EXECUTIVE SEARCH PROFILE
INTRODUCTION TO THE COLLEGE
Pima Community College has been meeting the educational needs of Tucson and Southern Arizona for more than four decades. While much about the College and the diverse, fast-growing community it serves have changed since the first classes met in the fall of 1969, the College’s role has not.
The College vision is to provide access to learning without the limits of time, place or distance and its mission is to develop our community through learning. These principles guide PCC’s dedicated faculty and staff.
With six campuses, 1,500 regular employees and more than 30,000 students each semester, PCC is one of the largest multi-campus community colleges in the nation. Students come to the College from all walks and stages of life, yet all share a desire to enrich their lives through the pursuit of knowledge. In addition to providing the education students need to transfer to a four-year institution, the College provides workforce development, career training programs, continuing education and adult education. For more information on the campuses, view the College-video webpage.
PCC’s primary objective is to help our students attain their goals. That means making sure the College offers classes at convenient times, includes a variety of workforce training programs, keeps tuition affordable and maintains smallclasssizes. As a publicly funded institution, PCC takes very seriously the fiscal responsibilities that come with the stewardship of hard-earned tax dollars. The College strongly believes that it must be effective and efficient in everything it does, and is committed to demonstrating that it is worthy of the public’s trust.
The Community We Serve
Well before Arizona joined the union in 1912, the Grand Canyon State has had an impact on our nation’s civic life that was disproportionate to its relatively small population. Geronimo and Cochise are towering figures in the history of the American West. John McCain, Mo Udall and Barry Goldwater are household names. And who hasn’t heard of the Gunfight at the OK Corral or the state’s controversial measures to strengthen its immigration laws?
The Community We Serve (continued)
But while Arizona has a distinct knack for making news, Tucson proudly stands somewhat apart from the rest of the state. For years, Tucson has embraced a lifestyle that is more easy-going than the bustling capital city of Phoenix, 120 miles to the north. The city’s politics are a bit more liberal, its skyline is a bit less crowded and the pace is a bit more casual.
Located about 60 miles north of the U.S.-Mexican border, Tucson has a long tradition of welcoming newcomers from around the world. The tapestry of cultures that have made Tucson their home over the years has helped turn the city into a true desert oasis.
Arizona’s population today is under 7 million and about 1 million of those people live in the Tucson metro area. The University of Arizona is a major economic engine and cultural influence, along with Davis-Monthan Air Force Base and private companies like Raytheon Missile Systems and IBM.
PCC’s Place in the Community
Pima Community College is a top-20 employer in Tucson. The College has an operating budget of close to $300 million and each year purchases approximately $75 million of goods and services.
Like community colleges across the country, PCC’s enrollment spiked as the economy worsened in recent years. Many of these students have now completed their studies and the result was evident in May of 2012, when the College had its largest graduating class in history.
PCC’s Place in the Community (continued)
As anticipated, College enrollment has leveled off in 2011-12. So, too, has state funding. In 2000, the state made up 18 percent of the College’s revenue. By 2012, it had dropped to 3 percent.
The decline in enrollment and state aid prompted the College’s Governing Board in early 2012 to increase in-state tuition to $63.50 from $58.50 per credit hour. But even with this increase, the cost of a college education at PCC remains one of the lowest in Arizona.
Today, 37 percent of the College’s budgeted revenue comes from property taxes, 22 percent from tuition and fees, 11 percent from grants and contracts, 24 percent from financial aid, 3 percent from state aid and 2 percent from other sources.
History of College Growth
In 1966, the citizens of Pima County, Arizona, approved by a large margin the formation of a junior college district. As a result of this vote, Pima College was established.
The groundwork for the new college was laid when the Pima County superintendent of schools appointed a five-member governing board. With help from citizens’ committees, the board developed educational goals, created a financial plan, selected a president and chose a campus site. The next year the citizens of Pima County elected a board to replace the appointed officials and voters approved a $5.9 million bond issue for the College.
History of College Growth (continued)
Construction on the first campus began on 267 acres in the foothills of the Tucson Mountains west of the city in 1969, when the population of Tucson was considerably smaller than the teeming city it is today. The College’s first classes met in the fall of 1969 at Tucson Medical Center and Villa Maria, and in Marana. In fall 1970, Pima College officially opened its doors to 3,543 students. Classes were held in unlikely quarters, a hanger at the Tucson International Airport. By January of 1971, students in all programs attended classes in the 11 buildings on the new Anklam Road campus, which today is the College’s West Campus.
