ACCEPTED 6/24/14
RIO HONDO COMMUNITY COLLEGE DISTRICT
PLANNING FISCAL COUNCIL MINUTES
Tuesday, May 6, 2014, 2:30 p.m., Board Room
Members Present: Dr. Kenn Pierson (co-chair), Henry Gee, Philip Luebben, Sheila Lynch, John
Frala, Brian Brutlag, Marie Eckstrom, Sandra Rivera, Suzanne Frederickson, René Tai, Valeria L.
Guerrero, Philip Chau, Darinka Becerra, Kathy Pudelko, Julius B. Thomas, Judy Marks, Don
Mason, Dr. Mike Muñoz.
Members Absent: Adam Wetsman, Robert Bethel, Dianna Reyes, Dr. Gisela Spieler-Persad,
Dr. Mike Muñoz.
Staff Members Present: Howard Kummerman, Adele Enright (Presenter), Robin Babou
(Presenter), Reneé Gallegos (Recorder).
I. Call to Order – Dr. Pierson called the meeting to order at 2:35 p.m.
II. Approval of Minutes – April 22, 2014 minutes were accepted as presented.
III. Co-Chairs Report – Dr. Pierson reported that we will hold one more PFC meeting to take
care of remaining business for the semester, on May 13. As students gear up for
commencement, faculty members are preparing for finals, so the end of the semester is a
busy time. Dr. Pierson thanked everyone present for showing up today and for their work
during the semester.
IV. Superintendent/President’s Report – No report.
V. New Business
•
Information Item – Full Time Faculty Position Hiring List
Recommended Hiring Timeline for FT Faculty – Dr. Pierson reported that the Planning
Process is now complete for staffing. He reviewed the process how requests for
faculty and classified positions funnel upward from the program and unit plans to the
area plans. In December 2013/January 2014, area plans were submitted, and requests
for positions went to the Staffing Committees to consider in March. Faculty and staff
served on this committee. There were 15 positions that that were submitted this year
to the Faculty Staffing Committee. Each position was reviewed in great detail and
ranked through a voting process. We are now at the point where this information is
being shared with PFC in draft form as the recommended timeline for hiring. After
discussion with President Dreyfuss, we want to move forward to start the hiring
process. At the same time, we are proposing a timeline for filling the positions that
have become vacant since December 2013. These recently vacated positions would
not have been included in the unit or area plans. In total, there are 20 full-time faculty
positions to be hired over the course of the next three semesters (Fall 2014/Spring
2015/Fall 2015) per the proposed timeline.
After the Staffing Committees ranked the 15 positions, it was determined by President
Dreyfuss to fund the top13 positions. The position rankings are indicated on the
timeline. The first cluster includes those positions that are proposed to begin the hiring
process this semester (Spring 2013) for a Fall 2014 start date. These were identified
after discussion with faculty and deans in the affected divisions, reflecting the
availability of faculty and administrators who could commit to the hiring timelines
during the Spring 2013/Summer 2013 semesters. We are breaking this into three
phases of hiring to assist Human Resources, as well as those who serve on the hiring
committees, to address the challenge of hiring 20 new faculty members. Some
divisions did not want to begin recruiting and hiring new faculty for Fall 2014 start
dates because the Fall schedule is almost final. The concern was that we did not want
to create new positions that would disrupt the scheduling process.
The next cluster will be recruited and hired in Fall 2014 with a start date of Spring
2015. The last cluster will be recruited and hired in Spring 2015 with a start date in Fall
2015. With the exception of the Accounting position, which was ranked # 13 on the
ranked positions, all of the positions to start in Fall 2015 are replacements for
vacancies since December 2013. They launch the automatic backfill process under
the new guidelines that President Dreyfuss instituted. This process follows a similar
practice for hiring classified positions that are vacated for various reasons.
Kathy Pudelko raised the issue of automatic replacement in a situation such as the
Women’s Basketball coach retiring when the program is struggling. VPAA responded
that the process allows for a review of student needs and vitality of the program during
program review. He mentioned he has been tasked with creating a statement to
describe that very instance to be included in the next edition of the Governance
Manual. The statement will address position vacancies occurring that will trigger
replacements, with the disclaimer that it depends on the satisfactory condition of the
program.
