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September 9, 2020 Governing Board...
>> MR. DEMION CLINCO: Good evening, and welcome to the Pima
Community College September 9, 2020 Governing Board meeting. Calling
this meeting to order.
Our first item of business is our roll call. Mr. Silvyn?
>> MR. JEFF SILVYN: Mr. Chair.
>> MR. DEMION CLINCO: Here.
>> MR. JEFF SILVYN: Sorry. Demion Clinco?
>> MR. DEMION CLINCO: Here.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Here.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Here.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Here.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Here.
>> MR. JEFF SILVYN: All board members are present.
>> MR. DEMION CLINCO: Thank you very much. Second item is
public comment and call to the audience.
I will just read our statement. The Pima Community College
Governing Board welcomes public comment on issues within the
jurisdiction of the college. Generally the total time for public
comment will be limited to 45 minutes, and comments will be limited
to 3 minutes per individual. These time limits may be modified by
the board or board chair.
Individuals sharing comments are expected to communicate with
decorum and respect. Individuals who engage in disorderly conduct or
use divisive or insulting language may have their time reduced or
concluded by the board chair.
Per our COVID policy, we are doing this online and we ask people
to preregister. We are going to start this evening with Matej.
Have we let him into --
>> Who?
>> MR. DEMION CLINCO: Matej.
>> Last name?
>> MR. DEMION CLINCO: Boguszak. Matej, are you there?
>> MATEJ BOGUSZAK: Good evening.
Greetings, Chair Clinco, board members, Chancellor Lambert,
colleagues and guests. I'm Matej Boguszak and I serve as president
of PCCEA, our faculty association.
We are excited to be back for another academic year and to have
you back with us. The faculty are eagerly helping students in all
kinds of new ways right now to meet this moment and we sincerely
appreciate the work of our chancellor, provost, and administrators
leading us at this difficult time.
And the times, they are changing. This will be a big year for
Pima. We are embarking on a comprehensive and much-needed
classification and compensation study affecting all employees. We
are about to revisit and potentially revise our mission.
We are making plans for spring semester and next year under
extraordinary uncertainty, and we just might, for the first time in
years, be in a position to decide where to make much-needed
investments in our college should Proposition 481 pass or we're to
make more painful cuts should enrollment continue to decline.
As we begin this work, we should reflect on what is really
important. To provide a positive foundation for effective
collaboration on these projects, PCCEA adopted and last week Faculty
Senate endorsed a set of basic principles to guide us, which I have
shared with you earlier today.
We believe they reflect lasting values and priorities the faculty
consider important, and we hope they are straightforward enough for
our entire community to get behind.
If you agree, please consider joining the many faculty and
community members in voicing your support. Don't hesitate to reach
out if you have any questions.
The principles are by no means exhaustive. Of course there are
other things that matter. For example, PCCEA proudly supports
recently renewed efforts to end racism and struggle towards the long
overdue justice here and really worldwide.
We commend the chancellor for taking a stand and highlighting
this is a college priority, and it is personally one of the things
that I'm excited about and that gives me hope this year.
So finally, I'd just like to say PCCEA is committed to being a
constructive problem-solving partner and providing you with the voice
and perspectives of the faculty as we have since the college's
inception.
We are 100% Pima faculty and constitute an elected
board-recognized representative group, not some outside entity as we
have been called.
You know, the faculty and chancellor have not always seen eye to
eye. Yet I still believe that all of us here deeply care about this
college, and we all share a common goal for a better Pima for our
students.
Now, there may be somewhat different visions that come up about
what a better Pima is, and if so, that is a healthy debate to have.
We all rely on you, the board's leadership, guidance, and willingness
to listen to the community which I know you do.
Thank you very much for your time and service to our county.
Have a great year, and I will see you soon.
>> MR. DEMION CLINCO: Thank you, Matej. I just want to say a
thank you for sending those principles to us. I had a chance to look
at them this afternoon, and they are extraordinary aspirational goals
to achieve, and I think this board and those goals and this
institution, they all overlap pretty tightly.
