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February 5, 2020, Governing Board.
>> MR. DEMION CLINCO: I'd like to call to order the Wednesday,
February 5, 2020 regular Governing Board meeting.
Our first item of business is a Pledge of Allegiance.
Mr. Gonzales, would you like to lead us this evening?
(Pledge of Allegiance.)
>> MR. DEMION CLINCO: Our next item is roll call. Mr. Silvyn,
if you would be so kind.
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
Mr. Clinco?
>> MR. DEMION CLINCO: Here.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Here.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Here.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Here.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Here.
>> MR. JEFF SILVYN: All board members are present.
>> MR. DEMION CLINCO: Next item is public comment and call to
the audience. We are going to begin with Marcie Yueler (phonetic) of
the Pima Community College Foundation.
>> SPEAKER: Good evening, Chairman Clinco, Board of Governors,
Chancellor Lambert, colleagues and guests.
I'm here to tell you a little bit about our recent attendance at
the Bellwether consortium. There were two teams from Pima, and if I
could have Morgan and the other folks who presented at the
presentation, the finalists presentations, come up.
We were up for two awards, one in the instruction planning and
support -- no, instruction program support category and finance
planning and governance.
So unfortunately, our team, the Pima College and Earn to Learn
partnership did not win. However, we did get a shout-out from
Secretary of Education Betsy DeVos during her comments about the
innovative nature of the partnership.
So not winning, that still kind of made us a winner. The winning
team is right here, and they have some comments about the award that
they received and how important it is for the work that's being done
at Pima College.
>> SPEAKER: Hello. My name is Taylor Bailey and I was fortunate
to have presented with the Pima Community College at the Bellwether
conference.
I am real-life evidence that the developmental education programs
at Pima are really benefiting students. I took part in the
co-requisite math pilot program in 2017, which gave me the
opportunity to brush up on my math skills as well as obtaining
college-level credit towards my degree.
Participating in the co-requisite program it helped me gain
confidence in my academic abilities and helped me work in the right
direction toward becoming the first in my immediate family to earn
their Bachelor's degree. I completed my Associate's in business
administration in the fall of 2019, graduating with honors from Pima
Community College.
I recently began at the University of Arizona, working toward my
intended major of management information systems. I would not be in
the place I am now had an advisor not recommended the co-requisite
math course I took part in.
I'd like to think Dr. Darla Agular for being one of the best
instructors I have ever had and the class that truly put me on the
right track toward earning my degree.
I'd also like to thank everyone who made it possible for me to
share my story with so many people. I learned so much at the
Bellwether conference. I learned about some of the challenges that
community colleges face when implementing new initiatives to help
their students be successful, and I also learned other opportunities
that I have if I discover that working in technology isn't the right
path for me such as student success coach or apparently stand-up
comedian. (Laughter.)
I'd like to thank Chancellor Lambert, Nina Corson, Dr. Jeff
Thies, the chairman of the board, Demion Clinco, as well as the other
faculty and staff that came together to bring the team to victory.
Thank you.
(Applause.)
>> SPEAKER: So the winning team is here, and also included
Demion and the chancellor. The team that we had included Demion and
the chancellor and Morgan and Kate Hoffman who is the founder and CEO
of Earn to Learn, and myself.
We took San Antonio by storm. Arizona had five community
colleges that were in the top 30. We had a winning proposal, and
Arizona Central College was the winner in the workforce development
category. It was a great showing by Arizona community colleges.
(Applause.)
>> MR. DEMION CLINCO: I think I just wanted to provide a few
remarks on this item. This is one of the most prestigious awards in
higher education given out in this country, and it really reflects
the extraordinary work of the individuals standing here but also of
this entire institution embracing innovative change.
The board -- for us, sitting up here, sometimes it's a little
theoretical, and, you know, we know that day in, day out, everybody
in this room, everybody throughout this institution work so hard to
really move the needle. I cannot tell you how proud this board and
this community is of the work that you're doing, because it is not
only transforming this institution into a premier community college,
which this community deserves, but it's changing the lives of
individuals in Southern Arizona.
I personally thank each and every one of you for the
extraordinary effort and years of work it took to achieve this.
Thank you very much.
(Applause.) (Standing Ovation.)
>> MR. DEMION CLINCO: Can we all get up and do a picture?
(Photo Op.)
>> MR. DEMION CLINCO: Next up we have Frank Vasquez, Jr.
Welcome back.
>> SPEAKER: All right. Good evening, board, Chair Clinco, the
Board of Governors, Chancellor Lambert, Pima faculty, administration,
staff, and guests.
My name is Frank Vasquez, Jr., and I'm the executive director of
Job Path as well as a Pima Community College graduate and a former
employee here at Pima Community College.
Across our nation, many adults are surviving the stresses of
poverty. They are not only more likely to experience multiple
traumatic events, they are also more likely to develop trauma-related
symptoms that impact their health and well-being. These symptoms
include feelings of intense fear, helplessness, or even horror.
These symptoms will impact to varying degrees an individual's
ability to function in professional, social, and familial contexts.
This happens to many adults here in Pima County where nearly
one-fourth of our community lives beneath the poverty level.
However, research suggests that successful negotiation of a
traumatic event can lead to positive outcomes. This is known as
posttraumatic growth and may include improved relationships with
others, openness to new possibilities, greater appreciation of life,
and enhanced personal strength.
For example, researchers found that inner city women with PTSD
who were able to limit the loss of material energy and familial
interpersonal resources demonstrated significant traumatic symptom
reduction over a six-month period.
But again, individuals struggling with both trauma and poverty
are less likely to have access to resources that may facilitate
successful negotiation of a traumatic event, and the resulting
positive outcomes.
I share this because I have seen firsthand as a former Pima
Community College employee how the lack of a support system can lead
students to being unable to complete their programs of study. At Job
Path, we are often the primary support system they need to
successfully complete their programs.
All Job Path participants are connected to our career counselors
who help them access the needed resources to achieve positive
outcomes resulting in an incredible 90% completion rate in our
21-year history. One 2019 graduate said without Job Path, I would
have struggled balancing school and life. I would have given up my
program to pick up extra shifts to make ends meet, sacrificing class,
and eventually falling back into my minimum-wage job. Another said
without Job Path I honestly do not think I would have graduated. I
would have had to stretch my time and resources beyond my means.
In fact, Pima College graduates who are Job Path participants
tell us consistently in their exit interviews that they would not
have succeeded without Job Path support throughout their programs.
Pima Community College is an outstanding educational institution.
Job Path in the words of another graduate is a warm and caring
organization. Together we are helping reach their dreams.
I want to personally thank Pima Community College for being such
a great partner, and I look forward to finding even better ways to
work with each other to help our community thrive.
Thank you.
(Applause.)
>> MR. DEMION CLINCO: Thank you, Frank. And we really value
your partnership and everything you do to make sure that students
succeed both in your program and here.
Finally, we have Anna Viegas Tapapia. Welcome.
>> SPEAKER: Hello, board, and thank you for letting me take some
time out of your day.
>> MR. DEMION CLINCO: If you could just speak into the
microphone.
>> SPEAKER: Sure. Better?
My name is Anna Viegas, and I'm here from the Northwest Campus.
As a brief summary from the previous open comment, I assisted on
November 13th, I wanted to bring back the financial advisors, because
they replaced them with a phone call.
But now I have received different information regarding two
financial assistants, and they are planning on doing a virtual face
call, which leads to even more problems.
First of all, many don't know how to use electronics, nor have
electronics, as well.
I'm aware that Pima, they do have computers and people that can
assist them on how they could use the computers to communicate with
the advisors, but since we don't have, many people don't have those
at home, it would be a problem, as well.
Many people are not comfortable Face Timing many of their
friends, which would be difficult to Face Time with strangers. It
would lead to more misunderstandings and more confusion due to the
lack of personal interaction, more time-consuming to be explaining
step by step what the student needs.
But if we have them back in person, how we had them before, it
would lead to more students coming in and having less questions and
feel more comfortable within the community rather than traveling all
the way to different campuses and just to have few questions
answered.
I would like to introduce my friend Josie, which she works at the
Northwest Campus, at the front desk.
>> SPEAKER: I have been work being as a peer mentor at the
Northwest Campus for a couple of months now, and I have seen
students' reactions up front. Many, when told that financial aid is
done over the phone, express considerable amounts of disapproval.
Although they dislike the idea, many students do stay while others
leave upon finding it's over the phone, either to travel to another
campus, which is 25 minutes away, at best, or to just not receive the
help that they wish to get.
So this means that not only students are arriving unhappy, but
they are also leaving unhappy, which affects the reputation of the
success of the college's student experiences.
>> SPEAKER: I would like to request a private meeting with the
board regarding this issue, and also, if it is -- if getting rid of
the financial advisors is because of the lack of money PCC has or any
other problems with money, that I'm more than willing to start a
fundraising, any way of bringing them back. I would start raising
money or have people donate for the purposes of financial assistance.
With all that said, I love this school. I love the work that you
guys put into it. So I really appreciate all the time that you guys
put in this great community.
Thank you.
>> MR. DEMION CLINCO: Thank you very much. I want to first say,
Anna, we really appreciate your continued advocacy and continued
perspective on this.
First of all, the board couldn't meet with you privately because
of Arizona Open Meeting Laws. We can only convene together in a
public format.
However, we can ask that Chancellor Lambert have some of his
senior staff sit down with you and continue to dialogue about the
issues that you see and some of the real financial issues that the
institution is facing as more and more of our students move on to
online.
And so that's what we can do this evening is we can ask the
chancellor to continue those discussions. And please stay connected
to us. This really makes a huge difference.
I know they are hearing you right now, because I see them all
nodding their heads. Your advocacy is really making a difference.
Thank you for being here.
>> SPEAKER: Okay. I was wondering when I could expect some time
on when we would expect the financial advisors back in campus? Had
because it's not just a little thing. Many of the students keep
asking every single day for the financial advisors, and I know it may
seem like a little thing, but I myself have many questions and I
imagine those who really may need it, especially if they don't have
cars or take the bus, I don't think it would be convenient for them
to go to different campuses and just ask for few questions when they
could just reach them on the campus that they are in.
Also, from where they are living in, they might -- it might be
more of a convenience to go to that Northwest Campus since they are
located there. But I was just wondering when we could expect, like,
are a certain time frame rather than going back and forth on
communicating when it could be...