In 1972, the board renamed the institution Pima Community College to better reflect its mission statement. From these beginnings, the College grew to its current six campuses.
The Downtown Campus opened near Stone Ave. and Speedway Blvd in 1974. A year later, the College established the Community Campus to supplement traditional on-campus education. Currently, this campus offers classes at more than 100 sites in Tucson, Green Valley, Marana and Sells, as well as at Davis-Monthan Air Force Base. A new, larger Community Campus facility opened in January 1997 near St. Mary’s Road and Interstate 10.
The College established the East Education Center in 1976. Five years later the center became the East Campus, located on a desert site east of Davis-Monthan Air Force Base, near Pantano and Irvington roads. In fall 1989, the campus doubled in size with the construction of the student union and library.
The Education Center-South opened in 1986 and by 1993 had relocated near Interstate 19 and Valencia Road and become the Desert Vista Campus.
History of College Growth (continued)
In 1973, Pima Community College became the local agency sponsor for the Tucson area’s Skill Center. This workforce development unit, now called the Center for Training and Development, is located at the Desert Vista Campus.
In 1998, the College opened the Northwest Community Learning Center, a forerunner to the 2003 establishment of the Northwest Campus. Over the past decade, this campus has served one of the fastest-growing regions of the Tucson-metro area.
A President who reports to the Chancellor serves each campus.
After a 1995 Pima County bond election, the College has used taxpayer-supported bonds to finance much-needed expansion and important facility and technology improvements throughout the Pima County Community College District.
Governance
A five-member Board of Governors representing Pima County’s supervisory districts governs Pima County Community College District. Interim Chancellor Dr. Suzanne Miles has led the college since February 2012.
The Board determines the mission and sets goals for the College. The Board is also responsible for selecting the administrative head of the Pima County Community College District, the Chancellor. Two Board members are up for re-election in November 2012.
Unlike some other states, Arizona does not have a statewide governing body for community colleges. PCC is a member of the Arizona Community College Presidents’ Council, a confederation of the state’s 10 community colleges.
Pima is currently implementing the 2011-2013 College Plan to strengthen developmental education, improve the overall success of student learning, enhance course delivery, expand educational and workforce opportunities, and enhance operations. The Higher Learning Commission of the North Central Association of Colleges and Schools accredits Pima Community College. Several specialized programs have also been accredited or certified by agencies in authority.
Pima maintains standard policies, regulations and standard practice guides. Policies reflect Pima’s institutional goals and are implemented through Standard Practice Guides. The College regularly compiles reports measuring the institution’s performance, student achievement, financial activity, and adherence to federal and state regulations.
THE OPPORTUNITY
The Board of Governors of the six-campus Pima Community College, in Tucson, Arizona, is seeking a dynamic Chancellor to lead the 8th largest community college district in the nation into its next era. The district is diverse in geography and ethnicity. It serves both urban and rural communities and offers Pima County residents a wide range of cultural activities.
BACKGROUND
The Chancellor is the chief executive officer of the college and reports directly to the Board of Governors. The five members of the elected Pima Community College Board are committed to furthering educational excellence, serving the growing Tucson area and the outlying Pima County communities, supporting the faculty and staff of the college and, above all, enabling students to succeed in meeting their educational goals. The current chancellor, serving on an interim basis, will not be a candidate for the position.
CHALLENGES & OPPORTUNITIES
Major challenges for the new Chancellor of Pima Community College will be:
To provide fiscal leadership, to develop alternative funding sources in conjunction with the PCC Board and the 1.
