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April 19, 2021 Study Session...
>> MR. DEMION CLINCO: Good afternoon, and welcome to the April
19, 2021 Governing Board study session. I'd like to call the meeting
to order.
Before we start our first item, there is some background
information I think that it would be helpful to hear from our
counsel, and so to do that, I would like to move that we move into an
executive session.
Is there a second?
>> MS. CATHERINE RIPLEY: Second.
>> MR. DEMION CLINCO: Is there any discussion? Okay. Hearing
none, all in favor, signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed?
Okay. Ms. Garcia, I'm not sure if you voted or not, but it
looked like the other four members voted. I'm not sure if you
abstained.
What we're going to do is, Andrea, if you could send out a
separate link, and then board members and counsel will sign into the
new link and we'll come back to this link and you'll have to wait a
few minutes, everyone. We appreciate your patience.
>> I just sent that to everyone.
>> MR. DEMION CLINCO: Thank you very much.
(The board moved into Executive Session.)
>> MR. DEMION CLINCO: Let's go ahead call the meeting back to
order, and we will begin with 2.1, our educational programs and plans
to support career pathways.
Chancellor Lambert?
>> DR. LEE LAMBERT: Yes, Mr. Chair, we are excited to be able to
share with you the education programs and the career pathways that we
have been working on that's really tied to our centers of excellence,
especially in the building construction, technology area that
integrates the virtual living lab, data analytics certifications, and
the comprehensive energy management program that you'll get a chance
to hear a little bit later.
With that, I'll turn it over to Greg because Greg is going to get
us started. Greg?
>> MR. DEMION CLINCO: Dean Wilson, you are muted?
>> GREG WILSON: Good afternoon, everyone. Thank you, Chancellor
Lambert. Chairperson Clinco, members of the board, Chancellor
Lambert, guests. Thank you for this opportunity. I'm going to share
my screen. For some reason, I'm having a little bit of difficulty.
I was all ready to go, too.
>> MR. DEMION CLINCO: You are sharing your desktop currently.
>> GREG WILSON: Okay. Here we go. All right. David, can you
see that okay?
>> DR. DOLORES DURAN-CERDA: We can see it.
>> GREG WILSON: I will turn it over to president of campuses,
Dr. David Doré to get us started.
>> DR. DORÉ: Thank you, Greg. Good afternoon, Chair Clinco,
members of the board of the Board of Governors, colleagues and
guests, Chancellor Lambert.
So I want to give some context for the presentations to follow,
putting it in the context of the living labs and our centers of
excellence.
Could you go to that next slide, Greg. Next one.
So the living learning laboratory concept is directly aligned to
our centers of excellence. Just as a reminder, the centers of
excellence combine industry standards and thought leadership,
partnerships with K12, postsecondary institutions, and then student
engagement with industry is a very important component.
World-class instruction, comprehensive workforce development,
really looking at training from degrees to lifelong learning and
multiple onramps, integration of credit, noncredit, and then
recognized credentials, industry credentials and certifications are
key components. And then of course cutting-edge facilities and
equipment.
So the living labs are a component of our more comprehensive
approach in addressing the skills gap and our role in economic
recovery and the reskilling and upskilling of our local workforce,
not only as a result of the pandemic but Industry 4.0.
You know, for example, Pima, we recently announced we graduated
our first autonomous truck driver program graduate. This was a
result of our partnership in collaboration with TuSimple. This is
the first graduate in the nation of such a certificate.
What I want to do is then give you some examples of some of the
living labs that we already created at our campuses. You know, first
in terms of the photo on the top left is of our information
technology and cybersecurity center. This includes the student-run
data center, the cybersecurity operations center, and the live cyber
warfare range.
We have also developed at the East Campus a fusion space where we
can then bring industry and students in. For example, we recently
collaborated with this center with political science department in
their course on counterterrorism to demonstrate the role of
cybersecurity in counterterrorism. We also have the makerspace, the
science makerspace at East Campus.
Then the next photo on the top right is our newly acquired food
truck. This is an example of a living learning lab, as well. That
lab is going to be able to really travel to all of our campuses and
allow students to get that hands on.
In our health professions, instructors have already been
integrating augmented reality and simulation mannequins into the
learning experience. At West Campus we are planning to establish a
16-bay simulation center, and that's not only going to be able to be
used by our students but by our healthcare hospitals and
professionals partnering for continuing education as well.
That just gives you a bit of an example of where we are going.
And so in applied technology, the flexible industry training lab,
that's going to train workforce on the latest advanced manufacturing
equipment. Of course the things that we are doing in our new
automotive center are also that kind of examples of this living lab.
Now Greg is going to specifically talk about our plans for a
living lab in building and construction. I will pass it on to you,
Greg.
>> GREG WILSON: Thank you, David. Everyone, you can see the
next slide, we want to provide everyone with just a little bit of
context with regard to our building and construction program and then
get into the specifics of HVAC, which is one of the pathways within
building and construction and just kind of share where the idea came
from in terms of what the faculty would like our students to be able
to learn.
I will turn it over soon to Patrick Lawless who is the department
head for building and construction, but we have several members of
the building and construction team, including several adjunct faculty
members who currently work in the HVAC industry.
One of the other aspects of what we are trying to do with the
building and construction program, you have heard us mention many
times about wrapping around industry credentials.
So the data analysis certification that Trane and NC3 have
partnered on will be a big part of what we want to do going forward.
This builds on top of the foundation that the building and
construction program has already started with NCCER, another
accrediting body in the construction curriculum industry.
We don't ever really settle on one thing. Just like our
equipment, we like to have different certifications and Trane's data
analysis is one of those.
In fact, we can also share some student perspective. As David
mentioned, the workforce development piece is very important to us
when you think about all of the partnerships. Specifically, Trane
already has an ongoing partnership with JTED and the high schools in
Southern Arizona.
As we do in other programs, when it comes to dual enrollment and
working with JTED and the high schools, we always like to build and
take students to the next level or two. So that's part of what we
are looking at with this development for the program.
Of course, as David mentioned, our center of excellence, will be
a community hub. As we look at developing the workforce, there is
also the work-based learning piece where we can train students or
have them take on internships or apprenticeships, whether that's with
Bill Ward and the facilities or with local employers.
Quickly, for those of you who don't know, building and
construction in the semesters leading up to the pandemic, we have
about 350 unique students each semester, four full-time faculty, two
lab staff members, and 12-plus adjunct faculty members depending on
the semester, and as I mentioned, Brian, Andre and Jim are here with
us this afternoon.
Again, some of the certificates and certifications that we offer,
NCCER, OSHA, NC3 would be one of those as well as EPA.
With that, I'm going to turn it over to Patrick Lawless, who is
the department head for building and construction, and can kind of
frame the plans that we have.
>> PATRICK LAWLESS: Good afternoon, everybody.
A few years ago, we were, the BCT team was talking about how our
program is really based in residential and that there is a lot of
opportunity in commercial and industrial HVAC.
By chance, I went to a conference in New York City, the American
Institute of Architects, and it was more about architecture and
building and sustainability and things like that, and I took a tour
of the roof of the Jacob Javits Center where they have, you can see
this green grass up here, they have bees and bats and ways to feed
birds. It's like another whole ecosystem up there.
But what caught my eye were these giant variable air volume air
conditioning units. There are 90 of them up there ranging from six
tons to 60 tons. So whenever I got an opportunity to ask a question
on the tour, I asked a question about the air conditioners.
So the tour guide, who also happened to be the building engineer,
asked me if I wanted to see their control room when the tour was
over. So I did. After the tour broke up I went down to the control
room with them.
If you could go to the next slide, Greg.
In this control room, they had a number of people with these
video monitors, and they are doing a continuous evaluation of the
building as far as comfort goes, as far as energy consumption, and
they are using all of these different data points from all over. I
think it's -- don't quote me, but I think it's 2 million square feet
of conference space.
They had this team there. And they also told me that they had
just hired a software engineer away from one of the big companies to
help them develop these interfaces, these dashboards, and to help
them decide how to collect this data in the building.
I just thought this was amazing. After talking with the engineer
there, he said that, you know, moving forward, anybody who is going
to be working in building engineering is going to need to know how to
operate this equipment and how to do this analysis and things like
that.
So when I came back and I told the BCT team about this, we all
decided that, you know, this is a great way to go. We started
looking into it. We had a trainer in our lab that was -- it was old
technology and it was very cumbersome to use, and by the time we got
it up and running, it was even older technology.
A company in town helped us get that up and running, but when we
saw the potential in working with NC3, we sort of abandoned that and
really wanted to move forward with some real-world technology that
our students could really get something out of.
We know that in itself, this training is not -- they are not
going to jump out of Pima College and into a job, but this is
certainly a technology that is going to be necessary for people who
are graduating with certificates and degrees, and it will definitely
help them to get a job and will definitely help them in their
apprenticeship programs and will definitely be a one step up from any
other type of HVAC training.
Can you go to the next slide there.
So this is just an idea of the type of interfaces that they were
using. You can see that a lot of the equipment is numbered there.
They can click on any of those numbers. They can bring up the
information. They can adjust it for, you know, the occupancy of the
different rooms and things like that.
It was really very impressive. This was in 2018. Now we're in
2021 and this is old technology. So working with a company like
Trane or NC3, with the technology changing so quickly, it would
really be to our advantage to be able to move along with that
technology as it changes.
Thanks.
>> GREG WILSON: Thanks, Patrick. Before we go on, I think if I
could just maybe talk to Brian, if you could share a little bit about
your background. Brian Ashe is one of our adjunct faculty members in
building and construction, but he has, in this case, a particularly
pertinent background when it comes to HVAC and control systems.
Brian, can you share a little bit about your thoughts about us
going in this direction.
>> BRIAN ASHE: Absolutely. First of all, I'd like to thank
everyone for having this meeting and allowing us to explain and
explore our opportunities here.
Quickly, I'll start with I went to a vocational school for high
school, and I lived basically the collaboration with the outside
entities. The path of getting into the high schools and possibly
junior highs with JTED and so forth I believe is of the utmost
importance, and it works. It simply works.
I have an HVAC background coming through electronics and took a
short time off for the Marine Corps. Having worked with a lot of
veterans, where I'm going with this is the experience that I have had
in controls and what it allows for as far as an opportunity for us as
the premier college here in our entire area is to diversify our
program, BCT in particular and I feel HVAC, especially.
I myself have a disabled veteran daughter, and to see what the
online and electronic DDC type of interaction and human interface
does for folks like that, I think for our program immediately it will
allow for diversity, give us a wider range of the type and caliber of
students that we are working with, because we can also collaborate
with the cybersecurity department that is also something that comes
into HVAC because of the different entities that we are working with.
It's not like we are running a bank, but we do have proprietary
and secretive information that we want to keep to ourselves as far as
how we run our buildings and so forth, but the living lab idea, which
I have spoken to the chancellor about, as well as a number of
entities here in town, contractors, what we would be allowing the
students to do is to take things from different industries that --
you know, specifically I spoke to an individual the other day, he's
in a wheelchair, and got really, really excited about the opportunity
that he could actually facilitate his dreams as an HVAC tech doing
this type of variety of work where most of what he's going to be
doing is going to be computer-related. He's going to be on a laptop
and can also work remotely.
There is a number of folks, Banner has a remote operations center
that technicians from Tucson are actually operating and fixing
equipment in Colorado and a number of other places in the state.
I really believe that this is going to catapult our institution,
to be honest with you, and I'm sure some of the other adjuncts can
concur, we will be it. The only other places or institutions that
you can find this type of education, whether it's certificates,
whether it is just CEUs for upgrading, getting a certificate for a
certain class we are offering, which we have a number of, I just
think that it will boost our program tremendously.
We would be probably one of three or four nonproprietary places
in the country that are teaching this type of information that
basically brings IT, HVAC, and the health industries all together.
It can only go up from here. I truly believe that. I know we have
the staff and the individuals are so passionate about it, and we are
just waiting for that chance.
>> GREG WILSON: Thank you, Brian.
As Brian mentioned, the skillset for our students actually
crosses several divisions, and one of the building blocks that we
would like to add, as mentioned previously, is the data analytics
certification offered in partnership from Trane and NC3. Within the
college, Jim Russell, one of our building and construction faculty
members, is so far the only one to have gone through the training,
part 1 of what we will be five pieces of training or five levels, I
should say. I just wanted Jim to mention quickly, and just so you
know, Jim has 30-plus years of experience in the commercial HVAC
industry here in Southern Arizona.
Jim, can you share a little bit about the certification before we
pass the baton?