>> MR. DEMION CLINCO: This board, and we have been through many,
many hours of discussions about the different models for delivery of
services and the model is changing.
So I think where your opportunity to really make an impact is
through a dialogue with our senior leadership on what are those key
elements that you're missing in the experience, and them finding ways
and working with you to better articulate or deliver the experience.
But the model is changing because we have significant -- models
are changing all over this institution. We are going through this
sort of strong entrepreneurial redesign in many different areas.
This is not an agendized item, so we can't have a discussion
about it this evening, but someone from the administration will be in
touch, and, you know, I would encourage you to continue to come back
and let us know how things are progressing.
>> SPEAKER: All right. Thank you so much.
>> MR. DEMION CLINCO: We really appreciate it.
>> MR. MARK HANNA: I would ask the chancellor again to follow up
on this issue. I realize there are many facets to this issue, but
keep the board informed and let us know what's happening.
You know, obviously they have valid concerns, and we want to
address those concerns. I would also just echo what Chairman Clinco
said is I much admire -- this is the second time you have come to us
as call to the audience. You have sent us e-mails.
I so much admire your fortitude in advocating for what you
believe is correct, and it really portends for your future that
whatever you do in the future, I can tell you that you're going to be
very successful, both of you are going to be very successful in the
fact that you're not ready to give up. You're fighting for what you
want.
So thank you for that.
>> MR. DEMION CLINCO: One final note. Our provost, Dolores
Duran-Cerda, is going to actually be talking about this on the agenda
this evening. She's going to be giving an update. You can look
forward to that. Okay.
>> MS. MARIA GARCIA: I just want to tell you thank you so much
for sending us the information, how you feel. We fully understand
that not everybody is really good with computers, and face-to-face is
always better. Just more comfortable.
We fully understand, and we are looking at your concerns,
everybody's concern, because we are here to serve the community. So
please understand that. But as a board member, we, as a board, you
know, we don't have the rights -- we don't have the power to make
change. We can only make recommendations to actually to our
leadership, which is the chancellor and his administration, to make
those changes. But you can, everybody can always come back and
communicate what's going on so that we will be better informed.
Just to let you know, I have gone down to the Northwest Campus,
me and Mr. Gonzales, to evaluate what was going on, okay. So we have
some insight as to that in that area.
Thank you.
>> MR. DEMION CLINCO: Okay. Thank you very much. Mr. Gonzales?
>> MR. LUIS GONZALES: I also want to commend you, Anna. I think
it takes a lot of courage and you have that courage. One of the
things I want to let you know is that the last time you came in here
you also brought the petitions about 50 or 60-plus.
As mentioned before, I really want a status update on what
transpired or just give the board an update on that, too. Because as
I mentioned before, the public, you have every right to come before
us, every right.
It's up to us to also decipher what the conditions and concerns
there is, but more important, I really do want to know exactly in
reference to a status update, Mr. Lambert, Chancellor, in reference
to the financial aid, the staff that was there, where they're at,
maybe give us, the board, that update, as well, too. Because I think
it's very important if we hear issues and concerns not only at the
Northwest but the other campuses to be informed, as well, too.
Greatly appreciate it. There is a saying, you've got to fight
for your right, and you're fighting for your right.
Thank you.
>> MR. DEMION CLINCO: Thank you very much. Next we have remarks
by the Governing Board.
I have already articulated again my congratulations to the entire
institution for our recent award. I'm going to hand it to Dr. Hay.
>> DR. MEREDITH HAY: I will echo those congratulations for the
recent awards to the college and leadership and all the teamwork it
takes to make that happen.
Also, as I mentioned to the chancellor, let's not get high on our
own achievements but we'll keep striving to make sure we become the
best we can be.
Thank you.
>> MR. MARK HANNA: So again, congratulations, also, to the
Bellwether, the whole team, and not only just the team but all the
people that made those things happen that we were recognized for the
award.
I want to point out and single out a couple of people. That
would be our provost, Dr. Duran-Cerda, and Jeff Thies, the dean of
college readiness and student success.
They were some of the initial drivers of the redesign of our dev
ed program, and I can tell you that one of the reasons I ran for this
board was because of the situation that developmental education was
in about five or six years ago.
I was a counselor at Catalina High School, and I saw my students
and students from other schools who unfortunately were not prepared
for college-level courses, for whatever reason, come to Pima, and
enter into the quagmire of what was called remedial education at the
time and just be set up for failure, and it was the end of their
college careers.
Once Dr. Duran-Cerda and Jeff Thies came onboard and their teams
got together to redesign and embrace some new data and research on
developmental education, the turnaround in this college in that area
has, as I think Demion already mentioned, changed hundreds and
hundreds of students' lives if not thousands of lives, because now
they have been able to be successful at college where before they
were stuck in those low-level math remedial classes, and that was the
end of their college career.
I think, I know, that many changes have happened at Pima over the
last five or six years, but this one area alone may be the most
important change at this institution because of the number of
students who now succeed who would have never made it before.
So thank you, Jeff, Dr. Duran-Cerda, and everybody involved in
the developmental ed redesign. You well deserve the Bellwether
award.
Let me just add that yesterday we had the meeting of our
Governing Board human resources committee, and we saw a really
amazing redesign of, speaking of, a lot of redesigning going on
around here, of our employee training and development programs,
including a whole new orientation program that I was really, really
impressed with. We discussed the plan for the compensation class
study that we have been talking about for a long time but looks like
we are about ready to begin that whole process.
That committee continues to stay focused on HR issues as they
pertain to board policy. As a matter of fact, we're approving a
change in policy tonight that was suggested by the HR committee and
that the HR committee will have a full report to the board at the
June meeting.
That's all I have.
>> MR. DEMION CLINCO: Thank you very much.
Ms. Garcia?
>> MS. MARIA GARCIA: I just want to welcome everybody. Thank
you for being here. It shows your commitment to the college, and
that's it. I'm going to keep it short.
>> MR. LUIS GONZALES: The same. I just want to welcome
everybody tonight for being here.
I just want to mention one event that happened a couple of weeks
ago. In the partnership with Pima Community College and Pascua Yaqui
tribe, there were nine young people, I call them young because I
figure everybody is younger than me. (Laughter.) Young people that
finished their EMT training, which is a great joy for the community
but great joy for the nation, as well, too.
It's the second cohorts that happened. The first cohort, there
were 20. Now we have nine. Combined we have 29. Hopefully the next
session is coming up very soon, and we are hoping to maybe double
again to another 20.
But I think it was nice for the family to come and honor,
acknowledge their young people. But it's always a great joy to see
the successes of those young people and what Pima and Pascua Yaqui
tribe is doing in providing those steps to higher level, as well,
too.
Thank you.
>> MR. DEMION CLINCO: Thank you very much.
Next we have item No. 2, administrative reports. We have 25
minutes set aside of which we have added an additional item. So we
have 30 minutes.
We are going to begin with legislative update from Jonathan
Paton. Come on down.
Thank you so much for being here this evening. We always look
forward to your insights this time of the year.
>> SPEAKER: Yes. Thank you. Thank you, Mr. Chairman, members,
chancellor and staff and the public. I just want to give you a brief
overview of what's happening. If you have questions, however, I
would want to answer those for you.
The first item is the budget. We are included in STEM funding
from the governor, but we were not included for our other asks. We
are now trying to pursue those other asks through the legislature.
It was some months ago that we had the speaker and the president
down. The chairman and I were able to visit with them quite a bit,
and it gave them an insight into how we work with Caterpillar, for
example. We were able to visit their site.
I think that there is a good chance that we can get the rest of
the money that we had asked for for the aviation proposal and in
addition to the STEM funding. That's one of the goals that we have.
But I think one of the biggest things that we are pursuing this
year would be -- and every time I say this, people's eyes glaze over
because it's such a confusing topic, but the wonderful expenditure
limitation issue.
It is extremely complicated, but it is -- believe me, explaining
this to lawmakers is not any easier than explaining it to anybody
else.
But it is so important, and we are trying to pursue that within
the budget that -- and I was just talking with Dave Bea. There are
some other bills that are floating around on ASRS and other things
that we could also include into the discussion about the expenditure
limitation.
The ramifications for Pima College are enormous if we can get
this through. It would actually outweigh any budget item. Just the
amount of spending ability it would give you as a board would be
dramatic.
Third, and we are pursuing that through language, not through a
specific bill, although there are some bills that we might be working
with, but through the budget process.
If it happens, it would happen towards the end of the session.
No. 3, dual enrollment. There is currently a bill going to the
legislature that would lift the 25% cap on dual enrollment. The
sponsor is the chair of the education committee. That just made it
through education.
Ian Roark, myself and others were supporting that bill. They did
a great job of testifying on behalf of Pima College. Kind of woke up
I think the room a little bit, because they had a lot of great
information. That bill is moving along. So we are tracking it.
The other thing that's important about that bill is that it's
also being supported by the Vail School District, and they have a lot
of ideas about collaborating on this issue as well as the AP test.
There is funding that goes into that test, and they were wondering if
there is a way that we can direct some of that towards dual
enrollment.
So they are very interested in working with us, and they are very
dynamic. And they have a lot of friends at the capitol. So I was
interested in what they have to say.
The fourth issue, Santa Cruz College has introduced legislation
that would make changes to the current 301 formula. This is an issue
for us, because -- and not only for Pima College but it's not a huge
amount of money, but any time that you tweak that formula, it opens
up a Pandora's box. There has been an agreement across the board
with other educational institutions, K-12, higher ed, and now Pima
College, not to make any changes to the current 301 formula, because
that could take money away from us.
And so it is -- they had told us last year that they would not do
that, and we were surprised to find a bill being sponsored this year.
I'm going to be speaking with the sponsor of that bill to express
that it's a problem for us, and not only for us but for the whole
educational system.
So I just wanted to alert you about that bill.
>> MR. MARK HANNA: Who is the sponsor?
>> SPEAKER: It's Steve Pierce who actually is an old friend of
mine. I got married at his ranch.
So we are going to have a long conversation. And I told him, I
said, hey, you've got this bill. He said, do you like it? And I
said, not really. He said, well, we should talk about it, then.
So I don't know that he is strongly wedded to this, because he
does not have a provisional college in his district. So I don't know
really why he's sponsoring this. Well, I know that someone from
Santa Cruz College, their lobbyist approached him to sponsor it, but
I don't know why he felt it important to do that.
