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March 11, 2020 Governing Board.
>> MR. DEMION CLINCO: I'd like to call to order the Wednesday,
March 11, 2020 regular Governing Board meeting at 5:30 p.m. sharp.
We're going to start with the Pledge of Allegiance, which is
going to be led by Board Member Hanna.
(Pledge of Allegiance.)
>> MR. DEMION CLINCO: Next item on our agenda is our roll call.
Mr. Silvyn?
>> MR. JEFF SILVYN: 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: Thank you very much.
Next we have our public call to the audience and call to comment.
The first public comment is from Marcy Euler from our Foundation.
>> SPEAKER: Good evening, Chairman Clinco, members of the board,
Chancellor Lambert, guests, colleagues.
I'm here briefly to make sure that all of you are aware that we
are planning a 50th anniversary gala for Pima Community College,
celebrating all of the wonderful things that Pima has contributed to
the community in the past and all that it will continue to do in the
future.
I hope that many of you got gold envelopes in the mail. If you
haven't seen them yet, they should be in your mailbox very shortly.
We have at the back and in the hallway postcards for those of you
who maybe did not receive those. And also sponsorship brochures.
The gala is currently scheduled for Thursday, April 9, at La
Paloma Resort. Given the current environment, we are moving forward
with caution and concern for all of those who may be interested in
attending.
We are about half sold out. We have about 900-some-odd seats
available. Half of those have been sold already through
sponsorships, tables, tickets.
Should we need to postpone the event to move to a later date, we
are working on that plan B with the resort and the chancellor's
calendar, sponsors, other folks that have already committed, so that
we are keeping the best interests of all of those who might attend in
mind.
It is a fundraising event, so we are very cognizant of the fact
we do want the room full, and we want people there to be able to hear
about all of the great things that have happened in the past and will
happen in the future.
So with that -- Lisa Brodsky is on the committee, Greg Wilson is
on the committee, Edgar Soto if he is here -- is Edgar here? No?
They are all on the committee with us, as is Steve Higginbotham.
If you have questions, any of us are happy to answer those for you.
If anyone has any questions, I'm happy to take them right now.
>> MR. DEMION CLINCO: Any questions from the board?
Okay. Thank you very much.
>> SPEAKER: I look forward to seeing many of you on April 9. We
will keep the best interests of the entire community at heart. Thank
you.
>> MR. DEMION CLINCO: I'm going to just again read our public
comment policy pretty quickly before we call the next public comment.
The Pima Community College Governing Board welcomes public
comment on issues within the jurisdiction of the college. Generally
the total time for public comment will be limited to 45 minutes, and
comments will be limited to 3 minutes per individual. These time
limits may be modified by the board or board chair.
Individuals sharing comments are expected to communicate with
decorum and respect. Individuals who engage in disorderly conduct or
use divisive or insulting language may have their time reduced or
concluded by the board chair.
At the conclusion of public comment, individual board members may
respond to criticism made by those who addressed the board, may ask
staff to review a matter, or ask that a matter be put on a future
agenda. Members of the board, however, may not discuss or take legal
action on matters raised during the public comment unless matters are
properly noticed for discussion and legal action.
Finally, be advised that internal college processes are available
to students and employees for communication.
Next, Hector Acosta?
>> SPEAKER: Chairman Clinco, board members, Chancellor Lambert,
Pima family, friends, and guests.
I would like to take this opportunity to present a plaque to you
and inform you that Pima Community College has once again been
recognized by the Arizona Department of Veterans Services for being
an outstanding veteran-supportive employer.
On March 3rd I had the opportunity to attend the Arizona
Department of Veterans Services' annual veterans employer recognition
breakfast. The breakfast recognizes community agencies that make the
extra effort to support veterans and their families.
Much to my surprise, the college was recognized by the department
for its ongoing efforts to support, assist, and provide services to
our veterans, our service members, and their dependents both within
the college and within the community.
I want to again give a very sincere thanks to the board, the
chancellor, the college leadership, the entire college family for
always being ready to support, assist, and provide the needed
services for our veterans, service members, and their dependents.
So thank you very much on behalf of all of our veterans here.
With that, I'm going to give this to the chancellor.
(Applause.)
>> MR. DEMION CLINCO: Next we have Kimlisa Salazar Duchicela.
>> KIMLISA DUCHICELA: Board, Chancellor. Some of you may know
me still. I think, Lee, you definitely know me. Mark, you might
remember me from my time as the Board of Governors rep, and I know
Jeff has had to put up with me some.
I am the person who initiated PimaOnline. From the very
beginning, I fought for it. I brought it forward. I drove it. I
would say that PimaOnline is arguably one of the if not "the" most
successful programs at Pima at this time.
It is innovative. It was built to be flexible. It is an amazing
campus, and I use the word "campus" on purpose, because if I remember
correctly, PimaOnline now has 30% of the enrollment at this college.
And it's still growing. But that growth is slowing. When we
originally built PimaOnline, we built it to be flexible. We built it
to be innovative. We built it to be a Ford Cobra. It feels lately
as if we are being forced to drive up and down speedway at 35 miles
an hour.
I say that because we are not the traditional classroom. Some of
the things that are coming forward, the scheduling, the canceling of
classes, that shouldn't just be applied to PimaOnline the way it is
applied to other areas. PimaOnline has been successful because we
have been given the freedom to innovate.
I value that. We are being given a lot of new programs. There
are some wonderful things that the college wants to do, and I know
PimaOnline supports that, like cyber security. But building an
entire program with what we have as assets right now with our CLT,
with our staff makes it very difficult for other things to continue.
So if you take everything and you focus it on one or two things,
all the other good things that we built get kind of pushed to the
side, and that's not a good thing.
You know, my abuelita, I'm from New Mexico, and she was born in
the wrong time. She wasn't an economist, she was a farmer, and she
taught me one thing, and that is you do not kill the cash cow, you
don't starve your cash cow, you don't kill the chickens that lay
eggs.
If we, as an institution, don't realize the value of PimaOnline
and start putting money into it and augmenting so that we can create
these new programs so that we can do these things and maintain what
we already have, then we're going to lose something. We're going to
lose something that works, and that would be a shame.
So because of the successful work of so many department heads and
faculty and staff and our wonderful administrators at PimaOnline, we
have been successful. Please don't take that away from us and throw
us just into the mix with everything else because we are different.
I say that not because I'm standing here as a representative of
PimaOnline, but I'm the mom of PimaOnline, and you guys, you're kind
of messing with my child. So I had to come up here and say this.
And I thank you for your time.
>> MR. DEMION CLINCO: Thank you very much. Chancellor Lambert,
perhaps we could, our next meeting, get an update sort of on what,
the issues that are occurring with PimaOnline and some strategies
around what our sort of longer-term investment looks like in the
program.
Thank you for bringing this to our attention.
Next, Matej?
>> MATEJ BOGUSZAK: Good evening, board members, Chancellor
Lambert, colleagues, guests. Hello, everybody, again. Give me a
second to get situated here.
You know, I usually come here to report on faculty concerns. Not
always happy news. I'm the squeaky wheel.
But tonight is different. It really is. And it is not because
everything is going great. I wish it was. It isn't, as the survey I
shared with you shows.
You should ask to see the results of the CESS survey administered
last fall. The results, my understanding was we were going to be
ready in January, and now somebody is sitting on it for a few more
months, it sounds like. So maybe you want to ask.
Tonight is different because PCCEA has never been so concerned
about the future of this college. In December the chancellor told
you but hasn't really told anybody else that we should consider
dismantling the faculty profession at Pima effectively on a large
scale so that it "allows us to look differently at our cost
structure," and we all know what that means, right?
He suggested that maybe students don't really need to have real
professors they can build a relationship with. How about we just
convert them to instructional designers who create or purchase
curriculum, teaching assistants who deliver that canned content, and
graders, box checkers administering standardized tests.
It works at for-profit and online colleges, why not for us?
Never mind the abysmal success rates, job placement rates, dumbed
down, soulless, curriculum, achieve student experience.
I cannot help but question the judgment of a leader who thinks
we, a public community college, should be even considering something
like this.
Lee, I know you have back-pedaled a little bit since then and
said this is is not really what you had in mind since faculty started
asking questions. Now you say we really just want to re-examine the
types of instructors we have, adjunct, full time, staff instructors,
various leadership roles, how much they get paid, being more
consistent and competitive, and that makes total sense, right?
So we're kind of a bit of a mess, and change is hard, we'll be
scared, but the faculty would get behind if it's something that's
well-thought-out and we're at the table.
But here's how this is going to down right now and how we're
starting, how this administration is starting this historic upheaval
that would radically change and I think seriously degrade our jobs,
our pay and working conditions and potentially academic freedom, who
knows, and most importantly, though, our student experience here
ultimately.
Classic case to start planning early, right? Get broad input
from all the stakeholders, involve Faculty Senate and board policy
1.25 to work through the AERC, that old employee representative
council.
Recall that we have the AERC because the chancellor did not want
to meet and confer with only elected employee representative groups.
He did not want the board to be involved in the process. And it was
all going to work great.
Well, this is what happened so far. The vice chancellor of
academic excellence -- sorry, Morgan, I know these titles get longer
and more pompous every year, he gave faculty barely four days to
apply for a small hand-picked team so they could work 25% more, so
that's more than an extra class, typical class, with no extra pay.
He specifically did not want the AERC involved and essentially
threatens that if we don't like the process, the administration could
do whatever it wants, and we've heard threats like this before.
You might hear a sad attempt to try to justify excluding us per
board policy 2.02, which is nonsense that we don't have time to get
into now, but feel free to contact me to walk you through that.
Are you really saying that if policy doesn't require faculty
input on a huge issue like this that you don't want it, right?
The last time that the vice chancellor led a team to design of
the new faculty leadership structure and didn't want PCCEA input and
started it off on a separate group, we now have a FTSE model that we
pointed out would not be working very well, and now there are
critical roles that are being underfunded under that model.
This was also, this team is supposed to inform the imminent
classification and compensation study that is coming to you as an
approval very soon, and it will be making recommendations on salaries
for all of us, all employees, faculty, everybody.
We knew this was coming for years, right? And now we have two
months left to all of a sudden there is an emergency to start some
little hand-picked committee to influence this study.
I can only conclude that either this is, you know, incompetence
which we have seen before or that the chancellor doesn't really want
true genuine input on this momentous issue.
Recall that about 70% of faculty, as I showed you on the survey,
say they do not have meaningful input into college-wide decisions, a
statistic that has ballooned under the chancellor's leadership.
The biggest and brightest I'm talking to are looking for the
exits, and I will join them in a heartbeat if any of this comes to
pass.
After being fairly recalcitrant in Faculty Senate on Friday, the
vice chancellor sent a slightly more conciliatory message just today,
a few hours ago, indicating the process would involve consultation
and input with various, a lot of constituencies, including the AERC.
That is not enough. The words are not enough at this point. We
need actions.
Unfortunately there is not much trust left after what we have
been through, what the counselors have been through just recently.
Latest I heard they are attempting to pay them 11 months for 12
months or something like that. HR is looking into it.
So PCCEA asks, formally asks tonight that the board direct the
chancellor tonight to respect the process we have for making
institutional change of this magnitude and request that the AERC and
true faculty representatives, not some hand-picked group, be an
integral part of the process from the start, not later on, you know,
kind of giving some kind of feedback.
PCCEA also formally invites each of you to meet with us. I will
send you some invitations. I know there is some unspoken policy
you're not supposed to meet with your constituents, I never
understood that, but I invite you all to meet with us so we can share
some more information and share some additional concerns.
Demion, Lee, I know there are a lot of positive developments at
Pima. I would much rather be talking about those here, as well. We
are off probation, we are innovating, we're getting awards, good
press, you get invited to conferences and galas. This is actually
another opportunity for us to continue this kind of positive
development and actually accomplish something big and show others how
it can be done.
But if we do not change course right now, I guarantee you this
will lead to more bad news for all of us, for the college and all of
us here.
And a lot more of us from the faculty and the Tucson community
will be here in three weeks if we don't change course.
You know, you haven't sat down with us in almost a year, and I
haven't seen you at Faculty Senate for a long time, either. I think
it is time. Let's do it this month. Let's sit down and see what we
can figure out. But I ask you that we be part of this process now
and from the beginning.
Thank you for your time, everybody. I know we are way over time.
