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January 19, 2021 Study Session....
>> MR. DEMION CLINCO: Let's go ahead and get started.
Good afternoon, and welcome to the January 19, 2021 Governing
Board study session. I'd like to call this meeting to order.
Our first item of business is an action item, 2.1,
intergovernmental agreement with Pima County related to the
administration of COVID-19 vaccinations.
Mr. Silvyn, could you read the recommendation?
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
The chancellor recommends that the Governing Board authorize the
chancellor or designee to execute an intergovernmental agreement with
Pima County for Pima College nursing program students to support
county health department administration of COVID-19 vaccines.
>> MR. DEMION CLINCO: Is there someone who would like to move
the recommendation?
>> MR. LUIS GONZALES: Motion.
>> MR. DEMION CLINCO: Is there a second?
Okay. I'll go ahead --
>> DR. MEREDITH HAY: Second.
>> MR. DEMION CLINCO: Is there any discussion?
>> MS. MARIA GARCIA: I have a question. If the students get
COVID because of doing this job, are they covered in any way?
Insurance-wise or medical cost?
>> MR. DEMION CLINCO: Chancellor Lambert?
>> DR. LEE LAMBERT: So the way we have structured this agreement
is that the county would be responsible for any nonintentional acts
on the part of our students and the college.
So if you take that by extension, and correct me if I'm wrong,
Jeff, then something like this that happens, then we would argue that
this would fall under the county's purview.
>> MS. MARIA GARCIA: Okay. You know, I'm just concerned that
I'd like to make sure that they are covered, because it just seems
from experiences recently the numbers are so high and it just seems
that people are taking care of themselves and they are still getting
it.
>> DR. LEE LAMBERT: Absolutely. I think, Maria, that's a very
good point. I would hope as we work with the county that they would
inoculate the students who are participating in the program, meaning
let them get the vaccination, because they would fall under the
healthcare piece.
>> MS. MARIA GARCIA: Right. Okay.
>> DR. LEE LAMBERT: We will do our best to make sure -- just so
all of you are aware, how did this come about was I got contacted by
the county administrator, Chuck Huckelberry, asking if we could do
something in partnership with them. And also keep in mind, we
already have an IGA with them to do more general things. This was
intended to be more specific.
And, oh, by the way, the general one will need to be re-upped
later as we go into next month.
>> MS. MARIA GARCIA: All right.
>> MR. DEMION CLINCO: Are there any other questions or concerns?
You know, just to sort of reiterate, Ms. Garcia, we can
double-check and make sure, confirm, I think both of those things,
one, that the students can get the vaccine as part of this process,
but that the county truly is the responsible party per the agreement.
If you're confirming that that's the case, I certainly feel
comfortable. Then thank you, Ms. Garcia, for bringing that to
everybody's attention.
If there is no more discussion, Mr. Silvyn, because we are
missing a member, we'd like to do a roll call vote.
>> MR. JEFF SILVYN: Sure, be glad to.
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. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
Okay. The motion passes 4-0 with Ms. Ripley absent.
Next is our discussions. First is 3.1, the future of PCC.
Chancellor Lambert, I will hand it to you.
>> DR. LEE LAMBERT: So, Demion, we are excited about the
planning work that's been underway at the college as we move to a
more integrated planning model. We are also looking to how we
anticipate the future as part of that work, and so really wanted Nic
to be able to share with all of you and engage you all in the
process. That's what we are going to be taking you through this
afternoon.
Dr. Richmond, I turn it over to you.
>> DR. RICHMOND: Great. Thank you, Chancellor Lambert. Chair
Clinco, members of the board, I'm pleased to be with you this
afternoon to load a conversation with you on the future of Pima
Community College.
I will share my screen. Give me just a moment. Hopefully, do
you all see my screen at the moment?
>> MS. MARIA GARCIA: Yes.
>> MR. LUIS GONZALES: Yes.
>> DR. RICHMOND: Unfortunately, I can't see any of you while I'm
sharing my screen, but please, of course, ask questions as we
proceed.
So in terms of an outline for today, the topics we're going to
talk about is a brief introduction to the planning process of Pima.
This is a strategic planning year for the institution, and so I'm
going to share a little background with you on the things we are
looking at.
We are going to talk in some degree of detail about the Achieve60
Pima County. I will share with you the statewide picture on that,
mention how this got started at Pima, and seek your input on this
particular initiative.
Then we will move on and talk about the foresight methods we are
leveraging at the institution as part of a planning process. That's
what will lead us into our discussion about the future of the
institution.
In terms of the planning process of Pima, as mentioned, this is a
strategic planning year for us. The new plan will go into effect on
July 1 of this year. We are in the process of wrapping up the final
year of our four-year current strategic plan.
Now, the overall planning process of course is guided by the
mission of the institution. The mission is currently under review.
That will be coming forward to the board likely in February for
discussion and then later in the spring for adoption.
A couple of notes about the mission. There is a number of
different topics that will be captured within there. Of course we
provide so many services to so many different people. You will find
when the draft comes forward to you that it does include open
admissions which we recognize as an institutional priority, very
important for the community we serve.
And also we will have language that speaks to the variety of
offerings that we provide. This will include adult education,
developmental education, the different awards we offer, workforce and
training, transfer, pathways. You will see that language and it will
come to you for discussion first and then for your adoption later in
the semester.
The mission guides the planning initiatives. But there is a
number of planning activities we engage in within this.
The first box on here is current status. These are elements of
traditional planning. So institutional context. Strength,
weaknesses, opportunities and threats analysis, and other things that
help us understand the current institution, who we are today, and
some of the things happening in the world around us.
We are also building in this time a discussion about the possible
future environment of the institution, and that's really what the
second half of our discussion today is going to focus on.
Also we need to weave in some of the institutional priorities
over the next four to five years. Institutionally, this has been the
case for a little while because so much change had to happen five or
six years ago, we have a number of different plan documents and we
are working to streamline our planning process, integrate across
these different planning channels so we have a clear, consistent
integrated approach.
For that reason, as we think about the strategic plan, we need to
think about institutional priorities, the education master plan and
facilities master plan, and Achieve60 Pima County. Now, Achieve60
was approved in our previous strategic plan, and I want to spend a
few minutes reviewing some of the data related to Achieve60AZ, the
statewide effort, and also share some local information that speaks
to the institution's performance for progress and outcomes for our
students that impact this particular initiative.
When the time of the strategic plan, there is key steps that we
need to address to support the progress on this initiative if this
continues as an institutional priority.
As you likely all know, Achieve60AZ is a statewide effort which
has the goal that by 2030 60% of Arizona adults aged 25 through 64
will hold a postsecondary credential or degree.
Now, statewide, if we look at the percentage of Arizona residents
within that age range, it's currently 46% who have completed a two-
or four-year degree or credential. We are not at that 60% mark.
We're a fair way from that 60% mark.
In terms of total numbers within Arizona, we need 1 million
degrees or certifications or credentials by 2030. There are a few
different opportunity areas we can look to. Within Arizona, 600,000
adults do not have a high school diploma and we have 1.2 million
individuals with some college but no degree.
Both of these are important potential populations that we might
consider as we think about Achieve60. In particular, adults with
some college but no degree may be individuals who could be quite
close to completing an award or certificate, so they are a key group
to think about.
Now, one important factor behind Achieve60AZ, which also needs to
be reflected locally, is that this isn't just reaching 60% across the
total community regardless of who is earning those awards. As it
says here, 60% means 60% for everyone.
Now, the chart you see here shows statewide information, but you
will notice that while one of the populations, race ethnicity
populations, has an attainment rate of 67%, all of the other groups
are below that 60% threshold. Some of them are more below that
threshold than others.
So, for example, our White population is 48%. Hispanic Latinx is
22%. 36% for our Black or African American population. 18% for
Native American.
So through Achieve60, they are clear the goal is to raise the
attainment level for our diverse population so all of our community
members across the different groups we may desegregate across reach
that 60% level of the population holding a degree or certificate.
So this is really two goals wrapped up into one. It's about
college completion and educational attainment but weaving in the
equity priority to ensure that all of our community members are
benefiting through this initiative.
Achieve60AZ has a real transformative potential. This covers a
number of different levels. So there is a positive impact on
individuals as they develop new skills, earn college credentials, and
progress within their careers.
The door will open to them for different professions. It will,
we know, statistically it's likely to improve their lifetime
earnings. It promotes equity in Arizona, as I was just talking about
in terms of the outcomes.
It helps us build out a skilled workforce which in turn supports
economic growth because the higher education level within our
community, the better opportunities to attract businesses to our
community. So really from the individual to the community level
there is a lot of potential for positive impact through this
initiative.
So as mentioned, as part of our current strategic plan, 2017
through '21 plan, the institutional goal was approved of Achieve60
Pima County. It essentially mirrors the statewide effort, but this
is localized on the community that we serve. So I want to review
some of the local data that relates to this initiative.
So we're going to take a look first at some county data, and then
we're going to look at our student data institutionally to take a
look at where we currently stand, what our current performance is
like in some of these key metrics to think about what needs to happen
next for us to make progress.
What you see here is some county data looking at educational
attainment. We are looking at the education among people aged 25
years and older, so this is not specifically on the age range through
to 64, which would include the retirees in this particular set of
information.
There are two sets of numbers. So the bars correspond to Pima
County. The lines above that correspond to Arizona. We are looking
at the various educational levels here.
You'll notice the largest proportion of residents fall in the
some college/no degree category. We have about 18% with Bachelor's
degrees, about 9% with Associate degrees, and I will share the total
proportion of people within this specific age range of interest in a
couple slides' time.
