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February 15, 2021 Study Session...
>> MR. DEMION CLINCO: Good afternoon. Welcome to the
February 15, 2021 Governing Board study session. I'd like to call
the meeting to order.
Our first item for discussion is the fiscal year 2021/2022 budget
discussion, and we have an hour set aside for this and an hour set
aside for the draft mission fulfillment framework. My goal is to
really keep us on track and start the discussion on the fulfillment
framework at 5:00.
I know there was a lot community interest. We've received some
communication, so I want to let anybody watching know that that's our
intention. Unless we finish this item early, we will be starting
that at around 5:00.
Chancellor Lambert?
>> DR. LEE LAMBERT: Well, good afternoon, everybody. Yes,
Mr. Chair, we're very pleased to be able to share with you an
important part of our budget development process, looking at some of
the challenges we face and discussing some revenue projections and
some of the expenditures that we see going forward.
With that, I'm going to turn it over to Dr. Dave Bea to take us
through the presentation.
>> DR. DAVID BEA: Good afternoon. Hold on one second. I have
to change my screen a little bit.
Can you see my screen still? Now I can actually maneuver it.
Before, I got stuck where I could see it but I couldn't maneuver it.
Good afternoon, Chairperson Clinco, members of the board,
Chancellor Lambert, colleagues and guests. As Chancellor Lambert
mentioned, this is an opportunity for us to go over, give an update
on the various key budget parameters, talk to the board about some of
the priorities, some of the challenges that we're going to be facing.
And really, it's a study session, so this is an opportunity for the
board to give feedback in terms of the board's priorities, how they
want to see the budget come together.
In some ways this is a very unique year. Well, in lots of ways,
obviously. I think that goes without saying. From a budgeting
standpoint, it's also a unique year. I will sort of walk through why
that's the case and how it will play out a little bit differently
than in the past.
So we'll start with the ongoing challenges. We'll get into
revenue and expenditures and then sort of talk about CRRSA funds and
funds coming from the federal government and how that's going to
impact the budget as we go through the budget development season this
year.
The first slide, and I know you have seen this ahead of time, and
I don't need to go through it too much and belabor exactly what it
says, but our biggest challenge and our ongoing challenge has been,
for a number of years and particularly now, is the decline in
enrollment. It is the college's priority to get our enrollment back
up, not only back to where it was pre-COVID but start building back
up from there.
Our enrollment is down from a FTSE standpoint year over year
about 18%. On top of that, we have talked in multiple sessions in
the last few months about the different changes to our revenue
picture and projections.
Our other revenues, there are a number of them that are declining
and will continue to decline. We talked about...
>> DR. MEREDITH HAY: Sorry, can you make it a little bit bigger?
>> DR. DAVID BEA: Oh, sure.
>> DR. MEREDITH HAY: Thanks.
>> MS. MARIA GARCIA: You made it smaller.
>> DR. DAVID BEA: Yeah, that's interesting, huh? Okay. Hold
on.
Now I've got both. I have the bigger screen. I have the bigger
screen and I can now maneuver it. There we go. Big win.
Sorry about that. Looking at the enrollment picture is obviously
the biggest problem, but the other problem we have, and it's
compounded or it's related to enrollment, which is the structural
challenges we have having so many facilities, having this lower level
of enrollment spread out and the size of our staffing.
We have talked about this, we have been working on it and we have
been pretty successful the last number of years, reallocating the
resources, being more efficient with the space utilization by leasing
out some of the space, by eliminating the Community Campus and
selling that facility.
But as enrollment has gone down we are overall still not
operating at a peak efficiency, and the goal is to get our enrollment
back up and that we have capacity to enable us to handle that
increase, hopeful increase in enrollment. But we will continue to
work on our efficiencies going forward, and that's classroom
efficiencies in terms of our scheduling, and then the challenge of
providing all services at all locations, and the expectation of that
and how we are delivering services.
So being more efficient, delivering services electronically or
digitally and that sort of thing, without having a service
degradation is part of what we need to do going forward.
We always are challenged with limited resources. I'm going to
walk through some of the limitations in our resources going forward.
And as I have mentioned and as we know, what we need to do is shift
our resources from programs and services that we aren't providing
anymore or there is not as much demand for them towards the areas of
growth.
We are doing that with the centers of excellence and with
PimaOnline in particular are the big growth areas that we are seeing
that, and we are going to continue to try and find ways to reallocate
the resources in that way, so that's an ongoing challenge.
I'm going to start out talking about expenditure limitation,
because there are some elements to this that are still relevant, but
mostly this is a good situation. We have resolved and Proposition
481 has resolved the key challenge. I just want to point out what
the key challenge was.
What this chart shows is the changes in our expenditure
limitation, that's what the columns are, over the last 10 years,
along with the actual expenses that get tied to expenditure
limitation. That's the orange line. And then the gray line is the
amount of tax-based revenues that we get. There are a few points
that I absolutely want to make clear on this.
You can see the bar charts, the bars, the columns, are
color-coded. Those show the different points in time. Blue
indicates when it was before the Senate Bill 1322 passed that changed
the enrollments instead of being based on estimates to be based on
actuals. The first three years of that, that's the sort of golden
color, is when there was a ten-year look-back period. The gray
column, which is what the current year, the year we are currently in,
is when the ten-year provision went away, because it was a three-year
sunsetting provision of 1322, and that switched to actual enrollments
that were based on a rolling five-year average.
You can see the huge dropoff. That was a thing we had to plan on
over the last number of years to get our expenditures in line with
that.
Now, as you can see, and this is what we have been talking with
the board since COVID hit, is our actual expenses, the projected
actual expenses, remember that's the orange line, we have always been
under our expenditure limitation, but if you look at what fiscal year
'21 is, our expenditure limit is dropping dramatically to about $87
million and our expenses are going up.
That's largely not because we turned around and just padded our
budget and were spending more. It's we have revenues that are
outside of expenditure limitation that are dropping. So our tuition
revenue is dropping, our investment earnings are dropping, our
auxiliary revenues are dropping. These other revenues that otherwise
take away those expenditure limitation expenses, now those get
counted against the property taxes. That's what makes that go up.
In the current year, we are looking at a problem that's about $10
million. We have carry-forward for that. There are sort of two
solutions for this. One is we can use accumulated carry-forward from
the last number of years, from years past when we have been
underneath the limitation.
And then there is also statutory -- Arizona community colleges
are pitching legislation that will for three years' time frame not
only increase the expenditure limitations going forward, increase the
weightings and some of the technical elements to it, but more
importantly there is a provision that says starting in fiscal year
'21 that if community colleges exceed their expenditure limitation
there will be only a penalty of $100.
So this could be a nonissue, this fact that we are over by $10
million. If it doesn't pass, we will use carry-forward, and then we
move into the 481 world where you can see Proposition 481
substantively changes what our base limit is, which means our
expenditure limitation goes up significantly. It will be just about
$140 million. We will not have an expenditure limitation problem
with our budget. But one of the things I wanted to make clear and
the reason that that gray line is there, is that doesn't all of a
sudden create new revenues. That just means that we can spend
revenues that we already have and that we have more capacity and we
don't have this nightmare situation where we have to just cut our
budget dramatically.
So we avoided a massive reduction and gave ourselves flexibility
to grow in the future. It doesn't just have a huge inflow of money.
It gives us flexibility and avoids catastrophe, basically.
Now, moving forward, in a normal year, what we do with the budget
is we come to the board about this time frame and we talk about,
okay, here is what we expect our revenues to be growing, and here is
what we expect in terms of our commitments and putting aside some
money for compensation and salary increases, so we talk about it in
terms of an incremental budget.
We usually take that and we say, okay, property taxes are going
up by $2 million. If we do the property tax levy increase of 2%,
that's another $2 million, roughly.
Then we have maybe other revenues. Maybe we are expecting
another million dollars. So you have an increase in revenue of the
$5 million. And then we say, okay, so our contracts and licenses are
going to go up by a million, and our health insurance is going to go
up by half a million. And we have retirement increased costs of
about a million dollars and then we net those.
Oftentimes what we are doing at this point of the year is saying,
okay, in order to do anything more than this base level, to keep
operations going as they are, we need to talk about a tuition
increase. It's the one variable, it's the one revenue source that we
have that is sort of at our discretion and can compensate.
In a normal budget what I'd say is that what we're looking at is
our additional revenues because of our lost revenues from tuition and
these other revenues, we are talking about our revenues are going
down about $6 million, and our base expenses are going up about $4
million. So we would, in a normal year, we would be talking about
this unfortunate situation where we are about $10 million year over
year worse off than we were the budget year prior.
This year is a little bit different, though, because we've got a
couple of other things that are happening. Those numbers I just
mentioned are real. I will talk about, I just want to run through
the different revenues.
So just for reference sake, and I will get back to tuition in a
second, but for reference sake, if we add a dollar of tuition, a
dollar per credit hour, that increases the revenue by about $350,000.
Some of the board members may remember that that number, that
incremental add for a dollar of tuition, used to be quite a bit more,
used to be 500 or 550. That's because we have fewer credit hours, we
have our enrollment has dropped. So at the enrollment levels we are
talking about now, we are talking about $350,000 per additional one
dollar of tuition, okay?