>> MR. DEMION CLINCO: Thank you.
>> MR. MARK HANNA: Thank you, Matej. Yes, I would ask the
chancellor to review this entire situation and report to the board
specifically and perhaps make that meeting happen with the faculty.
I would also, if this comes under the purview of the HR
committee, which it may or may not, that we actually take a look at
it in that committee, as well, the board, HR committee, where we can
get input from other community members and professionals who may have
dealt with some of these same issues. I would make that
recommendation, as well.
>> MS. MARIA GARCIA: I would like to ask that a day be set
within the next two weeks to meet.
>> MR. DEMION CLINCO: Are you asking for this entire board to
meet like in terms of a study session, or are you asking the
chancellor?
>> MS. MARIA GARCIA: The chancellor to meet --
>> MR. DEMION CLINCO: Meet with them in two weeks and then
report back to us.
Okay. Thank you, Lee.
>> MS. MARIA GARCIA: I guess in addition I want to make sure
that we have representatives from the group, from Matej's group.
>> MR. DEMION CLINCO: Okay. We'll look forward to hearing back,
and thank you for bringing this to our attention.
Eric Aldrich?
>> SPEAKER: Good evening, friends. It's nice to be here with
you tonight.
I'm actually talking in support of basically what Matej said.
I'm a department head on the Downtown Campus of writing, and so I
deal with a lot of faculty. I deal with my colleagues, and as a
department head, I have passed through one of these restructuring
scenarios. I was previously a department chair.
By moving to the department head model, what we had was a
restructuring of how we are compensated. We are compensated by FTSE.
It doesn't really work that great, but it keeps the college kind of
moving forward, so we've kind of let it fly.
Then we get an e-mail recently that Dr. Phillips is going to head
this committee, the one that Matej talked about, looking at all of
our roles and thinking about how the college is organized and how the
college structure works.
So I'm here tonight to make two points. As a faculty member who
works with many full- and part-time faculty, we feel that the college
is very disorganized. We have a very hard time telling you who is
responsible for what. We have difficulty saying whose title is what.
If we need something, we don't know who to go to. I have
actually gone around and asked many of my colleagues, can you name an
administrator, tell me their title and their job, other than the
chancellor, the provost, and your direct supervisor. I have, as of
yet, to have anyone really succeed at doing that.
Sometimes confusion comes out of it. One of the results is that
I'm noticing that my colleagues are becoming somewhat depressed. We
are becoming, feeling somewhat a level of despair because we don't
feel like we have a level of involvement in these decision-making
processes. I'm not saying anyone is doing anything on purpose or
anyone is trying to do anything bad to us or there is any malintent.
But when we have something that's so big like looking at all of
our job roles and we get an e-mail from Morgan that says only four
people can be on this, we know three dozen people offered to give up
ten hours of their time a week, ten hours of our time a week, to be
on this committee, and one or two hand-selected faculty members,
full-time faculty members are going to be represented on this
committee? And then we're going to rush this into a couple of months
to beat this compensation study?
Again, I don't think there's any malintent. We all want what's
best for the college. I work with these folks all the time. I have
good feelings about the vast majority of them. But in this
situation, I feel like we are walking into a scenario where we're
just not going to be able to work together anymore. 70% of faculty
feel that we don't have enough representation in decision-making.
When you have 70%, we have Ph.D.s and Master's degrees, friends. We
are not people who just are working a regular job. We have a long
history of education and experience.
This means that we have something to offer. If we feel like what
we have to offer is overlooked, you know, we feel really sad. This
trickles down to our students. This trickles down to our students.
If I stand in my classroom and I'm teaching and having a wonderful
time and looking at all my students and they are learning and we are
talking and everything is going great, and I think to myself, well,
maybe in a year time I'll actually be supposed to be teaching some
kind of canned curriculum that we bought from Pearson that someone
else is going to grade. That really kind of breaks my heart.
I guess I'm offering you sort of a pathetic sort of explanation
of how we feel. I would say you might want to look into how faculty
feel at the college. We don't feel like we are valued based on our
opinions, and we don't feel like the things that are happening around
us represent what we think is in the best interest of our students.
So I thank you for that, for your time.
>> MR. DEMION CLINCO: Thank you very much.
(Applause.)
>> MR. DEMION CLINCO: Aaron Espinoza.
>> SPEAKER: Good evening, board. My name is Aaron Espinoza,
currently a sophomore on the Pima track and field team.
I didn't know where I was going to continue my education after I
mind high school. I come from Sunnyside. It's not known for the
best reputation for having students continue on their education, but
thanks to the lovely sport of running and my high school coach, I was
able to reach out to Greg Wenneborg, the individual who decided to
take a chance on me and help me develop not only as a student but as
an athlete.
I had a rough time my first year at Pima getting used to the
transition to college. It wasn't easy getting used to the new
classrooms and the new environment, the new workload, but thanks to
Wenneborg's words and encouragement, he was able to help me get
focused on both my athletic and academic studies.
He always emphasized putting our studies first before our
training. That's something a lot of college coaches don't do.
Thanks to that, I was able to get an offer from a school out in
Kansas to continue both my athletic and academic careers after I
finish Pima and I graduate in the upcoming spring.
If it wasn't because of him, I never would have had the
opportunity to continue both my studies and my athletic career. This
is something that's very important to me, because I come from a
first-generation Hispanic household. None of my family members have
gone past high school. So me being here at Pima right now is
something important to them. It's important to myself. It's
important to my little brother. He's a big inspiration for me. He
always strives to do better than me, which is something that I have
kind of drilled into him, because I want him to do better than I
have.
The termination of Greg Wenneborg definitely was a tough pill to
swallow. I was at a loss for words, didn't know what to think or to
say. I didn't know where my season was going to go. It was
difficult for not only myself but the whole track team, because our
indoor season was cut and we weren't able to compete, which makes it
a lot difficult for athletes trying to continue after Pima.
He taught me so much that I have admiration for him. He's an
individual who has taught me so much about myself, taught me so much
about this wonderful sport, and taught me how to succeed after I
finish my education.
It was tough because we weren't even able to have a proper
good-bye. Finding someone that goes out of his way to ensure the
success of every individual that he teaches and that he coaches is
hard to find this day and age.
Thank you.
>> MR. DEMION CLINCO: Thank you. Thank you, Aaron.
I want to say that we really appreciate you coming to the board
and sharing your views. I do want to iterate that personnel matters
are often and understandably produce strong emotional responses, and
one challenge in these situations is that we are bound under our HR
policies not to share or disclose details to the public to protect
the interests with everybody involved.
I do want to share some steps that in the process that we follow
for all significant personnel decisions. The decisions include input
and review by more than one person. The individual involved has more
than one opportunity to share their side of the story and any
information they feel is pertinent to the situation. And the college
makes every effort to look for options that consider the interests of
the college and the individual.
And these steps have been followed. I know there are a number of
people here to speak on this matter tonight, and we're not going to
have time to get through all of the cards, but we will move through
as many as we can in the next 25 minutes, so if everybody could just
not repeat the same information but maybe provide new or unique
perspectives.
I really appreciate you coming, each and every one of you, and we
really appreciate that you value the community so much that you would
come tonight and speak out.
So thank you.
>> SPEAKER: Thank you.
>> MR. DEMION CLINCO: Iriana Sanchez.
>> SPEAKER: Hi. Thank you for taking time to listen to us. My
name is Iriana V. I'm the girls distance captain. Still sometimes
that's a weird thing for me to say.
A year ago when I first joined cross country with Greg, I was far
from captain material. I was negative in my mindset and attitude
when it came to running, especially distance. There were days when I
wanted to quit during workouts and where I'd want to quit even the
team.
My excuse was always that in high school I was a sprinter and
that I still felt like one, but Coach Greg realized that the real
issue was not that I felt like a sprinter but that I didn't believe
in myself. He was right. I didn't. But he would constantly remind
me that I did have talent, I just had to get out of my own head and
fight for it. All it took was for my coach to believe in me and for
me to believe in myself.
In my first season with Coach Greg, I PR'd by over a minute in
5K, which is a huge deal, not easy to come by, and after that moment
I realized I was not a sprinter. I was a distance runner. And he
made me see that. He inspired me and pushed me to run my best and
mentally feel my best.
I only wish that I could spend my last season here at Pima and
being pushed past greatness by the greatest coach I have ever had. I
just want to say thank you to Greg for believing in me and in all of
us.
Thank you.
(Applause.)
>> MR. DEMION CLINCO: Thank you.
Rainbow Haas.
>> SPEAKER: Thank you for listening. Greg Wenneborg is more
than just a coach to me. He's a mentor. He's helped me become a
better person and a better athlete. He taught me that hard work does
pay off. The majority of my good races in the last year would not
have been possible without Wenneborg as my coach. I owe my successes
at Pima to him.
When I first started running at Pima, it was not for money. It
was not because I had a passion for running. I joined the team to
simply pass time and meet new people.
Over time, Greg led me in the direction to become a better runner
and taught me that running is more than just a pastime. It's my
passion. He believed I had the ability to improve. His faith in me
gave me confidence that I have never had towards running.
He took a chance on me. He had faith in me. Greg Wenneborg is
and will always be the best coach I will ever have.
Thank you.
>> MR. DEMION CLINCO: Thank you.
(Applause.)
>> MR. DEMION CLINCO: Joseph C.
>> SPEAKER: Chancellor Lambert, members of the Pima Community
College board. Thank you for allowing me to come before you tonight
and tell you something you already know.
Greg Wenneborg has been an outstanding track coach and
representative of this college for the past 15 years. In that time,
he's produced numerous national champions, continual top 10 finishes
at the national level by both men's and women's teams.
Has led countless regional championship teams, but most
importantly has been a role model for all of his athletes. He gives
the chances to local student athletes who otherwise may not have the
opportunity to attend school.
His role as track coach truly expands beyond the norm to include
Greg tutoring athletes on their homework assignments when they are
stuck. This has led many of the athletes to become national scholars
while representing the athletic program.
What you don't know about Greg is what he does off the track for
the Pima program, his family, and his friends. I first got to know
Greg in 2006 when he recruited me my senior year of high school. I
was running in local weekend races and saw Greg at the start and
finish line of those races.
At the time I didn't know that he was the event director at these
meets, and after signing with Pima I started volunteering with Greg
to help put on these fundraiser races. I soon learned just how hard
he worked to raise the extra money for Pima cross country and track
programs.
Besides all of the planning and logistics leading up to race day,
Greg would be up at the site at 3:00 a.m. marking the courses, laying
out barricades, making sure pancakes were on the griddle and
corralling upwards of a thousand participants. While working with a
shoestring budget that Pima gave him, I estimate that during his 15
years as coach, he has raised over $80,000 that has directly been
donated back to the Pima programs used for shirts, shoes, travel
expenses.
Show me a football coach or athletic director who can do that.
Between working these early morning races on his spare days and
regularly coaching throughout the week and the afternoons, Greg
spends his time with his family and guards that as sacred. He
absolutely adores his children, loves them, takes them on vacations
to the beach and to the summer running camps. His family is a
fixture at cross country meets.
His friendship is invaluable to me, and I have been very
fortunate to be brought into his family. I truly value Greg's advice
as I do my own father's. Greg's answered my phone calls at midnight,
helping me work through problems, has taken me out to dinner on
frustrating days. He was the first friend to come and see my newborn
son.
I graduated from Pima in 2009, and I'm truly grateful for my time
there. The classes I took literally changed the direction of my life
and I remain in contact with some of the teachers. At the same time,
being able to run cross country and track taught me patience,
perseverance, and humility, and that stemmed from Greg's leadership.
I was so proud to receive my first team-issued shirt and jersey
and I wore it with pride. I hope you are all aware of the vague,
misspelled error-riddled, and inane allegations brought against Greg.
The way Pima has treated him over the past couple of months has
truly shown the community college's character. I'm truly ashamed to
call myself an Aztec.
>> MR. DEMION CLINCO: Tim Bentley.
>> SPEAKER: Good evening, and thank you for your time,
chancellor and the board.
My name is Tim Bentley. I'm the marketing, advertising, and
wellness manager at Tucson Medical Center. I want to give you some
insight into Greg Wenneborg that I know both personally and
professionally.
I have known Greg Wenneborg for 35 years. Greg and I competed
against each other in high school and college, if you can believe
that, some time ago. But he's much, much more than just a coach at
Pima Community College.