You can see there is clear opportunity across our high school
graduates and those individuals with some college for us to be able
to shift some of this population into some of these higher education
level categories.
Here we are looking at college graduates by race. Now, in this
case, it's specific to a Bachelor's degree or higher. We're looking
at information by race/ethnicity and also by gender. So females in
pink, males in blue, and again, we have Arizona as lines and Pima
County in the bars.
Now, the goal across individuals, across categories, race/
ethnicity and gender is to reach 60% education attainment. Now, this
is Bachelor's degree, so it's a little bit misleading because it
doesn't include Associate degrees. But you can see the same kinds of
differences across race/ethnicity categories that we saw at the
statewide level a few minutes ago.
So our Asian population has the highest Bachelor's degree
attainment rate followed by our White/non-Hispanic population, but
our other subpopulations, including in this case presented here,
Black and Hispanic, are not seeing the same levels of education
attainment that we see for other populations.
When we look across all Pima County residents, and in this case
we look at the specific age range of interest of 25 to 64, we find
that 43% of our residents hold an Associate degree or higher based
Census Bureau one-year estimates.
To reach 60% within our community, this means we need an
additional 86,500 credentialed residents by 2030.
Now, if we assume for today's purposes, just to run some numbers,
that we're responsible for half of that number within Pima County, it
means we need to graduate approximately 43,000 students between now
and 2030 to attain this goal, except it's not quite as simple as
that.
Now, the table you see here, this presents completers and
completions for Pima for the last five years. Now, a completer is a
unique student. A completion could be if a student earns two awards
they will be counted in here twice. That's why that number is
slightly higher.
For our purposes -- let me go back. We are looking at
completers, because we're looking at individuals receiving an award.
Now, they could earn a certificate and an Associate degree. That's
great. But they only count once regardless.
Now, if we continue graduating around about 3,800 students a
year, by 2030 we will have produced 38,000 graduates. That sounds
quite close to the 43,000 I just mentioned except there is a detail
that we need to make sure we take into account.
Because we are looking at this very specific age range as defined
through Achieve60AZ, if we graduate that number over the next 10
years, we will basically maintain the status quo, because every year
we graduate students we lose adults out of the upper end of that
category as they become 65 and kind of progress out of this category.
So essentially if we continue graduating students at the rate we
currently are, we will maintain the status quo. To make significant
progress on Achieve60 Pima County, our completion numbers each year
need to increase quite substantially.
So that gives some of the county picture, so it hopefully gives
you a sense of what education attainment looks like within our
community, how it varies by race/ethnicity, by gender, and the scale
of the challenge that we are talking about.
Let me highlight a few student metrics to give you a sense of
institutional performance in terms of student progress, student
outcomes, but to kind of frame where we currently are at
institutionally for these areas.
Now, there is a lot of information on here. I'm not going to
talk about all of the lines on this chart. So we're looking at data
from the Voluntary Framework of Accountability. This is a system
that Pima has participated in for a number of years now, and these
measures and others form part of our mission fulfillment framework
and some of the key guiding metrics for the institution.
We are looking in this case at two-year progress and the labels
across the bottom gives you the year that the cohort started. So,
for example, for 2010 we traced students from 2010 forwards for two
years and observe what happens to them.
Now, a number of these lines you'll notice are gradually trending
upwards, a few examples, for example, towards the top of this chart.
The purple line is the first-term completed credit success. The
light blue line is two-year completed credit success.
So this is indicating that over time a higher proportion of
students in a given semester or a given two-year period are
successfully completing the classes, which is great to see.
There are other numbers which I'd also like to highlight which
are also increasing. For example, the pink line at the bottom, fall
2010 it was 3.8. The most recent year included here for the cohort
starting in fall 2018 is 11%. This is a fairly sizeable increase
over eight years.
This is a proportion of those students that started in that
semester who completed a certificate or degree within two years, and
it's really encouraging to see that level of improvement over this
period of time, because it indicates the changes the institution has
made is moving us in the right direction and we are seeing higher
levels of success for our students.
A line worth noting --
>> MR. DEMION CLINCO: I believe Ms. Garcia has a question.
>> DR. RICHMOND: Please. Go ahead.
>> MS. MARIA GARCIA: My question is from 2010, our enrollment
was a lot higher, probably around 61K, okay, so at the present time,
our enrollment is less than 33.
You know, I guess I'm having a hard time reading this chart,
because, you know, 11.1%, is that based on the total enrollment of
who was attending class? And also, I guess I'm asking for too much,
but what's the age group in here? Is it from 25 to 65? You know, I
don't know.
>> DR. RICHMOND: Those are great questions.
So for the cohort we are tracking here, we identify all new
students to the institution in a given fall semester. There are some
criteria that we apply to select those students based on the VFA's
definitions, but they are entirely external definitions. Essentially
we are looking at all new students starting at Pima Community College
in a given fall.
So the cohort size is different from fall 2010 through to fall
2018, exactly as you say because we have experienced drops in
enrollment.
There is no limit on the age of the student. So if they are new
to the institution and they are 18, we would count them in this
cohort. If they are new to the institution and they are 55, we would
include them within this cohort. So this includes kind of all new
students.
The key thing is because we identify that cohort of students in
the given fall semester when they started, then we follow that cohort
of students forward over time.
So, for example, it means that 11% of the students who started
new in fall 2018 had earned a degree or certificate by the end of
their first two years. Compared with the first cohort for 2010, a
little under 4% of them had completed a degree or certificate within
that first two-year period.
So what the data is showing that shift where we are seeing a
higher proportion of students successfully completing an award in
that two-year time frame, but you're absolutely right that the
overall numbers against which these percentages run has dropped over
time as the enrollment of the institution has dropped. So those are
great questions.
Did that clarify?
>> MS. MARIA GARCIA: I'm fine.
>> DR. RICHMOND: All right. Good.
So we can drill into these data in a little more detail. The VFA
has us report information to them for five different demographic
groups. So, for example, here I've just included --
>> MR. DEMION CLINCO: Dr. Richmond, for the future, I think it
would be helpful if we had the aggregate number of students maybe in
parentheses so we sort of knew what 11% means. Because we have seen
this shift, I mean, you know, in some ways we have been able to
invest resources more aggressively and to less students, right? But
we have been very strategic about all of this during this period of
time so we see this increase, but I think seeing the actual aggregate
number would be helpful in better understanding sort of where we are.
>> DR. RICHMOND: Absolutely. I'd be happy to provide that. And
we have those numbers, so I will follow up and see that they are sent
to the board so you can see those.
When we disaggregate across different populations, and this is
relevant to the equity aspect within Achieve60, we can look to see
different outcomes across different populations. So for the two-year
progress measures, I have selected gender as a category that we look
at but we can look at gender, race/ethnicity, Pell status, whether
they are part time or full time in their first term, and also the age
range within which the students fall.
While I'm only showing a subset of information today, so the
board is aware, on the employee side we have a report portal, Pima
Reports, that enables all employees have access to interact with
these data and look at the results across different subpopulations.
Just for this one you can see there are some notable differences.
So fall to next term retention rate, so this is a proportion of
students from their first fall who continue with the institution in
the following spring. You'll see the results are quite different for
our female students compared to our male students.
If, however, we skip across the table to completed certificate or
degree rate, you'll see the higher proportion of the male students
have completed an award compared to the female students.
Now, this may speak to the subject areas within which we have
certificates or awards that have less credit hours associated with
them. Perhaps they are in areas that are of more interest to our
male students, but this is where we can start drilling into the data
to understand what's happening for different populations. But we can
then look at the institution and go, well, what do we need to do?
How do we shift the needle on these numbers for these particular
populations?
Now, this is tracking students at the two-year mark. We can
track students for longer. As part of the VFA standard we report on
the cohorts at the six-year mark.
So just to take a look at what those figures look like, so here
we are looking at cohorts for 2010 through 2013, again looking at the
new students in each of those semesters and tracking them forward for
six years and then looking at what the trend looks like in terms of
the changes.
Now, for this dark blue line running through the middle, we can
look at the proportion of that cohort who complete a degree or a
certificate with us within that six-year period.
Now, that's increased a little bit between fall 2010 and 2013, or
the starting cohorts in those falls. We anticipate it will likely
increase further, because as you have just seen, the two-year
completion rate is steadily increasing. So over time we will see
more of an impact on the six-year outcome numbers and the changes
that have been made.
Other numbers are holding relatively steady. They fluctuate a
bit term to term, but this top one is individuals who leave the
institution with less than 30 credit hours.
This is, depending on the goals of this population, this could be
concerning. If they were starting with the institution aiming to get
a certificate or a degree of transfer, then for those goals these are
unsuccessful students. Of course we know we have students who want
to take one class, and they complete that class and that's all they
want from the institution. Of course they would successfully leave
the institution with less than 30 credit hours.
But these are some of the big-picture metrics we can look to to
try and understand what's happening. In the same way we can drill
down into the two-year metrics, we can do the same thing for six-year
outcomes.
In this case, I have included race/ethnicity across these
different populations. Now, the (indiscernible) categories in here
excluding Asian-Pacific Islander are generally kind of two or more
races (indiscernible), so these small categories where you have
anomalous readings in these categories, don't worry about those.
But if we look, for example, at total Associate degrees and
certificates and look down this column we see some variations for
some of our demographic roots.
Around about 18% for our White students. Similar for our
Hispanic students. It's lower for some of our other minority
students. However, in particular, I would highlight our Black or
African-American population for whom it's 11%.