>> JIM RUSSELL: When I first went into this course of data
analytics, I really didn't know what to expect. As I studied this
course that was given in construction with NC3 and Trane, I started
to realize how much data is analyzed every day in this country from
what we do here at the college to, as Dean Greg said, I worked in the
refrigeration trade for many years, just thinking about how people
analyze their electric bills, their sales, their customer base.
This industry crosses, or data analytics crosses virtually every
industry including the college here where we have to determine our
completion rate with students, enrollment rates, all that. That's
all data that has to be analyzed. With data analytics, you go in and
use software to analyze your data.
When you have an Excel spreadsheet that's 50,000 lines long and
30, 40 columns wide, to do that by hand is virtually impossible. You
would go with a program like Tableau or something, pick out the
parameters you want to analyze, and the software will begin the
analyzing for you.
This is going to be a huge program for the college, for our local
economy and jobs that it's happening everywhere, and it's a great
chance for us to help our students in the local area.
>> GREG WILSON: Thank you, Jim.
Before I pass it off, as I mentioned last Wednesday during the
board's session, we are looking to partner with the other divisions
where this comes into play, because again, this is an intro level to,
you know, analyzing data. We're looking forward to working with
Bill's team so that our students are able to tap into the building
and actually see data and make decisions, which is just going to
prepare them, whether it's an internship or an apprenticeship.
Before they go out into industry, they will have done it with us for
real, so they will be experienced.
Then last but not least, Jim touched on it and Brian touched on
it, our goal is to be a center of excellence across the country. So
when you think about either the fit lab or what we are going to do in
the BCT lab, our goal is to attract students from across the country,
which will in turn then attract more business to this area, knowing
that they have a pool of skilled workforce readily available.
With that, I will turn it over to Mr. Bill Ward.
>> BILL WARD: Thank you, Greg and team and David. If you guys
could go to the next slide for me.
So I want to tell you a little bit about the center of excellence
project that the board approved some time ago as part of the
educational and facilities master plan, and also to, when we went out
and selected our design team, just to let you know this project in a
sense has already been designed.
So to tie to what Greg and Dave and their teams have talked
about, to kind of give you guys an idea, so the Downtown Campus
energy lab is part of the CLE master plan. The proposal integrates
the ST building with the labs so the students can study these two
buildings as part of the energy lab. The ST building construction
cost is about $4.5 million. The ST west is about 21,000 square feet
and the ST east is 12,300 square feet.
The budget related to this project will be requested, because
right now we can't -- as you know, we are building the advanced
manufacturing facility, and we really can't do anything until we can
move people. We are in plans of getting that going.
To give you guys a little knowledge too about what the change is
here, is that -- and I know Greg and his team will really be excited
to hear this, and the rest of this group may not even realize, but
when it relates to their HVAC and controls training and things like
that, they only occupy a tiny little spot in a building probably no
more than a cubicle. And I hate to say that. And that's what Greg
and his team have been utilizing for years.
With this project that we are doing at the ST building, we are
going to give them, increase their footprint to about 3,274 square
feet, and within that square footage that we increase, the energy lab
is going to be about 550 square feet, which is a major jump from
where we were. I mean, the teams have been working, I think they
have been doing a great job, but when it relates to what they have
had to train on and utilize, it's, you know, I mean, this is way more
than what we have been doing or been utilizing in the past.
I have worked with Greg throughout the years to where any time we
have students that are interested in coming and working at
facilities, and I know Greg in working with workforce development, we
have had a few apprenticed, our students have gotten to come out and
actually work side by side with the facilities team to get hours in
the field.
So this is a very exciting -- in my opinion, this kind of
completes, in a sense, what we are doing at the Downtown Campus.
This will be the last facility to be worked on. It's not just HVAC
but this was the major focus of today's presentation.
So I don't know whether we are going to take any questions or not
or if we are just going to move into the next phase.
>> MR. DEMION CLINCO: Any questions from the board?
>> MS. MARIA GARCIA: I have one.
This is directed to Dave Doré. Dave, with the presentation that
has just been presented, does this meet all of your needs?
>> DR. DORÉ: So Board Member Garcia, yeah, I think what we are
focused on from the academic side is really the living learning labs
so that we will have, that our students will have access to these
living learning labs.
>> MS. MARIA GARCIA: It looks really good, though. I've got to
say that. I'm impressed with that, with the presentation that was
given.
>> BILL WARD: Thank you. Any other questions?
>> MS. CATHERINE RIPLEY: I have a question.
Thank you so much for this presentation. This is really
important to myself, for one, as a board member. But also, as a
board member, before we move on, I want to commend all of those
involved at Pima for the efforts, the research, the analysis, and
really the passion and concern to prepare students for the real world
and real training and real jobs.
One of the things, I just want to bring this up really -- we can
have another meeting on this at some other point, but one of the
things I wanted to plant, I also believe that Arizona is arguably one
of the most important places in the country and one of our most
imminent crucial issues that we face today is climate change.
So one of my questions to just think about is I would love to see
the beginning of integrating logically the training and education of
the use of sustainable energy, the smart use of resources, et cetera,
whether it's through solar, our solar panels, electric and hybrid
cars, for instance, in the automotive center, agriculture,
healthcare, et cetera.
I think that especially this generation of students, climate
change, sustainable energy, all of this I think could really be
easily integrated into all of the things you're doing and it really
is, if we want this to be our premier center of excellence example
for the country, I think that it would be important to not leave that
out. Thanks.
>> BILL WARD: Totally agree, Board Member Ripley, and one of the
things I would say too is that is the world of today. It's no longer
just going out and working on a unit. It's realtime data. These
systems we talk about, these energy management systems, they run
everything from your lighting to your equipment. Nowadays they can
even send notifications or work orders to people in the field.
So you're so right. One of the things for me, and I will move
on, when I first moved to Arizona 21 years ago, you know, I'm
originally from Florida, and I was a high voltage electrician who
transferred into air conditioning and was fortunate to have an
institution send me all over the country.
But part of my degree when I got into air conditioning was I
learned about solar. It actually, this was a long time ago, we don't
need to go into that, but I was baffled when I came to Arizona and
noticed 21 years ago there was no solar.
So I totally agree with you. This is all integrated now. It has
to be.
>> DR. DORÉ: Board Member Ripley, and this is so important, not
just -- the sustainability concept, not just at this center of
excellence but all of our centers of excellence in that our students
have that access to really the state-of-the-art equipment in the
industry.
>> DR. LEE LAMBERT: Cat, what you're seeing here is a key step
to that total integration that you're referring to. When you look at
greenhouse gas emission, the single biggest offender are our
buildings, and so this is a great place to lead from, but it's only
the beginning and we are going to be working with the city and the
mayor to integrate their plans with our plans, so this is going to
lead to such a much bigger piece. And we are going to become a model
showcase not just for our community but for many other communities as
well.
Mr. Chair, we are ready to transition to the next presentation?
>> MR. DEMION CLINCO: Okay. Let's move on to 2.2, the
comprehensive integrated energy management program.
>> DR. LEE LAMBERT: I'm going to have Bill intro this
presentation. Bill?
>> BILL WARD: Thank you, Chancellor.
I'd like to introduce Jim Knutson, the director of integrated
solutions for Trane Technologies and his team. Jim and his team have
been out here for a good while auditing our systems, and you'll get
to see some of that work plus what they found and what the
recommendations are.
Take it over, Jim.
>> JIM KNUTSON: Thank you so much.
It is such a pleasure to represent our team. We have some other
team members with us today. We will go into introductions as they
come up if they are needed to answer questions.
It's been truly a pleasure in not only that but a very
interesting challenge to take the foundation that Pima Community
College has built already in not only from Dr. Lambert's leadership
in getting the things turned around over the last few years but just
the solar that Bill and his team have developed, the facilities,
you've got a wide variety of systems. Obviously there is a lot of
improvements. Some of those buildings are aging. The need for
improvements in the technology aspect of coming up to speed in new
technology.
But the other thing that you have built, which is really
impressive, is the staff that Greg and his team and David Doré and
the team have built to take this and turn it into learning for kids.
So the foundation of all of the systems that you have and to be
able to hopefully we'll be allowed to move forward and save energy
and repurpose those dollars in a way that's going to create learning
opportunities as well as improve the environment and reduce the
carbon footprint, so I'm excited to get into a few slides. I will
try not to take too much time. I have been accused of talking too
much before. I will try not to do that.
Next slide. This is a pretty rough slide, but I think what you
will find is that the meaning of it is pretty, just really
transformative for the college. We have found a way to improve your
facilities and upgrade systems that will create $863,000 of energy
savings that will be guaranteed by Trane that will result in over,
being able to repurpose over $15 million of energy costs that would
go to the utility.
Instead we are going to turn that into upgrades, deferred
maintenance enhancements, technology, and then duplicate that whole
system for students to learn from.
This is kind of just in the red slot part of it is really the
ongoing utility costs. In the green and yellow or orange is the
savings that's going to be reduced through this project. The green
is the cost of the program over time if you divide it out over a few
years.
Next slide. So we are very pleased and blessed to be selected by
your team to help you with this project. As the RFP requested and
the expectations, it's on the left side, so this is a really busy
slide and I hate those because I don't want to have too many words,
so I won't read it.
I think you can probably see as I bring out a couple of
highlights here is that there is a lot of systems, and it's really
hard when you're in an organization that is just trying to keep
things going on a day-to-day basis, to come up with money to replace
systems that are aging over 10, 20, 30, 40, 50 years.
So you almost have to draw a line in the sand. What we feel like
is this is the opportunity for Pima Community College to really take
a new fresh approach at making major replacements, completely
upgrading the entire building automation system that Patrick Loveless
did a great job of explaining how important that is.
The intelligent solutions aspects of millions of data points
annually. Instead of just a limited number of utility bill data
information, we literally can give you hundreds of millions of data
points that can be used in a good way. It's not what they call DRIP,
which is data rich, information poor. It's actually usable data
that's filtered through the analytics programs that Jim Russell did a
nice job of explaining.
That data then comes back to the college to be used in a number
of ways. One, for Bill and his team to really be able to do a great
job of analyzing systems, but also to be able to use that data for
and duplicating it for students.
These items on this slide are really the things that are
integrated in addition to the basics that we asked for. I'm going to
let you just kind of go through some of those, but Dr. Ripley, I
wanted to just mention that as you can see here, this, on the second
item on the right side, it says our grid solutions and renewable
energy and power solutions group, it's called TREPS, engage in the
energy master plan and climate action planning process.
Working with the community, and we just supplied $7 million,
supported a grant with Northern Arizona University to get dollars for
microgrids and vehicle charging, battery storage, distributed energy
resources, we are doing these around the world in our federal team,
and it's really an exciting opportunity for students to take all of
these systems and pull it into their learning environment as well as
use it for the facilities team and for your energy planning teams.
We were really excited about working with you to get a climate action
plan going, because this is the fundamental -- if you don't have
data, it's really hard to use that to move forward. I just wanted to
highlight that, that that's definitely what we plan to do as we move
forward with this project.
Just a couple of real highlight items, budget neutral is
important. We want to make sure these programs will self-fund and we
have come up with a program does that, as that first slide mentioned.
Campus-wide system, it's really hard to do piecemeal, and sometimes
that's what you're forced to do, but we feel like this is the time
to, like I said, draw a line in the sand and make it a campus-wide
improvement of lighting, controls, other mechanical upgrades. A
strong foundation for integrated education facilities, training
programs not only for the students but also for your workforce and
create the workforce of the future.
One of the things that I think is always a concern is that a
company like Trane is going to come in and make these improvements
and all of the staff will get laid off and there is no work for us to
be done. I couldn't disagree more with that comment. It's going to
actually create really new and exciting opportunities.
We will give the tools and the toolbox for those technicians and
those staff members to be able to go out and actually have a really
rigorous and robust experience of working with systems because they
will have really good information to make those kinds of good
decisions. Again, that's where that virtual living learning lab
comes in there.
Next slide, please. One of the things that Greg touched on
briefly was what are the pathways this creates? Lee has said many
times this project is bigger than Pima, because we are really excited
to create that excitement for kids in high school, freshmen. We
actually have curriculum in fourth grade on up to help kids
understand energy and the opportunities to get into this type of
work, but creating that virtual living learning lab that gets NC3
certifications and workforce through the public/private partnerships
that we are able to do, and them multiply it through the 90/30
program you have with NAU.
NAU is really an exciting opportunity for us to use these similar
things to get the students come up and help them with their
workforce. They can't hire enough people.
If we can get technicians and organizational support for them, it
makes them viable just like it makes Pima and gives great
opportunities for these kids as they go forward for either jobs
and/or four-year degrees or beyond.