Foundation and to build and stabilize a variety of revenue streams for the currently diminished state support for the college; and to provide leadership in working with the State legislature and other governmental entities to increase state support of education;
To reinvigorate and develop new partnerships with K-12 institutions, the University of Arizona and other 2.
universities, other educational institutions, business, industry and labor, thus building community both internally and externally;
To lead a thorough evaluation of all college programs and policies, including the new admission policies, to determine 3.
whether these programs and policies are achieving their desired results and are appropriate for the region;
To create programs and support services that lead to increasing levels of student retention and completion and that 4.
ensure the continued availability of financial aid and student success;
To galvanize community-wide support for a capital bond program, both to upgrade existing infrastructure and to add 5.
essential new facilities;
To expand institutional research and effectiveness, in order to inform decision-making and engage stakeholders in 6.
the strategic planning process, and regularly assess institutional climate;
To spearhead a broader and deeper approach to open communications so that the internal and external college 7.
communities can be informed about the college and can provide input on a systematic basis;
To provide spirited leadership that will address recent challenges at the college, guide constituents through resolution 8.
and healing, and move the college forward;
To support and promote diversity and inclusion in all sectors of the institution by collaborating with multiple groups 9.
concerned with ability, status, age, culture, ethnicity, gender, race, religion, and sexual orientation;
To develop programs that empowers all employees and students to become effective ambassadors for the college 10.
throughout the diverse areas of the district.
To be committed to continued development of workforce education; and 11.
To be aware and supportive of the unique aspects of each of Pima Community College’s campuses. 12.
PREFERRED QUALIFICATIONS
The Board of Governors seeks a new Chancellor who is an ethical, visionary, collaborative, and transformative leader, and who has the knowledge, background and experience to become an integral and valued member of the college community as well as the greater Tucson and Pima County area.
He or she must be prepared to lead this multi-campus institution into the future and must have a solid background in financial management, teaching and/or counseling, community involvement, relationship building and resource development. Leadership in the regional, state and national and/or international higher education community is paramount for consideration. Internally, he or she must foster a culture of trust, collegiality, innovation and creativity across all facets of the institution and the regional community.
PREFERRED QUALIFICATIONS (continued)
Ideally, the next chancellor will have not only a passion for community colleges and community college students, but also the capacity to embrace the diversity of the communities the college serves.
He or she will also have demonstrated:
The ability to cultivate successful relationships with a College Board, full-time and adjunct faculty,
• administrators,
staff and students;
A humanistic and energetic attitude, and be an inspirational motivator of both internal and external communities; •
Successful experience in dealing with complex budgets, multi-campus organizations and diverse communities; •
A skill set that can translate to respect for the culture and traditions of the college and the communities the college •
serves;
The ability to be innovative and skillful in developing and articulating the future vision of Pima Community •
College;
Successful experience in cultivating partnerships with business, industry and labor; a demonstrated commitment •
to workforce development and Adult Education programs; proficiency in marketing an educational enterprise to a variety of groups and individuals, and an ability to utilize all communication methods available in the 21st century; Superb communication skills and the ability to be a listener who is open to a variety of views both inside the college •
and outside in the community;
Enthusiasm and charisma; qualities of a seasoned and well-rounded individual who exhibits a balance between •
administrative duties and educational innovation;
Successful experience with ‘meet and confer’ organizations and/or union organizations and environments; the •
ability to be a proponent of employee development at all levels whose behavior demonstrates that he/she values and empowers employees;
Excellent experience in strategic planning, institutional assessment, resource development and Foundation •
fundraising;
The ability to be an articulate and persuasive advocate for students, student development and student achievement; •
Outstanding business and political acumen; negotiation skills; positive experience in advocating for the college and •
educational institutions to governmental, legislative, professional, and civic organizations; and
Possession of the appropriate educational credentials. An earned doctorate from a regionally accredited institution •
KEY INDICATORS 2011 & 2012
Investment in Plant, less depreciation: Plant Replacement Insured Value: Cost of Operating Physical Plant: Deferred Maintenance: Endowment/Foundation: General Fund Budget: Revenue Mix:
General Fund Budget per FTSE: All Funds Budget: Revenue Mix:
Federal Grants: All Funds Budget per FTSE: In-state Tuition: FTE Student Enrollment for fall 2011: Total Unduplicated Headcount: % In Developmental Programs: Non-Credit Enrollment: Student Diversity Statistics:
% Of Graduating Students who enroll after graduation
First Year Retention Rate: # Of Degrees Conferred 2011-12: # Of Certificates Conferred 2011-12: $112 m for 2012, $119m for 2011 $264.7m for 2012, $259.5m for 2011 $12.4m for 2012, $12.2m for 2011 $3.1m for 2012, $3.5m for 2011 $7.3m for 2012, $6.7m for 2011 $149.6m for 2012, $172.3m for 2011 Tuition: 31% for 2012, 24% for 2011 Local taxes: 60% in 2012, 51% in 2011 State taxes: 5% in 2012, 9% in 2011 Other: 4% in 2012, 17% in 2011 $6,716 in 2012, $7,522 in 2011 $287.9m for 2012, $277.5m for 2011 Tuition: 19% for 2012, 18% for 2011 Local taxes: 32% in 2012, 35% in 2011 State taxes: 2% in 2012, 6% in 2011 Other: 46% in 2012, 41% in 2011 30 at $72.2m in 2012, 29 at $61.8m 2011 $9,932 in 2012, $9,932 in 2011
$58.50 per unit, $1,910 per year in 2012 $53.50 per unit, $1,760 per year in 2011 8,657.7 annualized
31,900
30.7% (9,779 Unduplicated Students) 2,171
2.7%, 875 American Indian or Alaska Native 3.2%, 1,022 Asian
4.6%, 1,465 Black or African-American 36.9%, 11,761 Hispanic/Latino
0.3%, 99 Native Hawaiian/Pacific Islander 0.1%, 25 Nonresident Alien
5.0%, 1,606 Race and Ethnicity Unknown 3.0 %, 953 Two or More Races
44.2%, 14,094 White
26.8% (Percentage based upon the Graduates of the AY2010-11 and enrolled in AY2011-12 in a credit bearing course.)
