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May 13, 2020 Governing Board Virtual Meeting...
>> MR. DEMION CLINCO: What I will do is go ahead and we will
begin the roll call. Let me call the meeting to order of the
Wednesday, May 13, 2020 regular Governing Board meeting. This is a
virtual meeting.
Following the guidance of public health officials, the college
has closed all of its facilities to the public and allows only
restricted access to essential personnel to promote social distancing
and limit the spread of the Coronavirus.
Accordingly, the Governing Board will conduct this meeting
through remote technology only. Members of the general public who
are interested in following the proceedings can do so on our TV, on
our YouTube, and through My Board Docs.
The meeting is called to order at 2:43 p.m. Our first order of
business is our roll call.
Mr. Silvyn, if you could call the roll, please.
>> MR. JEFF SILVYN: Demion Clinco.
>> MR. DEMION CLINCO: Present.
>> MR. JEFF SILVYN: Mark Hanna.
>> MR. MARK HANNA: Present.
>> MR. JEFF SILVYN: Meredith Hay.
>> DR. MEREDITH HAY: Present.
>> MR. JEFF SILVYN: Maria Garcia? Maria Garcia?
Luis Gonzales?
Mr. Chair, I think we still have two board members not yet
connected to the meeting.
>> MR. DEMION CLINCO: Let's just take a quick pause and we'll
just recess until we can get them connected.
(Pause in the proceedings.)
>> MR. DEMION CLINCO: I want to thank everybody for bearing with
us as we deal with a little technical challenge.
>> MR. LUIS GONZALES: Hello. Hello.
>> SPEAKER: Hello, Luis.
>> DR. MEREDITH HAY: Hello, Luis. You made it.
>> MR. LUIS GONZALES: Good afternoon. Good afternoon.
>> SPEAKER: We're still waiting for Maria.
>> MR. LUIS GONZALES: Yes. Okay, then. We'll wait.
>> DR. MEREDITH HAY: We have a quorum. You want to start or
wait?
>> MR. DEMION CLINCO: I mean, we could go ahead and wait. I
know she's working on calling in now. We will go ahead and reconvene
the meeting.
Our first item is our call to the audience.
We only have one member of the public who would like to speak,
which is Pima Community College instructor, Matej.
>> MATEJ BOGUSZAK: Greetings. Can you hear me okay?
>> MR. DEMION CLINCO: I'm going to -- we have the three-minute
rule. I will let you know about 30 seconds before.
>> MATEJ BOGUSZAK: Thank you very much. I'll try to get through
it quickly.
Good afternoon, everybody. Board members, Chair Clinco,
colleagues. I'm Matej Boguszak. I'm president of PCCEA. I wish you
all good health as we approach the end of the wild academic year. A
huge thank you is in order for all the heavy lifting that faculty
have done over the last couple of months to help our students finish.
Almost there.
We are equally thankful for all the hard work and creative
efforts of our college staff and administrators who are really
balancing enormous logistical and financial challenges.
All of us at the college are urgently focused on supporting our
students through this time and we are excited to celebrate their
success at graduation next week. The way everybody has stepped up
and pulled together for a single purpose really makes us proud to be
part of Pima.
PCCEA greatly appreciates the chancellor's leadership during this
difficult period and his focus on students and employees. We have
been encouraged by his recent message recognizing the importance of
face-to-face education in the long run beyond this crisis and
challenges faced by online students. We are pleased the provost has
committed to a transparent data-informed process for prioritizing
faculty positions with key input from academic division leadership.
We are expecting a follow-up.
The faculty are eager to work together with the administration to
gear up for the fall semester, get things done, help our students
address their critical needs and really those inequities that have
been so exposed in such an ugly way in this situation.
While we examine opportunities to successfully position our
college for the future, which we must do, we join our chancellor and
provost in affirming that long-term systemic restructuring beyond
just next fall should wait until all stakeholders are fully able to
focus on it and participate in the planning process. That will
ensure that informed decisions are made, support student learning,
enrollment, and the college mission.
As you consider the proposed fiscal year '21 budget, PCCEA
respectfully urges you to review it carefully and ask detailed
questions. Please consider what is really important and request
changes as you see them as appropriate.
Last spring I shared major concerns about trends in our
expenditures, how our public money is spent and who the college
values and doesn't by extension.
I hate to spoil the warm feelings of unity, but these concerns
have only intensified recently. Somebody has to put them on the
table.
So spending on faculty is way down, shrinking in both absolute
terms and as a share of the overall budget. It's not just because we
haven't gotten steps as a group in seven years, and not just because
the counselors have been losing their faculty status that might be
part of it, but positions and disciplines that...
>> MR. DEMION CLINCO: You have about 30 seconds left.
>> MATEJ BOGUSZAK: Thank you. Positions and disciplines that
really need them are being closed, and salary and lines repurposed to
fund other instructional priorities that require their own dedicated
funding source in the budget, like the teaching and learning center,
PimaOnline. It cannot be either/or. We really need both.
At the same time, the chancellor is asking for a $300,000
increase, over 5%, for administrative personnel next year. Why? For
this year ending June 30, our CFO got a step, our acting chief HR
officer got a step, a couple of other executive administrators got
multiple steps as their jobs got reorganized, and plenty of other
steps were awarded the year before that to administrative personnel.
Previously top-level administrative positions with baffling
titles were created, some of them seemingly for individuals without a
competitive process. We have 45 assorted directors who aren't
technically administrators but make average of 92,000 a year. The
chancellor himself got an enormous compensation increase hidden away
with unbelievable perks.
>> MR. DEMION CLINCO: Okay, Matej. You've hit your time limit.
We really appreciate your time. Again, you're always -- as
always, please send the full comments to the board for us to review.
We really appreciate your input.
To anyone listening and to the greater community, we have set up
a practice now while we have these virtual meetings of allowing the
traditional call to the public, and anybody can participate. You
just need to submit your contact information by noon the day of the
meeting.
So Matej, we really appreciate your input. Please be safe, and
again, thank you for everything you are doing for the college.
Okay. The next item on our agenda is remarks by the Governing
Board. I will keep mine very brief, but I want to echo Matej's
comment just to thank everybody for all they have been doing.
This has been an extraordinarily difficult period of time. I and
this entire board fully understand the tremendous effort that each
and every single member...(lost audio)...that our students can be
successful but they can complete the year and that we can get ready
to continue delivering the educational opportunities this summer and
into the fall.
I'm personally extraordinarily appreciative. Thank you for the
incredible work that each and every member of this college community
is doing.
Mr. Hanna?
>> MR. MARK HANNA: Thank you, Chair Clinco.
Yes, thank you to everyone. Some of the people on the screen
right now are the real stars, and actually everyone are. Faculty,
our staff, administrators, are real stars and really stepped up. And
for those of you who were online for the all college meeting we had
last week, you could just see in the comments section people really
embracing this opportunity to work together to make our college
successful.
A special shoutout to Norma and all her folks who got those
checks out. It appears that we may have been the first college in
the entire state to get the checks from the CARES Act directly into
our students' hands. That's just an amazing effort, thanks to good
planning and execution. I'm certainly grateful for that.
And then I just want to quickly take a moment to recognize an
educator who we lost this week, a person very close to my own route
into education. Mrs. Marge Christensen Gould, who was a teacher at
Catalina High School. She taught at-risk students. She had a
program specifically for them to teach them literacy skills and job
interview skills.
I met her 20 years ago. I was searching for a second career.
She invited me into the classroom. She taught me that students, and
all of us who have anything to do as educators know this, that
students all learn differently. Finding the key to that learning
ability is how you make a student successful.
I'm very grateful to her, and I'm saddened by her passing this
week.
That's all I have. Thank you.
>> DR. MEREDITH HAY: Yeah, I want to echo, certainly, Chairman
Clinco, what you said about thanking all the faculty, the staff, the
leaders, administrative leaders. You've just done heroic work.
Thanking the students for completing their coursework, sticking
with us, and coming back, re-enrolling this summer and this fall and
that we are all in this together. It's just been extraordinary work
of teamwork and effort, and it just fills me with hope that we'll get
through this, and I want to thank everybody for their contributions.
>> MR. DEMION CLINCO: Thank you very much.
Mr. Gonzales? I believe you're on mute. Mr. Gonzales?
>> MR. LUIS GONZALES: Yes. I'm here. First time on mute.
I just want to say thanks to the faculty and thanks for PCCEA in
reference to the challenging times we have right now, but I think we,
as a team, we'll go through this and we'll continue on with striving
what we need to do for the benefit of our students, but I do think
that we can have different approaches.
But more important, acknowledge students that will be graduating
next week that did complete. I think it's going to be a great
-- it's going to be great for them. Thank you.
>> MR. DEMION CLINCO: Ms. Garcia?
>> MS. MARIA GARCIA: Well, I would like to thank everyone that
has taken the time to participate in this web-based board meeting.
I want to extend my most sincere thanks to all faculty leadership
and support staff for their dedication and contribution to the
students and to this institution. I understand how difficult it must
be for everyone during these very trying times.
Pima College must continue to provide equality, affordable
education to its residents. Without your contributions and
dedication to this college and honoring your own profession, this
would not be possible.
To the 2020 Pima College graduates, congratulations. Your
efforts of perseverance have paid off.
I want to leave you with a quote from Ricky Rogers. Strength
doesn't come from what you can do. It comes from overcoming the
things you once thought you couldn't do.
Thank you.
>> MR. DEMION CLINCO: Thank you very much.
Next we have our administrative reports. We are going to begin
with Brooke Anderson, our faculty representative.
Oh, I'm sorry. Administrative reports is not our reports from
our representatives to the board.
Chancellor Lambert, if you want to go ahead and begin with the
first one.
>> DR. LEE LAMBERT: Yes. So we have had folks working on a
response and recovery plan, and Tom Davis has been leading that
effort for the college. I ask that Tom share with you what that plan
is starting to shape up to look like.
Tom?
>> TOM DAVIS: Good afternoon. Chair Clinco, members of the
board, Chancellor Lambert, fellow employees, friends of Pima. I'm
Tom Davis, chief of staff of the college. It's an honor to be with
you here again.
During the past two board meetings, I have outlined our plans for
worst-case scenario to shut down the college and the most likely
scenario to move to online instruction.
Today I will discuss our re-entry planning efforts. First I must
say that over the last few months that we have dealt with this crisis
our employees and students have adapted brilliantly, and frankly,
they have gone above and beyond what was expected.
The chancellor, myself, the entire Executive Leadership Team are
beyond grateful for the selfless service of our employees and how
they have adapted to assist our students and transitioning to this
new environment.
As you have seen in the news, there is mounting pressure from
various entities around the United States, the State of Arizona, even
here in Tucson, to reopen our communities. From my lens, the data
does not indicate we are there yet, especially here locally in
Tucson. What we are doing is the prudent planning on how we will
re-enter the work space. Today I will outline the framework and
discuss a few potential topics you may have questions on.
Our basic premise in our planning efforts is to do minimum harm
to our students while balancing their as well as our employee safety
and security. Additionally, as outlined in the previous discussions,
the need to be as flexible as possible continues to be paramount.
As we have all seen and experienced, the situation continues
daily if not hourly. None of that has changed. As I have done
previously, I want to lay out the reality of our situation.
As you are probably aware, as of today, there are approximately
4.3 million cases worldwide. There were 925,000 last time we talked.
Approximately 294,000 deaths, again, 46,000 deaths last time.
Here in the United States, there are approximately 1.4 million
cases compared to 210,000 last time. I have to point out that's 1
million cases more than the next closest country.
We have almost 84,000 reported deaths. Here in Arizona, there
are just over 12,000 reported cases with 594 reported deaths.
1,623 of those cases are here in Pima County with 136 reported
deaths. There were 29 deaths last time in Pima County. The majority
of those cases and deaths have happened since last time I talked to
you six weeks ago.
These statistics make it more imperative that we continue to take
this seriously since we have the highest fatality rate in the state
at this point.
My point to you is that this is still a very real threat and it's
here and we, as a college, are continually taking this seriously.
The chancellor has been and continues to be clear in his guidance.
Safety of students, employees, and community comes first. With that
said, we have developed a six-phase plan to re-enter our work space.
Again, at the appropriate time.
I will point out that even though these phases are sequential,
they may be and in fact do run concurrently as conditions merit
and/or as leaders direct in order to advance timelines.
Currently we are in phase 0, 1, and 2. I will describe the
phases. Phase 0. Planning, coordination, and training. In this
phase, individual units are creating unit re-entry plans specific to
the workplace. The plan that I have described is the umbrella
overarching plan. They will also coordinate their plans with other
units and with the district to ensure synchronization of effort and
potentially any external, potentially coordinating with external
entities.
While this is happening, units will start to ensure they have
enough PPE or personal protective equipment, such as masks, gloves,
potentially added protection and/or coveralls, depending on their
work space for their employees. Individual employees will be trained
in the fitting, wearing, and use of PPE as well as safe removal,
sanitizing, and disposal prior to re-entering their workplaces.
That's phase 0. Phase 1, essential employees returning to the
workplace. Throughout the COVID-19 situation, essential employees
like the police officers, payroll personnel facilities workers, have
been allowed to conduct mission-essential tasks in order to keep the
vital functions of the college operational.
We will continue to allow mission-essential personnel to re-enter
the workplace on a case-by-case basis, utilizing protocols
established by our facilities and police teams. This phase is
ongoing.
Phase 2, the advanced group. This phase begins with unit and
departmental advance teams being identified and subsequently
returning to work spaces to evaluate them and ultimately potentially
reconfiguring them to be able to accept employees within the social
distancing parameters. This phase may take a long period of time due
to potential reconfiguration.
Alternative protocols could be in place to limit employee contact
by shift work or alternative schedules or locations. Ultimately the
advanced group will make recommendations to unit leadership on a plan
to ensure employees operate within the social distancing
recommendation through alternative scheduling, et cetera.
But it's not just the workplaces. It's the classrooms that are
being evaluated and reconfigured, as well. We are looking at the
best hands-on instruction that are required, especially in our CTE
and various required lab-related courses in phase 3, from looking at
ways to more efficiently schedule to placing barriers in order to
protect students and faculty to actual reconfiguration or expansion
of spaces to accommodate backlog of students that we were not able to
finish in the spring.
Now we go on to phase 3. The re-entry for employees needed to
fulfill career and technical education, labs, and necessary
face-to-face operational pieces.
After unit advance teams identify and reconfigure their work
spaces for re-entry, and only when deemed necessary for safe
operations, will students and employees be allowed to conduct limited
face-to-face operations or instruction in critical CTE labs and other
hands-on areas.
Maximum use of technology and virtual learning must be utilized
prior to any employee or student entering instructional areas for any
required hands-on learning. Social distancing recommendations will
still be mandated during that time frame.
Then phase 4 is the additional employees returning minus
employees needing and/or required to still work from home. As
conditions allow and as social distancing restrictions are more
relaxed, the college leadership determines it's safe, the number of
employees returning to work will be gradually increased and allowed
back into the workplace. There will be groups of employees that will
need and/or still be required to work from home.
The college has made a commitment through the end of the fiscal
year to allow employees with specific circumstances that were beyond
their control to work from home without consequence.
Examples of those employee groups are, like, employees that have
children in K12, because the schools are closed, or other employees
caring for family members who are sick, employees with pre-existing
conditions, and the like.