Just a real quick slide. The white circles around the bullets on
the left actually came from partnership with the Arizona Institute of
Digital Progress. Lee's involved with the AZ60 -- I can't remember
how to say it. But really this again is just another way to show
that the JTED, the Pima, the NC3 to NAU, all the way up into the Palo
Verde generating station, NAU is trying to get their employees some
neat opportunities, and this helps build that foundation. It's that
public private partnership on that we call a P5 with pathways in the
platform.
So I won't get into -- again, I feel myself talking too much like
I tend to do, so I will try and shorten this up, but the student
engagement model starts in fourth, fifth grade, all the way up
through high school. We have had a gentleman, Daryl Royse, who has
been teaching for 20 years in the JTED organization, teaching HVAC
classes, and he has been getting any material and trying to find ways
to fund what he's been doing.
We are so excited that this platform and what you are doing will
help give those kids a vision of what they can come to at Pima and
see with the technology that will continuously be updated. Because
as we have these systems working on your campus, we have to keep it
fresh because that's the best way to keep students going, as well.
I know a lot of times as an organization in education you buy a
system or you get a piece of equipment, and then it sits there and is
used for five years and all of a sudden it's outdated. We have
built-in upgrade to this through our program to continuously update
systems as we go.
We can skip through this. It's just showing the annual utility
costs are reduced, and it creates an opportunity for those dollars to
be repurposed, and then also building the labs and the education
components.
One quick shot, I think this is a good slide just because it kind
of gives others that maybe don't see this every day, but you have
done an amazing job of a lot of solar systems, and that's a great
foundation. But there are some ways to help enhance that, and I
think as a distributed energy resource, tying in, we get a little bit
better data from your buildings and how to make them more efficient,
that will create extra energy use we can use for charging stations or
thermal storage or for batteries to even reduce it more. So we are
excited to see how this all comes together over time.
But as you can see, the systems will all be duplicated. That
integration will mirror that system, actually create a duplicate of
the front end that Bill and his team will use and allow students to
learn from that, so they have this real data of every building across
your, 76 buildings across your campuses can become labs.
That's a transformational thing that Jim Russell was talking
about is that when you can make it real for students, they get so
much more out of it.
Next slide. Pretty much to the end here, except one more slide
on rebates after this, I believe. The ongoing data is as important
as the up-front data. Getting the recommissioning and the
retro-commissioning and understanding, making sure things work the
way they are supposed to and then measuring it and updating it and
making it even better.
The challenge for the students is going to help to create ideas
that will be vetted and made sure that it makes sense, but then it
can be actually tried on campus facilities and see if it actually
works or not.
Bill may be shaking a little bit, because that gets a little
scary when you get students coming up with ideas, but if it's done in
the right way, it actually can become a great learning experiment for
students and to show them the reality that there is cause and effect
to a lot of the things we are doing here.
It meets the Trane technologies, our goals and commitments. We
have a gigaton challenge basically to reduce our customer carbon
footprint by one gigaton of CO2, and it just really truly hits us at
the heart of what we are as a company, but what is also needed by
Trane, and so there is a little bit of a selfish goal here, and that
is that we need to hire technicians. It's the biggest limiting
factor we have in our company right now.
There isn't a training center that has this kind of robust
learning within the Trane portfolio. In the climate zone you're in
especially, I mean, we can teach kids cooling, right? That's
refrigeration and big chillers all the way down to smaller units,
this is a great place for this to happen. Again, one of the reasons
we are so excited.
Finally, I put this slide in just to show you that we haven't
incorporated these dollars into the program. This is extra savings
that would come from the TEP rebate application program. We, as you
may -- we have over 200 offices and 2800 technicians and all sorts of
people within the company. But to be able to individually go to each
utility and understand it and use it, like Bill has done in the past
for his solar, we want to expand on this with the energy efficiency
side.
That 6 to $800,000 can go into labs, more deferred maintenance
changes. There is going to be money coming back that can be
allocated to better ways than continue to just have energy spin go
on.
I believe that's it. I will turn it over to Dave Bea who will
take over and discuss some of the financials. Thank you so much,
everybody, for this opportunity.
>> DR. DAVID BEA: Good afternoon, Chairperson Clinco, members of
the board, Chancellor Lambert, colleagues and guests. It's my
pleasure to do a quick summary of the impacts that Trane's work so
far has led to in terms of what they are proposing.
I want to do a quick overview of where we are currently at. This
is the current state of our utilities. Just focus on the bottom line
here.
So this is looking at the average costs for 2018 and 2019. So we
know that 2020 was an odd year because of the pandemic. So we are
focusing on comparing ourselves to the prepandemic, more normal
operations, utility levels.
The average utility costs across the college was about $4
million, and when you take the interior space or the energy-based
space it's about 1.2 million square feet. Our costs per square
footage for what's known as the energy cost index, which is what that
figure is on the far right, it's about $3.36 of utility costs per
square foot.
You can go to the next slide. I will come back and give some
reference as we go.
Trane's audit identified a series of projects, hundreds of
projects, individually identified throughout from their walking
around the district, identifying different lighting projects,
different HVAC control projects they could do. And they put them
into these different categories. And so it's HVAC controls, lighting
upgrades, domestic water upgrades, HVAC system upgrades and
transformer upgrades.
You can see the proposed project costs. Total including the lab
and commissioning costs, total $13 million, $13.3 million, and the
projected annual savings as a result of that.
Jim just mentioned, was talking about sort of a holistic
changeout. The incrementalism, incrementally changing things is very
difficult to take total advantage of and get, for example, the TEP
savings, things like that. In addition, it's very difficult to
realize true savings on a utility standpoint.
What they are looking to do is a series of many, many projects
throughout the district totaling, and they're guaranteeing the
savings to our annual costs will be over $860,000.
From a simple payback, that's about 15 years. Some would call
that a return on investment, just so you know what simple payback is,
that's essentially saving that amount of money each year, how many
years would it take to pay for the full project costs.
But when you think that a lot of these systems, a lot of the
equipment needs to be replaced in the near future anyway, it's just
doing it all at once is really also a critical part of what we are
looking to do with this project.
Next slide. Looking at the actual reduced consumption that they
are talking about with these different projects, changing out the
system controls and creating a singular cohesive system, they are
estimating they are going to save 4.6-plus million kilowatt hours per
year, plus another 137,000 therms per year. A therm, for those who
aren't familiar with that term, that's 100,000 BTUs, kilowatt hours,
a thousand kilowatts.
Then a thousand gallons of water is also with the domestic water
upgrades, changing out the toilets, flushing mechanisms, sinks,
things like that, is estimated to save another 5,261 kilogallons.
Again, that makes the number look smaller when you think in terms of
that's thousands.
Now you can switch to the next slide. Now to put that in context
for where we are, so the left hand, current slide is how much our
annual consumption is in terms of electrical, the therms and
kilogallons, and the sheer size of reduction that we are talking
about with the Trane projects, so with electrical reducing by 7
million kilowatt hours, it's about a 28% reduction of our
consumption. The BTUs consumed is about a similar range, 29%
reduction. And then the water is about an 8% reduction of our annual
consumption of that.
So we have very real savings in terms of the actual utility usage
at the college. Overall, the annual cost I mentioned was about
$863,000. It's a decrease of 22%, so we are talking about a sizeable
recommendation or sizeable change as recommended from these projects.
Then when you look back at that energy cost index, it drops that
$3.36 number by almost 75 cents, a reduction of 22%. These are
sizeable changes that we are talking about.
Next slide. Now, to put it in the context, and Ms. Ripley, I
think this might get at a little bit what you were talking about,
this holistic perspective of the college's impact on the environment
and getting into sustainability goals, because that is one part of
this project, was to really kick-start a major sustainability
initiative for the college. When you talk about the energy savings
we are talking about, the 7 million kilowatt hours, 140,000 therms
per year, that's the equivalent of 5800 metric tons of carbon
dioxide. These conversions are from government-based converters.
So you put in how many kilowatt hours you're expecting to save
and it calculates out the savings, relative savings, and CO2. Put in
a different way, that would be the equivalent of taking 1260 cars off
the street for an entire year or the amount of energy used in about
680 houses over the span of a year.
So what we have is we have recommended projects that have the
ability to not only reduce the college's annual utility costs but
make a notable impact on the consumption of energy for the community
and really be leaders in terms of that.
So you can go to the next slide.
Then so the big question would be how are we going to fund this
project. There is a couple of things. The board approved a new
policy that sets this target threshold for our reserves at 75%. If
you look at the bar chart on the right-hand side you can see a little
red dot. That little red dot represents what our target threshold
is.
What we are looking to do is make sure we have reserves that are
at least as high as that red dot. These are projected for the end of
the year, so these are estimates. It may be a little bit different
from this. There are big changes happening because of the federal
funds coming in. But this is a reasonable estimate from where we
will finish the year.
On the left-hand side -- sorry, the chart should have been shrunk
a little bit, sorry about that. So we are estimating that the
reserves available will be about 192 million. The target I
mentioned, the red dot, is about 126 million. That's a net
difference in about 66 million. So we have at hand sort of above
that target threshold to keep on hand about $66 million of available
money for reinvestment.
We have already talked about the Allied Health building, and the
board has given approval to go forward, starting to reserve money for
that project. That's about $23.5 million. So available, that would
leave us with about $42 million plus.
So we definitely have funds available for this project. There is
another component that is worth mentioning, which is of that $13
million, about a little over $4 million of that we are estimating is
eligible to be funded directly from HEERF funds, the federal funds.
So that gives us a little bit more flexibility even on top of that.
Basically what I'm saying is we have good reserves on hand to really
take the opportunity now to reinvest in a holistic change at the
college that really kick-starts this initiative.
The advantages of this program, as you have heard through all of
these different presentations, both series, the first two and then
the latter two, is that this would give us a state-of-the-art
training facility for HVAC and data analytics programs.
Think about the students would have available through this
program the ability to crowd-source like to work on projects together
and you could have a faculty member saying to their students, here's
a bunch of data, we want you to identify which air handler might be
underperforming or might be costing more money than the others that
would be a good one for replacement.
Jim alluded to that, that that might make Bill a little bit
nervous, but the ability for students to really get their hands in on
real data and real live equipment will be I think immeasurable in
terms of what their future career prospects will be.
This gives us the ability to do a holistic change. Having
consistent, refreshed, and integrative systems and controls will be
extremely valuable to more efficiently run the operation here at the
college.
As I mentioned, the most obvious one is we will have reduced
annual utility costs. With the way that this program is put
together, that's a guarantee from Trane, so if we go forward with
this program, they are guaranteeing that we will see the reductions
that we are talking about here. It puts that burden and the risk on
them to go forward and make sure that we realize those savings.
I alluded to this also is that a lot of this equipment is
antiquated and will need to be replaced in the next number of years.
That will reduce the annual maintenance cost and some of the deferred
maintenance cost we will have to budget on an annual basis. We
holistically change -- think about the idea of a car. When you have
a brand new car, you don't have major maintenance for the first
number of years, and then as that car starts getting to be older,
then you start having to plan for more and more of that. So think
of, it's sort of the same way.
Massively decreasing our carbon footprint. As a college, putting
forward and identifying clear sustainability program metrics. And
then obviously we have the publicity element to it where we can start
promoting what we are doing as a college when we have these clear
goals in mind, and then as we start attaining them you can start
tracking them and promoting them at the college.
And then lastly, and this was alluded to in terms of the solar,
is as we go forward with the program, it's actually pretty likely,
and Trane is expecting that as we go forward and start getting more
data, that it will identify future savings opportunities. There is
probably potential to integrate solar and use our solar power in a
different way than we currently are, and there may be some advantages
going forward with integrating those kinds of programs.
As we start this program going and get the data, it's going to
start identifying some new opportunities that we can take advantage
of.
Last slide. This is just a recap, and this was also in Jim's,
one of his slides, but this was what we were looking to do when we
went out and did a competitive RFP. We were looking for firms that
would be able to do this comprehensive energy management program for
the college. That is that to do a comprehensive assessment of where
we were at with our current equipment, make recommendations for what
we could do to get our systems into a current state-of-the-art
status, to establish and track energy cost reduction goals. Identify
and provide funding sources. And I have just talked about it that
circumstances have led us to the point that at one point we put into
the RFP the idea of potentially finance funding, doing some different
ways to fund this over time. But circumstances with our reserves,
with some of the federal funds we have coming in, gives us the
opportunity to just essentially front-load the costs of that.
