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January 13, 2021 Governing Board...
>> MR. DEMION CLINCO: Good evening, and welcome to the January
13, 2021 Pima Community College board meeting.
The first item is our annual and regular Governing Board meeting
and is the election of the Arizona Association -- excuse me. Our
first item of business is our roll call.
Mr. Silvyn, if you could read the roll?
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
Just so everybody knows what to expect, I'm going to do this in
numerical order of the districts. Ms. Ripley?
>> MS. CATHERINE RIPLEY: Here.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Present.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Here.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Here.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Here.
>> MR. JEFF SILVYN: Mr. Chair, all board members are present.
>> MR. DEMION CLINCO: Now on to our new business. The first
item is the election of the Arizona Association of Community College
Trustee representatives for 2021.
Mr. Silvyn, could you read the recommended item and maybe the
(indiscernible) very quickly.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. The chancellor
recommends that the Governing Board appoint one board member to serve
as a representative and one board member to serve as an alternate to
the Arizona Association Community College Trustees. Essentially this
assures that Pima Community College has representation at the
statewide body that tries to coordinate the work of the ten different
community college districts.
>> MR. DEMION CLINCO: So by way of a little background, I served
as a representative to the organization last year and I have been
serving as the chair of the organization helping to revive and revamp
it. Mr. Hanna also served as the alternate to the organization.
Is there a nomination from --
>> DR. MEREDITH HAY: Yeah, Mr. Clinco, I'd like to make a
nomination if I may. I'd like to nominate Mr. Clinco as AACC
representative and Ms. Garcia as the alternate.
>> MS. MARIA GARCIA: Accept.
>> MR. DEMION CLINCO: You accept that? Okay. Terrific.
With the accepting, and I also accepted, is there a second on the
motion?
>> Second.
>> MR. DEMION CLINCO: Any discussion? Okay. Hearing none, all
in favor of the motion, signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: The motion passes unanimously.
The next item is the election of advisory committee board meeting
members and representatives, and just by way of a little background,
we have two advisory committees. One is the human resources advisory
committee and the other is the finance and audit committee.
We have two representatives from the board on each of these
committees. Currently Ms. Garcia and myself are serving on the
finance and audit committee, and Mr. Gonzales and Mr. Hanna were
serving on the human resources advisory committee.
I'm not sure how we want to take a motion or if we want to do it
as a package or if we'd want to do it individually per committee, or
if anybody is interested in changing their role or people are
interested in continuing, I could propose a motion and then see if
there is a second.
>> DR. MEREDITH HAY: Sure.
>> MR. DEMION CLINCO: I would move that the Pima Community
College Governing Board appoint to the human resource advisory
committee Mr. Gonzales and Ms. Ripley and to the finance and audit
committee Ms. Garcia and Mr. Clinco.
Is there a second?
>> MS. MARIA GARCIA: Second.
>> MR. DEMION CLINCO: Is there any discussion? Does anybody
have any concerns? Dr. Hay? You're not serving on a committee
again.
>> DR. MEREDITH HAY: Oh, darn. I'm so sorry. That really
crushes my heart. (Laughter.)
>> MR. DEMION CLINCO: All in favor of the motion, signify by
saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone oppose? Hearing none, the motion
passes unanimously. We will just gavel in and -- we will just gavel
out and gavel in to reconvene the open session of our regular
meeting.
Item 4.1 is the call to order for the regular meeting, and we're
going to begin with the public comments.
The Pima Community College Governing Board welcomes public
comment on issues within the jurisdiction of the college. Generally
the total time for public comment will be limited to 45 minutes, and
comments will be limited to 3 minutes per individual. These time
limits may be modified by the board or board chair.
Individuals sharing comments are expected to communicate with
decorum and respect. Individuals who engage in disorderly conduct or
use divisive or insulting language may have their time reduced or
concluded by the board chair.
At the conclusion of the public comment, individual board members
may respond to criticism made by those who addressed the board, may
ask staff to review a matter, or ask that a matter be put on a future
agenda. Members of the board, however, may not discuss or take legal
action on matters raised during the public comment unless matters are
properly noticed for discussion and legal action.
Finally, be advised that internal college processes are available
to students and employees for communication.
We have two individuals on our call to the audience this evening.
The first is Ginny Seltenright. Okay?
>> Hi. This is Ginny.
Good evening, Chair Clinco, board members, Chancellor Lambert,
colleagues and guests. I'm Ginny Seltenright, and I'm the current
ACES president. ACES, the Association of Classified Exempt Staff, is
the exempt employees' representation group at the college.
On behalf of the ACES officers and its members, I would like to
welcome Catherine Ripley to the Pima Community College Board of
Governors.
ACES has long enjoyed a positive and productive working
relationship with the college board and administration, and we look
forward to continuing this work with Ms. Ripley.
Thank you.
>> MR. DEMION CLINCO: Thank you very much.
The next is Sage Fukae McCollough.
>> Demion, that's our student rep.
>> MR. DEMION CLINCO: So that's going to be during the
representatives. Okay. Looks like we only had one call to the
audience.
Thank you very much. Next is our remarks by the Governing Board.
Each of us have a few minutes to give updates and provide summaries
of recent college activities.
I want to thank everybody and welcome them to a new year and new
semester. I know the challenges that the college and the nation face
both in COVID and politically have really stretched the bounds of I
think all expectations. I thought 2020 was rough. 2021 is proving
to be quite challenging.
So I am particularly grateful to all of the college employees and
staff and administrators and everyone involved in the institution for
their continued commitment to assuring that the educational resources
and quality here in Pima County are strong and we continue to strive
to be the premier community college that we are on our way to
becoming.
I just want to thank each and every one of you. Secondly, I
would like to welcome Cat Ripley as our new elected member of the
board. I look forward to working with you and our time together
advancing this important institution. So welcome.
Dr. Hay?
>> DR. MEREDITH HAY: Thank you, Mr. Clinco. I too want to
welcome Cat Ripley to the board. It's fantastic. We are just very
thrilled to have you on the board and looking forward to working with
you closely.
Again, I want to give a shoutout, as I have the last few
meetings, to all the faculty and the staff for their hard work and
continuing to offer the highest quality education to our students
during these difficult times. Hopefully we'll all get vaccinations
soon.
That's all I have. Thank you.
>> MR. DEMION CLINCO: Mr. Gonzales?
>> MR. LUIS GONZALES: The same as mentioned before. I want to
welcome the staff and all the administration reference to helping us
not only the employees but all students, as well, too, during this
time of crisis.
I know it's been challenging for all, but I think if we do the
proper thing, I think it will be best.
But also, Ms. Ripley, I thank you and I congratulate you for
being elected. Welcome to the board, as well, too. We will talk
soon.
>> MR. DEMION CLINCO: Ms. Garcia?
>> MS. MARIA GARCIA: Yes. I want to welcome our new board
member, Ms. Catherine Ripley. I look forward to working with you.
I want to welcome everyone in attendance and would also like to
thank everyone that works in support of our college.
I would also like to express my sincere condolences and prayers
to anyone that has been affected by this pandemic. May we have a
better year. Thank you.
>> MR. DEMION CLINCO: Thank you very much, Ms. Garcia.
Ms. Ripley?
>> MS. CATHERINE RIPLEY: Hi. Thank you, everybody on this call
and everybody at Pima Community College, for a really warm welcome.
I was sworn in yesterday by Superintendent Dustin Williams, and it
was safe, it was short, and it was sweet. So it was perfect.
