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April 14, 2021 Governing Board meeting...
>> MR. DEMION CLINCO: Good evening, and welcome to the April 14,
2021 regular Governing Board meeting of the Pima Community College
District Governing Board. I'd like to call this meeting to order.
The first item is our roll call. Mr. Silvyn, could you read the
roll, please.
>> MR. JEFF SILVYN: Yes, Mr. Chair. Mr. Clinco?
>> MR. DEMION CLINCO: Here.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Here.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Here.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Here.
>> MR. JEFF SILVYN: Mr. Chair, the board members are present
with the exception of Catherine Ripley who is absent.
>> MR. DEMION CLINCO: Thank you very much.
Next item of business is our public comment and call to the
audience. In order to limit the spread of Coronavirus, the Governing
Board has suspended its normal public comment period.
We have two people who have asked to speak this evening. The
first is Denise Reilly. We have three minutes set aside for each
speaker.
Ms. Reilly?
>> DENISE REILLY: Hi. Thank you. Good evening, everyone.
Actually, I think there is a few others that are supposed to go prior
to me if that would be okay. If that's not okay, please let me know.
>> MR. DEMION CLINCO: So I had received a communication that
there was a group all speaking on the same topic, and you were the
one who was speaking on behalf of the whole... if that's not the
case, if you could maybe identify who else would be speaking with
you?
>> DENISE REILLY: Absolutely. So there is three college
employees, Dr. Daisy Rodriguez Pitel, myself, Denise Reilly, and
Kyley Segers. We had a bit of an order set up. I apologize. So if
Dr. Daisy Rodriguez Pitel could go first, that would be ideal. I
will go in the middle, and Kyley can go at the end and we have some
students as well. Thank you.
>> MR. DEMION CLINCO: Great. And the name of those students?
Looks like it's Vini Villegas, Rachel A., and Brenda P.? If we could
elevate them as well. Also Ariana G.?
>> DENISE REILLY: Yes, absolutely. Thank you very much.
>> MR. DEMION CLINCO: I'm going to hand it over to you guys.
How long do you think you need for this? Do you think about nine
minutes?
>> DENISE REILLY: I would say nine minutes we can all go through
our spiels. Thank you.
>> MR. DEMION CLINCO: I really appreciate it.
>> DENISE REILLY: No problem. Dr. Daisy?
>> DR. DAISY RODRIGUEZ PITEL: All right.
>> MR. DEMION CLINCO: If you could turn your camera on when
you're speaking, that would be great.
>> DR. DAISY RODRIGUEZ PITEL: Can you see me?
>> DENISE REILLY: No. We can't see you, Daisy.
>> MR. DEMION CLINCO: But we can hear you. If you just want to
go ahead? I believe you're now -- you have turned off your
microphone. We can see you now.
>> DR. DAISY RODRIGUEZ PITEL: All right. Excellent. Sorry
about that.
Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, colleagues and students. My name is Dr. Daisy
Rodriguez Pitel, and I serve as a lead Phi Theta Kappa advisor at the
college. I have served as a Phi Theta Kappa advisor for the past
four years and work with a team of six fellow PTK advisors.
In the past 15 months, our students have endured more challenges
than usual. Our students have demonstrated resilience, and our
students have succeeded.
We have individually and collectively experienced great adversity
in the past year, making adjustments to how we live, learning how to
excel within the virtual learning environment, coping with various
forms of discrimination, restructuring how we maintain our
connections with one another safely while also staying involved in
leadership and student engagement.
Our students have also managed this pandemic with ease, grace,
sometimes stumbling along the way, and yet they have strategized in
their own unique ways on how to continue exhibiting excellence and
not mediocracy.
This evening I'm honored to present a few Pima students who
represent Phi Theta Kappa in our Honors program. You will hear their
personal experiences as scholars and student leaders. You will also
hear from Denise Reilly, former lead PTK advisor, and Kyley Segers, a
PTK advisor and Honors program lead.
We are PTK. We are Honors. And we are proud to share narratives
with you tonight. Thank you.
>> MR. DEMION CLINCO: Daisy, would you like to introduce -- who
is next?
>> DR. DAISY RODRIGUEZ PITEL: I will introduce Brianna P.
Brianna is our Alpha Beta Chi chapter president.
>> MR. DEMION CLINCO: Just to make this easier, as each speaker
finishes, if you could introduce the next speaker, that would be
great.
>> DR. DAISY RODRIGUEZ PITEL: Okay. I will do that.
>> MR. DEMION CLINCO: That way you can keep it in the order
you'd like to see it.
>> DR. DAISY RODRIGUEZ PITEL: Thank you so much.
>> Hi. I know you want us to show our face, but I don't have the
feature to open my camera.
>> MR. DEMION CLINCO: That's okay. You can go ahead.
>> Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, and administration. My name is Brianna P., and
my major is chemistry.
I'm the president of Phi Theta Kappa and part of the executive
team of the Honors Club. I have recently been awarded the All-USA
scholarship with the honor of being a gold scholar and currently am
graciously using the Pima merit scholarship.
Phi Theta Kappa and the Honors Club have helped shaped me into
the person I am today. For me, going to Pima Community College was
never in my eyes. Family and friends kind of looked down on it. I
never had the intention of applying to Pima until I noticed I
couldn't afford a university and Pima was offering me a scholarship.
I put my ego aside that was built upon people's opinions, and it
was the best decision I ever made. The friends I had in high school
who once frowned upon community colleges now saw the benefits it had
to reap with small talks between us and decided to drop the
university lifestyle and come to community college.
Entering PTK and the Honors Club uplifted me in ways I never
thought. I immediately saw how much I could thrive in an environment
that cares about its students rather than money. I took advantage of
volunteer opportunities and soon was proud to say I am part of Pima
Community College. Phi Theta Kappa and the Honors Club made me feel
closer to Pima Community College and made me realize I'm right where
I belong with smart, driven, and diverse students.
Pima provides so many opportunities for students to thrive in the
workplace and transferring to university, and I'm happy to have been
involved and to be speaking amongst you all today.
Thank you.
>> DR. DAISY RODRIGUEZ PITEL: Thank you so much, Brianna.
Next we will hear from Luis.
>> Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, guests. My name is Luis Ku. I'm an English
major. I'm the PTK liaison for Pima Community College Northwest
Campus and a recipient of the All-Arizona Academic Team award.
I want to say a few words regarding what PTK has meant to me as a
nontraditional student who works full time and is a proud father of
two beautiful children. As someone who has many obligations outside
of school, I hardly ever had time to interact with other students or
clubs outside of the classroom. PTK gave me the opportunity to have
meaningful interactions with fellow students and the opportunity to
partake in discussions and be a part of the decision-making process.
I always thought my obligations outside of school would be a
barrier to my ability to partake in something bigger and more
meaningful than a letter grade in a classroom.
But PTK didn't see it that way. They saw my circumstances as an
opportunity to be inclusive and extended a welcoming embrace to me.
PTK has been many things to me, but more than anything, it has been
the human element in an increasingly virtual environment, and I'm
extremely grateful to everyone for that. Thank you.
>> DR. DAISY RODRIGUEZ PITEL: Thank you, Luis. Vini?
>> Hi, everyone. Good evening, Chairperson Clinco, members of
the board, Chancellor Lambert, administrators, faculty, and students.
My name is Vini V., and I am studying pharmacy. I am an officer for
Pima Honors and treasurer for Phi Theta Kappa.
I got involved with the Honors program, because believe it or not
it was due to an ACCUPLACER test that I took for my chemistry exam,
and through that I was able to find out that I was eligible to join
Pima Honors. During my first semester I took Honors 101, and I very
much enjoyed it. So that's how I got connected with the Honors Club.
Being a part of Pima Honors means to me I'm a part of community
that values everyone, and it is like a family where everyone is
working together and helps everyone out.
I have got to work with so many peoples and it almost feels like
I have known them for decades. Through Pima Honors I participate in
several volunteering activities, and just to name a few, Casa Maria,
VA Hospital, (indiscernible) Metro, et cetera. I have also led
several leadership positions.
I got involved with the Alpha Beta Chi chapter through Pima
Honors Club as they both work together very closely. Through Pima
Honors and Phi Theta Kappa has provided me mentorship, friendship,
leadership skills and has given me several opportunities to become
involved with the community.
Thank you so much everyone for listening. I really appreciate
it, and I'm very thankful that I was able to share my experience with
y'all tonight.
>> DR. DAISY RODRIGUEZ PITEL: Thank you so much, Vini.
Next we will hear from Rachel.
>> Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, and guests. My name is Rachel G., and I'd like
to share my journey in Honors and Phi Theta Kappa with you.
I'm a liberal arts student going into my third year at Pima. I'm
the current vice president of public relations for Alpha Beta Chi and
a future member of the Honors executive team.
In high school I was in study skills, which is a separate program
for students with learning disabilities and behavior problems. Being
in that environment made it difficult for me to learn and being
forced to attend classes with people that didn't like me or accept me
and my family. We (indiscernible) of what school could be. I was
told I was intelligent, but I didn't see a lot of evidence to support
this finding. I tried to avoid school as much as possible.
I had attended high school at Catalina Foothills, and I saw kids
get accepted into Ivy Leagues as well as state universities. These
students had teams of tutors and support to get them into these
schools. On the other hand, there are not many people in study
skills who have made it to college or have been able to hold down a
job. It felt like the educational system was set up to depend on
money more than talent. College and academics in general lost their
appeal to me. I eventually dropped out.
My parents pressured me to return and get my diploma. I wasn't
sure what I wanted to do after high school. For a while, I didn't do
anything. I was later encouraged to go to Pima just to see what I
could accomplish.
When I was young, I had started speech therapy. Growing up I was
very shy. While being at Pima I felt accepted. I also have ADR
accommodations, which are anonymous to my classmates, and the
majority of my professors have been very helpful.
I have not had my speech corrected while being here. There have
still been numerous times over the past year I have wanted to drop
out, but being a part of PTK and Honors has given me a reason to
stay. It's given me something to look forward to. Since you need a
3.5 GPA to remain a member, it has kept me accountable to attend
class and to stay a good student.
My fellow members continue to keep my inspired and motivated. I
don't know how many of them do it. I am now considered a senior
member, and people ask me for advice. It is a new feeling but a good
feeling. I will continue to pursue my education after I graduate
from Pima.
Thank you for your time.
>> DR. DAISY RODRIGUEZ PITEL: Thank you, Rachel.
Denise, please go next.
>> DENISE REILLY: Thank you, Dr. Daisy. I don't know how to
show my face, but good evening, Chairperson Clinco, members of the
board, Chancellor Lambert and guests. I'm Denise Reilly, career
counselor and adjunct faculty at Pima Community College and have had
the pleasure of serving as a PTK advisor for the past five years.
For those of you who may be less familiar with our Alpha Beta Chi
chapter and PTK presence at the college, I thought I'd share a slight
bit more. PTK is the oldest, largest, and most prestigious Honors
Society serving two-year colleges nationwide. It serves to recognize
and encourage the academic achievement of two-year college students
and provide opportunities for individual growth and development
through honors, leadership, and service programming.
In order to become a member, students have to have a 3.5
cumulative GPA or above, a completion of 12 credits, and they follow
the hallmarks of scholarship, leadership, service, and fellowship.
I wanted to take just a minute to acknowledge my fellow advisors
and student officers as this is voluntary work for all of us in
addition to being employees and students at the college, and this
amazing group of individuals that you're hearing from works
tirelessly together for the outcomes you're hearing about this
evening. Thank you.
>> DR. DAISY RODRIGUEZ PITEL: Thank you, Denise. Next we will
hear from Andrea.
>> Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, Pima administrators, faculty, staff, and
students. I'm Andrea Salazar, an online student majoring in business
administration. This is still my first year at Pima.
First I wanted to thank you for giving me the opportunity to
share my experience in Honors today. I can honestly say serving as
an officer at Phi Theta Kappa, a student leader and upcoming member
of the Pima Honors executive team has been a highlight of this last
year. I still remember my first rite of Honors, being one of my
first days as a Pima student, and how I couldn't understand how
everyone was able to make me feel welcome.
