• Not all discussion groups were equal in size. The intent was to have groups of 3 people but several groups were larger, ranging from 4-10 people. Also, some participants may have turned in their individual responses.
• This report presents the general themes or consensus ideas that were generated by multiple groups for each question for discussion.
• Several common themes emerged across several questions:
  • Expand faculty development.
  • Simplify Professional Growth.
  • Improve and diversify means of communication.
  • Champion and remove barriers to collaboration.

Question 1: What new strategies do you propose to create and recruit college students?
(18 groups addressed this question.)

• Increase our high school recruitment efforts.
  • Increase our presence on high school campuses.
  • Provide transitional courses, e.g. Master Student.
  • Provide incentives, e.g. grants for inner-city students for expenses.
  
  
  
• Use targeted marketing strategies.
  • Reach out to high school students where they work and at their favorite web sites and radio stations.
  • Develop programming to attract the growing elderly and business populations.
  • Increase use of the Internet as a tool to reach student populations with information and courses.

Question 2: How can we address the needs of diverse students?
(22 groups responded to this question.)

• Learn from them what their needs are and address them quickly. Show respect for them.
• Teach the faculty about multiple learning styles and cultural diversity.
• Develop a more diverse faculty and staff.
• Provide more support services; increase developmental education.

Question 3: How can we support the changing role of faculty?
(27 groups responded to this question.)

• Provide more faculty development opportunities.
  • Provide diverse opportunities.
  • Make them accessible, e.g. summer and inter-session training; provide professional growth for participation;
  • Share college faculty development activities district-wide; collaborate among the colleges and with the District Office.
  • Provide more high-tech classes; support infusion of technology into the classroom.
  • Pay adjunct faculty to participate.
• Provide more technical and other types of support; e.g., administrative assistant for faculty in support of the changing role.
• Increase incentives and rewards. Examples follow:
  • Pay a differential to faculty who meet student demand for "odd hour" classes/services.
  • Fund innovation.
  • Regard certification by vendors as career advancement.
  • Restructure Professional Growth monies.

Question 4: How can full-time faculty and administrators contribute to collegial support of adjunct faculty?
(23 groups responded to this question.)

• First, provide fundamental support/atmosphere of belongingÑe-mail, voice mail, workspace, computer access, and secured mailboxes.
• Increase and improve communication.
  • Develop "buddy"/mentoring program.
  • Include adjuncts in meetings and college events.
• Provide specialized faculty development for adjuncts:
  • Opportunities for sharing ideas.
  • Pay for participation in training activities.
• Increase pay/opportunity for adjuncts
  • Develop a career ladder.
• Increase number of hours adjuncts may teach.
• Pay partial benefits.
• Support telecommuting.

Question 5: How can we address system-wide issues? What is working well within our system to support teaching and learning? What are system barriers to teaching and learning?
(18 groups responded to this question.) [There was very little consensus among the groups on this question, so the ideas are mainly from one group each.]

• How can we address system-wide issues?
  • Open discussion.
  • Act on input that you solicit.
  • District committees connected to college committees.
  • Figure out what should be centralized and what can be decentralized.
• What is working well within our system to support teaching and learning?
  • Ocotillo initiatives/process; dialogue days; breakfast conversations; MCLI, district training all work well. Use these models.
• What are system barriers to teaching and learning?
  • Professional growth policies and procedures.
    • Simplify process for reimbursement and/or credit for professional growth.
    • Support sabbatical as a renewal process; make it easier to get and require less accounting.
• Insufficient support (not enough staff and resources); 365 days of support are needed.
• Lack of sufficient collaboration between colleges on department initiatives.
• Lack of sufficient communication from the District.

Question 6: What are some ways we can build communities?
(9 groups responded to this question.)

• Use technology to connect people.
  • Provide an intranet bulletin board system.
  • Provide opportunities for networking.
  • Conduct electronic forums.
  • Use net to link the college and the external community.
• Encourage more learning communities.
  • Provide incentives for collaboration.
  • Ensure that learning communities are transferable.

• Reduce barriers to collaboration.
  • Being "FTSE-driven" causes competition and fear. Find a way to drop the emphasis on FTSE.
  • District leaders need to champion and promote collaboration/cooperation.
  • Encourage advisors to be less competitive; give them access to all colleges' available courses.
• Promote communication and interaction across colleges among people who teach the same subject or do the same work.
  • Continue MCLI's models for collegial sharing.
  • Learn from an effective district group like the library council.
  • Reinstate videoconferencing.
• Increase efforts to market the District.
  • All colleges should be promoted as member of the same District.
  • Create more district-wide initiatives like HCIES.
  • Provide the ability for students to register at the District for any college.

Question 8: What is the legacy you will leave when you finish your work at Maricopa?
(8 groups addressed this question.)

• "We inspired students to:
  • enjoy learning;
  • be successful;
  • value themselves;
  • be better, more productive citizens."
• "We provided a variety of options for students to meet their goals."
• "We broadened students' horizons and acceptance of others."