And then phase 5. All employees operating from their designated
work space and the return to large community events. In essence,
phase 5 is the resumption of normal workplace activities and the
reintegration of PC back into the local community. Community events
can take place with large gatherings. It's anticipated it will be
some time before this will occur, though.
There is obviously a concern that a second wave of the COVID-19
virus may precede this phase. In essence, we could go back to phase
1 level activities even though we may be in phase 4. Again, that's
something we taking into consideration within our planning aspect.
So you know the status of the plan, the unit leadership are
working with their teams to develop, coordinate, synchronize
individual plans. That work should be completed in the coming week
or so.
Additionally, as I mentioned, we are concurrently working in
phase 0, 1, 2. Not only are we planning, unit leadership has pushed
forward advanced teams and are assessing their spaces to look not
only at individual work spaces but at classrooms, as I mentioned.
So they are to look at how and what the modality is optimal for
each classroom as well as what potential barriers could be in place
to protect students and faculty.
With the assistance of our healthcare deans, facilities personnel
and campuses, we are setting in place appropriate protocols and
processes to ensure students and employees are monitored prior to
entry into facilities during phase 3, using single entry and exit
plan model.
One of the larger questions that employees have been asking, and
I'm sure you're wondering, is when will we return to the workplace?
That is currently unknown. Currently we aren't going to put out a
specific date or even be held to a specific date because of the
conditions I mentioned earlier. Again, our decision matrix will be
based on many conditions.
To put it out there, most employees should plan on working
remotely through the end of the calendar year. We do not anticipate
employees coming back en masse anytime soon. We will continue to
work remotely or on a rotating schedule if we do happen to go into
phase 3 or 4 where only part of an office staff will be back in the
office spaces. Some staff, like facilities and police department,
will have probably a normal schedule in their work places.
The decision to return employees and students to the campuses
will be made by the board chair and the chancellor. First and
foremost, the basis of any decision will be the safety and security
of our students and employees.
The chancellor and the board chair will use current data and
potential recommendations from the Pima County Health Department in
order to determine the current and forecasted COVID-19 trends and
outlook. They will look at guidance from the governor's office.
They will look at recommendations from the ELT, and in consultation
with county leadership as well as the City of Tucson leadership.
We will also look at the community and how it is responding to
the businesses' return to work, as well as what the University of
Arizona is doing and how they are approaching return.
We have been in discussions with them at the highest levels and
plan to keep an open dialogue and to consult regularly with each
other to share each other's plans.
Another question is will we test our employees and students? At
this point, no. Though we would prefer to test everyone prior to
resuming classes, that is currently not an option. There is
physically not enough tests in the county to accommodate that. What
tests are available in the local area will be reserved for COVID-19
symptomatic individuals.
Because of that, and the prevalent protocol of test, track,
treat, it's not necessarily an option for us. But what we will be
able to do, if a student or employee does become symptomatic, we will
refer them to local healthcare professionals to then be tested,
tracked, and treated if required.
If the availability of testing increases, then we of course will
relook at this. But according to Pima County, testing for all
employees and students is just not an option at this time.
Will we continue to social distance? Yes. We will follow the
social distancing recommendations. As you may have seen, the county
recently announced relaxed guidelines which we will extend into our
workplaces and classrooms, still have individuals wearing masks in
public but with groups of 10 being able to gather. If more than one
group of 10 is nearby, they must be separated by six feet, with
restaurants being able to go to 50% capacity with those modes.
We will translate that into our classrooms, and I believe Dolores
has created a planning number of 15, plus or minus, depending on the
actual size of the classroom. Dolores is available to discuss the
academic plans if you have any specific questions.
Lastly, as you are aware, a comprehensive deep cleaning has taken
place. Not only disinfecting all common areas in our facilities but
major maintenance and cleaning of our systems that had not been
conducted in decades.
Obviously employees will be expected to clean their personal
areas regularly as well as wash their hands more frequently following
CDC recommendations. Facilities and custodial staff have begun
planning to clean high-traffic areas several times a day as we return
to normal operations.
So pending any of your questions, that's all I have for you.
>> MR. DEMION CLINCO: Thank you very much.
Do any members of the board have specific questions about the
phase plan? Okay. I don't hear any, just to be clear.
Thanks, Tom. We appreciate the detail and appreciate the very
methodical and conservative approach that really prioritizes the
safety of our faculty, our staff, and of course our students. So
thank you.
Next we have our enrollment update, distribution of the CARES Act
fund. David Arellano, our dean of enrollment management, and Norma
Navarro-Castellanos, executive director for financial aid and
scholarship.
>> SPEAKER: Good afternoon, Chairperson of the Board, board
members, Chancellor Lambert, colleagues and guests. I'm going to
begin with introducing our executive director of financial aid, Norma
Navarro-Castellanos, who is going to share some information on the
CARES Act, and while she is queuing up, I'm going to share our slide
deck with you all so you can follow along as we give you the update.
>> SPEAKER: Thank you. Thank you for the introduction, and
thank you also for the opportunity to be able to speak to you as to
the timeline and the steps that we took to be able to distribute
these funds to students.
I do not want to miss the fact that it took this village that you
see here, all the names of these individuals, to make sure to help us
get this executed for our students.
This is just another example, another glimmery, shiny light of
the capabilities we have here at Pima Community College, the
community that we have in being able to come together to make sure we
deliver the needs of our students.
I'd like to begin, if you don't mind going to the next slide.
The Coronavirus Aid Relief and Economic Security Act, known as
CARES Act, was signed into law on March 27. Pima College received
its letter from Secretary DeVos on April 9.
April 10, Pima College submitted the certification and agreement
form in order to accept these funds, and on April 20th, Pima College
received its first allocation of funds. The first allocation of
funds was $4,994,525. This is known as the student portion. This
portion of funds had to be directly due to students.
By April 23rd, we did our very first distribution to students.
Our first 881 students received funds. We have been doing so every
week since then.
As of today, I am very proud to say we have over 6,000 students
that have and will be receiving these funds. This week is in
process, and students will be receiving this week's
distribution...(lost audio). It total, we have 6,079 students that
have received these CARES funds, placing us at more than $4.8 million
being distributed to students for the spring semester.
The focus, though, now is to assist students that we have
received a FAFSA application or have not yet received a FAFSA
application for the 2019/'20 school year.
Pima College typically receives nearly 18,000 FAFSA applications
per year. A good amount of those application students are selected
for a process known as verification or other pieces of information
that we are required to verify, confirm for students.
We average on a yearly basis about half of those students not
completing those steps, and it's no more apparent today, now, the
need. Students are stepping forward and indicating they are in need
of these emergency funds, but we need to make sure that they have
completed the steps in order to receive federal student aid, as well.
This was also apparent as students were submitting applications
for the Pima emergency fund, and the team that was put together to
evaluate students that were submitting those applications also saw
that students, many of these students had submitted a FAFSA
application but that had outstanding requirements.
So this team, led by Ricardo, has committed to working with
students, to making sure they complete the next steps, because these
students could be able to receive Title IV federal student aid in
addition to emergency funding.
So that is our focus now. Pima has also received its second
allocation, an additional $4,994,524. Again, a very quick
turnaround. We submitted our certification and agreement on April
23, and then by May 6 we received our notification of disbursement
from the Department of Education.
From this second allocation, 2.5 million is going to be utilized
for the purchase of laptops to be able to offer for students to help
them get through their education this summer and in the fall. 1.5
million will be reserved, as well, to be able to continue
distributing funds for these students.
There is a subgroup of students that will be specifically
identified. These are students that were unable to complete their
coursework this spring semester simply because of the way their
programs are designed. We have a lot of programs, as you're well
aware, that have a lot of didactive, a lot of hands-on work. These
students, many were unable to finish this spring semester, so were
given incompletes or I grades.
These students will be coming back, are expected to come back
this summer, fall, or into the spring semester to finish this
coursework. This next allocation of funds we will be targeting those
students to make sure they receive this additional funding, because
even though these students will not be billed tuition and fees to
finish the coursework that they left pending, they will have expenses
related to their cost of attendance, such as materials, supplies,
travel expenses. So they will need that extra help there.
There is a remaining $994,524 from this second allocation that we
will be considering for any additional resources. Those can be
hotspots or other information, technology, equipment, software, to
enable students to participate in distance learning as a result of
this significant change to the delivery of instruction due to the
Coronavirus.
Lastly, I'd like to speak about the third allocation here. The
third allocation is due to our Hispanic-serving institution status.
We are a minority-serving institution, and we also received our
notice from Secretary DeVos on April 30. The amount for this is
$640,229.
However, there is a slight variance to this third pot of money,
that it comes with the ability to be able to complete or create an
application designated by us in which the student can attest under
the penalty of perjury to meet the requirements of section 484 of the
HEA, meaning provides a little bit more flexibility than us needing
to have the FAFSA application and looking at the data elements we
have had to look at during this first and second allocation that we
have received. So we are considering developing this certification
form so that students may be able to submit this to us.
So in total, Pima College will be receiving $10,629,278 due to
the CARES Act. That's my update in regards to the CARES funds.
Any questions?
>> MR. DEMION CLINCO: Any members of the board have questions?
>> MR. MARK HANNA: So, Norma, thank you. I just can't thank you
and all the folks, and David, everybody involved in this.
I even spoke to several students personally who were just so
grateful that they had received their checks and told me that it made
a huge difference, the fact that you got them out so quickly.
But I think that what this all points to as we get through all
this is that we have to, whatever we have to do to get students to
complete the FAFSA, because I think it just really points out that
even without this whole thing, we have students who could have been
receiving federal aid prior to this whole thing that probably aren't
because they never completed the FAFSA.
We need to really focus in on that if we can once we are done
with all this.
>> SPEAKER: Definitely. This week's batch of 300 is a testament
to that, because otherwise they would have been selected the weeks
prior to for us to distribute the CARES funds. From last week to
this week, that was the amount of effort we put in to make sure
students not only are just submitting their FAFSA application but
being able to complete, submit all the necessary documents that are
required to verify.
>> MR. DEMION CLINCO: Could you tell me for students who
withdrew or have an incomplete prior to the issuance of the CARES
funds, are they eligible for this funding if they reach out to the
college?
>> SPEAKER: If they are completely withdrawn from the
institution, I'm not able to distribute these funds to those students
for this spring semester. However, the students that had to receive
all incompletes in all of their coursework, upon their return to
finish their coursework, these students will be re-enrolling in those
same courses will not be billed for that course again.
But again, that is the student population that I am focusing on
for this second allocation, because these students will have those
additional expenses.
The CARES Act did come with some provisions in regulatory, and so
students who had to completely withdraw from the institution
normally, under normal circumstances, we have to calculate the
unearned aid and bill back the student. Due to this CARES Act, that
is not something that is occurring at this time.
Additionally, we have also built into, at the end of the
semester, every time we evaluate students' academic progress,
students who have an I, the I grade will not count in the
quantitative measure of academic progress.
>> MR. MARK HANNA: Did I understand you to say that if a student
withdrew and had been receiving financial aid, that we are obligated
to contact them and have them pay back financial aid?
>> SPEAKER: Under normal circumstances. But because of our
circumstances right now, the CARES Act brought with it also
provisional regulations, and part of that, one of those regulations
is that students who have completely withdrawn, we will not be
billing them the unearned aid.
So students normally, when they stop out in a semester and
completely withdraw, we have to calculate what they did not earn from
that day which they completely withdrew from the institution to the
end of the term.
Normally that is billed back. Under CARES Act, this provision is
in effect that we are not billing students back.
>> MR. MARK HANNA: Great. Thank you.
>> DR. LEE LAMBERT: Norma, can you share -- I know that the
college has already identified the technology pieces under the second
allocation. Could you just briefly share that?
>> SPEAKER: Yes. They are several laptops that will be
purchased, that have been purchased to be able to distribute to
students. So that will be going into effect very shortly. The
purchase is under way and being able to distribute these laptops to
students starting this summer.
It's on a lending basis so that students will be able to finish
their courses for this summer and then as well for fall semester.
>> MR. DEMION CLINCO: Thank you.
Additional questions from the board? Okay. Norma, thank you
very much.
Just to echo Mark's comments, we really appreciate the tremendous
lift to get this funding out the door and into the hands of our
students under extraordinary circumstances. Thank you.
Next, we have our marketing update with Lisa Brodsky, our vice
chancellor for external relations.
>> SPEAKER: Demion, I had a small update --
>> DR. LEE LAMBERT: David -- right.
>> MR. DEMION CLINCO: Go ahead.
>> SPEAKER: I apologize. Thank you, Demion.
So again, I'm appreciative and I think we are really proud of all
the work that folks have done on the CARES Act and emergency funding,
all the work they have done. We are appreciative of the guidance
from the Executive Leadership Team, as well.
What I want to talk about really quickly is a lot of the things
that we have done to transition our student services, our student
affairs to that virtual realm so we can continue to support students
during this time, and so when we looked at the student affairs
virtual transition, we went from a campus-based structure to really a
team-based approach in helping support our students.
Really focused on retention and that student support piece. We
have created a multi-channel approach for students to engage academic
advisors and the services they need from student affairs.
We really focused on how do we get students to stay enrolled, and
a lot of this interacts with the CARES funding, emergency funding,
Wi-Fi parking lot access, Wi-Fi in the parking lots, technology and
laptop loanings. It's really a complex event where we bring in
multiple pieces to make sure that that student can stay engaged.
Again, the work from our program advisors, counselors, enrollment
advisors, liaisons, Student Life, virtual, financial aid, so on, has
really been focused on that academic and personal support, really
caring about the student, listening to the student, expressing
empathy, making sure that we can refer students out to the
appropriate resources.
There is so many resources out there to help support students,
whether health-wise, safety, financially. Making sure we can keep
advising them to make the right decisions as they navigate finishing
up the semester.
We've provided a lot of guidance on the withdrawal and incomplete
processes. We built in a lot of provisions as a college that are
really cutting edge and not seen a lot across the nation in terms of
executive leadership's decision to offer tuition credits or waivers
for withdrawals and for the incompletes.
That's really at the forefront. A lot of schools are not doing
that, and that's really going to be a key piece in retaining our
students and getting some new enrollments for the fall.
Huge group working on those emergency funds, really triaging
students to make sure they were sent to the right location. Then
another piece that we don't usually talk about is the Access and
Disability Resources office.
We really had to pivot to make sure those accommodations existed
in the face-to-face realm, that they could translate into the new
virtual or online realm. That's a huge student support piece,
success and retention piece. The ADR team has been really successful
in making sure we can continue to support our students in that realm
or with those accommodations.
Looking forward, though, we have a huge task in front of us in
terms of our summer enrollment and fall enrollment. When we look at
that, from the get-go in early March we started looking at how we can
make sure we can guide students, new students, through the enrollment
funnel.
We are working with a case list of over 3,000 students that have
applied since late February, making sure they are going through each
step, getting them registration ready. We have 20 advisors working
with those students continuously.
I talked about the ADR component, but also as students transition
out and realize in the new modalities they may need accommodations,
we are reaching out early now to make sure that we can provide them
so that transition into those modalities is seamless for them and
they can be successful.
Last month we mentioned the admissions application 2.0, up and
live, no issues on our front end. We have presented that out to
staff and we have seen students continue to apply to the institution
at around 70 or 80 applications per day since we went live with that.
One of the other highlights we will be bringing out is a ChatBot
expansion. Norma and the financial aid team pioneered the ChatBot.
Got great results, have a lot of virtual resources for students and
really making sure that students have that access to financial aid
information 24/7.