We look forward to continued dialogue with you. And again, thank
you for your presentation this evening.
>> MATEJ BOGUSZAK: Thank you.
>> MR. DEMION CLINCO: Next we have representatives, Pima
Community College employees, who are going to introduce the student
senators.
So I'm not exactly sure how we're going to do this through Zoom.
I think what I'm going to do is I'm going to ask that we invite the
PCC employees, Valerie King, Suzanne Desjardin, Bea Velasquez,
Guadalupe Caballero, to all be included in the meeting, and then as
they introduce the students, we can move the individual students into
the webinar and then they can introduce themselves if that's what
they would like to do.
Valerie? Are you there?
>> Yes, I am. Hi.
>> MR. DEMION CLINCO: Will that work?
>> I believe each senator will briefly introduce themselves, say
their program of study, and the campus that they are representing.
>> MR. DEMION CLINCO: If you could just say their names so we
can get them into the...
>> I will do that. We have Quinn Chrisemer.
>> I have two Quinn Chrisemers in the meeting.
>> Jessvan Hernandez. Luke Robertson.
>> I don't see them in the meeting.
>> Okay. Sage Hawkins.
>> Okay.
>> Josh Duran. Sage Fukae McCollough.
>> I will have to promote her to panelist. Okay.
>> And Anna Viegas.
>> I don't see them in the meeting.
>> Okay. We will introduce them and share their information.
I'll go ahead and get started. Okay?
So good afternoon, board, Chancellor Lambert. My name is Valerie
King and I'm the director of student engagement and co-curricular
activities.
I'd like to begin by recognizing our co-advisors for the Pima
Aztec Student Senate, Guadalupe Caballero and Bea Velasquez, for all
their hard work. We wouldn't have gotten to where we are right now
without their hard work.
So at this time it's my pleasure to introduce and present the
2020/2021 Pima Aztec student senators.
I'll pass it off to our student senators to introduce themselves.
Say the campus that they are representing and their program of study.
I will start by turning it over to Quinn Chrisemer to start us
off. Quinn?
>> I had two of them. I will allow both of them to talk.
>> Okay.
>> Go ahead.
>> Hi. My name is Quinn Chrisemer. I'm a business admin major
and I'm representing West Campus.
>> Jessvan Hernandez.
>> Hello. I'm Jessvan Hernandez. I'm representing Downtown
Campus, and I'm in the automated industrial technology program.
>> Sage Hawkins?
>> Hi, everyone. I'm Sage Hawkins, representative for East
Campus as well as All College Council representative.
>> Josh?
>> Thanks, Valerie. Hi, panelists, everybody on the board. Nice
to meet you. I'm Josh Duron. I'm in the business administration
program representing Online Campus, and I'm also one of the All
College Council representatives.
>> Sage Fukae McCollough?
>> Hello. I'm Sage Fukae McCollough. I'm a political science
major. I represent the West Campus, and I am the student Governing
Board representative.
>> Anna Viegas? Have you joined us?
Anna is our secretary for student senate. And Luke Robertson,
have you joined us?
>> Yes, I have. I'm Luke Robertson, a psychology major at Pima
and also the student chair. I'm the student senator for the Downtown
Campus.
>> Thank you, all. Thank you.
>> MR. DEMION CLINCO: Thank you very much. We want to welcome
you all and congratulate you on your election to the student senator
positions. I will say that over the years we have seen student
senators bring forward significant and real issues that they are
facing to this board and have made real lasting change in this
institution, anything from food services to open-source books.
Many of those issues have been brought forward by student
senators, so we welcome your participation. To Sage Fukae
McCollough, thank you so much for taking the role. We look forward
to your monthly presentations at our meetings and hopefully in person
soon.
Thank you to all of you for your service, and we look forward to
working with you in the coming year.
Okay. I believe that concludes our call to the audience, unless
there is anyone I am missing. I believe that's everyone.
So the next item is our Governing Board recognition. The
Governing Board regularly recognizes outstanding service to the
institution. This evening we're going to be continuing the
acknowledgement of our recipients of the Striving Beyond Award as
well as our faculty emeritus recognition.