Property taxes, the growth in new property, this is an actual
number, this is new since we have last talked, it's about $1.3
million, so that's money that without increasing the tax levy, it's
what's called the levy neutral is just from new properties that have
come on to the tax rolls. The college will receive $1.3 million
without a tax increase.
Moving down, the next one down is the governor's budget, and the
initial proposed budget includes $400,000 for STEM funding, used for
equipment and will be used to cover some of the equipment expenses
for the centers of excellence projects, if that happens. Now, the
governor's budget is not the legislative budget.
One piece of good news for what we have talked about is that the
projections now for Prop 207 tax revenues coming to the college in
this fiscal year will be about $2.2 million. Recall that we have had
conversations with the board and that number will be significantly
bigger than that in the future, but there is a phase-in component
where they have to put the parameters together, get the businesses up
and running, have the tax revenues come in, and then there is a base
amount of funding for administrative costs and for some other support
services and programs to get funded first.
Then it starts getting distributed to the education institutions.
So nevertheless, the good news is that we are going to be able to
expect about $2.2 million in the coming year. That money is to be
used for workforce training, but it's a pretty generic term and we
have lots of programs that qualify under workforce under that
definition. So that $2.2 million for all intents and purposes is
going to help support the college's general operations.
Now how things are different. We've talked about the federal
funding coming from CRRSA. This is the bill that was passed in late
December. It's a significant increase over the current year's CARES
Fund, last CARES Fund Act, in that it continues to fund us at about
$5 million that will go directly to students, but the institutional
funds increase from the CARES Act is about $5 million to somewhere in
the neighborhood of 17 to $18 million will be coming to the college
to help support the college needs.
CRRSA is intended to fund, to defray lost revenue, to cover
expenses associated with COVID. Those include things like
technological costs for computing equipment or getting licenses and
things like that so that you can provide distance education for
folks, and also includes other student support costs.
There are a lot of costs at the college that qualify under CRRSA,
and the goal for us is to make sure that we qualify and can account
for that entire 17 to $18 million. From the budgeting standpoint,
because the money is going to be coming in and will cross over into
the budget year, it essentially enables us to cover those deficits
that I was talking about, those lost revenues that we talked about,
to continue doing the things that we have done with the CARES Act
funds, that is, to cover technical, like information technology costs
for students, being sure that students have technology available,
proctoring costs, additional financial aid assistance in terms of
consulting and counseling software for students, and having money
available to help the students.
All of those things, the things that the college feels like are
working really well with CARES, we are going to continue on. We will
talk more specifically about that in coming months. And then it
provides additional funds for us to do some other key things.
There is a working group at the college, I mentioned this a week
or so ago, that we have a group together talking about priority needs
at the college. We have mentioned that to the board. A number of
them are these continuing and ongoing CARES-funded projects and
initiatives.
On top of that, it is really focusing on getting students back
on-site in the fall. So a lot of the things that we are going to be
talking about, a lot of the big costs are putting up more secure
safety and security protocols for students for re-entry.
Right now we have a procedure for a small number of students to
check temperatures and go through the usual questions, that sort of
thing. If we scale up to 50% or more capacity, we have to have
different ways in the systems for handling that. That's one of the
costs we are going to be talking about.
We are going to be talking about putting technology in for HyFlex
classrooms throughout the district. That is so that they can have
on-site and remote learning at the same time from the same classroom.
We are going to be talking about sanitation systems so that you
have ongoing cleaning of the air in the classroom space and costs
associated with that, along with some of the things we have talked
about, the mobile technology and things like that.
We will be talking more with the board about how the CRRSA funds
will be used, how we will qualify, the qualified expenses will be
attached to that. Essentially what that does is it covers these
losses that we have and gives us some flexibility going forward in
the budget.
From the key standpoint of the revenue picture, and this is how
things make it very different in terms of the timing of the budget
this year, is when we went forward with Prop 481, we talked to the
community about two things. One is if 481 passes that we'd be
looking at recommending not increasing tuition and also not
increasing the property tax levy in the upcoming year.
So at this point, those are two of the key things we are looking
to get feedback from the board but that we are recommending, and that
changes the timing, because at this point in the budget, a lot of the
pressure is about making a decision about tuition, because in March,
we want to make a decision on tuition so that we can get it into the
schedule of classes so that when students start registering for the
fall that they are charged the same amount right when registration
opens.
So what we are looking to do is take a recommendation to the
board in March where we will continue tuition at the same rate at the
current year's rates, and it will be a board action item as we want
to set tuition for the next year, but it's not to include any change.
So with that, I'm going to pause right there and ask if the board
has any questions or feedback related to that.
>> MR. DEMION CLINCO: Any questions or comments from the board?
Ms. Garcia?
>> MS. MARIA GARCIA: Hey, there is not going to be any fee
increases, correct?
>> DR. DAVID BEA: The standard fees that we are talking about,
so tuition and the base fees, like the student services fee, there is
a student services fee, there's an information technology fee, and
then the standard credit tuition rate. What we are looking to do is
not change those at all.
There are some course fees that will change. Those are direct
cost related so that if you're taking a culinary class and the costs
of food have gone up in that particular class, some of those have
changed. They are very minor in terms of what those changes have
been. Those have already been set, actually. They were given as
information to the board at the last meeting.
But in terms of the standard fees, what we are looking to do is
not increase them.
>> MR. DEMION CLINCO: Are there any other questions? Okay.
One of the other things...
>> DR. LEE LAMBERT: Just as an aside, Prop 207 is exempted from
expenditure limitation.
>> MR. DEMION CLINCO: That's good to know. Just to commend Dr.
Bea and Chancellor Lambert for bringing forward an anticipation of a
plan that doesn't increase any fees or tuition increases, because I
think all of those things, especially now, whether they are perceived
or real barriers, could really continue to impact getting people
reenrolled into the programs and the classes that they were taking or
just getting enrolled into the institution.
So I'm supportive of that. I think this is, especially with the
CRRSA funds, I think it helps offset the economic realities that the
institution is facing, but I think -- you know, Dr. Bea, what would
be helpful for me is maybe you can sort of touch on this a little but
if we see this being a K recovery for the institution where we have a
deep decline and then a fast recovery, or are we going to see more of
a long-range recovery, and then what are the real financial
implications that we may be facing next year or the year after or
three or four years down the road, I think sort of starting to have
some discussions about those would be helpful, too.
>> DR. DAVID BEA: Yeah. And it's an excellent point. One of
the things when we are looking at CRRSA and what kinds of priorities
we have with that, what we are looking to do is use those to bridge
the gap, right? Which is, you know, when I mentioned what the point
of CRRSA is is to cover and defray lost revenues, the idea is to use
it to bridge the gap to where we are at right now and ensure that we
have a sustainable future.
That's one of the reasons why I showed that Prop 481, the
expenditure limitation slide, is that our revenues are going to
continue to go up from property taxes. They are going to go up
pretty slowly unless there is a tax increase in the future, but what
it does do is that if we have that K-shaped recovery, as Chairperson
Clinco mentioned and we have our tuitions get back to a stable point,
then we're going to be in a much healthier place. It's going to set
us up to be healthy going forward, as well.
>> MR. DEMION CLINCO: Dr. Bea, could you just, for Board Member
Ripley's benefit, could you talk about the levy and about, you know,
if we don't extend the levy this year, you know, the accumulation of
that percentage over time? And sort of maybe recap what we did last
year?
>> DR. DAVID BEA: Yeah. Great point. So the way --
>> MR. DEMION CLINCO: Wait a minute. Board Member Ripley has a
question.
>> DR. DAVID BEA: I apologize. I can only see five people. So
thanks.
>> MS. CATHERINE RIPLEY: Sorry. Well, while you're answering
that, could you also just briefly -- if it's an extended
conversation, we can wait -- but also briefly touch on that, the
property levy, tax levy, and what all this means for next year,
because we do need to think in terms of, you know, not just this year
but the next three to five years.
So without the CRRSA funds, without the $17 million of
stimulation, how are we going to sustain ourselves in terms of our
budget, especially since enrollment seems or tuition seems to be the
major challenge here? So how are we going to -- so you say we're
setting ourselves up. How are we setting ourselves up for next year?
We can't count on another 17 million next year. It would be great,
but...
>> DR. DAVID BEA: Absolutely. So I'll say this in fairly simple
terms and then I will switch over to the tax levy question.
So from the standpoint of our increased revenues this year, so
there are essentially two, one is the property tax growth, 1.3
million. The other one is Prop 207 money. That's 2.2 million.
What we'd be looking at in a normal year, okay, those are our
revenues that are going up. Say enrollment is now stable. Whether
it's higher or lower, it's stable, right? So year over year it's
staying essentially the same.
Those two revenue sources would be plus 3.3 million and then we
have a handful of expenses that are increasing on a given year.
That's where I was starting the point where if you take out the lost
tuition revenue and you're talking more in terms of stable revenues,
it would be more like we are going up 3.3 million, and then the
expenses associated -- and this is before compensation, before salary
increases -- would be more like an increase of about 4 million. So
it's not like $10 million bad. In those stable terms it would be
more like you're talking about a million or something like that. Not
good but not as devastating.