That's what I like the most about the Honors Club and our Phi
Theta Kappa chapter. Since day one, we make sure everyone feels
comfortable, knows what our mission is, and is introduced to all of
the ways they can get leadership experience and personal growth.
I consider that all of the members and our advisors are
constantly growing leadership, service, teamwork, and academics with
respect to others and with a goal of mentoring everyone who is
wanting to get involved. I'm truly grateful to have had the
opportunity to be a part of this amazing family, which has made a
significant impact not only in mine but in many others' lives.
Finally, I'm sure my experience at Pima Community College would
have not been the same if not for Phi Theta Kappa and Pima Honors.
They are valuable assets for our school. Thank you.
>> DR. DAISY RODRIGUEZ PITEL: Thank you, Andrea. Ari?
>> Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, guests. My name is Ariana Gutier. I am an Honors
and Phi Theta Kappa and All-USA scholarship recipient.
Yes, I can finally say that, and, oh, my, it feels so good. It
is becoming more apparent that I'm one step closer to accomplishing
my desire of becoming a veterinarian.
Before PTK and Honors I felt extremely lost. I was down on
myself as I forced myself to put my career as a vet tech of 12 years
on the back burner due to a debilitating injury, lost a dear friend,
had a 2.6 GPA, and didn't know where my life was going. I knew that
I needed to reach out somehow, some way. So I did.
When I called the phone number on the Pima Community College
website for the PTK club, a friendly voice was there on the other end
of that line with open arms. Dr. Vorndran was the voice on the phone
that encouraged me that I am welcome and I belong.
I know as I thought to myself, someone's clearly taking a chance
on me. I also had no clue what I was in for. I also found my
people. For the past two years I have learned what it means to be a
part of a like-minded community of warm, awesome people who recognize
my worth and in turn taught me how to recognize my own. I learned
what it means to be a servant leader. I have made many friends on
this journey and lost some as well.
Recently I was able to receive an Academic Fresh Start, which is
commonly unheard of when you ask other students about what that is.
A gift I was awarded through that process was getting the opportunity
to watch my own growth sky rocket in addition to my GPA, which went
from 3.23 up to 3.91 in just weeks.
In the beginning of my journey, I did not believe that I would
ever become an officer of PTK due to my GPA struggles, but I refused
to let that stop me from engaging in fellowship activities,
conferences, and award ceremonies for my chapter while striving for
what I believe could be possible.
Although short term I have finally had the pleasure and the honor
of being an Honors and PTK officer, taking care of some of my
favorite roles, being there for my fellow colleagues and rising up
the future generation. In addition to these encouraging words I
share with you, I want to include that if there is anything that I
have learned during my time with PTK and Honors, as well as just this
last year with the pandemic, is that no matter how much effort we put
into our schoolwork or the demand that college has of us, it seems
that putting meaningful relationships and/or experiences first is so
essential.
Without putting these meaningful moments first, we tend to lose
our fuel and drive to achieve our goals and reach what each of us
describes as our own version of success. So I invite you to take a
moment, take a breath, and know that today is here. Tomorrow is so
unpredictable, and yesterday it's already gone. So don't waste
today, because it could all be gone tomorrow. Thank you.
>> DR. DAISY RODRIGUEZ PITEL: Thank you so much. Our closing
speaker is Kyley.
>> Good evening, Chairperson Clinco, board members, Chancellor
Lambert, colleagues and guests. My name is Kyley Segers, and I have
taught math and honors here at Pima since 2012. I have also served
as Honors coordinator for the East Campus for much of that time, and
this year I assumed the responsibility of lead Honors coordinator for
the college from Dr. Ken Vorndran who undeniably, absolutely was
instrumental in shaping this program to what it is today.
In the time that I have worked with the Honors program and Phi
Theta Kappa, I have seen both of these groups grow in tremendous ways
to become the incredibly impactful bodies they now are. Working with
students and colleagues like those you have heard from this evening
has truly been one of the greatest joys of my life. When I started
working with Honors I saw the power it had to transform our students,
but I never expected how much I would also be transformed by my
Honors family.
The amount of good that is done by the students, faculty, staff,
and administrators who connect to the program is unlike anything I
have ever seen. While the Honors program at Pima has an excellent
academic option for students, the largest part of what we do is
co-curricular. Our program, including Phi Theta Kappa and the Honors
Club, gives students extensive opportunities to volunteer within the
college and community, gain the experience with service and
leadership, while leaving a positive impact on the lives they touch.
For those efforts, many of our students have been rewarded with
life-changing scholarships that allow them to complete their college
degrees with little or no debt.
In the time I have worked with Honors, I have consistently seen
10 to 12 of our most active members nominated to Phi Theta Kappa's
All-USA scholarship each year. This affords nominees a 60-credit
tuition waiver to finish their Bachelor's at U of A, ASU, NAU.
Each year we have a handful of these amazing student leaders that
place nationally, winning the All-USA award, which is given to the
top 20 nominees in the country, or a Coca-Cola Gold, Silver, or
Bronze scholarship, which is given to the next top 50, 100, 150
nominees.
In fact, since 2015, Pima has boasted 7 All-USA winners, 14 gold
scholars, 4 silver scholars, and 7 bronze scholars. There are only a
handful of community colleges in the country that have a record this
impressive of which most are much larger than Pima, such as Miami
Dade in Florida or Lone Star in Texas.
The key feature of nomination for the All-USA award centers
around an Endeavor Project, a project that the student researches,
develops, and leads at the college or in the community. Endeavor
Projects from Pima students have gone on to become institutionalized
within Honors, such as our annual R.I.S.E. for Homeless Veterans
event, Domestic Violence Awareness Day, Himmel Park cleanups, or our
ongoing relationship with Pima Animal Care Center.
They have gone on to become nonprofits such as Women Warriors
Tucson, Lingui Language Lab Exchange, and hopefully soon, GROW
Academy, financial literacy workshops.
They have also contributed to strengthening our systems and
relationships within the college, such as creation of the Diversity
and Inclusion Club, reinvigoration of the Society of Hispanic
Professional Engineers Club, developing the ARC Food Pantry.
Considering that since 2015 we have had 10 to 12 Honors students
completing an Endeavor Project each year, not to mention each nominee
also completes five regular service or leadership activities, you can
see how the amazing program you have heard about tonight has come to
be what it is. There are so many examples. Clearly I could go on
all night.
Instead I will choose to close with some thank yous. First to
you, the board, and all the administrators, faculty, and staff who
have supported this program and nurtured it throughout the years.
Special thanks to Dr. Dolores Duran-Cerda, one of the first Honors
coordinators at the college, who has always had a special place for
us in her heart. But a double extra special thanks to all of the
students who give so much of themselves in making this program the
amazing juggernaut for good that it is.
Please save the date for our Honors and PTK awards ceremony, May
6, and we'd love to have you celebrate this year's accomplishments
with us. Thank you.
>> DR. DAISY RODRIGUEZ PITEL: Thank you, Kyley.
Our truly closing speaker is going to be Clinton, so Clinton,
please go ahead.
>> Good evening, Chairperson Clinco, members of the board,
Chancellor Lambert, Pima administrators, faculty, staff, students.
I'm Clinton Ponder Gilby. I currently have no major. I started as a
PTK member and was pulled into Honors with Ariana to help bring one
of our volunteer opportunities back.
I was last term's treasurer for PTK. This term I am liaison
officer. I was regional officer for last year's term. As a regional
officer with PTK, I got to help take our three regional conventions
to a virtual format. We also added seven new virtual events,
including keeping your membership engaged, college transfer, we had
the three state universities represented. The last event, regional
convention, we received a lot of positive e-mails.
Recently had our international convention virtual. Strong
compliments on our performance in the awards area from our advisors,
and from Michael Lopez and Dr. Desjardin. (Indiscernible) at Pima
College is a community of people who encourage excellence as well as
natural outcome.
There are over 1300 chapters international Phi Theta Kappa
Society. 30 of those chapters out of 1300 received a distinguished
chapter officer team award. Pima Community College's own PTK chapter
was one of those chapters. I'm actually happy crying on this one.
The four pillars of PTK and that should be for Honors as well,
leadership, service, fellowship, scholarship. An unmentioned one
there is to support each other in the four pillars. I have seen that
with these people I get to work with, advisors and students.
I currently value the extracurricular activities over my classes
now. I have, through my advisor and my PCT instructor, been
introduced to an incredible opportunity that is outside the
classroom. I have had opportunity to serve up and work with these
(indiscernible) both students and advisors. They have done service
in community by organizing (indiscernible) for an example.
Our students are mostly in their early 20s and late teens. These
community people we are dealing with, organizing with, are talking
and dealing with our students as though they are worth dealing with,
and they are. It's a natural thing.
A lot of times we say what we have done, we don't say how we do
it, but they reached out to Salvation Army and they were talking,
these people on a call, I see it in the meetings that these people
respond instantly when they call. These are people in their early
20s and late teens organizing these events and it's incredible. It's
not that they see these ideas and advisors do it for them or for us.
The students are doing the work, and it's incredible. I would trust
these people to do a lot of different events.
The people I did with the regional conventions are in the same
boat. Most of them are a bit older than officers we have on our
chapter team here, but from where I'm sitting these are kids and they
are doing excellent work. They are getting incredible experience by
doing this stuff. That's where the leadership comes in, the service,
fellowship, and scholarship.
I thank you much. You guys have a good one.
>> DR. DAISY RODRIGUEZ PITEL: Thank you so much, everyone, for
allowing us this time. We hope you have a wonderful evening. Thank
you.
>> MR. DEMION CLINCO: On behalf of the board, I want to
acknowledge and recognize the students who are taking their education
by the reins and really empowering their future through their
participation in Honors and PTK.
It is really inspiring to hear these stories and to know that you
are excelling academically and personally and professionally. It is
why we are all here, and it really is very moving. I want to thank
you for taking the time to come and share this with the board.
To the faculty and staff and administrators who support this
program, we want to thank you for everything that you do to keep
programs like this dynamic and accessible and supporting students to
achieve their goals. So we are so appreciative. Thank you very
much.
Okay. Looks like that concludes our call to the audience. I was
trying to follow on the list, just to double-check, Andrea Salazar
Caldone, I believe you spoke and you were separate from the bulk
group, I believe. Is that correct? Okay. I'm going to assume that
is yes. Thank you very much.
Next item is our remarks by the Governing Board. I will start.
I just wanted to welcome and acknowledge that David Brodsky is with
us this evening. Mr. Brodsky is the new director of the Arizona
Association of College Trustees and is visiting across the state to
all of the different community colleges. I just wanted to
acknowledge his presence this evening and welcome him.
I think we are doing things across the state, so welcome, David.
>> Thank you. I appreciate being here. I'm already inspired by
all of the things that the students had to say. It's what colleges
do and especially community colleges.
>> MR. DEMION CLINCO: Thank you so much for being here.
Ms. Garcia, any comments this evening? You're muted. Your
microphone is off.
>> MS. MARIA GARCIA: I just want to welcome everyone and hope
everyone stays safe. Just get that vaccine going, everyone. That's
it. Thank you.
>> MR. DEMION CLINCO: Thank you for that. Mr. Gonzales?
>> MR. LUIS GONZALES: Yes, I just also want to welcome everybody
too. But especially the students. They were very inspirational. I
think they are doing a great job.
No report today. Thank you.
>> MR. DEMION CLINCO: Dr. Hay?
>> DR. MEREDITH HAY: No comments. Thank you.
>> MR. DEMION CLINCO: The next item on our agenda is our
administrative reports. The first item is our mission update with
Dr. Richmond, vice chancellor for strategy, analytics, and research.
You have five minutes.
>> DR. RICHMOND: Chair Clinco, members of the board, Chancellor
Lambert, colleagues and guests.
I'm here this evening to provide a very brief update on the
status of the mission review process. I will share my screen for
just a couple of minutes so you can see the latest statements.
