Chancellor Hyman's Response to HLC Complaint received via FOIA

8/15/2019 Chancellor Hyman's Response to HLC Complaint received via FOIA

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March 8, 2016

Dr. Barbara Gellman-Danley, President

Higher Learning Commission230 S LaSalle St, Suite 7-500Chicago, IL 60604

On behalf of City Colleges of Chicago (CCC), this response is respectfully submitted to theHigher Learning Commission (HLC) to address your February 9 inquiry. We have reviewed theconcerns, and the narrative below outlines examples of our shared governance structure, strategic planning processes and institutional effectiveness.

This document provides evidence of our collaborative leadership, systemic and integrated planning. It explains various methods used to engage faculty in meeting CCC's Reinvention

Goals

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and the fulfilling of CCC’s Mission

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As suggested in your inquiry, the following responseis organized around three of HLC’s Criteria for Accreditation and their Core Componentsrelative to the complaint.

Criterion Two, Core Component 2.B, the governing board of the institution is sufficiently

autonomous to make decisions in the best interest of the institution and to assure its

integrity.

Board of Trustees: Structure and Process

CCC is an autonomous agency under the Illinois Community College Act, with its own budget,

independent of the City of Chicago, its own tax levy and our own governance structure. CCC'sauthority is granted by the State of Illinois with oversight from Illinois Community CollegeBoard (ICCB) and Illinois Board of Higher Education (IBHE).

CCC’s Board of Trustees is appointed by the Mayor of Chicago and subject to confirmation byChicago City Council. The Board is charged with hiring a Chancellor to lead CCC on a day-to-day basis, approving recommendations to establish or terminate academic programs, as well asapproving the hiring of full-time staff and faculty and entering contracts over $25,000.

Trustees are comprised of diverse business, civic, spiritual, and educational leaders from acrossthe city to fulfill CCC’s mission and better serve Chicago residents. CCC's Board consists of

seven voting members and one student trustee who does not vote (and does not count towardquorum). Trustees serve three-year terms until their successor is appointed and approved. Thecurrent Board membership includes:

• Charles R. Middleton, Ph.D., Chair - past president of Roosevelt University Chicago

1 http://www.ccc.edu/menu/Pages/Reinvention.aspx 2 htt p://www.ccc.edu/menu/Pages/Mission.aspx

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• Gary E. Gardner, Vice Chair - president of PFG Equity & Namaste Laboratories

• Clarisol Duque, Secretary - United Neighborhood Organization of Chicago

• Isaac S. Goldman, Trustee - Front Barnett Associates, Investment counseling firm

•

Rev. Darrell Griffin, Trustee - Senior Pastor of Oakdale Covenant Church• Karen Kent, Trustee - President of UNITE HERE, Chicago’s hospitality workers’ union

• Marisela Lawson, Trustee - Partner and founder at Sagence Group

The Board has enacted a committee structure to increase Trustee engagement and knowledgeabout CCC’s activities outside of the regular Board meeting process. Currently, the Board hasthree standing committees:

• Finance and Administrative Services

• Academic Affairs

• Executive Committee

The Financial and Administrative Services Committee and the Academic Affairs Committeemeet regularly (up to four times a year) while the Executive Committee only meets as needed.Additionally, the Board has “ad hoc” committees that meet regularly. At this time, there is onead hoc committee:

• Ad Hoc Construction Committee3.

To facilitate exercising this authority, a regular meeting of the Board occurs monthly. These

meetings are public and a website4 is maintained to support and share the Board meetingcalendar and to archive meeting minutes and proceedings.

The process of preparing for these meetings begins at the end of the preceding month (e.g. forthe March Board meeting, preparations began in late January). Staff prepare various instruments(Board resolutions, agreements, purchases and other statements) which are collectively called

“Board reports”5 for the Board to consider and approve. These documents outline academic and personnel decisions, (as applicable) the work to be undertaken by vendors, the approximate cost,the term of the proposed agreement and the benefits to CCC and its students, faculty and staff. Aseries of internal review meetings occur during the course of the month to vet the proposedmeeting topics prior to presentation to the Board.