We will be expanding that out to veteran services, student
accounts, registrar's office, and student services, so this will be
an additional resource on top of our e-mail channels, phone lines,
Google Hangouts. This ChatBot will be a new addition.
And then I wanted to provide an update on Pearson. Pearson, a
lot of great work still going on there. Even with the challenges,
with the employers that we work with, the Pearson partnership, those
employers in the hospitality and tourism industry, we know they have
really taken a hit during this pandemic, but we are still seeing some
steady enrollments from those students, and roughly for the summer we
should have around 300 Pearson students enrolled at Pima.
So I wanted to provide, as we look forward and what we are doing
in the now to support students, is really about the health and
safety, the support, and making sure that we retain them, enroll
them, and move them forward even during these troubling times.
With that, I will open it up to any questions the board may have.
>> MR. DEMION CLINCO: Any questions for David?
>> MR. MARK HANNA: Thank you for the application. I have heard
good things already. A long time coming. Thank you for all the work
you have put into it and your team.
>> DR. MEREDITH HAY: Good job, David. I just want to say thank
you for your good job.
>> SPEAKER: Thank you, board.
>> MR. DEMION CLINCO: Anybody else? David, we really appreciate
it. We know this has been a massive lift and unusual time to bring
it online, but I think the timing in some ways could not have been
better now that we have these major tools aligning to be able to
support students more cohesively in an online environment. Thank you
so much.
That brings us to our next report, the marketing update from Lisa
Brodsky, vice chancellor for external relations. If you haven't had
an opportunity to take a look at the new website, it really is an
extraordinary improvement to the tool we had before.
>> SPEAKER: Chairman Clinco, members of the board, Chancellor
Lambert, colleagues and guests. I'm going to give you a very
high-level overview of what we are doing in marketing. I'm hoping
you can see my screen? Yes. Pushing all the right buttons.
Marketing right now for everybody is certainly difficult.
Finding your voice, finding your space is really tough. It's
especially difficult in higher education right now. We have seen the
headlines. We certainly don't want these headlines to be repeated
for Pima.
But the reason marketing is difficult is certainly given the
situation that we are in. Families are dealing with a lot right now
at home. People are looking to get through programs quickly, to get
to their next step. We are hearing about a growing interest in
students taking a gap year to get past some of this. Even though
everybody is giving a thousand percent, customer service is
challenged right now by our virtual environment.
The good news is, and there is lots of good news, is Pima has a
lot of opportunities. So as you know well, we have a high-quality
PimaOnline program we are really taking advantage of this year.
Being local and local institution is going to be important for more
reasons than usual. Of course, our low tuition.
In the next presentation from Dr. Roark, you will hear a lot
about some short-term training opportunities and skills programs that
we are really going to be able to market and take advantage of.
Then we also believe that students are really going to like
having more eight-week options, and we think they are going to like
the hybrid courses. I will talk to you about why that is.
First I want to let you know that student recruiting is also
doing very well. They are very active. They are meeting regularly
with counselors, a lot of classes. Have invited them into their Zoom
presentations. These guys are reaching out with every tool they
have. I think there has even been conversations across a street from
time to time.
We are working to partner -- this time of year we tend to do a
lot of coaching on helping students work through the application.
Again, I was going to say the good news is our new application is
easing the need to do that, but we are still looking for those
opportunities.
This is also a time when we would talk to them, students, about
FAFSA, as well. So we are looking for some partnership opportunities
to provide hands-on support.
Our social media is also doing very well. These are the tools
that we have to really show people inside the institution, to show
that we are active and alive and well. The good news is our likes
are up, engagements are up. So we are really happy to see that.
We were able to take advantage this year of nurses celebration
month, which is all May. We have had these billboards all over town.
We included some radio in support of this.
So we are really happy to be able to let those front-line workers
know how much we appreciate them and that we are happy to be part of
their community.
Significantly regarding advertising, right now our PimaOnline
campaign started about three weeks ago. We are working with Stamats
on this campaign. This is a very aggressive digital effort targeting
four of our PimaOnline programs.
What's fun about this campaign, what's going to be interesting is
a lot of the tools that we have now that we didn't have before. So
with our new website, we were able to create dedicated landing pages.
We also created a customized phone number and e-mail address. What
this means is that we are able to track when people hit one of our
ads, if they've hit our website, how long they spend there, if they
complete our (indiscernible) form, if they call that number, if they
submit an e-mail, we can follow them hopefully all the way through to
enrollment.
But it also allows us to adjust the messages on the fly. So if
something isn't working, if a message we have out there doesn't seem
to be attracting a lot of attention, we can adjust the language,
adjust the ad, increase that response rate.
Another cool thing that we are doing with this campaign, normally
we would geofence to the high school. So while the students were in
high school, they would be served up ads on their phones. Obviously
we can't do that now, but we can do it in a manner of speaking. We
are able to target these high schools, we are able to detect if their
devices had been in that school. We will serve up these
advertisements on those devices. So we are still able to reach those
high school students very effectively with this campaign.
You're going to hear more from Dr. Roark on this Google IT
certificate program. We did a very short campaign for this in April.
Got tremendous response to the ad.
I think we have at least 8, probably more by now, students
enrolled in this. As we identify funding, we believe this is another
opportunity that -- this is another opportunity that we would really
like to market rather heavily, actually.
Our general enrollment campaign is currently up and running. I'm
hoping you have seen it. We hit every element. We have outdoor, TV,
radio, certainly digital and social. With this campaign, we spent a
lot of time discussing what the message for it could be. And what we
ultimately settled on was to stand out from the other messaging that
is going on right now, we really need to give people something
direct, something actionable, something that spoke to their future
and how they could advance their lives from where it is right now,
especially people who have been really severely affected by this
Coronavirus.
We offer a very direct message about enrolling and letting people
know that Pima is there for them, we are active, ready for you, and
classes are going to start this summer and certainly this fall.
We are going to follow closely on the heels -- actually part of
this has already launched, it launched today, with some more direct
messages. So this is where being local and reaching our universities
is going to be critical.
Our summer campaign is -- what we have typically done with our
summer campaign is geofence the universities and encouraged people to
come to Pima. We are doing that in the same way I mentioned before.
This time we are able to target their .edu e-mail addresses and they
are getting these digital ads on their devices that way.
But we really want them to understand about the fact that they
can save money, the classes transfer. We think they will like the
eight-week programs and the hybrid courses where they have an
opportunity to be in class but they will also be in a safe, virtual
environment.
What we really hope resonates with a lot of these students,
especially the ones that might have been inclined to sit out a year
or those who wanted to go out-of-state but may sit out because they
are concerned about going out-of-state, is they can come to Pima and
continue their education seamlessly. They don't have to take a gap
year that they may not have wanted to take or planned to take, that
we have opportunities for them.
And we are hearing increasingly that both locally and nationally
students are saying, well, if I'm going to be in a virtual classroom,
I'm not going to pay university prices for it.
We know we have a very solid, good quality virtual environment to
provide students, and we are going to be getting that word out about
that.
Next up, later in this month we will be dropping a postcard to
three zip codes to promote our GED and Adult Basic Education Program.
We think this will be well received, and we are really excited about
it.
We have a number of opportunities that we are working on. We
have lists of the current high school students, dual enrollment
students, and we are working on various ways to continue to market to
these students. We have some specific plans and we have some general
plans that we think will resonate with this audience.
What I really wanted to get to at the end here is the importance
of marketing to our current students. Typically we make our current
students aware of, just aware it's time to register, time to complete
their FAFSA, whatever it happens to be.
But this year we really feel we need to market to them as
aggressively as we are marketing to prospective students. We know
there is dissatisfaction with virtual classes, but we know our
students are really tough and they have stuck with it and are working
really hard. They are going to make it through the semester. But
what we really need them to understand is why it is so important to
continue, not to take that time off. You take that time off, you may
never come back, right, and that's just not good for our students.
So we are going to do a postcard campaign to our current
students. We are working on a video. It's kind of a fun video but
empathetic at the same time. Just to let people know we are there
for them and we will help them get through it, it's going to be
great.
As we identify funding, we would like to be able to send ads,
geofence their homes, because we have their home addresses, send ads
to their digital devices just letting them know we want them to come
back, we are there for them, that they can finish and do quite well.
And as David mentioned a bit ago, enrollment management, admissions,
to offer various communications to this current audience.
So that was very fast. If I can answer any questions, I'm happy
to do so.
>> MR. DEMION CLINCO: Any questions from the board? I have a
first question, actually.
Lisa, do you have the resources you need to be able to really
continue to aggressively market in this really uncertain time? I
mean, are you able to pivot dollars from billboards that people may
not see because they are not leaving their homes as frequently to
more digital tools?
>> SPEAKER: Well, just want to touch on billboards quickly since
you mentioned it. The reason we were able to do billboards is we got
a significant discount for all the reasons you just said.
I have been out a little bit. Traffic is good. We are feeling
better about that.
No, actually we do need to identify some other funds if we really
want to be aggressive in some of this. We don't quite have the funds
that we need. As it is, we are spending at least $100,000 less than
we spent last summer for fall enrollment. Enrollment did go up. But
we are working to see what we could do to identify those funds and
repurpose some funds that we would have used for other things right
now. So we are working on that.
>> MR. DEMION CLINCO: Chancellor Lambert --
>> DR. MEREDITH HAY: I love the billboards. I'm on Speedway
every day. I love those billboards. There is a lot of people out.
I think people are seeing them. They look great.
>> MR. MARK HANNA: Lisa, you may have mentioned this, and I know
you were aware of this, but we are hearing some reluctance from some
of the students who have been accepted to the U of A to go back there
because of the face-to-face classes.
I hate to be counter-programming against our partners, but this
is definitely an opportunity, I think, for us to say it's safer at
Pima. (Smiling.)
>> DR. MEREDITH HAY: No way. Now, Mark -- Mark, come on.
>> MR. MARK HANNA: That's not the right --
>> DR. MEREDITH HAY: U of A is going to do hybrid, it's going to
do online, and there will be a few in-face classes.
That's absolutely unfair and not called for.
>> MR. MARK HANNA: I agree. But I'm just telling you that we
are hearing that, so (laughter)...
>> SPEAKER: Well, our messages are reaching those students, and
for all the reasons that you say, I think students are weighing that
virtual environment and if they want to be on big campuses.
All we are saying is here is what Pima has to offer. We offer a
quality program that transfers at a discounted tuition. If you want
to come to Pima, we would love to have you be an Aztec.
>> MR. DEMION CLINCO: Ms. Garcia or Mr. Gonzales? Any further
questions or comments?
Chancellor Lambert, I think now more than ever, we talk about
this every year during the budget about the need to continually make
incremental increases to the marketing side of our house, into the
base every year, and I know funding is going to be very complex this
year, more than ever before, but I think it's more critical than ever
that we provide the resources to our marketing department to really
be able to make the case in new ways to audiences that I think are
going to need them in a variety of different -- for a variety of
different reasons.
I'd like to see in a final budget matrix more funding for
marketing, because I think it's urgent.
>> DR. LEE LAMBERT: And I think that's why, when we presented to
the board the issue around the tuition increases and we were
advocating for a good portion of that going to marketing, and I hope
that the board will continue to support that.
So as you get to decisions around the budget we are going to post
for tomorrow for the public, that that discussion keeps in mind the
points you have just made.
I think marketing is always critical, but I think it's going to
be even more critical during this period of time. So we certainly
don't want to go backwards in the investments.
The other important piece to not lose sight of, it's easy to take
for granted that because we are more locally focused that we don't
have to put as much into marketing. And I think the contrary is
true. We need to continue to increase and support the marketing
efforts and not fall into the trap that because we are local and we
are the only game in town, people are going to come to us. I think
we've got to keep promoting our story.
Hello? Ian? Can you hear me?
>> MR. DEMION CLINCO: I apologize. So if there are no
additional questions from the board, I would say we move to the next
item, short-term IT offerings with Ian Roark, vice president for
workforce development and strategic partnership.
Mr. Roark?
>> SPEAKER: Good afternoon, board chair, members of the board,
Chancellor Lambert, Pima Community College colleagues, peers,
community members, and friends of Pima.
Thank you very much, Lisa, for mentioning some of what we're
going to talk about today with the Google IT certificate as an end
user, and for a team who is out there trying to get more awareness to
the diversity of offerings that Pima Community College has, including
with short-term training in workforce development including virtual
offerings, Lisa and her team have done a phenomenal job and we have
been very impressed with the level of sophistication that some of
these techniques that she discussed in her presentation have brought
about, including some of the items that we will be talking about
today.
There are a lot of things to set context that we were already
underway with respect to the pre-COVID-19 world versus post-COVID-19
world. We have talked about many of these and have heard from our
chancellor, from Dr. Dori, from Provost Duran-Cerda, and others,
about the Industry 4.0 and the impact of technology on learning and
working.
We know that the traditional workforce pipeline has been
challenged by the decrease of what we in workforce call the emerging
workforce or emerging learner, ages 16 to 24, because by birth dearth
alone, by decreasing birth rates alone, the traditional population
and traditional pipeline for enrollment and for the workforce is
decreasing.
We have seen with the advent of technology, particularly AI and
automation, that many occupations are blending and that
occupational-specific career trajectories are no longer the reality
in our workplace.
Many of our students will not stay in the area in which they
train. They will actually enter blended occupations and career
lattices rather than linear career pathways.
We also see this convergence of technologies to where upskilling
and recareering will be necessary and will be the norm rather than
the exception.
We have seen, case in point in our institution, the success and
replication of the Applied Technology Academy that was originally
designed for Caterpillar.
We have also been a leader in Arizona with respect to work-based
learning and ensuring that work-based learning opportunities
increase, and that includes Pima and doesn't sideline Pima in the
process. We have also seen that our employers are interested not
just in the certification or the degree but the actual skill set that
it represents.
So these shifts were already underway in response.
Virtualization or hybridization of the classroom and the workplace.
Blending of learning and working through workbase learning.
Traditional sectors being blurred and melded together. IT in
manufacturing, for instance, with the smart manufacturing or Industry
4.0. Career pathway stacks and lattices, such as with IBEST and the
great work that adult education is doing, by proving that people who
do not have even a high school diploma yet can be successful in
earning their GED and industry-recognized certification at the same
time as well as a Pima certificate.
So this has really moved us forward in needing to advance
post-traditional offerings. So from a workforce development context,
we get asked a lot, what does this cost to change? It really hasn't
cost anything to change. It has served nothing but an accelerant for
change in these domains that were already underway.
To exemplify this, work that was already being performed, if you
will, or project that was already underway pre-COVID-19 has really
demonstrated its viability and its need in a post-COVID-19 world.
That's with the Google IT certificate, and you can see the cover of
the manual that we have from Jobs for the Future and Google for
implementing this program.
A brief historical context, about a year and a half ago, Google
in partnership with Jobs for the Future, as their national
intermediary, launched this among community colleges in urban areas
in Texas, New York, and California.
We applied to be in that cohort at the time but were not
accepted. They only piloted it in Dallas, LA, and New York. However
we were called by Jobs for the Future to not only implement this for
their second round of implementation but to lead a cohort of Arizona
colleges.
I'm proud to say that Pima is leading this cohort of eight of our
ten community college districts, including Maricopa, that are
participating in the statewide launch of this Google IT professional
support certificate.
There is a lot on this slide, and I won't go point by point, but
with that first bullet you see with the five courses, this is a
robust entry-level certificate. There are skills here that go above
and beyond the daily usability or digital skills that you and I bring
to the workforce or to being able to navigate through Zoom in this
meeting.