We can also look to students who did not receive an award from us
but went on to transfer. Now, these are students who are
successfully continuing with their education experience, but they
left us without earning an award, which is arguably an area that
would merit from institutional focus because we know those students
(indiscernible) at the university. And so we need to think carefully
about the offerings that we have here to help more students earn a
completion from us before they transfer.
But you'll notice down this list there are significant
variability. Our Hispanic population, for example, and our American
Indian or Alaska Native population. Only around about one in four of
those students will go on to transfer with no award. One in three
for other populations such as our White population.
And these are differences again that we need to look to and
understand why do some groups transfer at a lower rate? What are
their experiences? What's leading them in that direction and how can
we help ensure that all of our students see positive outcomes,
though, with the caveat that if this column drops, no award and
transferred, and instead we have increases in certificate and
transfer or Associate and transfer, that's all the better, because
that means those students were earning an award and they will always
have that award with us regardless of how successful they are when
they get to the university. And we know not all of those students
will succeed.
So that gives you hopefully a little bit of a feel for how some
of the college's data looks. As mentioned, I will follow up and send
additional information including the overall cohort numbers so you
have those.
But as we think about Achieve60 Pima County and as we think about
the future of the institution, there are a few things we need to
reflect on. These are topics we may come back to later.
How do we substantially increase Pima's completion rate? How do
we close the achievement gap?
Now, these questions will help inform the conversation we have a
little bit later as we think about the future of the institution.
For right now, I'm wanting to open up a different question for input
from the board.
The membership of the Governing Board has changed significantly
since the Achieve60 Pima County goal was approved as part of the last
strategic plan. As we work on the development of the next strategic
plan, I would really appreciate the input and the insights from the
current board in terms of the prioritization and whether you see this
as a priority area for the institution to focus on. When we have
this conversation, I will stop sharing my screen so I can see you.
Are there comments from the board?
>> MR. DEMION CLINCO: Yes, Ms. Garcia?
>> MS. MARIA GARCIA: One of the things that I would like to see,
and I don't know if it makes that much of a difference, but when we
had the international students, I know that our numbers have gone
down quite a bit, but you're counting them I believe as well as the
completion and the transfers.
As a community member, you know, if we have people like from
Mexico as international students coming down here and they are
completing and they are transferring, they are putting in as the
number for Pima. I mean, it's good for Pima to show that, but it
doesn't give us, the board members that are responsible for our
communities, to see the, you know, to really measure the number of
colored people that are not graduating or are completing.
I would like to see that number, a different number for that. I
don't know if you can do that.
>> DR. RICHMOND: Absolutely. So if we would separate this out
based on the residency and the status of the students?
>> MS. MARIA GARCIA: Yes. Thank you.
>> DR. RICHMOND: Absolutely, we can do that.
>> MR. DEMION CLINCO: Dr. Richmond, to your question, I would
say, for me, you know, the Pima 60 initiative really provides a guide
star of where we need to go. I mean, we all know the rates are
inadequate to serve both the individuals and attract the types of
businesses that our community is aggressively competing for.
So being able to use this as sort of the aspirational goal, my
concern is how do we revolutionalize what we are doing to be able to
achieve that?
I mean, we only have 10 years and we are already almost two
months into the first, really the first of what's left of that,
within that goal framework.
You know, I fully support the intent, but I just want to see us
be more aggressive in how we get there and revolutionalize. We had
an opportunity a few years ago, we talked about the types of cuts
that the institution needed, and we talked about a revolutionalized
model, a redesign model, and a do-nothing model, and we went with the
middle option. Then I really felt we should be thinking more about
how do we revolutionalize to achieve this?
Because as you see us, we are making these small incremental
improvements, and that's to everybody's credit. I mean, seeing that
move to 11% over that period of time is because of all of the work,
not just everyone on this call but the institution as a whole.
So how do we push, you know, to be much more aggressive in seeing
those numbers just dramatically increase? I would be really curious
what the other members of the board think on that.
>> MS. MARIA GARCIA: On my view, I believe that in order for us
to achieve that, we have to be out aggressively recruiting people,
you know, recruiting students. I still don't see us doing that as
well.
I come from a different view, because I think, for those of you
guys, for those of you that, you know, advertisement and bulletin
boards and all that stuff, maybe for the noncolored people, that may
be okay, but it isn't for the Hispanic and it isn't for the Native
American. You have to reach them in a different way. I sincerely
mean that.
I don't have the answer, but I think that more on-the-ground kind
of people, they can go into the classroom and talk to the students
and go to the, you know, the gatherings that they have with their
parents, you have to do more than that because they are not really
aware.
I mean, you know, I'm just -- you know, it's kind of like -- I'm
going to tell you that when I went to school, I didn't think twice, I
didn't even think about going to college, taking any classes. I
still think that exists.
We have a lot of immigrants coming over, and they are here and
they are taking classes or whatever, but they still don't have the
information that they need.
So I really do believe that we need to do more groundwork to
reach these students. We need to reach them, you know, in K-12.
Maybe not so much K-12 but at least from sixth to eighth grade before
they get into high school so they can have a track as to where they
need to go for those students.
And then reaching out to the businesses, as well. What do the
employers need? What's lacking in the businesses? And then going
out to the business and talking to their employees, giving -- there
is other ways of doing things besides just media. And that's just my
-- I don't know, if anybody else has anything else, please -- I want
us to succeed. I want my community to excel. I want them to achieve
this. It's very important for us.
>> MR. DEMION CLINCO: Dr. Hay?
>> DR. MEREDITH HAY: Yeah, so thanks, Maria, for that. I think
there is a comprehensive advertising plan, though. It's not just
billboards. I think Chancellor Lambert and his team can give us a
full detail of all the different ways they reach out to all the
different communities in different ways, and so it's fairly
comprehensive from what I understand.
Is that correct, Lee and Dolores?
>> DR. LEE LAMBERT: So our strategy has been very comprehensive.
So take, for example, just that whole working adult population, we
interact with more companies today than we ever have, and we have
been working with the companies who really wanted to structure things
that were unique to their employees.
For example, Geico, we have a very strong customizable program in
the business area for Geico employees. We have been doing that for a
lot of small, medium-sized business. SAMP is an example, Southern
Arizona Manufacturing Partnership.
And so then on the high school things of the equation we have, at
one point in time, before my time and before any member of the
board's time, the college eliminated its high school recruitment
efforts. We reinstated that, and then we also have now added a dual
enrollment team. So we have put a lot more emphasis on that ground
game now than we ever have.
So we're doing all those pieces, but I think to your point,
Maria, that there is more we can do, but some of it is resource and
allocation of the resource.
Some of it is do we have relevant programs? I'll give you an
example. Our cybersecurity program, we just brought that online just
a few years back.
I believe someone, correct me if I'm wrong, but the enrollment is
up over 146%. So some of the solution isn't just about the ground
game or the -- it's about having programs that are attractive to the
learners and that will ultimately generate the outcomes too.
So I want us not to lose sight that it's a comprehensive
approach. It's not just one piece versus another. Very good
question, Meredith.
>> MR. DEMION CLINCO: Because it's also not just getting people
into the pipeline. It's also helping them succeed once they are
there. 11%, which is significantly better, is a dismal two-year
outcome. I mean, we have to do better.
I mean, 11% is -- it's almost a statistical rounding error, like
we need to really shift and move to the 20, 30, 40%. I mean, again,
we know all of the reasons why it is complicated and difficult. We
talked about it at length, but, you know, people are each person has
their own challenges, whether it's their family or their work and
taking one class and not fully enrolled, but what can we do as an
institution within our limited scope to push that number even higher.
Clearly what we are doing is working, I'm hoping. That's one of
the things by I think to Maria's question earlier, to Ms. Garcia's
question, when we don't see the actual number like how much is the
number increasing, or are we seeing, you know, a basic flat line and
we are just seeing our enrollment teetering, which is changing that
percentage, but moving that, I think, is really, really, really key.
You know, how do we do it? Where do we make the investments?
How do we make the revolutionalized goal to really aggressively do it
now. Because if not now, when?
>> DR. RICHMOND: Thank you.
Are there any other comments from the board on Achieve60 Pima
County? I heard support for the board members who spoke. Is that
accurate for the other board members, as well?
>> MR. DEMION CLINCO: Mr. Gonzales? Okay. Mr. Gonzales? Okay.
>> DR. RICHMOND: All right. So I will proceed if it works for
the board.
Let's move on to kind of the second topic. The second topic is
directly related to the first. Talk more about some of the methods
the college has been using to think through the future of the
institution. It starts to speak to some of the topics that we just
mentioned and also the discussion from the board meeting last week
where there was talk about different priorities, how do we focus on
everyone, where do we drive change, and how do we make significant
change and improvement of the institution?
So let me share my screen again. All right. Let me give you a
little bit of detail about the planning process of the institution
and share with you some of the new things that we are starting to do.
So when we engaged in planning last time around, we leveraged the
planning process from the Society of College and University Planning,
SCUP. This is a fairly widely used off-the-shelf planning template,
and it includes a number of different elements to the planning
process, including those listed here.
So through the assessing-the-landscape phase which is really
where action items are developed through this planning model, there
is some prep work that's done, thinking about readiness for change,
developing a strategic planning team, and identifying the
stakeholders.
As a note, the membership of the planning team is fairly diverse.
We identified a key group of stakeholders and we selected, actually
invited volunteers from each of those stakeholder groups.
In addition, I didn't mention this before for mission, it's
accurate for mission and the strategic plan, both of those will be
components in the 2021 Futures Conference, so we can build in
community input for both of those processes.
But it includes fairly standard elements. The environmental
scan, institutional context, competitor analysis, and the SWOT
analysis, as I mentioned earlier.