At the Board meetings, the Chair provides brief welcome remarks, the Chancellor likewise

provides a brief overview of recent activities of note and an introduction to what the Trusteeswill hear from the Senior Leadership Team during the course of the meeting. There is also a public comment period during each Board meeting. Individuals requesting to make public

3 This committee was established when major projects to build the New Malcolm X College and the Olive-Harvey

Transportation, Distribution and Logistics (TDL) center were embarked upon. Those projects are anticipated to becompleted in 2016. At that time, the Board may choose to revisit the need for this committee. 4 http://www.ccc.edu/departments/Pages/Board-of-Trustees.aspx 5 https://apps.ccc.edu/brpublic/?_ga=1.29808951.943466049.1433774196

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comments are asked to notify the Board office at least 24 hours prior to each Board meeting andto include the topic of their remarks.

During the monthly Board meetings, College Presidents and members of the Chancellor’s seniorleadership team provide district updates. These presentations focus on key topics identified incooperation with the Chancellor’s office and the Board office. Following district updates, thePresident of the Faculty Council speaks and addresses topics of interest and concern to faculty. Next, the Chair facilitates a brief verbal report on the items that are being recommended forapproval by the Board at that meeting. All meeting activities strictly adhere with the provisions

of the Illinois Open Meetings Act .

In an effort to ensure Trustees have information to make autonomous decisions, the bylaws werewritten to empower the Board, upon the recommendation of the Chancellor, to appoint or

designate positions that provide information to ensure operational integrity, such as:

• General Counsel – chief legal officer and the Freedom of Information Act (FOIA)

Officer. The General Counsel assists the Board Committees upon request by the

Chancellor;

• Inspector General – authority to conduct internal investigations assigned by the Board.

The Inspector General has the authority to conduct investigations regarding waste, fraud

and misconduct by any CCC officer, employee, or member of the Board; any contractor,

subcontractor, consultant or agent providing or seeking to provide goods or services to

CCC; and any program administered or funded by the District or Colleges;

• Executive Director of Internal Audit – reports functionally to the Board and

administratively to the Chancellor. Internal Audit’s mission is to provide independent,

objective assurance and consulting services designed to improve the District’s operations

through a systemic, disciplined approach to evaluate and improve the effectiveness of

risk management, control and governance processes.

Development of Centers of Excellence

CCC’s Centers of Excellence are built upon the College to Careers model that focuses onconnecting students to job and transfer opportunities to 4-year colleges/universities, as industry partners validate programs and curriculum. These data-driven efforts are focused on offering programs with demonstrated labor market demand and input from external employer

stakeholders. Faculty, employers and administrators are working to create stackable credentialsthat allow students to earn certificates and degrees along established pathways. This intentionalcollaboration helps us fulfill our educational responsibility to the communities we serve acrossthe City of Chicago. By creating Centers of Excellence, CCC can sustain investments intodeveloping and retaining world-class facilities, equipment, faculty and administrative resources –in spite of the funding difficulties of public higher education in Illinois.


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CCC's focus is to ensure that neither our students nor faculty are adversely affected in thedevelopment of Centers of Excellence at the colleges. The College Presidents also have

been working collaboratively to address issues of tenure-track status among the faculty, as wellas concerns related to reporting and evaluation. While reporting structures may change forfaculty in certain disciplines based on the career focus of the location, which might not be the

faculty member's home college, CCC is working with faculty to ensure that the curricula and any practicum components of the offered programs remains accredited, relevant, affordable, andaccessible to students. This includes the implementation of a CCC shuttle bus system that allows both students and faculty to transfer between the different locations in the district.

Overall, this improved academic support and career advising model helps better prepare ourstudents for employment. Table 1 details the focus areas and launch date when planningcommenced at each of the colleges:

Table 1 - Overview of Centers of Excellence

Overview of Centers of Excellence

College Focus Area PlanningLaunch Date

Richard J. Daley College Advanced Manufacturing 2012

Kennedy-King College Culinary and HospitalityConstruction Technology

2012

Malcolm X College Healthcare 2011

Harold Washington College Business and Professional Services 2012

Olive-Harvey College Transportation, Distribution, Logistics 2011

Harry S Truman Educational, Human and Natural Science 2014

Wilbur Wright College Information Technology 2012

The establishment of CCC's Centers of Educational Excellence is driven by a need to:

• Ensure all programs of study will advance students’ goals for meaningful career or

transfer;

• Increase student support structures that will reduce the time it takes a student to complete

a program of study;

• Use data to more effectively to deploy resources; resulting in more efficient financial,

operational and human resources management.