So I can't answer that question yet. But believe me, we are
going to be having a conversation about it.
Another big issue is the teachers academy. Every time we have
talked with the governor's office, they have mentioned the teachers
academy and a verb in almost every single sentence.
They are very obsessed with the teachers academy. One of the
problems for Pima College for implementing a lot of the things that
they want to do with the teachers academy is that we were -- it's
being run by the Board of Regents. And they have a very
university-focused way of looking at the world.
They don't understand that our students don't have classes in the
same way that they have at the university. So they were not counting
a lot of our postbaccalaureate -- I don't know how the nomenclature
would be, but they were not counting the hours correctly.
So the governor has proposed to put that into statute to clarify
that, and that will make it a lot easier for us and also for Maricopa
Community College to be a great partner in the teachers academy.
And then finally, just on a general note, I hear this every year.
We're going to get out early. They always say that. I think they
are teasing me, because that never really materializes.
One year, the first year I was your lobbyist, they got out in 82
days, and I think that will never be achieved again. I think that
the problem right now is they have more money. That year four years
ago they didn't have any money.
I'm sure you understand this. When you don't have any money
there is not a lot to argue about. When you do have money there is a
lot of things to argue about.
They have said April, but I would still think it would be after
the Kentucky Derby probably by the time they look around to getting
out of there. If you want to place a bet, let me know. There is a
pool at the legislature. There is an office pool for that. I could
be your bookie if you would like.
I would be happy to answer any of your questions.
>> MR. MARK HANNA: Thank you. So I have a couple of questions
concerning either rumored legislation or legislation I have seen
published.
I understand the JTED is lobbying to have two additional years,
allow their students to stay in JTED for two additional years?
>> SPEAKER: They call that the 13th year of high school. I
heard somebody say a response to that, well, the 13th year of high
school is called a community college, and so I don't know why that
they really need that. I think that is going to struggle to go
anywhere.
I have heard that leadership does not particularly like that
bill, and that they are even backing off of pursuing it because they
are getting a lot of resistance from the community colleges.
One of the things that's interesting is while we are the
second-largest and Maricopa is the largest, there is a lot of other
small colleges obviously in the state, and they have a lot of
powerful people representing them. They don't like these bills, a
lot of them.
I feel like that is -- we are monitoring it, but I don't think
that it's going to be progressing.
>> MR. MARK HANNA: All right. Thanks. So on the dual
enrollment front, so the bill you mentioned, there is a bill to
reimburse -- there is funds, but we don't charge tuition?
>> SPEAKER: Right.
>> MR. MARK HANNA: So I don't think that really applies to us;
is that correct?
>> SPEAKER: Correct. It's an interesting issue. So when we had
a conversation -- it's basically a Maricopa Community College issue,
because they have such a massive system and it is costing them a lot
of money. They had originally asked us to work with them on that,
and when I told them -- they realized that we don't charge for that.
The net effect is a little awkward, because we actually look quite
good-by comparison, because we're not charging anything for dual
enrollment.
I think that that fact could very well -- they weren't all that
excited about the other dual enrollment bill that I just told you
about. I think the fact that we don't charge gives us a leg up on
getting the bill that we want passed through, because the education
chair was very impressed with the fact that we want to keep things
inexpensive for citizens here in Southern Arizona.
>> MR. MARK HANNA: The dual enrollment bill that you spoke of,
is that the one -- there is one that would include freshmen and
sophomores?
>> SPEAKER: Yes, that's the one I'm talking about.
>> MR. MARK HANNA: Then there was one other bill I wanted to ask
you about. I'm not really sure that it affects us. It does in sort
of a roundabout way. There is a bill to lower the high school
credits for graduation. Do you know about that? It's HB 2166.
It would actually allow high school students to graduate with two
years of math rather than four years. There goes our developmental
education redesign again.
>> SPEAKER: Do you know who the sponsor is?
>> MR. MARK HANNA: No, I don't. I'm sorry.
>> SPEAKER: Okay.
>> MR. MARK HANNA: You might want to look at that.
>> SPEAKER: I will look that up and get back to you. I have not
heard of that bill, but there are I think 1,400 of them floating
around right now, but I can follow up and get back to you.
>> MS. MARIA GARCIA: I have a question on the teachers academy.
So you guys are working on that one. I believe so that the community
colleges will be able to offer courses, right, for postbaccalaureate
programs?
So when do you expect that to complete?
>> SPEAKER: The problem is that, and I don't know -- what I
understood is that they wanted to put it into the budget but there
may be a bill that they do it on.
The only issue is timing. You brought up an important point,
because the legislature, as I said, when are they going to end? They
end, let's say, 5th of May, which has happened two years in a low
practically. 5th of May. Then it's 90 days after end of session,
unless there is an emergency clause, 90 days after the end of
session, that it would go into effect.
So that would put us in the fall. We have explained to them
-- we gave them three options. I asked them -- first of all, I asked
the governor's office, do you agree with the Board of Regents on
their interpretation of this? They said no. But they don't
completely, while the governor does appoint the members, they can't
just tell them what to do and then they just do it. That's not quite
the way it works.
So their option was they could do nothing. They could pursue
legislation. Or they could pursue legislation with what we call the
emergency clause, which means it would be automatically in effect.
Personally, I think that would be better, because it would give
us more time to do what the state wants us to do. We have informed
them if it's 90 days afterwards, it's going to take us -- obviously
it's going to take us time.
However, we also know that -- and we have told them that we have
done an excellent job already of recruiting and getting things
basically teed up to go, and I think that they have a big incentive,
but it's not easy, in order to get the emergency clause passed, you
have to have a super majority of the legislature. To get them all to
agree, they can't even agree on their parking spots let alone -- I'm
not saying it's impossible, but it's a challenge, is a way to put it.
>> MR. DEMION CLINCO: Thank you very much for your continued
service to this institution.
>> SPEAKER: Thank you very much.
>> MR. DEMION CLINCO: We really appreciate your advocacy in
Phoenix and for keeping us updated. Let us know how we can help.
>> SPEAKER: I will. I'll be calling you.
>> MR. DEMION CLINCO: Next is our enrollment update with our
dean of enrollment management.
>> SPEAKER: Good evening, chairperson of the board, board
members, Chancellor Lambert, colleagues and guests.
I'm going to provide you an update on the enrollment initiatives
that we have for spring. I'm going to start off with the fall 2019
enrollment recap. I do want to highlight some of the great work we
have done this previous term.
When we look at our fall enrollment and look at specifically a
head count, we compare it to last year -- the prior year, so fall
2018. And we can see a slight increase, essentially level in terms
of our head count, but when we look at our enrollment, we have grown
that by 1.77%, and when we look at our FTSE, by 1.45%. This is a
comparison of this past fall towards the prior year.
Some great work that has been accomplished during the fall term
to increase our enrollment in FTSE there.
Moving forward to spring 2020, not as great as we want, so we do
see some slight enrollment declines when we compare it to the
previous year. So spring 2019.
A lot of factors at play. One of the ones that we really look at
and attribute it to is our student success in terms of retention. So
we look at another large group exiting fall 2019 falling below
academic standards. We know from previous data pulls and analysis
that some of these students do stop out.
So some of the things that student affairs has done is we have
created and reached out to a lot of these students on bad academic
standing, created over 40 workshops during the month of January for
students to come in, meet with an advisor, get some explanation about
academic standing, get some tips how to improve that, help with
removing holds, registration, advising, the whole nine yards there.
So we do have some efforts that student affairs has provided to
the specific group.
Taking a look at a subpopulation of our spring enrollment, I want
to highlight the great work that PimaOnline and student affair
virtual services has done with our Pearson partnerships. So we have
339 students currently enrolled in the spring through that
partnership.
We also have roughly about 700 students in our pipeline, so these
are students that have expressed interest through their employer
saying I want to use a tuition reimbursement or assistance program.
Have let Pearson know that Pima is going to be a choice for them.
And then we have this other group who has applied to Pima but is
still in that placement process. That's the 302 students there who
we have sent testing vouchers to.
So with these 700 students, we are working with our Pearson
partner to really go out and outreach these students. We do have
another cohort starting March 24th. That's our second eight-week
cohort. So there is a lot of efforts going on right now to really
look at this group and get them enrolled.
We are hoping to see that 339 number increase at the end of the
spring term.
>> MR. MARK HANNA: The classes that Pearson, we are offering
through Pearson, are they specific categories?
>> SPEAKER: There is specific programs. Something like health
information technology. You'll see a lot of business programs. They
are all going to be offered online in an eight-week format.
I also want to highlight, I do have some raw preliminary data
from some of the efforts we did with the one-time revitalization
funds. So when we look at this, we worked with Blackboard to reach
out to students who applied to Pima for fall 2019 but didn't go
through the enrollment process and didn't register.
We have a large number, roughly 8,000 students, we scrubbed that
through our do-not-call list, we reached and contacted over a
thousand of those students. Roughly 500 said, yes, I want to work
with a coach. So our coaches have been working with these students,
getting them through the enrollment process, ultimately to
registration.
If we look at the numbers, and these are still very preliminary,
if we look at our go-live campaign starting on December 5, and we
look at the students who were on our initial list, 935 of those
students have registered.
However, we do want to go back and cross-reference that with our
institutional research office and the Blackboard data to go back and
get some return on investment and to make sure these numbers are
accurate, but right now we are looking at some fairly decent results.
In addition, we are still going to be working with that cohort
all the way through the March 24th start date courses, second eight
weeks. So there's still some time for enrollment and we are working
towards that.
A second piece of that engagement campaign, we reached out to
stopouts. When we look at stopouts, these are students we defined as
having successfully completed 12 credits here at the institution,
degree-seeking and failed to return to Pima within the last five
terms.
We had about 5,000 students that fit that bill. So we outreached
to them, tried to get them reengaged. What's nice about this
campaign is we have a 20% contact rate. So when we are working with
vendors going that far back, reaching out to students, we are above
the national trend, which is usually 10 to 15%.
The other piece, we are going to be collecting qualitative data,
so when we do reach out to those students saying we are no longer
interested in Pima, we are going to find out why. Did they attend
another institution? Are they employed? Did they meet their
educational goal with a few courses to upskill? We are going to find
out some of those reasons and pull that data in to see what we can do
for the future. Continued outreach for the March 24th start dates,
as well.