VPAA clarified that every position from this point forward when vacated will be
automatically filled and the planning process will reserved for any new positions that
are created and requested, which will go through the process and continue to be
ranked.
Sheila Lynch posed the question about what would happen in the event of a funding
freeze. What would be the result?
VPAA reported that the District needs to pay close attention to the Faculty Obligation
Numbers (FON). President Dreyfuss reminded VPAA that the proposed hiring is out of
need to balance full-time to part-time ratio. VPAA was also informed that the state will
charge the District $60,249 per position if we do not keep the FON balanced.
Student representative Darinka Becerra asked about the effects of decreasing
enrollment and how that will affect hiring?
VPAA responded that we are working to achieve 3% growth. We have the opportunity
in the state budget to grow, in terms of apportionment, and we have to take advantage
of that. The 2011-12 year ended with 1700 FTEs over CAP in the non-sustainable
range. When we subsequently cut sections for Spring 2013, we cut 263 sections. By
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design the section cuts were targeted to bring down the over-CAP number. With
decreasing enrollment in 2013-14, the number over CAP is much smaller. We have
looked at better software strategies with the Deans. We have initiated a new social
media campaign with our new Director of Marketing, by which we have experienced
some success and we will pursue in the future as it is cost effective and efficient using
mobile technology. VPAA personally also recently sat down with each Academic Dean
to look at high-demand courses. When we are implementing the Student Success
Initiative and the SSP plans, we will be gathering data from the Educational Master
Plans that will assure funding but also inform deans of high-demand classes for more
strategic scheduling. This is our attempt to be more strategic and base more decisions
on data. All of these strategies are designed to drive up enrollment.
•
Information Competency: Implementing an Institutional Plan
VPAA reported that he met with Standard II Co-chair Dean Koos, Dr. Wetsman,
Howard Kummerman, and the Full-time Librarians on Thursday, April 17, 2014. In the
course of the conversation, the group talked about the Information Competency and
whether RHC has an Institutional Plan. The four full-time librarians came to PFC to
talk about this to ensure that the previous discussion comes to fruition. The group
decided to bring the topic of Information Competency forward to PFC today in light of
Accreditation and to start the discussion about an Information Competency Plan.
There is a need to have this conversation for the betterment of our students.
Adele Enright presented with Robin Babou a PowerPoint and shared some handouts.
Members of PFC queried the group on the following points:
1. Can the information competency be made into a half-unit course during the
summer?
2. Can we utilize the Counseling 105 course as a model for information competency?
3. This will help integrate portions required in the SSI plan.
4. Has anyone discussed this idea with the Articulation Officer?
5. Merced College has a good model of Information Competency that we can follow.
6. Perhaps we can combine the Counseling ½ unit course with a ½ unit orientation to
address Information Competency?
7. What is the minimum number of hours the Librarians feel a student needs to
complete?
8. Is there a possibility of attaching research and basic computer skills to a class
similar to how we do workshops in modules A and B?
9. Is a credit/no credit approach something that can be looked at for Information
Competency? This may take the stress off the student and the course would not
count against student attempts.
10. Can we incentivize the modules so the students are attracted to the course?
Brian Brutlag commented that in terms of our student culture, there is an assumption
that students already have a technology competency and this may seem unnecessary.
However, when a student has to navigate the Library do conduct research, then it gets
more complicated. He is thinking about persistence. Some students will think this
type of course is fun while others will not. He also noted that many students do
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May 6, 2014
research on their mobile devices, and that is also something that needs to be
discussed.
VP Gee cautioned PFC that the Counseling 105 class is designed to focus on
educational plans and counseling. This is conducted in a nine-hour time frame. We
cannot assume that this class is a catch-all for everything. Yes, there are components
in the Library as well as Financial Aid where sessions would be helpful for our
students. However, we must defer to the Counseling staff to decide what should be
added.
It was the consensus of the group that an ad hoc committee be formed under the
purview of the Academic Senate to tackle this issue as well as address the
assessment piece. It was also requested that the Articulation Officer be a part of this
committee as she is also a part of Curriculum Committee. Brian Brutlag also
volunteered to be on this committee, which will convene in the fall.
