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MBCA 2008 CANDIDATES VIRTUAL FORUM:
COPPER MOUNTAIN COLLEGE BOARD OF TRUSTEES
To create the questions for our Virtual Forum, we polled our members as to what questions they would like candidates to answer. We compiled and edited those questions and emailed the exact same list of questions to each of the candidates in this race.
The candidates were instructed to take as much space as they needed and to make the content of their responses exactly as they wanted them to appear, as we would not be editing them in any way but only copying and pasting. Of note, the responses are solely the candidates’ and should not be assumed to reflect the views of MBCA or the members of its Board.
We acknowledge that an electronic forum does not assure perfect and equal access to all candidates as not all candidates are necessarily comfortable or available in this format. We encourage voters to seek as many sources of information as possible on the candidates, including in-person forums, media interviews, candidate Websites, and the candidates themselves.
We very much appreciate the candidates taking the time to participate in our 2008 Virtual Forum and to reach out to you, the voter, for the betterment of our communities and our desert.
(To return to the Virtual Forum Main page, click here.)
SEE FORUM RESPONSES FOR:
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Note: We did not receive responses from candidates Rita Ramirez Dean or Phillip N. Fultz.
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CANDIDATE: Owen Gillick
1. What are your ideas about increasing student enrollment at CMC?
Owen Gillick: Copper Mountain College suffers from insufficient revenue, which limits our ability to be the full-service college that the community deserves. And, because most of the college’s general fund revenue is based on enrollment, it’s obvious that more students are essential. The new college leadership has made increasing enrollment a top priority through a variety of actions: better communication with our public, especially those nearing graduation from high school, so that many more see CMC as part of their future; more creative selection, scheduling and placement of courses to match the needs of potential students; and closer attention to the needs of local employers, as expressed in advisory councils and elsewhere.
While enrollments are important, student success is equally so, and is a key to increased awareness and respect throughout the community. So I am very impressed by the emphasis given by staff in encouraging students to make the right choices in course selection and to seek timely help. After their enrollment, student persistence is something I will continue to emphasize.
2. How do you see distance learning as part of the educational mission of the District?
Owen Gillick: Distance learning is no longer an exotic sub-type of education, but rather has become a popular, effective, and respected way of learning all manner of things. No college, and certainly no community college, can claim to be accomplishing its mission unless it offers and uses this modality enthusiastically and well. It is important to acknowledge that successful use of distance learning requires careful preparation by both students and instructors. As with all new methods, missteps in presentation, interaction, and control can lead to failure, disappointment, and disrespect. But, done well, distance learning will bring new opportunities to students and faculty alike. And it has the important side effect of relieving the pressure on classroom usage. In brief, increased use of distance learning is a high priority goal of the current board and administration.
3. As the campus develops how do you view the college’s responsibility as steward of a prominent piece of land in the Morongo Basin? In what ways could the College be setting examples for the community at large to follow?
Owen Gillick: We are, and want to be, a role model for intelligent and sensitive use of the land on which we work. How could it be otherwise? Our past record, though not perfect, attests to our commitment: Minimal use of grass in landscaping, timed irrigation (now entirely on night cycle), low-intrusion night illumination, and board insistence on minimal land clearance/scraping during forthcoming construction. Our xeriscape demonstration garden, developed 10 years ago with serious help from the Mojave Water Agency and Joshua Tree National Park, is being restored and will serve its purpose this time.
Equally important is our role in protecting the fauna that inhabit our land. At great expense in time and money, we have mitigated the hazard to the Desert Tortoise and other species caused by our construction and have been recognized by Rae Packard of the Joshua Tree Tortoise Rescue for our work and attitude. We realize our responsibilities as steward and do not carry them out them grudgingly.
4. Do you believe that CMC should develop a desert studies curriculum? If so, how does your serving on the board make it more possible?
Owen Gillick: CMC will have a Desert Studies Center. It is a major part of our plan to become known internationally for the quality of desert-related research, study, and informational work done here. We have architectural drawings for the Center. We don’t have the funds on hand to build it.
Our Desert Studies Program need not wait for a Center and work is now underway to build an appropriate curriculum. I expect the curriculum will have several objectives: to help students prepare for employment in desert-related pursuits, including alternative fuel technologies, xeriscape landscaping, land use planning, and natural resources management, including National Park employment; to help local residents and potential residents to understand the desert as a place to live; and to encourage scholarly research in the desert phenomenon.
My role in the process will be to work with my colleagues on the board to ensure that our commonly-held vision for a Desert Studies Center/Program is fulfilled as soon as possible. But, again, financial constraints are the biggest obstacle.
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CANDIDATE: Dick Rogers
1. What are your ideas about increasing student enrollment at CMC?
The college needs to continue getting the work out through the media. The new Bell Sports complex will help keep some the the students that now travel to COD for sports. The 'showcasing' of former students that have been successful after leaving CMC would be helpful. Bringing high school students to the campus for perhaps a barbecue, would allow them to feel more at ease about attending CMC.
2. How do you see distance learning as part of the educational mission of the District?
Classes must be offered in a mode that meets the needs of an individual student. The cost of fuel may translate into more students opting for distance education as well as other factions - distance - availability - convince - individual preference. I support distance education, however the college needs to provide professional training to the instructors so they can adapt to this new mode of education.
3. As the campus develops how do you view the college's responsibility as Steward of a prominent piece of land in the Morongo Basis? In what ways could the College be setting examples for the community at large to follow?
The College must be vigilant in maintaining the ecology of the desert. We need to make as small of a 'footprint' as possible during our expansion The College has an excellent record in respect to the desert tortoise including tortoise fencing, information to students, employee training and the purchase of mitigation land. The college has also employed professionals to search the property for signs of indigenous populations and burial sites. Above all we need to respect the flora and fauna of the desert.
4. Do you believe that CMC should develop a desert studies curriculum? If so how does your serving on the board make it more possible?
I am a proponent of the desert studies curriculum. I see it as a possible 'brand' for the college. As a board member I would encourage the development of a desert studies curriculum.
I would like the following in a desert studies curriculum:
- Desert ecology
- Anthropology of the desert
- Archeology of the desert
- Art
- Alternate energy programs including:
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