So that concludes my presentation. I will open it up for any
questions you may have.
>> MR. DEMION CLINCO: Any questions? Thank you very much.
Really appreciate the great work. Glad to see those numbers.
Next we have a dual enrollment update with our director of dual
enrollment of high school programs.
>> SPEAKER: Hello. Governing Board Clinco, Chancellor Lambert,
members of the board. Thank you for tonight. I really appreciate
it. Audience, administrators, staff members, really appreciate you
allowing me to speak to you guys tonight.
We are hoping to give you some good information here. Vision
2020 for dual enrollment program, the reason why it's Vision 2020 is
things are starting to get clearer. We are starting to see some
things that we can work with and improve and adjust.
That helps us improve and meet what our original goals as to why
we are doing dual enrollment and why we are getting into the high
schools.
So that's continuous, and that's always going to happen. So we
are collecting information. We are collecting data. We are
processing complaints. Whatever it is that we've got that's useful
information that allows us to continue to focus on why we are doing
dual enrollment and how we can better the processes.
So when we are talking about Vision 2020, we want to make sure
that we are still focused on building our sustainable program by
being prepared for future growth. That's basically what's happening
here.
But what's really great about the work that we are doing is now
we are having conversations with expanding the Vail early college.
That's one of the biggest ones. But even a bigger one is that TUSD
is looking at bringing in a hundred students in the early college
program at three campuses.
So we are having those discussions and we are planning with them
and we are starting to create what that's going to look like so that
we can implement that in fall of 2020.
The other thing is we are sending out a survey to, you know, our
high school instructors and trying to see where a breakdown is. Are
they notified of the protocols? Is there a connection between the
departments and the instructors?
We are trying to find those answers out and trying to see if we
can repair that communication between them. That's the biggest
challenge is being able to have two different places communicating
with the same language that we want them to communicate with, but
unfortunately we've got to be the translators, which is fine. We are
working through that, and our team is really doing a great job of
getting there.
I'm skipping through a lot of this information, because that's
just available to you. But what I do want to point out and what we
are really focused on, because it's taking us -- it's going to take
us this year to really create some great processes for best
practices. It won't be perfect. We understand that. Because if it
was perfect, then we're all going to be jobless, right? So we've got
to continue to improve and look at some things, because it changes.
Things change.
So establishing dual enrollment processes with high schools is
just continuous. Establishing internal dual enrollment processes,
because we are -- now we're starting to find out that on our side,
the Pima side, we are seeing some disconnect that we have to be the
connections.
So we are identifying that. We are building that communication,
that connection, between the schools and the departments. So that is
a task, too. Because every department has different needs and we are
learning that as we go.
Just taking a look at where our data is now, and this data that
you're seeing is before we -- once we got all of the fall enrollment
completed. Now we're looking at completing the spring enrollments.
We have to do everything manually, by the way. So it's not just the
kids enrolling online and then it populates the courses. We can't do
that because we have to make sure the kids are not either being
dropped or making sure they are in the right courses, because they
are prescribed. Their classes are prescribed. The schools know what
classes the students are going to take. So we do a lot of that
manually.
It does take some time. But that's okay. We put the right kids
in the right courses at the high schools, and that truly does help
us.
Today I pulled the data, and we are looking right now -- we are
looking actually with the early college and the other enrollment that
we are completing every day, we are actually looking at over 5700
students of enrollment, including with the early college program, we
are looking well over close to about 6500 enrollment.
So this is just last week. I pulled this last week, but every
day it changes. So our FTSE, we are really increasing that pretty
well. So we are very proud of the work that we are doing and how we
are processing it.
We haven't got it down perfect, but -- I mean, I don't want to
say we're close, but we're getting there. It's just a matter of
communicating and really listening to what the schools are needing.
So the biggest take out of this is the supports from the dual
enrollment team. We support course request, academic approvals in
terms of our adjunct faculty. It's kind of hard to process that,
because there is not really a schedule, a college schedule yet for
dual enrollment, so we've got to make sure that there is instructors
to teach those courses, so we have to work backwards with the schools
on that one.
So these are some things that we are working with the schools,
and it's continuous. We just continue to work with them.
So I know from last time I'm trying to make sure I stay around
the five minutes.
Any questions?
>> MR. DEMION CLINCO: Perfect. Any questions?
>> MR. MARK HANNA: This is pretty exciting. Those numbers are
really pretty exciting. That's great.
Do we have competition for dual enrollment? Is Grand Canyon or
other -- and what about JTED and CTE classes? Are those competition
or do we look at that?
>> SPEAKER: There is no competition, but we've got to be very
careful, because Grand Canyon is talking about how they can increase
their dual enrollment. We've got to stay on top of that.
>> MR. MARK HANNA: But they are not --
>> SPEAKER: They do very little. A little bit. It's $110 a
course right now for high schools.
>> MR. DEMION CLINCO: Thank you very much.
Next we have a dual enrollment application process. Welcome
back.
>> SPEAKER: So I appreciate James providing that dual enrollment
update. Lots of enrollment growth there with our new focus with dual
enrollment is much needed. Really great work that's being done
there.
One of the things I want to talk about, recently we were notified
about some challenges dual enrollment students are having through our
admissions process specifically on residency. I'm excited to talk to
you about it today because this allows us to kick-start our
continuous improvement process.
I'm going to jump in and hone in on the issue and the solutions
we're going to be working on.
First, when we look at the residency challenges for dual
enrollment, keeping in mind that the college has to abide by and
really balance that administrative capability with Arizona state
statutes. With that, we're looking at our current application, which
if we go back three years prior wasn't designed with the dual
enrollment student in mind.
So one of the things we really looked at is how we present some
of those residency questions is confusing. There is eight questions
that students are presented prior to receiving, I would say, the two
basic questions that most people answer very easily.
Then we noticed the readability of that question that they are
really struggling on is too high. We're using a Flesch-Kincaid scale
here, and we look at that, and the question that they are really
having trouble on is highlighted in the middle of the presentation
there, but it's at a 12th grade level, which is too high. If we are
talking about dual enrollment students, they are going to usually be
juniors and then with this new House Bill passing, it possibly could
even be high school freshmen.
Those are things we need to consider when we are providing
information to the public. Just a key piece there that most of us
even read when we look at signage or instructions at the eighth to
ninth grade level. Even just the general population isn't reading at
that 12th grade level.
So to provide a solution to that, in the application reboot,
which will be in time for the dual enrollment, new dual enrollment
cycle for 2021, we have improved the wording of the questions and we
resequence them. So what they are facing now is the two most
prominent questions with the improved wording, we have separated some
of those military questions that students were getting stuck on and
created a separate military section.
Some of the things that students were talking about were
verification of lawful presence, we've allowed that to be uploaded at
the time of application. Doesn't prevent registration, doesn't
prevent dual enrollment. They can do that at a later time, but we
now offer that opportunity.
One of the things I really want to highlight, this is the same
question worded differently and it's now reading at a ninth grade
level. We are hoping with these improvements, when we deploy them,
we'll be able to look back and assess this data.
So we have the capability to go in and look at all the dual
enrollment applications and say, how many placed in-state, how many
placed out-of-state? With these changes, we should see a dramatic
increase in the number of in-state students versus out-of-state
students.
We're going to deploy that, assess it, and from there, in
September, we'll make another decision of do we continuously improve
this process for students?
The other piece that I want to tie in, and James is going to come
back and speak about, is in addition to these tech and wording
changes, there is also a lot of great support that the dual
enrollment team is providing to our high school partners, and I will
have James come up and talk a little bit about that.
>> SPEAKER: Thank you again.
So when I mentioned before that we really are providing a support
structure for high schools, because this whole time, even before I
started and in the summer, it was more about two different
institutional languages trying to merge together.
So our job is try to eliminate the gray area as much as possible.
We haven't got all of it. But it's close. If we didn't have the
support that dual enrollment team right now is working with the
schools, we would have a lot more schools that are having a lot of
issues.
We're trying to eliminate that as much as possible. For the
application and admissions process, we monitor that. My team is
monitoring what's going on in the high schools. We're trying to stay
ahead of it, and what we have done is for the schools that, for
example, the application admissions or anything that needs to be
uploaded, and you'll see a picture of it, we create these half sheets
of instructions for the schools, depending on where they are getting
stuck, we provide these for the schools.
We make sure that they have copies of that. Unfortunately, some
schools just -- you know, they have a lot of materials from their own
institutional practices, and sometimes this stuff might get lost, but
for whatever -- whatever happens, we're still there to support them.
Even, there is a couple of schools that lost this but needed some
support. If we have to do it, we take the whole team, we get down
there, we process those kids, we get it done and over with so that
way the kids don't have to worry about any issues from enrolling in
dual enrollment class.
Just so you know, all of the students get enrolled. There is no
student -- we do not deny any of the dual enrollment students to get
into the courses. They are in manually, so that's why it helps us
that we do it that way, because we make sure that they are in there.
They don't get dropped for any reason because of the way we code
those students.
We're working through our online process, you know, working with
Michael Amick and his team and trying to figure out or piloting some
things to increase dual enrollment online as well.
So we are having those conversations, but unfortunately, there
are some things that we have to work on in order to make sure that we
have some supports for the schools if they choose to go that route,
which we are building and working on.
Here is a picture of this half sheets that we provide --
>> MR. DEMION CLINCO: We have about a minute left.
>> SPEAKER: A minute? Almost done. I have about a minute left.
So here is a picture here. I'm sure you guys have seen that.
Just so we are clear, no dual enrollment students ever get dropped.
They are manually enrolled into these courses. Sometimes -- well,
students do get notifications on holds or for whatever reason,
residency or forms need to be uploaded, but that does not prevent
them from taking a course, and that doesn't prevent us from making
sure that they are admitted into that course.
We are providing as much support as we can with our team members,
but we have been pretty good at being there. There is just a few
instances that need a little bit more attention, but we work through
that.
>> MR. DEMION CLINCO: Mr. Hanna?
>> MR. MARK HANNA: I have at least one. Believe me, these
meetings may get a lot shorter once I'm off the board. (Laughter.)
James, so thank you, okay. So let me just give you a quick back
story. I got an e-mail from a counselor who I have known for many,
many years. She wasn't trying to go over anybody's head or she was
just very frustrated by a situation at her school where many of the
students who were being enrolled, who did apply for dual enrollment
were being defaulted into an out-of-state residency status.