The link below accesses the Library Guide that has the information from the Librarians’
handouts, as well as additional information about Information Competency:
http://libguides.riohondo.edu/informationcompetency
VI. Unfinished Business
Accreditation Update – VPAA reported that Dr. Wetsman, Howard Kummerman, Marie
Eckstrom, and he had met with President Dreyfuss on May 5 to analyze the entire first
draft of the Accreditation Self Evaluation report. We have made progress during the Study
Sessions that have been held with the Board of Trustees, specifically on Standards I and
IV. There will be two more Study Sessions on Standards II and III during the month of
June. Marie also spent time with VP Gee and Rachel Garcia on Friday May 2, 2014, to
focus on Standard II.b. There is still work to be done, but we are making progress.
Howard Kummerman has reported in previous meetings that the Accreditation Report will
be posted online in a blog format for campus review. The Educational Master Plan (EMP)
will be vetted in the same manner. With the time constraints of the end of the semester,
this seemed to be the most appropriate method to receive feedback. We are holding firm
on the July 18 submission date with the incorporation of all the evidence before then. We
have received constructive feedback from Dr. Scroggins, who came to an ALT meeting in
December and has been working closely with President Dreyfuss to review the
accreditation document. It is kind of unusual to have this type of high-level assistance.
President Dreyfuss reported that Dr. Scroggins has experienced 19 Accreditation team
visits (either serving on the teams or being reviewed by teams), so he offers a valuable
perspective.
Sandra Rivera inquired if Mt. SAC—Dr. Scroggins’ current college--has ever been put on
warning by ACCJC? No one could recall.
VPAA reported that Vann Priest, Russell Castaneda-Calleros, Adam Wetsman, President
Dreyfuss, and he had met in person with Dr. Scroggins, who gave very direct reader
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May 6, 2014
based feedback. In his opinion, we have to answer the questions more directly and
succinctly. Basically, we need to address the following:
Do we have a process?
Do we follow the process?
Do we have a mechanism in place for fixing the process?
` Do we currently comply with the process?
We have already made a tremendous effort in terms of the work that has been produced.
We are still trying to complete by the deadline.
VPFB left at this point of the meeting (3:27 p.m.).
Howard Kummerman reported that Gary Van Voorhis is working on the set-up for the
Accreditation report as well as the EMP blogs. The blogs will be set up through the new
website for the internal campus community. Each Standard will be set up on its own. A
web form will be created with a drop down with a few questions that will allow users to
leave feedback. This information will be pulled together for the co-chairs and ALT Team to
review. The next ALT meeting will be held on May 22.
VPAA reported that a large of his time is being dedicated to completing the Academic and
Vocational Programs portion of the EMP, along with VP Gee and Howard Kummerman on
their respective sessions. VP Gee is handling the Student Services side of the report, and
Dean Kummerman’s Office of Institutional Research and Planning is compiling data for the
introductory part, which includes the introductory section, then all the data components
including student achievement and other District data. The data charts are much more
integrated, and we can transport these into the Accreditation report. Once we have all
these pieces together, Howard is hoping that by next week it can be uploaded online and
we can begin the vetting process. We should be speaking to students next week. They
will we be leaving us soon to transfer, so we are on a very tight time schedule. The
presentation to the Board on the EMP will be on June 19th. The Accreditation Self
Evaluation Report will be presented to the Board in its entirety on Saturday, June 21,
2014.
VPAA restated his challenge to write a meaningful plan for the EMP. The last EMP, dated
from 2002-12, had a 10-year span and focused highly on facilities and not academic
programs and services. This EMP will focus more on divisions and offices. The report will
capture only a 5-year projection. Every program will provide its current status and 5-year
outlook. Unit and area plans are sources of a lot of projections because they are the
closest documents that we have to long-term projections and strategic directions. The
EMP will also be available to the Accreditation Team when they visit campus.
Kummerman and Lynch left at this point of the meeting (3:16 p.m.).
Returning BP/APs to PFC (2)
• AP 5520
Student Conduct Procedures – returned to PFC after sub-committee met
and completed their task to revised order of the document - Consensus
reached.
•
AP 7700
PFC Regular Meeting
Minutes
Whistleblower Protection - Consensus reached.