Going forward though there is a little bit different situation,
because Prop 207 money should be increasing pretty dramatically. So
next year we should be looking at, I would say, quite a bit more than
double that. I think the initial estimates were we would be getting
about $10 million a year. That's coming fiscal year '23. We should
be looking at a pretty big influx of revenue from that source.
Then the other one that we can sort of look forward to gets to
the property tax levy question. So the way that the property tax
levy works, and I'm not going to tell you exact numbers. These are
close to real numbers but I'm going to keep it simple.
So the way that -- the board has the ability to increase the tax
levy by 2% a year. So if you start at $100,000, the first year that
the board increased by 2%, it would be generating another $2 million.
And then essentially you could get about, it would grow but would be
about $2 million each year thereafter.
That's from that 2%. And then growth is added to that. So any
new property that adds on, you get that revenue no matter what. If
there is big growth in Pima County, there is more revenue coming into
the college.
If the board does not increase, take the tax levy increase of 2%,
we can continue to levy at what that maximum level was, so after that
first year it was 102, and then it was 104, and then it's about 106,
again, it's a little bit higher than that because it's compounding
interest, so if that first year you say, okay, we're not going to
increase the tax levy, we're going to stay at zero, that base level
is now 100. But the next year you can do 104. Because you could
have gone to 102 and now you have another 2% on top of that.
So you have this sort of remaining ability to increase back up to
what your levy max is. We did not increase the tax levy last year,
and if we don't increase it again, now we'll have a levy max capacity
that's about 4+. It will be a little over 4% on top of what you
could do the next year, which is 2%. So you could actually do a very
big tax levy increase and generate another 6%, something like that.
You'd have the ability to get all of that revenue back. You can't go
back in time, but you can get back up to the max.
Now, there is a political cost to that, which is that if you do a
big tax levy, tax percent increase, it's pretty apparent. 2% is not
very significant when you're talking about a $100,000 property,
pretty typical property in town. That increase year over year for
the college is a couple of dollars a year. It's not that noticeable.
If you start increasing and you get back up to the max when you
haven't been for a while, then it's noticeable, right? Then there is
a big increase to the tax bill that taxpayers will see.
That happened with Central Arizona a number of years ago where
they increased their taxes by 20%, and lots of unhappy taxpayers are
still angry I think about it and this is years later.
We've got to be judicious about that. You wouldn't want to jump
all the way back with the big increase unless there was a real big
need for it, but we still have the capacity to do that. So we are
not really sort of shooting ourselves in the feet. And now from a
expenditure limitation standpoint we have the capacity to spend it,
which we wouldn't have had in the past.
Hopefully -- I know I said a lot. Hopefully that explains it.
>> MR. DEMION CLINCO: I have two questions on the tax levy. One
is a comment and then the question. One is that the tax levy really
keeps (indiscernible) that's really the amount that we're able to
bring in through the tax levy is we are constantly sort of -- that's
sort of by design, right? That's part of the reason that we have the
ability to do that?
>> DR. DAVID BEA: Yes.
>> MR. DEMION CLINCO: But could you talk to us about your
understanding of what other taxing districts throughout the state and
then Pima County are doing around their levies?
>> DR. DAVID BEA: I can speak more to the community colleges,
both in terms of -- I can give an early assessment of tuition and an
early assessment of property taxes, and the typical is to not
increase either this year.
It's not going to be exclusively true. There are a few districts
will be increasing tuition a little bit. Northland Pioneer has a
multi-year tuition plan, so they have already -- a couple years ago
they set this three- or four-year path, so this was sort of
predictable.
And then a couple of them will I think will increase their
property taxes. But most are trying not to increase tuition, being
cognizant of how challenging things are for students. Obviously they
all have the same enrollment challenges we have. Most of them have
dropped 15 to 20%, as well. So they have the same -- they are in the
same situation as us.
>> MR. DEMION CLINCO: Before I get to Ms. Garcia's question, I
have one follow-up question, which is could you reach out to some of
the other taxing districts in Pima County and just sort of inquire
what they are doing around this, whether the school districts are
doing anything or the county itself?
>> DR. DAVID BEA: Sure. Be happy to.
>> MS. MARIA GARCIA: I have a question on the 481 proposition
that we passed. It was my understanding that there was money already
there, and I don't know what the amount of money was that we could
spend if we needed to. Because now we didn't have a limit, or we
didn't --
>> DR. DAVID BEA: Right.
>> MS. MARIA GARCIA: So what is that amount? How can we spend
it?
>> DR. DAVID BEA: The projections at the time where it was going
to free up somewhere in the neighborhood of 10 to $12 million, what
that really means -- let me translate what that means. So if you
recall in the last meeting, I talked about our annual financial
surplus, like how much we had in surplus revenues over expenses last
year, and it was in the neighborhood of 20 to 30 million, and it's
going to be going down a little bit -- well, it would have gone down
normally a little bit this year.
What that essentially means was that we had more capacity to
spend it on operating purposes and our surplus year over year would
have been, we would have been shrinking that surplus.
That's what we were talking about with flexibility. We don't
need to generate this much surplus, but right now, right now meaning
before 481, right now we are in a situation where because we are
capped on our expenses we are going to run these big surpluses.
What we are looking to do is have Prop 481 pass, have more
flexibility to spend it on operations, shrink what our surpluses are
going to be, and that was to the tune of about that $10 million.
Now, the thing that happened on top of it is the lost revenue in
enrollment. So it's a little bit worse than that. It's a little bit
lower than that $10 million. But it does give us some flexibility.
We'd be talking about things a little bit differently.
First and foremost what 481 did though is when you look at that
slide with that gray bar chart, and then you look at where it's going
to be in fiscal year '22, it would have gone down to 86 million and
our expenses are going to go up pretty dramatically like probably $5
million over the prior year. So we would have had a huge problem if
not for 481.
>> MR. DEMION CLINCO: Chancellor Lambert, could you just remind
us, when we went out to the voters, it wasn't just a blanket
expenditure limit. We sort of framed how we would utilize some of
these funds. Could you talk about the argument of sort of what we
told...
>> DR. LEE LAMBERT: In fact, Dave anticipated your question
there (smiling). So this is some of the things that we were
proposing to the voters that we would do with that flexibility, and
obviously, you know, we have to kind of weigh and balance all of
these pieces over time. And then there were some other things that
we also mentioned as part of the equation that's not really reflected
in here.
So instead of reading through that, you can kind of see what some
of those pieces are about.
>> DR. DAVID BEA: And this list was there, because when we are
talking about developing the budget, and again, we have talked a
little bit about the CRRSA funds and the intended potential use of
that, this is the other component that we want to factor in when we
are building the budget, what are the priorities we want to make sure
we cover, and that's where we go back to 481 and say, okay, these are
the things we said to our taxpayers who supported 481, we want to
show that we are making progress on these.
So this is not going to be a one-year effort. We will not all of
a sudden in one year be able to do everything that we talked about.
However, we will make tangible progress in particularly expanding the
workforce training, integrating digital technology in the classrooms,
and the educational offering in high demand fields. Those three in
particular we will make some substantive progress in this upcoming
budget year.
It's not to say that the other things aren't going to happen
also, but those are the ones where it's really clear will have an
impact.
Any other questions on that? I have gone through the CRRSA
funding ideas. Again, we will continue to come back to the board.
We will continue to have conversations with the board throughout the
spring. Because, again, we are not going to be pushing or
recommending a tuition increase, the key elements of the budget then
become some of the contractual obligations that we have, so the
health care benefit that we provide, the retirement obligation,
particularly related to Public Safety Retirement System, some of
those cost increases, the additional contract and licenses that we
have on a normal annual basis, those are the things that we are also
going to be prioritizing, as well as then -- this is getting into
what we always talk about the additional priorities. The first ones
are the ongoing obligations I just mentioned.
Reinvestment in plant, addressing deferred maintenance, doing the
things we need to do as well as in some cases doing some of the big
projects for centers of excellence, and then the energy management
which we will be taking to the board in about a month with a great
deal more additional information and some specifics on what we are
trying to do.
So investing in the plant to end up reducing our utilities and
energy consumption going forward, but also folding in with that
project, folding in the educational program and having living labs so
they are actually going to be looking at and using information coming
out of our systems and being trained on some of the same types of
equipment so when they enter the workplace, they have
state-of-the-art training, truly state-of-the-art training, they will
be very much in demand as trained employees as well as in data
analytics is another program we are looking to expand out of the
information tied to the energy management program.
And then, as always, we look to prioritize faculty and staff
compensation. That would be also not only looking at providing some
kind of a reasonable cost-of-living increase, but as you know, we
have a class comp study underway right now, and what we are looking
to do in the budget, it will not be completed by the time the budget
starts, but what we are looking to do is create a pool of funds from
which we can address any class comp issues that are identified we can
start making progress on that.
It might take a couple of years for us to completely hit what we
are trying to hit when we come out with the class comp goals, but I
think it's reasonable to expect that we will probably have 2 to $3
million of additional class comp recommendations coming out of that
study to sort of change the structure, to move people to where they
are in more of a market-competitive standpoint to create a structure
where it's more adaptive and has some merit-based components to it,
those kinds of things. We will have additional costs tied to it, and
what we want to do is start setting aside funds to be able to address
those as needed.