There obviously was a glitch, and as David pointed out, the
question is confusing, so there's no two ways about it. People were
answering that question wrong.
I realize most of this is student-caused problems, not
necessarily our problem, but it becomes our problem if indeed there
is this confusion going on.
So I appreciate the efforts to try to eliminate the confusion. I
do have a question. So if I am not -- if I am an undocumented
citizen, undocumented resident, I can still do dual enrollment; is
that correct?
>> SPEAKER: In high school, yes. If you're in high school.
>> MR. MARK HANNA: But what does the -- am I classified as an
out-of-state resident if I'm --
>> SPEAKER: Well, they would still need to supply at the end of
their high school career, still need to supply those documents in
order to enroll into college, into Pima --
>> MR. MARK HANNA: That's not till --
>> SPEAKER: That's not till we need it. So they have some time.
>> MR. MARK HANNA: Okay. All right.
Let me ask you just a couple of specific questions and I'll let
it go here. You guys figure it out.
>> SPEAKER: Go ahead.
>> MR. MARK HANNA: So one of the things that got brought up, and
I think this is just sort of a rumor, not really true, but once a
student gets classified as an out-of-state student, if it's
incorrectly, there is a mistake, classified as out-of-state student,
and maybe David can answer this, does that somehow flag their FAFSA?
That's a claim that's been made that, hey, once these students are
classified as out-of-state by Pima, that automatically means we're
going to -- we need to verify their FAFSA.
>> SPEAKER: That's a great question, Mark. No, there is nothing
that flags the FAFSA. When we specifically talk about dual
enrollment students, they are not utilizing any FAFSA for dual
enrollment courses. The college offers those free of charge.
>> MR. MARK HANNA: But they're worried when they get here, since
-- they have to fix the situation where they have been classified as
out-of-state, they are not really out-of-state, they get here, that's
still on their record somehow, and that automatically triggers a
problem here.
>> SPEAKER: Zero impact to their eligibility. However, it does
put them in a different tuition schedule which, according to state
law and we do provide this, there is an appeals process, it's called
a residency correction form so they can provide some documentation
and get it corrected.
But zero flags are raised on a student in terms of their
eligibility for Title IV funding.
>> MR. MARK HANNA: But hopefully we are addressing the issue
where they are incorrectly put into that situation so that when they
get here they don't have to go through that whole process of trying
to prove, no, that's wrong, I'm in-state student?
>> SPEAKER: Correct. That goes into the solutions I just
mentioned. That should lower the numbers of students who incorrectly
get classified as out-of-state.
>> MR. DEMION CLINCO: Mr. Hanna, I believe Ms. Garcia has a
question.
>> MS. MARIA GARCIA: I just have a quick question. Do dual
enrollment students, do they get college credit even if they're not
legal residents, are I would say? They still get credit?
>> SPEAKER: Yeah. So Pima being an open-access institution, it
doesn't matter if you're DACA, undocumented, in-state, out-of-state.
These students taking dual enrollment courses or courses in general,
those are all college credit and have full applicability towards our
degrees and transferability.
>> MS. MARIA GARCIA: Just one more thing for your information.
I have heard of complaints at the Northwest Campus of students that
were residents being put as out-of-state residents, and I think it
has to do with that one question that they are not able to read it
right. So then they are not able to register.
>> SPEAKER: Right. If we talk about nondual enrollment
students, the fixes to these questions would help all of our
students, right?
And so keeping in mind, the application created three-plus years
prior, prior to the student affairs reorganization, that's how the
question was laid out. We have completely reworked that. We know
it's a fine balancing act between meeting the state statutes but at
the same time our approach is to make it student friendly, student
focused, so we don't come into these -- I call them artificial
barriers where students are struggling to get through some type of
legalese or any process that we have.
Yes, student focus, we are reworking that, changing the sequence
and the wording.
>> SPEAKER: And the other thing with those kids, I mean, like I
said, they don't get dropped, because we manually put those kids in
there.
Now, the other thing too is they don't, for example, like the
Northwest, I did have to process a few of those kids in the summer,
but that's when they were going to a university. So there is -- they
are all unique. They all have different situations. So we have to
-- I think we have to do a better job as dual enrollment just because
the team's only been with me for four months, so we have to do a
better job, and only because we hadn't done this in the past,
previous to me being there, just kidding, we've got to educate our
schools and just continue to coach our coordinators who are
responsible for dual enrollment on the campuses, just do a better job
on our part to educate them and walk them and coach them through that
process.
So we'll get better at that piece of it.
>> MR. MARK HANNA: One last question. It's really more of a
comment.
So both of you are educators. You know that any barrier that you
put in front of a student is a discouragement for them to continue
their education, and so whatever you both of you gentlemen and the
folks that are working with you are all very smart people, we can
figure this out and really be able to help these students be
successful.
So thank you for working on this. I appreciate your efforts.
>> SPEAKER: Thank you.
>> MR. DEMION CLINCO: Thank you. Next we have Dr. Bea
presenting funding for our Allied Health. He has assured me he's
going to keep it brief, even though it's rather complex.
>> DR. DAVID BEA: Yeah. Chairperson Clinco, members of the
board, Chancellor Lambert, and guests.
We have included a presentation in the board packet and the board
docs, follow-up from a couple of different conversations that have
happened the last few months related to the prospect of a new Allied
Health facility. I have included some of the same slides from the
previous presentations just so that we can go through them really
quickly.
Again, we're talking about an Allied Health facility probably on
West Campus in the neighborhood of about 70,000 square feet.
The projected budget is in the neighborhood of $35 million all in
at this point. What ideally putting that project together, and this
is what I'm saying, I can go through some of these slides fast, that
we're talking about getting this project up and running as soon as
possible to have completion of the project by the end of, and these
are calendar years, 2022.
So then the question becomes how do fund this new facility.
There are basically three primary options that we can explore. The
first one is general obligation bonds. That is you go out to the
voters, usually with a series of projects, not just one building
because it's very difficult to get voter buy-in for a general
obligation bond.
The advantage of it is that it's with the full faith and backing
of taxpayers. Once they approve it, you basically just charge
through a secondary tax the total amount of the debt service required
for that project, for those projects, and then it's paid off through
a pass-through.
So you get sort of the best possible financing vehicles for those
kinds of projects. The challenge is that it takes a long time to get
that approved by the voters. It has to go to the voters once a year
in November, and then that doesn't guarantee that the voters will
approve the project, which often leads to your putting a bunch of
projects that might be appealing to voters just to get the whole
thing approved and that's one of the downsides to GO bonds.
The second option is revenue bonds. We are familiar with that.
That's what we did primarily for the $65 million that we issued last
year. The board has the authority to go through that process and do
that approval.
We still have capacity to do considerably more projects than the
65 million we have already issued. We are about a third of the way
to our capacity level based on how statutes are structured and that
doing so, we can set the financing and the payoff of that kind of
debt over what period of time we choose, the college chooses.
So with our previous revenue bonds we are paying it off over the
course of 20 years. You could choose 10 years or 15 years. There
are stipulations in terms of how we do that. We do have to go
through a process to issue revenue bonds. We have to go back through
JLBC and the JCCR to get sort of their buy-ins. There is a political
process that's involved, and then you have to go through the usual
due diligence with underwriters and all the publications that you
have to do related to issuing that debt. There is costs associated
with that, as well.
The third option is one that is available to us. We have used it
before, which is basically funding projects out of accumulated cash
reserves. And we have talked with the board that our financial
performance as an institution has improved dramatically the last
number of years and I have some charts I have shown you before. They
have been updated with fiscal year '19 we talked about the last board
meeting.
And that with our expenditure limitation being what it is and the
fact that we have really had to ratchet down our expenses to be
aligned with our enrollment, but the fact that we continue to get
property tax revenues and other revenues that are subject to
expenditure limitation, that we can project going forward that we are
going to continue to have strong financial annual financial
performance.
As a result, it gives us the opportunity to basically take some
of those accumulated reserves and use them to invest in the future of
the college.
So this is a summary, cash and investments, and then operating
expenses. The line at the top is our operating expenses year over
year. Then the stacked bars are essentially the combination of cash,
cash equivalence, short-term investments and long-term investments.
You can see they have grown sizably over the last few years.
Again, that's because we are cutting down our expenses for
expenditure limitation. We have been very responsible and have had
really good performance.
The other reason is that in this time frame was when we actually
was the last time we did this, so the building that we built at
Northwest Campus was cash-funded. So we took accumulated reserves,
spent down those reserves. We also did renovations at West Campus in
the FSS building, and we also paid off some debt.
We deliberately paid down some of our reserves in that time
frame. So the concept would be we are essentially are doing, would
be doing the same thing. We are accumulating reserves.
If you think about it in personal finances, the top line would be
sort of your budgeted expenses for the year. Then your bottom line
would be, okay, these are your savings accounts that you're
accumulating over time.
Now, you want to have a good amount of savings to be fiscally
prudent to handle emergencies and contingencies, those kinds of
things.
So if you think about it, we have talked about having a guideline
of about 75% that essentially would say we have accumulated reserves
that if we had expenses that continued as they are that we would have
nine months that we could pay off with just by spending down our
reserves, not getting another dime of revenue.
That is a healthy measure that would put us in a very healthy
place both from any expectation that ratings agencies and so forth
would have, and it would be kind of a good measure to have on hand.
Now, if you see, looking at this next slide, this is actually
what it's been over time, so going back in time when we have been
relatively healthy, we were below 60% in terms of that measure I was
just talking about, and now this last year was the first year we went
over the 75%.
So what we are saying is, okay, let's look at the reserve, we are
planning for those things to be growing over time because of the way
our budget is structured now. Can we take some of those accumulated
reserves and expected reserves surpluses over time and park it and
then as this building comes online pay for it out of these
accumulated cash reserves?
So this summary, and this is essentially an updated version of
what I showed to the board in October, the key measure to look at
here, the grand total expenses, so these are all of the projects we
have talked about already, and then adding in this Allied Health
building.
This next page shows where the revenue sources that are coming
from. What we have added in is, okay, let's take, starting in this
current year, $9 million a year for the next four years, and put into
this sort of building reserve if you will. That will give us
sufficient money to keep that cash balance between all of those
projects and the known revenues and keep that, we are in a positive,
so that essentially gives us the ability to fund that on a timeline
that we are talking about that we would like to do to finishing it up
by the end of calendar year 2022 and would be doing that within our
cash, within the cash reserves.