Now, none of these things are bad processes to do. Indeed we are
doing all of them as part of the planning process. But it's not
really a process that is really responsive enough for the rapidly
changing world in which we live, and for that reason we have branched
out. We are expanding our planning process to use new methods.
Now, this is a visual, just to give you a little bit of a sense
of the pace of change. It used to be, go back a few years now, the
change was like this S-shaped curve. There would be a change, there
would be a period of transition, and then there would be a period of
stability for a while, a number of years oftentimes.
These days, in part, large part, driven by changes in technology,
the increasingly global world in which we live, which is in part
again fueled by the technology, what we are seeing now is a fairly
rapid series of improvements. We don't really get that change and
then period of stability. Change is pretty well constant, and there
is always something new going on that we need to respond to.
It's really because of that that the traditional old-school
strategic planning doesn't really quite get us to where we need to be
anymore. This is a quote from a Forbes article. This is from a
number of months ago now, earlier in the fall.
I won't read through all of us, but with challenges to the cost
of college, public support for higher education, doubts about the
work readiness of students, and a ton of college alternatives
cropping up each day, it's incumbent upon university leaders, or
community college leaders in our case, to shift their priorities,
time, resources, and incentives toward scaling the experiences that
matter the most.
This relates to some of the items that I mentioned at the board
meeting last week when we talked about increases in competition, the
declining value of a college education. These are all factors that
are working against us. And within that competitive landscape of
other institutions being able to offer their educational products to
students within our community, it creates this very complex landscape
in which we need to live.
So traditional planning, as I was just talking about with this
SCUP model, tends to look at the current situation and looks
backwards to try and determine the route forwards.
For a time, that went fine for higher education planning, but
because of this pace of change, we can't really rely on those methods
anymore.
There is a suite of approaches under the umbrella of foresight
methods. These look forward. So they take the current situation
today, but rather than using that to go, oh, well, we need to have a
strategy on fill-in-the-blank thing, it's a suite of tools you can
use to take today's current situation and try and think through
possible future states and then build a series of these possible
future possibilities and leverage those to try and think through the
decisions that we need to make today.
So things like the SCUP model, it (indiscernible) as we think
about planning, because we have that traditional deep understanding
that we develop through traditional planning, and then we have these
forward-looking methods that we can look to think through how
different changes may play out so we can think about what that means
for our community, and then use that to drive our decisions.
They focus really on building compelling visions of the future
environment. Now, this isn't about predicting the future, and it
isn't the case where there is one vision of the future that you build
through these processes. You build several. You can use those
possible end states to make the decisions that will move us towards
our future state that we ideally want to be able to see.
Very important to note, the scenarios developed through these
methods are rooted in today's reality. This is not about just making
things up. We use a method from the Institute for the Future, and
when they talk about this, they'll say there is no aliens, no magical
fix to problems. It's all things that are in place today, might be
little tiny clues how they may play out going forwards.
And then, as noted here, these possible futures are brought to
life through, they talk about artifacts, objects or things that might
exist, and stories of people's experiences in those futures to help
people connect with them.
As a species, we are really not very good about thinking about
the future, be it for ourselves or where we work. They have a suite
of ways to help people connect with the future, and stories is one of
the ways in which they do that.
I'm going to stop showing my screen. I will stop slides. I will
continue to share my screen. What I'm going to do is play a
five-minute video for you.
This will give you the sense of how these methods work and kind
of an example of an end case. The video was developed by IFTF
working with Blue Cross Blue Shield thinking about the future of work
and what that might mean for healthcare.
Hopefully the volume and everything works. If there is any
issues with the sound, please let me know. Otherwise, we will watch
this.
(Video begins.)
>> I'm Vanessa. I'm 26 years old and I'm currently a student,
trying to be a student at Highland Park Community College digital
campus. I'm studying digital care coordination and I'm a mom, too.
This is Leo. He's three years old, adorable and a handful.
He's actually learned our routine, so he helps me put the things
aside and move the seats down. Sometimes he just is, like, waiting,
mommy, brush your teeth. It's brush your teeth time and he's waiting
with all the things.
I'm definitely proud of everything he has seen mommy do. He sees
me work. He comes to work with me. What do I do for work? I am a
waitress, and I also work the night shift at a 24-hour day care here
in town. And I am in college.
Let me see. Last time I used my vehicle for transportation, I
guess maybe seven or eight years ago? I own a 2015 Jeep. I haven't
driven in years, because I have a great spot at Golden State Safe
Parking Lot near the freeway. You know where that is, right?
Currently we just pay about $10 a night, so I can't really complain
about the cost.
Some of the kids stay all night, but most of the kids arrive
between 3:00 a.m. and 4:00 a.m. We call them our night babies. They
all love it.
Their parents have long commutes and early shifts, so they drop
them off really early. At the place where I work, we get the kids
ready for school. Then we pick them up, too. I mean, I don't work
that shift but some of the kids do get picked up after school and
they even eat dinner there. So, yeah, those parents, they, like,
never see their kids out of pajamas.
I think most of the the people whose kids go to our day care live
in fixed homes. I still feel lucky because Leo comes to work with
me.
The manager wasn't always cool with that, but after it was so
hard for immigrants to get work, they couldn't really find enough
workers so they had to become very flexible and allow us to bring our
kids to work. One of my co-workers brings all of his three kids to
work with him.
Why do I want to live here? I mean, I have 100% embraced the
home-is-where-you-park mentality. I think I have created a nice
vehicular home for Leo and me. He's getting older, so I want him to
be a part of a community, you know.
I love the community aspect at the Evergreen Car Park
Cooperative. I love that there is WiFi and I don't have to go to the
park or the library and go and be able to do my schoolwork. But the
major reason that I want to live at the co-op is because you're pro
family, all kinds. There is no shame on having a vehicular
residency.
I want my son to be part of his family, and I don't need anyone's
judgment on my choice of where and how I choose to raise him.
(End of video.)
>> DR. RICHMOND: I'm going to pause that. That gives you an
example of one of the scenarios in this case built through IFTF.
I'm going to transition back to the slides but I was curious to
hear from the board if you have any reactions. What do you think
about this as a way to think about the future through these kinds of
stories?
>> MS. MARIA GARCIA: I have actually seen that in California
where people were trying to find parking spots in the residential
neighborhoods because they could not afford housing.
It's very sad that we have that kind of, here in America that we
have to do that. And a lot of them were professionals. They just
could not afford to pay for their housing.
I believe that here in Tucson we have a lot of that with people
that could do, that could do more if they could afford to go to
school.
Yeah, it breaks my heart.
>> MR. DEMION CLINCO: So you find it an effective tool to be
able to, you know, elicit conversation through this type of sort of
visioning?
>> MS. MARIA GARCIA: Yeah. Because, you know, you have to give
them a vision. If they are in a bad situation, if they can't afford
to -- they don't have a livable wage, and there is a lot of people
-- I think I had mentioned before that in South Tucson 70% of the
residents are that way.
You know, so I believe we have to do more outreach, but you also
have to -- they don't know any other way of living. They don't know
of any other opportunities. So I still will stress that we need to
show them that and educate them on that, knowing, letting them know
that there is the availability and what it will mean to them if they
go to school and they get a skill.
So, yeah, it's effective.
>> DR. RICHMOND: Thank you for those comments.
>> DR. MEREDITH HAY: Nic, what are you getting at? Are you
asking how we deliver content to a diverse student population? What
are you looking for here? I'm not sure what your question was
really, quite frankly.
>> DR. RICHMOND: Well, this was just an example of some of the
way the scenarios can go together. And there is more content I'm
going to talk to you about the background for this. I was just
curious if there were any reactions based on the video in terms of
they took some data points as you perhaps noticed, they talked about
some of the current statistics on people in particular circumstances
and then projected them forward to 2030 to see -- I was just curious
about whether using stories in this way resonate with the board, if
you think that is an interesting direction.
>> DR. MEREDITH HAY: I think it's interesting, but I think
what's more important is getting the demographics of our student
population, how many are homeless, how many have children, how many
have homes, and what are the different ways of delivering content so
they can finish their degrees or certificates in ways best for them.
I think showing a video is interesting. I don't think it's
necessarily helpful about how we actually think about delivering
content, being as flexible as we possibly can for our different
diverse student populations no matter where they live.
So it's one way to talk about I think our student population but
not certainly the only way.
>> MR. DEMION CLINCO: Dr. Richmond, but this is really part of
like what you are proposing is part of a visioning strategy, so if we
were to think about it in terms of our community we know that our
extreme climate conditions are going to impact the future of our
institution.
So we would provide some sort of template or tool, video tool, to
talk about how that could theoretically -- is that sort of -- you're
talking about this not really as a marketing tool but really a
discussion sort of a point of departure as part of a planning
exercise?
>> DR. RICHMOND: Uh-huh. Absolutely, yeah, definitely.
>> DR. LEE LAMBERT: So can I add, because I think what this is
really showing us, these are the individuals in our community, look
at the challenges they face.
So if we want them to be able to come to Pima, we're going to
have to change how we do our work in order to be attractive to that
individual, how do we fit into their lives.
So the video allows our folks to understand the lives of our
students better. Because I think we still are too much a
one-size-fit-all. Everybody has to go through the same process and
to get what they need. Instead of maybe we need to conform to their
lives a little better and make it easier to come to Pima.
That means changing up what we do. And PLA, prior learning
assessment, is an example of that. Acknowledging people's lives,
allowing them to get credit for their lived experience, provided that
they can demonstrate that through our different assessment strategies
is an example of, you know, adapting to the learner versus making the
learner adapt to us.