>> DR. LEE LAMBERT: Let me just kind of build off of Dave's
comments, especially on the class comp. Employees have expressed
concerns about potential job loss, getting their salaries cut. So I
was speaking to the Faculty Senate last week. I wanted to allay
their fears.
Class comp study is not being used as a tool to eliminate
positions at the college. Also, the study is not being used as a
tool to reduce people's current compensation. It's not uncommon in a
class comp study to do -- some states refer to it as Y rated, meaning
that we are going to hold you harmless. You may not see an increase
because you're in a job category that's not going up or you may be in
a job category where you're actually above it in terms of what your
current pay is. We won't adjust you down to that level.
So I just wanted to assure folks, and I think it's important you
are all aware of that that we are not going to lay people off because
of it and we are not going to cut people's salaries.
Also going back to the other point about Prop 481, we are going
to take all of those items and create a dashboard. Once that
flexibility becomes available to us, we want to show the community
this is how we were using that flexibility against some of those core
messages. You will see a scorecard.
I think what you will see Dave do, especially for the finance and
audit committee, every now and then update the finance and audit
committee on how we are progressing with that. Obviously we will
share that with the full board and with the community, as well.
>> MR. DEMION CLINCO: Thank you for that clarification.
Ms. Ripley?
>> MS. CATHERINE RIPLEY: Yes, thank you for this presentation,
Dr. Bea. I have a question.
Since tuition and enrollment are our biggest if not only, you
know, real challenge in terms of revenue, where on your plan, your
budget plan, would be any kind of extra expenses spent towards
enrollment in terms of recruitment and retainment, and, I mean, I
would like to see a dedicated project that looks into the challenges
of enrollment and our challenge to keep tuition the same if not lower
in the future.
>> DR. DAVID BEA: I think that's really good feedback from the
board. So one thing is we had talked about in the previous slide
where it shows the CRRSA funds and some of the ideas we are looking
at is marketing is listed there. On further review, as we got into
it, the CRRSA funds can't directly be used to support marketing and
preregistration-type activity.
However, that doesn't mean that when we have enough expenses that
qualify for the CRRSA funds that it doesn't free up other money to
put into marketing. So, you know, I think the board has indicated a
priority. I think it's critical at this point to put more money into
marketing and to find a way to get the students who we otherwise
would have seen at the college at this point, getting them back to
the college is going to take some effort to get them back, and I
think we're going to need to put some additional money in it.
>> MS. CATHERINE RIPLEY: Thank you. Not simply a marketing
campaign but dedicated resources towards supporting support staff
whose job it is to recruitment and retainment. Thanks.
>> DR. DAVID BEA: Agreed.
>> DR. LEE LAMBERT: So just to go along with what Board Member
Ripley was touching on, our approach to enrollment is holistic. It's
not just the marketing and outreach pieces. It's having those strong
services components as well as making sure our programs are relevant
and vibrant. So we have essentially remade our business program and
our IT pieces.
Enrollments in those programs are actually going up as we speak
compared to other parts of the college. So we know that if by
investing and modernizing programming, it does help with the
attraction and the marketing of that relevant types of programming.
So you'll see more of that as we go forward. Again, it's a
holistic approach.
>> MR. DEMION CLINCO: Ms. Garcia?
>> MS. MARIA GARCIA: My question is when all these plans are
coming up, where is the data that shows that there is going to be
that interest when you look at the population?
>> MR. DEMION CLINCO: Ms. Garcia, could you just clarify the
interest? Are you saying the interest in the individual program?
>> MS. MARIA GARCIA: Individuals that are coming to the program.
If you're not preparing them at a younger age in high school or even
in the elementary, I guess I just don't see how that's going to
happen, how we're going to bring these people in and they are going
to know that all these opportunities are available.
Our recruitment really hasn't been there. We see advertisement,
I think some of it is great, but are we branding, but who is really
looking at it? We continue to see the enrollment declining.
>> DR. LEE LAMBERT: Board Member Garcia, you know, yes, we have
seen enrollment declining, but prepandemic, we had gotten to a point
where we had stabilized the dropoff in enrollment. So that's
important to not lose sight of that.
But also understand where that enrollment was going, a lot of
that enrollment was going into PimaOnline and to some of these newer
areas that we had invested in. Remember, it's not just the high
school students and the K12 students. Our larger share of enrollment
is really the working adult or what we call the working learners and
the learning workers.
So that's another big segment of what we have done. So how do we
know? So when we work with employers, that is one way we know what
the skills that they need in terms of what will be attractive for
those working learners. That's one way we know that. We look at
other trend data, and then use that trend data to really help us
identify opportunities for growth and strengthening programs.
That's why you're seeing like our business and IT areas are
really taking off. Cybersecurity is an example of that. But if you
want to look at aviation, which had been here, we work with the JTEDs
and the high schools and there is clear interest in aviation. That's
why we were able to sell the governor and the legislature in making
that $15 million investment to expand that. We wouldn't have been
able to make that happen without showing that there was demand for
that program both on the employer side and on the student interest
side.
So we look at a number of different approaches to kind of make
that case for our programming and marketing of those programs.
>> MS. MARIA GARCIA: And you also have to remember the cost, the
aviation program happens to be one of the highest.
>> DR. LEE LAMBERT: Absolutely.
>> MS. MARIA GARCIA: And a lot of people who want to get into it
can't afford it.
>> DR. LEE LAMBERT: That's why unfortunately it's a balancing
act. So there are other A&P programs that are far more expensive
than the one we offer at Pima. So what we have tried to do is make
sure we can cover the costs so that's a differential tuition program,
but also that there is the financial assistance to help those
students who need it the most to be able to participate in that
program.
So that's why financial aid and really pushing and advocating in
Washington, D.C., around the Pell and the like to help support
specially low-income disadvantaged students.
>> MR. DEMION CLINCO: Chancellor Lambert, could you also talk
briefly about the types of programs that we are investing in and what
type of wages people can anticipate when they finish our programs?
>> DR. LEE LAMBERT: So an example of that, and this is where the
short-term pieces are starting to come into play, short-term
nondegree programs are growing. An example of that is the Google IT
support certification.
As soon as we brought that online, it filled up immediately. We
only had capacity initially I believe, and Ian is online so he can
correct me if I'm wrong, I think we were allocated like 50 slots
initially, and we are going to be growing to 150+, I believe, and the
enrollment is there.
Folks coming out of that with that less-than-a-half-year program,
they can make somewhere in the neighborhood close to $40,000 a year
just with that certification. That's short-term. That's
non-degreed, but it's paying off. We are getting ready to bring AWS
Cloud online, and you'll see a similar effect happen there, as well.
So again, it's not one versus the other. It's a full-spectrum
approach, nondegree programs to degreed programs to lifelong learning
programs like the academy with Caterpillar, the advanced technology
academy. So you will see us doing more of this full array which will
help us attract additional students. Then they will all pay
differential rates depending on the nature of the program, et cetera.
>> MR. DEMION CLINCO: Any additional questions?
So we have a few minutes left. I would just want to echo what
Board Member Ripley said. You know, in the past, two years ago we
had that sequence of initiatives around really targeting and around
enrollment. These were high-impact, we weren't taking on long-term
operational costs, I think we referred to them, Dr. Bea, I think you
referred to them as sort of an on/off faucet.
I would again challenge the institution, particularly with the
enrollment declines we have seen, because we know those people are
out there. This is not the birth dearth, this is not, you know, a
slow falling off. These are people who didn't continue with us
because of the climate conditions that were impacting their life,
whether they were uncomfortable continuing in the online environment,
whether they had to go to their job at a 9:00 to 5:00 all of a sudden
was, overtime and working around the clock and being paid more,
whatever the sequence of events that occurred for people or they had
to provide childcare to their kids who were taking classes on Zoom at
home. Whatever the reasons, an entire sort of cohort of individuals
have, you know, chose not to continue with us, but I think we have a
huge opportunity to get them back.
I think we have a moral responsibility and obligation to figure
out how to reach them, because that's a huge group of people who will
be negatively impacted. We know they will be negatively financially
impacted for years and decades to come because of the interruption by
COVID.
On top of that, we have all of the students who are from all of
the school districts, we have students who are increasing failure
rates, people who are continuing to struggle, we're going to have to
put more into some of those developmental ed classes to figure out
how to move those kids into college ready in this hybrid environment.
Maybe we'll be back, maybe we won't, there is still so much
uncertainty in the space.
So I would just challenge us to be bold, really, this is again a
time to be bold and to do exactly what Ms. Ripley is saying which is
aggressively pursue enrollment marketing and strategies to get people
back and keep them in.
I know that can come in many different ways, and I know some of
the things we have done are working, but I cannot underscore enough
how important that is to me that we put that front and center in this
discussion and that we be bold in both the resources that we use,
because it breaks my heart to think about that cohort.
>> DR. DOLORES DURAN-CERDA: Chairperson Clinco, may I add
something? This is Dolores.
>> MR. DEMION CLINCO: I can't see everybody, so thank you for
saying that.
>> DR. DOLORES DURAN-CERDA: Yes, you're welcome. I wanted to
address Board Member Ripley and also Board Member Garcia's concerns.