Now, the next question would be, so if we do that, does that
start spending down our cash reserves? And that's what this last
slide, and this is the one that's really critical, is this blue
section here shows what that accumulation is of those $9 million a
year, and then the orange line is what our continued expectation is
for the growth of our reserves. So what it actually is saying is we
should continue to have healthy reserves even after setting aside
this $9 million.
It will fund out that building by the time the construction,
cash-fund it. If it continues in this way, that also then would give
us the ability to have about $9 million to do this on an ongoing
basis.
So it's sort of -- what we are doing, because of the structure of
our limitations over the years is we are now structured to
operationally fund a lot of our ongoing needs in the reinvestment,
and that's what we would recommend going forward. With the board's,
with your sort of approval tonight, what we will do is if that sounds
good, we will fold that into the budget process and walk you through
as the budget process develops in fiscal year '21.
>> MR. DEMION CLINCO: Just to clarify, so I know the answer but
I'm just going to ask for just clarification purposes, this reserve
is accumulated because it's beyond the expenditure limit, so this
money cannot be spent on salaries but only on capital improvements or
a few other small categories that we have discussed?
>> DR. DAVID BEA: Right.
>> MR. DEMION CLINCO: So really this money will continue to
accumulate year over year that we cannot spend on day-to-day
operational costs but can on infrastructure improvement?
>> DR. DAVID BEA: Right. Because of the situation we have with
expenditure limitation and where our enrollment is at now.
>> MR. MARK HANNA: One question. So let me just make sure I
understand.
Through the revenue bond and the state monies, our aviation, our
transportation center, our applied technology center, all three of
those are already paid for in essence? We have the money --
>> DR. DAVID BEA: The money is there, yes.
>> MR. MARK HANNA: We are really only talking about the money to
build the West Campus Allied Health? Okay.
>> DR. DAVID BEA: Yes.
>> MR. DEMION CLINCO: Dr. Bea, I would say I certainly support
this strategy. We talked about it a little bit earlier. I think
it's well-reasoned, and I think it's prudent.
Does anybody have any other comments or objection to them folding
this into our budget proposal?
Okay. Thank you very much.
>> DR. DAVID BEA: Thank you.
>> MR. DEMION CLINCO: Finally, we have from our administrative
reports our financial aid advising services, Provost Dolores
Duran-Cerda.
>> DR. DOLORES DURAN-CERDA: Well, good evening, Chairman Clinco,
members of the board, Chancellor Lambert, representatives, colleagues
and guests.
I'm here to provide an update on our virtual services with
financial aid at the Northwest Campus.
As we heard earlier tonight, students, Anna and Josie, I'd like
to thank you that I really appreciate your courage and your
professionalism and advocacy. So thank you.
Anna came to the board back in November and expressed her
concerns. That evening I introduced her to our executive director of
financial aid and scholarships and also our dean of students, and
they went outside and talked, and I believe they got feedback from
Anna to help with the situation.
Anna wrote a letter to the board that you all received, and there
was a response by the chairperson with details from our executive
director.
But I'd like to give you an update of what's happened and of
course we understand the financial aid office understands the
importance of the in-person conversations and how valuable they are
to our students and to their families.
So we are committed to fostering that kind of environment of
student interactions. But as Chairman Clinco said, change is
happening, and it's not just at Pima but it's nationwide. Trying to
incorporate technology to help with efficiencies, with our limited
staff, making sure our students get responses right away for their
applications and also, of course, with needs regarding questions.
So we have implemented some technological efficiencies that have
helped reduce time of the staff and also have eliminated manual
processes. I won't go through all of them, because there are several
of them, but I will highlight on some of them.
So, for example, there is a video chat right now that's in place.
Also a chatbot which students can go to the website and ask questions
and then get answers right away. That was just launched this month,
so that's something new from the previous time that you were here
with the board. Students can ask questions at any time.
This also helps our online students, our partners with, for
example, like Pearson, our satellite locations like Santa Cruz,
Davis-Monthan, our learning centers like 29th Street. So we have
others as far as the chatbot. We also have FATV which provides
videos to help educate staff and students about the financial aid
process. And these are embedded in the college's new web page. So
when that is launched, we'll be seeing that, as well.
So I also wanted to mention that the office of financial said and
scholarships is going through a reorganization and that includes
about 10 additional staff members. When that takes place, we're
going to be bringing back face-to-face interactions but with
scheduling appointments.
So that will occur at the Northwest Campus. But that is once we
have the reorg in place.
We'd like, as we mentioned before, I'd like to meet with you,
with both of you, Josie and with Anna, and create a student focus
group where we can get input and feedback from the students of what
they are seeing through this transition. Because transition and
change is difficult. So with each step that we take, we want to hear
from you to see what's working, what isn't, and of course reassess.
If we need to make changes or start things earlier, we will.
That's basically the update. Any questions?
>> MS. MARIA GARCIA: Thank you, Dolores, that you are looking
into that. I know that when I went down there the average wait was
about 30 minutes, but I think more importantly is to really consider
that when you do schedule time that it's going to be the time that
people are going to be there and that the students really knows when
you're going to be there to support that. If they just show up
-- because I have heard a lot of horror stories of showing up and
nobody is there.
>> DR. DOLORES DURAN-CERDA: I believe and David U, the associate
director of financial aid, I believe the appointments will be done
through the QLess, which is the new system for getting appointments
with the advisors, as well. Students will get texts and know exactly
when they'll need to be there. If it's going to take a little bit
longer they can study for a little bit and come back.
>> MS. MARIA GARCIA: One more thing. Not everybody knows how to
use a computer. Nor do they have them.
>> DR. DOLORES DURAN-CERDA: That is true. Exactly. And we are
aware of that. Thank you.
>> MR. DEMION CLINCO: One is a comment. We definitely need to
come up with solutions about really addressing computer literacy more
comprehensively across the institution. I know there are some
initiatives, so I hope to hear about those things soon.
Chancellor Lambert, can you give us an update when we will see
the website live?
>> DR. LEE LAMBERT: We're going to be timing the release of the
new website with our PimaOnline campaign that is to go live around
March 20. You will see the new website coming out then.
>> MR. DEMION CLINCO: March 20th. I am marking it on my
calendar now. We will look forward to seeing it soon.
Thank you very much, and I thank you for creating the focus group
and we look forward to hearing back from everybody on the outcomes
from that.
>> DR. DOLORES DURAN-CERDA: Thank you.
>> MR. DEMION CLINCO: Next we have our reports by
representatives to the boards.
Our first is a student report from Fatimina.
>> SPEAKER: Good evening, everyone. The reports will go by
quick, because the majority of the campuses are celebrating Black
History Month to recognize influential leaders within the Black
community. I only have two things to report today, and that is that
we will be holding an emerging leaders summit event at Downtown
Campus on February 28.
So this event is put together so that students can learn about
leadership principles, communication, group dynamics, goal setting,
time management, health and wellness, digital identity, and creating
change or action planning.
These are all skills necessary for students to be leaders in the
real world.
Lastly, the student senate will be holding a TED Talk event,
creating a TED Talk event to motivate our Pima students and the
public by having speakers who will discuss various topics and
subjects offered at Pima Community College.
And that's basically it.
>> MR. DEMION CLINCO: Thank you very much.
Next there is no adjunct faculty report, correct? None? It says
no. Okay.
Next is our staff report with Michael Lopez.
>> SPEAKER: Chairman Clinco, Governing Board members, Chancellor
Lambert, esteemed colleagues and guests. Our last staff council
meeting in January we had HR present along with -- one second,
please.
HR, we had financial, David Bea presented, Jim Monaco from
athletics, and also -- let's see. We had Julian Easter for the
provost's office. He presented. One of the questions for the HR was
for part-time staff, was there any representation for part-time
staff. Aida from HR presented some information for us, for the
number of staff that we have, and we are going to be discussing that
in our staff council meeting on Friday.
Besides that, most of it was pretty much geared towards just the
receiving the presentations from those people I mentioned and the
departments I mentioned. And some of the questions regarding the
comp classification, where that was at, and I think you addressed
some of that today.
But besides that, we will wait to meet on Friday and have more to
report next meeting.
>> MR. DEMION CLINCO: Thank you very much.
Next we have our faculty report with Brooke Anderson.
>> BROOKE ANDERSON: Good evening, Chairman Clinco, board
members, Chancellor Lambert, be colleagues and guests. I have three
information items for you this month they are difficult items for the
faculty. The faculty are struggling with morale right now, and you
can see that reflected in the things that the faculty are discussing.
So the first item has to do with the faculty salary increase
procedures. This was something we started discussing in December and
the impacts that the removal of the Step Progression Plan from the
employee handbook had on faculty.
Faculty don't have a way to advance in their careers without
plan, and so this is something that we have been talking with
administration about, as well, and it's on the agenda again this
month.
I don't have any details to share with you this month, but I hope
in March to be able to provide some more information regarding the
outcome of that conversation and some of the concerns in more detail.
The second item has to do with tuition increases. As we know in
our nation the cost of education is a problem. This is really a
crisis for us. No one wants to raise tuition. I think we all agree
on that. However, we understand the realities and that we really
have to take into consideration tuition in thoughtful ways and
deliberate ways to plan for our future.
So in December, David presented on the budget for the faculty.
The faculty are currently gathering feedback from their constituents.
We will be discussing it at our next meeting, which is this Friday
and I hope in March to be able to provide the board with more
information about the faculty perspective on a tuition increase.
And then finally, the last item has to do with alternative
instructional models. This is an item that came to the Faculty
Senate's attention from the last study session that took place in
December in which the topic came up in regard to possibly needing to
turn towards considering alternative models for instruction. The
chancellor brought this up as you were discussing online education,
and this is something of course of great concern to faculty, because
if we change our instructional model, this could really drastically
change the nature of faculty work.
The discussion was based on sort of the models that a lot of
for-profit institutions use as well as fully online institutions in
which faculty work is broken up into different categories. Usually
it's designers and then some are deliverers of content and some are
assessors. This would not only really drastically change the nature
of faculty work, it would also drastically change the student
experience. Students would no longer be working with a faculty
member who designed the curriculum, who is delivering the curriculum,
and who is also assessing the curriculum.