So I'm super excited. Now it's real. This is my first meeting.
As a retired military officer, I must say I'm really excited to come
into, even in the midst of chaos in the world now and last year, I'm
excited and very impressed that Pima Community College has taken care
of its people, its staff, and its faculty and students, and that
safety, both physical and emotional, is being addressed.
So I'm really excited about that and proud, I'm actually proud of
that when I look at other schools and other institutions.
I know this is going to be challenging. There is so much on the
plate and a lot of moving parts, but I'm so happy to be here. So
thank you.
>> MR. DEMION CLINCO: Well, we're really glad that you're here.
Welcome.
Okay. Our next is item 5.1, administrative reports. First
report is an enrollment update with David Arellano, our dean of
enrollment management.
Chancellor Lambert, do you want to provide an introduction?
>> DR. LEE LAMBERT: So Mr. Chair, if it's okay, I'd like to
reverse the order, and I think the reason for that is the
presentation by Dr. Richmond would provide a nice overview umbrella
in which David 's presentation would better align.
So, Nic, if you're able to put yours up first, I think that would
be the better approach.
>> DR. RICHMOND: Absolutely. I'd be happy to.
Chair Clinco, members of the board, Chancellor, colleagues, and
guests. It's my pleasure to be here with you this evening to share
with you a review of enrollment trends of Pima Community College. If
you give me a moment to share my screen, okay, good.
In September of last year, I shared with the board an update
regarding Pima County population. And we talked about some
big-picture observations. A figure I've talked about at length
before, but we look at our non-Hispanic and Hispanic residents by age
and by gender.
We can see that in general, Hispanic residents within our
community are younger. We have a concentration of older non-Hispanic
residents which is unsurprising as we are a retirement community.
And we have this narrowing at the top and at the base. This
narrowing at the base, as we discussed before, is related to the
fertility rate and the declines in that.
Now, while this gives us a snapshot, this is one piece in a
puzzle that touches on lots of different areas and topics, and so
what I'm going to spend a few minutes doing is talking in a bit more
detail about Pima's specific enrollment, the trends we have seen, and
talk a little bit about what some of that means.
So here you see in this chart the annual head count by year for
Pima from 2000 through 2001 to the most recent year that's been
submitted to eye IPEDS, which is the Integrated Postsecondary
Education Data System, and I use data from this system because we are
going to look at some other institutions as well, and this is a
mandated report that we all submit to the federal government.
Now, I noted a few key events for the institution here for
reference, but as you can see, in the earliest years here we had a
slight increase in enrollment, about 50,000 students per year, and
I'm going to use the term head count and enrollment interchangeably
here.
For internal purposes we would consider this head count. When we
submit this to IPEDS, they refer to this as a 12-month enrollment
report. Internally we use those terms differently, but because
that's IPEDS language, I may periodically use enrollment. But
throughout I'm talking about the same thing. Unduplicated student
counts within a given year regardless of the classes they are taking.
Now, we saw an increase in enrollment around 2008 through 2010 so
associated with the great recession as was seen across a lot of
institutions. Since that point in time we have seen fairly large
initially decreases in head count, and then things have been
flattening off in recent years.
Now, if I compare this, so we see our head count compared with
the total for Arizona community colleges, Arizona colleges are shown
by the red line and the labels for them are down the left, and then
you have ours down the right in the blue bars. There are some
similarities between these trends but also a notable difference.
You'll see the trend pre-great recession is relatively similar.
There was also an increase for the Arizona colleges. But withdraw
for those institutions after the great recession has not been as
pronounced as it has been specifically for Pima Community College.
Now, we can dig into this in a little bit more detail. In the
case here, we are comparing Pima with the Maricopa Community Colleges
up in Phoenix. And I'm looking at the percent change between three
different points in time. The end point in every case is the most
recently we have available to us through IPEDS, so 2018 through '19.
So looking furthest back in time, slightly closer to present day, and
then closer still.
If we look at the percent change from 2009 through to the most
recent year, Pima is down 45% in our 12-month enrollment as reported
to IPEDS. This is the second-highest drop across this group of
colleges, including Pima and the Maricopa districts, and only Gateway
Community College has a higher drop in head count, 46%.
Now, if we look at the same end point that we look from 2013/'14,
so this is a shorter period of time, closer to present day for this
window, we still see the second-highest drop for Pima, 23% between
those points in time, and again, Gateway is the one institution of a
higher drop of 26%.
If we look over the last few years, however, this is that period
where we saw that flattening out I highlighted for Pima in the
previous chart. For this one we see only the seventh-highest drop,
so we're down 2% between those two points in time, and you'll notice
a number of the Maricopa colleges are seeing higher drops in that
time.
What this is telling us is that we lost a lot of enrollment
immediately after the great recession, but as we got closer to
present day, our enrollment has flattened out and we are actually in
a slightly healthier position in terms of enrollment change, head
count change, for these unduplicated count of students compared to
those Maricopa institutions.
We know from previous work we have done we leverage a number of
algorithms to understand our students and trends. We know that there
has been periods of time in Pima's history where we can do a pretty
good job forecasting our head count based on Pima County population
and Pima County unemployment.
What you see here is a comparison of our head count, again in the
blue bars, and then the Pima County median monthly unemployment rate
through this period of time.
You can see there's a very clear trend in association. It's a
visible key. We can prove it numerically, but you can see the
decline in unemployment rate compared to our head count. Things look
very different, however, if we look at that period before the great
recession. So it kind of looks like there is something different
here compared to here.
Now, I shared the Maricopa College numbers. If we go back and
look at the state, in this case, community college total head count,
again, this is leveraging the IPEDS data and 12-month enrollment
report, we see a similar story though the trend over here is a little
bit different. The enrollment statewide hasn't dropped quite
proportionately the same way that we see with the unemployment rate.
Now, there is a few key things that are different, and there is a
number of them actually. I know my colleague David Arellano will
also speak to this in his presentation. The world is a very
different place now to the world pre-great recession, and that was
true before the pandemic, only it's even more true now.
One of the key changes has been the growth of competition for
students. Now, competition comes in a variety of different forms.
For purposes of this slide, I've looked only at MOOCs for these
massively online courses. We are looking at the count of courses, on
this one essentially from nothing in 2012 to the data in here through
2019 we are up to about 12,000, 14,000 courses.
These courses are not like our traditional classroom courses
where you have 30 students in a given point of time in a particular
class. These are huge courses with very high numbers of students.
There is a growth through these platforms of offering credentials
from particular employers and professional certificates, and so they
are moving to become a viable competitor for us, as well as changes
in technology, opening up additional competition across institutions
that are not physically located within our community, strong online
offerings that are available to our students, as well.
So competition is a key factor. In addition, as you have perhaps
all read, there have been changes in opinions regarding the
importance of a college degree. This shows up in a number of
different research studies by different entities. In this case, I'm
showing you some results from a Gallup study, and here there is a
number of different results available on this website, but this looks
at the proportion of respondents who specified that a college
education was very important comparing 2013 to 2019, and if we look
at all U.S. adults, it was 70% who consider that college education
very important in 2013. That had dropped to 51% by 2019.
For us, the 18- through 29-year-old population is really
important. We have a high proportion of our students within that age
range, and for them it's declined from 74% to 41%. When we think in
terms of broadening education competition with these different kind
of education offerings through Udemy or Coursera or some of the other
institutions advertised in our community, when we combine that with
this reduction in the sense of importance of a college education,
that speaks a little bit I think to some of the dynamics we see in
the enrollment numbers that we are experiencing.