I'm going to turn it over to Dr. Duran-Cerda.
>> DR. DOLORES DURAN-CERDA: Thank you, Chairman Clinco. Good
afternoon, Chairman Clinco, members of the board, Chancellor Lambert,
colleagues, guests. I hope you're all doing well and welcome back to
our first meeting of the academic year for the fall semester, after
having had some amazing news this morning about the generous gift
from the Thomas R. Brown Foundation to our centers of excellence.
This gift will serve our students and our community extremely well.
And to follow this trend of positive news, it gives me great
pleasure to recognize the recipients of two kinds of awards tonight.
The first one is the Striving Beyond Award, and the second one is
faculty emeritus recognition.
So I will start off with the Striving Beyond Award. The Pima
Community College Governing Board is proud to promote the Striving
Beyond Award to recognize employees in good standing whose
contributions have gone above and beyond to best serve our students,
employees, and the college during the COVID-19 crisis.
Members of the chancellor's Executive Leadership Team reviewed
nominations and made recommendations to the Governing Board to select
the recipients.
Winners will receive an award and will be featured on our
employee connect wall of award honorees.
So I'm now going to read the names of the recipients. The
Striving Beyond Award winners are: Jule Medo, Diane Miller, Diana
Morris Murphy, Stacy Naughton, Norma Navarro Castellanos, Mark
Nelson, Nora Peelswicks, Dan Pinard, Wright Randolph, Doris Rivera,
Stacy Rodenberg, Mira Rodriguez, Frankie Rollens, Vanessa Romero,
Kate Schmidt, Russell Schmidt, Ann Marie Schultz, Jodie Sidel, Jeff
Silvyn, Nancy Spalding, Brian Stewart, Eric Strong, Colin Sullivan,
Lena Thorson, Mike Tweeton, Tinika VanZant, Victoria Vertine, Kenneth
Worndran, Ann Marie Welliver, Cecily Westfall, Don Wire, Jennifer
Wily, Carol Williams, Charles Williamson, Kyle Williamson, Laurie
Wright.
Thank you, all, for your outstanding contributions and
congratulations to each and every one of you.
>> MR. DEMION CLINCO: I would add the board's congratulations.
We know that each of these awards represent unbelievable
contributions to the institution during this unprecedented time.
It's a small recognition, but we are so appreciative for the work
that everyone is doing and has done and these outstanding individuals
to have helped ensure that our students have remained a priority and
that they have continued to have the educational resources available
to them throughout these unique moments.
So thank you so much.
>> DR. DOLORES DURAN-CERDA: Thank you, Chairperson Clinco, for
your words of positive reinforcement for everyone.
>> MR. DEMION CLINCO: I believe Mark Hanna has a comment. He
raised his hand.
>> MR. MARK HANNA: I would just add my congratulations to all
these great employees, and to go up and beyond, we thank you very
much.
>> DR. DOLORES DURAN-CERDA: Thank you, Mark.
So now for the faculty emeritus recognition. The Governing Board
confers emeritus status on distinguished individuals retired from the
college to signify honor, respect, for outstanding accomplishments
and contributions to the college over many years.
Faculty and administrators receiving such an award exemplify the
characteristics of ideal community college educators who, through
their professional careers at Pima College have contributed
significantly to their discipline, student success, professional
organizations, their own campuses, and the college community.
Emeritus nominations come from Faculty Senate and the
chancellor's Executive Leadership Team who forward recommended
nominations to the Governing Board for approval.
Faculty emeriti receive several benefits, such as a tuition
waiver, a lifetime e-mail, and a library card that gives them the
same access and privileges at the Pima College library as full-time
faculty.
They were also mailed their beautiful certificate that we usually
present to them at our face-to-face board meeting. So this is a
variation from the past but we are equally as proud of their
contributions to the college.
I am so pleased to announce that Simone Gers and Brad Fiero have
been awarded the emeritus status at Pima Community College.
Yay.