This is an interesting model, because it is purely competency
based, wholly delivered online through Coursera, with assessments in
labs through Qwiklabs, and it integrates video, readings, and
assessments throughout.
Equally, the certification has been aligned to another industry
recognized credential called CompTIA. And students who go through
this certificate will be co-badged, if you will, in both the CompTIA
certification as well as the Google IT certificate.
Finally learners will have digital access to a nationwide job
board where they will be able to access virtual jobs as well as
physical jobs that will be scaffolded and tiered based on locality,
Pima County, Arizona, nationwide. So there is digital integration
with our career services and student services folks.
Google IT certification program has a lot of implications, things
that we were already in development in but have now been brought to
the forefront with meeting the needs of the displaced workers, those
that have been laid off or furloughed as a result of the economic
downturn of the COVID-19 crisis.
This is an opportunity for us to offer noncredit in a wholly
virtual environment by using the same quality of delivery as our
credit programs. This is being offered with the wraparound support
shell, if you will, in D2L. These noncredit learners will have
access to Pima Community College faculty, in our case we'd like to
thank Manny Durazo in the IT area, as well as access to student
support services through D2L.
Equally, this program is being listed on the local and state
eligible training provider list as a part of the ARIZONA@WORK system.
That means that those individuals who qualify due to a loss of job
and are going to be entered into collecting unemployment benefits
will be able to access funding through the ARIZONA@WORK system to pay
for this training and similar trainings that Pima is developing in
this regard.
Finally, as I said, this was our partnership across eight Arizona
community college districts, and everybody has been really
collaborative to meet the needs and sees this as meeting the needs of
workers hurting in this time.
For Pima specifically, because we have been a leader with prior
learning assessment in the State of Arizona and in working with our
leadership of the IT program, Dean Jim Craig, Chris Bonhorst and
faculty, this will stack into our IT certificate and cybersecurity
programs so that noncredit learners who are perhaps taking this in
the moment to get that next best job as we come into economic
recovery can continue their education in a credit program at Pima
Community College without any loss of time or resources.
This is an example of the work that workforce development in
partnership with CTE areas across the college is doing to bring this
to scale and replicate in areas of workforce and economic growth.
As a teaser and for future opportunities to discuss, we will be
moving this program and others into an online marketplace known as
Unmudl, partnering with other colleges across the nation to ensure
that working learners have access to the quality content in a virtual
and hybrid format that Pima delivers, as well as with NC3, National
Coalition of Certification Centers, a national leader in ensuring
that in this COVID crisis, individuals who are in applied technology
programs can continue as much of possible as their applied technology
training and will be working with Dean Wilson and others to ensure
that we will be implementing these hybrid offerings of NC3 into
short-term training that stacks into applied technology at Pima
Community College.
I'd like to take this opportunity to thank a number of people
involved. This is by no means a comprehensive list. Workforce
development, Tamara N, Jessica N, Ana G.
With IT, Dean Jim Craig and Chris Bonhorst. Chris has been
absolutely amazing and has put in many hours into this curriculum
alignment piece.
Faculty member Manny Durazo, as well as Lisa and Paul and the
rest of the marketing folks for helping us out with -- we are seeing
instant results with this. It's great.
As well as Dr. Dori, Dr. Duran-Cerda, and Chancellor Lambert, for
their leadership and support for allowing us to move these
post-traditional offerings forward.
If you have any questions, we'd love to entertain them and
answer.
>> MR. DEMION CLINCO: Thank you so much for the outstanding
presentation and great work you're doing. Sign me up! I'm looking
forward to taking some of these courses.
>> MR. MARK HANNA: Ian, what is the cost of this program?
>> SPEAKER: It's an excellent question. So we had at first
pre-COVID we were looking at this, so Google, this is a nationwide
experiment to test the market viability in partnership with CompTIA.
As a part of this partnership, the site licenses to the Coursera
course have been waived by Google and Jobs for the Future, which
lowered the cost to around, at that time, around $800 per
participant.
Through different cost savings internally, we were able to lower
that just under 500 in response to the COVID-19. The ink is not yet
dry. There are some folks on this call who will be receiving
sign-offs through Adobe this evening that will perhaps allow us to
have some funding from our partners at Center for the Future of
Arizona that will be dedicated to further lowering that cost to what
we project will be under $100 per participant. And that will be for
the duration of about the next year or just shy of a year.
After this crisis is over and hopefully the economic return has
come back up and the Google site license will then be a part of the
costing structure, we will have to reassess the costing structure at
that time, but we really wanted to do as much as we could to lower
that cost for noncredit learners in the short term.
If you are a dislocated worker and going to the Arizona Pima
County Job Center, you of course are eligible for up to $3,000 in
terms of vouchers to use at Pima Community College programs including
this one. So it would be free to the dislocated worker in those
instances.
>> MR. MARK HANNA: Thanks. Thank you.
>> MR. DEMION CLINCO: Any other questions from members of our
board?
Okay. Last call? Okay.
Hearing none, we are on to next set of reports. Administrative
reports. The first report is going to be from Brooke Anderson, our
faculty representative.
I just want to remind all of our representatives, please -- I
know it's difficult in these chaotic times, so please get your
reports in the Friday before the meeting so we can post them and make
sure that they are available to the public but also that you're able
to report.
I know we made an exception this meeting just because of how
things have been moving, but please, in the future, if you could do
that.
Ms. Anderson, you are up.
>> BROOKE ANDERSON: Hello.
>> MR. DEMION CLINCO: Welcome.
>> BROOKE ANDERSON: Thank you. I just also want to sort of
follow up with what everyone has been talking about today, and that
is that faculty, like everyone else at the college, is working to
adjust to these times. Much of my report is going to cover the ways
in which faculty have been working in this new environment.
So thanks to the recent Hanover COVID Pulse Surveys that the
provost's office has sent to students, faculty are aware that a large
portion of our students have had difficulties staying engaged and
motivated with online/virtual instruction.
Common reasons for these struggles are that students are
experiencing increased stress due to the way COVID-19 is impacting
their lives. They lack access to reliable, high quality
(indiscernible) and they lack experience and comfort in an
online/virtual learning environment.
So senate is collecting faculty ideas for engaging and motivating
students in online/virtual classes in a working document we have
shared with the board titled "Increasing Motivation and Engagement in
Online/Virtual Classes."
Of course this will be a continuing conversation for faculty into
future semesters that we will be adjusting to this new reality.
Another thing that faculty have been discussing of course is the
faculty experience teaching virtually, including the benefits and
drawbacks to some of the virtual tools that many faculty who are just
teaching face-to-face and had to transition those classes to a
virtual environment have been discussing, like Zoom, Virtual
Classroom embedded in Brightspace, and some other kinds of tools.
We are sharing that information with administration as we move
forward and figure out the best way to deliver this new, basically
this new kind of tool and almost modality for learning.
Also, like many students, especially given the sudden nature of
the shift, not all faculty have the technology and Internet access
they need to teach in this new environment. So we have been talking
with faculty and with administration about these issues and working
to find solutions to those problems.
Our fall schedule, of course, is impacted by these times, and the
deans and faculty and department heads have been working together to
prepare a fall semester that, if necessary, can keep most classes in
a largely virtual and/or online environment. Faculty are preparing
to offer classes in hybrid, virtual, and online modalities that can
respect social distancing protocols and keep everyone safe.
Thank goodness for the teaching and learning center. They have
been such a wonderful resource for faculty. I'm so glad that we have
this center.
We are continuing to have, under Mays Imad's leadership,
professional development for faculty as the spring semester is ending
and the summer semester is beginning. Some of those things that are
still going on right now are faculty for faculty help hours, and then
also on Friday afternoons we have a nice zen moments session to help
faculty recenter and relax and destress from all of this change.
The teaching and learning center has also been partnering with
PimaOnline and the deans' group to identify, in response to the
pandemic, the TLC's areas where they can also help with professional
development and support for all of those who are teaching in new
environments.
They are archiving these events. So even if faculty are not able
to make it to the scheduled events, they are able to access the
recorded events and get the benefit of that learning.
So that ends the informative part of my report, and I just want
to end with some celebration of some of the wonderful, notable
accomplishments of our faculty here at the end of the spring
semester. Elena G, Spanish faculty and PimaOnline department head
for world languages and reading, received the Distinguished Educator
Award for excellence and eLearning at the ITC Instructional
Technology Council 2020 annual conference eLearing, in Charleston,
South Carolina.
University of Arizona astronomer and long-time astronomy
part-time faculty member for PCC, Andres G, was recently featured in
the New York Times and a number of other media sources for a recent
discovery that he made. I provided a link to a New York Times
article for the board to learn more about his discovery.
Then of course a lot of the notable accomplishments have to do
with the ways in which faculty have been stepping up and helping our
students adjust to this new virtual environment.
So the PCC band has uploaded a virtual performance onto YouTube.
Mark Nelson, department head member has composed a piece for the
band. Carol Christofferson, another music faculty member, has
recorded a virtual clarinet lesson with student Bryce P, who performs
a movement of Robert Schumann's Fantasy Pieces for Clarinet and
Piano.
Then we had, under the leadership of Francisca James Hernandez,
who is the anthropology and Mexican-American studies faculty and head
of the ethnic, gender, and transborder studies and sociology
department, lead the first virtual EGTS summit. This happened on
April 28 from 9:00 to 4:00 p.m.
The theme was Healing Community in Coronatimes; Education,
Migration, and Identity. The keynote speaker was Bamby Salcedo, a
transgender and migrant rights activist and scholar and president of
TransLatin@Coalition.
Tonight we have another virtual event hosted by Molly McCloy.
She's writing faculty and the Cababi coordinator. This is the
virtual release party for Cababi, our literary magazine for
employees. Starts tonight at 5:30. Join if you can. It should be a
nice celebration of the creative work of our people.
Also, of course, we have SandScript, our student literary
magazine, and under the leadership of Frankie Rollins, writing
faculty, she and her students switched to a digital format and
platform in March, and the students rallied around this new challenge
and created the very first digital version of this magazine after 26
years of print editions. SandScript 2020 will be released online on
May 16, and on that day a link to the magazine will go out to
everyone.
Then finally, one final notable accomplishment is that Frankie
Rollins has also released a book this month called The Greek
Manuscript. It's published by Finishing Line Press.
Thank you, everyone. It has been a crazy semester, and we have
really rallied together. It's been really great to see that.
>> MR. DEMION CLINCO: Thank you so much for the report. Also,
while you were talking, I looked at the "Increasing Motivation and
Engagement in Online/Virtual Classes." The link you sent is actually
locked. If there is any way you could send that to the board so we
could -- just resend it directly to the board so we can take a look.
>> BROOKE ANDERSON: Sure. Yes, I will make sure to get that to
you.
>> MR. DEMION CLINCO: Thank you very much. We really appreciate
the work of the entire faculty and the work that you're doing, as
well. Thank you.
Next we have a report from Sean Mendoza, our adjunct faculty
representative. Mr. Mendoza?
>> SPEAKER: Here we go. Thank you, Chairman Clinco, Chancellor
Lambert, members of the board, honored guests.
As we learn to balance the safety and academic success of our
students, adjunct faculty have continued to play an important role in
helping the college transition traditional face-to-face classes to an
online learning environment.
According to the provost's office, approximately two-thirds or
little over 600 part-time faculty heard the call and took an active
role in the transition.
As experts in their respective fields and with responsibilities
outside of the institution, fair compensation of our contributions to
student success is of great concern.
I'm happy to report that with the support of Chancellor Lambert,
Provost Duran-Cerda, and David Bea, money had been identified to
compensate adjunct faculty, who have worked to put face-to-face
classes to an online environment, a one-time payment of approximately
$400 per class will appear on this Friday's check.
With that, I would like to publicly say thank you to the board,
college administration for your continued support and recognition of
adjunct faculty contributions to the institution.
That ends my report.
>> MR. DEMION CLINCO: Thank you very much, Mr. Mendoza.
Again, we appreciate the work of all of the adjuncts in this
unusual time and the work that you have done to make sure that things
have run as smoothly as possible. So thank you.
Next we have Michael Lopez. Mr. Lopez?
>> SPEAKER: Hello, Chairman Clinco, Chancellor Lambert,
Governing Board members, fellow colleagues and guests.
Briefly, our last staff council meeting was on May 1st. Revised
bylaw discussion continues. The election committee work is
continuing in regards to possible restructuring of staff council
representatives to include not just campus but departments as much as
possible throughout the district.
I just -- the transition and where we are at right now has been
really very difficult for everyone, I'm sure, but here in Tucson, it
feels like the energy is good. The Town Hall that the chancellor
addressed the community the other day was -- it was really energetic
just to hear or know that everyone is still out there and hanging
together and working hard.
So our next staff council meeting will be June 5. If there is
any questions, please let me know.
>> MR. DEMION CLINCO: Thank you very much, Mr. Lopez. We
appreciate it.
>> SPEAKER: Thank you.
>> MR. DEMION CLINCO: Our next item is our chancellor's report.
>> DR. LEE LAMBERT: Good afternoon, everybody.
So like everyone else, I just want to start out and say thank you
to our faculty, to our staff, to our administration, and the board
and our students for making this transition as smooth as it could be.
We should all be proud that we have all stepped up and focused on
what matters most, and that's the health of one another as well as
the success of our students. I'm very proud of everybody.
For the board members who did not get a chance to see the Town
Hall that Mike was referring to, I really would encourage you to look
at that. I think that really showcased what is very special about
this place. I hope you'll take that one hour and have a chance to
experience that.
Also, we held a Student Town Hall, and I want to thank Dolores
and David and Suzanne and Irene and so many other people for working
with the student leaders to put that Student Town Hall together.
That was a phenomenal event, as well. We should be so pleased of
our student leaders. They really stepped up. They were positive,
they were encouraging for their fellow students.
Also, I just want to, again, echo a thank you to Norma and that
incredible group of folks. One of Norma's rewards is I have said to
-- ACCT reached out to me and they wanted to do an interview on what
Pima has done for the CARES Act, and I said, well, I'd like you to
talk to the person that led that for us, which is Norma.
Norma already knows this, that I have connected her with ACCT to
do that interview, because Pima really is a leader in how to address
the distribution and really stepping up and making this happen for
our students.
Unfortunately still a lot of schools have not distributed those
funds, and there is a lot of schools who still have not received the
funds. So we're just so fortunate that's not the case for us.
I think Ian really showcased some of the changing realities in
the higher educational landscape. This was already going on
pre-COVID, and it's easy to mistake and confuse the COVID reality for
the larger reality that was already underway.
So I'm glad that Ian really hit some of those important points,
but also want to just stress that what we are seeing is more and more
workers want to consume nondegree or skill-based education and
training.
That's going to challenge us as traditional providers of higher
education when you have more and more individuals wanting to have
access to nontraditional methods of acquiring skills along the way,
and the Google IT certification is just a prime example of that
reality.
Also, graduation is next week. So hopefully all of you can
participate in the virtual graduation. We are so excited that we
could put that together, that Lisa's team, under Christy K's
leadership and Dan and so many others really, really helped pull that
together.
I'm just pleased that some of us -- I believe Demion, you're also
going to have a little message on there, along with a message from
our mayor to our students, so we are just excited about that.
Let me just close with a couple of other things. We have been in
continuous conversations with the University of Arizona. I just want
to acknowledge President Robbins and his team, because it's been very
collaborative as we move through this effort. And not only through
this period of time, but even prior to this we have been working with
the University.