Governance as it Relates to Consortial Arrangements

CCC views consortial arrangements between its seven colleges as highly student-centered andreflects the operational reality of the institution as a whole given approximately 20% of studentsearn credits toward their degree program at multiple CCC colleges. This effort exemplifiesCCC’s commitment and priority to serve students in a manner that meets their educational needsand allows the institution to operate in an effective and efficient manner.


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CCC believes this arrangement codifies existing practices that allow students to receivecourse and program credit leading to a degree or certificate that can be obtained at any of

the system’s seven colleges. Further, CCC has a single information system that houses andcomputes all student records and academic program requirements. The seven colleges thatcomprise CCC share and jointly leverage common set of operational and academic resources

(e.g., Blackboard, PeopleSoft) and administrative structures that are districtwide (e.g., tenure, program and course approval).

Regarding the specific concerns of consortial arrangements, CCC is completing a substantivechange application for a consortial arrangement between our seven colleges. We are in the finalstages of an executive review of the consortial arrangements and plan to submit the requiredchange application to HLC in the near future.

Communication Strategy

CCC leverages multiple communication channels to keep its 100,000 students and 5,700 faculty

and staff informed of updates and changes throughout the District. As a result, CCC employsmulti-tiered communication channels to ensure constituents remain informed. These channelsinclude email broadcasts in the form of special announcements or “411 notifications”,SharePoint sites, secure portals, in college promotional flyers, electronic screen poster, socialmedia and the public www.ccc.edu website.

While some faculty may disagree with the decision to establish Centers of Excellence,6 feedbackand commentary about the process is heard 7 in various settings, including Board Meetings,special consultation meetings, CCC leadership at faculty council meetings, among many others.In fact, the faculty’s own communications demonstrate their full understanding of CCC plans,the issue is not a lack of communication (see links below), but the fact the faculty ultimately

disagree with the decision.

The Centers of Excellence model is informed by and fuels the five-year strategic plan. Weeklytracking of progress to plan occurs with an emphasis on academic planning that is systemic andintegrated into our operations. Using the Child Development (CD) program as an example, CCCimplemented the following process as a matter of course:

1. Student Communications

a. 1st special email announcement received July 24th8

6 http://www.ccc.edu/menu/Pages/college-to-careers.aspx 7 https://cccedu-my.sharepoint.com/personal/kwerosh_ccc_edu/_layouts/15/guestaccess.aspx?guestaccesstoken=WLmBwT2MqWr XNjZN49NwgL8Xl0jyoWjP%2bJ9faxc2yS8%3d&docid=02a02f1a3ad2e44508802cf94ec1dc272 8 https://cccedu-my.sharepoint.com/personal/kwerosh_ccc_edu/_layouts/15/guestaccess.aspx?guestaccesstoken=didyZrpmCSI8BE51MQR5cWK7%2bS8CNONn82zvzwutbOM%3d&docid=052b2a69e22ce4b158616c94d284ff308

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b. 2nd special email announcement with revised timeline received on December 229

c. Advisor calls to all CD students starting October 8th

d.

Roundtables10

e. Emails, text messages and robocalls starting week of Feb 5th11

f. Student Portal checklist live on: February 5th

g. Student Portal pops-up have been developed, approved, tested and scheduled to

go live by February 26th12

2. Deans of Instruction & Deans of Student Services Meetings

h. August 18: Deans of Instruction update call

i. September 29: Deans of Instruction update call

j. October 8: Deans of Student Services call to discuss advisor campaign

k. December 2: District-wide Advisor training calls, to discuss timeline change

implications and advisor to-dos

3. Steering Committee Meetings: Conference calls with Steering committee members, to

discuss transition details and get input on plans.

a.

September 11

b. October 23

c. October 30

d.