Please let me tell you a little bit about each one of our new
emeritus faculty. Through the course of her career, Simone Gers
served as adjunct and full-time faculty, lead faculty, department
chair, department head, division dean, and dean at four campuses.
Desert Vista, Downtown, East, and PimaOnline.
Her commitment to student learning began her very first semester
as a full-time faculty member when she was recruited to be an
assessment instrument facilitator and continued through her service
as faculty co-chair of the assessment committee that facilitated the
college's transition from assessment to student learning outcomes.
As department chair, Simone began a faculty development program
with Desert Vista Campus writing faculty in conjunction with the
Southern Arizona Writing Project, which after five years evolved into
the current reading, writing, and math teaching strategies workshops
that serve the whole college.
She also served as faculty senator, writing CDAC co-chair, and
served on countless committees, including the educational master plan
task force and strategic planning team that proposed the college's
shift to educational pathways.
Simone brought four online classrooms to the Desert Vista Campus
and several to East Campus. Was a pilot faculty for MyPima and D2L
and served on the online education committee for many years.
Simone has been a featured speaker and presenter 57 times at
local, state, national, and international conferences and meetings.
Simone's poetry and articles were published 26 times. She
authored a chapter in a book, and for two years she was a syndicated
writer.
Throughout her career at Pima, Simone has championed students,
her colleagues, and the college, and receiving the award of faculty
emeritus is the crowning achievement of her career.
She's incredibly grateful for everyone who nominated and
supported her receiving this award. Congratulations to Simone.
Dr. Brad Fiero served as full-time faculty in the biology
department at Pima Community College West Campus from 1990 until his
retirement in 2016. During that time, Brad served three times as
biology chair for a total of nine years, and he taught wildlife of
North America, natural history of the Southwest, and environmental
biology.
In addition, Brad served as cadre advisor for six years,
discipline coordinator for student learning outcomes for five years,
and the PCC project director for the Postdoctoral Excellence in
Research and Teaching, acronym, PERT, grant for 12 years, during
which time he mentored over 20 University of Arizona post-doc
students.
He combined his two passions, natural history and education, to
create a website during fall 2000 titled Desert Ecology of Tucson,
Arizona for both the public and his traditional and online students.
Brad is honored and humbled to be receiving the award of faculty
emeritus. Congratulations, Brad. Congratulations to both Simone and
Brad. Pima College thanks you from the bottoms of our hearts for
your significant contributions and the dedication that you have
demonstrated to our students throughout the years. Thank you.
>> MR. DEMION CLINCO: Thank you so much, Dr. Duran-Cerda, and
thank you to both of those extraordinary instructors being honored
tonight. We really appreciate and value the incredible work that you
have done to achieve this. Thank you.
Okay. Our next item on our agenda is our remarks by our
Governing Board members.
We'll start with Mr. Hanna.
>> MR. MARK HANNA: Thank you. We're not going to start with
Dr. Hay?
>> DR. MEREDITH HAY: He's going around the screen.
>> MR. MARK HANNA: Thank you. Thank you. First of all, let me
say congratulations to all the Striving Beyond winners and faculty
emeritus. It's really an honor, and I want you to know that this is
important to the board and to the college as a whole to recognize our
employees who go above and beyond and for the faculty who have put in
years of work, all directed at the success of our students.
We are much appreciative of that, and we take it seriously and we
thank you sincerely.
First of all, let me say also thanks to the Thomas R. Brown
Foundation for the amazing award of $2.5 million. I'm sure our chair
will probably talk about it, and I'm sure the chancellor will talk
about it, but that is just an example what a public and private
(indiscernible) to work together to advance our whole entire
community.
So thank you to the Thomas R. Brown Foundation, all those people,
Marcy, everybody else who was involved in making that happen.
So last week I decided, hey, I want to see what's going on at the
campus in terms of COVID-19 precautions and what's actually happening
out there.
I put my mask on, and I went out to West Campus, Downtown Campus,
Desert Vista, and East Campuses. I have to tell you I was totally
impressed. I'm very grateful to everybody involved in the
precautions and the stringent following of those precautions at every
campus. It was really great to see everything in place and actually
happening.