He's a leader and a role model in our community. We served on
the Southern Arizona Roadrunner's board of directors for 15 years
together. In my time as president there, Greg was instrumental in
developing important community programs and implementing financial
governance of one of the largest running communities, one of the
largest nonprofit running organizations in the country.
He helped with Fit Kids, which is a free one-mile race that more
than 6,000 children have participated in free of cost. It has
developed a lifetime and a love of running for these kids that
wouldn't have had an opportunity to run or to be exposed to health
and wellness.
He was instrumental in providing financial sustainability to an
organization that had none at the time, helping us develop an
opportunity for ongoing revenue that ensures the viability of this
organization for years to come, the Southern Arizona Roadrunners.
He's a huge advocate of community development. He champions athletes
of all levels and all abilities.
I was also at one time the head coach of the St. Augustine
Catholic High School Running Wolves. Greg recruited our kids -- we
relentlessly. We were pretty good. He recruited our kids
relentlessly, and they represented a huge cross-section of this
community. Many of my kids that ran for me ran for Greg. Not only
did I trust him, but those same parents trusted Greg with the safety
and the personal and professional development of their children.
I have worked with Greg on races in town. You heard Joe talk
about raising money. I have hired Greg to time my races. I have
worked with Greg to develop races that raise money for Pima Community
College. I had no idea it was $80,000 back directly to your program.
He's a leader in our running community. He's qualified for the
Olympics four times. Did you know that? I mean, he's a role model
in our community. Not only as an outstanding runner but as a
community leader. He's an eighth grade teacher.
The coolest thing that's ever happened to me is kids come up and
say I know Mr. Wenneborg. He was my math teacher at Flowing Wells
Junior High. He's awesome. They never say he's a great coach. They
say he's a great math teacher. He has an impact on kids in our
community, and I -- I'm beside myself with this.
So all these things he's done honorably, he's done it with
dedication, and an intention to be great with everything he does.
It's regrettable to me and the people in my communities that this
has happened. At best, it seems like an unfair and perhaps something
that could be managed with a work plan. You talk about HR and
personnel matters. This seems like something that could have been
taken care of with a work plan.
At worst it feels like it's an effort to remove a popular coach
at Pima Community College who is also an employee, to remove him
unfairly. I urge the board to reconsider, at least visit in a
private meeting, the actions taken against Mr. Wenneborg.
Thank you.
(Applause.)
>> MR. DEMION CLINCO: Anna Clark?
>> SPEAKER: Good evening, board. My name is Anna Clark. I'm
25. Little bit of an older student at Pima Community College. I
just started.
I haven't run cross country and track since high school when I
graduated in 2012, so that's about eight years that I haven't been
running. My high school coach was an amazing man. He set the
standard for what I expect in a coach.
I believe there are two ways to get to know someone. One is by
knowing them for a long time, a best friend, 10 to 15 years, or by
first impressions. I know as we get older we kind of have to rely
more on that second one where you judge someone and you see if you
want to be their friend or not on that first impression.
I want to talk a little bit about my first impression with Greg.
So I did an online questionnaire, got an e-mail back from him saying,
yeah, we're interested in having you on the team. There was a phone
call. We talked about eligibility. I'd just started a new job. He
was flexible with me. I wouldn't be able to start practice for two
weeks or so. He said, I see potential in you and I will work with
you.
We also talked about scholarships. I hadn't even thought about
that. He offered me a scholarship right away without even knowing
anything about me.
First practice comes around. He's done this before. He's worked
for 15 years for Pima Community College. I went to the office, I got
my first Pima swag, my first T-shirt, and I met the coach, other
coaches. I met the athletic director. I met the team.
Everything that I could want that I had in my high school running
team, that family there, Greg was offering me on a silver platter and
more. I was ecstatic.
Then these allegations happened, and I didn't know why, didn't
know what they were, but I just want to talk a little bit briefly
about how Greg is, who he is, and I have only known him for one
month. I can already tell that he has a passion for what he does.
He cares about what he does. He cares about the kids.
His day job, I just learned recently, is a math teacher. He's
been teaching for double the time, 27 years, at Flowing Wells High
School. Teachers and coaches don't do what they do for the money.
They do it because they are passionate about what they do. They love
what they do. All of you here were educators at one time and you're
here because you care about the college.
Greg is no different than you. He's dedicated his career to Pima
Community College. He's helped coach and mentor hundreds if not
thousands of children inside and outside the classroom.
The continuation of the termination or forced resignation of Greg
Wenneborg is a mistake. The memories not yet made with this family
and this team have been taken away from me, and this decision makes
me upset and angry.
Thank you.
(Applause.)
>> MR. DEMION CLINCO: Thank you very much. Because we are
running out of time, I'm going to ask Juan Miranda to come up and
then I will ask Greg Wenneborg to come up, and we will conclude with
that.
>> SPEAKER: Good afternoon. My name is Juan Miranda, a current
student athlete for Pima Community College.
I'm here today to speak about my perspective on the termination
of Greg Wenneborg. It's been hard to understand that Greg will no
longer be with us. When I first heard about the decision, I felt
upset and at a loss of motivation to keep running.
Before Pima, I had no thought I would be able to run at the next
level. Wenneborg gave me a chance that probably no other coach would
give me.
I struggled my first year running at Pima, but luckily under Greg
Wenneborg, I was able to compete at the cross country national
championships. Greg has not only helped me develop as an athlete but
also as an individual. He helped me develop skills such as
leadership. There is no coach that can replace Greg Wenneborg. He
has coached for 15 years and has sent multiple runners to the next
level.
Without Greg, I have no idea what to expect for the outdoor track
season. From that being said, is it an ethical decision to get rid
of a coach during the season and cancel our only two indoor seasons
that we have? Is it ethical to ignore the voices of those that want
answers?
If you value student athletes, you will look into the termination
of Greg Wenneborg.
Thank you for your time.
(Applause.)
>> MR. DEMION CLINCO: Thank you.
>> SPEAKER: Good evening, board and Chancellor Lambert. Thank
you very much for listening.
My name is Greg Wenneborg. I have been the head cross country
and track and field coach at Pima College for 15 years. During this
time I have coached over a thousand student athletes, as a part-time
coach. I have been honored to have this opportunity to have a very
successful career of doing this very important work at Pima College.
We helped build teamwork, work ethic, sense of community,
academic excellence. We have set more than our fair share of school
records and have had national champions, Academic All-Americans, the
list goes on.
My mission has always been to provide as my first priority
opportunities to Southern Arizona high school athletes, always.
I have worn a Pima Community College T-shirt every day, every
Monday, on College Day for 27 years. I have encouraged thousands of
students to go to Pima Community College because it's the rout I took
in my career.
I had more to say, but I finally was listening to Jeffrey Lanuez
who has listened to me, and he assures me that future coaching here
is not an opportunity, but I would ask that maybe there is some
consideration. More importantly than that, I want to thank all of
you. Thank you so much. (Directed to audience and people who spoke
prior.)
Thank you.
(Applause.)
>> MR. DEMION CLINCO: Thank you. The next item on our agenda is
remarks by the Governing Board, and I have no remarks at this time.
Dr. Hay?
>> DR. MEREDITH HAY: I have no remarks at this time.
>> MR. MARK HANNA: Thank you. I just have had the opportunity
over the last month -- first of all, let me just thank all the
students who spoke and let you know that we value coaches at this
institution and our athletic department for what it does, not just on
the field but off the field and what it does to help create stronger
students and residents and citizens of this community in so many
ways.
I want you to know that we appreciate you being here. We can't,
as Chairman Clinco said, it's impossible for us to discuss personnel
issues, but we heard you. We appreciate you taking the time, and we
can hear your passion. We very much appreciate that. I just want
you to know that.
So I had the opportunity to attend a number of events. Really
what I thought was an effective Futures Conference. I got to go to
the All-Arizona Academic Awards luncheon up in Glendale, Arizona,
where we had 15 award winners. Two went on to national recognition.
But probably the most important and the most moving thing that I
got to attend was the National Honors Society, it was this week, the
adult basic education induction, student induction into the Adult
Education Honors Society.
These were students, 15 students who had overcome amazing,
unbelievable adversity to be successful as an adult, come back to
school, gain -- some of them were working on their GED, some are
almost there, some have done it, to see these folks from all
different walks of life be inducted into this honors society, the
recognition of how much work they put in to change their lives and
the work of our instructors and administrators in our Adult Basic
Education Program.
So I'm very much appreciative that I was able to see that and
congratulations to those students.
That's all I have. Thanks.
>> MS. MARIA GARCIA: I would like to thank everyone in
attendance. Your presence here is greatly appreciated.
In February the board members and chancellor and students
attended the community college national legislative summit in
Washington, DC. We visited the House and Senate to lobby for bills
that support higher education, one of them being the Higher Education
Act and the Second Pell Grant.
I would like to extend my gratitude to Irving Castro, Kevin
Romero, the students from Pima College for sharing their personal
stories with the House and Senate and how Pima has made a difference
in their lives.
I was also honored to attend the All-Arizona Academic Awards in
Glendale where approximately 15 students were awarded tuition free at
any of the universities in Arizona. They worked very hard for that.
In closing, I want to congratulate Denise Kingman and her staff
for their hard work and on being awarded the distinction of being
designated as registered apprentice sponsor, the first college in the
state. I apologize for not being able to celebrate and be present at
this accomplishment.
Thank you.
>> MR. LUIS GONZALES: Yes, good afternoon.
I just want to welcome everybody for tonight's meeting, but at
this time I don't have any reports today.
>> MR. DEMION CLINCO: Thank you very much. Next we have our
administration reports. First we will begin with enrollment
management update by David Arellano.
>> DAVID ARELLANO: Good evening, chairperson of the board, board
members, Chancellor Lambert, colleagues and guests. I'm excited to
give you another update on enrollment management. This time I'm
going to be talking about our admissions application reboot,
admissions application 2.0.
We are going live with our new admissions application March 31st,
so at the end of this month. This is part of our continuous
improvement process to this student experience, so we have leveraged
new technology since 2017 to host our application.
This is where we are going to, when we look at this particular
piece at this time, we're going to make it student friendly, more
intuitive, and just easier to navigate. It's a cleaner, more visual,
appealing look for the application. Most importantly it's driven by
students, staff, faculty feedback on the admissions process.
I'm going to give you a short and very quick demo of the
application. If we could -- do we have that, John?
What you notice here is the new admissions application matches
the branding of the new website and a lot of the great work our
marketing department has done already.
At this page, this is where students would get their entry port
into the application by creating a log-in and a personal account.
What they will be greeted with next is our landing page. This is
a bit different from our previous landing page. Kind of had a lot of
checklists and to-do items. This is clear, intuitive, apply now, go
through the process, and start beginning inputting some information.
I'm going to go through those particular pieces.
When we look at the application, we are really looking five
sections, so it's the profile section enrollment question, so what's
your enrollment intent, academic history, what are students bringing
to the college, whether high school completion or are currently in
high school or they have completed coursework at another university
or institution or they may have graduated. We are really looking to
capture that piece.
We are looking at how we can better identify and support our
military students and also determine residency. This other
information category is really some other demographic and intent
information.
Here you can see going through it's just really more about the
student, their information, who they are. Most importantly I want to
show you, as we start typing in a mobile phone number, it's going to
give an automatic consent to opt into any text messaging service that
we move forward with. We have also included a PCC alert automatic
opt-in. They can opt out once they start receiving those alerts.
This is a better way to make sure we capture all students and
that they are getting the important information in a timely manner
for their safety.
Moving onwards, we are going to quickly look at some of these
enrollment questions, so we need to figure out if a student is
degree-seeking or nondegree-seeking. One of the key points I want to
point out here is we are capturing if they intend to be full-time or
part-time.
This really helps identify how we can better serve our student
populations with about 67 to 70% of our students being part-time. We
can kind of capture that information up front and get better data on
how they plan to enroll at the institution.
A lot of this program information in terms of program of study is
all based on the framework for guided pathways with areas of interest
and meta-majors.
Next this is the high school section where they are talking about
their academic history. This captures first students in progress and
completed high school diploma, GED, or home-schooled.
Next, this is where our active duty questions come in. Again,
it's not only how do we serve our veterans population using GI Bill
benefits but how do we serve all veterans who may have served or
currently active duty and provide them with the support services and
information they need to be successful here at Pima.