Then implementing the smart technology and the data analytic
platforms to monitor the efficiency and then optimize our own system
performance, internal, making sure we are doing as much as we can to
keep energy consumption as low as possible and keep costs down.
Lastly, you get into what is really I think the shining element
of this, the diamond of this whole program, is developing what is
going to be nationally recognized as a state-of-the-art way to do
HVAC and BCT-type training. We will be premier in this area with
this program.
That is my summary of the impacts, and I will open it up if there
are questions.
>> MR. DEMION CLINCO: Are there questions from the board? I
can't see everybody because of the presentation, so if you could just
use the symbol, raise-the-hand symbol at the bottom.
Ms. Garcia?
>> MS. MARIA GARCIA: Dr. Bea, are your numbers, do you stand by
your numbers? Are those accurate?
>> DR. DAVID BEA: Yeah. So the numbers, getting to where that
bar chart is, the figures before that are all from the Trane
executive summary, so those are the numbers that they have put
together that include the cost savings and the energy savings that
they are expecting to realize.
>> MS. MARIA GARCIA: But we are going to...
>> DR. DAVID BEA: And then the bar chart are our estimates from
our staff from the college.
>> MS. MARIA GARCIA: They are from our college?
>> DR. DAVID BEA: When you get to the bar chart, the bar chart
one with the reserves and available reserves is a calculation from my
staff.
>> MS. MARIA GARCIA: You know, and then the other question, I
don't know whether you can answer that, but when we did the
assessment of the equipment that Trane did, like the Northwest Campus
was fairly new, I don't recall how new it is, and I know that some of
the systems are aging, so the plan is to replace everything with this
one company, okay, so that it can be on one system. But the energy
living lab, we originally had a plan to just be within the Downtown
Campus. That in itself was going to train the people with a couple
of other, some other buildings. But it didn't have to be entirely
everything; is that correct?
>> DR. LEE LAMBERT: Ms. Garcia, that is not correct. The whole
purpose of the living lab is the entire college becomes the living
lab. The center of the program is located at the Downtown Campus,
yes. But the entire college is the living lab.
>> MS. MARIA GARCIA: Okay.
>> MR. DEMION CLINCO: Chancellor Lambert, could you talk to us a
little bit -- have we, in the past as part of, have we created a
comprehensive climate action plan for the college and have we
identified carbon goals and reduction goals?
Can you tell us -- I see Bill nodding his head. Can you tell us
how those align with this proposal?
>> DR. LEE LAMBERT: So we are working to build an integrated
climate action plan that really touch on what Ms. Ripley was talking
about earlier. So we don't have all of that in place yet, and so
this becomes a foundational piece that's going to lead to the
integration of all those other pieces.
So we have Dr. Nic Richmond who is going to be leading that
effort for the college, working with Dr. David Doré and Bill and
others as part of that, and then aligning with what the city is
trying to do. So we are headed in that direction. Absolutely.
>> MS. CATHERINE RIPLEY: Thank you very much for the
presentations.
I just wanted to reiterate that I think it's great that we need
to go full force strongly on our climate change policies and program.
To that end, in addition to teaching students how to repair, how to
take apart and put together HVAC systems, et cetera, I'm hoping, I'm
assuming that there is a mandatory piece to teach them the theory and
perhaps even -- not the politics but the theory and the concept at a
local and global level and why energy and energy efficiency, not just
climate change, but the whole concept behind energy efficiency.
Since we are dedicating and devoting so much energy and money into
this living lab, which is a great idea, the beauty of a community
college is not just the vo-tech side but really preparing students
for life in the real world and the opportunity to advance. Thanks.
>> DR. LEE LAMBERT: Patrick, could you talk a little bit about
that piece? Because I know you have integrated that into your
curriculum.
>> PATRICK LAWLESS: Yeah, we have a sustainability class that we
teach now, and also, as part of the NCCR curriculum, sustainability
comes up in several of the levels that are taught. In addition to
that, and what we are talking about here really is, you know, walking
a fine line between comfort and sustainability and energy savings.
You know, years ago they used to put cages around the thermostats
so that people wouldn't turn the thermostats up in their office
because that was the only control you had over it. Now things are
much more sophisticated, and they are much more advanced. They are
designed to optimize and to monitor consistently and constantly in
order to make those changes.
Those concepts are all, you know, a part of what we teach. You
know, we talk about venting and things like that, dangers of having
different appliances vent into your house, carbon monoxide poisoning,
things like that. All those things go together.
And also, when we talk about sustainability, we talk about, you
know, the way that they used to build years and years ago and the way
we build now and why we build now.
When you go out to our Habitat For Humanity house that we are
building on 24th and Park, you can see students, they are there
building and learning these different concepts about the envelope and
sealing the envelope and knowing exactly how much air is coming into
your house and how much is leaving. Things like windows and doors
and (indiscernible) values, so they are learning all of that,
learning how it affects the environment and how just simply, you
know, making a house more energy efficient is going to reduce that
carbon footprint.
>> MR. DEMION CLINCO: Mr. Ward? Ms. Ripley?
>> MS. CATHERINE RIPLEY: No, thank you. Just wanted to make
sure that that was being taught.
>> MR. DEMION CLINCO: Mr. Ward? Ms. Garcia? You still have
your hand raised, so I think you have a follow-up question.
Mr. Ward?
>> BILL WARD: I just wanted to say that we are, as an
institution of our size, we are actually bound in a sense by the
state and the federal government to conserve energy. So that's
something that we have to do, that we have to look at all the time.
So the issue is a lot of entities like us that are big have a lot
of deferred maintenance backlog. One of the things I would say to
Board Member Ripley, to answer your question, is yes, we do, we
actually have put together a plan years ago, and that's why we have a
7.5 megawatt solar system, which is about 20% of the college's energy
now, plus we were one of the first institutions going with electric
vehicles, which are our Priuses, and we are looking right now, the
police department has four electric motorcycles and we are looking at
some electric police cars.
We are also looking at adding charging stations to our solar.
That's something that had been proposed a number of years ago by our
solar provider.
Then too with our water also, one of the things we have done is
we made a commitment years ago to start doing away with your regular
toilets and go to waterless urinals and other types of toilets that
had different types of low flow and things like that.
So the institution has it. It's just at the end of the day we
are sitting on 2 million square feet of facilities, and West Campus
is 50 years old. So we do have a lot of older equipment. That's why
I think when I talked to the board the last time, when you guys
approved the -- we were talking about whether we were going to build
a new health facility or remodel, and the board made the
recommendation to support the remodel.
With that said, we were able to do a lot of that deferred
maintenance that we try to do. It just all depends on how these
projects are financed.
One of the things I would say to the group too is I know we
talked and I know the discussion is always talking about new. I have
been in this industry since 1979. I have a lot of knowledge in this
industry. One of the things I would say is let's not lose sight of
the fact that students need to learn how to work on the old stuff
too.
So that's something that I worked with Greg and his team to try
to get more students, we have had a couple here and there, but
remember, you're not always going to go work on brand new. The old
stuff is what the bulk of things are.
And then to also answer your question, Board Member Gonzales, is
we did receive the recommendations and the proposals from Trane and
our facilities team is vetting it and looking at it, because one of
the things I would say to the group here is we still have to vet
things related to energy, in a sense, because we do have to report
these things to the state.
Also, we have two energy providers, TEP and we have Tesla, in a
sense. Solan is their contractor, and then Solan has the Northwest
Campus is their system.
So all these things have to be vetted. We will be vetting that
as we move forward with it, but just to let you guys know that this
is something we are doing. It's just that at the end of the day you
have to finance it.
So we are probably, Pima's probably sitting on about 30, $40
million of deferred maintenance. In my opinion that sounds high but
it's not bad. Most institutions have way more than that and a lot of
them don't even get any dollars.
You guys have been very good at supporting us throughout the
years with our multicampus projects, and we have been able to hit a
lot of things at the college. But like I said, we are sitting on
close to 2 million square feet of facilities.
>> MR. DEMION CLINCO: Ms. Garcia?
>> MS. MARIA GARCIA: Mr. Ward, you said we have how much in
deferred maintenance?
>> BILL WARD: Carry a backlog anywhere -- when I first started
here we were probably in the 100 million range and that was 21 years
ago. And so we are probably around, I would say, just off the top of
my head, about 30 to 40 million.
Actually, there is a proposal that is going to the board as part
of this year's capital related to doing another facilities condition
audit. Remember, deferred maintenance isn't just related to air
conditioning equipment. It's roads, roofs, structures, sewer, water,
all types of things, total infrastructure that we are sitting on.
It's not just this stuff. It's a lot more broader.
And so that is something that is going to be going forward to the
board because we always want to keep that updated so we know kind of
what we are sitting on.
If you allow your deferred maintenance to go too high, then what
that does is it puts you in the position where really nothing that
you do is going to take care of things because you're just too far
gone.
Like I said, you guys have been very great, very good to us
throughout the years. I could probably tell you that since we
started our capital assessment in 2007, we probably spent over $100
million just in general doing capital construction projects and
things and stuff throughout the district.
It is what it is. I totally agree with what Board Member Ripley
said. You have to have an integrative plan related to all of this
stuff, because at the end of the day, we are governed to save energy.
That's part of -- I may even, I know I have the last directive from
the last governor, not the current governor, that basically said we
had to commit to lowering our energy, our numbers.
And remember, too, people always think that if you just put new
stuff in and get new systems we are done. It's not just that. It's
how we run and operate our facilities.
Are we going to run seven days a week, 24 hours a day? Are we
going to shut things off? I think by some of the things we talked
about that puts us in a good position because it gives us better
control over our systems and things, stuff like that.
Just understand this is not just something it's one and done and
we're done. You're never done. Like the chancellor said earlier,
when you're sitting on a lot of square footage like this, this is an
everyday thing. That's why my team are out there on it getting it
seven days a week to keep things moving and running and stuff.
>> MS. MARIA GARCIA: One last question. So you are going to
present your assessment or your group's assessment in a comparison to
what has been presented from Trane?
>> BILL WARD: Well, what we would do is go through the proposal,
and if there are any questions or concerns or whatever, then our goal
would be to work with Trane and Dave and others to ensure that it
gets fixed or that it's correct.
Because like I said, we are using, because we have received or we
have given out third-party information related to our systems and
things and stuff like that. In other words, TEP, we provided a bunch
of stuff from TEP. They have provided it to us, they provided it to
the team.
We have also provided, the college did a bunch of energy audits
years ago, and I think they ended in 2013 and we brought a high-level
company in town who built two of the largest central plants in the
United States, and they did our energy assessment and made
recommendations.
So we've also got them taking a look at it and also our solar
provider. One of the things that everybody has to understand is that
when you go with the power companies, and Jeff will know this, you
have to, you negotiate your rates. The same with solar. You
negotiate your rates. So you have to make sure that you're not going
to do anything that in a sense could affect a rate that you have
already negotiated with your utilities.
So that's the main emphasis of what we are looking at is because
we want to make sure we are not going to do something that in turn
affects a rate or actually, in a sense, makes it to where we are
really not saving any money on another side.
So we are bound to do this, and as you guys know, all of our
projects and everything that we do within this college, the minute we
touch a building it has to go forward to the state fire marshal's
office for approval, which in a sense would be submitted through me
as the chief facilities officer for the district.
So that's standard. That's no different to me than any of my
other counterparts in the state. They'd have to do the same thing.
>> MS. MARIA GARCIA: Well, thank you.
>> MR. DEMION CLINCO: Thank you. Mr. Gonzales?
>> MR. LUIS GONZALES: I just want to mention, make a comment, I
think it was an outstanding presentation.
One of the things that was mentioned by Mr. Wilson, I believe,
that we're probably going to get more students from out-of-state in
reference to what we are going to be providing to our community.
I do go back into really let's focus on our population within our
districts here. I think there is a lot of (indiscernible) locally.
I think that should be one of the emphasis we saw by a report that
Mr. Lambert gave out to us, too.
I know that Mr. Bea went over the finances, and one of the things
that he mentioned that we are doing a guaranteed savings, and I hope
that we are, that we will be doing those guaranteed savings as well
too. He did mention right after that, he mentioned that he had his
team put into, that was part of the RFP and development of that, so
which is good, which is good.
It comes back around in reference to I have a statement that I
want to do and will do. In my statement, I must inform my fellow
board members that myself and Ms. Garcia and I have firsthand
information that indicates that Mr. Knutson has stated that he
participated in the development of the energy management program, and
I have reviewed Ms. Segal's second report in which she concludes that
if Mr. Knutson participated in writing the energy management program
RFP it would be a violation of the procurement policy.