>> DR. MEREDITH HAY: Oh, sure, absolutely. But I don't think I
have ever seen demographics of how many of our students are homeless.
I guess that's the wrong term, because obviously choosing to live in
your vehicle is a choice for that particular video we just saw.
But that's an interesting point, because I don't remember ever
seeing that demographic.
>> DR. LEE LAMBERT: We can try to get better data on that.
>> DR. MEREDITH HAY: Or if it matters. I don't know if it
matters other than what do our students need in terms of getting the
content? If the student still wants to be a nurse, they still have
to go to a physical facility.
>> DR. LEE LAMBERT: Ultimately they will have to, yes.
>> DR. MEREDITH HAY: But if they want a certificate in early
childhood education, that can certainly be done online, I think.
>> DR. LEE LAMBERT: And at a workplace. So that's the other
piece of this.
>> DR. MEREDITH HAY: Yes.
>> DR. LEE LAMBERT: Work-based learning becomes an important
part of that. That's why we've been trying to scale work-base
learning. That will require us to go to the workplace instead of
having them come to us, and that means more faculty going out to the
workplaces or connecting with the workplaces as an example.
>> DR. MEREDITH HAY: Right.
>> MR. DEMION CLINCO: But I think one of the things that's
interesting in this and sort of for this discussion, I have talked to
our colleagues on boards in California and they are dealing with
this, and this is a stark issue that's going on.
And it may not be an issue in Tucson today, but housing continues
to, cost of housing continues to outpace wages. I mean, we know all
of these different factors are at play, and we may see this in, you
know, in the coming decade.
>> DR. MEREDITH HAY: There is no question, Demion. There is no
question. But it's not like 50% of our students are living in their
cars.
>> MR. DEMION CLINCO: No, but --
>> DR. MEREDITH HAY: I think we need to know the data. We don't
have any data. We are speculating.
The second thing I would ask would be to Bruce is what are the
guardrails that the Higher Learning Commission puts on us in terms of
the different ways we can deliver content and still test that they
have learned the content. That's really going to be really, really
important as we go forward, as I understand it.
>> DR. RICHMOND: Absolutely.
All right. These are great points. I'm going to go back and
share my screen and move through the rest of my materials and get
into our last discussion.
I'm going to try and change the settings so I can see you this
time. Here we go. I can see you all now. That's great.
So I'm going to explain a few of the background terms. These are
terms you will hear us using at the institution as we move forward
with the foresight work that we're doing, and then we will switch
over into Mural and have a conversation about one particular futures
topic that has been emerging as a priority from a number of different
groups.
I want to mention four basic foresight terms. There are drivers
and signals that are used to develop forecasts and scenarios. Now, a
driver, this is a large, long-term direction of change. This is
something where there is abundant evidence that a given change is
playing out. There is really no debate about whether it's a thing or
a change or not. The impact may be unclear, but it's kind of an
unarguable fact, that is that change is going on in society.
They can be really diverse, they can be many of them, and so
oftentimes this STEEP system is used, so looking at social,
technological, economic, et cetera, categories.
Now, one that I would single out as the driver that we need to
think about is the growth in online. Now, we are looking at course
enrollment, so this is duplicated by students across classes, and we
are just looking from fall 2016 through to fall 2020. Fall 2020, as
we know, is an anomalous year, because we had the pandemic going on.
But you'll notice even prepandemic over the previous fall, fall
semesters, we have seen this gradual ongoing increase in online
enrollment. This is, I would say, a fairly clear trend that we are
experiencing institutionally, and it's certainly not unique to us.
This is a trend that's impacting other institutions, as well.
Now, this doesn't necessarily mean that these are not local
students taking classes, but be it for convenience, for scheduling
reasons, there is a popularity to online classes that we need to be
aware of moving forward. And I'd identify this as a driver.
Now, a signal is a little bit different. A signal is a little
small clue. It might be a data point. It might be a new practice
that a particular institution is trying out. It's a little sign of a
potential change.
Now, it's early in the life of this small local innovation. It
may fizzle out. It may turn into nothing. It could turn into a big
major trend impacting education or impacting our community. So these
are harder to spot, and again, there can be many of these, as well.
The challenge is thinking through which of these possible signs
of change is actually going to become something that's significant,
or which of them are things where, you know what? Maybe not.
It's really by looking comprehensively across the drivers, across
the signals. The articles that Chancellor Lambert sends out is
directly relevant to this, because many of those are examples of
little kind of innovative changes in particular areas that may become
full-blown items we need to consider.
At the Wednesday board meeting I mentioned the course numbers for
MOOCs. Early in the day people thought MOOCs might just be this
temporary thing that wouldn't catch on and wouldn't become this large
enrollment engines. Of course they are. They're hugely popular
through the various different platforms.
That's something that back in 2012 that might have been, oh,
there are these platforms starting these courses, and we have seen
how, in a fairly short space of time, they become really significant.
Now, the driver --
>> DR. MEREDITH HAY: Can I ask a question on that? As they
become more popular, though, and students come in and take these
small focused courses or whatever, does that make our completion
numbers even worse? Because they are just taking a course and not
actually a degree program or a certificate program?
>> DR. RICHMOND: The challenge I would say, when I think about
MOOCs from the point of view from Pima, is through these platforms
students can go take very focused education on a particular topic.
The assessment is arguably sometimes a little weak, but they are
not beholden to the same standards as us. They are contact hours.
Some of them I think you can get financial aid through them, but you
can sign up and in four weeks you can complete training on a
particular topic.
So this could be the case where we may lose students completely
because they don't come to Pima at all, and they go to one of the
online MOOC providers and get the education they need that way.
Also, moving forward, we all know this, work changes all the time.
People constantly need to reskill, and it could be that we have
people who complete, say, an IT degree with us, and then they go get
their refresher training in new tools and techniques through Udemy or
Coursera and they don't come back to us for that updated skills
training.
So there is a few different ways I can see that these platforms
can impact us where we could lose people completely or we miss that
lifelong learning opportunity, reskilling opportunity that we would
otherwise have.
So using the drivers and the signals, there are techniques that
can be used, templates and methods, that we can use to build
forecasts, which is a statement about possible future.
These forecasts need to be plausible and internally consistent.
IFTF, Institute for the Future, often says the forecast should be
provocative. They should raise questions. It's not really about
having a forecast of the future so you can go, oh, we can predict the
future, this is going to happen.
It's really to drive conversation and drive creativity and idea
generation about what we might do. I have mentioned this before but
these things have to be grounded in present-day facts, so this isn't
just about making stuff up. It's who we are today, what are these
drivers, what are these signals, what do these changes maybe mean?
It's essentially a qualitative statement about a likely change in
direction.
Then we get to scenarios. A scenario is a full-blown description
of a future state that builds in lots of complex series of changes,
so it involves many drivers, many signals, many forecasts. As we
know, things don't happen in isolation. All these different
challenges are all interconnected.
The scenario is where you try and build all these different
forecasts and think what is the world likely to look like 10, 15, 20
years down the road?
As noted here, they often come in multiples of three or four.
There are a number of different types of scenario that you can build.
Some are transformational, and this is where a new way of doing
business emerges and the whole industry kind of shifts.
They can also be collapse scenarios where something changes and
fundamental changes in not necessarily a positive direction.
There is a suite that might be prepared around these. But the
whole point is to give people a way to think through possible future
states and then think about what does this mean for our institution,
what does it mean for our students, and what do we need to do today
to be ready for that possible future state?
The way we are using these methods at the college, so we are
embedding them in the strategic planning process. We have had a
number of conversations with the strategic planning team already
identifying drivers, signals, and talking through possible
implications of those things.
Through those conversations, a common topic that's emerged is the
future of competition in higher education. That's actually the topic
that we will come back to a little bit later.
Competition in higher education is really interesting because it
touches the degrees we offer, the different awards we offer, how we
offer them. It raises questions about how we more fully engage with
dual enrollment. Is there potential for people to complete an award
as part of their dual enrollment time so that goes further forward in
their college career.
That's an interesting topic that's been looked at quite a bit.
We have also had a half-day session with the Executive Leadership
Team, and there has been a session with the joint leadership team
over academics and student affairs. And of course we are introducing
these topics to the board today as to raise your awareness of these
methods so when we come forward as part of the strategic planning
process, you're aware of how we have engaged in this work.
So we have at this point a catalog of drivers and signals where
we are constantly building that out because there are new things all
the time, and we have been working to identify questions of interest
to think about as we consider the future.
One example I would share that came up through the work with the
Executive Leadership Team is thinking about the future of education
if the requirement for accreditation goes away. And if there is a
change in that regulatory requirement and expectation, what would
that mean for the institution moving forward?
As noted here, we have been working in a collaborative tool
called Mural for this work. In an ideal world we'd be together in a
room. We'd have the flip charts out and be doing that kind of thing,
but because we can't in this situation, we have shifted to online
platform that gives us the same kind of capabilities.
This is just an example from the session from the Executive
Leadership Team where they have been identifying drivers, signals,
identifying questions, drafting a scenario.
I realize this is small, you don't need to read this, but the one
thing I would highlight, I put to the Executive Leadership Team this
statement. In 15 years, the community will still value Associate's
degrees and have them chime in on whether they agree or disagree with
that statement. There is a cluster towards the disagree end of that
spectrum. As a community college, this is a very real question we
have to ask ourselves.
As we move forward, in this case I was asking them about Pima in
2035, what educational product was going to bring value to our
students. Do they need an Associate's degree? Do they need to learn
key skills and competencies for a particular work direction that they
wish to go? What does this look like?