And then in terms of residency, I talked about this last month,
and we moved some questions around and made the readability of these
questions much lower at the ninth grade level.
I'm going to show you really quickly, instead of presenting eight
to ten questions before you can excellent residency, if you answer
yes to the first two questions which really determine your intent and
your presence here in Arizona, that's going to determine your
in-state residency.
We will keep assessing this. We will look back and see with the
previous application how did we fare in terms of our
in-state/out-of-state ration, and keeping in mind they all started at
a neutral starting point. We will assess that data now and tweak and
continuously improve this process to make sure we are not creating
artificial barriers with students correcting their residency status.
One thing I want to highlight and I'm really excited about, since
2006 with Proposition 300, all students were driven to a campus to
submit documentation to comply with that state statute. Now they
have the ability to upload documents at the time of application.
Huge improvement, huge convenience for our students.
This is that other information piece. Basic information,
emergency contact. What's really key here is how can we get better
data up front to support our students so we can provide proactive
interventions. One is understanding their intent or financial need.
That's why we have that financial aid question there.
We also have relief coming through the federal and state
government for foster youth. We are capturing that up front. That's
something that that student population at times struggles to identify
with. We want to make it easier for students to get access to those
resources, again asking some basic questions here in terms of first
gen, language spoken at home, and employment status.
Then we move on to some other exciting pieces where I look at in
terms of access and disability. Up front, how do we provide
accommodations if that's something you need and you don't feel
comfortable going to an office and asking for those accommodations.
Another key piece is our transfer intent so we can capture early
on if a student wants to go to the University of Arizona or any other
in-state university, instead of waiting until they enroll in an STU
210 courses, which is in their final semester, so how do we be
proactive about working with our U of A partner to increase U of A
bridge participation and improve our transfer rates. We can identify
them up front at the time of application.
And then PLA, prior learning assessment, we have included kind of
another door to that benefit where students can come in with prior
learning experience, get credit for it, get further ahead in their
program, and get them closer to graduation.
And before I go and open it up for questions, I quickly want to
just acknowledge some of the folks that have participated on the
enrollment ERx team.
Christi Noyes, Michael Tulino, Mike Burke, David Donderewicz,
Jaime Calvao, Virginia Chomiak, Marci Walkingstick, Joi Stirrup,
Elvia Bow. This team has had challenges and achievements along this
process. This team has stuck together and is really student-driven
and making sure the student experience meets our expectations for our
students.
With that, I will open it up to questions and concerns.
>> MR. MARK HANNA: I just want to say thank you, David. You
responded to our issues, the issues you have heard outside of this
room, and I very much appreciate it.
How long does it take to fill out the application? Do you have
any clue on that?
>> DAVID ARELLANO: It should be under, sub 10 minutes for a
student to apply to the college.
>> MR. DEMION CLINCO: That's right. Anyone else?
Thank you very much for all your hard work on this. We can't
wait to see the results.
>> MR. MARK HANNA: March 31?
>> DAVID ARELLANO: March 31.
>> MR. DEMION CLINCO: Before we lose anybody else, I think I
want to move up the COVID-19 contingency plan with Tom Davis. I see
we are losing more people in the audience. I think the more people
who hear about our planning, the better.
>> TOM DAVIS: Board Chair Clinco, members of the Governing
Board, Chancellor Lambert, fellow employees, friends of Pima. I'm
Tom Davis, the chief of staff of the college.
It's an honor to be here tonight to briefly outline the planning
efforts that we have undergone in regard to the Coronavirus or
COVID-19. To give you a bit of background, the chancellor, seeing
potentially dangerous and uncertain environment of a COVID-19
outbreak and the need to ensure the college has a plan to best
protect our students and employees, tasked me to take over the
planning effort to look at scenarios to handle the outbreak, starting
with a worst-case scenario: a complete shutdown of the college and
then planning for the most likely scenario, which is moving all
instruction to an online or virtual environment.
The basic premise of our planning effort is do minimum harm for
our students while balancing their as well as our employees' safety
and security. Additionally we need to be as flexible as possible in
attendance policies, financial aid, instruction, et cetera, as the
situation develops.
Last week I gathered the senior leadership of the college and
went through a deliberate planning process to create a college-wide
plan to shut down the college, again, working at a worst-case
scenario, which in a nutshell is described as the community and/or
college will either be on its way or being overwhelmed by COVID-19
virus where there are numerous cases of COVID-19 throughout the
community, forcing major organizations and business to shut down or
vastly curtail services, local school districts, University, all
would be in the process of shutting down.
The overall college-wide-level plan is complete. The individual
units are also complete. Now over the next few days the unit
leadership teams will be conducting tabletop exercises to validate
and rehearse their plans. Those leaders will then go down to the
individual employees to then brief them on the plan, the shutdown
procedures to include the use of and finalization of checklists,
et cetera.
Communicating to our students and employees are a vital part of
the college's overall plan. Lisa Brosky and her team have developed
a communications strategy that will inform and educate the college
community on COVID-19 as well as provide daily updates during any
crisis. The college's primary communication tool is pima.edu, the
website, then supplemented through the use of social media, D2L,
e-mail, text alerts, et cetera.
We currently have and had forums scheduled at each campus,
District Office, and the 29th Street Center to inform and educate our
students and employees about COVID-19 and our preparedness effort.
Most importantly, this provides our students and employees an
opportunity to ask questions, and based on their initial feedback,
these sessions have been appreciated and very informative.
We also are creating a set of frequently asked questions so we
not only answer the most looming and consequential questions from our
students and employees but synchronizes our communication efforts
across the college, which is vital to ensure open, transparent, and
consistent communication.
The communications strategy is flexible. It's a living document.
Due to the nature of the threat and the hypersensitive environment it
has created, we must be able to adapt our plans and address the issue
or issues at hand. We must be prudent, creative, but most
importantly, flexible, especially in a potentially volatile or
stressful time.
Additionally, let me tell you that this week, while the shutdown
plans were being finalized, I tasked the provost and her team to also
look at the next planning effort of the overarching plan, a plan to
go totally to a virtual instructional environment, which is the most
likely scenario.
Anticipating that, they had most of the work already done. So
with most of that planning effort being completed, they are now
researching potential issues like additional resources, people, money
needed, additional faculty training requirements, the need for
additional IT infrastructure, and most importantly whether our
students have the capacity to go to this modality of instruction.
Do they have the Internet access? Do they have a device that
they can utilize? How will we make up instruction if they don't have
the ability to go online? What about financial aid?
The provost and her team have worked through and are continuing
to work through many of these types of questions. I must take a
moment to commend her and her team for leaning forward to anticipate
and act. This has accelerated the planning.
For example, one of the actions they are already taking is this
next Monday. Due to canceled conference here at Pima for the
faculty, they are providing our faculty training on how to shift to
instruction to a virtual environment in anticipation of that
requirement. Again, kudos to her and her team.
The real testament to any team operating is how flexible you are,
because in a potentially volatile and stressful environment, no plan
really survives first contact. Not only do your people have to be
flexible, but your plan has to be, as well, as well as your
underlying assumptions, et cetera.
I believe ours does. Based on these two scenarios, we can then
adjust to the circumstances on the ground as they develop.
Lastly, from command control perspective, I want to let you know
that each unit team is meeting daily and/or continuously discussing
the unit plans and refining them. As they finalize them and then
rehearse them, they will go back into the refinement phase due to
identified and/or new environmental factors, developing issues,
et cetera. This will continue throughout the time.
Then at the executive level we will be meeting with unit leaders
at least initially twice a week to discuss the environment, ongoing
planning, resources, board guidance, recommendations from Pima
County, the city, et cetera.
Then as our environmental conditions change, due to the increased
presence of COVID-19, those meetings will most likely shift to daily
and/or continuous meetings, either face-to-face or virtually.
So pending any questions, that's all I have.
>> MR. DEMION CLINCO: I do have a question. Can you just talk
briefly about our policies around sick time and if people are sick
should they be coming into work?
>> TOM DAVIS: Actually, Jeffrey can handle that.
>> MR. DEMION CLINCO: While he's coming up, I want to remind
everyone that the CDC recommends that you wash your hands often with
soap and water for at least 20 seconds, especially after you've been
in public places or after blowing your nose, coughing, and sneezing.
If soap and water are not readily available, use hand sanitizer that
contains at least 60% alcohol.
>> SPEAKER: During the forums that Tom brought up and all of our
communications talk about this, and today there were some really good
questions from the employees, as well.
So our policies, the current policies are very generous in terms
of annual leave that we get and also sick time.
We are absolutely encouraging people to not come to work sick.
We have developed policies that extend this, that if employees are
sick and do not have any annual leave or sick leave banked that they
will still be able to stay home and get paid.
So we are developing those policies. I think that we have one
-- we have it already drafted. I don't know if that's been shared
with you but it was shared that extends that. It is detailed that
employees will be able to stay home for three days without a doctor's
note, five days with a doctor's note.
We have gone as far as to discuss if some employees have
underlying health conditions that make them very susceptible to
disease, we are going to handle that on a case-by-case basis.
The question today was also during a shutdown would we be paying
employees and that answer is yes, as well. So we are detailing that
and communication has gone out to faculty members and students, and
staff members will go out tomorrow.
>> MR. DEMION CLINCO: Thank you very much.
Any other questions?
>> MR. MARK HANNA: I just want to thank -- I don't have any
questions. I just want to -- so the board was briefed earlier at
executive session, and I, speaking as an individual, I feel very
comfortable that under Tom Davis' leadership and Dolores and everyone
else who has been involved that the college, you know, who knows,
this is a very uncertain situation, but the college is as prepared as
it possibly can be, and right down to the fact they have taken into
consideration if we do indeed go to a virtual learning environment
that those students who do not have access to Internet or to devices
will be taken care of.
So I very much appreciate the level of preparedness from the very
top all the way down to the bottom. So thank you.
>> MR. DEMION CLINCO: And I want to echo that. Thank you very
much.
Any other questions?
Next we will hear about our project update on the centers of
excellence, aviation and transportation from David Dori, president of
campuses and executive vice chancellor for student experience and
workforce development.
>> DR. DORI: Thank you, Chair Clinco, members of the board,
Chancellor Lambert, colleagues, students, guests.
So I want to give you an update on basically two projects of our
center of applied technology this evening. So if you could go to the
next slide.
Good news is all of our projects are on schedule, and the Center
for the Automotive Technology and Innovations Center, that is on
schedule to be completed and opened in January of 2021.
The Aviation Technology Center is on schedule to be completed by
the summer of 2021.
The automotive center, we have weekly meetings with our
contractor who is on schedule. They have about 90% of all of the
ground utility work done. We are seeing -- I sent you a picture so
you are seeing the stem walls go up and so forth. Really excited
about that project.
On the curriculum side, really want to let the board know we have
been working all along very closely with our industry partners. Greg
just this week gave an update to the Southern Arizona Scholarship
Association. They have been directly involved in this project
through the whole scenario.
And also just to kind of give you an update on what we are doing
in terms of the curriculum side of the program, we are renewing
contracts to continue offering Chrysler, Subaru OEM training, and
then we are also entering into a relationship with, putting in an
application for contract with Mercedes-Benz, as well.
Again, the Southern Arizona Dealership Association has been
helping us facilitate conversations with Ford, Honda, Toyota, and GM
to partner. So our goal is to have OEMs physically located in the
new facility.
In terms of continuous improvement, we are really working with
the faculty, and kudos to Greg and your team, they are working very
hard so that we can really have, you know, EV technology integrated.
We are really integrating a lot of new technology into the facility,
as well.
I also want to thank Bill, you and your team, because without
you, we couldn't be on schedule with the facility.
So that's the Automotive Technology and Innovations Center. Do
you have any questions about that project?
>> MR. DEMION CLINCO: On the advanced manufacturing center, both
of these projects, do we see any disruptions because of the inability
to get steel or other materials that normally come from China?
>> DR. DORI: At this point we haven't had any problems, so we're
good.
Any other questions?
So we will move on then to the Aviation Technology Center.
Again, that project, there is multiple phases to that project, and
those phases are on schedule. So the actual completion of the
expansion is scheduled for the summer of 2021.