And of course also I mentioned this at the beginning, I will
mention it now, as well, it's well observed that there is a declining
birth rate within our community. Actually across the full United
States and other countries, as well.
We are not yet at the point where we have been significantly
impacted by the drop in the birth rate, but over the course of the
next five or six years, we will be more impacted by this.
So combined with the declining section of the value of education,
combined with the growth in competition, and then the reduction in
students coming out of our high schools because of declining birth
rate, it creates (indiscernible) for the institution as we think
about how do we support enrollment, how do we ensure we are meeting
the educational needs of our community.
So this slide summarizes a few of the points I was just talking
about, and I also wanted to add in the scenarios that I shared with
the board in November. In this case I'm presenting the head count
equivalence of the proportional changes we discussed last time.
But you can perhaps see we have this big drop here. We don't
have full annual enrollment for this year, but I approximated that
drop at 20%. We saw about 15% in the fall, little bit higher than
that currently for the spring, but for purposes of this, I set it at
20%.
You can see scenario 1, which is the less-optimistic outlook
where we continue to experience drops. Scenario 2, flat with slight
increase, and scenario 3 where things increase further.
These are consistent with the kinds of trends we were
experiencing prepandemic, but of course the big question for us as we
move forward into the next year is how is enrollment and head count
going to respond as the vaccine becomes available and as we start to
hopefully shift out of this pandemic as we move into the summer and
the fall.
That continues to be a big unknown for us. It's something we are
watching carefully, studying carefully. But we continue to be in
uncharted territory. So how this plays out in some respects we have
to watch and see. And then do as much as we can to meet the changes
in our student enrollment (indiscernible) and the way we engage with
different communities, which I know my colleague will speak about in
the next few minutes.
With that, that's all the information I have for the board today
and can answer any questions.
>> DR. MEREDITH HAY: Mr. Clinco, a quick question?
So, Nic, what is industry saying about COVID baby bumps?
>> DR. RICHMOND: You know, that's a very interesting question.
I have heard different things about how this may impact us moving
forward. I can check and follow up and find the most recent comments
on this topic.
>> DR. MEREDITH HAY: I don't think anybody really knows because
there is no data yet, but the hypothesis is there may be more babies
at least in the next year or so?
>> DR. RICHMOND: Yeah. I have also heard the opposite, because
of concern about leveraging healthcare and need to go into the
hospitals and things like that, there might be a further reduction.
So I don't know.
>> DR. MEREDITH HAY: We'll have to wait and see, right. It
doesn't really impact your numbers.
That's a great presentation, though. Thank you.
You're muted, Mr. Clinco.
>> MR. DEMION CLINCO: I'm having a little bit of technical
trouble. I'm actually going to have to sign off and sign back on,
because I can't see any of the tool set to be able to manage the
Zoom.
But I do have a question, Dr. Richmond, before I do that.
Clearly we want to be at scenario No. 3 at a minimum. So what are
the, in your view -- well, could you talk about really what it is
that we're going to need to do to get to scenario 3? I'm sure the
next report is going to touch on that, too, but can you also talk
about the change in competitive climate in marketplace in Tucson?
There is new institutions coming here. I mean, people see
opportunity for market share and that is taking away from some of our
opportunities.
So could you talk a little bit about that while I try to get this
sorted out?
>> DR. RICHMOND: Absolutely. I will start with the second one
of those. So one of the big challenges we have in terms of the
changing capacity of landscape is the impact of technology. It used
to be that you would attend the institution kind of close to where
you live because that was what was convenient to access.
There are so many things that can be done through online
education these days that that barrier simply doesn't exist anymore.
As different organizations seek to -- I mean, they are businesses,
right? I mentioned Coursera as one example. Of course there are
others. They are working very hard to bring online credentials
associated with particular companies. You can get IBM professional
certificates, for example. There are lots of things you can do
through these providers.
Because they can be very flexible in their delivery method and
oftentimes since, depending on financial aid in particular
institutions, they don't necessarily have the regulations associated
with them, but we do.
Now, the (indiscernible) is that they are not as necessarily as
good at assessment as we are, demonstrating competencies. So they
have some advantages but they have some weaknesses, but there is
considerable efforts across either the for-profit institutions, some
of the other big online competitors that we face, and I always worry
from a competitive point of view that we're kind of like a few months
from somebody like Amazon or Google announcing that they're going to
move heavily into the education space, and that could be a
significant challenge for us institutionally.
In terms of what we can do to support increases in enrollment, I
know my colleague is going to speak to this at length, the thing that
stands out to me, I spend a lot of time looking at college data. We
can look now, we have the data now, comparing the current point in
time and moment for the upcoming spring with the equivalent point
last spring.
Because the reporting infrastructure we have, we can look at a
very fine-scale detail and we can tell how many of our female
students we have lost, how many of our Hispanic students we have
lost, and we can look in combination.
So it enables us to see the areas where we are most significantly
losing numbers, and we can use that to think about, okay, so we've
lost, let's say, 50% of this particular population, it's a big
population. What can we do specifically to engage with that group?
So I think there are ways we can leverage the data to help us
make good decisions as we think about how to move this around, and
I'm always delighted when David speaks, because he always starts with
one of our screen shots of our daily registration report, because I
know he's very data informed, so I know he's using that information
to help guide some of those things that happens in his area.
But there are clear areas where we can identify where we are
losing numbers. So if we can think and engage with the community to
figure out what we might do to turn that around, that gives us some
opportunities.
>> MR. DEMION CLINCO: And clearly that is very urgent, that
engagement.
Are there other comments from board members?
>> DR. LEE LAMBERT: Mr. Chair, let me kind of amplify what
Dr. Richmond is talking about, and it's really rooted in the things
you have seen us doing up till now. The question is how quickly are
we able to get things in place.
So if you look at the shift, the shift is going away from degrees
to skills. So it's skills required; degrees optional.
So kind of keep that as a way of thinking about this, right? And
so you have a lot of employers now more focused on the skill than the
degree itself. For the longest time, the degree was the proxy for
the skill. Because of advances in technology and refinements of
things, folks are able to better calibrate the skills they need
versus that degree serving as a proxy. That's important thing to
keep in mind.
If you look at it from a population standpoint demographic, the
larger opportunity is in the adult working age population in terms of
enrollment. It's not the traditional high school age.
The competition is most fierce for that population. That's a
captured audience. Everyone knows them, et cetera. And in the State
of Arizona, we have one of the lowest college-going rates for high
school students in the nation.
And so we have to keep that in mind, too. So what we have been
doing at Pima is recognizing that the opportunity is the adult
population, so that's why, in part, investment and career technical
education, workplace-relevant training that could attract the
incumbent worker to come in and to upskill and reskill and that we
play a vital role in that.
So we have been building that infrastructure. So keep that in
mind. We also recognize that online is a growing part. Online is
really, when you strip it all back, is really only growing a
substantial part of higher education, whether you're talking
four-year or two-year or otherwise. And so we have invested in
building that infrastructure, as well.
And so we are putting the right things in place. Now it's just a
matter of how quickly can we get these all optimized to then leverage
the opportunities that are here in this community, but the
opportunities are going to get tougher and tougher as we go forward.
>> DR. MEREDITH HAY: Can I ask one more question?
>> MR. DEMION CLINCO: Please.
>> DR. MEREDITH HAY: Nic and Lee, how do we compete on a price
point for these online students?