I think we need to have more of a presence in the high schools,
and it's so difficult right now with the pandemic and the situation
right now, but our thought is reaching out to the faculty at the high
schools and middle schools, because the advisors are wonderful and
the counselors can tell the students, but who is with the students
every day? That's the faculty.
So we need to share all the good things that we are doing at
Pima, like the Google certification, all the different relevant
programs, so they can share that with the students because I don't
think that's getting across completely.
So that's one way I think we can help with this effort.
>> MR. DEMION CLINCO: Okay.
>> MS. MARIA GARCIA: Can I add one more thing?
>> MR. DEMION CLINCO: Go ahead, Ms. Garcia.
>> MS. MARIA GARCIA: I have a notice here from somebody, and
basically, because I have been asking prior faculty members at the
inception of the college, and so they sent me a quick note here, it
says, for my question, in addition to encouraging Pima County
residents to pursue their interests in PCC, the college in its early
years was very personal in its approach to registering students for
classes. Each and every semester all of the full faculty were
contractually responsible for meeting and helping those seeking to
register for classes to get registered for classes.
Because I have been out in the community trying to find out why
is it that enrollment has dropped? What did they do in the past when
we had the high enrollment?
So I just wanted to share that. I believe it's more of a
presence. We have to be more present.
>> MR. DEMION CLINCO: Chancellor Lambert, do you want to
respond? Maybe you could also talk about what we're seeing trends
nationally, as well.
>> DR. LEE LAMBERT: Be glad to, Mr. Chair. We are actually
putting together a hub and spoke plan, and that hub and spoke plan is
to really increase our engagement at multiple levels within the
community. It's going to be in the high schools. We are hoping to
reach into the middle schools. Then we want to create a greater
presence community-wide, as well.
That's what the hub and spoke piece -- that's why we moved to
this campus VP model so that the campus VPs will be more engaged into
the community as part of that piece.
That's one element of our strategy, and then working more with
employers to reach those working adults to get them to see the value
of coming in and getting enhanced skills training, because one of our
key messages to the employer community is, especially the
small/medium, is that we are your training arm. Look at us that way.
Because a lot of them aren't Raytheons where they can invest in their
own professional development of their employees. So you will see
this multi-pronged strategy to help with enrollment.
With all that said, we have to keep in mind the larger context.
All of us in Arizona are struggling around enrollments in terms of
community colleges, and then aligning that with what's going on in
the national. Local data feeds into the state data which feeds into
the national data. That's why it's important to understand all those
levels of data points to start asking certain questions, but we also
know by reframing our programs, creating new programs, that it is
generating interest in the community, whether it's the folks in K12
or those working learners and learning workers.
I got you to 5:00.
>> MR. DEMION CLINCO: Dr. Bea, any final comments or have you
heard our biggest concerns? I see your next steps up here.
>> DR. DAVID BEA: Yeah, no, I think that's really good feedback.
Any feedback, we will have ongoing conversations throughout the
spring, and this is just a basic calendar of how things will work
out.
Again, we will take the recommendation to continue to keep
tuition rates at the current year rates in the March meeting, and we
will do some updating of revenue projections and then keep you posted
on the CRRSA Act recommendations.
The big budget presentation will be in May and formal adoption is
in June. It's going to be sort of each month we will have
conversations with the board, keep you updated on how things are
coming together, and look forward to our continued discussions.
>> MR. DEMION CLINCO: Okay. We really appreciate it.
Our next item is 2.2, draft mission fulfillment framework. We
have a presentation by Dr. Nic Richmond, the vice chancellor for
strategy, analytics and research and strategic planning team members.
I'm going to hand it over to Chancellor Lambert to give an
introduction.
>> DR. LEE LAMBERT: We are very pleased to have Dr. Nic Richmond
here and the entire team who has been working on our updating and
renewing our mission fulfillment framework, which is so essential to
our overall planning efforts and the development of our strategic
plan.
She's going to lead us through that conversation. We want to get
the board's feedback on the work that's already been done. You're
seeing a whole new simplification of what we have done in prior
years. And remember, just for those board members who weren't here
with us when we first had to construct our plans, it was really under
the pressure of the HLC. The college didn't really have a clearly
defined mission fulfillment framework or strategic plan, so we had to
quickly put one together.
You know, all things considered, it wasn't that bad. But now we
have an opportunity to really take it to another level. With that,
I'm going to turn it over to you, Dr. Richmond.
>> MR. DEMION CLINCO: If I could just interject one second, I do
want to just acknowledge we have received a lot of feedback from
community members. We have received e-mails from Phil Lopes and
former member Mark Hanna as well as others, and the board, we really
appreciate the input and the guidance on this really important
action.
Dr. Richmond.
>> DR. RICHMOND: Thank you, Chair Clinco, members of the board,
Chancellor Lambert, colleagues and guests. It is my pleasure to be
here with you this evening to share an update on the draft statements
that we are developing for the mission fulfillment framework.
As Chancellor Lambert mentioned, your input is critical to this.
The input of community members is also critical, and this is one step
in a review process as we develop statements that we will ultimately
bring to the board later this semester for your final review and
approval.
I am going to share my screen, if you give me just one moment to
get set up. Do you see my slides now? Okay. Good.
So our current framework has been in place for approximately five
years. As the chancellor mentioned, this was developed at the time
when the college was on probation. We made some changes, fairly
significant changes, to the way we approached mission fulfillment at
that time, including the addition of objectives and a comprehensive
set of key performance indicators.
But what we are trying to do now, we are away from that probation
sanction, we are moving forward full steam with various different
initiatives, and we want to take time now for comprehensive review to
ensure the framework really represents Pima today.
So I consider our existing framework really a stepping stone to
the ideal state that we are trying to get to with this next step.
Now, our current framework is comprised of a number of different
elements, so we have vision, mission, core themes, objectives, and
values. Then as I mentioned, we have this set of key performance
indicators.
The current framework is posted online. I will just open this up
to give you a feel for what's in here. It's not our purpose here to
review the current framework, but this is available to any of you if
you'd like to open this up. But we have the mission, vision as you
see here. We have our list of values. In particular, I want to
pause here.
This is our list of core themes and our objectives. You can see
this is a very lengthy list of items.
>> MR. DEMION CLINCO: Is there any way you could make that
larger? As we are talking about it, it is a little difficult to read
on the screen.
>> DR. RICHMOND: How is that?
>> MR. DEMION CLINCO: Much better. Thank you.
>> DR. RICHMOND: Now, the key detail to notice here is the
amount of content that we have, and based on the time the framework
has been in place we have received feedback at different points over
the last five years and more recently as we have put the statements
out for input.
And among the feedback, things like it's too long, it's really
hard to remember, there is a huge amount of KPIs which we have
aligned with each of the objectives, and it's arguably more complex
than needed.
I think this is in part because we developed it while we were on
probation. There were lots of priorities at the institution, lots of
change going on. But what we want to try and do and one of the
guiding principles that we have adopted as we go through this is how
do we make the mission fulfillment framework memorable, easy to
relate to, because this isn't something that you should have to go to
a website to look up to check all the details. This should be
something that employees, our community members, can connect with and
understand quickly and not have to go study.
So to help us approach this, we have been carrying out a
comprehensive review that has been running for some time. Got a
little bit delayed during the pandemic. This was intended to be
complete now, but the pandemic happened so we have been taking a
little bit more time.
This has been primarily driven by work by the strategic planning
team from 2019 to now. As Chancellor Lambert noted, we have many
members of the planning team on the call with us today.
We also held an administrative retreat in the summer of 2019 to
gather some initial feedback and orientation for the move forward
with the review, and we had a series of open forums across Pima sites
in February of last year.
Also we had the Futures Conference 2020, which focused on this
topic, and it will be the topic of the first of a sequence of four
shorter Futures Conferences this year, and I will mention those
towards the end.
Now, this is a list of the planning team members. Within this
committee we have a stakeholder model so we have representatives
across the different key areas of the institution. We have
administrators, we have staff, we have faculty. We also have two
student members of this group. We are leveraging the Futures
Conference as a primary mechanism for community input into this
process, though I am also always available to speak with interested
community members, as I know my co-chair is, as well.
Speaking of my co-chair, I'm going to hand you over to the person
who has been leading the strategic planning team alongside me for the
review period and as we develop the strategic plan, and I'm going to
hand you over to Dr. Anthony Sovak to speak about the next few
slides.
>> DR. ANTHONY SOVAK: Thanks, Nic. Hello, everyone.
When I first started this about a year and a half ago, I wasn't
quite as (indiscernible) of the different structures of mission
fulfillment framework or I probably wasn't the most knowledgeable,
but over this time I have sort of come a little closer to it, and I
wanted to lead this slide because I was particularly proud of how we
were able to boil each one of these things down into one question,
whether the purpose statement is why, right? Which is to say why do
we as Pima Community College do what we do? Why do we exist? Why
are we here? Why are we showing up to work?
Vision, whether it's where, mission, what, behaviors, how. We
will go through all of these in a little more detail and share with
the board what we are working with now to get your feedback to see
where we're at.
But as Nic was saying, these things needed to be functional. We
don't just want it to be something that fills in a box that gets put
on a spreadsheet, gets put on a website, but something that's
meaningful for the employees and the students and the community day
in and day out, why does Pima exist. We wanted a statement that's
not only easy to remember but is inspiring in some way.