November 20

9 https://cccedu-

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4. Truman-District Office Meetings: comprised of college Vice Presidents (chief academic

officers of each individual institution within the district) and Deans held to keep everyone

apprised of issues, concerns, improvements and changes. Information presented during these

meetings is shared with college personnel and students through communication channels bestdetermined at the individual college level.

a. August 13: prepping for first faculty meeting

b. August 21: developing consolidation work plan

c. August 26: conference call with NAEYC

d. August 27: program closing/sunset call

e. October 6: Smart Planner update call

f.

October 13: marketing & recruiting meeting

g. October 28: physical move planning

In addition to the above, town hall meetings, state of the college addresses and monthly presentations to the Board also contributed to planning.

To that end, the process worked as intended. Following student and faculty consultations, thetimeline for completion of the transition has been revised to 2018, giving currently enrolledstudents the opportunity to complete their program of study at the college where they began.Standard practice affords a 2-4 year lead time for full implementation of planned changes. Everycollege, regardless of focus area or Center of Excellence designation offers transfer programs to

support students’ desire to transfer to four-year institutions.

CCC’s multi-tiered approach to constituent communication helps to ensure information is sharedin a timely and accurate manner. The District Office will continue to collaborate with thecolleges to identify the most efficient ways to deliver news updates to the community.

Criterion Five, Core Component 5.B, the institution’s governance and administrative

structures, promote effective leadership and support collaborative processes that enable

the institution to fulfill its mission.

Dramatic Improvement of Student Outcomes Through Faculty and Staff Engagement

Six years ago, CCC launched Reinvention to drive greater degree attainment, job placement andcareer advancement during a time CCC experienced completion and attrition rates of 7% and54% respectively13. These intentions ensured CCC students were best prepared to move intohigher education leading to skill acquisition for 21st century jobs. Reinvention taskforces were

13 Attrition rate among students withdrawing within six months of matriculation.


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formed to establish a dialogue among faculty, staff and students to ensure all students havesupports necessary for success and a clear path to completion.

More than one in ten full-time faculty across CCC committed time, in addition to their regularduties to participate in Reinvention—most of these commitments were at least two semesters.

This was, and continues to be, an unprecedented, budgeted investment in faculty to shape CCC’sfuture. Reinvention Task Force teams worked in collaboration to develop solutions relating to:

• Providing clear course pathways for 16 career and academic clusters (e.g., “Information

Technology,” “Healthcare”);

• Developing stackable credentials within each cluster (e.g., basic and advanced

certificates);

• Creating semester-by-semester maps that allow whole-program enrollment and block

scheduling to help students move swiftly toward completion.

Faculty led projects on a myriad of additional topics, from facilities to advising, and had near-

total leadership to overhaul how the institution awards tenure, how faculty are credentialed, howcurriculum changes, how assessment initiatives are created and implemented, and how we treatdevelopmental education students, including the creation of accelerated, co-requisite courses.From the launch of Reinvention to present, faculty remain a vital part in the overall planning process representing 54% of team participation on average on Reinvention taskforce teams. Theaccomplishments shared below could not have taken place without significant facultyinvolvement.

Table 2 - Reinvention: Ensuring Student Success

Progress Since Reinvention Began in 2010

GOAL 2009 2015 Progress

Increase IPEDSGraduation Rate 7% 17% 142%

Increase number ofAssociate Degrees

awarded 2,201 4,940 124%

Increase number ofCertificates awarded 5,696 6,943 22%

Increase number ofTransfers* 45% 49% 9%

Increase number ofAdult Education

Transitions 513 1,391 171%* Within 2 years of CCC Graduation

CCC’s graduation rate more than doubled since Reinvention began while other Illinoisinstitutions collectively grew only 19%. Also, the institution’s post-completion transfer rate is atits highest of 49% since Reinvention. In addition, from 2010-2013, CCC saw its graduation rategrow from ninth out of the top ten most populous U.S. cities to sixth place. The collective work


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of faculty, staff, and administrators across the district are integral to our movement towarda better future for CCC.

