regulations governing student conduct.
(9) Establish student fees as it is required to establish by law,
and, in its discretion, fees as it is authorized to establish by law.
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(10) In its discretion, receive and administer gifts, grants, and
scholarships.
(11) Provide auxiliary services as deemed necessary to achieve
the purposes of the community college.
(12) Within the framework provided by law, determine the
district’s academic calendar, including the holidays it will observe.
(13) Hold and convey property for the use and benefit of the
district. The governing board may acquire by eminent domain any
property necessary to carry out the powers or functions of the
district.
(14) Participate in the consultation process established by the
board of governors for the development and review of policy
proposals.
(c) In carrying out the powers and duties specified in subdivision
(b) or other provisions of statute, the governing board of each
community college district shall have full authority to adopt rules
and regulations, not inconsistent with the regulations of the board
of governors and the laws of this state, that are necessary and
proper to executing these prescribed functions.
(d) Wherever in this section or any other statute a power is
vested in the governing board, the governing board of a community
college district, by majority vote, may adopt a rule delegating the
power to the district’s chief executive officer or any other employee
or committee as the governing board may designate. However, the
governing board shall not delegate any power that is expressly
made nondelegable by statute. Any rule delegating authority shall
prescribe the limits of the delegation.
(e) This section shall become operative on January 1, 2018
2014.
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AB 1029 –Stand Alone Course Approval
An Extension Authorizing Community College Districts to
Approve Courses Not Part of an Educational Program
Assembly Member Ricardo Lara, 50th A.D.
What Does AB 1029 Do?
AB 1029 extends the authority granted to local districts to approve stand alone courses at the local
level. This authority was established by AB 1943 (Nava) in 2006 which removed the role of the
Chancellor’s Office in approving these courses. Stand Alone courses are those that fall outside the
traditional groupings of classes that culminate in degrees. The Chancellor’s Office maintains its
oversight role in approving new programs, but for these courses, the Chancellor’s Office role is
unnecessary. By continuing the authority provided to individual districts to approve stand-alone
courses, we are empowering those who know their educational needs the best with the ability to
design and provide courses that are needed to adjust to the workforce needs of the community.
Why Local Authorization?
Prior to AB 1943, the California Community Colleges Board of Governors System Office had to
centrally review and approve courses that were: (1) intended to be part of a new sequence of courses
as an educational program; and (2) stand-alone courses that were not a part of a program but that
could potentially be part of a new program at some later date. In 2003-04, a Board of Governors report
indicated the System Office approved 277 educational programs. In the 2004-05 school year, 389
stand-alone courses were approved. By maintaining authorization at the district level, colleges will be
more responsive in the preparation and delivery of curriculum to community requests that, if met, will
positively affect the local economy and provide many individuals the opportunity for career change
and/or advancement.
The benefits of local authority:
By maintaining the authority with individual districts to approve stand-alone courses, we are
providing those who know their educational needs the best the ability to design courses locally.
Often, rapid changes in technology and an increasingly diversified job market require equally
efficient educational opportunities offered through courses at local community colleges.
Shifting the approval process back to the Chancellor’s Office delay’s the ability of community
colleges to address their local educational and workforce needs in a timely manner.
Examples of stand-alone courses include Networking Essentials and Integrated Pest Management. The
former, offered at College of the Sequoias, is designed to assist individuals preparing for various
certifications by exposing students to concepts of networking technologies including wireless
networking, network security, and network management. The latter, offered at Modesto Junior College,
addresses pesticide regulations, application, formulations, and materials for specific uses.
AB 1029 Provides Community Colleges Local Control to Approve
Stand Alone Courses to Better Serve Students
STATE OF CALIFORNIA
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CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE
1102 Q STREET
SACRAMENTO, CA 95811
http://www.cccco.edu
June 6, 2011
The Honorable Alan Lowenthal, Chair
Senate Committee on Education
State Capitol, Room 2083
Sacramento, CA 95814
RE:
AB 1029 (Lara) – Community Colleges: Stand Alone Course Approval.
Position – Sponsor/Support
Dear Senator Lowenthal:
The Board of Governors of the California Community Colleges is pleased to sponsor and support
Assembly Bill 1029 by Assemblymember Ricardo Lara. AB 1029 extends the authority granted
to local community college districts to design and approve credit instructional courses,
commonly known as “stand alone” courses. Stand alone courses are not a part of established
educational programs, but are created to meet local educational and workforce needs. Examples
of stand alone courses include Computer Networking Essentials and Business of Graphic Design.
Both courses provide instruction to develop skills for job placement and career advancement.