Since I presented to the board last month, we have had a survey
out to all employees, which was also completed by some community
members and some students to gather additional input on the mission
fulfillment framework. We are trying to ensure we are as broad as
possible and inclusive with different perspectives.
Since I last spoke with the board, we have made only two changes.
These statements are very, very similar to the ones that you saw
before. Purpose remains transforming lives through affordable
education. Based on the survey responses, when we asked the
respondents if they liked this statement as a vision, 70% said yes,
19% were neutral. 10% said no. Which is a very positive response
rate for this particular statement.
The vision, as you can see, we revised slightly per board input,
added the language premier community college and woven that into the
language we had before. I don't have survey responses on this,
because this statement has been a work in progress and was not in
that survey instrument.
The mission is unchanged from the last time you saw this. Based
on our survey responses, about 12% of respondents do not like this
statement. Other respondents were either neutral or we had 65% of
positive responses for this. This remains the area we are looking at
most closely to see what adjustments we might make.
Finally, we have the behaviors. We made one minor change here
for the behavior description for innovate. There was a slightly
negative phrasing to the language, and we revised that based on
community input to have the courage to take risks. So it's much more
positive in how that's put together. Input regarding the behaviors
continues to be very positive with 81% of survey respondents liking
the language that we have here, 11% neutral, and 8% disliking these
statements. Again, very positive input.
We are continuing to reach out for input from different
stakeholders. We have a particular focus on gathering student input
at the moment, and we are combining the mission framework and the
draft strategic plan, and we are going out for a final round of input
on the mission and feedback on the draft plan. I think we are
getting very close. We will continue to engage with interested
community members who engage with us in this process.
I should note the statements here are stronger for the input we
have received from some community members, and it's my intention, if
this is agreeable to the Governing Board, and based on prior
conversations with the chancellor, that we will bring these
statements and the strategic plan forward for board discussion and
action at the next board meeting if that is acceptable to the
Governing Board.
With that, I'd be happy to take any questions.
>> MR. DEMION CLINCO: Are there any questions from the board?
Okay. A couple of things. One, Board Member Ripley isn't here
this evening, and it would be great to touch base with her outside of
the meeting context to just make sure that she is also equally
comfortable.
But I really want to reiterate that for the board, this is what
we would actually be voting on. We wouldn't be tinkering or making
additional changes at the table when the item comes. We are trying
to avoid that from happening. So if there is additional feedback or
input, now would be the time or of course you can reach out to
Dr. Richmond through Chancellor Lambert's office. I just want to
-- that's the goal.
Does that sound reasonable to everybody? Okay. Anybody have any
concerns about what's being proposed or want to make any additional
comments?
Okay. Nobody. Okay. Just checking.
Thank you very much, Dr. Richmond. We really appreciate the work
and appreciate you taking our feedback and integrating it into the
updated changes, and we look forward to -- do you anticipate any
final amendments or changes, or is this really what you plan on
bringing forward to the board at this point?
>> DR. RICHMOND: That's a great question. I anticipate at this
point that these will essentially be the statements that will come
forward to the board.
We are continuing to look at the mission statement just because
with 65% positive responses, about 22% neutral, we are taking a look
just to see if there are changes we can make to kind of shift that a
little bit, but as I'm sure you can imagine, there is a very careful
balancing act across how we capture the phrasing within these
statements.
Because we are going out for another round of input with the
focus on student input, it is possible there will be some revisions
based on that, but I don't anticipate big substantive changes at this
point. And we will of course post these statements well in advance
so there is time for everyone to take a look at the final version
should they wish to add any final comments.
>> MR. DEMION CLINCO: That sounds reasonable. We really
appreciate all your hard work, and again, all of the community
feedback. There is still opportunity for the community to give
feedback, so, you know, take this moment. This only gets done every
few years, so this is the moment really to provide thoughts on our
mission framework.
Thank you very much. Okay.
The next item is our data analytics program with Greg Wilson,
dean of Applied Technology. Mr. Wilson, you have five minutes.
>> GREG WILSON: Thank you, Chairperson Clinco, members of the
board, Chancellor Lambert, students, colleagues and guests.
I will share my screen. I'm just going to take a few minutes to
go over a new data analytics certification that is being offered by
Trane in partnership with NC3. Before I get into some of the
details, I want to be very clear that this is an entry-level
certification.
As you can imagine, with data science, it covers so many
different industries. You know, it really takes going through
training and then work experience, work-based learning, to really
advance. I just want to be very clear that this is an entry-level
certification.
While I represent Applied Technology, this is actually
information that I have shared with a few other deans, because as we
go through this, you'll see that it really does apply to many
different industries and of course our programs.
So we will just kind of get into the what, the how, and the why.
This certification is really helping students understand how data can
be used and analyzed. While I'm presenting this from a program
standpoint, as I'm sitting here, I'm thinking this is something that
employees could use as well. So what you'll see is that this
certification really helps a presenter collect data, analyze it, and
then present it so that it means something.
Big data is everywhere, right? We hear this term a lot. So this
is an entry-level certification that really addresses different
questions. We have certainly talked about Industry 4.0, what does
that mean? How do you tell a story when you're going through this
type of certification?
I have borrowed all of this information from Trane, and we
actually had a full-time building and construction faculty member,
Jim Russell, go through the first group of certification attendees in
the country. And this is actually level 1 of five different levels.
So to kind of give you the framework, level 1 and level 2 are both
entry level where we teach students how to use data, analyze data,
and then you apply it to a real-world situation, right?
So if you're looking at the spread of the virus, you could do it
for tectonic plates, I mean, there are so many different applications
where you can collect. This certification will actually have
students go through, look at data, and then apply it to a real-world
project or a capstone.
So you do that in the first level. Pretty much the same thing in
the second level. It's not until you get to level 3, 4, 5, where you
really start to get into a specific industry. And so for this in
particular, for building and construction, we would use those higher
levels for our students to analyze energy and sustainability data.
I'm sure you're familiar with our ongoing partnership with Trane, I
know we will be presenting more on Monday, but it's the type of
experience that really exposes students to how they are going to use
data in the real world.
So we are really excited to be partnering with Bill Ward and his
team, because we are going to be able to build a virtual learning
living lab where our students tap into data about Downtown Campus.
So it puts them, as opposed to just working on a mobile trainer when
it comes to HVAC or automated building systems, they actually get to
see how the building is working and then analyze and diagnose.
You know, I talked about what it was. Here is a little bit about
why it matters. You can just enter data science or the importance of
data in so many career paths. There is plenty of evidence to show
how it's going to work. Going back to my earlier comment, it can be
used in any one of our academic divisions, but also just for Pima
employees as we communicate.
Also wanted to quickly specify that levels 1 and 2, as we present
the information for students, that there is no cost. This program
uses Tableau, which is an open software freely available. So for
those first two levels, there is actually no cost to implement that.
Again, once you get to levels 3, 4, 5, you can start to get into your
specific program areas, then you would look for building and
construction, in our case, that would involve a cost at that point.
Why does it matter? Because it affects so many different areas.
I just want to go through this one slide. You can look at all these
different career paths. You know, Dr. Richmond, I talked to her
briefly, if you see No. 23, again, it's just an entry level where we
are just kind of introducing students to what it could be and then
they could go through any one of these levels to continue.
This is also important for our program, because Trane also has a
partnership with JTED, so we have plenty of dual enrollment partners
when it comes to building and construction, and so this would be a
continuation for them to go from their high school to Pima and then
take the higher levels.
Last slide, just to interest you with some of the data and why it
matters. You could just see how much data will be shared. Again, it
doesn't mean anything unless you can explain it and tell the story.
We are excited that we are starting this process. Our faculty
will continue to go through the certification as we integrate it into
the building and construction program in anticipation for the
renovation in the ST building at Downtown Campus.
I wanted to give you the brief overview, and I'm certain we will
share more as the program continues.
>> MR. DEMION CLINCO: Any questions for Dean Wilson?
Okay. Ms. Garcia?
>> MS. MARIA GARCIA: Just a question. With all this -- it
sounds really interesting, and it looks like it's an application that
can be used. I guess my next question is have you gone out to see
what the industry thinks about this information and how they can use
it? I mean, I know you have all these things down as to you can use
it in all these applications, but will they accept that training from
a student of ours?
>> GREG WILSON: Great question. My emphatic answer would be
yes. As we meet with our industry partners, and again, I'm not
limiting this answer to building and construction, whether it's our
design partners, automotive, welding, I mean, you're looking at
(indiscernible) and our students go out into their industry, they
need to be able to quickly analyze and then apply their skill set.
When is the right time to apply this method of whatever it may be?
So again, and just to specify, this is entry level. That's what
we want to start with, levels 1 and 2, and get into a specific field.
But from an industry standpoint, there is no doubt that they want to
see that our students understand what it is they are looking at
before they apply their technical skills.
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: No additional questions?
Thank you, Dean Wilson. We appreciate the update. Keep up the
great work. Thank you.
Next is an enrollment update from David Arellano, dean of
enrollment management. Five minutes.
>> DAVID ARELLANO: Thank you, Chairperson Clinco. I trust you
all see that there.
>> MR. DEMION CLINCO: We do.
>> DAVID ARELLANO: Good evening, Chairperson of the Board, board
members, Chancellor Lambert, colleagues and guests. I will be
providing you with an update from enrollment management.
We are going to take a look at spring 2021 national and state
data. When we look at this data, it's being provided by the National
Student Clearinghouse research center which provided a recent report
that really details like key enrollment trends and statistics for
spring '21.
What you can see on that left-hand chart is you can see, when we
look at the two-year public sector for spring 2021 compared to last
spring, it's down 9.5%. Then when we hone in at the state level we
also see at the broader undergraduate level we are down 9.8% in the
state of Arizona.
Looking and disaggregating the data a bit more, we are looking at
now enrollment information. Specifically I want to look at and hone
in on the 18 to 20 and the 21 to 24 age ranges. You can see those
two categories are significantly down in the left-hand chart.
That's our really new to higher ed, some college cohorts. That's
really where nationally that we are seeing those decreases in
enrollment. Then when we look at the chart to the right, we can see
that it's also disaggregated by race and ethnicity, and we see
decreases in each category there.
But I do want to switch gears and provide a positive early
outlook for summer '21 enrollment. So what you're seeing on this
particular chart is summer '21 compared to summer 2019, but you can
see we are up in head count enrollment and FTSE.
We are not comparing data to summer '20 yet. That term, if you
recall last time around or last year around this time, we were
adjusting the summer schedule and virtualizing a lot of our services
and our instruction, and so that term opened later for registration.
But I think what's really significant when we look at this
particular table is we are comparing summer '21 to summer '19 and
that's a pre-COVID, nonpandemic enrollment term, and we see
percentages up there. So that's really positive.
This is an early outlook. We still have about a little less than
two months from the start of the term, but just in that quick
comparison we can see some early growth and we are looking to sustain
that and keep growing in our enrollment numbers for this upcoming
term.
Here is just visualization of that table I just showed you, and
you can see in this green line the delayed start from summer 2020
enrollment and then this darker orange line is our current trend line
for summer '21.
Finally, I did want to share some feedback we received from
students through our virtual callback services. We sent out a text
message survey. In that survey, students can tell us a little bit
how their service was and their satisfactions, things like that. We
specifically asked some questions about what do they want to see from
us in the fall from a student services perspective.
You can see the chart on the right, the majority want us to
continue our virtual callback advising services. So that has been
really strong. You have heard me talk about the 26,000-plus
interactions since July. You have heard me talk about the 95% very
satisfied and satisfied rating from students using this service. So
we do have a lot of transactions and interactions from our advisors
with our students there and they want to continue that for the fall.
Then you also look at the left-hand table. What you see is again
they want us to continue those online and virtual options, but you
also see those campus in-person options being represented there.
That really, when you look at that data, really represents the
students are look looking for a hybrid model. They are looking for
services they can go in in person and get, but also when they have
time constraints or in between classes or are out working, they want
this other flexible option where they can do it online and be
virtual.