43.1% Fall 2010 to Fall 2011 2,549
KEY INDICATORS 2011 & 2012
# Of Students Transferring to 4-year Institutions Annually: Number of Full-time Faculty: Number of Adjunct Faculty: Total Faculty Diversity:
Average Full-Time Faculty Salary: Average Starting Salary for Full-Time Faculty: Student/Faculty Ratio: Library Volumes: Electronic Volumes: # Of Intramural Sports Programs: Men: Women: Unions: Faculty, Staff, Administration, etc.
1,775 for the 2010-11 Academic Year (2020 Vision Statistics)
391 1,270
1.4% Am Indian or Alaska Native 2.8% Asian
2.3% Black or African-American 13.3% Hispanic/Latino
0.1% Native Hawaiian/Pacific Islander 0.4% Nonresident Alien
8.2% Race and Ethnicity Unknown 1.8% Two or more races
69.7% White $61,098 $42,588
1:21 (FTFE-FTSE Ratio Rounded to Nearest whole number for Fall 2011)
360,185
77,433, which is 21.5% of the total
No intramural sports at PCC
Governance:
The Faculty Senate and Staff Council gather recommendations from employees and share them with the administration. They also provide forums for discussing common concerns and policy changes, as well as for sharing information and views. For more information on faculty and staff governance is provided in Board Policy BP -1401. Faculty Senate:
The faculty senate represents all full-time and adjunct Pima faculty. Any faculty member can nominate, offer to serve or elect members. Staff Council:
The Staff Council represents all full-time regular exempt and non-exempt Pima staff. Staff members on all campuses elect representatives.
KEY INDICATORS 2011 & 2012
Unions: Faculty, Staff, Administration, etc.
(continued) Representative Groups:The groups below represent employees to the administration in matters related to wages, salaries and working conditions. They are recognized by the Pima Board of Governors and can participate in the meet and confer process.
Association of Classified Exempt Staff (ACES) Classified exempt staff representation
American Federation of State, County and Municipal Employees (AFSCME) Non-exempt staff representation
Pima Community College Education Association (PCCEA)
APPLICATION PROCEDURES
Review of Applications begins November 16, 2012, and the process will continue until the position is filled. To ensure
full consideration, materials should be received by that date. Candidates should email to Pima@rhperry.com, as MS Word or Adobe Acrobat attachments: 1) a cover letter that addresses the challenges and qualifications listed above, 2) a current resume; and 3) the names and contact information for three professional references.
ELIZABETH (LIZ) ROCKLIN, Senior Consultant
Telephone: 703-743-2273 • Mobile: 202-302-7541
Pima@rhperry.com
R.H. PERRY & ASSOCIATES
2607 31st Street, NW
Washington, DC 20008
www.rhperry.com
POLICY
R. H. Perry & Associates is committed to the highest standards of professionalism in all dealings with candidates, sources, and references. We fully respect the need for confidentiality and assure interested parties that their background and interests will not be discussed without consent of the applicant prior to her or his becoming a candidate.
Pima Community College is an EOE/AA Employer