Because of Ms. Segal's report, I believe that I have an
obligation to report this evidence to the full board. I would like
to share this in an executive session soon, very soon. That's my
statement.
>> MR. DEMION CLINCO: Thank you very much, Mr. Gonzales.
Are there any other questions from anyone else? We have one
other item this evening.
>> MS. MARIA GARCIA: I also have a statement. I'm sorry. In
the past, members have failed to inform the board of important
information regarding possible violations of statute or policy.
So I guess I want to confirm that Mr. Gonzales and I want, that I
have gotten from the same source the same information, and just
wanted to share it with our staff.
Furthermore, I would like to ask that prior to board approval,
the Trane proposal be fully evaluated by facilities, staff, and that
the evaluation be presented to the board in its entirety.
That's it.
>> MR. DEMION CLINCO: Okay. Thank you very much, Ms. Garcia.
Again, if board members have concerns about any legality, please
contact Mr. Silvyn directly and the chancellor directly about your
concerns. That is the stated policy.
That is really the first and best way. You brought it to our
attention now, and I'm sure Mr. Silvyn will be reaching out to ask
for additional information.
Mr. Knutson, I have a question. I can't imagine we are the first
government or educational entity to partner with your company to
undergo a process like this and then the resulting outcome looks at
different mechanisms to finance through savings and these sort of
guarantees.
Could you just tell us about some of the other partnerships that
you have been involved with, particularly in the education space, and
maybe highlight one or two in the government space? Then we have to
move on because we have this other item to discuss.
>> JIM KNUTSON: Well, I'd like to mention that, yes, as an
organization we have literally done billions of dollars over the last
40 years of these types of programs. Federal government is a huge
proponent of energy-performance contracting. Ms. Ripley, you're
probably aware of some of the opportunities that Trane has been
involved in with the Army, Navy, and the military forces.
We have large bases across Japan and other locations in China and
Korea that are currently underway in the 2 to $400 million that are
all vetted. All of our procedures and practices, by the way, just
have the things that you guys mentioned were concerns and built -- we
are totally open to having things vetted because we follow industry
practices that is common throughout the entire -- there's over 50
energy service companies in the country. We are rated in the top 10
of those organizations by the NAESCO organization. We are more than
willing to provide any resources that we can to show you that what we
are doing is industry standard practices.
One example is a school district I'd like to share, to answer
your question, Chairman Clinco, and that is Mesa County Valley School
District, a rural school district in Colorado in Grand Junction, has
52 schools. They had actually more square feet than Pima.
About 10 years ago we completed a $10.7 million project. I did
forward to Dr. Lambert and a couple of your staff basically the case
study that was a similar amount, it was between 7 and $800,000 of
savings per year.
And now, after 10 years, the energy manager who was there during
that time did a submittal of a report. Showed that we not only
overachieved that but they are with an integrated climate action plan
that we're excited to work with you on, have achieved over $1.8
million in savings per year of actual dollars.
Those numbers and all the information is pretty exciting. I
think it's a relatively similar project that was controls and all the
buildings, it was lighting upgrades and mechanical and electrical
system upgrades throughout their school district.
So that's an example of one that has some age to that it's nice
to see actual performance on. Happy to share more information on
that, have you talk to the principal of that project as well as the
energy manager.
Again, our federal team is more than willing, we did give some
examples of some of those case studies, happy to do that. We have a
lot of other higher education organizations, and we have Mike Hines
on the phone, and he's our national director for the CS programs, and
I think he can answer, be happy to bring other national case studies
that we are doing around the country.
Is that helpful?
>> MR. DEMION CLINCO: That helps answer my question. I really
appreciate it. Again, I appreciate your involvement in the
institution and this proposal.
I mean, I think what I'm hearing you alluding to is the $800,000
in cost savings is really the lower-level benchmark guaranteed but we
could anticipate perhaps more robust savings over time.
>> JIM KNUTSON: Yeah.
>> MR. DEMION CLINCO: I appreciate that, and I also just want to
thank everybody involved in this presentation. I know we had the
scheduling issue for last week. I want to thank you for adjusting
your schedules for coming back and to present to us today. We
appreciate the open dialogue and the overview.
Thank you, everybody. Chancellor Lambert, and your team,
everyone working together to advance innovative solutions to help us
save resources. Thank you.
Looks like there are a few more questions about this item. Let
me start with Board Member Ripley, then to Chancellor Lambert,
Mr. Ward, and Ms. Garcia, you still have your hand raised.
>> MS. MARIA GARCIA: I don't want anything.
>> MR. DEMION CLINCO: Okay. Ms. Ripley?
>> MS. CATHERINE RIPLEY: Quickly for audience members, for the
benefit of those watching, I don't want the bigger picture to be
lost, either. I think having centers of excellence is a great idea,
and the concept of using a living lab is really what we are talking
about here.
I think bringing it all together in a holistic plan, all of these
centers, but not just, again, like I said, teaching students how to
put together and take apart HVAC systems but really training and
educating a whole generation of students on sustainability, on
climate change, on the responsibilities of being an citizen, not just
locally but statewide, nationally, and globally is really what I
would like as a board member that we all focus on because we are all
going down our paths individually.
Mr. Wilson, Mr. Ward, Mr. Doré, we are all doing what we need to
do, but I think for the benefit of the audience, all of this, as a
board member, I want to help bring this to a higher level of what we
are really looking at for the future and how we can really bring
Pima, for lack of anyone else doing it, I think Pima Community
College has an opportunity to kind of pave the way.
If anything, the solar capital of the world should be, or the
nation, should be Arizona. We are in the middle of a -- drought
contingency plan is serious. When people talk about an existential
threat, it's used so often that it loses its meaning. But we really
here in Tucson can really make a dent.
So muddling through all of the details I think is important.
Thank you very much, Mr. Knutson, and everybody else for being
transparent. I hope we get through this. So we can actually start,
Mr. Bea mentioned $42 million or something like that in reinvestment,
and to Board Member Gonzales' point, reinvesting that locally into
recruitment and enrollment. We had a study session on enrollment and
recruitment. It's one of my biggest issues, as a board member, is
local recruitment. That can be reinvested. As a board, we can talk
about budget and how to reallocate those funds. To not just hire, or
hire more and get more resources for recruitment and our enrollment
folks, but really follow through with not just getting new applicants
but seeing these students through their first semester, their first
year. I think that's really an important piece, because otherwise
the centers of excellence won't be filled.
I really wanted to try to, if anyone is tuning in and don't know
what we are talking about, this is the bigger picture. Thanks.
>> MR. DEMION CLINCO: Thank you.
Mr. Ward and then Mr. Gonzales and then we are going to move on.
>> BILL WARD: Real quick, I just want to say, Jim, as we have
been, keep working with you, keep talking with you, as we know, our
teams are meeting all the time, so we will be in touch with you ASAP.
I want to let everybody know that facilities and police and safety
and everything, we love to have students as part of our team.
Greg knows that. So I know everybody, it was brought up a number
of times that we are concerned. Not at all. That's the way I
learned. That's how I transitioned from one trade to another, and
then I actually ended up transitioning to four different ones.
But that's something that's near and dear to my heart. Greg,
you, Dave, Dolores, please understand we would love to have as many
student workers that want to come out and learn how to work on this
beast that we've got here.
I'll take all the help I can get. So I just want you guys to
know that. Please understand that's how people learn is they get
-- not just in the classroom, they get hands-on training. I just
want you guys to know that.
>> MR. LUIS GONZALES: Actually, I pressed the lower -- but I
will make a comment.
What I wanted to say, I mentioned earlier, the students should
always be first and providing those opportunities. I think the
center of excellence, it's a step towards it.
I do commend Ms. Ripley and reiterate and in reference to my
really focusing and recruiting and not only recruiting but also the
retention of all students that live locally here within the Pima
County.
Always been an advocate and will continue to be, but I think more
important the students are the future of tomorrow. We are here for a
little bit of time, but I think we can really do a lot for them. And
we will no matter what. We will in reference to education and the
training and what we want to do.
But they are our future. We cannot deny that, but I think we are
in a good route, and we will see. Thank you.
>> MR. DEMION CLINCO: Thank you very much.
Chancellor Lambert, when we work on the integrative climate
action plan, I hope you come forward early on to the board to talk
about some of those aspirational goals. I would love to see this
college moving towards carbon neutral.
Moving on, let's get to our educational and facilities master
plan midcycle revision. I know we are going to run a little short on
time, so if everybody is amenable, maybe we can plan to run an extra
10 minutes. Let's try to keep it as quick as possible.
>> DR. LEE LAMBERT: Mr. Chair, I want to hit two points and will
transition us. First of all, Ms. Garcia, we are not replacing
everything, we are tying in to existing systems, as well.
This project will probably address about 40 to 50% of our
deferred maintenance needs. And our focus is our community and our
students in this community. I don't want folks to lose sight of
that, because that is the focus.
So with that said, we are so pleased to be able to share with you
the update on the educational and facilities master plan midcycle
revision. And so I believe I'm turning this over to you, right,
Dolores?
>> DR. DOLORES DURAN-CERDA: Yes, you are, Chancellor. Thank
you.
Good afternoon, Chairperson Clinco, members of the board,
Chancellor Lambert, guests and colleagues. It's my pleasure today to
be accompanying my colleagues and our SmithGroup consultants to
present and revisit of the education and facilities master plan. I'd
like to provide some context.
As we know, the evolving information of the global pandemic,
along with the growing social unrest and a significant demographic
shift in the traditional student population, has impacted higher
education forever.
As we were going through this revisit of the education and
facilities master plan from 2015, all of a sudden we are in the
pandemic and social unrest, so we needed to even repivot again in
this revisit, focusing on the post-COVID new normal. That's what
you're going to be seeing today.
In addition, what you will be seeing are also recommendations.
I'd like to make it clear that again this is a revisit, a refresh of
the 2015 plan, and also that these are recommendations.
So that means the college is going to be deciding whether to use
these recommendations or not. It's not set in stone. Our
consultants did an excellent job doing a thorough job in looking at
analysis, data, talking to stakeholders within the college and
outside of the college as well. These are their results that they
will be sharing with you.
In 2015 we had the focus on the one aligned future, and that was
looking at aligning like programs and services across the college.
Also looking at the space that needs to be used more efficiently and
reducing facility operating costs. Also the establishment of the
CoEs, centers of excellence. We have done a lot since 2015. They
are going to share some of the accomplishments as well.
Now the update for 2020 is the future of work and learning. So
you'll see the academic vision as well as the facilities vision and
my colleagues will be sharing that, as well. Also remember that we
are looking at things through an equity lens.
With that, I'd like to pass it on to my colleague, Dr. Doré, and
then to Vice Chancellor Bill Ward and our consultants. Thank you.
>> DR. DORÉ: Thank you, Dr. Duran-Cerda.
I just want to make some brief comments, as well. I think what
you're seeing, and I think particularly, I think, Board Member
Ripley, to some of your comments, we are very focused on the future
of work and learning. I think that's what you're going to see in
this presentation.
The workforce has changed due to not only the pandemic but
Industry 4.0, and then the pandemic has only accelerated the need for
us to continue to move even quicker. Really, we know that we have
plenty of space, but some of our spaces really need to be adapted to
the future of work and the future of learning. I think you're going
to see a lot of that, as well.
The centers are a key component to this educational and
facilities master plan, and I want to just remind the board that
these centers are being shaped by our local community and our local
business and industry, and really, our design to serve the upskilling
of this community and are designed to lift this community up in terms
of wages.
You're going to see a lot more focus on IBEST programs that
really integrate bringing our adult basic education students on to
our campuses and to complete, more short-term credentials for our
working learners here in Pima County and so forth.
With that, I want to turn it over to Bill.
>> BILL WARD: In the essence of time, our team prepared for a
two-hour presentation, so basically what I will do is kick it over to
Doug and Lauren and Frank.
One thing I will say is Michael Smith down here in the corner --
as Dolores alluded to, we started this in 2015, and I was able to
work with this team since that time frame, but I want to let
everybody know that Michael Smith, Michael is my lead analyst for
facilities. I have been the project manager for this project, and
Michael is the assistant. But I have to tell you he's just done so
much work. It's just amazing. I'm just very proud of Michael, all
the time that he has taken, including Saturdays and Sundays and
whenever I call him.
Thank you, guys.
>> DOUG: Thank you so much. Board members, a great pleasure to
be with you on this lovely Monday afternoon. We will attempt to
abridge our comments based on your schedule this afternoon. My
colleague Lauren will share some slides, and we will commence with
our narrative today.