So when we look forward to our fall student services, we are
really going to be looking at that hybrid model. It's really going
to mirror what the students are asking for. That's really important
making sure that we maintain that access, we maintain our efficiency,
making sure students get quick, fast, accurate service.
The other thing is really looking at the virtual services, we
have been able to do a lot with leveraging technology and we are
going to continue to do that. Next week we are rolling out a new
student dynamic checklist. What that is it lives in the portal and
in there students will be able to see in real time personalized to
them what step in the enrollment process they are at, and in real
time it will update once they complete a certain step.
I will definitely be sharing more at the next board meeting, but
that is launching next week. We will be rolling that out to students
and I think it's going to be a huge improvement. Again, that's just
another way we are virtualizing getting that information out to
students, especially our adult learners. They are more
self-directed. They like to take things in on their own rather than
sometimes speaking to an advisor. So really supporting those
students as well throughout that technology implementation.
With that, I will close this out and open it up for any questions
or comments.
>> MR. DEMION CLINCO: Any questions from members of the board?
>> MR. LUIS GONZALES: No.
>> MR. DEMION CLINCO: Thank you very much for all the hard work.
We really appreciate you coming month after month to give us updates.
We know the entire team it working to reengage these students.
I think I speak for the entire board when we say we have to be
aggressive and find ways of connecting with this cohort that we lost.
I mean, 18%, those students are still out there. Finding them and
reengaging and keeping the pace with the board, with the students who
would be enrolling anyway, we should hopefully be able to get gains
over the next year just from that loss.
So let's figure out how to connect with those students. I think
about the impact of those students not enrolling into Pima College
and the long-term effect on their lives. So let's continue to find
ways to do it.
Thank you so much for all of your hard work.
>> DAVID ARELLANO: Thank you, Chairperson.
>> MR. DEMION CLINCO: Next we have a presentation on
Hispanic-Serving Institutions with our provost and executive vice
chancellor for academic excellence.
Dr. Duran-Cerda, you have five minutes.
>> DR. DOLORES DURAN-CERDA: Thank you. Good evening, everyone.
Chairman Clinco, Chancellor Lambert, board members, representatives,
colleagues and guests. It's my pleasure to provide you with an
update on Hispanic-Serving Institutions, accelerating Latino student
success in higher education.
Can you see my slides?
>> MR. DEMION CLINCO: We can. Thank you very much.
>> DR. DOLORES DURAN-CERDA: Excellent. So today it's very
timely I'm giving this update to you, because this week has been the
HACU Capitol Forum, and precisely today we had congressional visits
all day long. We saw all of the various representatives in the state
of Arizona.
With them, we had Pima Community College representatives, Cochise
College, Phoenix College, Ottawa University, U of A, NAU, ASU. I
just would like to say, just like we heard from our students this
evening, the students that represented Pima College were fabulous.
They were outstanding and being articulate and advocating for HSIs
and particularly Pima Community College. They were so articulate.
One of them with a Gabriela Parra who is studying natural
resources and Mexican-American studies, and she also will be our
commencement speaker this graduation. And then the other student,
Westeres Perez (phonetic) who was a Pima student and has now
transferred to the U of A, studying math and education. I'd like to
thank them and Hilda Ladner and Yolanda Gonzales for being part of
this experience with our students.
What I'd like to share today is actually very positive news about
HSIs and Pima Community College. I don't know if you realize, but in
the country, the total number of HSIs is 569. There are 362 emerging
HSIs. So this is a growing number. It's being paid attention to
nationally.
So as you can see here, what I'm sharing with you is information
from Excelencia in Education, and this is an organization that
focuses on accelerating Latino student success in higher education
through completing the student achievement gap.
As you can see here, where Pima is located, as far as the top
institutions where Latinos earn degrees and certificates, we are, for
the two-year public institution, the first. So this is very positive
in regards to our college.
Some other information I'd like to share with you is the
framework that Excelencia in Education is using to track degree
attainment, and you can see here the top five HSIs in top enrolling
in the state of Arizona. We are No. 4, as you can see there, but we
are part of the top 5, and as far as awarding Associate degrees of
top five institutions in Arizona, we are No. 1. So we should be very
proud of ourselves and our efforts in enrolling Latinx students in
Pima Community College.
In the state of Arizona, as you can see, Arizona is the home to
the fifth-largest Latino population in the country. Latinos in
Arizona graduate at a higher rate. However, we do lag in Arizona
Latino degree completion and overall degree attainment. You have
some data there about what needs to be done and what we can do. I
will talk in a moment about what we are doing at Pima College.
So in order for a degree attainment to be reached, a goal by
2030, we need to close the equity gap in college completion. We also
need to increase the number of degrees conferred and then also scale
up programs and initiatives that work for Latino, Hispanic, and other
students. That includes outreach, of course.
So this is what we have been doing and what we will continue
doing. The chancellor joined Excelencia in Education's Presidents
for Latino Student Success, and this is a national group of
presidents and chancellors who are focused on HSI topics and
initiatives that promote Latino students.
Pima's also joined the new Arizona HSI consortium, so that's
almost I think all of the community colleges in Arizona and our three
state universities. So it's a recent initiative, but we are all
together and we have met twice so far talking about how we can
collaborate and have a common goal of increasing Latino degree
attainment.
On March 25th we participated in an Arizona briefing on 25 years
of HSIs, and that was sponsored by Excelencia in Education. Our
chancellor spoke there, along with the acting chancellor of Maricopa
as well as President Robbins from U of A and Michael Crow from ASU.
There was Q&A part of it, as well. We are all focused, all the
colleges and universities in Arizona, are focused on this HSI
initiative and degree attainment for Latino students.
At Pima, we have our breaking student barriers task force that
has been working diligently since last semester that we launched it,
and we are continuing to emphasize and address systemic changes,
systems and processes and procedures at the college that really, to
help smooth the process for students as they enroll and then as they
continue their journey it the college and then beyond that when they
graduate, too.
We also have a 3.1 HSI STEM grant that attracts Latino students,
low-income students, to the STEM fields. We have also recently
nominated the translation studies program for the Seal of Excelencia,
and we found out that 90% of the students who are in this program are
of Latino descent, and it's really highlighting their gift of being
bilingual in the medical and in the legal fields. So hopefully we
will have positive news regarding the Seal of Excelencia from
Excelencia in Education.
In addition, we have been selected as part of the Gardner
Institute's initiative, which is Equity in Retention Academy. That
is being headed by Jeff Thies, dean of college readiness and student
success, and Hilda Ladner, our diversity, equity, and inclusion
officer. And they are working with the team, Amanda Abens, dean of
workforce development and continuing education, Jackie Allen,
director of online student success, and Oslen Cacera (phonetic)
director of reporting and analytics with the STAR office. So they
are working on ways to help retain our Latino students.
Finally, about a year ago, we have participated and joined the
Presidents' Alliance on Higher Education and Immigration.
These are just a sampling of what we have been doing, and I just
wanted to share the good news that we are one of the top institutions
in the state of Arizona that is having Latino students succeed.
With that, I will open it up for any questions or comments.
>> MR. DEMION CLINCO: Any questions from the board?
>> DR. MEREDITH HAY: That was a great presentation, Dolores.
Thank you so much. Congratulations to you and your team for all you
have done. It's just really extraordinary. Really extraordinary.
>> DR. DOLORES DURAN-CERDA: Thank you, Dr. Hay. We appreciate
it. There is more work to be done, for sure.
>> MR. DEMION CLINCO: I definitely echo Dr. Hay. Really great
work. It's very inspiring to see this panoply of initiatives and
programs around this topic that we continue to talk about, the
urgency and need to address.
So thank you so much.
>> DR. DOLORES DURAN-CERDA: Thank you.
>> MR. DEMION CLINCO: Mr. Gonzales? Do you want to add
something? I couldn't see whether you were... okay.
>> MR. LUIS GONZALES: I lost you.
>> MR. DEMION CLINCO: Is there anything that you wanted to add?
>> MR. LUIS GONZALES: No, it was an outstanding presentation.
Really enjoyed it. I can't see any pictures right now. I got lost
somewhere here, touched something. I don't know what.
>> MR. DEMION CLINCO: Thank you very much. We can see you.
>> DR. DOLORES DURAN-CERDA: Thank you.
>> MR. DEMION CLINCO: Thank you. We appreciate it.
Next we have a presentation for shared governance and API 1-01-3
with Mr. Silvyn, our general counsel. Mr. Silvyn, you have five
minutes.
>> MR. JEFF SILVYN: Thank you, Mr. Clinco. Is that displaying
okay for everybody?
>> MR. DEMION CLINCO: We don't see your presentation.
>> MR. JEFF SILVYN: Then that means no. Sorry, I have been at
every board meeting the last year, and I haven't had to do this yet.
Now is it working?
>> MR. DEMION CLINCO: It is, yes.
>> MR. JEFF SILVYN: Does that make it any larger?
>> MR. DEMION CLINCO: Not yet.
>> DR. MEREDITH HAY: Use the presentation mode.
>> MR. DEMION CLINCO: At the bottom.
>> DR. MEREDITH HAY: There you go. Very bottom. That one
there.
>> MR. JEFF SILVYN: Thank you. Okay. This presentation is at
the request of the board. At the last board meeting in March, this
AP was originally going to be an information item. Some concerns
were raised and comments were made that suggested that perhaps there
hadn't been a collaborative process or we didn't follow the right
process.
What I thought I would do is provide some of the bigger context,
kind of an overview of the process, quickly walk through the major
steps that we are taking with this particular one, and then tell you
about what we are doing to finalize the work on this, and then of
course address any questions you might have.
So first, I thought it might be helpful just to quickly cover
what do we mean by shared governance? This explanation comes from
the accreditation materials published by the Higher Learning
Commission. The American Association of University Professors has
published materials on this topic, and there have been a number of
articles published. Many, many institutions in higher education
follow this philosophy.
Shared governance is a model for decision-making, and the idea is
to assign certain individuals or groups the primary responsibility
for specific areas of decision-making within the organization to
involve various people or groups in key decision-making processes,
often through an elected representative, to make really clear what
everyone's roles and responsibilities and to the extent to assign
roles and decision-making authority based on the closeness of someone
to the issue and the degree of accountability that they have.
So what I mean for that, for example, is the person or group who
gets assigned ultimate decision-making responsibility that we are
looking for the person or group who has the right expertise, who is
most directly affected by whatever the decision is, by who's
responsible to carry it out, for who is accountable for the results.
At Pima College, we have developed processes to help define what
shared governance looks like, depending on what situation we are
talking about.
So in this particular case, what we are talking about is how we
develop administrative procedures. So administrative procedures are
the roadmap for how an operational unit of the college will attempt
to carry out or achieve a policy set by the Governing Board, a goal
set by the chancellor, some other large-scale objective. This is the
how that unit is going to go about doing it. It sets the general
framework, decision-making authority, timing, responsibilities,
et cetera.
So we have a shared governance type process for the development
of administrative procedures, and in that process, there is a
sponsoring unit, so it's typically one of the larger operational
units of the college, might be facilities, might be the provost's
office, might be finance, et cetera. That unit takes the lead and is
responsible, because that's the unit that is primarily responsible
for carrying out whatever that function is and has an administrator
who is ultimately accountable to make sure that function is carried
out properly and effectively.
In developing an AP, that unit solicits input from stakeholders,
a group of individuals who, because of the way they are going to be
impacted by that process or because they have relevant expertise, has
input solicited from them, their input is considered by that
operational unit. They come up with what they are proposing the
administrative procedure be. They submit it to the chancellor's
office both so we can coordinate the rest of the process and to just
make sure is there any legal implications of what's happening.
That then proposed administrative procedure or change to an
administrative procedure goes through the different governance groups
we have at Pima College, for example, All College Council, Faculty
Senate, Staff Council, so those groups can provide feedback. We also
post the proposal for 21 days on the college website. Anybody who
has an interest can comment.
The governance groups when they review the administrative
procedure can ask to have a representative from the sponsoring unit
come and discuss with them whatever questions there might be, provide
clarification, receive input, et cetera.