So we understand that this is an idea that the college is
considering. We are in early stages. Faculty, of course, does
really want to be sure that we are involved in those conversations,
especially as the people that actually are delivering that content,
designing that content, and of course assessing students.
So we are just wanting to make sure that the faculty are involved
in any sort of discussion along the lines of changing instructional
models. Whether that be online or face-to-face.
In better news, in terms of notable faculty accomplishments, I
wanted to just bring attention to some of the great things our
faculty are doing. In the report I have some information on Jackie
Kern, one of our nursing faculty, has a publication that just came
out in November/December 2019 issue of Nursing Education
Perspectives. This is an article on innovative things she's doing in
the classroom to assess student work.
We also have one of our own English faculty members, Martha
Peterson, who has recently published in Witness, and this is a
journal run by the Black Mountain Institute at UNLV. Her piece is
creative nonfiction, entitled Remnants. She was also additionally
Witness nominated her work for Pushcart Prize, and there is a link on
the board report to her work.
The library staff and faculty were happy to do their first PCC
library research award in the fall. This awards exemplary library
research skills. Students submit research papers and some
explanations about their process, and faculty evaluated those entries
and awarded five students with scholarships. Those students are in
the board report with their projects described, as well.
And then finally we do have a lot of great work with the teaching
and learning center happening again this semester, which is exciting.
We have two workshops coming up this week actually. We have both
nationally renowned scholars and teachers as well as our own scholars
and teachers presenting for the teaching and learning center.
I'm particularly excited about this Friday. Sal Ennoi (sp) is
presenting on equitable and inclusive assessment practices for
intensive writing classes in all disciplines. He's one of my mentors
and someone I really admire. So I'm very excited about that.
And then on Saturday we have a metacognitive approach to reading
workshop led by someone, a scholar in the sciences. Par Mohomodan
(sp) from Los Angeles Mission College. That's another exciting event
that we are looking forward to.
Thank you.
>> MR. DEMION CLINCO: Thank you very much. We really look
forward to the faculty's position and input on tuition, because as
you know, the budget is really comprised of money in and salaries on
the other side. So we really look forward to your insight in that as
part of the discussion. Thank you very much.
Finally, we have our administrative report with Jim Craig.
>> SPEAKER: Chairman Clinco, Chancellor Lambert, distinguished
board representatives, PCC family and friends.
A number of conversations have occurred across the college
concerning balancing the cost of tuition with the need to attract and
retain highly qualified employees.
This committee has also discussed tuition increases. Each
representative body will work with their colleagues and then bring
relevant feedback to the Governing Board for the March budget
discussions to help inform you in March for that.
The college is looking at strategies to improve student digital
literacy. Specifically the vision is to have each and every PCC
student have the mobile technology tools and training to overcome the
barriers of access and equity when it comes to digital literacy and
student success.
We have been looking at best practices, we have been studying
what the college has done, looking at different financial models and
we hope to present a plan to you soon.
That's the end of my report. Thank you.
>> MR. DEMION CLINCO: Thank you very much. Next is our
information items.
Mr. Silvyn, if you could please -- I'm sorry.
>> DR. LEE LAMBERT: That's okay. (Laughter.)
>> MR. DEMION CLINCO: Chancellor Lambert, we can't forget you.
Item 2.3, chancellor's report.
>> DR. LEE LAMBERT: Good evening, everybody. We started out
beginning of the middle of last month I attended the opening day of
the legislature, and I want to thank Senator Bradley for his
invitation as his guest to be acknowledged in the senate. Also, the
board had a joint meeting with the board of Santa Cruz, and as
discussed among many things, we really want to continue to work to
build on a relationship that we put together, but also, as you heard
at the end of that conversation, the concern that I expressed about
the whole legislative aspect of things and that they need to work
with us, not against us, and I was not pleased to hear that they had
encouraged a certain member of the legislature to drop a bill. What
I learned was that they had done that prior to that meeting, so
Stella did reach out to me, and we will be meeting to discuss the way
forward.
Hopefully we can resolve that. But as you heard, Jonathan talk
about, we just can't support that bill as it's currently outlined.
Also, I had the pleasure of visiting Andrada. If you haven't had
a chance to visit that high school, the polytechnic school in the
Vail District, I really encourage everybody to do that. I really
encourage our faculty and our staff to really see what's going on in
our K12 system. They are incorporating technology into the classroom
at every level.
That's coming our way. The expectation will be for us that we
will be able to meet those students there and take them to another
level. So we just need to be ready for that, and that's what we were
planning to do with the faculty specifically, and then I will talk
more in general.
Also, Ricardo and I met with the leadership of UNOM, and we are
going to be signing, entering into a partnership with them. One
aspect what UNOM does, and I think I will say this publicly, they
make available to their students, essentially it's free tuition to
attend. However, you have to meet their Spanish requirements, and
they are very rigorous, if I recall correctly, Ricardo, so it's not
easy, but once you get in, you're pretty much the financial piece is
less worrisome to the students. I think there is a way we can
partner with them for our students on this end to explore that
option, as well.
So let me talk about some current trends. I think it's important
in light of some of the pieces that I heard tonight.
SO coming out of Davos, the world economic forum just recently
announced that what they call the One Billion Resolution, or
Revolution, I should call it, to reskill one billion individuals
worldwide.
So to put it in context, one in every three individuals in the
world need to be reskilled. Bring it home to the United States of
America, that's over a hundred million individuals that must be
reskilled.
Bring it closer to home to Tucson, Arizona, according to the work
out of the University of Arizona, over 40% of this workforce in this
community will be impacted by automation. So we're going to see a
higher incident of impact in this community that you're going to see
across the country and across the globe.
So what are the fastest growing skill categories that we must
equip all of our students? This is not an option. The fastest
growing category is digital skills.
So I'm concerned that y'all are not being guided to be able to
use the technology tools. We've got to get you equipped with those
tools, that your future will depend on that, and we will do that for
you. We need to make sure our faculty are comfortable utilizing the
digital tools. And we will do that, too, as well.
So digital literacy is the fastest-growing category. The
second-fastest growing category is social emotional. That's the
human aspect of things. And then the higher cognitive components.
Gartner, this is one of the big research think tanks, released a
report recently. This goes to the comment that you made, Brooke.
They are saying to us in higher education, we must look at how we
approach teaching and learning. We must consider different ways of
thinking about our curriculum and taking a multi-layer approach.
They are signaling that to us for a reason. I don't think we can
stay in our current model. Now, what the new model is going to look
like, I don't know. And we're willing and we want to work with you
to do that, but I want to make sure that we are there for the
superintendent at the end of the day.
And we can do that within our resource constraints that we work
under. So this is constant balancing of providing high quality
education with the resources we have to work with.
As all of you know, when you attended the luncheon, essentially
the governor did not reinstate Pima and Maricopa's funding. They are
making some modest increases to the STEM funding. So we will
continue to be stretched in that regard.
Also, the expenditure limit, unless we can get some relief there,
that will also be further constraints. So there are some realities
we should not lose sight of.
Remember, we have more in common to work together than to work
against each other. There is enough external pressure that's driving
all of this that we should hopefully come together and figure out a
way forward together. But it means that there will be changes as we
go forward.
Frank, I just want to thank you. Job Path is a critical partner
to the college, and the success rates speak for themselves. I look
forward to continuing that, would with you at Job Path, make sure we
continue to support the success of our students.
Marcy, I want to thank you and Kate for the partnership with Earn
to Learn and just to sit there and all of a sudden coming out of
Secretary DeVos's remarks was the reference to Pima being an
innovative leader and tying it directly to the Earn to Learn.
What folks may not realize is Earn to Learn, there is a federal
bill being drafted that would be taking this model nationally. So
this is bigger than just this community here in Tucson, Arizona.
Pima is at the forefront of what might become a revolutionalized way
of thinking about financial aid, completely different than what we
are seeing today. A big part of this is financial literacy, students
learning to save as well as having wraparound supports built around
it. So thank you for that.
When I got here, one of the most contentious issues at the time
was the developmental education piece. The college had essentially
walked away from its commitment. I'm so pleased that we put in place
a plan led by Dolores, Dr. Duran-Cerda, which ultimately led to the
hiring of Jeff Thies, so, Jeff, thank you for your leadership working
with Nina and all the faculty and the staff, to really support this
-- I mean, this is a huge achievement, the Bellwether.
I think Taylor reflects that success. So thank you, thank you,
thank you.
That's my report.
>> MR. DEMION CLINCO: Thank you very much. Next we have our
information items. Mr. Silvyn, if you could read the items, please.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. The information items
is the list of information that was provided to the board in advance
of the meeting to assist the board with its understanding of
activities at the college.
The items include the November 2019 financial statements.
Employment information covering hires, appointments, separations,
and retirements.
The list of individuals who have been qualified by their
credentials to teach as adjunct faculty at Pima College.
New regular faculty hires.
The plan for adjustments to the course fees for the 2020/'21
academic year, as well as the list of individuals expected to receive
regular faculty contracts for the upcoming academic year.
Finally, the list of individuals who the college expects to
receive contracts as administrators for the upcoming fiscal year.
>> MR. DEMION CLINCO: Thank you very much. Next we have the
consent agenda.
Mr. Silvyn, if you could read the items.
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
The items on the consent agenda for this evening include the
January 8, 2020 executive session minutes. The January 8, 2020
regular meeting minutes. An agreement with Nagasaki University for a
reciprocal waiver of student tuition. In other words, up to eight
students from Nagasaki University would be allowed to attend Pima
Community College at their tuition rate, and in exchange, up to eight
Pima Community College students could attend Nagasaki University at
the Pima College rates.
A proposed agreement with seven Arizona community college
districts, they are listed in the board materials, and Prescott
College to form a consortium for the purpose of purchasing Adobe
software products and licenses, the total value of the combined
software purchase, that's for all of the colleges that would be
participating, from the period of March 1, 2020, through February 28,
2023, so over a three-year period, is expected not to exceed
$823,538.
The next item is the specific proposed agreement between Pima
College and the vendor of the Adobe software products over the same
three-year period, the Pima College portion of the purchases is not
to exceed $335,975.
Next item is a proposed agreement with Kittle Construction
Company not to exceed $638,678 for the relocation and renovation of
modular buildings to be used at West Campus during our capital
improvement process there.