Shared Stakes in Institutional Goals

CCC’s effectiveness is further evidenced by increased student success measures over the pastfive years and reflects successful collaborations between faculty and academic professional staffwith college and district administration. The Collective Bargaining Agreement (CBA) with full-time faculty and academic professionals codifies an agreement regarding student successmeasures. This provision provides success pay to faculty and staff, if mutually agreed uponmetrics are met. In 2014, 5 of 7 metrics were met and payouts are in process (Table 2). The2015 metrics will likely have a similar result.

Table 3- Student Success Measures

Metric FY14

Target

FY14

Actual Outcome

1 Students who completed a degree or certificate 9,815 11,891 Met

2 Students who transfer to a 4-year institution within 2 years[of completing a CCC program]

16% 49% Met

3 Remedial students who advance to college-level work 30.2% 31% Met

4 Full-time students who earn 30 credits within their firstyear

8.1% 7.4% 91% to target

5 Part-time students who earn 15 credits within their firstyear

20.0% 18.8% 94% to target

6 Percent of students employed in the occupational area oftheir training

60% 57.0%* Met

7 Median earnings of CCC graduates who are employed inthe occupation training of training

$31,824 $33,280 Met

* Met using a margin of error calculation because data is based on survey results

In addition to these examples of collaborative leadership across CCC, each college employs ashared governance model that encourages students, staff, faculty, administrators and Trustees toactively engage in the daily operations and participate in strategic decision-making at the collegeand district-level. Below is a non-exhaustive list of regularly occurring meetings involving input

from a variety of internal (i.e., administrators, faculty, staff, and students) and external (e.g.,transfer institutions and employers) stakeholders:

• College Leadership Teams

• College Assessment Teams

• College Advisor Meetings

• Presidents hold State of the College Address


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• Weekly Vice Chancellor Meetings with College Presidents

• Local Committee A – charged with reviewing and approving curricular and program

changes

•

Proposed Academic Changes (PAC) – provides faculty representation at district-level

program changes. Each school has a PAC Liaison with course release time.

•

Academic Discipline Meetings – engages faculty with the teaching of their discipline

• Local Faculty Councils and District Faculty Council

• Union meetings to discuss CBA issues

• Technical Advisory Committees

• Student Government Associations

• Monthly Dean and Department Chair Meetings at each college

• Monthly Dean and Vice President Meeting

• Monthly Dean and Tenure Assistance Program (TAP) Meetings

• Monthly public Board of Trustee Meetings

• Monthly Executive Faculty Council Meetings with Executive Vice Chancellor

• Monthly Officer of District Meetings

• Annual Faculty Development Week

• Vice Chancellor Town Hall meetings at each college

Criterion Five, Core Component 5.C, the institution engages in systemic and integrated

planning

Strategic Planning

The following four key strategies drive the development of CCC's strategic planning fromacademics to budgeting and operations:

1. increasing relevance of certificates and degrees

2. reducing time to completion

3. increasing student supports

4. strengthening operations

Among the key approaches employed to achieve these targets are the Reinvention initiative andCollege to Careers. Through Reinvention, CCC is achieving reform at scale and is creating aStudent GPS system (Student Guided Pathway to Success) that will show students a clear path tofurther college and careers, involving semester by semester program maps, block and predictive

scheduling and whole program enrollment, allowing students to see the goal in sight and moreeasily plan their coursework around other work and obligations.

CCC has partnered with more than 150 industry and university leaders to better alignoccupational curriculum with workforce demand in fast-growing fields, to provide real-world


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learning opportunities through access to teacher-practitioners and high-tech facilities, andto offer students a first-pass at internships and job interviews. More than 3,000 students

have since earned jobs and paid internships in College to Careers industry sectors. The five-year plan14 builds off the progress CCC students have made so far through our Reinventioneffort. Since the launch of Reinvention:

• The graduation rate has increased by 142 percent;• The number of degrees awarded is up 124 percent, the highest on record in CCC history;• Total degrees and certificates awarded are up 43 percent.

Reinvention launched with collaborative teams of faculty, staff and students from every college.

Their task was to comprehensively review and revamp all aspects of CCC to ensure students’

success. Faculty and staff received paid leave so they could focus full-time on designing and

implementing change. Students were also paid for working part-time outside of their classes.