The unit collects all that information. They respond. They
write responses to the particular comments. The comments, along with
the responses, are published. The unit sponsoring the administrative
procedure makes whatever changes they think are necessary based upon
the comments. The document is finalized. Then it's typically
posted, provided to the board as an information item. It's published
on the college's website. We now have a new AP or revised AP.
In this particular case, we are talking about an administrative
procedure to regulate the process for how units develop standard
operating procedures. What's a standard operating procedure? That's
a set of instructions that a unit follows and that the people they
work with follow in order to carry out a certain function.
For example, when faculty want to prepare a syllabus or develop
new curriculum, there is a process they are supposed to follow. If
I'm a college employee and I want to go on work-related travel, there
is a process I follow to get that travel approved and paid for. If
I'm a student and I think I need some type of accommodation so that I
can be more successful in a class, there is a process I follow in
order to get that accommodation.
So that's what we are talking about. There is lots of them.
They have been at the college since it started. A very broad
variety.
Right now there is no framework for how those are developed. The
purpose for this particular AP was to provide a basic framework to
provide operational units with some guidance about how to go about
preparing standard operating procedures.
So in this particular case, the process began -- well, the
process began before the process began, in a sense, so my colleague
in the legal department and I had gone to the different governance
groups and talked to them about the overall process, because we were
working on a variety of higher level administrative procedures that
basically set the framework for different processes.
So first we went to these groups. We kind of set out the general
process. We let them know that we would be contacting them because
we were going to put together a group of stakeholders to work on a
variety of administrative procedures including this one about
standard operating procedures.
With that introduction, we went out and solicited membership in a
stakeholder group. What you see before you is a list of people and
the areas they represented who participated in a stakeholder group.
We wanted to get a broad, a whole range of perspectives to be
inclusive.
Next what I have, I just wanted to let you know who had been
involved at the outset. This chart shows you the main steps on the
left side of the standard process for developing an administrative
procedure, which I described a couple minutes ago, and on the right
side it shows you the dates of when things happened with respect to
this particular AP.
So as I mentioned, there were a variety of presentations talking
just generically about the process. There was a request for
individuals to serve in a stakeholder group. We prepared a draft to
get the conversation going.
The stakeholder group met over the course of a couple of months,
provided input, revisions were made based upon that input, and then
there was a very long pause for a variety of reasons. There were
some other administrative procedures that we thought needed to go
first. The pandemic hit. Other things became a priority. There was
a long pause.
So work resumed in late 2020. There was notice sent to people
that we were going to be moving this again. The draft went to the
different governance groups. There was a little bit of feedback
received. It also went to -- there were some additional meetings
with some representatives from faculty and other areas of the college
to get some additional feedback on the process.
Then the All College Council, which they have the right to do,
decided that they wanted to pull this AP from the regular process for
further work. There was some discussion between legal department and
All College Council. There was some further discussion amongst All
College Council, the result of which was All College Council didn't
agree collectively on what some of those next steps should be.
Nevertheless, they did provide some faculty through All College
Council and directly did provide some additional input on this draft,
and that additional input was considered and further changes were
made.
At that point, the AP was put back into the process, was
submitted to the board as an information item. However, as you know,
there were some additional concerns, so we agreed to pull it.
At this point, an additional stakeholder group has been formed.
It's similar in size and diversity of area as the first stakeholder
group that's providing some additional input. What I expect to
happen now is probably some further clarification and revision to
some of the provisions in the administrative procedure that sets this
framework for standard operating procedures.
The goal is to finish that work and have a final draft so that we
can provide it, have it finalized and posted by the end of the
academic year so that we are completing the work whilst faculty are
still on their contract, so to speak, and performing their main
duties.
The other reason for that goal is that way we have this framework
in place for different business units during the summer as they are
looking at standard operating procedures particularly having this
framework so that they can do that work as they think about how they
may change operations for the fall as we go back to on-site in some
fashion.
That's kind of a quick rundown on the overall context of what
happened with this particular item. If there is any questions, I'm
glad to try and address them.
>> MR. DEMION CLINCO: Are there any questions from board
members?
Okay. I will just say, Jeff, thank you for the summary. It
seems like there was -- I have to say it is a little, I think for the
board, when groups come, everybody has an opinion and if you object,
please bring forward the objections.
You know, a process occurred. Jeff, you showed over a dozen
meetings that lasted over two years. You know, it is I think
frustrating and disingenuous to say a process doesn't exist when it
clearly has existed. The process may not have been as robust as
people would have wanted because of COVID.
I'm glad to see that we are going back and we are revisiting, but
please, in the future, be very clear about what the requests are,
because, you know, it's frustrating to see that we have had such a
strong and robust process. I'm also glad to see that we are getting
it fixed and that hopefully everyone will be satisfied with the
outcome.
>> MR. JEFF SILVYN: So just one other thing I was going to share
is so one of the projects for the upcoming year is to clarify what
happens when All College Council thinks that additional review or
process might be necessary.
Right now they have a really large degree of discretion. It
looks like we need to do some work to help come up with some specific
pathways for them to follow. That might help alleviate some of the
confusion that I think happened this time.
>> MR. DEMION CLINCO: Because ultimately APs should be coming,
if they are fairly perfunctory, standard process. When all of a
sudden there are multiple stakeholders who are bringing up a concern,
something has gone awry.
I think looking at the process and making sure there are these
different outlets so that at the end we are not having to have long
discussions about the process that went on to create the AP and we
are actually more in the substantive conversation rather than
spinning around talking about how it happened.
Okay. Thank you guys, very much. We appreciate the work for
everyone and everyone's input. I don't want to in any way have my
comments serve as a chilling effect. More just to work
collaboratively to find these solutions.
Next we have a topic that has particularly been a continual
concern of mine throughout the pandemic, so I'm very glad that we're
going to be hearing about it.
We have a student wellness assistance update from Dr. Suzanne
Desjardin, dean of students. You have five minutes.
>> DR. SUZANNE DESJARDIN: Thank you. Good evening, Chairperson
Clinco, members of the board, representatives, colleagues and guests.
Thank you for inviting me back to do update for spring on our student
assistance program.
As you heard in the fall, the way that students can get connected
to the student wellness assistance program, which is the 24/7 direct
support for students, is through MyPima, the MyPima portal. They can
go in through their student tab and you can see in the highlight
there that that's where they would find it.
We did also create for employees, for instructors under the teach
tab, which is under the employee link under teach, that's the way
that instructors can actually show students how to get there.
And then we also, in the fall, in anticipation of the winter
break, we also went ahead and put out the toll-free number front
facing on our counseling web page, along with some additional support
services like the Pima County Crisis Response Center, which is
another 24/7 direct support to any member of the community which is
free.
So as you all know, what's wonderful about this program and this
service, which we have had in place since 2019, is that students can
receive up to six free counseling sessions per issue per year. They
actually are connected directly with licensed therapists, regardless
of where they are located.
Often what we are seeing happen, and you can see here, these are
the 2020 stats, we have got 109 students who used the program last
calendar year, but really where you're seeing the majority of the
activity is in the website hits.
Really what that tells us it's not completely unique to the
nature of counseling in that often, because counseling is a change
process, often reaching out and asking for help can be very
intimidating. So the numbers of direct service don't necessarily
translate to the experiences the students may be having, and that is
where again I think the website links do translate.
What this tells us is that within the portal itself there is a
wealth of information of articles, podcasts, webinars, self-help
materials, community resources, just a treasure trove of materials
that students can find and get connected to. So we do know that
students are absolutely going into the portal and using those
materials and getting connected that way in addition to those direct
service numbers.
The trend data that I was asked to share -- I don't know where my
slide is, it's not advancing. Excuse me one second here. Let me try
to get that to work. Sorry about that.
The trend data, as you can see, again, we had 109 students last
calendar year directly connect to the service. Of that number, 32
students had their inquiry resolved within that first contact.
Because it is a 24/7 service, I always want to highlight the good
work that our counseling team is doing with students. So we do still
have of course college counselors. We have aligned them to work to
the divisions, so they do have advising caseloads and they are
aligned to the divisions by caseload. So what really the service is
doing is connecting with students when our counselors are not
available Monday through Friday, 8:00 to 5:00.
It doesn't preclude a student from getting connected during
daytime hours, but largely what we are seeing we believe is more of
that service happening outside of those business hours.
What we see in terms of trends are stress, anxiety, panic, low
mood or depressive symptoms, difficulty with concentration or
hopelessness, and workplace stress. As you all know, over 70% of our
students are working. Workplace stress and performance issues are
some of those trends.
I don't want to steal our student senator Sage Fukae-McCollough's
thunder. She is going to talk to you about the Student Senate
project, but I will tell you we do have counseling involved in a
number of mental health-related events on a monthly basis. Sage will
give you all an update on the Student Senate project. That's one of
the events we will be involved in that is highlighting Sexual Assault
Awareness Month this month.
With that, I don't know if the board has specific questions. I
will leave this slide up, because I don't have a closing slide. If
you all have questions, I will open it up now for your questions.
>> MR. DEMION CLINCO: Are there any questions from the board?
Okay.
Again, I would just say great work, again, reaching out to these
students. Did you feel like there is enough resources to support
outreach and making sure that we are really connecting these
resources, the students really know that these resources are there?
I mean, we are making them available, but really getting in front of
them?
>> DR. SUZANNE DESJARDIN: Yes, thank you for asking that
question, Chairperson. One of the things I wanted to mention is the
counseling team was very forward-thinking. They actually created a
counseling widget at the end of fall, so what that widget does is it
allows any instructor to put it within the D2L course shell, and what
it does is allow a student to click on getting directly connected to
a Pima counselor during our business hours.
What we are seeing, early trend data, looking at what's come in
through the widget, we have had about four dozen requests -- we
launched it end of October. About four dozen student requests have
come through the widget. About 70% of those have been directly
related to academic advising and academic counseling type of support.
About the other 30% has really been more of the mental health.
And that's in addition to the types of requests that our
counselors are fielding as part of their general advising sessions
and getting students connected to community resources.
So to answer your question, I would say that it's a continual
improvement process to get the word out about counseling in general.
I think that's something that our team is constantly wanting to make
sure, not only faculty instructors and employees at the college know,
but that our students certainly know that we do have counselors
available at the college and that we do have this 24/7 service.
That's one of the reasons why we went ahead and looked at our
counseling web page and have been putting a lot of things on that
page to really put things front and center there.
And although career counseling is not part of the mental health
piece, we do have two career counselors at the college, and we have
done a lot of work around career counseling. The reason I bring that
up is because career counseling is counseling, and so many of our
students have some anxiety because they don't know what their program
of study is or should be or they are struggling with making such a
large decision.
So we do have counselors of course that are working through that.
They have done an amazing job putting together a whole training
program that we just launched this month, and we are training in
teams that will include faculty, and we will be able to have faculty
advising include that component of career advising. So I wanted to
bring that up, that good workup as well as part of this update.
>> MR. DEMION CLINCO: Thank you very much, Dr. Desjardin.
>> DR. SUZANNE DESJARDIN: Thank you.
>> MR. DEMION CLINCO: No other comments from the board?
>> MS. MARIA GARCIA: I have a comment. I'm just really glad
that the board voted to have these six counseling sessions for
students. I think, you know, counseling is extremely important for
so many students, and, you know, I really appreciate all the work
that you're doing and your team.
You know, it's a real added advantage to the students, it really
is. So thank you for your work.
>> DR. SUZANNE DESJARDIN: Thank you. I will absolutely let our
team know. They work very, very hard and we are very proud of all of
our team in student affairs. Thank you so much.
>> MR. DEMION CLINCO: Thank you, Ms. Garcia.
Okay. Next we have our higher education emergency relief fund
update with Dr. David Bea, our executive vice president for finance
and administration.
Dr. Bea, five minutes to you, sir.
>> DR. DAVID BEA: All right. Good evening, Chairperson Clinco,
members of the board, Chancellor Lambert, colleagues and guests.