For the board to know, Libby and Jonathan Peyton were working
with the governor's office, trying to get the governor here, and we
are looking potentially at a date in September to have the governor
here for a more formal groundbreaking of the Aviation Technology
Center.
Again, we are on schedule from a programmattic standpoint, as
well, to double our capacity as we are bringing this new expansion
online, and that would allow us to serve 300 aviation technology
students per year if we are looking at all of our cohorts, Part 65,
and so forth.
Any questions about that project?
>> DR. MEREDITH HAY: What am I looking at on the picture on the
right?
>> DR. DORI: So the picture on the right is the fencing, the
fencing that's going up. We wanted to show you some activity.
(Laughter.)
>> SPEAKER: (off mic.)
>> MR. BILL WARD: In order for us to put up the fence, which
will determine the boundaries, because we have to have the fence up
before we can actually build, because you can't go on airport
property.
So the downside for the fence is that because it's a Superfund
site, we actually have to core, drill, and test every hole.
>> DR. MEREDITH HAY: (Off mic.)
>> DR. DORI: One final thing, Bill and I have been tasked and we
have been taskmasters to bring these projects in on budget, also.
>> MR. DEMION CLINCO: Thank you very much, both of you, for your
very hard work and making these projects a reality.
Next we have the economic modeling specialist study, economic
value of Pima Community College, Nic Richmond.
>> DR. RICHMOND: Chair Clinco, members of the board Chancellor
Lambert, colleagues and guests.
It's my pleasure to be here to share with you an update on an
economic impact study carried out on behalf of the college.
Before I do that, I would like to make one quick comment about
the College Employee Satisfaction Survey. A comment was made a
little earlier indicating that we may be delaying the release of
those results.
Those findings came in on schedule in January. Based on the
findings and through an effort to be more comprehensive in terms of
how we follow up with employee input, a team comprised of myself,
Lisa Brosky, and Jeffrey Lanuez have been meeting to review the
results and identify next steps.
A question came in to me last week and I clarified we'd be
sharing the results in either April or May at the Governing Board
meeting. At that time, as for previous years, we will post the
reports as sent to us by the external entity to our website so we can
be as open and transparent as we are every time we carry out that
survey.
So I wanted to share that with the board today.
To switch gears and talk about the economic value of Pima
Community College. During the last calendar year, as a joint effort
across AC4, so all of the community colleges, we engaged with an
external company called Emsi to carry out an economic impact
analysis, to essentially understand our economic impact on the
community we serve and also to look at measures such as return for
investment for our students and for our taxpayers in our local
community.
As a note for the company we use for this, Emsi we have worked
with for a number of years. When we look at programs, for example,
when we look at job openings, that's a vendor that we use.
Since 2000 per their information, they have completed around
about 2,000 economic impact studies in education settings, so they
have a very rich set of experience within this particular space.
As part of this study, they looked to two different things,
economic impact and the investment analysis. The way they do this is
relatively complex, but they use a number of different sources of
information.
So one of those is data provided by us to them. This is based on
their template and the specific things they ask us to provide.
They also use extensive labor market information, they have a
number of proprietary models that they have developed in-house and
look at census data and they also pull in different kinds of research
talking about, for example, the societal impacts of education. So,
for example, you typically see lower crime rates, there is an impact
on the community and a savings through those kinds of changes.
So to talk first about the economic impact, so they look across
three main impacts, that resulting from operations, from student
spending, and from the impact of alumni from the institution.
As you can clearly see here, by far the biggest impact is because
of alumni from the institution. In a way this isn't surprising,
because for this model that they run, they take our head count over
the last 30 years. They look at the credit hours completed based on
the current year, apply that looking backwards.
Then they look at proportions of people entering the workforce.
They look at the distribution of those people across industries.
They look average salaries within those industries, and they look at
the cumulative impact based on number of years experienced from 30
years going forward year by year by year adding all this stuff
together.
So unsurprisingly, based on the number of students we've served,
that's our biggest impact, as you can see, $1.8 billion. If we look
at the total impact when we combine --
>> MR. MARK HANNA: Sorry to interrupt, but do you happen to know
what that head count over 30 years was?
>> DR. RICHMOND: That's a great question. The short answer is
no, I don't, because they have steps they take into account, because
we provide the head count per year, but we know that some students
are in one year, they also register the next year, the next year. So
they have methods within their model that they use to account for
that.
So unfortunately that's a question I don't have an answer to.
So in total our impact is $1.9 billion or 4.7% of our count is
(indiscernible), and I should note for this an important caveat on
one of the advantages Emsi has, they look at the scenario of these
data with the college existing. They also look at the scenarios of
what would it look like if the college didn't exist? Because those
people would still exist, right?
So it could be that 10% would leave the region. As an example of
how they look at this, so if 10% would leave, so they consider Pima's
impact to be keeping that 10% here. So they use conservative
estimates when possible, and so this number is most likely an
underestimate of our actual impact within the region.
Within the investment analysis, they work through from the
student perspective, taxpayer perspective, et cetera. And some of
the things they consider in that is the cost of attending, the impact
of any incurred debt, they think about lost earnings, because while
people are taking classes with us, they could be in the workforce
earning an income. So they take these many different factors into
account. Based on their analysis, they determine for our students a
cross-benefit ratio of 4.7 and a rate of return of around about 18%,
which is really very healthy when we think in terms of averages on
the stock market.
And then they took this further, look from the taxpayers'
perspective, the social perspective. So again, in that case,
thinking about the changes we might see with lower crime rates, lower
health costs. Unfortunately some things go up with a college
education, such as alcohol dependence, but they build that in, as
well. That's based on the range of information that they use to draw
from to inform the model that they run.
So essentially what these findings show to us is that we have a
significant economic impact on our community. We offer a significant
positive rate of return for our students and for the community that
we serve. This is all determined based on a model that is completely
external to Pima. We do not tell them how we want their
approximations to work, their proportions they want to use. This is
their model, so it's a true external perspective on the impact of the
college.
With that, are there any questions?
>> MR. DEMION CLINCO: Any questions?
>> DR. MEREDITH HAY: So how does the college use this data?
>> DR. RICHMOND: Good question. One of the ways we can do this
is really to talk to our community and share with them, share with
our students, the different populations we serve, the benefit we
bring to the institution or the community. This can be used to talk
with different stakeholder groups within the community if we are
seeking support, for example, for particular initiatives to
demonstrate the value that we bring.
>> MR. DEMION CLINCO: Could you just give us a little more
detail on how they developed the taxpayer perspective and rate of
return?
>> DR. RICHMOND: I can speak about this a little bit.
>> MR. DEMION CLINCO: Because it seems like a pretty good
investment for the taxpayers.
>> DR. RICHMOND: It really is, absolutely.
So they look through different things. They run these different
scenarios where they think about the money from taxpayers that comes
into the institution, and then they think about the benefit to the
taxpayers that goes through the college as a result of the students,
qualifications introduced, the knock-on effects on the industries.
They partly at direct impacts but they also look at indirect
impacts, because -- to use student spending, just as an example. If
students are spending their money within the local community, then
they are having knock-on effects on the logistics pipeline within the
community. That can potentially have an induced effect where wages
may go up in particular sectors based on the money that's going back
in through student spending and other sources.
They run these counter-factual scenarios where they think if this
money didn't go to the college, where would it go? In the case of
the taxpayer perspective, I believe what they look at is they go,
okay, this remains with the taxpayers, it maybe never went anywhere,
so it goes in as increased spending as opposed to increased spending
driven through the enhancements that the college brings by bringing
higher jobs, higher earnings, and thus higher spending.
So they look over IT factors along those lines.
>> MR. DEMION CLINCO: Any other questions?
Nic, we really appreciate the information. We look forward to
that report in April/May. Thank you very much.
>> MR. MARK HANNA: I do, actually -- you knew you couldn't get
away without another question from me.
This would be one of those great things to have in those little
handouts when people say, well, what does Pima do for us, you know,
to be able to hand them -- like the little folded things we have with
some other information on it with our mission and all that kind of
stuff? Someone might think about putting this together. Where is
Lisa? Okay. All right. Thank you.
>> MR. DEMION CLINCO: Okay. Thank you very much.
Next reports by representatives to the board.
First report is student report by Fatima.
>> SPEAKER: Good evening, everyone. So today's reports will go
by quick, as well.
So for the Desert Vista Campus, we have an event coming up called
sexual assault awareness month, and it is on the 21st of April. The
event was put together to spread awareness and prevent sexual
assault, and there is also resources made available for students.
At the Downtown Campus, there is going to be an event held titled
International Community Day on Thursday, April 9. This event was put
together to provide opportunity for students to display and present
some of the customs and cultures of the areas of the world that are
their background and their history.
East Campus and Northwest Campus will both be holding an Earth
Day event. This is to show Planet Earth, coloring pages along with
information on how students cannot only lower their carbon footprint
but be conscious of how big companies have contributed to population.
Then at West Campus, Rise Up will be held, an event called the
Women's Empowerment Conference, and is put together to innovate,
support, and empower and unite the attendees.
Lastly, student senate put together a TED talk event which has
been canceled due to the COVID-19 situation that's going around, but
we hope to pick that up in the fall.
And that will be it.
>> MR. DEMION CLINCO: Thank you very much.
Next we have our adjunct faculty report normally by Sean Mendoza.
This evening Sarah Johnson will be reporting. Welcome.
>> SPEAKER: Thank you so much. Chancellor Lambert, Chairman
Clinco, members of the board, and honored guests. I'm going to read
Sean's statement.
The adjunct faculty have been working closely with our full-time
peers and college administration on some very important initiatives.
For many years adjunct faculty have heard and answered the call to
serve our institution in work groups, college-wide committees, and
task forces.
Without fair compensation we have sacrificed our time to share
our expertise, nurture our students, and develop our community.
With support from the provost's office and in dialogue with the
campus VP, Aubrey Conover, the college will begin compensating
adjunct faculty in recognition of their participation in college
activities that support the academic and administrative processes of
the institution.
We thank the board for creating a climate that recognizes the
positive impact to the adjunct faculty and their impact on students
and the community.
We support compensation that recognizes the efforts of all
employees, but not upon the backs of our students. As members of the
Faculty Senate, an academic branch of our institution, our focus has
been and continues to be on the improvement of teaching and success
of our students.
We support the Faculty Senate statement regarding this issue and
will continue to work with the board, college administration, and our
faculty peers to help guide us through these challenging financial
times.
Thank you for your continued support of adjunct faculty. This
ends my report.
>> MR. DEMION CLINCO: Thank you very much.
Next we have our faculty report -- no staff report this evening?
Is that correct? Just confirming.
>> SPEAKER: That is correct.
>> MR. DEMION CLINCO: Thank you very much. Our faculty report
is from Brooke Anderson.
>> BROOKE ANDERSON: Good evening, board members, Chairman
Clinco, Chancellor Lambert, honored guests, and fellow colleagues.
I want to start just by letting you know that the senate met last
Friday. The board report of course is a little behind because that
comes in much earlier. One of the things that will be on April's
report that came up that's a big concern is what Matej addressed in
the report earlier today.
You know, a high quality education is about relationships.
Faculty are not only educators. They are mentors and role models for
students.
They help students form new professional identities and become
good citizens. Education is a human endeavor. It cannot be
automated or mechanized.
That said, faculty are very concerned about administration's
instructional transformation agenda. Given the reductions to staff
and faculty and the conversion of the majority of faculty counselors
to staff, faculty are fearful about changes administration wants to
make to faculty jobs.
The trend seems to be to disinvest in people and invest in
automation and standardization, and they are not good for student
success and retention.
It's difficult to not see this as the college looking to further
reduce full-time faculty jobs and descale and deprofessionalize our
work. We are concerned about this committee, and we have some
questions about why isn't it going through AERC, why the rush, why
require 10 hours of work in the middle of a semester? This seems
like it's set up to exclude faculty, not include faculty.
So senate will be continuing conversations with administration
about this, and we will be holding a special Faculty Senate session
in April on this topic. In addition, we do have a recommendation for
the board regarding tuition and compensation. The senate in February
voted on this statement.
The Faculty Senate supports compensation increases for college
employees. It is not within the purview of Faculty Senate to support
tuition increases for the purpose of raising salaries. However, the
Faculty Senate has the expectation that the Board of Governors will
make the most appropriate decision.
So we appreciate being included in the budgetary conversations.