I'm especially thankful to Bill Ward and his folks in facilities
who really did a great job, really preparing the limited amount of
classrooms and facilities we are using. Very impressed by all that.
I also wanted to recognize some folks that are included in our
employment information later on in the agenda. We have several
employees who are retiring with a considerable amount of years of
service to the college. I want to point out three in particular.
But one, Chloe Dior, facilities coordinator at West Campus working in
the president's office there. She's an amazing 45 years with the
college.
I think that anybody who has been through that tenure with this
college, has seen a lot of things come and go, a lot of things happen
over the years, deserves special recognition. Congratulations to
Chloe on her retirement, and thank you for your service.
Two other folks I want to mention, and that is Todd Polstra who
retired, who was the -- he had I think almost 24 years with the
college and was the director of our theater arts program, as most of
you probably know. Really elevated Pima's arts program, especially
the theater, to a place in our community that is known -- it's a
venue and quality productions that's known throughout our community
and probably beyond in terms of our art theater productions.
I'm so grateful for what he did for the college, and especially
for what he did for all those students who learned their skills and
went on to wherever they went, Broadway, wherever they ended up, he
really had a major impact on not just our college but on those
students. Congratulations to him and good luck to him on his
retirement.
One other person who I got to deal with personally over the
years, as I brought students to the college in my former role at
Catalina High School as a counselor, bringing students to the college
to register for classes and for help, Ed Duran who worked at the
Downtown Campus, may have worked other places, as a counselor. I
just -- this is one of those kind of employees, I know we have many
of them, that are so concerned about the welfare of our students and
so focused on student success that it just changed so many lives.
I'm very appreciative of that, what Ed did and what many others do at
this college.
Let me leave it at that. Thank you to those employees.
>> MR. DEMION CLINCO: Thank you very much, Mr. Hanna.
Mr. Gonzales?
>> MR. LUIS GONZALES: Yes, sir. I also want to echo the
congratulations to those employees with the Striving and Beyond
Award. But also with the faculty emeritus. I think it's great to be
acknowledged in behalf of the board. I think it's ideal that we do
this. Thank you, Ms. Cerda.
Also, I just want to give a thank you for the Brown Foundation in
reference to the event that happened today or this morning, reference
to what I saw. I think it's outstanding, and the contribution or the
gift, I think it's ideal.
Thank you for the benefit of our students and for the benefit of
the community and the benefit of all.
I just want to also make a statement as well, too. Since I was
elected to the Governing Board I have come to understand the
institution of higher education must have different governing style
beyond other types of organizations. At Pima we have highly educated
faculty, as we have noted a while ago, and well-trained staff, and we
value their contribution to the operation of our college.
I would like to enter this statement into official record of this
meeting, because I believe it is important for the board to
continually reflect on its responsibility of well-being of a college
for which we are ultimately responsible.
At every institution there is room for improvement, as I have
said many times before. This also applies to our college. Our
faculty and staff do a wonderful job, and I believe it's our
obligation to diligently discharge our duties in a manner that we
will support their efforts.
I believe in this area the board must seriously reflect on ways
to improve our oversight responsibilities and reaffirm our commitment
to shared governance.
This requires more than well-worded statement. It requires
tangible action, in my opinion. We owe it to our faculty and staff
to be as open and transparent as possible and to fully embody the
principles of shared governance.
In closing, I will read several statements on shared governance,
starting with the criteria for the accreditation of Higher Education
Commission, HLC Commission.
The quote from HLC. Shared governance at the institution engages
its internal constituency, including its Governing Board,
administration, faculty, staff, and students through planning and
policies and procedures. End of quote.
Another one. From the Association of Governing Boards of
University and Colleges. One of the highest education
(indiscernible) in its commitment to shared governance. Simply put,
shared governance is a fundamental of inclusion in a key process of
institutional responsibility and decision-making. Governing Boards
hold ultimate authority of an institution as defined by bylaws and
other foundational documents as well as state fiduciary principles.