It is my pleasure to give a very quick overview and summary
update of the higher education emergency relief funds, either
referred to as HEERF I, II, III, or CARES, CRRSAA, and ARPA I believe
is what the new acronym is for the American Rescue Plan.
So consistent with what we have talked about with the board, so
the CARES Act was enacted about a year ago, back in, last March. It
resulted in about $10 million of aid, actually a little bit more than
that, about $11 million of aid, 5 of which was for direct student aid
and about $6 million, a little bit under $6 million, was for
institutional support, referred to as institutional or because of our
minority-serving institution status.
As we have talked about with the board, and we have just about
completed the CARES Act time period, so the funds have essentially
been spent out for CARES or been allocated out for CARES, and as we
talked about, we were funding direct student aid, creating
technology, adding technology for a lending program for laptops and
mobile hotspots for students, adding in employee technology for
faculty and staff who needed to have laptops available, software
licensing for us to shift to a virtual environment, test proctoring
services, et cetera, et cetera. So you see this list of the things
we have done. As I mentioned, that period of time for CARES is just
about concluding now.
Back in December, the second HEERF Act was enacted, which I tend
to refer to as CRRSAA, the Coronavirus Response and Relief
Supplemental Appropriations Act. We actually received funds from the
CRRSAA back just probably a little bit over a month ago, so the fact
that it was enacted in December didn't mean we were directly or given
money immediately. It took some time for the federal government to
transfer those funds to us.
We put together a group, college-wide group, to talk about how
best to utilize the CRRSAA funds, and what we have here are some of
the proposed and recommended strategies for how we are going to use
the funds.
For the CRRSAA, it was about the same amount of direct student
aid that's required, direct student aid of about $5 million. The
institution can also choose to give additional direct student aid,
which is one of the things that we are going to be looking to use
some of the CRRSAA funds for, so we have at this point distributed
about $4 million of student aid.
So we received the money a little over a month ago, and as the
board knows, the priority has been get the money out to students as
quickly as possible, and we've distributed about $4 million already,
and the time period for CRRSAA funds is through the next year. We
can continue to provide direct student relief all the way up through
next March.
You'll see when we put together the budget there are a handful of
things you're going to be looking at. Throughout the presentation
I'm going to be talking about tonight, I'm going to be talking a
little bit about what it means for the budget.
As you can see, there is a much larger amount of institutional
aid coming in from CRRSAA and about double the amount for the
minority-serving institution. So there is a fairly significant
amount of money coming into the college.
One of the best parts of CRRSAA is that it enables colleges and
universities to use the funds to recover lost revenues that they
experienced as a result of the COVID pandemic, and the clarification
that's recently come in fortunately is really good news for the
college, which is that we can go back to March and look at the lost
revenues, lost tuition revenues, lost investment revenues, loss on
(indiscernible) services revenues, and we can use the federal funds
to offset that.
That's really good news because that creates a bridge for us as
we go into the budget that essentially says we can compensate
ourselves for this lost revenue and really create a stable budget
situation. Rather than looking at a budget that would be in deficit,
we can use the funds to sort of supplement our lost revenues and
create a stable budget and do a lot of the things that the college
has been prioritizing, student success initiatives, first and
foremost, and the other initiatives that we have talked about with
the board through the priorities from the Proposition 481, and then
also with the Governing Board priorities that we have talked about.
What we are going to be doing is building a budget that folds in
some of the CRRSAA money that again is enabling us to build this
stable budget that's going to go into the budget, and then the other
thing we are looking to do is reinvest into the infrastructure that
we need to get students back in to the college, create the safety
protocols and procedures and services necessary to have students come
back as safely as possible. And also to upgrade the digital
infrastructure that we have including adding in HyFlex classrooms,
which are -- HyFlex classrooms are classrooms that can be taught,
either the students can be on-site or they can be remote and they
would be experiencing the same class and the technology in the
classroom enables that kind of interaction.
We are in the process of designing and building those classrooms
to have as many as 15 online as quickly as possible. That includes
the professional development for faculty to have one of these types
of classrooms. The technology setup for this new digital delivery,
there will be classrooms set up for testing and practicing.
So it's not just setting up the classrooms that will be used for
those classes. It's also setting up testing classrooms, if you will,
for faculty to get comfortable with using this new technology.
It's also enhancing the technology in all of our classrooms as
well, really setting the stage for the digital expectations that the
Coronavirus and the pandemic have accelerated, and now the
expectations are that we have this technology readily available and
we are going to be investing in that.
It lists the antimicrobial system that is looking at different
ways to have cleaning throughout the college and the classrooms to,
again, enhance the safety and security and the comfort level of our
students and faculty.
Now, as I mentioned, what we are looking to do is fold this into
the budget. As you know, the budget is a capacity document. It
gives us, creates a maximum that we can spend.
So what we are going to be doing is building the budget with the
capability and the expectation that we are going to be able to spend
the federal funds for these initiatives that are greatly going to
help the college, again, bridge that revenue loss gap, keep
stability, and then enable us to grow back into this new digital era,
supporting the student success initiatives that we have been talking
about, that sort of thing.
There are a couple of things that we are going to continue to
look at, and I may have a little bit more information at the May
board meeting related to these, but as I mentioned, there is a third
act that's already been passed, which is the ARPA, American Rescue
Plan Act, so that was passed in March. The preliminary estimate is
that we're going to have another significant in-flow of direct
student aid that might be as great as 20 million and about $20
million of institutional aid.
So again, what we are going to be looking to do is build a budget
that enables us to spend the money that will be coming in from these
federal sources, and then we will explain that with the board in the
upcoming May preliminary budget presentation.
In addition, there are two other things. So we are talking about
the first three HEERF Acts. There are two other things we are going
to be keeping a close eye on is the college has submitted a proposal
to the state to get some of the governor's discretionary money that
came from the federal government to help us support some of our great
initiatives at the college, help get our students back in, help us do
the upgrade necessary to get the college where it needs to be.
So there is additional funding that could potentially come from
the state, so we are keeping tabs on that. And then you all have,
I'm sure, heard about the pending infrastructure bill. That also
could have money going to community colleges. There is definitely
conversation early on in that bill, and there is a lot of discussion
going on, so we'll see how it comes out in the end, but there was a
lot of conversation about providing community colleges a lot of
funds, a significant amount of funds to update their infrastructure.
So we are looking at this federal infusion of funds to, as I
mentioned, create a bridge to stabilize our budget and prepare us to
get our students back, and then to build our infrastructure into the
future.
So I will stop there and ask if the board has any questions, and
we will be continuing this conversation in May, as well.
>> MR. DEMION CLINCO: Are there any questions from the members
of the board?
>> MS. MARIA GARCIA: Nope.
>> MR. DEMION CLINCO: Dr. Bea, thank you very much for the
update, and thank you for keeping us informed on how these funds are
going to be used to the greatest impact and benefit to our students.
Thank you.
Next we have our reports by representatives of the board. Our
first is our student report by Sage McCollough.
>> Hello. Thanks for having me.
For virtual adult education, AVECC student engagement program
continues supporting students virtually and encourages them to
participate in different adult AD and Pima programming.
In our continuing partnership with Tucson Federal Credit Union,
we will offer free virtual financial coaching appointments for
students. This is building on all the financial literacy and
wellness programming that we have been able to offer through this
partnership.
For Virtual Student Life, there will be the annual student
leadership awards. Nominations are due by April 23rd. Winners
announced May 3 through 7, 2021, via social media and e-mail.
Student Life's annual leadership awards ceremony is virtually
throughout the week of May 3rd through 7th. This will be the third
college-wide leadership awards and the second announced virtually.
For Virtual First Year Experience, we have the online Connect U
via D2L. As of 3/22/21 there have been 141 students who have
completed this program. There will be Popcorn With a Program, Adult
Series Money Matters, Faces of FYE, Passport Program, and upcoming
events such as Career Cafe, PWAP on Wednesday, April 7, which is
education via Zoom.
Then for the Virtual Student Senate, there has been a slight
update. It says we are looking to partner, but we have actually been
able to partner successfully with local domestic violence and sexual
assault prevention partners. This includes the PCC community police.
We will have guest speakers from the RAD prevention program as well
as SAAF, Southern Arizona Aids Foundation, and a couple of counselors
from the Pima staff that will be helping assist in this event that
includes awareness around sexual assault and domestic violence
awareness.
The student senate is working with the breaking barriers
committee to evaluate the current school's mascot. The PAC will also
assist with upcoming re-elections and any questions/concerns that
applicants may have when applying.
Thank you.
>> MR. DEMION CLINCO: Thank you very much. We look forward to
hearing back from you particularly about the work on the mascot.
Next is our adjunct faculty report with Sean Mendoza.
Mr. Mendoza?
>> SEAN MENDOZA: Chairman Clinco, Chancellor Lambert, members of
the board, honored guests. Given the transitory nature of adjunct
faculty, the communication of benefits and policies relevant to our
employee group continues to be a challenge.
With support from the provost's office, HR, and Employee Service
Center, we are developing an FAQ of frequently asked questions for a
benefits document, specifically for adjunct faculty. Topics in this
document will include the Arizona Restate Retirement, Optional
Retirement Plan, Affordable Care Act, sick leave, and fee waivers.
This will be a living document that will be displayed and updated as
a resource for our monthly agenda and incorporated into future
training documents.
I look forward to sharing this document with you in the days to
come, or you are of course welcome to attend our next adjunct faculty
meeting on May 7 where these topics will be discussed. If you'd like
to attend, I'd be happy to share a Google Meet link with you.
Secondly, I want to take a moment to thank the board for their
proactive approach to the challenges facing the college, community,
and our nation. I'm referring specifically to the Resolution on
Violence Against Asian, Pacific Islander, and Desi Americans on March
10 and the Resolution on Death of George Floyd on June 3.
With uncertainties seemingly dominating our lives these days, I
appreciate your efforts to recognize and support our diverse
communities impacted by these events.
Lastly as a reminder, please where your mask and continue to
social distance.
Thank you. This ends my report to the board.
>> MR. DEMION CLINCO: Thank you very much, Mr. Mendoza.
Next is staff report from Michael Lopez.
>> MICHAEL LOPEZ: Chairperson Clinco, Chancellor Lambert,
Governing Board members, colleagues and guests. Our last staff
council meeting was on April 2nd through Google Meets at 8:30 to 9:45
a.m. Provost's office update was provided by Dr. Lamata Mitchell,
vice president of instruction.
She heard suggestions and information from staff council as well
as answered questions and concerns, health and safety concerns for
the Pima Community College students and employee (indiscernible)
foremost in the thoughts of staff as well as in PCC's design for
re-entry.
Finance update was presented by David Bea, executive vice
chancellor, Arizona auditor general report shared through appropriate
links. Annual audits were completed through June 2020. The staff
council has begun the staff council election process and is
requesting nominations for staff representatives.
The staff council has adopted an alignment with the new Executive
Leadership Team structure. It is important that each ELT group is
represented. Nominees will be contacted to formally accept their
nominations prior to the distribution of the election ballots. The
elected staff council representative will serve a two-year term
beginning July 1, 2021, to June 30, 2023. Nominations will close at
5:00 p.m. Friday, April 16, that should be 2021.
The staff council election and bylaws subcommittee submitted
changes to the general counsel for review. The staff council bylaws
updates have been approved and updated on the website. The election
committee chair is John Wesley.
The next staff council meeting will be May 7 at 8:30 a.m. through
Google Meets. You're invited to attend.
Nominees for staff council will confirm their desire to be staff
council representatives for their Executive Leadership Team areas,
and election results will be posted.
That concludes my report.
>> MR. DEMION CLINCO: Thank you very much, Mr. Lopez.
Next we have our faculty report from Brooke Anderson.
>> BROOKE ANDERSON: Good evening, board members, audience
members. Faculty Senate held its March meeting on the 5th and its
April meeting on the 2nd.
Faculty Senate Systemic Justice Action Committee is planning an
unteaching and unlearning summit tentatively scheduled to take place
in September. David Bea is keeping senate up to date on the budget,
and senate continues to be involved in conversations regarding
re-entry.