The University has been working on some exciting changes around
general education. I know Dolores has been working with their
provost on what that's going to look like and how we might have to
start to realign our own curriculum to continue to ensure a seamless
transition for our students to the University of Arizona.
I had a great opportunity to tour many of our facilities at the
district. I want to thank Bill and his team.
I have been in constant communications with Senators Sinema and
McSally's offices. We're just constantly just getting connected to
what's happening nationally, statewide, and locally.
So thank you, all, for your tremendous support, and we will
continue to take our measured approach as we go through this COVID
crisis. You're going to see that our approach is a little more
conservative than some other organizations but maybe not as
conservative as others.
Cal State University system is a little more conservative than
our approach. Our approach is a little more conservative than
University of Arizona's approach. There is not one right way to move
forward, but we are trying to balance all of the interests, but
health is the key driver. Alongside that is the success of our
students.
So thank you, all.
>> MR. DEMION CLINCO: Thank you. And I would just say I
particularly appreciate your philosophy in this whole ordeal in
creating and allowing and envisioning flexibility and rapid response
to the changing environment and really using that strategy to
approach the summer and the fall and understanding that things could
change very quickly and that if they do, we will change with them.
So I really appreciate your teams and the leadership that you
provided to help guide that type of vision for how we're going to
proceed to really prioritize the safety of everyone within our
college community. So thank you.
>> DR. LEE LAMBERT: Thank you.
>> MR. DEMION CLINCO: Finally, next is our information items.
Mr. Silvyn, if you could read the information items?
>> MR. JEFF SILVYN: Thank you, Mr. Chair.
The information items are materials that were provided to the
board, provided for context for the meeting and some of the board's
decision-making. Those items were the February 2020 financial
statements, employment information listing some new hires,
separations, and retirements.
Individuals who have been certified as eligible to serve as
adjunct faculty at Pima Community College. Administrative procedure
changes. There were two. They're both new administrative
procedures. AP 3.05.01 deals with equal access to credit classroom
learning. That mostly addresses some issues that have been faced by
noncredit students. Also AP 3.25.02, which describes the process
around graduation.
We have the third quarterly report on revitalization funds.
Those were funds, one-time funds that the board and college allocated
for a variety of projects identified in that report.
We have a report on how the first allocation of the CARES Act was
divvied up. A report on the second allocation under the CARES Act.
And finally, the passage, signing of an MOU with Sunnyside Unified
School District which very generously allowed Pima College students
to take advantage of Internet access through Wi-Fi hotspots that
Sunnyside has created around its district.
>> MR. DEMION CLINCO: Thank you very much. Next we have our
consent agenda.
>> MR. MARK HANNA: This will be a comment about in that report
about the revitalization funds, buried in there is an update on the
dual enrollment program, and I just want to give a shoutout to James
P and his team. If you look at that report and you see where we have
come in terms of dual enrollment, it is quite impressive. I just
wanted to point that out.
>> MR. DEMION CLINCO: And I would just add to that, I think we
can see how successful these revitalization funds have worked, and as
we are talking about the budget perhaps we should be thinking about
revitalization fund 2.0.
Okay. Next we have our consent agenda. Mr. Silvyn, if you could
read the consent agenda.
>> MR. JEFF SILVYN: Certainly. First are the minutes from the
April 1, 2020 executive board meeting, executive session board
meeting. Second item, April 1, 2020 regular minute meetings. Next
is the minutes for the April 3, 2020 special meeting. Then minutes
from the April 17, 2020 special meeting.
Next item is approval of a new position at Pima Community
College, director of enterprise risk management. We have
inactivation of one program. That's a biosciences lab technician
certificate for direct employment. That program has been
restructured.
Next item is approval of a contract with Advanced Technologies
Consultants for an industrial cyber system not to exceed $515,020.
Next item is approval of a construction contract with Lloyd
Construction to move lights from the East Campus to install on the
soccer facility at the West Campus with a total contract value not to
exceed $278,097.
Next is a contract with M3 Engineering & Technology Corporation
for architectural services related to the aviation technology
expansion project. The additional work being asked of M3 is
$389,736. Total value of the architecture and engineering services
is slightly over $1 million, $1.242 million.
Next we have a contract amendment with BWS Architectural
Services that is for renovations of the science lab facilities on the
West Campus with the additional work not to exceed $351,220. Total
value of the architectural services they are providing related to
this project is $537,324.
The last item is a series of amendments to a variety of dual
enrollment agreements we have with various schools in the area. This
is to add additional courses to the dual enrollment offerings with
these institutions. They include Amphitheatre School District,
Eastern Valley Institute of Technology, Flowing Wells, Pima County
JTED, Lourdes Catholic High School, Marana Unified School District,
Patagonia School District, Santa Cruz Unified School District. Also
private schools, St. Augustine Catholic High School, Sunnyside
Unified School District, Tanque Verde Unified School District, Tucson
Unified School District, and Vail Unified School District. All the
specifics are contained in the amendments which are attached to the
board report.
>> MR. DEMION CLINCO: Thank you.
Do I have a motion to approve the consent agenda?
>> MS. MARIA GARCIA: So moved.
>> MR. DEMION CLINCO: I heard Ms. Garcia. Is there a second?
>> DR. MEREDITH HAY: Second.
>> MR. DEMION CLINCO: All in favor of approving the consent
agenda, signify -- Mr. Hanna has a comment.
>> MR. MARK HANNA: Yes, I do. I just have a question. I just
need a bit of explanation on the job classification, the director of
enterprise risk management?
Mr. Silvyn, could you give me just a quick update on that?
>> MR. JEFF SILVYN: Sorry, I'm not sure I understand exactly
what your question is. Are you asking how did that -- how is the job
classified at the level it was classified at?
>> MR. MARK HANNA: No, I'm asking what is -- asking just a quick
job description of that.
>> MR. JEFF SILVYN: I think I got it. Let's try this. So it's
a director-level position. That's one of the higher-level staff
positions. Comparable positions around the community college would
be like the head of contracts or purchasing.
The idea is we have -- it's kind of a trend in larger
organization management. It takes traditional risk management
functions, which is really looking at how do we minimize risks to
bodily injury or property damage and what kind of insurance should we
have. A more holistic approach to also look at financial risks,
compliance, reputational risk.
It's a way to make sure units are aligning their projects both
with the strategic goals of the college and the amount of risk we're
willing to take, because every business activity has a certain amount
of risk, and then how do you make sure that you're looking at all
types of risks and opportunities and sort of maximizing your
opportunity potential while minimizing the risk side.
So it's sort of -- it's an enhanced type of project planning is
one way to look at it.
>> MR. DEMION CLINCO: Mr. Hanna, you're on mute.
>> MR. MARK HANNA: This isn't at the director level? Not
technically an administrator level? Is that correct?
>> MR. JEFF SILVYN: That's correct.
>> MR. DEMION CLINCO: Does that resolve your question?
>> MR. MARK HANNA: Yes. It does. Thank you.
>> MR. DEMION CLINCO: We have an active motion on the table to
approve the consent agenda. All in favor of the motion, signify by
saying aye?
(Ayes.)
>> MS. MARIA GARCIA: Mr. Gonzales?
>> MR. DEMION CLINCO: Anyone opposed?
>> MR. LUIS GONZALES: I said aye.
>> MR. DEMION CLINCO: Okay. So no one is opposed?
Motion passes unanimously. Next we have our action items. First
is our action item 5.1, capital budget plan for fiscal year 2021.
Mr. Silvyn, if you could read the recommendation?
>> MR. JEFF SILVYN: For this item, the chancellor recommends the
Governing Board approve $11,764,000 in capital projects, estimated
life cycle needs for fiscal year 2021.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> MS. MARIA GARCIA: So moved.
>> MR. LUIS GONZALES: Okay.
>> MR. DEMION CLINCO: I heard a motion by Ms. Garcia, and
Mr. Gonzales, was that a second?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: Terrific. Now we have a discussion.
Chancellor Lambert?
>> DR. LEE LAMBERT: Yes, I am pleased to recommend approval of
this particular item. As you'll see in the details that we have
attached that a number of the areas in which we would be using the
funds span the academic divisions in a variety of the campuses.
In terms of other details related to this, I'd be glad to have
Bill Ward or Dave Bea address any detailed questions you might have
about the plan.
>> MR. DEMION CLINCO: Does anyone have any questions?
>> MR. MARK HANNA: I would just ask that Bill Ward just kind of
skim over some of the higher-value items on the capital plan.
>> MR. BILL WARD: Yes.
>> MR. DEMION CLINCO: While you're doing that, if you could also
just note in specific the aviation expansion, funding not covered by
the state. If you could highlight exactly what that's covering.
>> MR. BILL WARD: Chairman Clinco, Governing Board members,
Chancellor Lambert, students, colleagues, guests.
The question is -- you would like me to go over the -- could you
say that one more time, Board Member Hanna?
>> MR. MARK HANNA: Yeah, just a brief explanation of some of the
higher-dollar items on the capital plan.
>> MR. BILL WARD: Chair Clinco, you had mentioned something,
too?
>> MR. DEMION CLINCO: Yes, in particular the $1.5 million for
the aviation deficits. If you could just talk about what exactly
that's going to cover.
>> MR. BILL WARD: Okay. So we put in a buffer of $1.5 million
for aviation, because there is a bunch of work that we are going to
have to do related to putting in a drain for the facility.
So we are going to be able to apply for a grant, and so we have
been working with the EPA in the State of Arizona, which is it's a
State EPA grant.
They have talked to us and told us it looks like we may end up
qualifying for about $1.5 million. But we will not be able to, if we
get it, which we are working with them right now and then once we are
able to apply, we will be working with our grants office within the
college to submit it.
But if we don't get the grant, and we just want to make sure that
we have the dollars -- because this is not incorporated into the
project, because we really don't know what we are going to run into
related to when we run this drain line, and then we have already done
some preliminary work, but there is going to -- they are going to
have to run a line from the building into a basin actually out from
the property.
So that's something that our architects -- that's actually one of
the reasons why the costs for the architects was expanded for the
aviation too was because we had them give us a price for acceleration
and also to do more site work related to the fact that that place is
a Superfund site.
So it's a buffer in case we don't get the money, and then if we
do get the grant money, then that money can be taken away or
potentially utilized for equipment for the project if needed.
>> DR. LEE LAMBERT: Bill, why don't you address the card access
and 2.5 tied to that.
>> MR. BILL WARD: What we have done too is -- and I can go down,
we have listed a number of these projects -- I will just go down the
list, Chancellor, which will kind of explain, I have it right in
front of me.
So what we will be doing is that, as you know, we have added the
additional dollars to what I just said for the assessment of the
site.
Also, too, when we looked at these facilities, we didn't know how
detailed we were going to get with them and what all we were going to
add to them with our original estimates.
So once we have seen a design, then we are able to actually come
back with a cost related to what it would take us to put in card
access, cameras, things like that, because that's going to actually
be a standard for all of our buildings.
And so what that's for is card access for the facility. And then
we also have, we are actually doing that which would also be
transportation facility, and we will also be getting card access,
which we will be talking about at a later date for the
(indiscernible) facility. So that's what that's for.
Then if you look at the total equipment -- I will just go down
the list. We are looking at a total of $2,550,000 for card access
and security equipment, which is broken down as follows. So 275 for
the new transportation center. 275 for aviation. 320, approximately
one-third plan for cameras. That would be college-wide all over the
district. And 1.6 or 1.7 million for card access.
Card access is very expensive. We have thousands of doors all
over the district. One of the things we are actually looking at
related to our card access, and I have talked with the chancellor
about this, is we have done some walk-through.
The college is not, in my opinion, going to be able to afford to
put cards everywhere, but what we are trying to do is put them at key
doors, people can access facilities, and then eventually, if you guys
have noticed, we have also added some types of systems in buildings
where you can actually use your card, go in and check out keys. So
that's what that's for for the whole district.
Then we also, as I mentioned, I listed the aviation. We've got a
total of $3,695,000 allocated to our IT team. This is for a lot of
stuff they do related to their technology. Replacements throughout
the district, and also in the data center and also for them to keep
up with the technology. So they are going to be asking for about 1.2
million for IT network equipment replacements, 1 million for
enterprise systems and tech allocation. 700,000 for IT academic
technology allocation. 410,000 for IT data center equipment and
replacement, and 400,000 for IT administration technology allocation.
These are things that they continue to ask for throughout, every
year during this time so that they can keep up with deferred
maintenance and also with the changing things at the college.
Then we've got another $475,000 on the table for robotics
equipment that's going to be added to the new program that the
college has developed. That's something that we will be purchasing
also.
Then we always ask, as part of our college-deferred maintenance,
is we ask for HVAC improvements every year. So that's the tone of
450,000. We are actually going to be utilizing some of that money,
not just this money, but the money that we have now too for the
science renovations at the West Campus. When we originally put that
project together, we were just looking at 2.5 million for science and
then 2.5 million for the medical side of things.
And then since we decided to look at simply developing a new
medical facility or also looking at retrofitting some of our
buildings with the (indiscernible) that we talked about, that money
was moved over to the labs, and then we started looking at our air
conditioning -- didn't think it would be fair, Chancellor and board,
for us to charge the project for deferred maintenance, and so some of
the deferred maintenance dollars will be actually utilized to replace
air conditioning systems in those two major classrooms.
Then, as you know, we always have to keep our elevators up to
date and modernized, and so this is something that we are required to
do. So we are asking for about 400 grand for that.
And then also for our educational facilities master plan, which
is also going to be coming up, we have a meeting scheduled with our
chancellor tomorrow. That's at the tone of 365,000.
Then one of the things that we talked about is -- the chancellor
and I have talked about this in the past, but I want to give the
board more information is that we have got all these different types
of operating systems related to security, safety, fire alarm,
suppression systems, where we have installed our new mass
notification system.
One of the things we'd like to do is develop a security master
plan so that entities know where everything is, where it's located,
and it's shared with everybody. Then when law enforcement, fire,
whoever shows up on our sites, they can actually access that and
actually have real time information related to what the college has.
Then all the projects that I'm talking about are the ones that
are above the limit. So the last one would be the IT (indiscernible)
equipment, which is what we are purchasing. That's $331,000. The
rest of it is under the threshold.
>> MR. DEMION CLINCO: Thank you very much, Mr. Ward.
Does anyone have any questions?
Okay. Hearing none, we will take a vote. Mr. Silvyn, I think
for these, let's just do a roll call vote for all these votes. I
think it will be a little bit easier.
If we could have a roll call vote?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: The motion passes unanimously.
>> MR. BILL WARD: Thanks so much, board.
>> MR. DEMION CLINCO: Thank you, Mr. Ward, for all your work
keeping the facilities in tip-top shape.
Next is the proposed property tax levy for fiscal year 2021.
Mr. Silvyn, if you could read the recommendation?
>> MR. JEFF SILVYN: The chancellor recommends the governing
board remain levy neutral for fiscal year 2021 property taxes, and
what that means is that the college would not increase the property
tax rate for the upcoming fiscal year.
>> MR. DEMION CLINCO: I do not believe we need a motion for that
recommendation. So unless anybody is interested in increasing...
(laughter)...now is your opportunity to make a motion.
Okay. Hearing none, there will be -- we won't move to a public
hearing at the next meeting.
I do want to say that the college, I think this is reflective of
the college's overarching concern not just for the internal structure
but also for our community at large. Putting additional tax burden
on the people of Pima County would be inappropriate at this point in
time.