And so hopefully you'll let us know where we got it right and
where we need to improve.
So why does PCC exist? I think I maybe did this one already.
Let's skip forward to the draft. What we have so far is transforming
lives through education. So as you might suspect, this has gone
through a number of different iterations, and I think I wanted to
pause here to see if there were any board member or community member
comments about this purpose.
>> MR. DEMION CLINCO: Comments from board members? Okay.
>> MS. CATHERINE RIPLEY: I like it. It's punchy. It's good.
>> DR. ANTHONY SOVAK: Excellent. So I know most of us have been
teachers at some point in time, and there was this little trick in a
classroom where if you waited four seconds people would be very
uncomfortable and then they would talk, but I found in Zoom you have
to wait a lot longer. (Smiling.)
Thank you very much. If others have comments on this, or as we
are going through, we can step backwards and revisit.
>> MR. DEMION CLINCO: This might be a place to also just, if we
added, I don't want to wordsmith and spend the time doing that, but I
think there are some themes that we have heard from the community,
and I have certainly, some of the values and issues, and some I think
some of the main ones I continue to hear and resonate particularly
with me is affordability, accessibility, open access.
I mean, all of these sort of, being sort of premier, offering
highest quality, all of those things are some of the key components,
but this may be a place to sort of put, before education, to just
reaffirm the affordability of what type of education, because there
is a lot of different ways you can transform lives through education.
Some are more expensive than others. It really is our mission to
keep it as affordable and as accessible as possible.
>> DR. ANTHONY SOVAK: That's good feedback.
>> MS. CATHERINE RIPLEY: Well, I'm assuming that's going to be
discussed though in the actual mission statement? We are just going
through the process at this point; is that correct?
>> DR. ANTHONY SOVAK: Well, our mission is our what, and we will
get that in a couple of slides, but what I will say is we have heard
that feedback from community members too, and regrettably in our
wordsmithing it's not in our mission at the moment. But when we get
to that slide, I think it's a great suggestion.
It was Phil Lopes who communicated with Nic and I about that, and
we certainly think there is some -- I think one of the things that
might help Nic and the committee and I is is it a why, is it a where,
is it a what, is it a how? That would kind of indicate where in the
framework it would go.
I think one of the things I found challenging is sometimes we
want to put everything in all of these statements, and that's when I
think it becomes like this wordsmith behemoth, which isn't to say
affordable shouldn't go here or shouldn't go there, I think we all
agree it should go somewhere, but where exactly it might want to end
up.
Is that about right, Nic?
>> DR. RICHMOND: Yeah, absolutely. Yep.
Other comments from the board on the purpose before we move on?
>> MS. CATHERINE RIPLEY: I think I am going to wordsmith
(smiling). Because I agree wholeheartedly with Demion and Mr. Lopes
and a lot of our founding fathers and mothers who had some input,
good input, and the affordability piece is truly the essence I think
of all of it, and it might go transforming lives through affordable
education or something, affordable or accessible, something like
that.
>> DR. ANTHONY SOVAK: Yeah, as a former English faculty here at
Pima Community College, I love wordsmithing, so it's okay by me.
>> DR. RICHMOND: Great. Thank you for the input on this.
Let's move on and take a look at the next statement in the
framework. So the vision is our where. Where as an institution are
we trying to go? This is really what's our aspirational future
state? Now, typically a vision statement is something that we will
never actually attain, but it's the goal to which we are always
striving.
As we have had this conversation with the strategic planning
team, one of the ways I have encouraged the team to think about it is
we have this lofty goal, right? Achieve60 Pima County. The vision
paints a picture of Pima beyond that point in time. So if we think
about Pima 10 years from now, we have succeeded in our goals for
Achieve60. We have increased the completion rate or the number of
completers to the point that 60% of our community hold a college
credential of some kind.
We have closed the equity gaps. So that is 60% across the
diverse populations that we serve. Where might that college go next,
and how might we think through that future state to kind of draft a
compelling vision of the institution?
I should note for this one, this is the least well-developed
draft statement within this framework. We wanted to work initially
on part of the planning process to think through that future state a
little bit as we discussed with the board last month, I believe it
was.
So we currently have two statements. I don't think either one of
them is the statement we will ultimately have, though I would be very
interested to hear the input of the board from this. And the two
statements we currently have are shown here.
The first one is essentially the current vision statement for the
institution. There is some minor wordsmithing in here essentially
not that we will be "a" premier community college but that we will be
"the" premier community college. Some of the discussions with the
planning team was, well, you know what? We could just have the
entire vision of "the" premier community college. Done. Leave it at
that.
But we also have a second statement here that was developed by
one of the groups within the strategic planning team, that Pima will
be every Pima County resident's first choice for education and
upskilling. For both of these there was a fair amount of discussion
about buzzwords. We are trying to ensure that we don't have
buzzwords within this framework.
We want things that are meaningful that use everyday language.
"Pathways" is a possible buzzword. "Upskilling" is a possible
buzzword. So we think there are things we may need to look to in
terms of the wording.
These are the current two statements that we have, and it would
be great to hear from the board on your thoughts on these two
statements or your perspectives of how you would summarize that
future state for the institution.
And I'm very sorry, I have a seven-year-old knocking at my door.
I have to turn my video off for a moment, but I know Anthony will be
listening. I will be right back.
>> MR. DEMION CLINCO: Board members? Go ahead, Ms. Ripley.
>> MS. CATHERINE RIPLEY: Since you're asking, I think that I
agree with the buzzwords. I mean, I don't know if -- I think
"pathways" is, I don't know if it's a buzzword or it's just newer
terminology, but I would wordsmith that to, if we had a choice,
"pipeline" because I think that's been a longer-used term for, you
know, a pathway, a pipeline.
I think that even if we have it in the mission statement and in
any other portions of this, I think this is some place where
affordable, because we want to keep that word, you know, affordable
pathway or an affordable pipeline.
Even in vision 2, instead of using "upskilling" just first choice
for quality and affordable education rather than -- because I think
the upskilling piece is the how, not really -- or the what, sorry.
This is what we offer. I don't know if where is where it belongs,
but then again, I haven't been working on this as long as you all
have.
That's my two cents on this slide.
>> MS. MARIA GARCIA: The only thing I would add from what
Catherine Ripley said was diverse community. I would like that in
there, as well.
>> DR. MEREDITH HAY: Diverse community, is that on vision 1
already? The last two words?
>> MS. MARIA GARCIA: Aren't we putting them together?
>> DR. MEREDITH HAY: Right. I'm not sure about the word
"upskilling" either. I'm not sure that fits. That's just my two
cents.
>> MR. DEMION CLINCO: I would say I really like this idea about
being the premier community college, but I think we say students but
we really are here to serve Pima County. It's not just students. We
are serving businesses, serving the University of Arizona, serving
the school districts of our community. It's really the residents of
Pima County that this institution serves, and I think maybe being a
little clearer about that.
But I would also love to see something about equity and inclusion
here. It's not just about serving the diverse community but it's
also assuring that we are providing that equity and inclusion within
the broader framework. We are a leader in that area, and I think we
have a responsibility as part of the driving goal of so many of our
programs is to help achieve that equity.
>> DR. ANTHONY SOVAK: Lots of great feedback.
>> MS. CATHERINE RIPLEY: I have one more. In vision 1, and
since we need to, you know, be economic with our words because we
want every word to count and punch, I would just maybe rethink PCC
will be "the" premier community college. I mean, we are the only
community college in our county, so it almost sounds like we are the
premier community college when we're only -- I don't know. I have a
little problem with that only because I think it might be a waste of
a sentence. I like it, it's great, but the premier, premier would
basically infer that we are the premier in Arizona, in the country?
I don't know.
>> MR. DEMION CLINCO: I would hope that it's inferring that we
are the premier community college in the United States.
>> DR. MEREDITH HAY: I think United States, yes.
>> MR. DEMION CLINCO: Like how do we get to be the best, because
I feel so strongly that the residents of Pima County deserve the very
best educational opportunity, and part of how we get there is by
being the best. I see that sort of aspirational opportunity in that.
>> MS. CATHERINE RIPLEY: Yeah, I guess I was mixing it with
vision 2, like it would be the first choice. I mean, it's the only
community college choice. But, yeah --
>> DR. MEREDITH HAY: There is online choices though now, Cat.
We have to focus on the online opportunities for students as well who
don't live in Pima County, quite frankly.
>> MS. CATHERINE RIPLEY: Yeah. Well, I guess maybe it's the
community college piece, then. The premier educational choice of
education or something like that.
>> DR. ANTHONY SOVAK: If I might interject for some clarity,
that second vision statement where it says Pima County resident's
first choice, I think the committee very much wants to indicate the
community that we serve in these documents, but kind of wordsmithing,
how do we do that? Sometimes we say Southern Arizona but we don't
want to offend our other community college neighbors who also serve
different parts of Southern Arizona.
And I think by choice, just to address Board Member Hay's note,
we were thinking, yeah, we've got a lot of competition coming in and
competing for Pima County students, and they could choose the U of A,
they could choose Southern New Hampshire University who enrolled
about 140,000 students in the fall alone and is growing. They could
choose ASU, they could choose Maricopa. And so I think that's just
kind of -- that's how we arrived at these two kind of different ones.