AB 1029 extends the authority provided by AB 1943 (Nava) that was chaptered in 2006. AB
1943 was sponsored by the Chancellor’s Office and supported by the system to remove an
unnecessary level of oversight for stand alone courses. The provisions established by AB 1943
are set to expire, and without the passage of AB 1029, the approval process for stand alone
courses shifts back to the Chancellor’s Office. This will add an unnecessary step back into the
approval process, creating delays in course offerings at community colleges.
AB 1029 empowers colleges to be responsive in the preparation and delivery of curriculum to
community requests. Stand alone courses provide individuals the opportunity for career change
and/or advancement, and support the local economy.
The Board of Governors thanks you for your consideration of this measure and urges your
support. If you or your staff have any questions, please contact me at (916) 445-4434.
Sincerely,
Michael S. Magee
Director, State Government Relations
California Community Colleges Chancellor’s Office
cc: Assemblymember Ricardo Lara
Senate Education Committee
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Senate Committee on Education Roster
Alan Lowenthal, Chair
Capitol Room: 2032
Phone: (916) 651-4027
Fax: (916) 327-9113
Robert Huff
Capitol Room: 5097
Phone: (916) 651-4029
Fax: (916) 324-0922
Higher Education Staffer:
Kathleen Chavira, Principal Consultant
Higher Education Staffer:
Christopher Finarelli, Legislative Aide
Sharon Runner, Vice Chair
Capitol Room: 2052
Phone: (916) 651-4017
Fax: (916) 445-4662
Carol Liu
Capitol Room: 5061
Phone: (916) 651-4021
Fax: (916) 324-7543
Higher Education Staffer:
Jennifer Louie, Legislative Aide
Higher Education Staffer:
Suzanne Reed, Chief of Staff
Elaine Alquist
Capitol Room: 5080
Phone: (916) 651-4013
Fax: (916) 324-0283
Curren Price
Capitol Room: 2057
Phone: (916) 651-4026
Fax: (916) 445-8899
Higher Education Staffer:
Brendan Hughes, Consultant
Jean-Paul Buchanan, Legislative Director
Higher Education Staffer:
Reggie Fair, Legislative Director
Sam Blakeslee
Capitol Room: 4070
Phone: (916) 651-4015
Fax: (916)445-8081
Higher Education Staffer:
Gabrielle Jackson, Senate Fellow
Loni Hancock
Capitol Room: 2082
Phone: (916) 651-4009
Fax: (916) 327-1997
Higher Education Staffer:
Rebecca Baumann
Joe Simitian
Capitol Room: 2080
Phone (916) 651-4011
Fax: (916) 323-4529
Higher Education Staffer:
Cory Jasperson, Consultant
Juan Vargas
Capitol Room: 3092
Phone (916) 651-4040
Fax: (916) 327-3522
Higher Education Staffer:
Victoria Harris, Scheduler
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AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
June 13, 2011
Title V: STEM Grant Application
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
D.9
Background:
Over the past year, the college had been preparing a grant application for Science, Technology,
Engineering and Mathematics (STEM) to submit to the Developing Hispanic Institutions (HSI) program
under Title V of the Department of Education. This is a multi-year grant of up to $ 4,339,878 for five
years. The proposed project design and services, prepared by Jo-Ann Panzardi, Engineering Chair and
proposed project director of this grant, reflect a multipronged approach most likely to accomplish these
goals:
1. A STEM Summer Bridge Program highlighting different industries that hire STEM majors each
year, hands-on lab experiences and opportunities to develop an individual STEM degree/transfer
plan.
2. A new STEM Center with increased academic support (peer led supplemental instruction and
tutoring in math and science) and proactive academic and transfer advising.
3. Expanded Engineering and Computer Science laboratory spaces and resources to promote
project-based/total engagement experience for STEM students.
4. A model articulation/transfer initiative, involving northern California regional cross-institutions
faculties, to align Cabrillo College Engineering and Computer Science majors.
5. A comprehensive STEM database accessible at the administrative, program and instructor level
for timely use of STEM student outcomes to assess effectiveness of STEM services and activities
and to make evidence-based improvements.
The goal of the HSI program is “to improve the capacity of minority-serving institutions, which
traditionally have limited resources and serve large numbers of low-income and minority students, to
improve student success and to provide high-quality educational opportunities for their students.” To
qualify for funding, a college must have a minimum number of needy students (defined as Pell Grant
recipients); spend under a set maximum amount per Full Term Equivalent student, and have at least 25%
enrollment of Hispanic students. The college has previously applied for and been awarded a Title V
grant. The 2011 Title V STEM grant awards are expected to be announced in late summer 2011.