I think this is part of the college's sense of social
responsibility to the full community. Thank you, everybody, for your
inaction on this item.
Okay. Next we have our fiscal year 2021 proposed budget for the
Governing Board review and possible revision and adoption at the June
2020 special meeting.
Do we have a recommendation for this? We just have the
presentation and then we give feedback? Mr. Silvyn?
>> MR. JEFF SILVYN: So for this item, the board will hear what
the general proposed budget outline parameters are, and then if you
want to make -- if the majority of the board would like to make
changes to any of those, this would be the time to do it.
The significance of the proposed budget is the next action item
is going to be for the board to direct publication of the proposed
budget. And what's significant about that is whatever proposed
budget we publish is the maximum budget we can have for the year, so
the board could always -- we could always adjust down but we cannot
adjust up.
By setting this proposed budget, it's going to define outer
expenditure of the college, and of course it's also going to
reinforce the board's position regarding a tax increase or not,
because depending on what proposed budget we pass for us to publish,
we either would or would not have to go through the process related
to a tax increase.
>> MR. DEMION CLINCO: So there is no action related to this
item?
>> MR. JEFF SILVYN: This is more for information and then --
>> MR. DEMION CLINCO: The action is the next item?
>> MR. JEFF SILVYN: Correct. So that the college administration
knows if we are going to have to make adjustments for the budget we
are actually, proposed budget, that we will publish as part of our
public notice and budget approval process.
>> MR. DEMION CLINCO: Mr. Lambert?
>> DR. LEE LAMBERT: So I think the other pieces about this,
there were certain assumptions going into the budget that the board
had approved primarily around tuition and then how we would allocate
out that additional revenue.
So we wanted to have a discussion that goes back and re-examine
those assumptions, do those assumptions still hold for the board, or
should we rethink some of that?
I will have Dave kind of take you through some of these pieces,
and that will help us think through what ultimately will be the final
budget you'll approve.
>> MR. DEMION CLINCO: Dr. Bea?
>> DR. DAVID BEA: Okay. Chairperson Clinco, members of the
board, Chancellor Lambert, colleagues and guests. I just want to
make sure, because my screen does not show my share, is the
presentation showing up?
>> MR. DEMION CLINCO: It is.
>> DR. LEE LAMBERT: Yes.
>> DR. DAVID BEA: Okay. Let me switch.
Good afternoon. And probably based on how long my talk will be,
I'm going to give a preliminary good evening, also. Hopefully we'll
stay in the afternoon most of the time.
It's my pleasure today to give you an overview of the proposed
budget. The May budget is really our chance to take all of the
pieces of information that we have been discussing throughout the
budget development in the spring, consolidated all into a singular
proposed budget, and then get the board's feedback so that with the
next action item on the agenda to formally publish and put it out for
public review so that the board can adopt it formally at the June
board meeting.
So as Chancellor Lambert mentioned, one of the things we will go
through is we are going to go through some of the key parameters that
we put into the budget development and provide an opportunity for
conversation as we are going through this presentation. So please
feel free to stop me midway, or if we want to have a stop to discuss
particular items, please do so, rather than waiting for the end when
I have comments and questions, that sort of thing.
Starting with projected revenues, and we have had a lot of
conversations in the last few weeks about what the implications are
of the COVID crisis, both in the short term and the longer term, and
which ones would have an effect and what would fold into the budget,
so first and foremost, the board in March approved tuition and fees,
an increase of $2.50 to bring it to an $87 per-credit, in-state
resident rate. That generates in our flat enrollment scenario about
$1.1 million.
As you just discussed, we are recommending and going forward with
the levy neutral property tax scenario, so we do get an increase in
property taxes from growth in new property of $2 million, but what
that decision to go levy neutral rather than going with a levy
increase scenario is that we are foregoing $2.4 million.
So in other words, the college is foregoing the opportunity,
recognizing that the economic circumstances and the financial
pressures on our community are great and that we are choosing to not
push that increase to the community and serve the college or serve
the community in that way.
We did fold in reductions in Prop 301 money, that sales tax-
based revenue, auxiliary revenues, investment earnings, so those are
some of the things we talked with the board about and we quickly
turned that around and changed some of the parameters in the budget.
And then switching over to expenditure priorities, the budget is
based on a flat enrollment scenarios, and we had a discussion with
the board a few weeks ago about different enrollment projection
models that our institutional research folks have been working on
ranging from flat to reductions that could be 15% or greater.
So the budget, because it is a capacity document that we are
basically saying this is the maximum amount, the budget we are trying
to set is the maximum amount that we are allowed to spend. What we
are able to do then is if enrollment is flat and/or if it goes up,
that we have the budget capacity to be able to provide that education
to the students coming in.
That means if we have a bunch -- if extra students come in, and
you heard from Lisa B earlier, some of the dynamics at play with
higher education and the fact that students are thinking of gap
years, or they are thinking about, well, maybe I'm going to take a
gap year from a residential college experience or a high tuition
experience, and there is potential then that the college will have
increases in enrollment that what we want to have is the ability to
add sections, to add adjunct faculty-taught sections, and to be able
to provide education for those students.
And we talked with the board about this in the study session is
that building a budget that has the ability to handle that growth is
important to be able to respond, but it does not preclude us from
reducing or spending less than the budget.
So that's why the budget looks more similar to what we were
talking about earlier in the spring than it does in terms of what
you're hearing the University looking at, where they clearly have to
reduce the budget because they have known revenue declines.
We are in a different situation where we actually may have
increases in enrollment, and we really need to be able to respond to
that.
So with that said, the budget, the base is that it's based on a
flat enrollment. We do have reserves set aside for enrollment
increases, and again, we would be able to adapt, and I will show you
a little bit about how the scenarios would work if there is a
reduction in enrollment.
Right now, as the board has given direction up to point, is that
the budget includes a 1% COLA increase for regular staff, faculty,
administrators, salary pools. It includes a 1.5% increase to adjunct
faculty load rates. It includes $450,000 to add 6 additional
advising positions.
Additional $500,000 for marketing. I will note that that's a
reduction from the current year, which is temporarily this year we
added a million dollars for marketing over what the base level is,
and so what this is doing is it's taking the base and it's adding
$500,000 that we have included in this $500,000 to do facility
retrofitting.
That is anticipating that when students come back for
face-to-face that we're going to have to do some modifications to our
spaces to ensure safety in terms of distancing and so forth in our
facilities. So it does include that.
It does fold in, as we talked about -- yep?
>> MR. MARK HANNA: Did you say that that -- so the refitting
would come out of the marketing budget?
>> DR. DAVID BEA: No, no, no. I'm just saying that the budget
-- we were able to fold that into the budget. No, it's not -- they
are just lined up side by side. I sort of went from one topic to the
other. Sorry. I have to signal more of a change next time I change
my lanes.
It includes a million dollars in academic efficiency savings,
which we also talked about during the tuition discussion. That is
really refining our schedule and improving the classroom fill rates.
Recognizing savings from being more efficient in terms of how we fund
our classroom.
We just talked about the capital budget. It includes the revenue
bond debt payments. That's the continuation of the projects, annual
debt service for the projects, center of excellence projects funded
out of revenue bonds.
And it includes some lease purchase and debt service for the
possibility of issuing COPs. I will point out that the budget has
some capacity in it to issue debt should we decide to do that going
forward into the year. At this point it's not clear whether we will
want to do that but it's a conversation we will have with the board
going forward.
And what that is, and I have talked with the board about that,
it's the idea of issuing relatively short-term debt to cover some of
our life cycle and facilities capital projects that you just saw the
list of, and then financing them over a relatively short period of
time but over a period of time that takes the cost of it outside of
expenditure limitation.
So the budget has the capability to handle doing that. It would
require board action, and we will keep the board posted in the coming
months. Part of that is a little bit contingent on expenditure
limitation and work that we are doing at the state level to try and
get some relief from the state. So it has flexibility in it.
I have mentioned a couple of the COVID-related impacts already.
In terms of -- one of the biggest challenges is the enrollment
uncertainty. Really with unprecedented unemployment, historically we
would be thinking that our enrollment would increase, that community
colleges are counter-cyclical to the economy so that when jobs are
hard to find or people lose their jobs, they often look to community
colleges for retraining or for education when there is not the
opportunity to get a job.
It's unclear whether this particular economic cycle will result
in that way, in that kind of a result, and so really we've got to
have a budget that has the ability to grow but also one that we have
some plans for how we would shrink it should enrollment go the other
direction.
I also alluded to the fact that there are major changes happening
in higher education landscape, and again, Lisa talked about them.
Lee has talked about them. Ian talked about them earlier.
Really, that major changes in terms of what student expectations
are going to be, what student behaviors are going to be in terms of
higher education. What the implications are for residential
institutions is really going to be something that we will have to see
as time goes on.
Fortunately we are in a place where we have relative stability,
but it's why you're seeing and hearing really significant results
from colleges and universities that are reliant on residential,
auxiliary room-and-board revenue, and/or reliant on out-of-state and
international, really high tuition, that those are the institutions
really facing a dire future, at least short-term.
Then also those institutions that are reliant on state aid are
going to be under a lot of pressure as those revenue sources are
drying up and the states are going to have to deal with budget
crises.
Fortunately neither of those are our principal or primary revenue
sources for us, so we are in good shape in terms of that.
We have talked with the board about some of the revenue losses we
are expecting. Sales tax revenue in the state has dropped
dramatically, and we are expecting while it may pick up in the second
half of the year, it will take some time before it picks back up. We
have folded that into the budget. Our investment earnings will be
lower than what we have talked about. We will be affected by
international tuition, but it's a relatively small part of our total
budget.
And then that gets us to the last bullet on this page, which is
those revenue sources and streams that we are looking at that we are
expecting reductions in short- and midterm all have adverse effects
on our expenditure limitation, and it's why we have talked with the
board about expenditure limitation, working with the state to get
relief and then coming up with other strategies for it.
I don't want to belabor that point, but we have talked a number
of times with the board specifically about what the longer-term
implications of expenditure limitation are and then what the
immediate impacts from COVID have been and how we hope to address
those issues.
So as I have mentioned, adopting the budget is establishing the
maximum spending capacity for the fiscal year. We have reserves that
can support new or changing priorities. We have strategic
initiatives funds set aside each year so that as things,
high-priority items come up, we can move quickly in terms of
investing in those new ideas or those new critical needs, and we can
meet the enrollment demand.
Then again, as I mentioned, we are not required to spend up to
our limits. There are going to be some important elements, and when
we get into the details, I will show you a couple of examples where
we are very much expecting to spend less than what the budget is,
that the budget is there just in case we have to grow for enrollment
purposes.
>> MR. DEMION CLINCO: If we were to direct an enrollment
revitalization fund 2.0 this year because of what's going on and we
were to direct additional resources into marketing in particular and
some of these other, if we were successful, are funds built into the
budget that would allow that, or would we need to add that?
>> DR. DAVID BEA: Yeah, we have the spending capacity to do
that. The big problem is the expenditure limitation component of
that.
So what happens is we have the budget and the finances to be able
to do those things, but when the year, when we finish up the year and
we have to report to the state how did we do in terms of our
expenditure limit, we will basically be looking like we overspent our
expenditure limitation. Again, that's why --
>> MR. DEMION CLINCO: Except the revitalization funds we were
able to get around that because they were one-time initiatives that
were based on the fiscal year, and we used the carry-forward, which
you have advised us not to do on a regular basis, but again, these
are pretty extraordinary times, so if we were to use a carry-forward
again from the expenditure limit and were to create a revitalization
fund 2.0, again, it would all be based on not continuing programs or
creating new positions, it would be these one-time funding resources.
So you're saying we have the ability to do that, or...
>> DR. DAVID BEA: Yeah, we have the revenues and the budget
capacity to. The problem -- and I will clarify a little bit the
expenditure limitation issue.
So recall that last year we were finishing up the three-year plan
to reduce our expenditure limitation to meet the fiscal year '21
level. So our expenditure limit for the last few years has been
somewhere between 100 million and 101 million, so in that realm.
Fiscal year '21 expenditure limitation level was going to drop down
to 87 million.
So we gradually were reducing those $5 million of reduction each
year. The goal was in fiscal year '20 to get us to about that 87,
$88 million level, which we did.
The problem then is -- that worked last year, which is that,
okay, we still, in fiscal year '20 had an expenditure limit that was
101 million and we had expected our budget was really based on
something closer to $88 million.
And so when we added the one-time funding, it was, okay, let's do
this for one time we will add about $5 million of additional
expenses, because we have more than that in extra capacity in fiscal
year '20. And it's why we also said this has to be one-time stuff.
It has to be stuff that we can turn off, because now we're coming
into the fiscal year '21 reality.
Now, to answer the second part of the question, which is how
would we spend the money or what will happen is that if we go over
our expenditure limit number, our limit, around $87 million in fiscal
year '21, it will be, one, we're hoping to not because we are hoping
to get relief, so that's why it's really important to go to the state
and at least, for the short term, get that crisis relief that there
would be no penalty for going over expenditure limitation, in which
case we would go over but the only penalty we would incur would be
something like we have a fine of a hundred dollars, something like
that, which is what's happened in the past, and that's what we're
pitching.
So if that's the case, then we go over and there is no major
consequence to it. The other things that we are looking to do would
be that we do have carry-forward accumulated, so that's over the
years where we didn't spend up to our expenditure limit and we
carried forward reserve money, essentially like the simplest way to
think about it is we had tuition money that came in, and we didn't
have to use the tuition money that was excludable, so we carry that
forward in fund balance and we have some amount that we can use.
So what would actually happen if we overspent our expenditure
limit amount would be that we would be using carry-forward money, and
that there is a limit to how long we can do that and with the amount
we are talking about. Because of the COVID-related impacts, those
revenue reductions, we are already on the wrong side of expenditure
limitation with this budget, which is why again the relief becomes
really important and the idea of COPs become another solution but
that we are already looking to be over our expenditure limit because
the budget has changed on us and because we lost those excludable
revenues. So that if we decide to add additional money, it's just
going to make that expenditure limitation number worse.
Sorry for the long answer, but that's how it plays out. And it's
not great news, for sure.
Any other questions on that before I move on?
Okay. So one of the things that we wanted to show you is that as
we are talking about this capacity document, and we're looking at
scenarios which might have significant enrollment reductions or
declines, how would the college respond to that? And the answer is
so this slide basically, in a very high level, summarizes what kind
of an impact we would be looking at.
If there was a 15% reduction in FTSE starting from a point where
we're around 14,000 right now, we would lose roughly $5 million in
tuition revenue, that because of the way that our classroom funding
model works that we would be offering quite a few, significantly
fewer sections, and that's what academic efficiencies would be.
So there would be fewer sections offered. If we stayed in the
current way that the classroom face-to-face is supposed to be 20-1,
online is 25-1, on average, that that kind of enrollment decline
would naturally result in reduced number of sections, it would save
about $2.8 million.
We are talking about a soft freeze right now and then position
closure. So we have more than 60 vacant positions right now, some of
which are in recruitment, but that one of the things we are looking
to do is do a soft freeze on recruitments or on filling vacancies,
that we are only filling absolutely critical positions at this point,
and that we are looking with those vacancies to close as many of them
as possible.
They are closing -- this number that's about $2 million, closing
30 positions, which from my standpoint I think is pretty doable
particularly in light of this enrollment declines, that we can
certainly would justify and would need to do that kind of a
reduction.