>> DR. LEE LAMBERT: So, Dr. Hay, the price point, that's where
we are -- they can't compete with us in that sense. But here's the
challenge. So you look at ASU, right, the way they market themselves
is when you take all the aid into consideration, all the
scholarships, their price point gets closer to ours.
So that's what we have to be mindful of is that they are able to
offset some of those other costs or at least present it in a way that
appears that way.
But from a pure cost head-to-head, it's hard for them to compete
with us for price. But that's only one measure of why someone comes.
It's not all about the price.
>> DR. MEREDITH HAY: Right. But for the business of higher ed,
and I know we're not talking about a business but it often is a
business, and Ms. Ripley will understand this, as well, coming from
her background, is if we can actually sell our online content to
those beyond Pima County and then subsidize our Pima County students
who want to be on hands, learning how to fix airplanes and be nurses,
then that's the way it all balances out, right?
It's the volume of selling our product to those who don't live in
Pima County to subsidize the rest of the enterprise. Is that
accurate?
>> DR. LEE LAMBERT: So thank you, Dr. Hay. You just hit it. I
mean, that's a key part. So think about Southern New Hampshire
University. They were all but out of business, and they took their
resources and put it all online. So now they are the arguably "the"
largest provider of online education in the country, or among the
largest. And by the way, they have an operation in Tucson now. And
that now subsidizes their on-campus operation so they can still
provide that more traditional face-to-face piece.
So, yes, the opportunity for us is there, as well. The challenge
is are we too late to the party, A, or can we operate our online
differently? Because they operate their online differently than they
do their face-to-face college. And so the more you can shift the way
you operate it, it will make a difference.
But you're spot on in terms of your observation.
>> MR. DEMION CLINCO: Any other comments?
Okay. Chancellor Lambert, I would just -- and I know we have
another presentation that's going to talk a little bit about this.
But again, when we have spoken about this, I'm so concerned about the
20% reduction that we have seen. I'm concerned about it, because
that is a cohort of individuals who may become almost a lost
generation of people who may never come back because of the
circumstances of this pandemic.
And I'm concerned not only for individuals who are missing that
educational opportunity and who are going to be years behind in their
education trajectory and workforce training. I'm also concerned
about how that continues to make our region competitive, meeting the
needs of the businesses that are here.
I mean, businesses relocated here because they are anticipating a
workforce, and a 20% reduction is so significant. So, again, I would
really challenge the team and you to come up with ways of really
figuring out who that 20% is and figuring out how we can reengage
with them. Because I think that actually provides an opportunity.
If we're able to get back quickly in that scenario, scenario 3 that
Dr. Richmond presented, we may actually be able to increase if we
were able to really actively reengage with those people and actually
accelerate that opportunity for them.
So I am just, you know, it's one of the things that's really kept
me up at night through this pandemic are those numbers, because I'm
just concerned about where those individuals are going in our
community.
I appreciate all your work to do that.
>> DR. LEE LAMBERT: So, Mr. Chair, I think you're hitting on one
of the key facets that we're going to have to address. In my recent
conversation with the provost, we talked about the need to strengthen
our onboarding around developmental education, because what we are
also learning about a lot of these folks, especially coming out of
the high schools now, they're, in some cases, maybe even a year
behind where they need to be. Even though they may graduate, their
skill level is not where it needs to be.
We need to potentially put more resources to that front end of
things. Thankfully we have the infrastructure. Now it's just moving
more resources there.
You're going to hear David talk about -- I think you're going to
touch on this, David, right -- some of the strategies we are already
deploying trying to reach as many individuals as we know about. So I
think more resources are going to be needed to be concentrated in
this area.
>> MR. DEMION CLINCO: Okay. Let's move on to that presentation
with David Arellano.
>> DR. MEREDITH HAY: Cat had a question, Demion.
>> MR. DEMION CLINCO: I'm sorry. Ms. Ripley?
>> MS. CATHERINE RIPLEY: Yeah, just to through my two cents in
as my first meeting, yeah, I would love to see a larger philosophical
discussion.
I think this is really important, this is the meat and potatoes
of what we do. And I think that I like that we are talking about the
business aspect of it, because it's reality, but as a community
college and the only game in town for higher education at the price
point that most of our community can afford, I think we have a
responsibility to also balance that, the online and not-for-credit
offerings and the certification offerings, which are very important
with keeping that pathway open for degrees. I think it's really
important.
I just wanted to say that out loud. I know that that's being
done, but there is a lot of moving parts again, and I want to make
sure that we have that larger philosophical discussion about our
responsibility to the community and higher education.
Thanks.
>> MR. DEMION CLINCO: Chancellor Lambert, do you want to address
that very briefly before...
>> DR. LEE LAMBERT: Yes. Thank you, Mr. Chair and Ms. Ripley.
One of the things I talk about with my team is full-spectrum
thinking, and what full-spectrum thinking is really about is looking
at the "ands" not the "ors." It's not this versus that. It's how do
we balance and weigh all of these pieces so that we become attractive
to the largest amount of individuals we can given our resources.
So we won't move away from a purely face-to-face model, but we
have to balance that with the realities of where our students are
gravitating, too. Then we have to also recognize that as you saw
Dr. Richmond present, there is less and less students who are
necessarily wanting a degree.
So we have to give them a reason for wanting that degree. What
might attract them is not the degree. It's the shorter-term
opportunities, the noncredit opportunities. Once they get exposed to
that, hopefully we turn some of them on to pursuing the degree. It's
not just about the degree. It's about lifelong learning, creating an
environment where people want to constantly come back to Pima for
their reskilling and upskilling.
So that's why having the noncredit, the credit, the
modularization all the way up to the degree and the postdegree
opportunities will allow us to be a more full-spectrum, more
full-service provider.
That's really where we are moving. We are too heavily
concentrated right now, still on the high school direct side of the
equation. All you have to do is look at our schedule. When do we
offer our courses? It's to that population when the market is moving
away from that. Not altogether, but it's moving away from that.
So we have to be willing to shift so that we can still be
competitive.
>> MR. DEMION CLINCO: Thank you, Chancellor Lambert. And I
think to Ms. Ripley's point, I think it would be good to have a more
in-depth conversation perhaps during a study session coming up so we
can talk about getting that onto a schedule so we can really have a
more robust conversation about some of this.
Without further ado, David Arellano.
>> DAVID ARELLANO: Thank you, Chairperson Clinco. Let me get
set up here. I take it you all can see my screen there.
Good evening, Chairperson of the Board, board members,
Chancellor, colleagues and guests. I am David Arellano and I'm the
dean of enrollment management. I'm going to be providing you with an
update on enrollment management efforts and continuing the
conversation we just had.
I'm going to begin with wishing you all a Happy New Year and
welcoming new board member, Catherine Ripley. So welcome.
Starting off with a lookback at our fall enrollment. When we
look at fall 2018 to fall 2019, the college saw increases to head
count enrollment and FTSE. That was reflective on Nic's slides
showing that leveling off of enrollment at Pima Community College and
within the state.
This was a huge and major milestone for us as we saw enrollment
stabilize from those year-to-year declines that we experienced the
last 10 years. When we look at fall '20, it was significantly down
from fall of 2019 due to the pandemic which unfortunately continues
to take a toll on our enrollment, on our students, and on our
community.
It's important to also recognize that Pima is not alone in these
enrollment decreases we have experienced this past fall and
continuing on this spring.
Some of the data that I'm showing here is courtesy of National
Student Clearinghouse, and in figure 1, you can see that in the
two-year public sector which composes community colleges, you can see
enrollment across the nation is down 9.5%, which is very alarming
compared to fall '19.