>> DR. LEE LAMBERT: Mr. Chair, just to add, keep in mind we play
a huge role in the economic development of the community. You're
seeing one of the reasons why companies are willing to locate here or
even expand here is because we have set our sights high.
I hope that we don't lose sight of that. It's not just that we
do education. We are an economic development driver for this
community.
>> DR. RICHMOND: This is great input. Thank you all for your
comments. We are busy making notes. The next version of this you
will see will incorporate the feedback you're sharing with us. To
reiterate the comment Chancellor Lambert made...
>> MR. DEMION CLINCO: Dr. Richmond, just as an aside, could you
reach out to Board Member Gonzales who was unable to make today's
meeting, just to touch base with him and see if he has any input sort
of as an aside? I think that would be useful, too.
>> DR. RICHMOND: Absolutely. Would be happy to. Thank you.
Let's move past the vision. Let's take a look at the next
statement, our mission. For this, back to you, Anthony.
>> DR. ANTHONY SOVAK: All right. This one is mine too. So the
mission is our what. What is it we are today, what services do we
provide, and to whom do we provide those services.
So for these statements, again, I think we have two competing
ones. Then for both we have sort of some clarification that goes
with it. This is partly a solve to we have a lot to say, we want to
be, as Board Member Ripley was saying, punchy but we also want it to
include a lot.
So for either or both of these, these would be the stuff
underneath that says for both would be like a subsection where we
could add further details.
Since we polled our strategic planning team, sometimes liked
empowering, some liked education, it's empowering every student,
every day, for every goal. Or education for every student, every
day, for every goal.
For both, we are an open admissions educational hub in Pima
County providing comprehensive and flexible learning opportunities
for all. Then we go to sort of describe what we mean by every
student, every day, every goal.
Every student, we commit to meeting the diverse needs of every
person who seeks to further themselves through education.
Every day, we strive for excellence in teaching and support
services to ensure that all of our students experience a welcoming
and supportive environment that enhances their education.
Every goal, we align our programs and services with meaningful
careers, quality educational pathways, and equity-driven practices to
empower students to succeed in their college and career goals.
I will pause there for discussion or comment.
>> DR. RICHMOND: If I may, before there are comments from the
board, something I'd like to add. When I shared these draft
statements with the cabinet on Wednesday, one of the things we talked
about was choosing between language where we refer to students or we
refer to learners. There is more of a shift in language nationally
towards the use of learners where we are thinking about more kind of
active engagement in their education, and that's not to say we have
to make the shift in here, but I wanted to share that perspective
with the board in case you have a leaning, a preference, or thoughts
between the use of student or the use of learner as you consider the
mission statement.
>> MS. CATHERINE RIPLEY: Yes, I think, Nic, you got some
feedback from some of our esteemed founding members of Pima Community
College. I really liked their feedback. May I read the mission
statement, which is very close to what you have, but I'm going to
read what their input was, because I don't want to take credit for
it. But again, it's short and punchy and it includes lifelong
learning and diversity.
Replace the, for both statement, with PCC is an open admissions
institution within a diverse Pima County community setting providing
comprehensive educational opportunities that bolster student success
and lifelong learning.
>> DR. MEREDITH HAY: That's not exactly punchy, Cat.
>> MS. CATHERINE RIPLEY: Yeah, it's a lot, but it does hit some
important words.
>> DR. MEREDITH HAY: It's a little bit long. We have to shrink
that down a little bit, though.
>> MS. CATHERINE RIPLEY: Shrink it down, but if we can include,
because you have open admissions, this is good. The word diversity,
diverse should be in there, lifelong learning, student success,
lifelong learning. I think flexible learning opportunities for all
can be more precisely focused on student success and lifelong
learning perhaps.
So I just wanted to support the inputs that we all received. And
again, they also asked that we look at what you have already have,
the words affordability, which we can place in the vision or
elsewhere, but that's, yeah.
But I also love the every student, every day, every goal piece.
That's really good. Thanks.
>> MR. DEMION CLINCO: Any additional comments from the board at
this juncture? Okay.
>> DR. RICHMOND: Thank you.
>> DR. ANTHONY SOVAK: Before we go, Nic, I'd say, thank you for
mentioning that, because when I got the e-mail, I thought they wanted
to -- I thought they were suggesting replacing mission 1 with that
statement, but I think using that as a way to sort of merge what we
have here under for both, I think we might be able to come up with
something that's got a bit more punch but hits all the notes that we
want to hit. I would agree that the "for all" is a little weak at
the end there.
>> DR. RICHMOND: Thank you for the input. We appreciate all the
comments where people have reached out to us. We have been trying to
engage with different stakeholders who we know are particularly
interested in these statements, and we will continue to do that as we
revise the statements and make changes to ensure that the framework
that we have in the end fully represents the direction of the
institution, the services we provide, and alliance with the
expectations of the community that we serve.
>> MR. DEMION CLINCO: Could you just talk a little bit about the
choice of the phrase "educational hub"?
>> DR. RICHMOND: Absolutely.
>> DR. ANTHONY SOVAK: I can, if you want. I think I'm the one
who put it in there at some point.
We talked a lot about, and I think in part this resonated with
some of the things that Lee may have said, sorry if I'm
mischaracterizing or misremembering it, but we had talked a lot about
in the strategic planning team how if we were to think about this
without necessarily having to think in words what would Pima
Community College be, and we really thought of it as a place where
people would come and they would go and they would come and go and
almost like a gas station or something and fill up on excitement and
knowledge and fuel and certificates or whatever and then go off and
go do stuff, and if we thought about what the future really held, you
know, I have heard the word "engine," an educational engine or
something like that.
We did hub, and I don't want to predict sort of, but it does kind
of feel a little passive, like we are just kind of a thing that sits
here and waits. I don't think that that's exactly right either.
But that was kind of how we got to it, I think, Nic. I don't
know if you wanted to add anything else to that.
>> DR. RICHMOND: Yeah, I would agree with that completely. One
thing I would note is the word "hub" kept coming up through a series
of different meetings that we had. That connection that we provide,
both connections with schools, with the community, with business,
with industry.
And then ongoing lifetime connection with our students. So that
we don't have a student who graduates and leaves. We have a student
who graduates and comes back to Pima through their career, or they
need to kind of learn different skills or progress in their career.
We did discuss this earlier in the week, and I had a conversation
with cabinet. One word that was proposed by Dr. Bea was "catalyst,"
a more active term about what we do within our community.
So this is absolutely a statement that we are going to take
another look at based on the input we have received to kind of
wordsmith this and ensure it really captures the key things that we
need to make sure is reflected in this statement.
But, yeah, in terms of the background for hub, that's one of the
terms that keeps coming up but it's not quite the right word for in
here.
Any other comments on the mission before we move to the last
section of the framework?
>> DR. ANTHONY SOVAK: If I may...
>> MR. DEMION CLINCO: Ms. Ripley, your hand is still up. Do you
have a question or comment? I think no is the answer.
>> DR. ANTHONY SOVAK: I guess did we get the idea of that right
to the board members, the idea that that's -- even if hub or catalyst
or whatever, engine, aren't exactly the right words, but is that
concept something that you would approve of or see PCC as being?
>> MR. DEMION CLINCO: I think it's interesting that we don't say
community college. I mean, is that by design? I'm just curious.
That's why we chose educational hub as opposed to just saying what we
are? I'm just sort of curious. It's in our name. It's clearly part
of the mission.
>> DR. RICHMOND: Absolutely. One of the things that we keep in
mind, depending on the phrase we pick, for example, for vision, is
mentioned there as a community college, and one of the challenges we
have is we think about this framework is we don't have to mention
everything in every statement. So it's what belongs in which
statement, which is in the vision, which is in the mission.
But, I mean, absolutely we are a community college. So that's
something we can think about in terms of the language.
>> DR. MEREDITH HAY: I like hub, but I would say that instead of
saying we are "an" open admissions, we are "the." I don't know if
there is another one in Pima County, is there?
>> DR. RICHMOND: I don't think so, huh-uh, no. There is the
external competitors, as you mentioned, online institutions, but
obviously a key function we have is serving this community.
>> MS. CATHERINE RIPLEY: I have a question. Would arguably the
mission statement be the more go-to thing rather than the vision
statement? And if so, I would think that maybe instead of we, just
put Pima Community College is an open admissions educational hub? I
like hub too. I like the concept and the idea that we are the center
of education. When you come off Speedway, Downtown Campus. And that
way, I think the word "community" needs to be in there somewhere as
well. That way you have Pima Community College, or it could also go
at the end, opportunities for the entire community, lifelong
learning, lifelong learning opportunities for the community might
make it more, make for a more solid mission statement if in fact the
mission statement is what most people -- if they're going to read
one, they are going to read the mission versus the vision, I would
think. But I could be wrong.
>> DR. RICHMOND: I would say you're entirely correct. The
mission is the most commonly referred-to statement within these
frameworks, and that's why we put more detail into this. I would
also note, I like KPIs obviously with my role at the institution, and
the mission is typically the level where build in accountability.