And then operational reductions, just to round it out in the
short term of $340,000 is, if you spread that between departments or
you looked at the fact that our travel is going to be down this year
because we have pretty -- we have restricted travel right now, and
it's unlikely that it's going to be lifted in terms of going back to
a normal status for most of the year, and other operational savings
we will have during the year, saving another $300,000 would not be
difficult to do.
So that's how in the short term we would handle that kind of a
reduction, and then the secondary component --
>> DR. MEREDITH HAY: Can I just ask a question on that?
Academic efficiencies? 2.8 million? So if that's reducing sections,
I get that, but isn't the main cost of sections the personnel to
teach them?
>> DR. DAVID BEA: Well, that's what the reductions would be. We
would not need to have as many adjunct faculty contracts. That's
what the savings comes from is that you don't have as many adjunct
faculty contracts.
>> DR. MEREDITH HAY: Just want to make sure everybody knows that
means that's fewer adjunct faculty teachers.
>> DR. DAVID BEA: Yes. Sorry that I put that in coded words.
>> DR. MEREDITH HAY: It's personnel, people? It's people?
>> DR. DAVID BEA: Yes, it would definitely be fewer contracts
for adjunct faculty initially. That's the way the structure would
work.
And then down at the bottom, the 50-1 ratio, what that means is
that in the future -- so when you're talking about a 15% FTSE
reduction, you're talking about 2,000 full-time student equivalents
that would be dropping.
The way that the faculty model works in terms of targeting that
50-1 ratio, which by the way I will also point out that we have never
quite attained that since we have been implementing it, we are always
a little bit behind, but the implications are if we dropped 2,000
FTSE and you have a 50-1 ratio, that's 40 full-time equivalent
faculty positions. That translates into the $2.4 million.
That wouldn't happen until the next year, and that then
happens -- almost always that 50-1 ratio process happens through
attrition, but when you're talking about that big of a reduction,
it's unlikely that there would be that many vacant positions on the
faculty side.
Just so you know, that's how the different models play in that
sort of ensure that the college has ways to adapt to declines in
enrollment. Conversely, if enrollment goes up, that 50-1 ratio would
naturally then, the next year, would go back in full-time faculty
positions.
>> DR. MEREDITH HAY: How does that ratio affect our HLC
evaluations?
>> DR. DAVID BEA: It actually works pretty well for that. Years
ago, the college was criticized -- this is back in 2010, I believe.
That one of the comments from the HLC was that we didn't have a clear
process for what the ratio of adjunct to full-time faculty was.
Back then, what happened was we had budget pressure from the
state. The state was reducing our budget. We had other financial
challenges from the fiscal crisis, but at that point we had
enrollment increases.
So what happened is the college addressed that by adding more
adjunct faculty-taught sections, and the ratio of adjunct to
full-time got more weighted to the adjunct side and the college
didn't really have a process. It's actually a big complaint from HLC
is the college didn't have a particular ratio that it was targeting.
So they pointed that out as a criticism. What the 50-1 ratio
does is actually holds that fairly steady, because as our enrollment
goes down, we retain the same ratio of full-time faculty which
conversely, because they both inversely work off of each other, it
means that the adjunct ratio also stays stable.
So it actually has a two-fold -- it works in a two-fold way.
It's pretty helpful from both standpoints. Great question.
This slide --
>> MR. DEMION CLINCO: Ms. Garcia? Mr. Hanna?
>> MS. MARIA GARCIA: Sorry. I have a question. The question is
my understanding is was the international students, the college was
gaining $500,000, half a million dollars, in revenues.
Has that been taken into consideration in presenting this budget?
>> DR. DAVID BEA: The lost revenue is factored in. What the
long-term implications are of our international program are not
folded into the budget. We are continuing to operate on a staffing
level as we have been.
That is one of the things that if this continues, and if it looks
like a continuing element, that that's a relative cost center, so
that we will start looking at that program and identifying how to
reduce costs in terms of the administrative costs associated with
that program.
But there aren't staff reductions built into this budget as it is
right now. But the tuition loss is built in.
>> MS. MARIA GARCIA: Okay, thank you.
>> MR. MARK HANNA: I just want to make sure I understood you
correctly. With a 15% drop in enrollment, you said that equated to
40, 4-0, full-time faculty members?
>> DR. DAVID BEA: Yeah. It's a lot. A 15% reduction is
gigantic. You know, hopefully we won't experience anything like
that. You know, again, I think there are reasons that we can be
optimistic or hopeful that will actually be on the other end of the
higher education recalibration, that there are lots of reasons why we
are the value proposition, for sure.
We have everything to offer in terms of workforce retraining and
all the initiatives that we have underway, like what Ian showed on
the Google program, the quick retraining programs to address the
folks who might be unemployed for a shorter period of time, but also,
the affordability proposition. Lisa mentioned the notion we are
starting to hear students say I don't want to pay full tuition,
private school tuition or out-of-state tuition to get online
education.
We are the cost leaders when it comes to that proposition, and we
just have to, you know, hopefully we will take advantage of that. I
think there are reasons to be hopeful. The problem I'm worried about
is we are seeing behavioral changes that are pretty dramatic in terms
of the COVID response. This isn't a normal economic downturn.
People are -- I think they don't know when, the uncertainty of
when it's going to end, the uncertainty of when their economic
circumstances might improve, the sheer significance and size of the
economic impacts to people individually. You know, when it comes
down to whether you have food and shelter, you start realizing that
higher education is discretionary.
Unfortunately, and we've got to I think continue to make the case
that it's an investment into the future, and certainly with our
tuition and with folks who are Pell eligible, that the Pell money
pays for more than just the tuition and fees at the college.
However, we obviously do have a situation where people are
worried about any money for food. And when they are that uncertain,
I think that -- it's concerning, or to think that they are going to
turn around and go, okay, I'm going to go invest in education is
something we've got to try and coach people into that decision.
That's something that I worry about, right? Personally I'm
worried about that severity and how I think afraid people are in
spending money right now might lead to our, to an enrollment decline,
and hopefully that won't be the case.
>> DR. LEE LAMBERT: Let me add something to what you were
saying, Maria. So one of the commitments that we are making as a
college, to our existing employees is to reskill and upskill them
from a current position they are in to one that we know we need to
have this position going forward.
So can we do that as opposed to having to lay somebody off? This
is why it becomes important when you talk about those 60 positions,
30 of them we would not eliminate and try to upskill and reskill
people into them. That's one important piece to keep in mind.
When you talk about international, many of those employees
actually have the skills to do the work of academic advisors and
other levels of work. So that actually gives us an opportunity to
not have to impact them individually but to redeploy them in other
parts of the college so that when things do improve over time we can
fold them back into that unit so that way we can continue to offer
those experiences and options for our students.
So the nice thing is we are in a position to have some of that
flexibility built into what you're seeing. But my first commitment
is to our existing employees, provided that they are willing to be
upskilled and reskilled, that we can take care of them first before
we introduce too many new employees.
Obviously you can't do this for every job. It's not always
feasible. For example, if we lost a nurse faculty, unless someone is
a licensed nurse internally in another job, it's not likely we can
upskill and reskill them into that position.
So there is some balancing that has to happen as part of this.
>> DR. DAVID BEA: Okay. I will shoot through the next few
slides pretty quickly, and then I'm going to hit a couple of things
from some of the detail slides that addresses some of the questions
that I'm sure that you have and that came up earlier in the meeting
today.
Getting back to the property tax, the decision to go levy neutral
essentially versus what we were looking at, we forego about $2.4
million, and if you look at what the tax rate, because of the growth
in assessment valuation and the growth in new property, the tax rate
will actually go down.
So people whose property valuations stayed relatively flat will
actually see a reduction in that scenario. On average, what it means
is it stays flat. There will definitely be people who experience a
real reduction in terms of how much they are contributing to the
college. It still does generate $122 million for the college, and
it's an increase of about $2 million.
I'm going to skip through, that shows you how things have changed
in terms of the use of different funds. The big increase the last
couple of years in terms of the blue, that could be worrisome except
for this is all because we issued the bonds and that we are now doing
the construction project.
So we have the capacity built in to do those large construction
projects and to have those big expenditures, so we have to build that
capacity into the budget so that you can actually spend the money as
those contracts and those projects come to fruition.
>> MR. DEMION CLINCO: I believe Meredith Hay has a question.
She had some Internet issues, and she called in. I believe we have
upgraded her now. Dr. Hay?
>> DR. MEREDITH HAY: I just wanted to double-check I have voice
activation and you could hear me. So I'm fine. Thank you.
>> MR. DEMION CLINCO: Perfect. So everybody is back on the
call. Mr. Hanna?
>> MR. MARK HANNA: On the property valuation, there is no
concern this upcoming or recession or depression we are going to be
in is going to have a downward effect on property valuation?
>> DR. DAVID BEA: Okay. Couple things. The property valuations
will, in my opinion, they are going to go down. It takes a while for
that process to trickle through.
So I would say in a couple of years the valuations will go down.
But remember that what our authorization is is to levy a flat, a flat
dollar amount. And so if valuations go down, the tax rates go up and
they counterbalance each other.
The worry, the one that I'm watching is that the issue and the
potential of people to default on their property taxes. We are in
touch with the county at least weekly right now, because the May
property taxes just came due and we are trying to make sure there
isn't a lag in terms of people paying their taxes late or not paying
them.
And so far, there is actually just a very small reduction in
terms of what the receipts are year over year. It's hard even at
this point to say if it's noticeable.
The other thing to understand about property taxes, it's a
liability that stays on the property so that if the property is
purchased through debt, that mortgage insurance and the banks
ultimately will also be responsible for the property tax payments.
So even in the fiscal crisis, when you had all of those
foreclosures happening, that the college in a given year, I think the
worst year we had was -- I think we had property tax receipts that
were 97% of what we were expecting, and then what happens is it's
just a lag. The next year they come back in.
So generally speaking, it's a very stable revenue source. It's
not dependent on the value of the property. It's dependent on -- we
are able to levy a dollar amount.
The thing I'm worried about is we are in a new economic world.
This is not like anything we have seen before. And if the economy is
so bad that defaults happen widespread -- again, this is sort of a
catastrophic scenario -- then what we might see is in
October/November that our property tax receipts will be slower and/or
they come in a lot lower than what we're expecting.
Again, we won't know that until October. The good news is that
this year looks solid, and I think that we'll get in essentially what
we are expecting.
What will become important is what does the economy look like in
the fall? But we will see bigger indicators. Before we see the
property tax scenario, we'll know other things. We will start seeing
other things in terms of how is the economy being affected, what's
happening with people, and are they losing their houses and that sort
of thing, and then we will be able to project whether that's going to
have an effect on us. That would be a very dire circumstance for us
to have a real negative impact on our property tax levy.
Moving to this slide, it shows proportionately how things have
changed in terms of the different revenues that receiving. Note that
tuition and fees are down a little bit. Again, that's related to the
reduction for international that I mentioned. Then the property
taxes up by 2 million. Those are the most significant things.
Growth in college equity is just based on the projects we are
expecting to spend down.
This is the fund-by-fund budget. The general fund budget is
actually going to go down a little bit. Restricted fund is going up,
and that's actually one singular thing, which is when we received the
aviation funds from the state, because it was for a specific purpose,
we took that money in and put it in the restricted fund. It will now
be moved to the capital fund, and so that's why there is a big
increase in terms of the use of a restricted fund. You would see
that also -- you'll see that in the capital fund in the details.
This is our proportional budget. This one, when you put all
funds together gets distorted, because normally you say this blue
section that's about two-thirds or so is all personnel.
Because we have so much going on in terms of building buildings
and the capital program, it now looks like a big share of the pie.
If you look at the general fund it would look much more normal to
what we have seen in the past.
Then talk about the communication next steps, what we are looking
to do is get approval for this preliminary budget so we can publish
it in the Daily Star. That's required by statute, to publish a
couple of times, and then issue a press release and have the public
hearing at the next board meeting, which is scheduled to be June 3.
We are planning to have an on-site presence, because the statute
is written in such a way that we don't want -- we don't want to run
afoul of the statute, and so what we will do is set up a place that
if someone wants to make public comment that they actually do have a
place to go, although we will encourage them to do it online much
like our situation today where public comment can be brought into
Zoom format. But we will have a couple of people located probably at
District Office in case someone wants to come in onsite and make a
comment.
I left the other stuff, and I wasn't planning to address it, but
I know a couple of comments and questions came up earlier, so I want
to hit a couple of points in terms of the general fund expenditures.
This is a slide that got referenced earlier. In terms of the
growth of administrator salaries and the decline of faculty salaries,
one is that this is a topic that we have been talking with the board
about for the last six years, if not longer, that one of the things
is that we have done a lot of administrator reductions, going back to
2015, and did a lot of reorganizations and reductions back then. And
carrying this forward, just to give you an idea, is the administrator
salary back in that period of time was $7 million. So we have had
significant reductions in the administrator line.
The increase this year is actually pretty easy to explain. One
is there is a 1% salary increase put in because we have talked about
the salary increases.
The second one is that there is a position that moved from the
high director level to an administrator director level, so switching
from being a director to an executive director, which is an increase
in responsibilities crosses you over from the staff budget to the
administrator budget. This is a quirk of the Pima way of looking at
the budget.
One position is over a hundred thousand dollars. When you talk
about the change here that we are highlighting is that about 100,000
of that is just a position that moved from staff to administrator.
There is also an administrator position in here that we are
looking at a new structure for administration that we are expecting
that this is actually going to drop too.
So we are consciously and constantly looking to reduce the
administrative overhead and try and streamline our structure, and
that's something we have been doing successfully since 2015 and we
will continue to do that.
Now, the reduction on the faculty side is also relatively easy to
explain. $1.2 million of that reduction is related to the counselor
positions moving from what used to be classified as faculty to staff,
so not only is there a reduction of $1.2 million here, that's also
what part of what is making the staff line higher.
In addition to that, there are about six reduced positions for
the faculty that's related to that FACT process, the 50-1 ratio. It
lags and is behind where it's supposed to be, but it does include six
reduced positions on the faculty side. That explains almost all of
the faculty reduction.
The staff increase, in addition to the counselor positions that I
mentioned, also has the six advising positions added into it, and
also has those one-time positions that we talked about, dual
enrollment, enhancements with director for PimaOnline, and the reason
that it has an increase is behind that, we are expecting to repurpose
positions. That's where I get back to that we have these vacant
positions and we need to eliminate them.
At this point they haven't been eliminated, but they will almost
certainly be very soon. But the budget includes the capacity for
them.
Other compensation going down is another thing that as we have on
occasion identified that we have temporary positions that really need
to be a full and regular time -- regular either part-time or
full-time position, that departments that identify that they have
those needs can buy up a position from their temporary dollars, and
that has happened a couple of times and that would explain that
reduction.
And then the fringe, I think you're all clear on, medical cost
increases that the college is absorbing, and then to the operational
increase, and I think that's the last one I will point out in
specifics and then hopefully we will have a little discussion.
IT licenses, this is also where that increased money is for the
retrofitting and the work that we need to do to address some of the
issues that we may need for safe distancing in some of our
facilities.
Those are the primary changes. That's the explanation for the
changes in almost its entirety. I will also point out with faculty
that last year when we did equity adjustments and we made that an
administrative procedure, that is people who are hired in that after
a year of service or after two years of service that if they were
hired in they would have been hired in at a higher level, that's a
procedure, and that's folded into the budget in terms of we will
absorb that cost, and faculty who are in that situation will
automatically get those increases this coming year.