This is of course a very fundamental question for an educational
institution, but the path we set ourselves on to the next strategic
plan and as we think about Achieve60, there are key questions in
there to think about what's valuable and what's important for our
students.
So I'm going to exit here and go in -- if I can get to it around
a Zoom menu, go here and here.
So as part of the board meeting materials, we shared a PDF and
also within the agenda there is a link should people wish to use it
to visit this Mural board. Now, the purpose today is not by any
means to go through all the details.
I wanted to share this so the board has access to the drivers,
the signals, the questions to explore that the institution has
identified as part of this process. If you have questions, if you
have input on any of these topics, of course that's very welcomed.
What I do want to do though is focus on this area here. As part
of the work, as I mentioned, one of the themes that has emerged is
the future of competition in higher education.
And within these essentially Post-It notes within this area you
can see a number of the topics that have stood out. These are
combined from the strategic planning team and the Executive
Leadership Team, we have pulled these together. Some of them you
might have similar topics within them, but you will notice some of
the different things in here. What if 75% of our enrollment comes
from fully online courses, increasing alternatives to traditional
higher education. Increase in industry-specific certifications
through industry-specific examinations, what does that mean
potentially for the institution in terms of again of what we offer?
Now, as mentioned already, as a topic, thinking about
competition in higher education raises a whole lot of questions. We
have been covering all aspects of the student life cycle. How do we
engage with our students in an increasingly competitive landscape?
How do we ensure that we connect meaningful with those students to
provide the support they need to be successful? And of course we
need to remember, while our online offerings are available to anybody
who wants to leverage them, the vast majority of our students are in
Pima County.
Through Achieve60 Pima County we have a strong local focus, and
so how do we leverage our geographic co-existence with our students
to ensure we are enhancing their experience and supporting their
success at the institution?
So you have access to these items through the board materials and
you have the link. But what I wanted to open this up to is a
discussion to hear from the board.
So through these methods and through many different discussions,
the future of competition is key. Some of the questions highlighted
here are some of the things we need to think about.
How do we offer classes in this (indiscernible) landscape. What
would kind of awards do we need to offer. What do does this mean in
termso of transfer, education and general education. I believe this
was mentioned by possibly two of the board, Amazon University. It
feels like it's just a question of time until some of these really
big entities move into the education space.
Transfer education is hugely important, but it's also easy to
picture a future state where some of our general education classes
which, I mean, they're (indiscernible) the same from college to
college with uniqueness brought by the instructor, but it's easy to
see those things being sucked up by a bigger institution, and of
course partnerships with the community is key.
All framed within the two questions I mentioned earlier in the
session, how do we substantially increase Pima's completion rate?
How do we close the achievement gap?
Now, the planning team is having challenging conversations about
this, thinking through these questions, thinking through how we make
progress. But as we move forward into the planning process, which of
course we will bring back to the board for discussion and approval,
what are the thoughts of the board on this topic as we move forward?
>> MR. DEMION CLINCO: I want to remind everyone, it's almost
5:20, we're going to take a pause at 5:30 for just a moment of
silence. We do have another item, so we do need to wrap up the
conversation, too.
Ms. Garcia, please.
>> MS. MARIA GARCIA: Okay. I guess, you know, one of the things
that I think about is on how we offer classes. You know, a couple of
things that come to my thoughts are that are the students going to
want to be paying $84 a credit hour for online classes? That's No.
1.
No. 2, what's available? And I think where we're more
competitive is that Pima offers the student more of a one-to-one
interaction than they would at a university or even some of the other
schools.
The thing the competition has that we don't do as well, I
believe, this is just my opinion, is that they get them through
quickly. So students would rather go pay for a nurse's aide
certification from one of these institutions because it's quicker,
and that's something that we need to consider, how do we develop our
courses so that they get the same thing but in a shorter period of
time? And then of course, like I said, again, it's the cost and it's
the support. Those are my thoughts.
>> DR. MEREDITH HAY: Those are great comments, Maria.
I would add to ensure we maintain quality.
>> MS. MARIA GARCIA: Yes.
>> DR. MEREDITH HAY: Because facts without quality is not very
useful.
What do we mean by awards that we offer? What is an award? Are
you talking about financial aid award, or --
>> DR. RICHMOND: That's a great question. In this context, what
it's referring to is certificates, Associate degrees. I would expand
this further, as we think through the future of the institution, we
offer some industry credentials which have value to the students as
they go seeking work. While we don't track them internally as formal
awards currently, I see industry credentials as important, as well.
There is also a possibility, and this would depend somewhat on
the state level, implications of Achieve60, where there is discussion
about potential for including noncredit completions within this, as
well.
So there is a lot of scope for us to think through what that
means as we move forward.
>> DR. MEREDITH HAY: Thank you.
>> MR. DEMION CLINCO: I would say, I would just challenge us
that it really ultimately, the board's role shouldn't be to say when
and where we do this. The students should. The ones who actually
need each and every one of these things should be telling us, and we
need to figure out how to respond more rapidly to meet all of these
needs.
Ultimately if we go out and we really find, we do work through
surveys or various works, we find out that 20% of, 5% of students
want classes at 11:00 at night, we may or may not be able to do that,
but if 90% are saying they need 5:00 classes, maybe that's where we
should be shifting to.
Same with each and every one of these. I think we're on the
right track. It's the industry and better understanding what the
students need. I'm not sure if we are engaging with students enough
to really understand, and we're rapidly moving to those changes that
we know or that we have heard need to be made, but that's what I
would really challenge us is that it's not really us to define these
things but really the marketplace.
>> MS. MARIA GARCIA: I want to add one more thing, that Meredith
had mentioned about the quality of what we're offering. Okay.
I know that out there in industry when people get, like, say, for
example, a nurse's aide training program or whatever, the people they
go to work for, you know, they would rather have a Pima student than
from some of these other schools.
So if we could advertise that as well and put it out there so
that people can see it, and then look at the businesses that take in
the students for these different careers. They can talk about how
Pima is turning out better students, I think that would be a really
good selling point, and that would bring more students in. And then
the potential for them making more money because they have better
quality education.
>> MR. DEMION CLINCO: Okay. Dr. Richmond and Mr. Gonzales, do
you have any last comments?
>> MS. MARIA GARCIA: Is he there?
>> MR. DEMION CLINCO: Mr. Gonzales, you're on mute if you're...
okay. Dr. Richmond?
>> DR. LEE LAMBERT: Demion, can I just kind of add --
>> MR. LUIS GONZALES: Hello?
>> DR. LEE LAMBERT: Go ahead.
>> MR. LUIS GONZALES: Sorry about that. I'm on my phone, and
it's not working as good as my computer, my laptop.
I just wanted to say there is a lot of excellent information that
we're sharing here, but one of the things I need to come back is not
only the recruitment but also the retention of the students.
In looking at the graphs and everything and in my experience that
I have had, I think I also believe that we really need to promote the
community, and by "the community "I also mean the students. The
students, their own nuclear family, their family, how many siblings
went and took Pima classes. That's what we also need to promote.
Because I think -- I don't think, I know, that once we reach
families, not only one student, but families, I think we can at least
double or triple the amount of people that are interested that are
engaged and have that sense of belonging in the community, within the
community college.
Because a sense of belonging for our people in the community, la
raza, I think that's what they need. We need to tap into the
families. Not necessarily one student by one student but families.
Because as we all know, families are from seven to eight people.
But I think that's one area that we need to look at but be more
of a, for the families, to have a sense of belonging within the Pima
College, as well.
I like not only the recruitment and the advertising, but also we
need to do more of the retention of all students, as well.
>> MR. DEMION CLINCO: Thank you very much for that,
Mr. Gonzales.
Chancellor Lambert, would you want maybe one minute or do we want
to move into this moment and return to this, or what do you want
to...
>> DR. LEE LAMBERT: We can move into the moment, and then I'll
offer some parting comment.
Now, Andrea sent us all a link to a candle?
>> MR. DEMION CLINCO: I think we're going to do it a little bit
differently. The provost is going to actually lead us in lighting a
candle.
Today marks a very grim milestone for our nation. Today over
400,000 people have died as a result of COVID, and to mark this with
a moment of silence to acknowledge and recognize that loss, not just
for the nation but for our city and our state and our college,
frankly.
This was an initiative that is being pushed and organized by the
Biden Administration, and I'd like to hand it over to Dolores
Duran-Cerda, our provost, who is going to light a candle and we will
have a small moment of silence.
>> DR. DOLORES DURAN-CERDA: Thank you, Chairperson Clinco.
This is to commemorate and honor and remember those who have
passed away from COVID. I think this is the first time we are
actually acknowledging and honoring their passing and remembering
them.
I have a candle here, and I will light it. We will follow that
with a moment of silence as we remember them.
(Moment of silence.)
>> MR. DEMION CLINCO: Thank you very much.
>> DR. DOLORES DURAN-CERDA: Thank you.
>> MR. LUIS GONZALES: Thank you.
>> MR. DEMION CLINCO: Chancellor Lambert? Do you want to wrap
up our last conversation, and then we can....
>> DR. LEE LAMBERT: Yes. Thank you, Dolores, and so if you get
a chance, you may want to use some of the shots from Washington,
D.C., where they have a U.S. flag for every fallen person as a result
of COVID-19.
Also, the college has lit all of its buildings and other lighting
that is more of a yellowish lighting, so we're hoping to take photos
of that and share with everyone if we're able to capture that.
What I wanted to close on, Marina Gorbis, the executive director
for the Institute for the Future, they finalized an ethnographic
study of workers in California, low-wage workers in California. One
of the things that they found was they don't really have time to go
to school, because every day is a new day to go find a job. Every
day is a new day to make a living.