In higher education (indiscernible), shared governance is essential.
It adds a central value to institutional progress and innovation. In
fact, responsibility and accountability for addressing college and
university's thorniest challenges often rests with multiple parties.
Effective shared governance is about more than who is responsible for
what. At its best, shared governance is about how key constituents
in institutional communities, traditionally faculty, administrators,
and board members engage in achieving a commonly supported mission.
Close quote.
And finally, under American Association of University of
Professors, the rarity and complexity of tasks performed by
institution of higher education produce an inescapable
interdependence among Governing Board, administration, faculty,
students, and others. The relationship calls for adequate
communication among these components and full opportunity for
appropriate joint planning and effort. End of quote.
I believe this board should affirm its commitment to the
principle of shared governance. In closing, Mr. Chairman, I ask that
the issue of diversity be placed on the agenda for next open meeting.
Thank you.
>> MR. DEMION CLINCO: Thank you very much, Mr. Gonzales.
Ms. Garcia?
We can't hear, you I'm sorry. It's very echoey.
>> MS. MARIA GARCIA: I don't know what's going on.
>> MR. DEMION CLINCO: It's working now.
>> MS. MARIA GARCIA: Okay. So first of all, I'd like to thank
the Brown Foundation. I happened to have worked at Burr-Brown when I
was a lot younger and took a lot of my training, my electronic
training, in their facilities. So I am so happy to see that they are
giving back to the community. I think it's a wonderful thing what
they are doing, and I sincerely appreciate it. I'm sure the future
students will appreciate it, as well.
I just have a statement to make. This is my statement. I would
like to enter into the record the following statement from the Higher
Learning Commission's findings in 2013 visit report. I have a copy
of each for each of my colleagues, but then I guess you guys are able
to get one of those. And for the chancellor.
I will read three sentences from this report to reinforce my
position concerning the need for the board to be consistently aware
of its responsibility to transparency and openness at the college.
Transparency and openness on the part of the board is not a part
of its working ethics. Yet PCCD core values include integrity,
accountability, openness, transparency, and a willingness to discuss
and debate various points of view and opinions must be more readily
embedded in the board's culture and operations.
Past actions of the boards indicate that the secrecy and
protection of individuals is more important than transparency and a
willingness to deal openly with difficult and sometimes embarrassing
situations.
In closing, board policy on transparency and openness are
meaningless if they are not practiced. Ultimately, the board is
responsible to assure that the college (indiscernible) trust,
cooperation, communication, transparency, inclusiveness, honesty, and
integrity.
After serving on the board for nearly two years, I must tell my
colleagues that we can and must do better. Our behavior is critical
to ensure that all of the college internal and external constituents
have trust in our decisions.
It is more important that they know we value and respect their
opinion and that we are committed to the principles of shared
governance.
In closing, Mr. Chairman, I would ask that the issue of diversity
at the college be placed on the agenda for our next open meeting.
Thank you.
>> MR. DEMION CLINCO: Thank you very much, Ms. Garcia.
If you could, could you provide a little more explanation of what
component of diversity you would like on the agenda?
>> MS. MARIA GARCIA: I have already made that request to the
chancellor.
>> MR. DEMION CLINCO: Okay. I haven't received the request.
I'm just trying to ask for some additional clarity.
>> MS. MARIA GARCIA: It's been about over a month.
>> MR. DEMION CLINCO: So again, I haven't received --
>> MS. MARIA GARCIA: I can forward you a copy, then.
>> MR. DEMION CLINCO: That would be terrific. Thank you very
much.
>> MS. MARIA GARCIA: Thank you.
>> MR. DEMION CLINCO: Dr. Hay?
>> DR. MEREDITH HAY: Yes. I also want to echo Mr. Hanna's
statements and thank the tremendous efforts of the faculty and the
staff to prepare the college for coming back this fall and serving
our students.
I think a lot of people maybe in the audience and those even on
our board don't even appreciate the level of work and just
super-human effort that it took to get the online learning ready, and
it's just been extraordinary.