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May 6, 2014
VPAA announced that the college would like to be considered as one of the eight colleges
in the state for the Statewide Common Assessment Initiative (CAI). It would be great to be
a leader in this area.
Marie Eckstrom commented that one of the things she is interested in, with regard to her
involvement in the CAI, is that reading is a critical part of the ESL, but English and Math work
groups skirted the issue. We have reading advisories on many of our courses. However, not
all colleges have Reading Departments. This can be integrated in the reading and
comprehension, and that is what needs to be addressed here. The Senate was in favor of
this. It was also noted that at some colleges, English is substituted for the reading
requirement. VP Gee stated that we are hoping to be one of 20 colleges to pilot the CAI
project for the Chancellor’s Office. The timeline for the completion date of the Common
Assessment Initiative is not set. VPAA responded that there are work group meetings that
have been scheduled through the summer until the end of August.
VII. Committee Reports
•
•
•
•
•
•
•
•
•
•
Basic Skills – No report.
Facilities – No report.
IEC – No report.
Program Review – No report.
Safety – No report.
SLO’s – No report.
Staff Development – No report.
Staffing – Report listed above.
Institutional Technology – No report.
Technology – No report.
VIII. Announcements
Rene Tai reported that on Tuesday, May 13, 2014 CSEA will be hosting a Faculty
Appreciation Day in SS 305 from 1:00-2:30p.m.
Kathy Pudelko announced that the End of the Year Luncheon will be held on the Pool Deck
in the KDA complex on Thursday, May 15 from 12:30 -2:30p.m. The theme is Hawaiian,
and participants can dress accordingly, which allows free admission to the luncheon.
Otherwise the cost is $5.00. Respond to Martha Carreon if you plan on attending.
CSEA Appreciation Day will be Thursday, May 15, 2014. Activities are planned for CSEA
members.
VPAA reported that, in the spirit of the discussion today, it is important that leaders of the
constituent groups take the following information back to their respective units:
• Recommended Hiring Timeline for FT Faculty Positions
• Information Competency Plan
• Update on Educational Master Plan
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•
•
Update on Accreditation Self Evaluation Report
Common Assessment Initiative (CAI)
Sandra Rivera stated that she is really pleased with the full-time faculty hiring process, but as
we continue to operate year-after-year and request more classified staff, none of those
positions are being funded. To date, we have 16 custodians here to cover this campus and
three off-site centers, including the fire academy. We are having issues with lunches and
breaks. People are getting into accidents rushing back and forth. Our one audio visual staff
person is running around like there is no tomorrow. We need to develop a master calendar.
Planning has to be top notch. The concern is, for example, the requests for the Commercial
Arts and Technology Instructional Assistant to be filled. There is concern that the new Digital
Arts Instructor may end up doing Classified work. It would be nice to have both parts
(Classified and faculty) of the planning process working together. We have secretaries that
come in before shifts begin and stay late, so we have a problem on this campus with
Classified staffing. Sandra understands that grants can pay for staff. We are working in silos
with regard to the budget for staffing, and with the addition of these new faculty, they will need
to be supported by Classified staff.
VPAA responded that some grants can help address these needs. When Academic Affairs
began supervising the Grants Office, it was decided to that grant applications need to build in
costs in support of Classified staff. We are expanding the off-site centers and are aware that
we are running lean, in regard to staffing. It is a concern that we all have. Yes, we do have
16 custodians who do a heck of a job.
IX. Public Comment
X. Adjournment – VPAA adjourned the meeting at 3:55 p.m. The next meeting will be held on May
13, 2014, 2:30 – 4:00 p.m., Board Room
KP/AW/rdg
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May 6, 2014
Current: Information Competency at Rio Hondo College
1
Rio Hondo College addresses Information Competency (IC) in a
variety of ways.
In academic courses Information Competency is infused to effectively
teach students:
•
•
•
•
•
•
Use, organize, analyze, and evaluate library resources to
research information for research papers and assignments.
Use, organize, analyze, and evaluate web resources to
research information for research papers and assignments.
Create appropriate MLA, APA, and/or ASA citation formats.