So where they are spending their time to remake themselves, they
are going to places like TikTok to learn how to keep their selves
relevant to get that job the next day.
Now, how much of that is migrating over to Tucson and our region,
I don't know yet. Just know that that's happening in places like
California. So our challenges are huge, but I think the
opportunities are huger.
We will stay focused on being mindful of those opportunities and
really learning to adapt. As our provost likes to say, we now need
to adapt the college to the learner instead of requiring the learner
to adapt to the college.
I think ultimately that's where we are headed. With that, I
think we're closed out for this session.
>> MR. DEMION CLINCO: Thank you very much, Chancellor Lambert.
The next item is the item 3.2, centralized procurement and board
report processes.
Chancellor Lambert?
>> DR. LEE LAMBERT: So wanted to have Terry Robinson, who is our
director over procurement to come in and just share a little bit
about what we do from a procurement process so the board has just a
little greater understanding of how we go about procuring services
for the institution.
So, Terry, I will turn it over to you?
>> TERRY ROBINSON: Hello, good evening, everyone. Thank you,
Chancellor Lambert.
I appreciate the opportunity to speak with everyone, give a brief
overview of our college's centralized procurement and board report
process for acquisitions.
So this won't be a very long presentation. I certainly encourage
you to let me know if you have any questions as I go through this
with you.
Starting with this centralized procurement services that we offer
here at the college, basically, as you all know, the board, we have
adopted as a college the centralized procurement process, and what
that involves is making sure that we are following our APs, the
administrative procedures currently in place, as well as the federal
code, as well, with regard to procedures for procurement.
That code is CFR Part 200, and what that involves is the
purchasing of all goods and services, which would include general
goods services as well as construction for the college.
Only purchases that are made through a purchase order process as
well as the use of a college-approved P-Card are authorized
purchases, other than additionally we can order or make purchases
through the supply order office supply program that we have, and
those are considered approved purchases, as well.
One of the most important elements off our centralized process is
the fact that we do have procurement thresholds in place that are
based upon CFR Part 200, and those thresholds in this order. We have
the micropurchases, as well as simplified acquisition threshold, and
those purchases that are made that are above that simplified
acquisition threshold amount. Then each of these categories
determines what methodology we utilize in completing those purchases.
In particular for micropurchases, those purchases that fall under
$10,000, those purchases are the ones that do not exceed $10,000 and
the primary focus there when making those purchases is making sure
that we show the fair and reasonable pricing, that evidence a fair
and reasonable pricing has been demonstrated for those purchases.
Doesn't really matter how low that dollar amount might be. We
obviously want to make sure that the pricing that we pay is fair and
reasonable for those goods or services.
If it is over 10,000 but less than 250,000, we want to make sure
that those purchases are done through a competitive purchasing
process. In particular, we might utilize informal purchasing. We
might utilize quotes in order to show that a competitive process was
utilized for those purchases, and we can utilize cooperative
contracting, as well.
For those purchases that are greater than $250,000, those
purchases are obviously -- it is very important and crucial that we
adhere to and be compliant with a formalized solicitation process for
those types of purchases, and that also includes the use of
cooperative contracts that fall into that category.
One of the biggest elements that's involved to those types of
purchases is the fact that we do require Governing Board approval for
those purchases.
So this is just a reminder about signature authority. One of the
biggest things that I try to make sure that everyone is aware of
within the college is we need to adhere with our administrative
procedures with regard to signature authority and that the only
individuals that are allowed to sign purchasing-related binding
contracts are those who have the appropriate signature authority.
For the most part, that resides with our centralized procurement
office. As it states here, as well, depending on the level of the
purchase, that might involve the chancellor signing or the chancellor
granting the authority that's been granted to him through the board
to other individuals such as Dave Bea or myself to be able to sign
off on certain types of purchases that exceed that $250,000 level.
The next area that I wanted to take a few minutes to just talk
about is to make sure everyone is aware of and clear about the board
report process. This is what involves those purchases that are over
the $250,000 threshold and require board approval and what that
actually looks like, how we go about taking, the process we go
through to make sure you have the opportunity to review what is being
requested for those purchases that exceed that $250,000 mark.
First and foremost, these three bullets just indicate that the
procurement department holds that authority and the responsibility of
making sure that we handle those board reports appropriately, that we
are the ones responsible for getting those board reports submitted,
and as a part of that process, it's very important that we
collaboratively work with various departments such as facilities or
IT to work collaboratively on putting together those board reports
that you ultimately end up seeing.
This last slide here just kind of breaks down the process and
gives you a quick overview of what that would look like. So on the
left side of the screen, what you're seeing is at the very top on the
left is a breakdown of what the board reports typically look like
when we are asking for approvals for those purchases.
You'll see that they have the recommendation. There is a
justification for what is being purchased. We talk about the vendor
selection process, what we went through in making a determination as
to the compliant methodology used to choose the vendor who will be
providing the goods or services that we are asking for.
What the financial considerations look like and when necessary
how the strategic plan or HLC accreditation criteria might be tied in
with what is being actually purchased.
Underneath that are some examples of the types of supporting
documentation that would also be provided with that board report.
Formal solicitation or a co-op contract, for example.
Now, on the right side of the screen, this is just a
representation of typically what happens in the submission process
for the board report and to make sure our various customers keep in
mind the due dates, when we have to get the report in and ready for
presentation and to make sure that they keep that in mind as a part
of the timing for their solicitation and what they would like to have
awarded with regards to the contract for the goods and services that
are in question.
And then also we have here, as listed below, the timing with
regard to when it's due and what should happen in the event that the
department does not have, we don't have all the sort of ducks in a
row necessary to present this to the board and the fact that then it
needs to be considered for the next round or the next scheduled board
meeting to be considered.
With that being said, I will just open it up for questions.
>> MR. DEMION CLINCO: Yes?
>> MS. MARIA GARCIA: I'm so glad you make this presentation.
Let me -- I do have some questions. One of them is I'd just like to
know what the protocol for vendors and college employees is, when a
vendor -- when a vendor approaches the college with an interest in
doing business, what is the protocol?
>> TERRY ROBINSON: Well, generally speaking, it depends on of
course what it is that the vendor is offering, what it is that they
are asking, asking to provide the cost of what those services are and
that relationship to the thresholds for purchasing.
But just generally speaking, we want to be fair, open,
transparent. Generally what we do in our department is we will ask
those vendors, depending on what it is that they are offering, to
speak with the various departments about those goods or services that
they are interested in offering in order for the vendor to make a
direct connection with various departments.
So, for example, with facilities, that's one of the more common
areas that we have vendors who are interested in doing business with
the college. If they are interested in providing a service, for
example, we might, after initially screening and speaking with that
vendor, we will then put them in touch with an appropriate individual
in facilities to have them speak with them about those products and
services that they are interested in offering.
Another thing that we do is with those vendors who may be
reaching out to us with interest in doing business with the college,
we will let them know about current contracts that we have with other
vendors and see if there are like products or services that they are
interested in offering and try to get an understanding of what
exactly they are offering and what kind of threshold or category they
may fall into with regard to what they are offering.
So, for example, if it's less than $10,000, they are simply
calling because they are interested in providing a contract good or
service that might cost, say, a thousand dollars for the purchase by
a particular department, and the department might have an interest in
actually making that purchase, the department can certainly do
business with those individuals, and the only thing that would be
primarily required in their wanting to work with them, it would
simply be making sure that the pricing is fair and reasonable as to
what it is that they are offering to purchase.
However, if the contract that the vendor is offering has a total
contract value, let's say, that exceeds $10,000, and is less than
$250,000, as the previous slide that I showed before, have our
threshold amounts, if it's between 10 and 250, now we have to make
sure that we are utilizing a competitive process. It could be an
informal process, but it must be competitive.
And that is in accordance with not only our general AP but also
to make sure that we are compliant with federal guidelines that we
must adhere with.
So that means that that vendor who is interested, we generally
make sure that they understand that we will need to get quotes from
other vendors who are interested or others that are out in that
particular field of service in order to find out if they have
competitive pricing, also to vet those vendors and make sure that
they are qualified and able to provide the services that they are
actually offering.
Now, when we go into, when we are talking about a vendor who is
interested in providing services for a contract that exceeds
$250,000, that's where a formal solicitation process must be
followed. At that point, we must look at doing formal solicitations
where we bid and allow for greater opportunity for those vendors who
are interested in providing those particular services.
We go through a formal RFP, for example, or a request for
qualifications, or a formal IFB or request for bids. Those vendors
who are interested in providing, then they can actually respond to
those formal solicitations that we then advertise on our website as
well as through the news publications as required by state statute.
>> MS. MARIA GARCIA: So my next question is is it appropriate
for a vendor to be involved with the college, with college employees,
prior to the bid or the RFP process?
>> TERRY ROBINSON: I think your question in the way you frame it
very much depends upon the circumstances. So I really would have to
have a clearer picture of a circumstance, for example.
>> MS. MARIA GARCIA: Well, I can give you that. So I have been
concerned about the Trane contract. I might as well just state it.
So it is my understanding through information that I have gotten
through e-mails that the Trane contract, that they were involved way
before that bid was ever processed and they had an unfair advantage
against other vendors.
So, you know, I just find it unethical for that to have happened.
So that's why I'm asking that question. So what was so special about
that specific contract that that happened?
>> TERRY ROBINSON: Well, that's where I would have to actually
beg to differ.
>> MS. MARIA GARCIA: Okay.