We appreciate wanting the feedback. But much like our adjunct rep
said, making a statement on whether or not we support a tuition
increase just didn't feel like an appropriate thing for the senate to
really say.
However, compensation is a real issue, and we understand it's
complex and difficult. And faculty really, we need better
compensation at this college.
Other business in the report, a couple of the items related to
just business that we have been conducting that the board is talking
about, as well. Has to do with instructional designers and the move
to take them to the online environment to work on developing our
programs. That's remove them from the campuses, so this was
something that was a resource faculty relied on heavily, and in this
age of really needing technological resources in the classroom in
order to support student success, engagement, retention, we are
concerned about the loss of the access to those professionals and
their expertise, and again, the human contact, the human
relationship.
So we have been working with the provost's office and
administration, and we have been given resources, but again, many of
them are one-time resources or automated resources. We're concerned
about being able to continue to offer quality education if we don't
have the human support that we need to do that.
So that's another continuing conversation that we will be having
with administration and seeing how these changes impact our education
system.
This is something that is not just about online education. This
is in all face-to-face classes we are using technology, as well.
It's essential and critical today. That relates to the second item
that I wanted to share with you in terms of the business which is the
digital literacy initiative.
That was shared with Faculty Senate. Many of us are very excited
about having tablets for students and access to additional
technology. However, many of us also have some concerns about that
sort of move.
The key kind of concerns are that we want to make sure that the
college is not confusing digital literacy tools with digital
literacy. So we can teach digital literacy without a tablet. It's a
useful tool. But it's so much more of a complex process that again
requires that human engagement.
So we just want to make sure that we've got the support in place.
Again, if we're removing instructional designers and requiring tablet
use, we've got to make sure our structure can support these kinds of
advances, and we need human beings to be there to support the other
human beings taking part in these digital upgrades.
So those are a couple of the concerns, and then of course costs
and maintenance and fees. So we appreciate being included in those
conversations. We have a lot of ideas and input that we'd like to
provide. So again, this is a standing item.
There is lots of updates on wonderful faculty work that's
happening. I would love to talk about all of those things, but I
fear I probably have talked for five minutes.
So thank you.
>> MR. DEMION CLINCO: Thank you very much, Brooke. Appreciate
it as always. Then we have no administrative report this evening.
Next is the chancellor's report.
>> DR. LEE LAMBERT: Good evening, everybody. While we have been
having our conversations up here, I received a phone call from
President Robbins. Obviously I didn't take the phone call, but the
message was the University of Arizona is going to take their
programming online.
And I also received a message while we were up here from Dolores
that ASU has also announced they are taking programming online. So
we will take that into account as we move forward with our planning.
Also, I just want to clarify some things. Matej got up here and
made some statements. One of the statements comes out of a meeting
that I had with all of you at a study session where I simply said
that we need to take a look at the different ways that teaching and
learning is occurring across the country. I did not say we are going
to go do those things. That's an important distinction.
They have taken that and run as if I said we're going to do those
things. But for us not to be aware that WGU has a different model,
that Southern New Hampshire has a different model, and those,
especially Southern New Hampshire, they are in our market now. For
us not to pay attention to that and understand the impact of that I
think would be very negligent of the college not to be studying that.
Also the Gartner report came out and said that colleges and
universities ought to be looking at this multi-layering approach to
curriculum. That's what part of the instructional transformation
work is about.
Secondly, we have shared in the past with the board and with
everyone else we have these different employees performing
essentially what is what the HLC would consider teaching, but yet at
Pima, we don't consider our staff instructors as teachers. So the
work that Morgan is looking at is simply, he's trying to understand
these different categories of teaching at Pima but also where it's
occurring across the country to bring some rationality around what
should our teaching model be, who should be considered a teacher, and
that's what that work is really about.
That is not personnel policy stuff. That's different than AERC,
which is focused on the personnel policy. He's just simply looking
at the structure.
We're not saying we are going to do one thing or another. We are
just looking at it. Again, they have not come to me and shared these
concerns. I meet regularly with the Faculty Senate leadership. They
had an opportunity -- they have shared some of these pieces, but they
have never come to me and said, Lee, can you come and talk to the
full senate about these concerns? Which I'm always willing to do.
So I just want you to know that I am in regular conversations in
leadership of the faculty, that we have been open about all these
different pieces. We have never said we are going to do it, but we
have to understand the impacts of this, because it is very real.
And if we don't pay attention to it, I fear that Pima will fall
behind and become less and less relevant as other folks start to look
to move into our space. That's the challenge I'm putting in front of
them.
I know that's scary. I know that's very difficult to do. But I
think as your chancellor for this entire community college, I think I
owe it to this community that we stay on top of the trends in higher
education.
Also, and many of you have already you touched on some of the
many activities that we have been involved in over the past month, so
I won't hit on all of them, but I just want to mention that Demion
and Libby and I today, we met with the mayor, talked about the
exciting work that we have here at the college ranging from our
centers of excellence to our work with apprenticeship, and that Pima
is really leading the way in the work-based learning space for this
community.
We really believe that every single young person that comes
through our K12 system, when they graduate high school, they should
be able to graduate with an industry-recognized credential, whether
that be a degree or industry-recognized certification, so that they
can go on to university, so this can go on to direct employment.
So that's the leadership we are starting to provide for this
community, and it's really exciting for folks. You really saw that
excitement when we were talking to Mayor Romero today, because as you
all know, the college-going rate in this state is far below the
national average. For us to turn that around, we must address it at
the K12 level to get more of those young folks interested in college.
So great, great stuff.
I have also been reinstituted the pizza nights at the campuses,
so what that means is I go out to the campuses, I meet with whoever
wants to come meet with me, faculty, staff, students. I'm going to
do more with the students in this space, probably more around the
noon hour piece and try to get out to all the campuses, as well.
So again, a lot of exciting things. You have heard about the
planning we are doing with the COVID-19, so I won't go back and say
much more about that other than say your college administration, your
faculty, we are really stepping up to address this challenge that's
before us, not only as a college and as a community, but really as a
nation.
They are stepping up. They are putting in extraordinary time to
deal with this. I challenge all of the employees, whether they are
faculty, administration. We are exempt employees, meaning that we
don't work by a clock. So if we have to put in extra time for the
betterment of this college, sometimes in emergency situations we need
to do that. I want us not to lose sight of that reality.
Yes, I would like to be able to pay people more, but at the same
time, we have to live within the realities of the budget that we have
to work with.
That's my report.
>> MR. DEMION CLINCO: Thank you very much, Chancellor Lambert.
>> MR. MARK HANNA: It just occurred to me that I forgot to
mention in my remarks about our women's basketball team who has moved
on to the NJCAA Division II tournament. They play next Tuesday at
11:00, Coach? 11:00 a.m. next Tuesday, first round of the NJCAA
Division II tournament. So congratulations to the women Aztecs.
>> MR. DEMION CLINCO: Thank you very much, Mr. Hanna.
I want to move through things as quickly as possible. I think
this evening a lot of new events are occurring. The President of the
United States has suspended all flights to Europe. The NBA has
canceled their season. A few hours ago the governor of Arizona
declared an emergency.
Let's move through these items very quickly. We aren't going to
read the information items. I think you can read them. Instead,
we're just going to move straight to the consent agenda.
First item on the agenda is the -- or Mr. Silvyn, if you'd like
to read the items.
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
The items on the consent agenda are the approval of the minutes
from the February 5, 2020 executive session. Minutes from the
February 5, 2020 regular meeting. Multiple program inactivations
listed in the board report. Approval of sabbaticals for fall of 2020
and spring 2021 academic terms. The individuals are the following
instructional faculty members: Robert F, Steven S, and Francisca
Hernandez. Hers is both for a full pay sabbatical one semester and
half pay for the other.
Approval of an intergovernmental agreement with Maricopa County
Community College District for training services. This is for
another session of the Chair Academy Program. The work would proceed
through June of 2021 in an amount not to exceed $100,000.
Approval to execute an IGA with the Tohono O'odham Nation for the
period April 1, 2020, through June 30, 2022, for the college to
provide educational services to the tribe.
Finally, we have an amendment of multiple IGAs for dual
enrollment with Amphitheatre, Marana, Santa Cruz Valley, and Tucson
Unified School Districts, as well as the Tucson Youth Development.
These proposed amendments would add additional courses at certain
sites as specified in the board report.
>> MR. DEMION CLINCO: Do I have a motion to approve the consent
agenda as submitted?
>> DR. MEREDITH HAY: So moved.
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: Is there any discussion?
Hearing none, all in favor of the motion, signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed?
Hearing none, the motion passes unanimously.
Next we have the contract for Segal Waters Consulting.
Mr. Silvyn, could you read the recommendation, please.
>> MR. JEFF SILVYN: The chancellor recommends that the Governing
Board authorize the chancellor or designee to execute an agreement
with Segal Waters Consulting to conduct an employee classification
and compensation study and to provide recommendations based on the
study results. Total costs for the agreement are not expected to
exceed $351,000.
>> MR. DEMION CLINCO: Do I have a motion to approve this
recommendation?
>> DR. MEREDITH HAY: So moved.
(Second off mic.)
>> MR. DEMION CLINCO: All in favor of the motion, signify by
saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Excuse me. Any discussion?
Hearing none, all in favor of the motion, signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion
passes unanimously.
Next is the contract for Lloyd Construction.
>> MR. JEFF SILVYN: The chancellor recommends the Governing
Board authorize the chancellor or designee to execute an agreement
with Lloyd Construction for the complete demolition of the building
located at 333 West Drachman Street, formerly known as the Fortuna
Inn & Suites. Total costs for the agreement are not expected to
exceed $350,000.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MS. MARIA GARCIA: Second.
>> MR. DEMION CLINCO: Any discussion? Hearing none, all in
favor of the motion, signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed?
Hearing none, the motion passes unanimously.
Next we have the mid-cycle review of the facilities master plan.
Mr. Silvyn, if you could read the recommendation.
>> MR. JEFF SILVYN: The chancellor recommends the Governing
Board authorize the chancellor or designee to execute an agreement
not to exceed $295,000 with the SmithGroup to perform a mid-cycle
review of the facilities master plan adopted by the college.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MS. MARIA GARCIA: Second.
>> MR. DEMION CLINCO: Any discussion?
>> MR. MARK HANNA: Yeah. So this is -- Bill, if you could just
tell us what this is, if you could tell us where we're at on the
facilities master plan and how we move forward if we need to make any
changes to it?
>> MR. BILL WARD: What it is is it's a five-year review, so we
have been five years into the plan, and there has been -- we have
changed some things. Things have actually changed at the college.
So the idea would be to bring back our consultant and look at where
we are now from where we started, and then make any recommendations
related to -- because we are going to change the plan to kind of
align with, like -- take aviation. Aviation was not part of our
plan. We want to make it part of the plan.
Building a new health center was not really something that we
were going to do, but now it's part of our plan. So the idea would
be to come in and look at what we have stated and then reassess
things and then set us on the right course.
I would remind the board, too, that remember that this is a
ten-year plan, so I have talked a lot with our chancellor about this
and the next two years or so we will be planning for the next
ten-year plan, so this is the right time to bring somebody back to
look at it.
>> MR. MARK HANNA: Thank you.
>> MR. DEMION CLINCO: Any other questions?
No more discussion?
All in favor of the motion, signify by saying aye.
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed?
Hearing none, the motion passes unanimously.
Our final item and the most complex of our evening is the fiscal
year 2020 tuition and fees budget components.
Mr. Silvyn, if you would like to read the recommendation.
>> MR. JEFF SILVYN: The chancellor recommends the Governing
Board set tuition and fees for fiscal year '20/'21 including an
increase of up to $3 per credit hour to the instate resident and
nonresident including summer and online tuition rates and maintaining
service fees at the current year rates.
>> MR. DEMION CLINCO: Is there a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: I will second that.
Now we will have a discussion.
>> DR. DAVID BEA: Chairperson Clinco, members of the board,
Chancellor Lambert, and colleagues and guests.
Today in your board packet, as you just discussed, is a proposal
or recommendation to increase tuition by up to $3 per unit.
We have discussed the upcoming budget and the tuition parameters
through a couple of study sessions, and we have also had a number of
meetings with the college community through forums, through meetings
with different governance groups including the student senate about a
month ago, in that neighborhood.