Specifically when we hone in on Arizona, we see the two-year
public sector community college as a whole in Arizona experiencing a
17.5% decrease in enrollment year to year. Finally, when we look at
that new to higher ed, that first time in college freshman
enrollment, we can see that's down across the board in the nation at
18.9%.
But what keeps me up at night, what I'm really concerned about,
is we can clearly see that data that it illustrates that people of
color are experiencing the largest college enrollment declines in the
nation during this pandemic. When we look at those figures, we look
at our internal data, knowing that as a Hispanic-serving institution,
Hispanic or Latinx population, our largest here at Pima Community
College, and so identifying ways that we can continue to support
them.
Here I'm highlighting some of our spring enrollment numbers, so
those enrollment declines I'm highlighting from fall have continued
over into spring, especially as COVID continues to surge in Pima
County and in Arizona.
We have also seen a slight decrease in the number of admissions
application for spring by about 600 applications less compared to the
same time last year.
In this virtual environment, these declines are still occurring
despite our extensive efforts from our recruiters, from our
enrollment advisors, and I would say everybody across the college.
Here I really want to hone in and talk about some of those
enrollment and retention disrupters that we are facing, that the
pandemic has created for us and many colleges across the country.
Nic and our chancellor have talked about what we have seen in the
community college sector with unprecedented enrollment declines
during this pandemic. We have many students who are still concerned
about their health and safety and have opted for gap years, reduced
course loads, and then also, to tack on, mental health is also a
concern during this pandemic.
We have course modalities and we offer a variety of ways for
students to engage with the college and take their courses, but what
we are finding is many are not comfortable with those online and
virtual learning environments. A specific student I was working
with, Christopher, who recently took Calc II, and unfortunately
failed in the fall, that's something he's waiting for that return to
face-to-face to re-enroll and retake that course.
We are seeing that anecdotally from our interactions with
students. And finances, we look at finances and they are strained in
many households. We are seeing many students prioritizing basic
needs, housing, food, clothing, sanitation.
Another student I spoke to through our enrollment advising
campaign which I will touch on in a few slides applied to Pima, and
when we reached out indicated that they weren't interested at this
time, they were going to be working, actually working at McDonald's
and it is essentially making money, earning money, and waiting for
the pandemic to reside before returning to college.
Then Nic talked about increased enrollment competition in the
form of looks (phonetic). I have another slide that I will be kind
of diving into that, but we are seeing that in Pima County.
Many of our students are also experiencing unemployment. We have
seen unemployment at the beginning of the pandemic around 4%. It's
jumped up to 12, 13%, and it's kind of been up and down during this
last year, and it's kind of settling around that 7 to 8% unemployment
rate in Pima County.
Of those students who are still employed, many that are part time
at the institution with us, many of those are essential. They are
working in retail, they are working in grocery stores, healthcare,
and they are still out there helping us move along as a community.
Of our students that are parents and we look at that population,
we have a lot of uncertainty in our K12 environment. We have a lot
of student parents who are really working with those students, with
their children who are students in K12, which is really extensive and
intensive. Some of those Google and Zoom courses for younger
children require some parental assistance.
And then when we look at our digital divide, we have known about
that for quite some time. It's been amplified with this pandemic.
We have many students lacking technology, Internet access, even
struggling with digital literacy to know how to navigate and learn in
these virtual environments.
In addition, really honing in on some of our community members.
They are part of multi-generational households and in some cases lack
the necessary space, quiet time, and in some cases even a desk to do
well in these learning environments.
So those are some of the enrollment and retention disrupters we
are seeing at that student level. Those are the challenges that are
being faced not just here in Pima County but nationally.
We have talked about the increased competition and the outreach
of online programs and institutions. They are essentially blurring
our city, our county, our state lines.
Many of those institutions you see on this screen there, they are
challenging our value proposition, right, which has really been
highlighted on access and cost. They are challenging it through
innovation, offering cutting-edge programming, flexible course
scheduling. They have national brand recognition, shorter-term
programs that are less restrictive in terms of compliance.
And I won't go through this list exhaustively, but you can see
those institutions in Arizona are heavily marketing in Pima County
and then we have outside of Arizona. We have, you know, large
national players in the online sector that are really advertising to
our students, whether it be through geofencing, direct mailing, and
as others and our chancellor has mentioned, Southern New Hampshire
does have a footprint in Tucson, where it's not an actual physical
space students go to. They are separating their online operations
and recruiting students here in Pima County.
I do want to highlight and talk about some of the positive
interventions we have done. Since last March, student affairs really
shifted its services from in-person to virtual. This really required
rapid coordination on our end, being innovative, making sure our
staff had the training and knowledge to work with students in this
virtual environment.
You know, we have brought in folks from Pima County to re-up our
knowledge and skills in understanding how students are dealing with
poverty during the pandemic. Really, the foundation as we move to
those virtual services has been to provide access and equity for all
students. And again, you can see a lot of the things we have done
and continue to do to make sure that we have our students' needs met.
Here I really want to talk about some of the various technology
platforms that we have utilized. During that time, as we have added
technology, we have been very conscientious and careful about not
adding to that digital divide, making sure that these technologies
work with existing technologies students have access to and know how
to use. We have used Qlist, we've used BlackBeltHelp, ChatBot, Pima
Connect, things like that.
Just to kind of give you insight into some of those service
metrics, since we onboarded Qlist in our virtual callbacks we have
had over 16,000 interactions with students, one on one, with
advisors, enrollment advisors, program advisors, counselors since
July through that platform.
In the last three months since we onboarded with BlackBeltHelp,
we have had over 15,000 phone calls come in 24 hours a day, 7 days a
week, assisting students with their advising and registration needs.
We have had thousands of chats through our ChatBot, and we have
essentially activated all active students in Pima Connect, so our
program advisors can engage with them, faculty can engage through
Early Alerts, things like that. We continue to be student-centered
and pivot towards the needs of our students there.
Here I really want to take us back and revisit the enrollment
life cycle. You have probably seen this or heard of me speak to it.
As we move forward and we go through the pandemic and beyond, we
really need to think and act holistically. We really need to go
beyond the recruitment and admissions phases and really look at the
retention and re-enrolling of our current students.
Those are going to be key pieces. Some of the things I look at
is the requirement of a paradigm shift. We can't just look at this
new to higher ed cohort that's going to come through our traditional
K-12 pipeline, and looking at the adult workers or incumbent workers
needing to reskill and retool to be competitive or even meet the
baseline requirements in their industry.
We have demographic information that kind of supports where our
future enrollment will be coming from, looking at how do we attract
and engage new student populations and markets? That's going to be
key moving forward. We're going to have to essentially leverage the
technology, especially during this fourth Industrial Revolution,
leverage the technology we have, future technology, but at the same
time making sure that we can meet students' demands and adult workers
24 hours, 7 days a week, and keep those traditional aspects of
student services while we do that in this virtual environment and
beyond and maintain those human connections that we thrive on in
student affairs.
We may say, well, what is the shift going to be driven by, right?
It's really going to be driven by some of the stuff or some of the
initiatives the institution is already working on, guided pathways.
That's a framework for persistence, retention, and completion, right?
Re-enrolling the current students that we have. That's going to help
us meet those enrollment goals.
Our need to be more data driven than ever, right? Student
affairs recently onboarded a new position that's dedicated just to
metrics so we can go in and really disaggregate that data, look at
how we can design and implement interventions at the enrollment and
student success level.