Use MS Office software to
o Create PowerPoint presentations.
o Develop, track and analyze data using Excel
spreadsheets.
o Write research papers using Word.
Use specialized software such as: ArcGIS, MyMathLab, and
others.
Use online and print library resources to supplement a course.
In the Library, Information Competency implementation includes:
•
•
•
•
•
Library instruction sessions for individual courses
Library website content, for example:
o Citation guides
o Research topics
o Guides (LibGuides): subject specific, course specific, and
guides to use library resources, etc.
Workshops on specific topics:
o Evaluating websites for college research
o MLA, APA, ASA citation formats
o Using the library catalog
o Using online databases
o Avoiding Plagiarism
Research consultations with a librarian: by appointment for 1/2
hour or more for individual students.
Credit course: LIB 101 (online and on-campus).
http://libguides.riohondo.edu/informationcompetency
May 6, 2014
1
2
Future: Possibilities for Rio Hondo College
•
Stand-alone courses should:
o Embed Information Competency in the course; such as
ENGL 101 and LIB 101 currently do.
o Meet Information Competency standards set forth by
ASCCC or ACRL.
o Apply rubrics to meet SLOs.
•
Linked courses could be:
o Paired as in a Learning Community with Basic Skills
courses
o Co-requisites. Example: a one-unit Information Competency
attached to another three-unit course
•
Infused across the curriculum:
o Identify how the course meets ASCCC or ACRL standard in
course outlines via Curriculum committee.
o Include assessment mechanisms
o Develop SLOs that show Information Competency has been
met.
•
Online Information Competency tutorials with assessments
(SLOs)
•
Assessments to establish a student's Information Competency
skills prior to entering Rio Hondo College
o Credit by taking a Challenge Exam see: Santa Rosa
College for an example. Note that Santa Rosa College has
a graduation requirement for Information Competency.
As an institution:
•
Reconstitute the Library Advisory committee with an emphasis on
Information Competency as the mission of the
committee. Rename the committee to reflect this emphasis, such
as the Library and Information Competency Advisory Committee.
•
Add courses like LIB 101 or ENGL 101 as advisories to courses
that require information competency for successful
completion. For an example see Merced College Catalog
2013/14 page 36 and 37.
http://libguides.riohondo.edu/informationcompetency
May 6, 2014
2
Competency Requirements
Students must achieve competency in the areas of reading, writing,
mathematics, and computer and information literacy through the
following:
Reading Competency
Students must receive a grade of “C” or better in ENGL-01A or the
equivalent.
Writing Competency
Students must receive a grade of “C” or better in ENGL-01A, or
the equivalent.
Math Competency
Students must receive a grade of “C” or better in MATH-C or a
grade of “C” or better in any course which has the prerequisite of
Math C, or the equivalent.
Associate Degrees for Transfer
California Community Colleges are now offering associate
degrees for transfer to the CSU. These may include Associate
in Arts (AA-T) or Associate in Science (AS-T) degrees. These
degrees are designed to provide a clear pathway to a CSU
major and baccalaureate degree. California Community College
students who are awarded an AA-T or AS-T degree are guaranteed
admission with junior standing somewhere in the CSU system and
given priority admission consideration to their local CSU campus
or to a program that is deemed similar to their community college
major. This priority does not guarantee admission to specific
majors or campuses.
Students who have been awarded an AA-T or AS-T are able
to complete their remaining requirements for the 120-unit
baccalaureate degree within 60 semester or 90 quarter units.
To view the most current list of Merced College Associate Degrees
for Transfer and to find out which CSU campuses accept each
degree, please go to http://www.sb1440.org/.
Current and prospective community college students are
encouraged to meet with a counselor to review their options for
transfer and to develop an educational plan that best meets their
goals and needs.
Currently, Merced College has eight approved AA-/AS-T Degrees:
● Administration of Justice AS-T
● Business Administration AS-T
● Communication Studies AA-T
● Computer Science AS-T
● Early Childhood Education AS-T
● Geology AS-T
● Mathematics AS-T
● Psychology AA-T
Additional majors are being developed. Please see a counselor
and www.mccd.edu for more information.