In the presentation tonight, we have included a bunch of slides
that we either discussed already that are key slides relevant to the
conversation and/or some slides that provide some context for
questions that came up, particularly in the most recent study
session.
I'm not going to go through all of those slides so that we can
focus on what the proposal is, but again, if you have any questions
related to those, I'd be happy to answer them.
The first is expenditure limitation. This one, just to give some
quick context, because it's a little bit complicated, it shows how
the general fund budget has changed in terms of the personnel, the
amount of budget for the personnel side of the budget.
Then this is the dots, little diamonds, are in each of those
years what the salary increase has been, the cost-of-living increase
that has been approved as part of the budget.
So if you look back at fiscal year '15, there was a 3% adjustment
to the scales. Then there was a 0, a 0, and then a 2.5. Then a 0.
Then a 1.5%.
So one thing to take away is that over that course of time, the
increase has been around 7% if you add up all those cumulative
increases. That aligns with the Consumer Price Index measure, which
is a little bit over 10% over that time period. So our salary
increases have not kept pace with Consumer Price Index and
inflationary pressures that our employees experience.
That's just something to keep in mind. That came up in one of
our conversations.
Another conversation was related to adjunct faculty pay. This
shows what the current load rates are for the different colleges.
Three of the colleges have two tiers so that starting faculty and
faculty who have qualified for a higher rate of pay, it indicates
what the two different levels are for those three colleges.
I will point out that Graham shows up really low on this. That's
because they did what different faculty load pay model, which is
based on the number of students in the classroom. It's based on what
they show here is if there are 15 students in the course. That's an
interesting thing to think about as we go forward. It creates a
little bit more flexibility for how your structure is in your funding
model, but mostly I want to point that out, one, because they have a
different model, and, two, because it's sort of the outlier in this.
You will see that the Pima is the third-highest paid in terms of
the adjunct faculty pay, and then if you take a look at the two
higher-paid districts, which are Maricopa and Coconino, they have
considerably higher costs of living, so we provided a slide that does
an adjustment for that cost of living.
Our adjunct faculty pay in comparison to the other Arizona
colleges is actually very competitive, particularly when you control
for cost of living. That isn't to say I'm using that as a reason to
not advocate for an increase in faculty pay. It's just for context
in comparison.
The University tends to pay a little bit higher. Qualifications
and expectations are a little different there. Online providers tend
to pay lower than what we pay.
This just is distribution to show calendar year pay, so this is
2019 calendar year pay. If we look back at adjunct faculty who have
been at the college for five years consecutively, this is the number
of people who -- that's a distribution so that the y-axis is the
number of individuals who follow in those basic buckets of pay. You
can see the clusters are the majority of the adjunct faculty pay make
around little bit less than 10,000 to about $20,000 in the calendar
year. So it kind of gives you a rough idea of how reliant adjunct
faculty may be on the pay here.
This is a slide that is a bit of our focus of our conversation
today, and I have a little model that I can pull up to help the
board.
This goes through the conversations that we had, the notion of
looking at a tuition increase that ranges from $0 to $3 alongside the
cost increases that the board has indicated are the priority areas.
So those areas would be cost-of-living increase, the notion of
developing and creating a merit pool, adjunct faculty pay, and then
on the operational side or on the enhancement side would be
increasing the number of advisors with a target ultimately being that
we want to have a 500 to 1 advisor to student ratio. We are about
seven below that in terms of what our structure is right now.
So the two positions would get us roughly a third of the way
toward that goal, and then we also are looking at potentially
exceeding that goal at some point in the near future. So this would
be phasing it in.
And then we have had a lot of conversation about marketing.
This, including a million dollars in here, is essentially leaving it
at the current level that we're at, because remember we -- the board
authorized one-time funds for marketing in the current year to the
tune of $1 million. So if those one-year funds go away, we step back
to a level that's close to a base of $500,000. So this would be
continuing that level that we are at currently.
And then the board gave the college some, asked, can we look at
some operational savings, particularly in terms of class scheduling
efficiencies where we can offset some of these increases with
reductions in costs.
So what we had built in there is the notion of reducing the
number of sections by being more efficient at better class fill
rates, better scheduling. And we think we can save, initiatives that
are already underway, these are already in effect and in action, save
about a million dollars, so that would help offset those costs.
So with that, this is intended to be a cafeteria model. These
are just structures where it says this is roughly what we could do
with a 0 increase, with $1.50, and $3 increase. Remember I had
mentioned to the board that the student senate, when we talked to
them, felt that a $3 increase was reasonable.
I'm relaying that accurately?
And so it was not to indicate that we were pushing for anything
higher than that. But that within that, the priorities can move
around with board direction and conversation.
So with that, I can pull up that little model. We can play
around a little bit if the board is interested.
>> MR. DEMION CLINCO: Just to get the conversation going, having
looked at this and I have sort of talked to the chancellor about
conversations that he's had with everybody, I just want to sort of
lay out -- and you can jump in, please, but this is the general
perspective of the board is we really are committed to giving some
sort of pay increase to our adjunct faculty and our faculty.
We definitely want to figure out how to increase the advisor
positions. And then we are still -- there is concern, I know for me
personally, I know for some others, I have heard there is less of the
interest in putting more funding into the baseline for marketing, but
if we took -- and the efficiency costs, I mean, are there, as well.
So if we sort of moved around the model a little and we reduced
the baseline to the marketing by 500,000 and we fully funded the
advising positions to six, if we move that to half and we increase
the tuition, we left, move the tuition to $3, so $3, and we moved the
positions to six in the advising model and we reduced the marketing
by a half a million, where does that take us?
>> DR. DAVID BEA: Can you see it down there?
>> MR. DEMION CLINCO: Net increase -- we could do the seven? Do
the full seven and that would get us to our 500 to 1 ratio when we
would still have a net positive of 144.
>> DR. DAVID BEA: So the $3 tuition increase provides for 1%
COLA and increase to adjunct, faculty pay of 1.5%, adds seven
additional advising positions, and then the marketing is half of the
current year level increase, but an increase of the base of 500,000.
And the net EL impact is favorable.
>> MS. MARIA GARCIA: So what would the impact be with $2
increase and the marketing is at 75?
>> MR. DEMION CLINCO: I would not be in support of doing that.
I think marketing -- I mean, just for the sake of this discussion.
For me, marketing is such -- really it's proven to at least
stabilize.
>> MS. MARIA GARCIA: 750.
>> MR. DEMION CLINCO: 750?
>> DR. DAVID BEA: Actually, that's what I thought you meant.
It's going to go over -- we reduce the revenues too much and then
increase the expense, so that's going to be a negative result.
>> MR. DEMION CLINCO: How much is the negative?
>> DR. DAVID BEA: Negative 500,000.
>> DR. MEREDITH HAY: So can we -- Demion, your suggestion was
fully supporting all the needed advisors, and your suggestion was
take the number to 2? Perhaps we can find a common ground between 2
and 3?
>> MS. MARIA GARCIA: (off mic.)
Advisors, I would say we need to look at at least from four to
six. And the 2 -- I was thinking about only a $2 increase in
tuition.
>> DR. MEREDITH HAY: What about 2.5?
>> MS. MARIA GARCIA: 10.5?
>> DR. MEREDITH HAY: 2. (Laughter.)
Does 2.5 and five advisors, where does that get us?
>> DR. DAVID BEA: Four gets close-ish. Five will be more
negative.
>> MR. DEMION CLINCO: That's about 750 students to advisor
ratio? I'm doing my math.
>> DR. MEREDITH HAY: Take marketing down to 500.
>> MR. DEMION CLINCO: Then we could add one more position. That
would get you to five. One.
>> DR. MEREDITH HAY: One?
>> DR. LEE LAMBERT: With 79,000... (off mic.)
>> MR. DEMION CLINCO: So this would get us the 1% COLA for the
cost of living increase for our personnel. The adjunct faculty would
be 1.5%. The five positions would be added to the advising, and
500,000 would be in the marketing.
>> MR. JEFF SILVYN: I think it's six advising positions.
>> MR. DEMION CLINCO: Oh, six.
>> DR. DAVID BEA: Yeah, we're able to do the six.
>> MR. DEMION CLINCO: So this would be sort of the framework
where we would expect to see the budget generally --
>> MR. MARK HANNA: Wait. I'm confused. I thought originally we
said seven advisors, 500,000 for marketing --
>> MR. DEMION CLINCO: We are only 2.5. So to get the seventh
advisor, you really have to raise up to $3.
Is everyone comfortable with this model?
>> MR. MARK HANNA: So additionally, I wanted to ask about the
possibility of freezing that tuition rate for new enrollment with a
strict set of guidelines as to who is entitled to it, how you would
continue it, how you would lose it, and so in other words, if I
enrolled next year, I would pay this proposed new tuition rate.
If I continued without stopping out through the following
academic year, I would still, even if the board decides to raise the
rate for that year, '21/'22, I would still pay the rate approved
tonight.
>> MR. DEMION CLINCO: Let's hear from Dr. Bea.
>> DR. DAVID BEA: So I'll put what the challenges will be to
that, just so the board is aware.
So the idea would be that you create a model where incoming new
students and continuing new students -- continuing students, new
students in the fall would be eligible for this new tuition rate that
we're talking about, and then after that, they would hold on to that
same tuition rate as long as they don't stop out.
So here are what the challenges become. One is that it becomes
difficult because students here, our students often do stop out. We
have to have a measure, not to say we can't, we will have a measure,
a tag that goes on these students. The challenge becomes when the
student does stop out and they come back and they have an
expectation, hey, my tuition was there, there is a big risk that
we're going to have a big increase in dissatisfaction.
So that will happen just by doing that. Now I'm going to
compound it. Because the other thing, the other downside is that
something like 50% of our students -- let's just use 50% just to be
easy about it so everybody can do the math in their heads, that if we
have that component and then 50% of our students are getting the
frozen rate, that next year when the board is talking about a tuition
increase, the impact of that tuition increase is essentially cut in
half if half of our students are continuing.
So now the only variable that you have for every tuition increase
that you're going to propose, it's going to have the impact of
$200,000, which is a much smaller impact to try to make the kinds of
changes we are wanting to make.
>> MR. DEMION CLINCO: Can you repeat that again?
>> DR. DAVID BEA: So if 50% of our students are eligible for
this frozen tuition rate, it dilutes the impact of a future tuition
increase. So if you raise a tuition, next year, okay, let's increase
the tuition next year by a dollar, the impact is not going to be
$430,000 of additional revenue, it will be half of that.
Then the other challenge becomes once you start one of these
programs, do you keep doing this on a rolling basis? So that a
student now keeps the '21 rates, a student who starts in '22 keeps
the '22 rates, and then we're going to have all of these different
students having different tuition rates.
The worry that I have is trying to communicate that clearly with
students so they know what the expectations are, and that we aren't
basically creating a lot of dissatisfaction and confusion with our
students about, well, what my rate is going to be, you could have
multiple tuition rates and you're trying to, you know, you call up an
advisor or a student, financial aid person or one of the student
accounts people and go, I don't understand why you're charging me
what you're charging me.
It just will add a lot of complexity to it. And again, the worry
is you're also diluting our future impact in terms of what changes we
can do in the future.
>> DR. MEREDITH HAY: So, Mr. Hanna, to your point, I really, and
boards for higher education have always been attracted to frozen
tuition and guaranteed for the next X many years, but -- and I have
been in the room when we have decided against that, and the reason
usually is, in addition to the administrative complexities, which is
not really a reason not to do something, A, it doesn't really benefit
the students that much, and it certainly ties the hands of future
board members going forward in terms of being able to manage the
college in a fiduciary, responsible way.
If there is an unexpected issue such as a Coronavirus that it
impacts our bottom line, we are strapped in terms of how we can help
cover some of those costs.
So I'm not really sure, A, that it would benefit the students
that much. And it may harm the college in the long run more than it
helps.
>> MR. MARK HANNA: So I would say to that, first of all, the
operational issue I don't think is a valid issue. I think we can
figure it out. We're smart enough. We certainly have the
programming and we would be able to figure it out.
Will there be some disgruntled people who didn't understand?
Yes, there will be, but if we do a good job of explaining it or
making it clear when students first initially enroll, I think that
number is not going to be significant.