Administrator Initiating Item:
Renée M. Kilmer, VP, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Yes
No
Final
Disposition
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AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Accreditation Annual Report as Submitted to ACCJC
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
Information
Page 1 of 4
D.10
BACKGROUND:
The Accrediting Commission of Community and Junior Colleges (ACCJC) requires that colleges submit
an annual report identifying any changes in scope or substance within the institution and all changes in
distance education offerings.
Enclosed is the 2010-2011 annual report.
Administrator Initiating Item:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
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Annual Report
Reporting Year: 2010-2011
REVIEW
Cabrillo College 6500 Soquel Drive Aptos, CA 95003
General Information
#
Question
Answer
1. Confirm logged into the correct institution's report
Confirmed
2. Name of individual preparing report:
Renee Kilmer
3. Phone number of person preparing report:
(831) 479-5076
4. E-mail of person preparing report:
rekilmer@cabrillo.edu
Student Achievement Data
#
Question
Answer
5.
Total unduplicated headcount enrollment in credit
degree applicable courses for fall 2010:
15603
6.
Total unduplicated headcount enrollment in precollegiate credit courses (which do not count toward
degree requirements) for fall 2010:
1125
7.
Total unduplicated headcount enrollment for fall 2010
in all types of Distance Education:
3476
8.
Total unduplicated headcount enrollment for fall 2010
in all types of Correspondence Education:
0
9.
Successful Student Course Completion rate for the fall
2010 semester:
71%
10.
Percent of students retained from fall 2009 to fall 2010
semesters:
56%
11.
Number of students who completed degree
requirements in the 2009-10 academic year:
840
12.
Number of students who completed certificate
requirements in the 2009-10 academic year:
570
13.
Number of students who transferred to 4-year
colleges/universities
1281
Licensure exam pass rate (PR) for each career/tech
Rad Tech - 100%
14. program in the 2009-10 academic year. Identify type of Nursing - 86%
exam (state/national) for each:
Dental Hygiene - 100%
2
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15.
Job placement rate for each career/tech program for the
2009-10 academic year. List the rate for each program:
Dept Department Name Employed
ACCT Accounting 77.1%
BUS Business 83.3%
CABT Comp Bus Tech 75.0%
CAHM Culinary Arts 86.7%
CEM Const/Energy Mgt 76.5%
CIS Comp & Info Syst 78.3%
CJ Criminal Justice 84.6%
CS Computer Science 60.0%
DH Dental Hygiene 92.3%
DM Digital Media 77.8%
ECE Early Child Ed 92.5%
ETECH E -Technology 100.0%
FT Fire Technology 77.8%
HORT Horticulture 86.7%
HSERV Human Services 66.7%
JOURN Journalism 33.3%
MA Med Assistant 76.7%
N Nursing 94.3%
RT Rad Tech 75.0%
W Welding 69.2%
Total Overall Average 83.3%
Student Learning Outcomes and Assessment
#
Question
Answer
16.
Percent of all college courses with defined Student
Learning Outcomes:
100%
17.
Percent of all college courses with on-going assessment
of learning outcomes:
100%
18.
Percent of all college programs with defined Student
Learning Outcomes:
100%
19.
Percent of all college programs with on-going
assessment of learning outcomes:
90%
20.
Percent of student and learning support activities with
defined Student Learning Outcomes:
90%
21.
Percent of student learning and support activities with
on-going assessment of learning outcomes:
40%
22.
Has the institution defined institutional Student Learning
Outcomes:
yes, in our core competencies
23.
Percent of institutional outcomes with on-going
assessment of learning outcomes:
100%
Substantive Change Items
3
216
#
Question
Answer
Is the institution anticipating a proposal for a substantive
24. change in any of the following change categories (check
all that apply)
No Changes Planned
Other Information
#
Question
Answer
List all instructional sites where 50% or more of the
25. program, certificate, or degree is offered since the
submission of the 2009-2010 Annual Report.
26.
none
List all the institution’s instructional sites out of state and
none
outside the U.S.
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AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Chinese Language Update
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 1
D.11
Background:
In academic year 2006-07, the World Languages Department began offering two courses of Chinese language at an
offsite location as part of the college’s community campus: Chinese I in the fall semester and Chinese II in the spring
semester. While enrollments in Chinese I were healthy, the numbers of students continuing into Chinese II were fewer
than half. As part of the budget cuts of 2009-10, the two Chinese language courses, along with hundreds of sections of
other courses college wide, were cancelled. Since 2008-09, the college has cancelled over 400 sections of classes
across all academic divisions and reduced TUs (teaching units) by 761, effectively reducing the overall FTES by 1581.