So this is where we will build in metrics to hold ourselves
accountable that we are fulfilling the mission that we have committed
to. That's another way in which the statement becomes particularly
important and we can leverage data, tracking, and accountability to
ensure we really are moving in the right direction in these different
priority areas as highlighted here.
All right. Let's move on to the last section within the
framework. This is our behaviors. This is our "how." As we fulfill
our mission and work towards the vision for the institution, how do
we engage in that work? What behaviors do we model that really
reflect the experience that our students, the community, and our
colleagues can expect from us?
I should make a little note about the language here. We are
terming these behaviors. These are kind of comparable to the values
in the current system, and some people still use values as a term for
this.
We chose behaviors, though, because we want these to be very
action-based. We want these to encourage kind of those that work at
the institution to engage in these behaviors as we work with
students, as we work with the community or with each other.
We don't want them to be kind of dry and sit on the shelf and
nobody really uses them. We want them to prompt action and kind of
how we engage in business.
This is somewhat lengthy. Anthony and I will kind of alternate
our way through this. This is what we have.
Our behaviors. We talked about simplifying these into a few key
topics to make them easy to remember, three or four items, but we
really had a lot of different themes that emerged through this.
We have instead gone for an approach where the first letter of
each of these spells out the word choices. We all have choices in
how we engage in our work.
I should say the behaviors came before the selection of the word
"choices," so that kind of drove our choice as opposed to us starting
with a word that we liked, which is not what we did.
But as we have this here, so we champion these behaviors that
exemplify the spirit of our college to foster a compassionate,
productive, educational environment for our whole community. Every
member of the college community is encouraged to...
Commit to equity and social justice. Meet each student where
they are and seek to improve equity in our community through every
decision that we make.
Before I hand over to Anthony to talk about the next one, we
chose this language very specifically. We didn't want to just say
equity. We wanted to commit to equity and social justice. We want
people to take action, think about this and follow through on our
kind of focus on the diverse population that we serve.
Anthony?
>> DR. ANTHONY SOVAK: And the second one, H, have frank, open
conversations and give each other the benefit of the doubt. Act
earnestly, ethically, and value integrity in everything we do.
As I recall from our site visits where Nic and I went to every
site and talked about the current mission, being able to be open and
honest with each other resonated at a lot of the sites. It was in a
lot of the feedback that we got. This is in part where this value
came from, this behavior came from.
>> DR. RICHMOND: Then we have open up to change and endeavor to
serve our students and the community by soliciting, valuing, and
using their input.
This is really to encourage our employees to be open to new ways
of doing things, to listen to our key stakeholders, and be open to
the ideas that they bring forward as we work to improve the
institution.
>> DR. ANTHONY SOVAK: Innovate. And I think some of these
behaviors aren't necessarily things we don't do already, because I do
think as a college we have very innovative already, but I think it's
something we want to continue to do. Actively seek new ways of
serving our students and bring creativity to everything we do. Do
not be afraid to take risks.
>> DR. RICHMOND: Then we have challenge our processes,
assumptions, and the status quo to remove barriers and find more
efficient ways to operate.
Again, this isn't because we have bad processes or the status quo
in certain areas is necessarily a bad way of doing business, but we
hear this less now but it's not unheard of working with different
areas of Pima for the response to be, "but that's how we have always
done it."
How we have always done things may not be the best way moving
forward. We need to kind of push back, we need to ask questions, we
need to respectfully ask questions about the status quo to ensure
that we really are engaging in our work in the way that's best to
support the success of our students.
>> DR. ANTHONY SOVAK: Evaluate our effectiveness, assess
outcomes regularly to champion what has proven to work well and
direct resources to the areas in greatest need of improvement.
This came out of the desire to keep making sure that what we are
doing is working, and when we find something that is working well to
help spread that innovation throughout the college, or when we see
that something isn't working well to figure out how to make it work
better.
>> DR. RICHMOND: Then the final one is serve. Provide
outstanding service to our students, the community, and each other.
Work closely with employees, employers, corporate and nonprofit
partners, schools and government agencies in the service of our
students.
This is really recognizing that every single one of us is in a
service role. We all serve our students, the community, different
units of the institution, and we really wanted to focus on that as a
priority within the behaviors.
So with that, that's a full list of what we currently have in
terms of the how the college operates to fulfill our mission and make
progress towards our vision, and I would like to open this up to
feedback from the board.
>> MR. DEMION CLINCO: Is there feedback? Ms. Ripley?
>> MS. CATHERINE RIPLEY: Yes. Excellent. I think we are coming
to the end of it. I think this is our last piece of it.
So somewhere, and perhaps in the behaviors piece of it, I would
like to see a reference to staff and faculty, because, you know, we
as board members and administrators are the ones, for the most part,
crafting the mission and the vision and the behaviors, and I think
it's in large part to attract our students but also to attract and
keep faculty and staff, quality faculty and staff, to ensure that
they are also valued and heard.
So I'm not sure, because I kind of get that the behaviors thing
is, I get it, but maybe it could be worded so that it addresses the
fact that faculty and staff are also part of this, every member of
the college community, so I'm assuming that's staff and faculty and
administrators.
But I'm not articulating this very well, but somehow in all of
this, some reference to faculty and staff.
Does that make sense?
>> DR. RICHMOND: Absolutely. Thank you.
>> MR. DEMION CLINCO: Any other comments?
I particularly like this as a way of framing it. I love that
it's very active and I think these really enumerate, you know, really
the hows that we get there.
>> DR. RICHMOND: That's great. Thank you all for your input on
this.
I have one last thing I'd like to mention today before I move on
from this, so I'd like to extend a thank you to the strategic
planning team who have been working extremely hard on the development
of these statements, and thank you to those people who have engaged
with us, be they other employees, students, community members, to
share their perspectives on this.
It's through gathering broad input that we are going to get to
the strongest place in terms of this framework, so thank you to
everyone who has been involved.
The last thing I'd like to mention is the 2021 Futures
Conference. We have four events planned. The first one is coming up
this Friday. It will follow the same kinds of things we have spoken
about today, but this will be an opportunity for us to hear input
from community members, students, and employees to further shape
these statements.
Then as listed here, we have three other two-hour events running
in parallel with the strategic planning process to again ensure we
are engaging different stakeholders in that process.
And with that, that reaches the end of our presentation for today
on this topic. Thank you all very much.
>> MR. DEMION CLINCO: Dr. Richmond, I want to just say thank you
for your leadership in this and the entire team and for everybody
being on the call to really talk about, you know, the process and
then the really remarkable work that you've gotten. The fewer the
words, the harder it is to get there.
Thank you for your leadership. And then just so we understand,
could you just give me a, provide to the board just a little more
clarity about when this will come back to the board and when there
will be additional opportunities for our input before we have a final
version and sort of what's the timeline?
>> DR. RICHMOND: Absolutely. I'd be happy to. My goal is to
bring this back to the board no later than April for adoption and
approval.
The reason for that timeline is we will be bringing forward the
strategic plan in May, and I'd like to ensure that we have the
completed review and finalized statements by April.
If there are other times when the board would like to see these
developing statements, please let us know and we can ensure that
there is opportunity for that before that date in April.
Then, as I say, once we have this in place, this is in part
guiding the strategic planning work, and our plan is to bring that
new plan to the board in May.
>> MR. DEMION CLINCO: I would maybe recommend that we make sure
that this is a report maybe at the March meeting? I think it's
important that there be an ample opportunity -- I don't want to -- I
just don't want to end up where at the April meeting we are trying to
wordsmith and we're changing all of the work and all of the input
that's come through.
I think the more opportunities we have for sort of those early
discussions so we really have a final product, the better we will all
be, because I don't want to be changing the mission of the
institution which I think can become a frustrating experience for
everyone based on limited past experience.
So if that works, I think, Chancellor Lambert, is that suitable
for you?
>> DR. LEE LAMBERT: Mr. Chair, what we will do is every upcoming
regular board meeting, we will just do an update on this. That way
you'll get a five-minute update along the way and an opportunity to
let us know with each iteration if there is pieces that you think
should be included leading up to that final approval.
So we can do that. Andrea, will you make a note of that? Also,
I want to be able to recognize the committee. The committee consists
of faculty, consists of staff, and it consists of administrators.
It's a great mix and balance of all of our employees at the
college, so this is not -- I just want to be clear it's not a board
or administration-driven process. This is truly all employees
involved in the crafting of this what you're... (end of video).
(Adjournment.)
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善用佳软
天山生物
Gaming-platform-hr@southmandoor.com
PG电子平台
Sun-City-feedback@11tiao.com
Lottery-platform-billing@swiss-wifi.com
太阳城
线上博彩平台排名
没内涵
mg-electron-service@zhengzongliangcha.com
Macau-New-Portuguese-capital-contactus@f5bh.com
太阳城官网
皇冠体育
中国江苏网财经频道
宁波搜房网-新房
中国地震信息网
温州医科大学教务管理系统
茶城网
韦德
QQ欢乐居
久久健康网保健频道
三衢论坛
58同城白山分类信息网
天津阳光男科医院
维信通
小组饭
北京京能电力股份有限公司
云视网
吉林教育考试院
中国证书人才网
站点地图
淘米游戏官方论坛
比邻