Senate has also been in conversation with the administration
regarding faculty burnout. President Josie Milliken shared several
recently published articles with the senate and with administration
about faculty feeling more exhausted, overwhelmed, and burnt out than
usual.
She followed with a faculty survey that found out of 104
responses, 74, a little over 71% of faculty, rated their burnout
level at 4 out of 5 on a scale of 5. Out of 103 responses, a little
over 62% of faculty identified themselves as significantly or
extremely more burned out this year as compared to past years.
Common themes and the comments related to compensation,
exhaustion, emotional, mental, and physical, fear, increase in amount
of tasks, increase in costs related to teaching, such as Internet
access, software, office equipment, et cetera, and sadness.
Last Tuesday, April 6, President Josie Milliken shared this
information along with sections of the recent PCCEA report with the
administrative leadership team. The team expressed a commitment to
take action and plans to come back to this item in our final meeting
of the semester in May.
On a more positive note, senate hosted a second student panel.
The panelists were Jessvan Hernandez, Clinton Ponder Gilby, Mary
Margaret Mercantino (phonetic). They responded to questions on the
following topics: communication, virtual learning, new normal
opportunities.
A link to the portion of the senate meeting that featured the
panel is included in the report for anyone interested in watching,
and you can find this also on our website under the senate meeting
video for that month.
The third cross-disciplinary conversation has also happened,
titled Be Your Spotlight, Blurring the Lines Between Industry and
Education. It happened on March 25th. Pima Theater department lead
Chris Will, who served as the director for this performance, and Arts
Express director Karen Wiese, and a few performers from the company
presented on Pima Theater teaming up with professional theater
company Arts Express to do a virtual production of The Fantasticks.
They discussed how collaborating with a professional theater
company in our community gave students the opportunity to train a
professional setting and be mentored by actors in the industry.
Communication faculty member Terry Filipowicz moderated the panel and
over 100 people have viewed the video on Pima's YouTube Channel.
As for faculty notable accomplishments, as you heard earlier this
evening, great work is happening in Honors. In addition to the
cross-disciplinary conversation, the fine arts faculty continue to
operate an exciting array of concerts, dance and theater
performances, fashion and design expos and art exhibits.
Most recently a student exhibit started April 9 and is available
to view online until September 10. This annual exhibition brings
together the juror selection of the best student artists from fall
2020 through spring 2021 semesters from all of Pima Community
College's campuses.
Faculty are winning awards like Robert Foth in math who was named
Instructional Technology Council outstanding eLearning educator of
2020. They are earning degrees like social science faculty Tiffany
Amorette Young and Celeste Atkins who have recently defended their
dissertations and are graduating from their Ph.D. programs this
spring.
Dr. Young is graduating from Texas A&M University's sociology
program and Dr. Atkins is graduating from the University of Arizona's
higher education policy and practices Ph.D. program.
They are publishing like Virginia Harmligs (phonetic), ECE EDU
department head, who is publishing an early childhood education
textbook. Sara Jansen, philosophy and religion faculty, who
contributed to the translation and philosophical commentary of
Aristotle on the progression of animals. Alejandra Ramirez, social
science faculty, who co-edited a book that is part of Rutledge's
research in decolonizing education series.
Leading projects at the college, like Malba O., economics
faculty, who created Pima Talks Econ, a video textbook created by the
students for the students and hosted on YouTube. It's on basic
economic concepts created by the students and curated by economic
professors at Pima.
Dr. Josie Milliken, writing faculty, initiated and is now
coordinating the United Nations sustainable development goals open
pedagogy faculty fellowship, which involves faculty training and open
pedagogy focused on social justice and a partnership with other
educational institutions in North America.
They are presenting, like Dr. Maureen S., humanities literature
and writing faculty, who presented a paper at the virtual 34th annual
conference society for the study of the multi-ethnic literature of
the United States. Elizabeth Rollens, writing and honors faculty,
who moderated and presented on a panel at the association of writers
and writing programs conference.
Dr. Jessica Z. and Dr. Josie Milliken who delivered a
presentation at the League of Innovation 2021 conference. And
finally, later in April, Dr. Jessica Z., Dr. Josie Milliken, and Reed
Dixon will deliver a presentation at the Peralta Equity Conference.
Thank you.
>> MR. DEMION CLINCO: Thank you very much, Mrs. Anderson.
Chancellor Lambert, I think the thing I heard in that report that
of course is of great concern is the faculty burnout report, and I
can imagine -- I think we all feel a little bit of fatigue from this
environment that we are in. I also heard that there was a commitment
from the administration to really look at this.
You know, I hope you can report back to the board about really
what we can do and what our strategies to help alleviate this,
because no doubt if our faculty are truly burning out, then we are
going to reduce the quality of our education, so we really need to
come up with innovative ways of helping to mitigate this.
Thank you, Ms. Anderson, for bringing it to our attention, and we
look forward to, Chancellor Lambert, hearing back on that, if
possible.
Okay. Next we have our administrative report with Jeff Thies.
>> JEFF THIES: Thank you. Good evening, everyone. Chairperson
Clinco, board members, Chancellor Lambert, students, colleagues,
guests. This is the administrative report.
I'm going to be providing a summary of some of the great work the
science division and the business and information technology division
has done and also provide some data for you to consider.
Because I'm providing a summary of the report that I turned in, I
recommend those that are viewing to get to the agenda from the web
page and pull down the full report if you want to know more.
First, science. Since August of 2020 the lab staff at the
Northwest Campus have been providing opportunities for all science
faculty to film demonstrations, lab techniques, and experiments. The
lab staff have conducted the filming, preparation and editing of
these videos that were performed by our science instructors which
involved learning new editing software.
This is a result in over 100 YouTube videos on our science's
YouTube Channel. I recommend The Brain, part 1 and 2. Lab staff has
also been serving as embedded tutors and success coaches for our
virtual courses in order to support our students and faculty
throughout this year.
Department heads, lab staff, and the science lab program manager
and the dean have spent countless hours preparing in-person courses
at both Northwest and East Campuses. Students are spread throughout
three classrooms in order to ensure the utmost safety of the students
and instructors. Staff and science lab program manager are credited
with developing detailed campus maps, traffic flow patterns that are
color-coded for students, and using 3D printing to design individual
solid weigh stations for each student, ensuring that an individual
student station has every item needed for every lab and more.
In addition, science has worked with IT to embed live streaming
between the three classrooms to enhance communication and
demonstration of lab techniques. Great work.
Also, last month Emily Halverson Otts served as a judge for
Southern Arizona Research Science and Engineering Foundation's 65th
science fair. In that capacity she worked with Dr. Molly M., math
faculty, to identify three local high school students who were
awarded $500 scholarships from the PCC Foundation.
More recently, Saturday, March 27, the NASA ASCEND launch date,
this is a big event for the grant as our four PCC students have been
working through the semester to develop a payload to collect
experimental data. The payload was attached to a huge balloon that
was launched into the atmosphere. Data is currently being analyzed
by the Pima Community College students. The NASA ASCEND grant is
overseen by Ann Marie C., chemistry faculty and PimaOnline department
head with assistance from Don Cavanaugh, chemistry faculty.
Moving on to business and information technology. Within the
cybersecurity and information technology center of excellence, the
leadership team of Chris Bonhorst and Will M. presented a special
session at Sarseth (phonetic), the previously mentioned conference,
to a number of K12 participants titled, You Can Hack It At Pima, Hack
to Protect on March 5.
This session includes a hands-on hacking exercise called the
Juice Shop, sounds interesting, and builds an awareness of social
engineering attacks.
Also from that group the Google IT support professional
certificate has been a great success at the college's first
microcertificate. This certificate is also a pathway into the cyber
and IT AAS programs and has over 100 enrollments in the last few
months.
Working with the community college growth engine fund and
education design lab continues, and the IT cyber center of excellence
has designed a micropathway including three national certifications
and 21st Century skill competencies. All of this is fully stackable
into four credit beginning and advanced certificates and AAS degrees.
Hospitality leader Jewel Mideau has been working with the
American Hotel and Lodging Association to reestablish and strengthen
partnership for students in the hospitality leadership program.
After last winter recess, PCC's hospitality leadership was awarded
$10,000 AHLA scholarship broken down to provide two $5,000
scholarships for the 2021/2022 school year.
Moving from hospitality to business and accounting, great news
for Pima students who received the first place in the 2021 Arizona
Community College Excellence case competition. The ACCE case
competition is sponsored by the U of A's Eller College of Management,
took place on Friday, April 2.
PCC's teams competed against four other community colleges.
Competition was tough, but in the end, Suzie H.'s purple team brought
home first place. In the past six years, Pima Community College's
business department has entered this event, we have taken home first
place four times. Great work, and thank you to Vivian Knight and
Renae Richards for their outstanding leadership in business and
accounting.
>> MR. DEMION CLINCO: You have about 30 seconds left.
>> JEFF THIES: Health information director Kelly O'Keefe is
developing microcredentials in areas such as certified electronic
health records and specialists, and the work from paralegal studies
and vet tech studies continues to support student success at the
college.
Lastly, Cs get degrees, but earning As pays. It's an important
thing for us as an institution to disaggregate our data to make sure
not only our underserved minorities succeeding from A through C
percentage but also earning As at equitable amounts as well.
Something to dive into and think about in your particular
programs or in your areas of interest. Thank you.
>> MR. DEMION CLINCO: Thank you very much, Mr. These. I also
want to comment on my comment earlier regarding burnout with faculty,
in no way is that meant, Chancellor Lambert, not reflect the entire
institution. I think everybody across the board is feeling the
weight.
I just want to make sure as we are addressing it, it's not just
one group specific but it's really institution-wide and that we can
really figure out ways to again alleviate some of this pressure off
of everybody across the system.
Ms. Anderson brought it to my attention, so through a process,
just wanted to be very clear on that.
Chancellor Lambert you are up next with your report.
>> DR. LEE LAMBERT: Thank you, Mr. Chair. Thank you for
pointing out the burnout. Faculty burnout is not just exclusively
about the faculty being burned out. It is very real for our faculty.
We are seeing that obviously across the country. It's something that
we have to be mindful and paying attention to.
I know our provost is doing exactly that with her team. But also
this applies to all of our employees and for everybody in the
community. I would say it's just so hard to even fathom what we have
all been working and living through. We will be attending to those
pieces.
I want to say just hats off to the students. You were so
inspiring tonight, and we are just so proud of you. Brianna, Luis,
Vini, Rachel, Andrea, Ariana, and Clinton, thank you so much for
sharing your experience in the Honors Program and PTK and all of your
success individually, collectively, and for our community overall.
Thank you.
Also, I want to say thank you to Daisy, Denise, Kyley, and all of
the faculty and the staff and administrators who support the PTK and
Honors Programs at the college. Thank you so much. Tonight is just
a fine example of the great work that all of you do collectively for
success of our students.
I also want to just touch on some important pieces that came out
of the recent HLC conference. There are some things that could
easily go unnoticed, but it's very important that we not lose sight
of it.
This issue of accountability is not tied to a particular
administration of the White House. The accountability issue has been
ever-growing over the decades. It's just going to increase. What
I'm going to have Dr. Bruce Moses do at a future meeting is talk
about one particular change around the 25% rule. This is going to
have significant impacts not at just the college level but all the
way down to the program level, and greater emphasis on return on
investment, what's the student getting for his or her investment in
their learning?
We are going to be held accountable all the way to the program
level, not just at the college level. It's important not to lose
sight of that.
Also out of the HLC conference was some really great keynotes.
The president, Barbara Gellman Danley, did an outstanding job, and we
are going to ask her to come and keynote our opening day. That way
everyone can see the direction that is expected of us as an
institution of higher education.
Dr. Sanjay Gupta delivered just a phenomenal keynote address. He
drew upon his healthcare experience as an analogy for us to really
pay attention to in the higher ed space. For example, he said where
he works, he does have a job beyond just being on CNN, he talked
about how just before the pandemic happened last year he had only
done about 80 TeleHealth visits. Once the pandemic hit to present
day, over 80,000. So as you can see, just the notion of leveraging
the virtual is going to grow ever-important after the pandemic.