In an effort to mitigate the loss of course offerings to students, when courses have been cancelled, the instructional
administrators look into the possibility of offering courses through community ed where appropriate, and to finding
alternate ways that students can take credit courses. In 2009-10, we reviewed the course offerings of Chinese at other
community colleges in the area, and there are other local community colleges that have Chinese language programs and
have continued to offer the courses in order to serve their larger population of Chinese language students: MPC, West
Valley Mission, and San Jose City College. All three of these colleges offer an evening or Saturday section. In
addition, UCSC offers Chinese language courses, and through the cross-enrollment program that Cabrillo has with
UCSC, CSUMB and SJSU, any Cabrillo student who is taking 6 or more units and is in good standing may enroll on a
space available basis for a flat fee set by the legislature. Information about this program is available in the College
Catalog and through the counseling department.
The Vice President of Instruction attends regional meetings of the Chief Instructional Officers for the California
Community Colleges, and over the past two years, the CIOs have discussed ways of creating regional offerings for
courses and programs, especially in courses that see fewer enrollments in some colleges. This would allow students
interested in a particular field of study to take courses even though the college in their home district doesn’t offer it.
World languages is one of several subject matters that fit into this category. This method has worked very well for
larger programs, such as nursing, rad tech, vet tech, etc, but we have had less success with individual courses other than
to inform students of the option of taking these courses at a sister community college.
Since there has been some interest in the community for resurrecting Chinese language locally, we have explored the
option of offering Chinese through community ed. Foreign language is not a requirement for graduation or an
associate’s degree and it is not required at many universities including CSU. UC does require one semester of foreign
language as part of its general education program or evidence of an equivalent proficiency, which can be proven
through a challenge exam. Students who take a community education language course do not need the credits for
transfer to a UC, only the ability to pass the test. We think this is a good option for both the credit students and for
community members interested in taking the language course. The Dean of the BELA Division is working with
Community Ed to develop such an option.
Administrator Initiating Item:
Renée M. Kilmer, Vice President, Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
218
219
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
June 13, 2011
SUBJECT:
Cabrillo College Monthly Calendar
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 2
D.12
BACKGROUND:
The following calendar presents information about selected events and significant dates for the month of
June. Dates given are accurate as of May 24, 2011.
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
220
June 2011
Marketing and Communications Department • 831/479-5744
Sunday
Monday
Tuesday
Wednesday
1
Final Exams
Thursday
2
Final Exams
Classical Guitar
Stroke Center Honors Ensemble, 7:00 PM,
Day/Ceremony, 1:00 Music Recital Hall
PM, Hort Center
Additional Listings
Friday
Saturday
3
4
DH Pinning/Awards
Ceremony 1:00 PM,
Music Recital Hall
Semester Ends
Final Exams
Nursing Pinning
Ceremony, 11:00 AM,
Music Recital Hall
College Graduation
Ceremony, 6:00 PM,
Conelly Stadium
Additional Listings
5
Youth Chorus, 2:00
PM, Music Recital
Hall
12
6
7
8
9
10
11
13
14
15
16
17
18
24
25
Westside Gospel Folk
Choir, 8:00 PM, Music
Recital Hall
Staff Appreciation
Picnic, 11:30 to 2:30
PM, Sesnon House
Governing Board
Meeting, 5:00 PM,
Sesnon House
19
20
21
22
23
26
27
28
29
30
Cabrillo Stage
“Full Monty”, 2:00
PM, Crocker Theater
Additional Listings
June 1
June 3
Sats:
Opera/Voice Masters Class Recital, 7:00 PM, Music Recital Hall
FTW Graduation Recognition, 7:30 PM, Conelly Stadium
Cabrillo Insider, radio show 5:00- 6:00 PM, KSCO 1080 AM
Cabrillo Stage
Cabrillo Stage
Staff/Faculty Preview Opening: “Full
“Full Monty”, 7:30
Monty”, 7:30 PM,
PM, Crocker Theater Crocker Theater
Cabrillo Stage
“Full Monty”, 7:30
PM, Crocker Theater
Cabrillo Stage
“Full Monty”, 7:30
PM, Crocker Theater
Coming in July
July 7
July 8
July 21
July 22
Cabrillo Stage Staff Preview “Last Five Years”, 8:00 PM, Black Box Theater
Cabrillo Stage Opening “Last Five Years”, 8:00 PM, Black Box Theater
Cabrillo Stage Staff Preview “Hairspray”, 7:30 PM, Crocker Theater
Cabrillo Stage Opening “Hairspray”, 7:30 PM, Crocker Theater