Years later, the model remains in place. After a semester or two on Reinvention, most faculty,

staff and students rotate back to their colleges to become ambassadors for change and executors

of their own projects on their colleges while new taskforce members join the team each semester.This model has created a permanent mechanism for deep and lasting change at CCC.

Financial forecasting used in zero-based budget creation led to the integrated planning of new

projects, operations and capital. Revenues are projected for District 508 (IL, ICCB, Chicago)

and detailed operating and capital budgets are defined. In an effort to maintain transparency to

external stakeholders, a public budget book 15 is developed along with reports written for external

audiences.

The budgeting process, for example, involves Officers of the District, College Presidents,

Executive Vice Chancellors, and Vice Chancellors justification and explanation of every aspectof the budget, rather than only describing new initiatives. This ensures we have an agreed-uponrationale for every dollar spent at CCC and are responsible to both students and taxpayers alike.

The budget process is comprised of five phases: (1) definition and evaluation of goals andobjectives (strategic plan) for the following year, (2) budget planning and preparation, (3)adoption, (4) implementation of the budget, and (5) evaluation. The first stage of the processtakes a comprehensive approach to the strategic plan via evaluation of the activities andachievements of CCC according to its Reinvention goals and objectives. This initial step ofdefining and evaluating goals and objectives is continuous and occurs beyond the “budgetseason”.

14http://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdf 15

http://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdf

http://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/departments/Documents/Finance%20Documents/FY2016%20Annual%20Operating%20Budget%20Board%20Approved%207-9-15.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdfhttp://www.ccc.edu/Documents/city%20colleges%20of%20chicago_5-year%20plan_2013-2018.pdf


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The budget season starts in January of each year. Each college/department submits itsstrategic plan which focuses on the functions, goals and metrics over the next 2-4 years.

They also submit an annual plan which focuses on the fiscal year initiatives, tactics, andresources that would accomplish the goals established in the strategic plan. The strategic andannual plans are living documents that are monitored and updated as required.

Stability in Leadership

Many of CCC’s administrative leaders have been promoted from within CCC and possess aninstitutional memory that provides continuity for year to year projects, culture building, strategic planning and budgeting. We recognize five college presidents have had appointments for 5 orless years, however, each individual has extensive higher education leadership experience; threeof which have been promoted from within the CCC system to leverage their organizationalknowledge.

Table 4- College Leadership College Leadership

College

Title

Name

Years with CCC

Daley College President José Aybar 13 years

Daley College Vice President Keith McCoy 22 years

Kennedy-KingCollege

President Arshele Stevens 4 years

Kennedy-KingCollege

Vice President Kristy Lisle 1 year

Malcolm X College Interim President David Sanders 5 years

Malcolm X College Interim VicePresident

KimberlyHollingsworth

16 years

Harold WashingtonCollege

President Margaret Martyn 3 years

Harold WashingtonCollege

Vice President Armen Sarrafian 19 years

Olive-Harvey College President Angelia Millender 2 years

Olive-Harvey College Dean of Instruction* Robin Hicks 10 years

Truman College President Reagan Romali 4 years

Truman College Vice President Pervez Rahman 35 years

Wilbur WrightCollege

President David Potash 2 years

Wilbur WrightCollege

Vice President Nicole Reaves 1 year

Averages

Average of all College Leadership 9.78 years

Average of all Presidents 4.71

Average of all Vice Presidents* 14.85 *Olive-Harvey is currently in the process of searching for a Vice President


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In summary, as each of the seven City Colleges of Chicago remain separately accredited,the ongoing collaboration between the District Office, faculty, staff and students remain a

high priority. Through Reinvention and focused planning, CCC has taken strong steps in adirection that allows the colleges to promote more dedicated efforts on outcomes, resourceallocation, accountability and transparency.

Please do not hesitate to contact my office if you have additional questions regarding the CityColleges of Chicago.

Sincerely,

Cheryl L. Hyman

Chancellor

City Colleges of Chicago

Chancellor Hyman's Response to HLC Complaint received via FOIA

Documents

Transcript of Chancellor Hyman's Response to HLC Complaint received via FOIA