So I think we are on the right track there. But he also talked
about stress. He made a reference to a great book called, I'm not
citing the title correctly, but the title has something along the
lines, Why Do Zebras Not Get Ulcers?
So if you haven't read that book, I really encourage you to read
it. It talks about stress and how what Dr. Gupta talked about is
stress is not a negative or a positive thing. In fact, he says you
need stress in your life. But it's really how you respond and react
to the stress that will define whether it's positive or negative. So
let's all not lose sight of that, as well.
We had some great other presentations. There was a presentation
by Rick Byer, and I'm hoping that we can bring Rick Byer to the state
to talk to all of the board members across Arizona, along with all
the CEOs. I will be working with David to make this happen.
I will touch on just a few of the macrotrends that he was
touching on, because in many ways, Pima is ahead of the curve. For
example, he talks about academic progression. It will not be linear.
It's going to be lifelong. It's not going to be focused on degrees.
He talked about digital delivery will become the norm, and it
will be expected by students and by employers. So online, hybrid
delivery, augmented and virtual reality, all of this is starting to
sound familiar, right?
He's talking about the growing influence of business, of
companies in higher education. He says this will become the standard
for us. So if you're not working with businesses like the Tranes,
like the Raytheons, you're not going to make it as an institution of
higher education. This is not just limited to two-years. It's going
to apply to four-years and beyond.
Learning outcomes. He talked about the rise of credentials,
badges, certificates, bootcamps. He said these are going to grow and
increase in demand.
I think you get the idea, right? These are all the things we are
doing at Pima. We are on the right track. We have the right vision.
Let's not -- I know it's hard, because we are having to shift to this
whole new way of doing things, but we are moving in the right
direction and let's keep focused and stay the course as it relates to
these macrotrends.
I just want to just touch on just a couple of other things. I
had the honor to sit on a panel at the Federal Reserve Bank of
St. Louis, and the focus was on alternative funding to support
students. The reason why I was on the panel, because as you all
know, we are "the" first community college in the nation to really
stand up an Earn to Learn model.
What makes us unique is we are going to be doing this in the
career technical education side as well as the academic transfer
side. Our aviation program is going to be the first program in which
we are going to apply Earn to Learn. This is a match savings
program. Students save $500, they get an $8 to 1 match on top of
what they may get from Pell and other funding sources, and the
completion rates of students that go through Earn to Learn are just
incredible. You're talking into the 80, 90% in terms of student
success.
I participated along with a number of other folks here tonight,
different Town Halls. We had recently the LGBTQ+ Town Hall as well
as the APIDA Town Hall we participated with the mayor.
Then let me just close with this last piece. Dolores said it
best. Dr. Dolores Duran-Cerda talked about the work we are doing in
this state as Hispanic-serving -- we are the leading his community
college in the State of Arizona. We recognize we have more to do,
but let's not forget we are the leading his community college in the
State of Arizona, and we should not take that for granted.
For that reason, I will be bringing to the board next month a
brand new position that will report directly to me that is a position
tied specifically for his. They have a similar position at the
University of Arizona and other institutions. If we want to continue
to be the leader, we have to continue to invest in the things that
keep you in that leadership role.
Board, I just want you to know I will be bringing to you, for
your approval, an his-administrator level position reporting directly
to the chancellor next month.
With that, everybody, thank you all for what you do, each and
everyone. I appreciate what you do for the success of our students.
I know it's been a long, hard year plus, but the light is at the end
of the tunnel and we are getting there. I can't imagine getting
there with a finer group of individuals than each and every one of
you. So thank you, thank you, thank you.
Mr. Chair, I'm done.
>> MR. DEMION CLINCO: Thank you very much, Chancellor Lambert.
Thank you for your vision and commitment to our institution.
Next information items. Mr. Silvyn?
>> MR. JEFF SILVYN: Thank you, Mr. Chair. The information items
that were included with the materials for this evening's board
meeting include the January 2021 financial statements, employment
information which included two retirements and several separations.
The names and background information regarding several
individuals who have been certified to serve as adjunct faculty at
the college.
Finally, two administrative procedures, one that's new, AP
3.10.04 that has to do with standards for student recruitment. It
basically codifies practices the college already had but needed to
formalize to address Department of Defense requirements specifically
related to the recruitment of veterans.
Then there is also AP 3.20.01 which is our AP on assessment of
prior learning, which we have had for a while, but this reflects some
revisions and updating to that AP.
>> MR. DEMION CLINCO: Thank you very much. Next is our consent
agenda. If you could read the consent agenda, please.
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
The items on the consent agenda for this evening are the minutes
of the March 10, 2021 executive session. The minutes from the March
10, 2021 regular meeting. Proposed amendments to the
intergovernmental agreement for dual enrollment courses with Tucson
Unified School District. This would expand the dual enrollment
offerings at several high schools within the district and add a new
high school to that list. Specific courses and schools are listed in
the board materials.
Next we have approval of a one-year intergovernmental agreement
with the Fred G. Acosta Job Corps Center for the provision of
educational services by the college.
Last, we have a request for authority to execute a contract with
Sterling Computers Corporation. The purpose for that agreement would
be to replace college network switches at a total cost not to exceed
$525,516.
>> MR. DEMION CLINCO: Do I have a motion to approve the consent
agenda?
>> MS. MARIA GARCIA: So moved.
>> MR. DEMION CLINCO: Is there a second? Anyone?
>> MR. LUIS GONZALES: Second.
>> MR. DEMION CLINCO: Seconded by Mr. Gonzales. Any discussion?
Hearing none, all in favor of the motion signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion
passes unanimously.
Next is our action item. If you could read the recommendation.
>> MR. JEFF SILVYN: Yes, Mr. Chair, be glad to.
The chancellor recommends that the Governing Board authorize the
chancellor or designee to execute a contract with Division II
Construction Company to provide general contractor services for the
renovation of the West Campus science lab Building F. Contract
amount is for $4,839,354. Total costs for the agreement are not
expected to exceed 5.2 million.
>> MR. DEMION CLINCO: Is there a motion to approve the
recommendation?
>> MS. MARIA GARCIA: I have a question?
>> MR. DEMION CLINCO: Yes? Ms. Garcia?
>> MS. MARIA GARCIA: This is directed to Bill Ward.
>> MR. DEMION CLINCO: Could we make it as part of the
discussion? We just need a motion and a second and then we can have
the discussion.
>> MS. MARIA GARCIA: Okay.
>> MR. DEMION CLINCO: Would you like to move the item?
>> MS. MARIA GARCIA: Okay.
>> MR. DEMION CLINCO: Is there a second?
>> MR. LUIS GONZALES: Second.
>> MR. DEMION CLINCO: Discussion? Ms. Garcia, go ahead.
>> MS. MARIA GARCIA: Okay, Bill, so what is your recommendation
on this? Is this already something that we have already accepted,
right? I can't hear you.
>> BILL WARD: If you want, if you guys would like I can go ahead
and give you some information that I put together. Then I can
hopefully answer your questions.
>> MR. DEMION CLINCO: Go ahead.
>> BILL WARD: Chair Clinco, members of the board, Chancellor
Lambert, students, colleagues and guests, what you have in front of
you is the West Campus science lab's project which is a component of
the college's center of excellence for Allied Health.
The architect of record for this project is BWS Architects, and
they provided the design and construction documents for the project.
The request for bids were due on March 2, 2021. Jeff had already
listed the contractor. That's Division II. Plus he listed the cost,
and that cost also includes an alternate as part of that bid. The
contract is not to exceed $5.2 million. The project will be funded
with revenue bond funds and additional college-wide funds which is
about 1.3 million, which is included in that total budget, deferred
maintenance dollars. Construction is estimated to start on April 28,
2021. That's progress.
>> MS. MARIA GARCIA: Bill, I have a question. So when you're
talking about deferred maintenance fund, what does that mean?
>> BILL WARD: Every year as part of capital, we put in projects,
in a number of projects that are within facilities, we call them
multicampus projects which are related to deferred maintenance
dollars. And so what will happen is whenever we do a construction
project like this, we are going to shut this area down for a
substantial amount of time. So what that does is that gives me an
opportunity to go in and do things that are not normally part of
these types of projects.
Because we don't want to waste the money at the end of the day.
In other words, we don't want to take the money that the campuses
asked for for this, and this was part, like I said, of the center of
excellence. So then what I can do is go in and replace transformers
or I can put in a new air conditioning system and stuff like that
that we have dollars for.
So that's why we do this. This is something we have done for a
very long time. It's worked very well with our projects, and we use
a lot of these dollars for that.
The other thing too is it helps us stay up with our deferred
maintenance. You know, any time we can shut something down, if it's
shut down for six months to a year, then we can get some deferred
maintenance work done too.
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: Just to clarify, Mr. Ward, this is part of
the revenue bond program? This was built into the whole scope of
what we...
>> BILL WARD: Yes, this is part of the revenue bond project, and
then the idea was to go in and we took one of our facilities and are
totally redoing the labs, the science labs within it, and making
them, bringing it up to today's standards.
The other thing too is this building will have a significant
tie-in to also the project related to the health services that we are
actually in the process of selecting an architect right now.
So in my opinion, I think you guys are going to be very proud of
this. The way it ties these sites together or this whole area
together, I think I have shown you in one of my presentations to
where it turns this one part of the campus into kind of a whole cool
little compound.
>> MS. MARIA GARCIA: The last question has to do with the
additional funds to fund this project. Part of it is the revenue
bonds, and then what was the other?
>> BILL WARD: Yeah, the total cost of the project is 5.2
million, and we use 4.84 as part of the revenue bond funds, and then
we took 1.3 million from our funds related to deferred maintenance.
>> MS. MARIA GARCIA: To what?
>> BILL WARD: Our deferred capital maintenance dollars. We have
the money. In other words, we are not asking for additional money.
The money is already in the budget, and basically what the board is
approving is a bid that has already happened. This was put out to
bid -- in other words, you guys approved the project, you approved
the funding, and then this is the final -- this is the bid.
>> MS. MARIA GARCIA: All right. Thank you.
>> MR. DEMION CLINCO: Any other questions? Okay. Hearing none,
Mr. Silvyn, do you want to do a roll call vote?
>> MR. JEFF SILVYN: If that is the pleasure of the board, glad
to. Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Dr. Hay? Thumbs up?
Mr. Gonzales?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: The motion passes unanimously with Cat
Ripley absent.
>> BILL WARD: Thank you, board, and Chancellor Lambert.
>> MR. DEMION CLINCO: We look forward to seeing the completed
project. Finally is the request for future agenda items.
>> MS. MARIA GARCIA: Yes. So I don't know that it should be on
the agenda, but, you know, I still have a concern about the
historical buildings. I just need a better understanding of how it's
going to be used, what the real cost is. So if you could schedule a
special study session for that, I would really appreciate that.
>> MR. DEMION CLINCO: Okay. That sounds great. We will talk to
Chancellor Lambert and we will see, either doing a special study
session or getting something on the agenda for the next meeting --
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: -- with a presentation.
Before we adjourn, I just want to, to the entire college
community, thank everybody for their tireless and incredible work.
We know how difficult it's been, and we know how challenging it has
been. We know that you show up day in and day out to support these
students who really need you.
From this board, we want to thank everybody for their continued
work. It is inspiring. It is profoundly moving, and it is
transforming our community.
Thank you, each and every one of you on this call. Thank you
each and every one of you not on this call. We, as a board, are just
incredibly grateful for the work you are doing.
Looks like Ms. Garcia also has a final comment.
>> MS. MARIA GARCIA: I forgot something. I'd like to know what
the college is doing to promote our administrators within the
college.
>> MR. DEMION CLINCO: Okay. So we will work on getting an item
on internal advancement, a future agenda item.
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: Thank you very much. Everyone have a good
night. The meeting is adjourned.
(Adjournment.)
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