You have seen this in advance, so we can perhaps migrate through
some of this introductory material quickly. There are four
components to this afternoon's presentation that are listed on the
screen. We will first talk a little bit about where we are in terms
of the context of Pima. We'll spend a bit of time talking about
analysis, and then we will conclude this afternoon talking about
where you're going with recommendations and opportunities for you to
make change.
The first chapter is contextual. I'd like to begin by focusing
on a couple of things that are important to the college, and that is
the underpinning of this plan. It's been mentioned just moments ago
the importance of the Achieve60 and your strategic directives. All
the content on the right you should be applauded for. This is best
in practice in higher education, a layering of strategic documents to
the board to inform fiscal decisions that impact local students.
This is what we are going to be talking about this afternoon.
We of course, as the provost mentioned, are very focused and
you'll see some recommendations specifically targeted at the six
goals of your diversity, equity, and inclusion plan. These are
important to us.
Also mentioned today but worth reiterating, we began this journey
about seven years ago developing the one aligned future. The four
components along the bottom are important. This is about strategic
alignment, about space, about reduction of operating costs, which of
course was the conversation we just had moments ago, and then the
development of centers of excellence.
I'm pleased to report, if you look backwards, we created two
slides to celebrate you, the board members, some of the
accomplishments you have been able to achieve through the lens of the
educational master plan. I'd like to pull out just a few because
it's worth mentioning. You have done great work, and we fully expect
that the decisions you'll make in the future will be equally as
great.
Highlights include centers of excellence in applied technology,
centers of excellence in public safety and security, development of
center of excellence in art. You've also developed fully online
programs in the last few years and have implemented the Ad Astra
classroom utilization tool. These are tremendous accomplishments.
You should be applauded for that.
There have been some amazing accomplishments on the facilities
side. You're witness to those right now. Those are coming out of
the ground in new construction and/or renovating facilities,
hospitality and tourism piece. Of course your two footprints on the
Downtown Campus, automotive technology and advanced manufacturing are
fantastic accomplishments, along with your aviation center.
This is just a highlight of where you have been and again we are
excited to talk about the future through today's lens.
A couple of footnotes before we get into all the details. This
plan is focused on a few things. The provost and Dr. Doré mentioned
that this is focusing on Industry 4.0 and the super powers. It's
about skills, about upskilling, about creating better ways for
students to succeed and about modifying the facilities and operations
to achieve those goals.
A couple of last points that I think are worth reiterating, the
focus of your update has narrowed a bit from the 2015 plan. So this
particular effort focuses educationally on the content on the left:
centers of excellence review; diversity, equity, and inclusivity
model; we will talk about that Downtown; PimaOnline; and finally the
centers. Those will be the purview of today's narrative.
On the facilities side, you can see we focused on anything that
changed in the site, your land holdings, your assets. We conducted
new space utilization and adequacy evaluation. Finally, we looked at
site strategies to accommodate these things.
Again, to repeat, today the focus of this update is on those
elements on the left.
For you that were part of the plan several years ago, the
schedule looks familiar. It's an approximate 11-month process. You
can see across the top. Through the middle we ran both of them
concurrently, both educational and facilities piece. We met with
you, as you remember, at the end of last year in 2020. Here we are
at the end of our journey for your critique and counsel.
We also wanted to celebrate -- for those of you that get asked,
who participated in all this, you should be pleased, proud, Pima
supporters saying we met with lots of folks, this was an inclusive
process, it was transparent, and we believe it to be transformative.
Finally, there are nine things to remember today. If you take
away a handful of things, these are the nine things that our plan,
your plan, is focused on. Better space use, based on changing needs
pedagogically and for our students. Industry partnerships, engaging
them better and differently. Growing online programs. Transforming
who you teach and how you teach them. Those are highlights of the
nine.
We are going to get into a rhythm this afternoon, and it goes
like this. We will share some content like I just did, and we will
pause for questions that will be repeated through each of the
different four chapters for today.
Before we go any further, I wanted to make sure if there are
questions we address them right now.
>> MR. DEMION CLINCO: I would say for ease of this if the board
members could use the hand function if you could just call on the
board members as you're going, I think that would be easier and would
just allow us more direct communication for this section.
>> DOUG: Chair Clinco, that sounds great. Formally and for the
record, because I know there are people in the community watching
this, I'm Doug Kozma, vice president for SmithGroup. It's a pleasure
to be with you and the board members today.
Okay. Lauren, why don't we migrate to the second chapter which
is focused on the analytics that got us our early recommendations for
the board today.
>> FRANK: Thank you very much, Doug. Good afternoon, everyone.
Board, members of Pima Community College, and community members. I'm
Frank Markley, and I'm a principal with SmithGroup, and I am within
campus strategy and analytics.
Today we are going to talk about both internal and external
analyses and look at the impact of the educational master plan that
was created in 2015 on the strategy with respects to enrollment and
student demographics.
There is quite a bit of information here, and I know time is
short. So this is really a sampling of some of the things we look
at, but it will give you an idea some of the comprehensiveness of our
review.
I think first and foremost is looking at first of all student
trends and enrollment. Also looking at student demographics, looking
at how the head count in terms of age cohorts has shifted from 2015
to 2020. Little bit younger demographic in certain components. And
looking at the student demographic with regard to race and ethnicity.
Here in the middle of the screen you can see in essence
Hispanic, Latino, Black African Americans have increased. So
congratulate Pima Community College for the work that they do and
part of their diversity plan.
On the right-hand side is what we did is we took the annualized
FTE by division and broke that down into career-oriented types of
programs, what you see, the four at the top. In the middle is more
of the liberal arts, humanities, social sciences, and sciences, and
then about two-thirds of the way down you see college readiness and
then PimaOnline. What you'll see here is percent of enrollment,
growth, decline for that five-year period.
So we are doing this simply to understand the impact of, first of
all, pathways and second of all looking at overall centers of
excellence and their impact of overall enrollment. I think you'll
see here that overall there has been some declines, but at the same
time, when you look at the arts, humanities, social sciences and the
sciences, you have to realize that overall since 1970 the number of
BAs in liberal arts programs have declined roughly from 36% to 23%.
This is also having an impact on some of the things we see from
college choice all the way to the types of majors that students are
selecting.
When we look at this, we have to keep in mind that overall since
2015 that we projected some enrollment increases along the way, and
those simply have not materialized at Pima Community College.
What you're seeing here is total undergraduate fall enrollment in
degree-granting programs. Again, nationally when you look at this,
we are looking at going from roughly 7.88 million in 2010 to roughly
5.9 million in 2019. There has been roughly a 24% decline overall in
U.S. production of two-year students.
Obviously what we talked about was the pandemic and looking at
changes in high school graduate enrollments and what happened between
fall of '19 and fall of '20 all had impact on enrollments moving
forward.
Part of the assignment that we had was to look at how the
demographics that we had in 2015 really compared to where we are
today. The strategies that we developed in 2015 as part of the
educational master plan really had to start with trying to understand
are those strategies or are those trends going to continue,
especially as we move into the next part of the planning process.
What you see on the left-hand side is the total and public high
school graduates. You are going to see State of Arizona starting in
2026 a gradual decline. You can see in Pima County population by age
from 15 to 20 that we have already started to experience some of that
from the U.S. Census. So from that perspective, you're looking at
shifts in demographics in terms of not only high school graduates but
also age demographics.
One of the things we do is also look at different surveys,
especially national surveys, and this was at the height of the
pandemic in 2020, and this was a study by Strada and Center For
Consumer Insights. What you see here is very illuminating. They are
talking about student-preferred options for college. This was again
in August of 2020.
On the left-hand side you'll see that since the onset of the
pandemic, Americans expressed a preference for nondegree and skilled
training options. 25% for nondegreed credentials. 37% for skill
training. Only 12% for Associate's degree.
On the right-hand side you can look in terms of what they are
looking for in terms of factors, choosing an educational program.
Streamlined, relevant, stackability, and value.
Now, we have looked at, continue to look at different surveys.
This is one that just came out last month. It's called Family
Voices, Building Pathways From Learning to Meaningful Work. It was
sponsored by the Carnegie and the Galet (phonetic) Foundation so very
reputable in terms of the firm that actually did the work. This was
a national sample size of almost 3,000 results.
When you look at these statements about what is really important,
you'll see at the top in the middle 40% of parents prefer their child
to attend college, express interest in career skill-building learning
experiences, and down in the black box, parents twice as likely to
say they want their child to complete a skills-based training program
than prefer a two-year degree.
Then the bar chart you can see very clearly when you start to
look at different ways, interested in pathways for their children,
it's very interesting to look at, especially apprenticeships when you
look at the strongly agree categories, roughly 57% parents said that
they would prefer that or look at that pathway for their children.
What's also astonishing is the 64% in terms of apprenticeships.
28% said very strongly agree. 29% said agree. Clearly indication
that this whole movement about looking at skills training is very
critical, especially as parents look at value of education for their,
you know, for their children.
Other things that we looked at, and again, we started this study
almost a year ago, but we looked at the Tucson economy called the MAP
Dashboard. This comes from University of Arizona college of
management. Indicators were up at that time.
I want to focus just a minute on the graph on the right-hand
side. This was the total percentage change in growth rate. This is
from the Arizona Office of Economic Opportunity. What you see here
in terms of the largest change if you look and see postsecondary
nondegree award and then looking at Associate's degree, it's very
clear that it's not just about degrees. It's not just about
certificates.
It's about those certifications and those credentials that are
critical for moving forward, that are really taking place and
understandable students want those particular skills to upskill or
reskill.
Then we look at social and economic trends, and from this
perspective, looking at not only the degree outcomes in Arizona for
two-year colleges in terms of success of White, Hispanic, Latino
populations, but then the age cohort. I found this interesting in
with respects to looking at the age cohort and the 2020 unemployment
from the Arizona Department of Administration, Offices of Employment.
You can see right there very clearly the 25 to 34, 35 to 44, 45
to 54 are all groups that had significant unemployment. We started
in 2015 with the educational master plan that said, Pima, you really
need to start paying attention to the adult population. Those are
the ones that need skilling, reskilling, upskilling. But again,
don't lose sight of the transfer function, but there is a critical
piece out there that really needs help.
>> LAUREN: Good afternoon. I'm Lauren Leedy (phonetic). I'm a
principal and campus planner with SmithGroup.
Over the next series of slides, I'd like to share with you the
regional population analytics that we completed as part of this
midcycle review, and the first one you see here on the screen is
looking at population density. We wanted to revisit, understand how
population is distributed throughout the Tucson region as part of
this midcycle review.
What we found is that the highest concentrations of population
are located adjacent to the Downtown Campus as well as the Desert
Vista Campus.
We also looked at population as it relates to ethnicity, using
population data and mapping that with geographic information systems.
Once again, we see that both the Downtown Campus and Desert Vista in
particular are strategically located to serve the most ethnically
diverse populations.
At the same time we looked at population growth throughout the
Tucson region, looking out over the next five and ten years, really
see that there is continued growth to the north located near the
Northwest Campus as well as to the south, both southeast and
southwest, not far from Desert Vista Campus and also the East Campus.
At the same time we tried to understand both community services
and transit access, and one of the revelations that we found was the
Downtown Campus continues to be very well-served in terms of transit
as well as community services, retail options.
There is an opportunity for those to be strengthened, and we know
there is ongoing efforts that could help bolster these services such
as the Thrive in the 05 that could potentially really shape the
future of the Downtown Campus.
Really, all of this in summary is helping to understand the
external trends that we feel will really provide opportunities and
drive strategy for Pima Community College, really thinking about how
we can continue to better serve adult learners, nontraditional
students, those that are unemployed or underserved.
At the same time thinking about how these can help us to
strengthen our partnerships with industry and business, and at the
same time also ensure that we are maintaining the quality and
vitality of transfer degrees and articulation agreements.
With that I'd like to pause and open it up for questions or
discussion.
>> MR. DEMION CLINCO: Are there any questions from board
members? Okay.
>> FRANK: This section is going to talk about utilization and
space needs analyses. The first thing we did was to do a full
accounting of the space on the campus.
What you see here in these charts is figure 5.1 over to the far
left accounts for the campuses, the centers, district facilities, and
you can see right there we are talking about assignable square feet.
Overall, 1,067,031 square feet when you add up all those facilities.
There are also several facilities either in design construction
or nearing construction and those are in the middle at the top,
figure 5.2. You see the advanced manufacturing center, assignable
square feet. The automotive technology center and the aviation tech
center. All of those combined have total plan space of roughly
149,431 square feet.
Now, hotel properties are still looking at being determined in
terms of their usability, and then the study really doesn't take into
account your most recent RFP on buildings H and J for renovations for
healthcare. Right now we have existing usable and planned space of
1,216,462 assignable square feet.