Computer and Information
Literacy
Merced College instituted a competency in Computer and
Information Literacy in fall 2000. To meet the competency
required in Computer and Information Literacy, students must
receive a grade of “C” or better in courses which meet each of the
competency requirements A through G listed below.
A. Name and describe the typical digital computer components
and their functions;
B. Describe common computer applications and related social
and ethical problems/impact;
C. Learn fundamental operation and concepts of word processing,
spreadsheet, and/or database software applications;
D. Understand the difference between information and
knowledge;
E. Understand the links among information centers and the
access points available through technology and reference
sources;
F. Understand the basic structure of electronic databases and
the strategies used to access them;
G. Recognize the different levels, types, and formats of
information including but not limited to primary vs. secondary,
and popular vs. scholarly.
The courses and programs listed in the following grid show the
areas of competency covered in a given catalog year. The catalog
year in which the course or program is completed determines if
a particular competency is met. Competencies met by a specific
course or program may change on a yearly basis.
Students should check their completed course work against the
competency grid and consult a counselor to identify any specific
competency still required.
Computer and Information Literacy competencies catalog rights
are determined by the grid listed in the current catalog. Courses
are determined to meet the competencies based upon the catalog
year in which the student completes the target course, not upon
the catalog when the student began attending Merced College.
WWW.MCCD.EDU
2013-2014 CATALOG
COMPUTER AND INFORMATION LITERACY
2013-2014
Following are the areas of Computer and Information Literacy that various Merced College courses fulfil.
CATALOG
YEAR
Effective
Dates:
2009-2010
2010-2011
2011-2012
2012-2013
05-30-09 to 05-28-10
05-29-10 to 05-27-11
05-28-11 to 05-25-12
2013-2014
05-26-12 to 05-24-13
05-25-13 to 05-23-14
LVN Program
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
REGN Program
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
RADT Program
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
AGBS-18
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
A
B
C
D
E
F
G
CPSC-01
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
CPSC-24
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
CPSC-30
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
A
B
C
D
E
F
CPSC-40A, 40B
A
ELCT-40A, 40B
A
INDT-38
A
B
C
D
E
F
LRNR-30
A
B
C
D
E
F
C
C
OTHER
COURSES
AOM-58
ART-40A
ART-41A, B, C
BIOL-31
BIOL-32
COMM-30
CPSC-33A
CPSC-42
CRIM-42ABCD
DART-40A
DART-41A,B,C
A A A
ELCT-51B
ENGL-A
ENGL-01A
ENGL-13, 13H
ENGR-30
A
C
C
B
C
B
C
B
INDT-38
A
B
PHIL-10
PHIL-13, 13H
PHOT-11A
Most SONO
SONO-41
B
A
B
D
D
C
A
G
C
C
F
D
F
E
E
A
B
C
D
E
F
A
B
C
D
E
F
A A A
A
G
G
G
F
E
E
A
A
G
C
C
G
G
G
F
C
C
B
C
B
C
B
A
B
B
A
B
D
D
C
F
D
F
E
B
C
D
E
F
A
B
C
D
E
F
A A
A
G
G
F
G
G
F
B
A
G
E
E
A
A
G
C
C
C
C
B
C
B
C
A
B
B
A
B
D
D
C
F
F
D
F
E
B
C
D
E
F
A
B
C
D
E
F
A A
A
G
G
F
G
G
F
B
A
G
E
E
A
A
A
G
B
C
C
B
C
B
C
D
A
B
D
B
B
D
C
C
F
F
D
F
E
E
E
E
F
A
B
C
D
E
F
A
B
C
D
E
F
A
G
G
F
G
F
B
A
G
E
D
G
2013-2014
E
D
C
D
C
B
A
D
B
A
C
C
2012-2013
E
D
C
D
C
B
D
B
A
E
A
2011-2012
E
D
C
D
C
A
D
B
E
A
2010-2011
E
D
C
D
C
A
D
B
INDT-20
PLGL-51
E
A
2009-2010
CPSC-31A
CPSC-32A
E
C
B
C
B
C
B
D
A
B
D
B
B
B
D
C
F
F
E
D
C
D
C
B
A
D
C
A
B
A A A A
E
D
F
G
G
F
E
G
G
F
WWW.MCCD.EDU
2013-2014 CATALOG