I think I hit a lot of the major points. Unless there are some
other specific things, I'm not planning to go through all the detail
with you, but would like to have a discussion particularly related to
salaries and tuition, because I know that the questions have come up
and just to make sure that the board has an opportunity to have a
conversation related to those items.
>> MR. DEMION CLINCO: Thank you, Dr. Bea.
Board members? Are there any questions, comments at this point?
>> DR. MEREDITH HAY: So I want to thank you, Dave, for a very
thorough analysis of scenarios that we don't know how it's going to
play out, but I'm comfortable with your worst-case scenario and how
you're going to manage a possible 15% reduction.
I don't have any further questions. Thank you.
>> MR. MARK HANNA: I know that this is not our real action item.
The next one is our action item. But I think that in terms of how we
treat this reduction or this unknown in the fairest manner that we
possibly can, that we do need to discuss salary increase and the
tuition increase and resolve whether -- it appears at this point that
we're favoring property owners over students.
That's a little uncomfortable feeling for me, to be honest with
you, but I also understand that if we do not raise tuition, we
discussed at our last meeting, part of the tradeoff on raising
tuition was to raise employee salaries.
So I think we need to discuss whether we can do either of those
things. I'm not sure how we go about having that discussion.
>> MR. DEMION CLINCO: I would say -- I don't disagree. I agree
that this is, again, a very unique moment, and we have heard from our
students that they are having food insecurity, housing insecurity,
facing some very significant challenges.
One way of addressing it is that we could continue forward with
the posted tuition increase, and we could collect those funds. We
have already started enrolling people, people have already started to
enroll into the fall and already posted that tuition rate.
And then we actually make a decision based on where we see
ourselves in the fall in terms of where enrollment actually hits, if
we're going to do, if we do the salary increase or if we do a tuition
rebate on that portion.
I mean, that could be one option.
>> DR. MEREDITH HAY: But, Demion, I thought from the
hypothetical, 15% FTSE scenario, that we wouldn't need to alter the
increase in faculty salaries because of you'll have academic
efficiency, fewer faculty.
>> MR. DEMION CLINCO: That's the concept. This is the
assumption that we are at 15%. If it was 20%, we could be in a whole
different -- I think my biggest concern is there is a lot of, we just
have no idea what to expect and that there is a lot of uncertainty at
this very moment.
Maybe it will be, maybe all of these worst-case scenarios won't
be the worst case and it will be 2% or 5%, but I do worry that we are
really in uncharted territory, because as Dr. Bea said, people's
behaviors are changing. It's not just -- people are just, they are
afraid for a variety of different reasons.
I'm just looking at what would be the most, it's the -- I really
want to honor the commitment that we have made. I think doing those
increases is important. I think we need to recognize that our
faculty are working around the clock but also look at the climate.
Everybody, all other public sector workers are taking furloughs,
facing layoffs now. I mean, it's pretty significant.
>> DR. MEREDITH HAY: Oh, I get it. I get it.
So, Demion, is it possible --
>> MR. DEMION CLINCO: Is something like that possible? Is that
something that anybody would --
>> DR. MEREDITH HAY: Let me ask you this: Is it possible,
though, in terms of putting -- you are asking for flexibility to be
built in, and we have to publish this on May 18 apparently or 26th.
Can you put an asterisk below it and say, if enrollment drops
below X, this budget will need to be adjusted? How do you do that in
the published budget?
>> DR. DAVID BEA: The answer is because what we are looking,
what we are actually doing in terms of the public budget, published
budget, is that it's a capacity document that you can't spend
anything above X, the board can always give direction to go below.
But what you won't be able to do is say, oh, we have an
enrollment increase, can you bump up the budget and add more money
for it? You wouldn't be able to do that. It's a horrible process
that you just wouldn't do.
>> DR. MEREDITH HAY: Okay. So we don't need to worry about that
otherwise as a board recognize the unknowns are unknown, and as they
unfold this fall we can make adjustments downward as needed?
>> DR. DAVID BEA: Yes, that is what I'm presenting. Yeah,
that's what I'm saying.
>> MR. JEFF SILVYN: One other thing, and then, Dr. Bea, you can
hopefully verify or correct me if I'm wrong, because this budget sets
just the outward capacity, if there are significant categories inside
the operational budget that later we need to adjust and move money
from one fund inside that operating budget to another, you can do
that. The budget that we publish doesn't preclude you from doing
that a month from now or six months from now.
>> DR. DAVID BEA: Right. If you look at the pie chart that had
how much is budgeted for travel, if we go into the year and we
realize that we're going to have restricted travel beyond what we are
looking at right now, then that money could be repurposed. We would
have the capacity to repurpose that money or we just spend less.
Again, then you have a better financial performance at the bottom
line.
>> DR. MEREDITH HAY: Do we also have cushion if we are not
playing sports?
>> DR. DAVID BEA: Well, yes. (Smiling.) That generally is a
cost, as in a cost center part of the cost.
It actually -- and a lot of the money -- so the costs for the
program are obviously sort of three-fold in terms of what the
principal costs are. Coaching salaries, which we would be continuing
to have the coaches onboard until something changed. The
scholarships for athletes, which we would continue to do, hoping that
those programs can have those programs.
What might change would be the travel costs. So those are the
three biggest costs in terms of athletics.
But we don't have a major revenue loss that we would be suffering
from like the University would.
>> MR. MARK HANNA: Let me just be clear on the salary increase.
This budget does indeed continue to have the salary increase. That's
correct? And that is not a one-time increase? It is an
across-the-board salary increase?
>> DR. DAVID BEA: At this point it's structured to be COLAs,
which would be 1% lift to the salary schedules and 1.5% to the
adjunct load rate.
>> MR. MARK HANNA: So should we, going forward, if we do
experience that 15 to 20% decrease enrollment, that salary increase
is not one of the ways we would adjust. It would be reducing number
of employees?
>> DR. DAVID BEA: Right. I mean, that's the scenario that
-- yeah. To undo a COLA would not be anything that would be high on
the list of ways to approach this.
By the way, the way you would say that and what you have seen
other organizations -- and again, I don't foresee that we will run
into this situation, but the other name for that in reality is
actually called a furlough.
I mean, that's what the University is doing where -- they are
leaving people's base pay the same, but then they are potentially
saving X percentage by having furloughs, and a 1% furlough doesn't
make a lot of sense. That would be really small.
>> DR. LEE LAMBERT: And I think, Mark, the other thing to keep
in mind is that 15% scenario is premised on having that many less
students, and therefore we have less demand for the sections of
courses and should then also correspond to less demand for certain
services of the college.
So you'd rather adjust it based on that reality than tweaking
around the edges around a percent or two in terms of salaries.
We need to just account for that reduction in a very substantive
way. And so the model that Dave shared really does that very well.
>> MR. DEMION CLINCO: Ms. Garcia?
>> MS. MARIA GARCIA: No, I'm going to forego my question.
>> MR. DEMION CLINCO: Mr. Gonzales? Okay. Okay.
Are there any additional or last questions for Dr. Bea before we
move on to our next action item?
>> MR. MARK HANNA: So let me just make a comment, and that is I
still am extremely uncomfortable raising tuition in this time period,
again predicated on rewarding -- or "rewarding" may not be the right
term, but doing the right thing by our employees is an important
component of that.
So let me just say I appreciate, you know, the fluidity of this
whole situation and that we may indeed have to look at it in the fall
once again, but otherwise, I'm pretty comfortable with what we have
done here.
Thank you, Dr. Bea.
>> DR. DAVID BEA: Uh-huh.
>> MR. DEMION CLINCO: We will move on to the next item, 5.4,
publication of fiscal year 2021 proposed budget in preparation for
the June 2020 public hearing and special board meeting to adopt the
budget and set the property tax rates and levies, which we're not
doing. So I will just exclude that one part from the agenda item.
Do I have a motion -- Mr. Silvyn, is there a recommendation or we
just take a direct motion?
>> MR. JEFF SILVYN: There is a recommendation.
The chancellor recommends that the Governing Board approve
publication in accordance with statutory requirements of the fiscal
year 2021 budget in the Arizona Daily Star on May 18, 2020, and May
26, 2020, and conduct a public hearing and a special board meeting on
June 3, 2020, for the purpose of adopting a budget and setting
property tax rates and levies.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> MS. MARIA GARCIA: So moved.
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: I think I heard that from Dr. Hay, and I
think I heard a second potentially from Ms. Garcia. Was that a
second?
>> MS. MARIA GARCIA: Second.
>> MR. DEMION CLINCO: Any discussion on the item?
Hearing none, Mr. Silvyn, if you could do a roll call vote,
please?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: (No response.)
>> MR. DEMION CLINCO: Mr. Gonzales, are you still with us?
>> MR. JEFF SILVYN: Mr. Chair, I was just scrolling through the
list of attendees that I can see, and he doesn't appear to be there
anymore.
>> MR. DEMION CLINCO: Okay. For the record, we have four votes,
so four members attending would approve it. The one member who has
left the meeting is abstaining.
With that, the motion carries.
Next item, tuition rates for students employed by businesses
participating in the tuition reimbursement assistance program.
Mr. Silvyn, will you read the recommendation?
>> MR. JEFF SILVYN: Certainly. The chancellor recommends the
Governing Board adjust nonresident tuition for online courses for
non-Arizona residents employed by a business with a presence in Pima
County that is participating in the college's tuition reimbursement
assistance program.
The adjustment would align the tuition rate for students
participating in the program with the current in-state tuition rate
effective for the fall 2020 term.
>> MR. DEMION CLINCO: Do I have motion to approve the
recommendation?
>> MR. MARK HANNA: So moved.
>> MR. DEMION CLINCO: Do I have a second?
>> DR. MEREDITH HAY: Second.
>> MR. DEMION CLINCO: Dr. Hay.
Discussion? If we could just check to make sure that
Mr. Gonzalez didn't call back to the number and needs to be upgraded
into the platform?
Okay, Mr. Lambert?
>> DR. LEE LAMBERT: So we are so excited about the work that we
have been doing over the last few years to really strengthen our
partnerships with area businesses.
As you know, we have a number of businesses in the community who
also have presence in a lot of different locations within the state
as well as locations outside of the state and globally. What this is
really allowing us to do, because of the partnerships we built here,
not only offer the in-state online rate for the folks who are here
but also to extend that to the entire employee base regardless of
where they are.
That's what this is about. It really allows us to attract
additional opportunities for individuals to be Pima Community College
students by extending our reach through our partnerships.
If you'd like to hear more about the details of how the program
works, I'd be glad to have either David or Ian address those pieces.
>> MR. DEMION CLINCO: Are there any additional questions? No?
Okay. Hearing none, Mr. Silvyn, if you could do a roll call vote?
>> MS. MARIA GARCIA: Wait a minute. Hold on. So I have a
question.
How does that relate to -- I understand that these are legal
residents and perhaps from another state, but how does that relate to
the undocumented students? Because if they are not able to pay
in-state residency, doesn't that create a conflict?
Do you understand my question?
>> MR. DEMION CLINCO: Chancellor Lambert?
>> DR. LEE LAMBERT: I think part of the issue lies in the way
the law is constructed. The college is prohibited of being able to
offer in-state tuition rates to DACA students.
And I think that is probably the main difference. I don't know
if, Jeff, if you want to add on to that.
>> MR. JEFF SILVYN: Well, let me offer a little bit, and then
maybe we can see whether we are addressing Ms. Garcia's question or
not.
>> MR. DEMION CLINCO: And before you do, maybe I could just ask
a question. Isn't this only for -- this is really specifically for
the employees of businesses that are --
>> DR. LEE LAMBERT: Of that organization.
>> MR. DEMION CLINCO: -- in the agreement with the college?
>> MS. MARIA GARCIA: That are working?
>> MR. JEFF SILVYN: Right. So the individuals who could
participate are employees who work for an employer who has a location
in Pima County, also has locations in other venues and is providing
tuition reimbursement assistance to its employees as an employee
benefit.
>> MR. DEMION CLINCO: So this is really only for the employees
of businesses that have a location in Pima County and are contracting
with the college to provide education resources, but they can open it
to their full employee base which may be outside of Pima County.
>> MR. JEFF SILVYN: Right. So the idea is that Pima Community
College would be the educator of choice for the entire business, not
just their Pima County location.
>> MR. DEMION CLINCO: So it's really only for the employees of
those businesses.
>> DR. LEE LAMBERT: That's correct.
>> MS. MARIA GARCIA: I'm okay with that answer.
>> MR. JEFF SILVYN: Okay.
>> MR. DEMION CLINCO: So hearing no additional questions, if we
could have a roll call.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales, do we have you back?
>> MR. DEMION CLINCO: Okay. So the motion passes with four
members voting yes, and Mr. Gonzales abstaining because he has left
the meeting and has not called back as of yet.
If he calls back, we will upgrade him. We are watching for his
return.
Okay. The last item on our agenda is 5.6, participation
agreement. Yellow Ribbon GI education enhancement program.
Mr. Silvyn?
>> MR. JEFF SILVYN: The chancellor recommends the Governing
Board authorize the chancellor or designee to enter a participation
agreement for the Yellow Ribbon GI education enhancement program.
The program creates a cost sharing mechanism between the college
and the United States Department of Veteran Affairs to reduce
nonresident tuition expenses for enrolled students.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation? I'll go --
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: I will second it then. Ms. Hay making the
motion and I will second it.
Is there any discussion? Hearing none, let's have a roll call
vote.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: (Pause.) Yes.
>> MR. JEFF SILVYN: I thought we lost you there for a minute.
Mr. Gonzales?
>> MR. DEMION CLINCO: The motion passes with four members voting
yes and one member absent.
Item 6 is our request for future agenda items. Any future agenda
items people would like to have? Mr. Hanna?
>> MR. MARK HANNA: Yeah, two things. Before I get to future
agenda items, I'd just like an opinion from our legal counsel that if
Mr. Gonzales was cut off for some technical reason that he be able
to, at the next meeting, be able to express how he would have voted
on those. Not that it will change. It won't change the outcome.
But that we make a provision for him to be able to do that.
And then in terms of future items, an item that we have not
addressed or the board has not taken a look at in some time, so
either in a study session or as an agenda item, I'd like us to review
our progress on our diversity plan.
>> MR. DEMION CLINCO: Okay.
>> MS. MARIA GARCIA: Okay.
>> MR. DEMION CLINCO: Any others? Okay.
Hearing none, the meeting is adjourned. Thank you, everybody,
putting everything together in this unique modality.
(Adjournment.)
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TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM
CITATION.
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今晚网
中国博彩平台
Sun-City-website-service@khobuon.net
国信证券官网
博彩平台
电子试玩
安机网
New-Portuguese-entertainment-City-admin@xmhtjflaw.com
网上博彩平台
Gaming-platform-ranking-contactus@direct-int.com
Galaxy-Entertainment-official-website-entrance-contact@newfortnite.com
中国青年就业创业网
Sun-City-Entertainment-customerservice@q-vide.com
Sports-betting-admin@resmedium.com
博彩app下载
太阳城官网
太阳城
太阳城
赌博平台
Sun-City-official-website-admin@wellnessgrass.net
昵图网素材图库
丝路明珠网
招标采购导航网
爱动漫
手机天猫
劲舞团
长江商报官方网站
黑龙江远大购物中心有限公司
九星天辰诀
湖北武穴网
世达工具
成都外国语学校
站点地图
妙思乐