Really strengthening and looking at new program and really
highlighting our centers of excellence. They are really going to be
the hub of quality programming and cutting edge -- cutting edge and
innovative programs are going to be offered through those centers of
excellence.
We are going to have to look at and how we strengthen those
transfer partnerships specifically. That's some of the work that
enrollment management and marketing is already doing with the U of A
and looking at how do we revitalize some of those existing programs
that we have and keeping in mind that we do transfer a lot of
students from Pima to our in-state four-year institutions,
establishing and keeping going with our community and K12
partnerships.
I think more than ever we're going to have to make sure we are
connecting students to our support services faster and more
effectively to support our students as they not only grapple with the
academic side of their time here with us, but also some of those
things that are currently happening in the world for them.
Lastly, I will kind of close it with this, continue to be
innovative, creative, and be on the cutting edge for our students.
That's going to drive us to those new student populations that we
have to serve, whether that's in Pima County or online, really
looking at some of those pieces we have already discussed during
Nic's presentation of what are those new markets that we can attract
enrollment and then how do we serve our current students better by
re-enrolling them?
With that, I will open it up to any questions or comments you may
have.
>> MR. DEMION CLINCO: Are there any questions from the board?
Okay. I don't see any. Looks like Dr. Hay actually may have a
question.
>> DR. MEREDITH HAY: I just want to continue to thank David for
his expert analysis and his attention to extraordinary detail on
this.
This is a moving target that the entire nation of community
colleges is wrestling with, and it's certainly something that us, as
a board, have to keep on top of and make sure we have the numbers and
then the strategies. We depend upon you and Dr. Lambert to help us
implement in terms of how do we keep competitive and keep the
enrollments as competitive as we possibly can given all the internal
and external pressures to this.
It is, David, and I'm kind of speaking to the audience, but it's
something we have to really think about this as a business and how do
we compete for those customers which are our students, whether they
are young students, old students, returning students, and what is the
value proposition, as what you said perfectly.
Right now, quite frankly, if Amazon got into this business, and
it's a volume issue, because they could offer the same content to a
million people and they could win.
So the question is how do we increase that volume to get enough
revenue to fund the big programs that we are so proud of, which
requires on-hands learning that you can't do virtual learning.
I think you guys are on the right track. I think the board
really has to stay engaged in these numbers and looking at how we
invest in specific areas to compete in this -- it's a national
competition now. It's not just us versus, you know, the local
Arizona outfits. It's a national if not international competition
for student time and money.
>> DAVID ARELLANO: Thank you, Dr. Hay. If I could just respond
really quick. What I'm optimistic about and what I appreciate is the
board support for our centers of excellence.
Those are really going to drive us beyond the pandemic, right?
Those are places where we can offer everything from a microcredential
all the way to that Associate's degree for direct employment and even
transfer opportunities. When the chancellor talks about "and," not
an "or," we can we can serve population A and population B and
population C and so on, right?
Those centers of excellence are really vital to the college. So
I appreciate all of your support for those.
>> MR. DEMION CLINCO: Ms. Ripley?
>> MS. CATHERINE RIPLEY: Yes, and I would just like to add, not
or, I would add, and, that the one thing that we do have that all of
these new online companies and, you know, like Meredith said, it's
not really a crazy idea that someone like Amazon can start teaching
online, the one thing we do have is quality, and I know this for a
fact.
Every time I talk to someone who did classes at University of
Phoenix or Pima Medical Institute or Grand Canyon, they are always
complaining about the quality either in the education itself, in the
course, or in the services or in the financing of it.
So I think that that was a great presentation, David. It was
really excellent. It helped me a lot as a new person.
But as you go forward, it's marketing and this is the business
aspect of what we do, and stressing -- I would stress that you stress
the quality that we have and how what they don't have is what we
have, is the centers of excellence, the hands-on learning, and the
in-person amazing professors that we have and faculty.
So stress that, because anyone could slap together an online
course and hire people to read a script. Thank you for that, David.
>> DAVID ARELLANO: Thank you.
>> MR. DEMION CLINCO: I just have two questions for future
reports. One is we see that the enrollment declines are occurring.
It would be great to really get an update about noncompleters, what
is the, you know, how are people faring in the courses in this online
environment? What is our failure rate? Really getting a better
understanding of how that's looking, because I think the enrollment
decline is only one part of the story. We really need to better
understand this other part.
So if we could get that maybe for the next meeting. The other is
when you put up that list of all of the competitors, which really
made me, again, I have been harping on this for five years, but how
much is being spent within the Tucson marketplace to attract students
to other environments, to other opportunities, to really have a
better understanding of what is the investment market in terms of
marketing and advertising that's going on.
So I think it would be -- and then understanding how we really
fit into that. We are still very reliant on our brand of being "the"
community college of Southern Arizona. We don't spend as
aggressively, anywhere near as aggressively as many of the private
and out-of-state colleges that have gotten started to eat our share.
How do we really begin to, yes, build programs that are more
responsive to what people's needs are but also maintain our target
share and really communicate our value proposition in a very clear
way to people living here in Southern Arizona. It always concerns me
when people are taking on huge amounts of debt to go to a private
institution when they could do it for a quarter of the cost or less
here.
We're not reaching them or the value proposition isn't clear
enough that they're willing to pay all that extra to have a slightly
accelerated program that they get out six months sooner. It would be
good to sort of have a more maybe holistic approach or understanding
maybe in another report.
Ms. Garcia?
>> MS. MARIA GARCIA: I would also like to see the data that
shows, specifically shows the amount of students that are taking
online courses and the ones that are actually doing the hybrid and
the ones that are in class. Because I think it makes a big
difference in what we are building. So I'd like to see that data.
>> DAVID ARELLANO: Yeah, that's definitely data we can collect
as an institution for you, Board Member Garcia, and provide that.
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: Would you want to see projections, as
well? Because in our current climate, right, it's very limited. I
mean, it's going to be...
>> MS. MARIA GARCIA: I understand. Yes, it would have to be
projections.
>> MR. DEMION CLINCO: All right. As well as -- great.
Any other questions? No? Hearing none, we will move along.
Thank you so much. We really appreciate all of the work that you're
doing to attract and retain our students. Thank you.
Next we have our reports by representatives to the board. We
only have one report this evening, and that is from Sage Fukae
McCollough.
>> Thank you, and that was great on my name.
>> MR. DEMION CLINCO: Working on it. Thank you so much.
>> Thank you. So for virtual adult education, ABECC partnered
again with TFCU to equip students with the knowledge and skills they
need to manage money effectively. The financial literacy series via
Zoom is scheduled for 2/3 to 3/10. Students will learn about the
benefits of getting to know how banks and credit unions work, how to
budget and save, how to protect themselves from identity theft, and
financial values and goals. This series is open to Pima credit
students, as well.
For virtual Student Life, a virtual Aztec Student Advisory Board
is being formed for volunteer students that are willing to donate at
least four hours a month towards addressing various student issues in
their respective representative areas. Students are currently being
recruited and the ASAB will be fully implemented by the end of
January 2021.
Then for virtual First Year Experience, there is Connect U, six
virtual CU sessions via Zoom scheduled January 6 through 13. Online
CU via D2L ongoing. You can find more deals at
www.pima.edu/connectu. And they are also preparing for spring FYE
events.
Then for the student senate, the Pima Aztec Student Senate is
working on furthering an online presence, develop a community to help
students stay connected in an online environment. This is
accomplished by using the Discord server platform. They are also
working on hosting the first online student summit for the spring
semester. We have about two to four projects identified, but the
main theme for our year, main theme is probably going to be
centralized over polarization.