So No. 2 is if it indeed -- okay, so let me just try to think
this through out loud. So the next year, it might encourage the
board to raise tuition even higher to make up for the shortfall that
the half the students who are continuing might impose upon the
college, because they are paying a less amount, so I think I
understand that.
My other contention, this is anecdotal, I don't know that this is
factual, that it could have an impact on retention in terms of being
an incentive to not stop out, that you would lose your advantage
tuition-wise, so whether or not that's been proven at other places
that have done this kind of program, I don't really know, but it
seems intuitively that that might have an impact.
So it might actually impact our enrollment numbers by -- and we
know that retention is really the key to our enrollment numbers, that
new enrollment is great, and I'm glad we continue to have that, but
it's really retaining the students we have.
So that would be my argument that would offset both the
operational issue and the income, the loss of income incurred because
of a program like this.
>> DR. MEREDITH HAY: So I would suggest that, A, we don't have
the data suggesting that locked tuition rates improve retention. I
think there is a lot of other issues that improve retention,
especially advisors.
And I'm supportive of the proposal before us about the advisors
but not the locked tuition for the reasons I have stated.
I think we can explore it possibly in the future, but most of the
models I have seen, it certainly has never resulted in either student
satisfaction, payer satisfaction or board satisfaction in the long
run.
>> MR. MARK HANNA: So we are going to -- the reason we're making
the decision tonight is because we have to publish our tuition rates
within a reasonable amount of time.
Is this a decision that could come later? Probably not. If we
don't make this --
>> DR. DAVID BEA: Right. That's exactly the purpose. The
reason we take tuition increases into the March board meeting is
we're able to put it in when classes and the schedule opens up for
registration, which happens in early to mid-April.
So in order to have the time to get all of that information put
in so that we aren't changing the rate on students, this is actually
to be clear and helpful to students so that we don't change the
tuition rate on them, which means that some who register early then
would get a supplemental bill saying, yeah, we changed the tuition
rate, and here's what you now owe us. We don't want to get into that
and try and be clear about what our tuition rates will be.
>> MR. MARK HANNA: Let me just say before we go any further that
once again, I'm not sure what the right word to use for this is, I'm
perplexed, I'm upset that we are again in a position where we have to
-- it's almost student versus faculty that we're making a decision.
And I'm disappointed that the faculty did not make a
recommendation. It almost sounds like a copout, I hate to say that,
that the faculty did not make a recommendation concerning tuition,
but that we're in a position where we have to decide between whether
we're going to impact the student in order to be able to do something
to reward our faculty, which desperately -- I absolutely feel very
strongly that we must treat our employees correctly in terms of a lot
of issues, and especially in compensation.
So I'm not happy to be in this position once again. It would be
nice at some point at this college that we don't -- I know that
expenditure limitation is one of the driving forces that puts us in
this situation, but having said that, let me just understand, is
there an amendment to the --
>> MR. DEMION CLINCO: We would have to make an amendment. But I
want to provide a couple of closing remarks, too, about this
proposal. One, we are, for every dollar that we are raising tuition
we are cutting in the system for efficiencies in order to make this
work. And I think that's a good, healthy balance.
You know, we have talked about having a significant amount of
overage in different areas, particularly with underenrolled programs,
and this will really get that, begin to get that issue resolved. So
I'm glad to see that in a policy budget framework.
You know, we have talked about the need for additional advisors,
getting closer to the -- I'd like to see us at the 350 level, closer
to some of the -- Alamo, some of the best models in the country. I
think we need to be working to get there. I think this gets us in
that direction.
At the end of the day, you know, I mean, this is -- it's a
juggling act -- thank you, Ms. Garcia -- I mean, in order to really
make significant increases to our employees we have to find the
revenue somewhere, and we only really have one place to go for it at
this point.
I would say, though, that our employees, when times are great, I
think being a public worker can be very frustrating when you see the
bonuses being handed out across, you know, the table to everyone. In
times of tremendous economic turmoil and uncertainty, being a public
employee actually provides certainty. The fact that this institution
can make commitments to say that people aren't going to be docked if
they need to take additional time off, that if people are ill we are
going to make sure they are provided with pay and that they are
supported, that's part of the benefit of being part of a public
employee. That's a benefit that I don't have. I'm not a public
employee. I have employees I cannot offer that to.
You know, it's a delicate balance, and I think that this gets
pretty close to sort of I think where we need to be. We can
certainly, I think -- I think we should continue to have discussions
about, you know, the structure, how we can structure something in a
more formal way even as part of the other, rest of the budget
discussions about next year and maybe we can have a more formal
presentation about the idea of a budget lock, but I think if we put
this in place this year that we are publishing for now, not for next
year.
With that, I support this model. I would make a motion that we
would amend the -- I would make an amendment to the motion that we
adopt this model, the $2.50 tuition with these particular budget
structural frameworks in place that move forward into the final
budget.
>> MR. MARK HANNA: Would you go through that again?
>> MR. DEMION CLINCO: Yes. It would be the 1% COLA for
employees, 1.5% for the adjunct pool, additional advertising would be
-- additional marketing dollars 500,000 and hiring six additional
advisors.
>> MR. MARK HANNA: Six?
>> MR. DEMION CLINCO: Six, which is one shy of what our goal
was. I actually support -- as you know, I support the $3 model,
because I think it gets us to that seventh position, so to me, I
think we're not doing as good as we can, because we know that
providing those services and marketing, those are the two things that
help with enrollment.
>> MR. MARK HANNA: Definitely the advisors have a direct impact
on retention, there is no two ways about that.
>> MR. DEMION CLINCO: I guess we would need a second for the
amendment.
>> MR. MARK HANNA: I second.
>> MR. DEMION CLINCO: Is there any additional discussion?
Okay. Hearing none -- Mr. Gonzales?
>> MR. LUIS GONZALES: As Mr. Hanna mentioned, we're in the same
boat as we were the last time. I'm not only perplexed but, more
important, disappointed.
In reference to some of the needs and wants that we need out
there, as well, too, one of the things that I did share yesterday and
we have been discussing this is that I do agree that we need to
compensate our faculty, and adjunct faculty, as well as, too. But
also at the other extreme we need to look at the low-income students
to raise the tuition again.
I'm not too happy, as well. But I do want to say that it's
something that we need to meet. I know the demand is out there and
we want to keep up striving and providing the best as we can, but one
of the things I did mention and I will mention to the public here is
that in reference to marketing, I think marketing has done a very
good job in the last couple of years, but I did share with Lambert
and yourself, Mr. Bea, and other people that I met yesterday, that
Pima Community College is an established college already here in
Tucson. I believe that even in the marketing it sounds fine, but I
think we're established already, and I really, instead of adding all
that money in reference to marketing, I'd rather have it with the
compensation to the adjunct faculty and the faculty as well, too.
Yesterday I was in the understanding that it was a consensus in
reference to the 1.5, but I made my statement clear that I was
unhappy to reference to the marketing, because as I'm making it
public here, we are an established community college. There is no
other public or state community college here. We're the only one
here. I'd rather have them do the compensation for the faculty and
then adjunct faculty, as well, too.
But my understanding, we were looking at 1.5, but with the
condition that, my opinion, trying to be the voice for the low-income
students out there, $2, $3 is quite a bit when those individuals do
not have the means to provide or even get a ride to school, as well,
too.
But there is always needs out there, and we will never be able to
meet those needs. We won't, to be honest with you. But I'd rather,
as Mr. Hanna mentioned, the advisors, that's one thing that I did
agree to yesterday, but also the compensation in reference to the
faculty and the adjunct faculty, I agreed to it, but my understanding
is that we were looking at the 1.5 as of yesterday.
>> MR. DEMION CLINCO: Thank you. So I would say that I had
discussions with the chancellor only today, and I have made it very
clear I have always been committed to the sustained investment into
marketing because there are so many private colleges that are
spending 10%, 15% of their entire budget to attract the students who
are taking on even more debt than the cost of coming here.
So spending a little bit of money to articulate our value
proposition to attract those students and retain them and keep them
here and make sure they are coming in our door also is money well
spent.
I think this is a good --
>> DR. LEE LAMBERT: Can I add to that? And I mentioned this
especially to Maria when we were having our conversations, but as we
bring these centers of excellence online, we're going to need to
develop marketing campaigns to promote them so that our students and
community know that they are available. Without the additional
resources in marketing becomes difficult to do that.
Also, you will notice we have increased our Spanish language
marketing efforts. In order to sustain that, we need additional
investments that get to a more permanent base as opposed to what we
have had till now.
>> MR. MARK HANNA: And it's not only other private colleges.
It's the JTEDs, it's the employers out there who are enticing people,
just come to work for McDonald's or wherever -- I don't mean to
single anyone out -- and you don't need additional education.
It's more than just -- we can't say we are the only game in town.
We are not the only game in town.
>> MR. DEMION CLINCO: I want to be clear, I do not like raising
tuition. I did not get on this board to raise tuition. It's to
create access and to create opportunities. It's a careful budgeting
balance.
>> MS. MARIA GARCIA: Can I ask how much money that we actually
allocate for scholarships? Aside from -- I don't want to know about
the Pearl Grants and stuff, because that's not a scholarship.
>> DR. DAVID BEA: So what we're looking at, and again, the
budget that we are talking about is sort of the incremental change,
so the current year budget has, and hopefully someone can tell me,
can chime in with the exact numbers, but it's around a million
dollars of institutional scholarships that are available, that this
doesn't affect that.
Those would continue into next year, as well. We're just looking
at what we would change beyond what the base budget is that we're
talking about.
>> MR. DEMION CLINCO: Okay.
>> DR. DAVID BEA: And actually, I will add that a number of the
one-year, one-time fund proposals that we looked at last year, the
ones, dual enrollment, the teaching and learning center, we're not
looking to add money for those, but they're not going to go away.
The idea is we're shifting the resources within the college, so
as a position becomes vacant, we will close that position so that we
can just sustain the dual enrollment positions that exist.
We're going to continue to do that. We have talked about that as
a college. I just also want to make that point clear.
>> MR. MARK HANNA: Can I just be clear on one other point? And
that is there -- so the one-time things we did last year, because of
expenditure limitation thing, there is nothing we are doing this
year; is that correct?
>> DR. DAVID BEA: So current year, so just to be clear mostly
for the people in the audience, the one-time funds projects that the
board talked about last year are in place this year, current year.
What we are talking about is that some of the money for those,
particularly the marketing, will go away if we don't find budget for
it.
What I'm saying is there are things that we know are working, the
teaching and learning center has to keep going, the investment we put
into that, the investment we put into dual enrollment is working, we
have to invest in that, notwithstanding what you're seeing in this
chart. That's a reallocation of resources within the college. So we
will be shifting that -- and we will show that more as in the May
budget presentation how we're able to keep those programs going.
>> MR. DEMION CLINCO: And in the full budget discussion, I think
there is an opportunity to talk about these additional or new
one-time opportunities for the coming year.
>> MS. MARIA GARCIA: First of all, I'm opposed to any tuition
increase, okay. But I also know that the college has to be funded.
I agree that our faculty need to be compensated, and we do have a lot
of initiatives that we need to move forward with.
I actually ran on the platform not to increase tuition, and so I
am very sorry to have to say that, you know, my vote and how I think
is I have to do what I think is in the best interests of the
community and the students.
You know, I'm not happy, but I know what we've got to do. Thank
you.
>> MR. DEMION CLINCO: Okay. And with that, all in favor of the
motion, signify by saying aye?
(Ayes.)
>> MR. DEMION CLINCO: Anyone opposed?
>> MR. LUIS GONZALES: Opposed.
>> MR. DEMION CLINCO: Mr. Gonzalez dissents, so it is a 4 to 1
vote. The motion carries.
Do we have a request for future agenda items?
Before we conclude, I just want to end with a personal statement.
Because we may not be meeting in this room at our next meeting or for
the next one or two meetings.
But I want to thank each and every one of you, not only for the
work you are doing day in and day out, not only to prepare this
institution for uncertain times, but the work you do really
instructing our students and making sure that they have one of the
best educations possible in this community.
Every single person is in this room tonight because they care
about this institution, and they care about the future of our
community.
This board values that, and we appreciate it, and in these
uncertain times, we cannot tell you how much and how important you
are to this community and to this state and to this city and to this
college.
So thank you. Be safe. Wash your hands.
We'll see you soon.
(Adjournment.)
*********************************************
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*********************************************
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