In 2015 when we did this accounting of space, there was 1,124,744
assignable square feet. At the end, for these particular components,
there will be a net increase of little over 91,000 square feet with
the addition of the planned space by 2022.
This is a breakdown of space by what we call space category. You
can see very clearly here that offices, teaching labs, classrooms,
social and study space comprise the largest components of Pima's
overall space inventory.
And you can see down at the bottom in terms of offices are
roughly almost 185,000 square foot, 21% of the space teaching labs,
classrooms, so forth. When we look at this, this gives us an idea of
the comprehensiveness of not only how much space but what category is
it in.
The next few slides will talk a little bit about what we call
classroom use and utilization. I want to first preface this by
saying we have data for all the campuses and in some cases the
district and also the aviation center. Obviously due to time and due
to the amount of information, we simply can't portray all of this
information in this particular study session. The report does
include pretty much all comprehensive components of Pima Community
College just like it did in 2015.
So there is two graphs on this page. One to the left is Desert
Vista Campus. You'll see six graphs are labeled Monday through
Friday with an average of Monday through Friday. What you're seeing
in each one of those is the percent of classrooms in use at given
times.
If you look at Thursday at 10:00 a.m., 11 a.m., 11:30, you'll see
there 100%. What that means is that during those times Desert Vista
had 10 classrooms. 100% of them were in use at that particular time.
If you want to try to schedule additional courses at that location
during those times, obviously it's going to be very difficult.
I should say and I failed to suggest that this is 2019 data.
This is in essence what we call pre-COVID data, because obviously in
March of 2020, the campus moved to 100% online instruction, and none
of this would make any sense. So we looked at the last data where
students were all on campus.
Now, on figure 5.9 on the right-hand side of this graph, was West
Campus with 62 classrooms, and you can see some patterns emerging,
especially Monday and Tuesday where you see 9:00, 10:00, you see
about 68% or more of the classrooms, tapers off in the early
afternoon for lunch, picks up a little bit in the afternoon and then
again trails off. So by 4:00, 5:00, 6:00, 7:00, you can begin to see
overall the classroom use is pretty light.
What I want to point out is obviously on Friday. You don't see a
lot there, and that's in some cases typical of some institutions, not
typical of others. But as Pima begins to really understand campus
utilization and looking at this, obviously there is opportunities for
scheduling of additional courses during not only Fridays but also
evenings, some afternoons. What you see on the West Campus is that
at no time are more than 71% of the classrooms in use at any given
time. So again, there is opportunities for additional courses as the
college moves forward.
This is a summary of the district level of what we call classroom
utilization, and we started classroom utilization at Pima Community
College back in 1998. If you think about that, that's quite a ways
back. The two numbers we will talk about is average weekly room
hours, and that's simply the number of hours a week that a classroom
is scheduled.
Then student station occupancy. When the room is scheduled, what
percent of students are actually occupying seats in that particular
room.
Now, what we have on this side is analysis for 2001, to the far
left, for each of the campuses. Now, the Northwest Campus wasn't
around at that time, so there is no data there.
The campus had, or the district had 161 total rooms. 2014
analysis is in the middle, and then the most recent analysis is on
the far right-hand side.
Now, the two red arrows that you see there are those two metrics
that are most important. If you scan across, in 1998, PCC had 142
classrooms, were using them roughly 44 hours per week. Now, if you
come back to the graphs that you see for the average, in 2001, 40
hours a week, 2014, you can see average weekly room hours, 27. Our
most recent analysis was 23 average hours per week.
We did the same thing for teaching labs. Again, we had
information going back to 1998. Labs were used 35 hours per week.
You can see in 2001, 2014, and now in 2019. So how in 2001 we had 33
hours a week. 71% of the seats or stations in the lab were occupied.
That maintained a pretty consistent level in 2014. That's great.
Then 2019 you will see a little bit tapering where the red arrows
are. Again, before pre-COVID, labs were being used roughly 24 hours
a week, 68% student station occupancy.
This is really a summary of when you look at 2015 and 2019,
again, we stopped right before COVID, in terms of the building
assignable square feet, between '15 and '19, and it shows a slight
decline because the other buildings that are planned are not quite
online yet when we started this study, so we can count those as they
come online, but as of 2019 those facilities were still under
construction.
We also look at term FTE between '15 and '19, roughly a 10%
decline. The third box, the bullets over or the circles talks about
assignable square feet per FTSE. When you divide the building and
assignable square feet by the term FTSE, you come up with a number,
and in this case, 83.4 assignable square feet per FTE in 2015 going
up to 87.7 assignable square feet per FTSE, roughly an increase of
5%.
I want to add just a little bit of context to that, because Pima
Community College is in the process of going to centers of
excellence, pathways, and so also looking at more technical types of
programs and workforce programs.
So when you look at that, from a benchmarking perspective, we do
quite a bit of this in our business, and so if you look at North
Carolina with roughly almost 20 million square feet of space, their
number is roughly 147.8 assignable square per FTE, and they have
quite a bit of technical colleges.
In Louisiana they also have a community and technical college
system. They have six technical colleges and six community colleges.
They have roughly 150.6 assignable square feet per FTE.
In the state of Washington, 34 two-year institutions. Five are
technical. Roughly 120.5 assignable square feet per FTE, based on a
2019 statewide study.
The numbers you are seeing here, 83.4 going to 87.7, are
understandable given that again we are pivoting to centers of
excellence, also trying to augment that with also space for workforce
development and strategic partnership programs. So you're going to
see some additional space go in that area.
Lastly, on the far right, classroom efficiency, 74% going down to
60%, really for two reasons. Enrollment decline and then second,
because more and more of the courses at Pima have shifted to a
PimaOnline or a hybrid platform overall, reducing the needs of those
particular areas.
This is the space needs analysis for, and again, it's at a high
level. What you see here, I will give you the sort of the high-level
overview of this, the green is the guideline, the blue is existing.
If you look at the chart on the left-hand side, but overall, you can
see right here that right now the college is sitting on roughly about
136,000 assignable square feet of what we call excess capacity.
Just to put that in a frame of reference, Northwest Campus has
about 148, 149,000 assignable square feet of space, so it's almost
the equivalent of campus.
I know there is a lot on this chart, but one of the biggest space
surplus is in office space, and if you follow me on the left-hand
side it says average office, there are over 800 offices between the
District and Downtown and you can see the average size of those
offices, minimum/maximum size.
Now, you know, one of the things you can see below that is an
open office of 64 square feet and a private office of 120. From that
perspective, it probably doesn't make sense to try to reduce 800
offices to fit guidelines. Your space saving is really not within
individual offices.
Up at the top there with the multi-colored diagram in the center
of the page, what you see there is Pima's OneStop concept that was
developed in 1997. I was working with the firm that actually
developed that. On the right-hand side at the top you'll see that
the space needs for that OneStop center. From that perspective
roughly 12,000 square feet for about 10,000 students. It's a factor
of what we call 1.2 ASF per student.
Down at the bottom, center of the page, this happens to be the
OneStop center for Desert Vista Campus. When you look at this and
when you take all these factors, PCC was on the cutting edge with
OneStop centers when they were first developed. This was implemented
in 1999/2000, so it had a variety of self-service and high-touch
components with offices around it. I believe it's still there, still
functional.
What that center was designed for was an enrollment of roughly
9,000 students. You can do the math. It's about 8,200 square feet,
and so that gives you an idea of the comprehensiveness of that space.
In fall '19 there were only about 3,100, little bit more, students at
the Desert Vista Campus. If we look at space savings, that's
certainly one area we can look at.
And then the chart on the lower right-hand side where you see the
red line, the pandemic has forced us to really begin to think about
the extensiveness of web-based, virtual services, student in-person
transactions, OneStop, and as we move forward, as Pima gets involved
in some of this, it's really going to be clear that the virtual
services of many offerings within the district of offering virtual
components of student services could also continue to dive into this
space.
I will leave it at that and say that these things obviously are
all critically important, but you start to see how all these
different things come into play.
So I think we will wrap it up with the next slide and look at any
discussion questions. So you can see in terms of the space surplus
for fall of 2019, as I said, all that space is not continuous. All
of it may not be available for reuse. I think that there is
opportunities for greater space efficiencies, but there is costs with
that. Usually it's because you have to either move people or
instruction and recoup those particular spaces.
In some cases, costs really don't outweigh the benefits. You're
going to have to have new facilities. You can see here the other
bullets, space surpluses, don't say that you don't need funding for
capital projects, as you look at 21st Century learning, and as I said
before, that fourth or fifth bullet, the move to centers of
excellence, workforce integration, more space intensive model,
requires more types of space. Also looking at centers of excellence,
in terms of being campus based, building specific. I think any time
you look at space surplus, you have to look at the repurposing of
space in terms of capacity, trends, processes, and functionality.
With that, I will leave this section and answer any questions
that may arise.
>> MR. DEMION CLINCO: Any questions from the board? Looks like
Mr. Ward has a comment.
>> BILL WARD: Yes. Thank you, Chair Clinco. I wanted to let
the board know and others on here it's kind of like Frank said
related to the space, I mean, we can look at it as if it's an overage
in space or we can look at this is it's an opportunity for us to do
other things.
So as you guys, those of you may know is when we look at this
plan in 2015, and we looked at the space that we had, that was why we
ended up going out for our revenue bond after the plan was approved
to come and build additional new space. Because the space that we
have in place really didn't support the programs, and I think just
like with the Trane presentation, we talked about where we are with
our BCT group and what they had.
So what I would say to the board is this is also, in other words,
there are also opportunities here for partnerships, leases, you know,
or for us to develop more makerspace and things like that.
These are things that we have not asked the planning team to kind
of look at this. These are things that myself, Dave, Dolores, the
chancellor and others are looking at internally to see as things move
forward what we can do with this excess.
Thank you, Chair.
>> MR. DEMION CLINCO: Thank you very much, Mr. Ward.
Any other comments? Okay.
>> LAUREN: One additional piece we want to highlight that was
part of the midcycle review was educational adequacy assessment that
we completed. This was a comprehensive look at classroom space to
really understand its educational quality.
We looked at all five campus locations and the three learning
centers and based it on an EDUCAUSE national rating criteria, looking
at technology, what's accessible and available within the room, and
its condition, as well as the physical environment itself, looking at
things like its environmental quality related to lighting, views,
thinking about layout of furnishings and also general condition.
I think really all of this together is to help you really focus
any reinvestment, repurposing efforts, as we found and compiled in
this overall dashboard really understanding and providing detail on
where each campus fell within the rating system as well as looking
down to actually classroom levels, so you can look and see at each
criteria how those classrooms were evaluated.
In many cases what we found I think consistently, the rooms that
were more heavily utilized, per Frank's evaluation of space
utilization, were also those that scored the highest in terms of
educational adequacy rankings.
>> BILL WARD: Yeah, Lauren, I'd like to weigh in on that too.
When we did this assessment related to utilization and space in
general, we wanted to take a hard look at how are we delivering
education now and what does it look like? I think Board Member
Ripley brought this up earlier about how are we going to deliver it
in the future.
We wanted to take a really hard look at these different spaces,
because I will tell you a lot of our space was developed a long time
ago, a lot of it really in my opinion was not -- in other words, it
didn't do what we needed related to the programs that Dolores and
Dave and others have.
So this helps us kind of take a hard look. This helps us also
develop some strong standards as we move forward with remodeling and
design and stuff like that, because in the past a lot of times we
would develop space and it wasn't adequate for what we really needed
it for and how things in a sense were today.
>> MR. DEMION CLINCO: Were there any other questions for the
board at this point?
Okay. You guys want to continue or is this...
>> MS. CATHERINE RIPLEY: I have a comment, question.
Thank you. So far I know we are running short on time, but,
yeah, I just want to -- there is a lot of data here and a lot of work
done by the SmithGroup, a lot of data analysis. I think we are going
to have a board retreat next month, but I think there is a lot that
we have to soak in, because what happened pre-COVID and what's going
to happen post-COVID, you know, we can't look at the facilities in a
vacuum because I think all bets are off.
I mean, there is a chance there will be more online and stay
online because they like it. But there is also a chance that people
are hungry to get back in the classroom. So before getting rid of
this space, I would like to take a better look at reallocating it,
repurposing it. I like the idea of leasing. That could be a nice
short-term fix as well. There is a lot of ideas and a lot of
brainstorming and creativity that has to go into looking at our
spaces.
Like I said, I think there is a lot we can't assume. We are in
the weird transition period. And before we make any hasty decisions
and shift paradigms on how we approach Pima Community College and its
future, I think we need to settle and really look at this data before
we make any firm decisions on what to do with this 136,000 excess,
possibly excess surplus space.