>> TERRY ROBINSON: That contract was reviewed by independent
sources who made sure that after reviewing our policies and
procedures and what actually took place was a fair, open, and
transparent competition for those services that Trane ultimately
ended up winning.
There was nothing that was done out of the ordinary with regard
to them winning that award. I would go so far as to perhaps turn it
over -- I believe Jeff is on our call, as well, who can talk about
the independent lawyer that was brought in to actually do an
assessment of how we went through that solicitation process.
>> DR. LEE LAMBERT: Terry, before I turn it over, Jeff, can I
respond? Because I think there is some context that probably many of
you may not even be aware of.
>> MR. DEMION CLINCO: Of course, Dr. Lambert.
>> DR. LEE LAMBERT: If that's okay, Demion.
So since starting at the college, I have had various vendors, not
just Trane, approach me about doing the very thing that we bid it
out, which resulted in Trane being the successful bidder.
So it wasn't Trane talking to the college. There were a number
of vendors talking to the college, which is exactly why we went
through an RFP process as opposed to a sole source process.
Terry, you may want to talk a little bit more about what sole
source is or cooperative contracting, because that is an option. But
I didn't think that would be fair, so I said we need to go through
this process.
So I don't know if, Jeff, if you wanted to add anything. And by
the way, I stayed out of that process once it was initiated.
>> MR. JEFF SILVYN: Well, so, thank you, Chancellor.
One thing I would add, it more applies to lots of situations,
there are many vendors who do business with the college multiple
times over time, so that's why I think when Terry mentions, you know,
it depends on the circumstances, it's true, because there are many
vendors who have sold goods or services to the college so they have a
standing relationship with the college and that at a future date they
again sell additional goods or services to the college.
So that's one reason why, when it's a large dollar amount
involved, that you have the purchasing office involved, have an
independent set of eyes looking at the transaction and that we have
selection committees running through an RFP process where people who
don't necessarily have that relationship with the vendor are part of
the selection process and are rating this proposal submitted by the
vendor so that we have some checks and balances in the system and we
have a way to see that there is some independent sets of eyes looking
at whatever the particular transaction is.
That's why it's not necessarily uncommon that there is a vendor
that's done business with the college on multiple occasions.
>> MS. MARIA GARCIA: You know, Jeff, I understand that, but I
also am aware that Trane basically picked the steering committee.
>> TERRY ROBINSON: That is not true.
>> MR. JEFF SILVYN: So hold on. What I would say is if you have
information like that, then we should talk and you should provide
that, because I'm not aware of that and we had independent outside
counsel come and take a look at that, and there was no indication of
any problem.
If, however, you have evidence, then absolutely let's schedule a
time and go through that and see whether we need to take another
look.
>> MS. MARIA GARCIA: Okay.
>> TERRY ROBINSON: What the chancellor described, as well, is
accurate with regard in general for many purchases or goods and
services that come our way. Vendors contact us, as you can imagine,
daily. My mailbox is filled with vendors who reach out to us and
want to speak with us about the various services that they offer.
Many times, and it is acceptable, for them to begin conversations
with college members and staff, including the chancellor, but at the
right and the appropriate moment in time, they must then, those
departments, must go through the centralized procurement process as
outlined here.
So simply put, in the sense of the Trane solicitation, once they
got to that point where we were aware of not only Trane but many
other vendors who were interested in potentially providing the
services that Trane ultimately ended up winning, they went through a
formal solicitation RFP process with committee members who were
chosen solely by our procurement staff and the departments that we
work with to provide us with the evaluation of those RFPs in order to
make that award.
>> MR. DEMION CLINCO: Mr. Robinson, this again, this is based on
the uniform federal code regulation procurement...
>> TERRY ROBINSON: That's correct.
>> MR. DEMION CLINCO: I'm looking at it on my screen.
So we adopted this federal standard, and then can you tell me
just ballpark how many micropurchases are in a given year, how many
simplified acquisition threshold procurements and how many greater
than the SAT amount there are? Do you have that?
>> TERRY ROBINSON: Unfortunately, not off the top of my head,
but I certainly would be able to get back with you after we pull some
reports and give you accurate numbers as to what that would look like
over a given period of time that you might be interested in.
If you'd like to know if that was over the past year or over a
number of years or even months, I can certainly have those numbers
available to you. But I certainly can't tell you off the top of my
head what those numbers might look like.
>> MR. DEMION CLINCO: Okay. I think that would be useful. I
just would be curious to know, because I suspect on the volume of
greater-than-SAT amounts that we approve each month on our consent
agenda or as independent items, I have a sense of how many of those
there are, but the simplified acquisition and the micropurchase, I
really have no way of sort of understanding the volume that we are
moving through. So I'd appreciate that.
Ms. Garcia, you'll get with Jeff over the next week and sit down
with him and talk with him about --
>> MS. MARIA GARCIA: Probably within the next two weeks.
>> MR. DEMION CLINCO: Okay, next two weeks. Terrific.
>> TERRY ROBINSON: Mr. Clinco, did you want that over a one-year
time period, or what was the time element?
>> MR. DEMION CLINCO: Yeah, maybe you could give it over a
single year and then maybe a five-year lookback if that's not too
complicated? I mean, I don't want to create a whole amount of work
-- if it's easy to generate, at least one year and then maybe just a
five-year lookback.
If you send that to the chancellor's office, they will make sure
that it gets sent out to the board as a follow-up.
>> TERRY ROBINSON: All right. Thank you.
>> MR. DEMION CLINCO: I really appreciate it.
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: And I appreciate the insight as to how the
process works.
>> DR. LEE LAMBERT: Can we have Terry just mention about sole
source? Because that comes up often, and what it is and then when
one might consider that versus going through this more competitive
open process. Terry?
>> TERRY ROBINSON: Thank you, Chancellor.
Well, sole source requests are fairly frequent. Now, from a
federal guidelines perspective, we are very, very stringent with
regard to sole source requests.
Essentially a noncompetitive waiver must be submitted to
substantiate and justify the need for a sole source request, because
essentially what you're saying when you ask for a sole source is
you're indicating that there is no other provider in the market that
can provide the particular goods or services that are being requested
or that there is something so specialized about that particular good
or service it can only come from one source.
That's where that noncompetitive justification form needs to be
provided with substantial supporting evidence of that. That would
come from the requester as well as procurement doing its due
diligence in checking into whether or not what's been presented as
supporting evidence is indeed factual with regard to that type of
purchase.
I would say we do not very often award sole source purchases
because of the fact that it is difficult to raise the bar to that
level and what's required, especially from a federal perspective, if
federal funds are being utilized for that purchase.
In those instances, the actual grant funder has to provide, the
federal grant funder would need to provide the permissions to make
that type of purchase.
>> MR. DEMION CLINCO: Okay.
>> Do you want to mention how that differs from a cooperative
contract, as well?
>> TERRY ROBINSON: Thank you. So for cooperative contracting,
what makes that very unique is that first and foremost we are able to
utilize cooperative contracting compliantly, and not only is it able
to be used compliantly, the federal government and federal
regulations actually encourage the use of cooperatives, because of
the fact that cooperative contracts have been vetted competitively.
So a number of competitors have gone through the process, RFP process
typically, or some type of formal solicitation process in order to
receive the award.
We then, as an entity, are able to take advantage of that
cooperative process and the pricing that was achieved as well as the
competitive process utilized through that cooperative in order to
utilize that contract and not have to spend our time and resources to
obtain those services through a formal solicitation process or
through informal solicitation.
A couple of examples of cooperatives, there are cooperative
contracts that we use through other public entities. We have the
ability and the right to utilize the U of A's contracts, for example.
Generally speaking, they are available to us to go and utilize any
contract that the U of A has already awarded, because they have
cooperative language in those contracts for us to utilize.
We can utilize and we frequently utilize the City of Tucson. We
utilize Pima County contracts cooperatively on a routine basis.
Now then there are other types of cooperatives that we also may
utilize, such as E&I. That's an example of one cooperative. There
are literally hundreds of various cooperative pools or associations
that put together contracts for public entities and allow us to
utilize those contracts cooperatively.
They have been formally vetted and reviewed to make sure that
they will meet our purposes. But those contracts, that's another
opportunity for us to utilize those compliant contracts for our use,
and they certainly are again encouraged for us to utilize by federal
regulation.
>> MR. JEFF SILVYN: If I could just explain one piece of that?
The reason we use those is they are contracts that have been
competitively selected by another public entity.
So in other words, they went through a competitive process that
looks similar to our own, so instead of duplicating the process we
take advantage of the fact that they went through a competitive
process for the same type of good or service.
>> MR. DEMION CLINCO: And we are just ending at our time.
Mr. Robinson, I really appreciate you coming and presenting
today. Because this is of so much interest to the board, maybe in
six months we could have you come back and just give sort of an
update on sort of what we are procuring, how the process is
continuing to function, and, you know, perhaps look at improvements
that you think we could make to the system maybe six months or eight
months down the road from now in a formal -- to give sort of an
overview of what we have done through the simplified acquisition
threshold, greater-than, as a follow-up, is that...
>> TERRY ROBINSON: Yes, that would be my pleasure.
>> MR. DEMION CLINCO: What's the board's pleasure on that? Is
that something we'd like to hear more of?
>> MS. MARIA GARCIA: I will think about it.
>> MR. LUIS GONZALES: One quick question with procurement,
Mr. Robinson?
>> TERRY ROBINSON: Yes, sir.
>> MR. LUIS GONZALES: The procurement process, is it a three-bid
system, correct?
>> TERRY ROBINSON: The procurement process is based on what I
have... (End of video.)
(Adjournment.)
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