That is it. Thank you.
>> MR. DEMION CLINCO: Thank you so much for your report. I have
a question. Could you tell us in terms of the work that the Student
Senate is doing to engage students in an online environment, does
senate have the resources it needs to be able to really do that
effectively and really be able to engage the broad...
>> Yeah, so I think that we are working on furthering social
media presence, because that would bring a lot more student
engagement. Then the Discord platform, we have gained a lot of
students and we have actually little communities for clubs on there
so you can have group sessions with your clubs.
But I think it might -- we were discussing upgrading the Discord
platform. It does cost some money. And if we do invest in that, it
would make video calls a little easier so it would run a lot smoother
because right now we can't have bigger meetings on Discord. It's
only about six people, and the more it goes, the less functional
Discord becomes.
>> MR. DEMION CLINCO: I really appreciate that insight.
Chancellor Lambert, if there is anything we can do to really
support financially more than we are doing in any way possible the
initiatives of these students to really engage with the student body,
I think that's a meaningful tool, you know, help support the software
that they need and the tools so they can really have a dynamic
engagement in this unique environment, that would be great.
>> DR. LEE LAMBERT: Sounds great.
>> MR. DEMION CLINCO: Great. Thank you very much.
Moving on to our next item, which is the chancellor's report.
Chancellor Lambert?
>> DR. LEE LAMBERT: Good evening, everybody. Happy New Year.
First and foremost I want to welcome Cat Ripley to the board. Thank
you for your service, and we are looking forward to working with you
going forward.
Also, I want to thank our faculty and staff. So what I have done
just recently, the provost had, in collaboration with the Faculty
Senate, PCCEA, at All Faculty Day, which is what we do every year,
and so I went there and did a welcoming for folks.
I really focused on addressing just the current climate of what's
happening in our nation and recognizing the importance of us not
losing sight. We are part of a broader community. What happens
outside of Pima impacts what happens in Pima, being sensitive to that
and also why it's so important for us to be focused on diversity,
equity, inclusion.
Something especially for you, Ms. Ripley, I send very frequently
articles, reports around trends and current issues in higher
education. So you're going to receive lots of e-mails from me.
If you don't want to read it, it's okay. But if you're really
interested in this, be at least you have another resource available
to you to really follow along what's happening in our space.
Also, Pima is involved with a program out of MIT, J-WEL Center,
and it's focused on the workforce relevance of the liberal arts. You
have some of the leading liberal arts institutions across the country
really working around this issue how do they make the liberal arts
relevant to the needs of students who need to go on to work?
So right now Pima is the only community college that's part of
that programming, and so we are very honored to be there with some of
the leading liberal arts institutions.
So it's important that we recognize the liberal arts
institutions, recognize that they have to remake themselves to
continue to be relevant.
I think that's important for us not to lose sight of that. That
is the work that's going on around the country. University of
Arizona, the provost and I have met with their provost and their
president. They are reworking their curriculum. So as they rework
their curriculum, Pima is going to have to look to realign our
curriculum to continue to pathway into the University of Arizona.
We don't know what that's going to look like yet, but that is
underway. So just being mindful of that.
We are also part of the national reskilling and recovery network.
This is the work of 20 states under the auspices of the National
Governors Association and the American Associations of Community
Colleges, so Arizona was one of the states who was accepted into this
network. Fortunately, I'm part of the advisory group that involves
the governor's office, the Arizona Commerce Authority, the Office of
Equal Employment Opportunity, workforce system, and the community
colleges.
Fortunately, Ian is part of the working group, and so he's really
been playing a leading role in putting together this report.
So hopefully one day we'll be able to share this report with all
of you about how do we get Arizonans back to work with the particular
focus on equity.
Then a companion to that, I have been asked by Sun Corridor to do
a similar kind of work here in Pima County, and it's called the
Recovery and Response Network. We are essentially taking the work
that's happening at the state level, and we are contextualizing it
here to Pima County and Southern Arizona.
So a final draft has been produced. David Dori and Ian Rourke
and myself are going to be sitting down with the folks at Sun
Corridor to talk about it and then look to finalize that out.
So again, once that's ready for prime time, we'll be glad to
share that out and maybe do a whole study session around it. You'll
really start to see the sectors where we think the opportunity space
is for Southern Arizona.
You also see the types of focus that needs to be put on in terms
of getting people back to work. We look at the student market, for
lack of better way to call it in three ways. You have the individual
student who with just a little brushup can go immediately back to
work. These are dislocated workers. Or you have the group with
little bit of extra investment of time can go back to work. And then
you have the last group who really needs to come back for a longer
term, training and education.
So we build that around and these sectors that we find here in
our community. Love to share that at some point. So stay tuned.
So your Pima Community College is involved as a leader at the
national level and at the state level and at the local level. So we
have a lot to be proud of in terms of we are thought of as a go-to
institution.
Also, just so you're all aware, we held a 10th anniversary
recognition ceremony as a result of the events of January 8 and the
murder of so many Tucsonans and obviously the representative
Congresswoman Gabby Giffords.
So we try to continue to honor our community members, both in the
larger community as well as the folks here at Pima Community College.
COVID update, just real quick. Different dimensions to this. So
I have received an estimate from the American Association of
Community Colleges as well as the American Council on Education on
how much stimulus dollars Pima may receive, and I shared that
information out to the board, but I will share for the community,
it's estimated, and this is just an estimate, that Pima will receive
somewhere around $22.7 million as part of that CARES Act 2, for lack
of a better way to call it.
And what is likely to happen is about 5.3 million, just shy of
5.4 million, will need to be allocated to students directly. Very
much in a similar way as we did the first round.
Then the remainder, the college will have a little more
flexibility to use those dollars to make up for losses and tuition
revenue as an example and some other things.
But we are still waiting for the finalization on all of this, and
as well as we are in the process of finalizing out a report from the
last round of stimulus dollars. I think I shared some of that data
about how we have already spent the dollars, so we will be submitting
that, because that's a condition upon getting this next round of
dollars being submitted to the college.
As you all know, Chuck Huckleberry has recently published a
memorandum to the community about how the vaccination process is
going to roll out. Also, the University of Arizona is going to be an
important player in that mix, so I will give you an example.
Dr. Robbins just recently announced that they are going to likely
going to be the administrator administering the vaccinations for all
the public education entities in Pima County or at least minimally be
the site for that.
Fortunately Pima is in 1B, and when they say 1B, I have seen a
reference to teachers, I have seen reference to teachers and staff.
I think ultimately what that means is any of our employees that we
recommend to them those would be the folks who would be in 1B.
Dr. Robbins indicated during his presentation that this is not a one-
or two-week and get everybody inoculated. It's going to be weeks and
months, a process.
So I ask everyone's patience as we go through this process, and
right now the goal is to be at 12,000 a week. But that's not going
to get to the ultimate goal that the county has set, and that is to
vaccinate about three-quarters of a million of our residents.
As you know, there is a group of residents that they are not
factoring into that equation. So those that are 18 and under as well
as the folks who for religious reasons or some other reasons prefer
not to be vaccinated. About 80% of the population roughly will be
hopefully vaccinated by the time we get through the balance of,
hopefully through hopefully the summer and maybe more realistically
even later than that.
Students are not mentioned expressly in our context, and so it's
not clear if students would be part of that mix or not. But if
students fall into the other categories that have been identified,
certainly they would fall into those pieces. But we will be paying
attention to all of those pieces as we go forward.