We have beautiful campuses. We have beautiful classrooms. I
taught. I think students are going to come no matter what if they
really want to come. I don't think they're going to care if the
building is ugly or if there is no grass on the lawn, which we
shouldn't have anyway because we're in a drought, but I think being
wise about it and not just looking at the campuses and the buildings
themselves but really, I'm going to preach on this, but go back to
recruitment and retention and enrollment and getting those so-called
butts in seats and making it attractive not by beautiful campuses,
because I think they are beautiful, but I think by making the
curriculum and really making the centers of excellence as well as our
traditional two-year liberal arts offerings much more attractive,
kind of getting over the stigma of, if there still exists, a stigma
of community college.
That's all I have to say.
>> MR. DEMION CLINCO: Thank you very much.
Dr. Doré?
>> DR. DORÉ: I just wanted to, on the space issue, I just wanted
to provide just a little bit of context as an example. Our
automotive technology center space right now is 11,000 square feet,
and in this new facility it will be 47,000 square feet, which
actually points to less efficiency on the space perspective, but this
is the right kind of space and then aligns to national best practice.
I just wanted to give that perspective.
>> MR. DEMION CLINCO: That's true. Could the group, I know you
have alluded to it in the past, but sort of this center focus on sort
of the Downtown and the West Campus as sort of like the two major
hubs within the system. There seems to be a continual migration as
they move programs to the Downtown Campus. We have made some of
these key other sort of high-value strategic investments into the
West Campus, seem to be moving in that direction.
Could you talk sort of about that?
>> FRANK: I guess we have slides that talk a little bit about
that. If we want to move forward. We can certainly discuss that, as
well.
>> LAUREN: The next series of slides it does begin to speak to
those draft strategies and recommendations. Beginning really looking
district-wide, so this first set looks at a little bit holistically
at the district and the different strategies and recommendations.
Beginning really about thinking about the future, what is that
post-COVID environment? We saw obviously pre-COVID, it was mainly
bricks and mortar, students in person. Obviously shifted to this
all-virtual environment. Now what we are seeing and hearing from
students is really a desire for a mixture of the two, in many ways, I
think when those students that would be back on campus wanting a very
collaborative interactive engaging experience.
So what we are beginning to see and the trends in emerging spaces
in what we are calling a networked or hybrid campus are these spaces
that allow for a lot of increased flexibility, thinking about new
types of spaces, makerspaces or innovation hubs, thinking about
increased technology throughout those spaces. And also a shift and
focus on expanding student services and academic support offerings on
campus in person as well.
To kind of reference back to the slides that you saw Frank share
earlier, we do feel there is an opportunity to really think about how
you could repurpose some of the surplus space. At the same time even
think about potentially reducing your physical capacity as it relates
to your lease spaces and even rethinking the opportunities for the
District Office.
>> FRANK: This is where we talk a little bit about what we call
resource realignment. We went back and looked at statewide policy,
statewide site designation policies for a number of states.
What typically happens is that each state has some type of, I
guess you can say, understanding with colleges you have to reach a
certain size before you're either classified as an instructional
site, campus, branch campus, and so forth. So we pulled two of them
that we were very familiar with because of our work, especially in
the policy area.
You can see in Indiana and Florida you really can't be a campus
unless you have at least 500 FTSE. In Florida it's a thousand FTSE.
If you want to be a center, then you have to have at least 100 FTSE
in Indiana and a little bit less than a thousand in Florida.
Instructional sites could be learning centers or lease facilities in
those two states.
In essence, Arizona doesn't have this type of designation
policies that limit to say you could open up 10 different sites and
call them campuses and there is really not anything that says you
couldn't do that. But it's more than just that. It's really looking
at the goal to reduce duplication of resources and space. You have
five, in essence, campuses. So we also understand that digital
learning, virtual student services are also reducing the need for
robust resources on each of your campuses.
There are a series of recommended strategies about strengthening
Downtown and West, continuing to build programs and support services
at Desert Vista. And like I talked about in the space needs section
looking at streamlining or consolidating key student service,
academic support functions at other campuses.
But then looking at Northwest and East Campuses, especially with
regard to first of all the potential impact on green opportunities,
but looking at potentially delivering services in a virtual format or
during peak periods of demand, there are other ways to deliver
student and academic support services.
Like I said, the college will need to assess campus designations,
look at possible impacts, and really do a thorough feasibility study
before they move in this direction.
Then the other component that we did quite a bit on is the
District Office research and benchmarks. We certainly did our due
diligence in this area, so we reviewed a lot of national studies,
looked at the advantages and disadvantages of centralized and
autonomous administrative structures, looked at the current district
location not only now but in 2015. Operational efficiency, ability
to serve for the long term.
But then we did a benchmark of five large multicampus districts,
and you can see here in the third bullet in terms of district offices
were autonomous, within the fabric of a downtown community, oldest
campus or district's largest campus.
We looked at what key positions would need to be around the
chancellor, and in essence about 200 individuals or offices. Then
the rest of those could be rebalanced to a campus location.
>> LAUREN: I think in the essence of time, we thought it might
make sense to jump to kind of our final chapter, if Chairman Clinco,
you agree, and we can open up to questions?
>> MR. DEMION CLINCO: That sounds terrific.
>> LAUREN: Just one moment.
Doug, I'll turn it over to you.
>> DOUG: Yeah, we want to thank you, board members, again for
creating time this afternoon to talk about this. You have this
content, and although we skipped several slides, I think to Lauren's
and Frank's point it would be nice to leave you with a clear and
succinct set of ideas for you to consider. We will walk through each
of the different things in the next couple minutes, beginning with
the Downtown Campus.
Just for consistency, you'll note that the colored squares on the
left are opportunities for change, draft recommendations for your
consideration. The graphic on the right is a representation of the
migration strategy.
The Downtown Campus presents some wonderful opportunities for you
to consider, beginning with the establishment of the IRSRC, equity,
diversity, and inclusivity program, and also offers opportunities for
dual enrollment, space you already have, and creation of a Pima
County OneStop.
Across the bottom on the left, you can see as Frank mentioned we
believe the Downtown footprint is an ideal candidate for the
relocation of the administrative functions of your Downtown
administrative office space. That's represented in the dotted line
on the graphic on the right.
Finally, teaching learning centers, social services can be
expanded within this existing footprint. These are powerful
recommendations.
As we pivot to the West Campus, I want to just highlight some of
the top-line recommendations, beginning with collaboration space for
your health partners, third-party folks that allow your students to
gain access to that in concert with your health services building we
have been talking about, makerspace, and the development of center
for excellence in the arts. Wonderful opportunities for you to
consider.
Across the bottom, some other opportunities to use the space you
have on campus differently for the creation of these different
opportunities.
The last few are equally as exciting and powerful. East Campus
has the opportunity to absorb some of the assets at 29th Center, in
particular the public safety space as a center of excellence.
Short-term opportunities highlighted include some renovated space.
Longer-term views should you migrate in this direction include a
larger suite of tools to create a full public safety center of
excellence. Doubling back on the center of excellence and IT on
these campuses, again, a great opportunity for your consideration.
The last two also equally as important, Desert Vista, wonderful
campus, has a real opportunity for very tactical and low-hanging,
easy-to-implement improvements, beginning with partnerships for early
college, interdisciplinary labs for your students, enhancing the
hospitality and tourism center of excellence, and adult basic
education center. These are really serving the need of this part of
the Valley.
Finally, to conclude our narrative this afternoon, the Northwest
Campus. Three things to take away from this as opportunities.
First, we believe some of the back-of-house operations that are
located in the District Office could be migrated to the Northwest
Campus to use some of the space that Frank mentioned, and finally, we
believe it could be a home for PimaOnline and wonderful partnership
for your four-year partners across the state and the region.
So that is a whirlwind tour this afternoon of our draft
recommendations and thoughts for your critique. We have several
things to do, highlighted on the screen. In summary, they are
simple. We will continue to seek stakeholder input, your critique
and counsel, and come back later this spring with additional
finalizations for your plan.
Thank you for your attention. Chairman, I will turn the
microphone and conversation back to your board members.
>> MR. DEMION CLINCO: Thank you very much, and thank you for the
comprehensive overview and the recommendations.
Are there any comments or questions from the board members?
Doesn't look like there are.
So I really just want to thank you for again a very comprehensive
evaluation of our assets and how we can better align and serve our
students. You know, I think because of the shortness of time and
that we have actually lost two of our board members because they had
other meetings that they had to move to at the end, I think what
would be great is if people could send any comments or work with the
chancellor's office to get you any additional comments or thoughts on
the plan as you are sort of moving through your process.
Chancellor Lambert, in terms of our formal adoption of this, of
this plan, what is the next steps as we sort of see a final product?
>> DR. LEE LAMBERT: So we are probably looking at June at the
latest is when we would bring this to you. We are balancing that
with a number of items that we need to bring next month.
But I do want to respond to a comment that Cat made. It's not my
intention to recommend getting rid of any of our facilities. I have
been consistent with that for many, many years. I think we can
partner, we can reuse, we can leverage what we have. So that's the
approach I would be continuing to advocate for.
>> MR. DEMION CLINCO: A key component of that, Chancellor
Lambert, that I heard was a reduction of or modification of the type
of in-person services that are provided at each of the campuses,
moving more to the virtual peak hours and providing a more nuanced
approach to be able to stretch our resources further and still
provide the same level of service to our students.
I did hear that correctly?
>> DR. LEE LAMBERT: Correct. You did hear that correctly.
>> MR. DEMION CLINCO: I think really getting, as part of this,
having a little bit -- I'm sure that will be part of the discussion,
but I think having a little bit of understanding about sort of how we
vision that occurring over time, because we certainly know just from
this experience of the last year, that there is a receptivity to
virtual services, and we have been able to meet that high-level
quality without having in-person at every location all the time. I
think using the lessons that we have learned from the COVID year in
this new model I think will be really helpful.
Board Member Ripley and then Mr. Ward.
>> MS. CATHERINE RIPLEY: Thank you so much. That was excellent.
I think that this is moving along beautifully. We had a study
session on enrollment and recruitment which scratched the surface of
what we need to do.
I think this takes it to the next step as far as facilities and
education master plan, but I think it's important to keep in mind the
demographic and the community for which we serve and keeping that
-- I mean, I always want to remind everybody that Pima Community
College is the most affordable and perhaps the only way in the spirit
of diversity, equity, and inclusion that a large demographic of our
community will ever get. Not just education and training and getting
jobs but a liberal arts degree and basically an educated citizenry.
I love how we are just building on this concept with this master
plan. Thank you.
>> BILL WARD: Chair Clinco and Chancellor, board members, I want
to tie into what the chancellor said about space.
One thing to remember, too, is that it makes my job a lot easier
when there is more space that we can, as all this construction and
things we are doing gives us the opportunity to move people around.
So when you have excess space, then we are able to move people
around as we transition into these newer facilities or remodeled
facilities. I just wanted to put that on the table. It does help us
as we go down this path that we are going.
>> DR. DOLORES DURAN-CERDA: I just wanted to reiterate that
COVID has really opened up the fact that our students need more
flexibility because they are working, because they have their
families, because of many, many components. So we are responding to
the students' needs. As I have said many times before, we need to be
student-ready rather than expect the students to be college-ready.
That flexibility in offering options, we have many students who
desire to be in the classroom face-to-face with their instructor, and
they need that guidance and that face-to-face interaction. But we
also have students who really enjoy hybrid, doing a little bit of
both, and then yet others virtual and online.
So we will make sure to provide all those options for our
students as we move forward. Thank you.
>> MR. DEMION CLINCO: That's terrific to hear. Dr. Doré?
>> DR. DORÉ: Chair Clinco, I think to your point we have learned
so much from the pandemic about quality service, and it is our
intention to offer higher quality service moving forward
postpandemic.
I think, you know, the challenge that I put out to my team is we
don't want students ever having to stand in lines again. So we
actually want to leverage what we have learned in terms of virtual
services.
>> MR. DEMION CLINCO: We really appreciate it. We really
appreciate the work, the work that you did in 2015 has really helped
guide the last six years for this institution and has really helped
us provide a clear focus not only for this board but for our
community in providing this high-quality service to students. We are
very appreciative of the work you are doing and we look forward to
seeing the final document.
If any of the board members have questions, they should just
contact and go through the chancellor's office to get them to the
SmithGroup.
With that, since I don't see any other questions, our meeting is
adjourned. Thank you all very much.
(Adjourned.)
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