And finally, we have a proposed amendment to the ground lease
with the Tucson Airport Authority. This would expand the amount of
land we are leasing at the airport from a little over six acres to
just over 12 acres for a one-time lump-sum payment $67,000. That
would recover the remaining 10 years of the current lease agreement
with the Tucson Airport Authority with -- we currently have, the
total span of the lease was 30 years. We are in the last 10 years
with the expectation then we would renegotiate the lease towards the
close of the next 10-year period.
>> MR. MARK HANNA: Yes. I would like to pull item 4.6, the
Kittle Design & Construction, recollection of modular buildings at
the West Campus from the consent agenda. Just based on the dollar
amount of the contract, I think it's an item that should be an action
item rather than a consent item.
>> MR. DEMION CLINCO: Okay. Anything else?
>> MS. MARIA GARCIA: I would like to pull 4.3. I'd like some
better explanation on that one. I did read it, but I still need more
information.
>> MR. DEMION CLINCO: Okay. So do I have a motion to approve
the consent agenda without 4.3 and 4.6?
>> DR. MEREDITH HAY: So moved.
>> MS. MARIA GARCIA: Second.
>> MR. DEMION CLINCO: All in favor of the motion, signify by
saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Opposed?
Hearing none, the motion carries unanimously.
4.3. Chancellor Lambert?
>> DR. LEE LAMBERT: Ricardo?
>> MR. DEMION CLINCO: Mr. Silvyn, if you could read the
recommendation.
>> MR. JEFF SILVYN: The chancellor recommends that the Governing
Board authorize the chancellor or designee to approve tuition waivers
for up to eight students from Nagasaki University of Foreign Studies
to study at Pima College for three academic year periods.
Similarly, Pima College students will receive a tuition waiver
from Nagasaki University to study at that institution.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: Now we will have a discussion.
Chancellor Lambert?
>> DR. LEE LAMBERT: I asked Ricardo to come up and provide a
little more context for this and answer any questions you might have.
>> SPEAKER: Sure. This is what in international education we
call an even exchange. In other words, be it means that basically
what we are giving is equivalent to what we are receiving.
In this particular case, actually, we are in a better position
because their tuition is more expensive than ours. So in general
terms, that is a description. And the objective is that our students
get exposed to language learning, but of course also the cultural
element where they will be immersed in the cultural experience.
>> MS. MARIA GARCIA: So is it an exchange of one per one? Like
eight students are going to come down here. Eight students are going
to down there. And also a three-year term?
>> SPEAKER: It might not be that we have the exact number going
and the exact number coming the same year. But the whole idea is
that we have those equal numbers at the end of the period.
And Daisy has been in touch with the director specifically. I
don't know if you would have some more to add to that? It's a really
good agreement, by the way.
>> SPEAKER: Good evening. So I am the associate director for
global engagement, and I have been working very closely with Nagasaki
University of Foreign Studies.
We are just requesting the board and Chancellor Lambert to
consider up to eight students within a three-year period. It may
vary from year to year.
So if Nagasaki University of Foreign Studies sends two students
to Pima for the fall semester, Pima isn't necessarily going to send
two back. We are going to assess the interest, and so it might be
three one year but not to exceed eight students within a three-year
period.
>> SPEAKER: Let me just add Nagasaki, by the way, is a wonderful
experience for students. It's been designated as a city of peace by
UNESCO, and they have a whole cultural development in the city around
that theme.
I mean, the monuments, the universities, the organizations that
come to that city for that experience is pretty outstanding.
So for our students, that would be a fantastic, fantastic
experience.
>> MS. MARIA GARCIA: I guess my one request would be that you
would consider putting or adding a disadvantaged student into that
group for whatever you're going to --
>> SPEAKER: That is our priority.
>> MS. MARIA GARCIA: Okay.
>> SPEAKER: Just so you know, we have had close to 100 Pima
students study abroad and participate in programs such as this, and
70% of our student representatives are from underrepresented
communities and 53% have identified as Latino.
>> MS. MARIA GARCIA: Thank you.
>> SPEAKER: And to put it in context, at a national level, the
rate of participation and study abroad of Latinos, to use the same
number, it is only 8.8%. So we are doing 53%. Right?
>> MR. DEMION CLINCO: Any other questions?
Hearing none, all in favor of the motion signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Any opposed?
Hearing none, the motion passes unanimously.
4.6. The contract with Kittle Design & Construction.
If you could please read the recommendation.
>> MR. JEFF SILVYN: The chancellor recommends the Governing
Board authorize the chancellor or designee to execute a contract with
Kittle Design & Construction for the relocation of modular buildings
to West Campus. Total cost for the agreement are not expected to
exceed $638,678.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
(Second off microphone.)
>> MR. DEMION CLINCO: Mr. Hanna, how in depth would you like the
discussion on this item?
>> MR. MARK HANNA: I want to see the plans. (Laughter.)
No, so just tell me what we're doing. Why are we moving these
modular classrooms?
>> SPEAKER: So I can speak to that.
>> DR. LEE LAMBERT: First, can you say why Bill is not here
tonight? Bill would normally be here, and he's asked his team to
come and answer any questions.
>> SPEAKER: Yeah, Bill is at a conference. I'm Joyce Jaden.
This is the project manager, Troy Davis.
>> SPEAKER: To answer your question, Marana School District
donated six buildings actually in two parts. So the first two
buildings were sent to Downtown Campus. The six remaining buildings
we earmarked go to West Campus for us to utilize during the
reconstruction and any projects going on there to help relocate
students during that activity.
>> MR. MARK HANNA: $600,000 sounds a lot for a modular building.
>> SPEAKER: So it does include the plans, it includes
transporting them from where they are to where they are going. It
includes looking, locating all the utility connections before they
set it in place. Excavating and doing the groundwork where it's
going to be placed. The sidewalk leading up to the building.
>> SPEAKER: It's quite an endeavor. They are actually going to
have to -- they are actually set in the ground currently. They'll
have to use a crane, remove them out of the ground.
We have to remediate the spot they were in as per the contract
with Marana. Transport them. They are going to actually set them in
the ground so that it's ADA accessible. They are not going to be
raised.
It's quite a project.
>> MS. MARIA GARCIA: So was a cost comparison made with a new
modular building as opposed to redoing them and moving them?
>> SPEAKER: It's approximately 6,000 square feet. I don't know
that we made any proposals with the new buildings. We basically
looked at what we could do with the ones that were donated.
>> SPEAKER: And Kittle is the qualified contractor for the City
of Tucson job contract, and we took advantage of that effort for this
purchase order.
>> DR. LEE LAMBERT: One of the challenges is there is a lot of
construction work happening throughout the state, and so getting
access to modular facilities is very difficult at this time.
So when Marana was so generous, but the tradeoff was there is a
lot of work that has to be done to bring it up to speed. If we were
waiting to try to acquire new, we might still be waiting. That was
part of the concern that we had to wait out.
>> MR. DEMION CLINCO: Any additional questions?
Hearing none, all in favor of the proposal signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Opposed?
Hearing none, the motion passes unanimously.
Next we have our regular action items, 5.1, discussion and
possible approval of a revised chancellor employment contract.
After our executive session, I'm going to make a motion that the
Board of Governors authorize the board chair and vice chair to
execute an employment contract with Lee Lambert to serve as
chancellor based on the provisions of the current employment contract
and the following terms. The term of the agreement is five years
beginning today. The base salary shall be the same as is currently
in effect. The automobile allowance will be increased to $2,000 per
month. The deferred compensation to be increased to $60,000 per
year. The chancellor to accrue 47 days of annual leave per year.
And that legal counsel is directed to prepare the employment
agreement in accordance with these terms.
Is there a second to this motion?
>> DR. MEREDITH HAY: Second.
>> MR. DEMION CLINCO: Any discussion?
Hearing none, all in favor of the motion signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Opposed?
Hearing none, the motion passes unanimously.
>> DR. LEE LAMBERT: Thank you.
>> MR. DEMION CLINCO: We're glad you're staying aboard.
>> DR. LEE LAMBERT: Yes. Thank you.
>> MR. DEMION CLINCO: 5.2, our board policy changes, final
reading.
Mr. Silvyn, if you could read the recommendation.
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
This is the final reading of proposed changes to board policy
2.02, hiring and assignment of personnel. The chancellor recommends
that the Governing Board approve the recommended changes to BP 2.02.
Just to summarize, this really has to do with the type of
information that will be included by the HR department in subsequent
board reports regarding hiring information.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> MR. MARK HANNA: So moved.
>> DR. MEREDITH HAY: Second.
>> MR. DEMION CLINCO: Discussion? Any comments or discussion
about the item?
Hearing none, all in favor of the motion signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed?
Hearing none, the motion passes unanimously.
Finally, 5.3, contract with Stamats.
Mr. Silvyn, if you could please read the recommendation.
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
The chancellor recommends the Governing Board the chancellor or
designee to exercise the option to extend the contract with Stamats,
Inc., for an additional year for continued rollout of the Keep
Striving brand and to exercise the remaining extension options at the
discretion of the chancellor.
Total costs for the potential for one-year renewal agreements
through March 1, 2023, are not expected to exceed $1 million.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: Is there a second?
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: Discussion? Chancellor Lambert?
>> DR. LEE LAMBERT: I have asked Lisa to come up and provide
some context and answer any questions you might have.
>> LISA BRODSKY: Essentially, as you know, that Stamats was the
company we hired to do our rebranding and our website development.
They also have a very powerful marketing arm. So we asked them
to take on the rebranding and do a marketing campaign around
PimaOnline using the one-time money. What we want to do with this
contract, because we have remaining years on it, is simply to give us
the capacity to use them again if we so choose.
We may not. We may do this one-time project with PimaOnline and
not use them again, but knowing how much firepower they have and how
good they are, we thought we'd be remiss in not getting us that
capacity.
>> MR. DEMION CLINCO: Any questions?
We look forward to seeing the website and PimaOnline the end of
March.
>> LISA BRODSKY: Me too.
>> MR. DEMION CLINCO: All in favor of the motion, signify by
saying aye.
(Ayes.)
>> MR. DEMION CLINCO: All opposed?
Hearing none, the motion passes unanimously.
Is there a request for any future agenda items at this time?
Hearing none, we are adjourned.
(Adjournment.)
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