So again, I just want to thank everybody at the college for all
that you do. Together we have done tremendous things, especially
during this very, very challenging year. This has been probably the
most challenging year any of us are ever going to face as a
collective.
I think it's through all of us working together that we become a
key part of the recovery of this community. People are looking to
Pima Community College to be a big part of that.
So thank you.
>> MR. DEMION CLINCO: Thank you, Chancellor Lambert. I just
want to say thank you for all of your leadership and work in making
sure that the college remains relevant and part of the recovery.
It's been a huge lift, and I really appreciate all of the time and
energy and effort you have put in to keeping this ship steering, you
know, in the right direction. So thank you.
Before we move on to our information items, I was remiss, I
wanted to welcome Jeff Thies who is going to serve on our
representative to the board as administrative representative, so
welcome. We look forward to hearing from you next week, and hope you
can give an introduction then when it's on the agenda, but we are
thrilled that you will be the new representative to the board. Thank
you.
Next are information items. Mr. Silvyn, if you could read the
information items, please?
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
So these are information items, written materials that were
provided to the board to help provide it with some context for its
work. Normally we have clarifying questions if necessary, but
generally if there is any board member who would like to have a
discussion or ask substantive questions, then please let us know and
we will notice that topic for discussion at a regular follow-up board
meeting.
The information items pertinent to this meeting were the October
2020 financial statements. A list of administrative procedure
changes. The topics that were covered included those that addressed
the development and revision of board policies and administrative
procedures, essentially --
>> MR. DEMION CLINCO: I believe Ms. Garcia has a question.
>> MS. MARIA GARCIA: I wasn't sure when I could bring this up,
but I would like to table administrative procedure changes AP
1.01.01. Also AP 1.01.02 and AP 3.25.05 and 3.46.06 and 4.01.04.
>> MR. JEFF SILVYN: So there is no process to do that, so
information items are not being presented to the board for action.
They are being shared as -- that's what it is, for information items.
So the board creates, revises board policies, but administrative
procedures are how the administration sets the parameters in order to
implement board policies.
So we could certainly notice for a further discussion to find out
if there are particular concerns or questions to be addressed, but
these items are not actually being presented to the board for
approval at this time.
>> MS. MARIA GARCIA: Okay.
>> MR. JEFF SILVYN: So perhaps after I'm happy to chat with you
about the issues and we can figure out how to get them on the agenda.
>> MS. MARIA GARCIA: All right. Sounds good. Thank you.
>> MR. JEFF SILVYN: You're welcome.
So the AP change topics, like I mentioned, are the two that deal
with development and revision of board policies and administrative
procedures, there is one concerning how program and service review
are conducted.
There is one related to the process that students with
disabilities follow when they have a complaint. Finally, there is
one about the administration of grants at the college.
The next information item is employment information. That
contains information about two new hires, three retirements, and a
number of separations. Also included is the list of individuals who
have been certified as qualified to serve as adjunct faculty at Pima
Community College.
>> MS. MARIA GARCIA: We can have that one. We can go on with
that one.
>> MR. JEFF SILVYN: Pardon me?
>> MS. MARIA GARCIA: You can go ahead, just present information
-- I don't need to listen to that one for information when we get
together.
>> MR. JEFF SILVYN: Oh, okay.
Item 6.5 is the list of positions that are subject to the change
in wage because of the annual increase in the Arizona minimum wage.
Item 6.6 is information about an extension of the Veterans Upward
Bound grant that's at East Campus. There is an additional year at
that grant which is a little over $260,000 in support of
veterans-related services.
Item 6.7 is information about a $1 00,000 grant from a private
entity, the Education Lab, to support development of new educational
pathways at Pima Community College.
And finally, 6.8 relates to the modification of a grant that Pima
College received from the United States Department of Health and
Human Services that supports opportunities for students studying in
the health professions. Essentially the parameters of the goals for
this year of the grant were modified to reflect certain realities of
the COVID situation.
>> MR. DEMION CLINCO: Thank you very much, Mr. Silvyn.
Next item on the agenda is the consent agenda. If you could read
the consent items, please.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. So the items that are
on the consent agenda for consideration and approval of the board,
and just because we have a new member, for procedural purposes, if
there is a particular item that any board member would like to have
the subject a separate discussion, you can let me know and we'll pull
it from the vote so that we will do the consent agenda as a block,
but if there is a specific item a board member would like to discuss
and have a separate vote on, please let me know and we'll modify our
process accordingly.
With that introduction, items on the consent agenda for the board
this evening are the approval of minutes from a number of meetings.
October 26 study session, October 26 executive session, November 4
executive session, the November 4 regular meeting and the December 7
study session. That's 7.1 through 7.5.
7.6 is a proposed amendment to the charter of the finance and
audit committee. Essentially this would clarify the length of
committee member terms specifically referring to the community
members who serve on that board committee.
Item 7.7 is a one-year extension to an agreement that Pima
College has with the University of Arizona that allows Pima College
students to participate in some astronomy-related programs with the
University. The amount of the award is slightly over $93,000.
Item 7.8 is to modify an agreement that Pima College has with
Maricopa Community College for training through its Chair Academy
Program. An increase in the training being offered and the amount of
that increase is $7,500.
Item 7.9 is amendments to a series of dual enrollment agreements
with a number of public, charter school, and private schools in the
county. The specific amendments are attached to the board materials.
Basically adding courses at a number of schools.
Those include Flowing Wells High School, Mountain View High
School, Tanque Verde High School, Rincon High School, Tucson Magnet,
Cienega High School, the Mountain View at JTED, two charter schools,
Alta Vista Charter High School, Presidio High School, and a private
school, the Abbie School.
7.10 is an intergovernmental agreement with the Mesa School
District in order to allow Pima students in our teacher certification
program to perform the 12-week teaching requirement at that school
district.
Item 7.11 is an amendment to a construction contract with Kittle
Design and Construction doing work at West Campus. This is to add an
additional restroom facility. And the amount of that contract
increase would be not to exceed $318,133.
And 7.12 is authorization for the chancellor to execute an
easement with Pima County for additional sewer connection on the
Downtown Campus that will support the advanced manufacturing building
facility that we are in the process of constructing.
>> MR. DEMION CLINCO: Do I have a motion to approve the consent
agenda?
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: Second?
>> MS. CATHERINE RIPLEY: Second.
>> MR. DEMION CLINCO: All in favor? Let's do a roll call vote.
Mr. Silvyn?
>> MR. JEFF SILVYN: Certainly, Mr. Chair.
Ms. Ripley?
>> MS. CATHERINE RIPLEY: Yes. Aye.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: The motion passes unanimously.
For Mr. Ripley, if there is ever anything on the consent agenda,
it's also great, you can reach out to both Chancellor Lambert or
myself and ahead of time you can get questions answered on any of
these topics or you can ask that it be pulled so staff is ready to be
able to give a formal presentation on the topic. That's usually very
helpful.
We have no action items this evening.
Finally, request for future agenda items?
>> MS. MARIA GARCIA: Yes. I make a motion that we -- how do I
do this? Request for amendments of bylaws and article 4, amendments
of bylaw. And, God, I have this out of order. Article 9, which is
the officers bylaws? There should be two of them.
>> MR. DEMION CLINCO: Okay. So we have received that, and per
the bylaws, we will have that agendized at our next meeting in
February.
Are there any other future agenda items?
Okay. Hearing none, the meeting is adjourned. Everyone have a
great evening.
(Adjournment.)
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