I want to do a shoutout, Dolores, to your faculty, and Bill, all
of your staff and facilities folks who made the campus safe and the
learning environment as rigorous as ever, even though it's certainly
a lot different than it was this time last fall. So a shoutout to
the faculty and staff. You guys are awesome.
Also, certainly a big shoutout to the Brown Foundation, the Brown
family. What a stunning gift. Really transformational for the
college. I think it speaks to what we all believe as a board, and
speaking to Ms. Garcia and Mr. Gonzales' shared governance and
openness, it speaks to the community's absolute support for Pima
College and that the role Pima College will make in building Pima
County back better and developing a strong economic future for all of
us in Pima County, and Pima College is very, very central and
integral to that effect. I think that gift from the Brown Foundation
echoes that in more than just words. It speaks to the community's
value for the college, and my commitment to this board can never be
more proud or more deep.
I also want to do a shoutout to the chancellor and his leadership
and his leadership team in getting the campus back on safely, getting
the students back engaged and engaging with the faculty. It's just
really been amazing to watch over the last few months that they have
retooled the entire college, if you will, to still deliver
extraordinary content in a way that makes us all proud.
I also am committed, as are my fellow board members, to a strong
and robust board. Board governance is very, very important. I take
it very seriously, as I'm sure my other board members do, as well.
We work together as a team. We make sure we are very
transparent. We don't just take our grievances to the newspapers.
We work together to build this college and move it forward, and I
appreciate my fellow board members and their deliberate activities
and their commitment to the college, their commitment to the students
first and foremost, and no other issues go before that.
Thank you, Mr. Chair.
>> MR. DEMION CLINCO: Thank you very much, Dr. Hay.
Again, I just want to welcome everybody back for another, what
will prove to be a very unique semester.
The gift today from the Thomas R. Brown Family Foundation, I want
to take a moment and reflect on sort of not only the transformational
impact that gift will have from the Foundation and through its
leadership, Sarah Smallhouse, will have on this institution, it will
really position this college to jump-start our centers of excellence.
As we look to the future and the economic recovery that this
country is going to be facing, our institution and these dollars are
going to help Pima County be on the forefront of that recovery, and I
am so appreciative and so grateful to them for their generosity. I
think it's one of the largest individual gifts the college has ever
received in its history.
It is transformational. I hope that it becomes part of a new
culture of philanthropy. As we all know, when the state cut our
funds, it really transferred responsibility and costs to our students
that they have had to bear.
This really begins I think a new chapter in how industry can step
up, and private sector partners through public private partnerships
can really help cultivate a new ethic and a new value system for how
community investments are made. We are incredibly appreciative, and
I'm personally very thankful.
Additionally, I just wanted to address two issues that have come
to my attention over the last month. I just wanted to sort of talk
about them head on.
One is I have heard from a number of people in the community that
they believe there is efforts towards the privatization of our
college, and I want to make it clear that that is simply not
factually correct. The college was created by the taxpayers of Pima
County and is funded significantly by the taxpayers of Pima County,
and there is no effort to privatize the college.
The college will continue to look for innovative partnerships
like the Brown Family Foundation and other industry leaders to help
craft programs that ensure our students have jobs when they leave,
but we have privatizing the institution. I just wanted to address
that.
Secondly, there have been some information disseminated about our
funding model and questions raised about the efficacy and use of the
bond funds that were issued for our centers of excellence.
The implication of the statements were that our bonds funds could
be shifted and used for general funds. I just wanted to make this
clear so everyone is on the same page and understands, we made
commitments both to the entities that purchased those bond funds and
to the legislature that these funds would be specifically used for
the development of our centers of excellence, which are under
construction.
So these funds cannot be shifted. They cannot be moved. They
must be expended per our agreements and per the commitment that we
have made on the construction projects that are underway.
I just wanted to clarify that for the record.
With that, I'm going to conclude my remarks for the evening and
next we have our administrative reports.
The first is the fall re-entry update with Dr. Dor�, president of
campuses and executive vice chancellor for student experience and
workforce development. Dr. Dor�.
>> DR. DOR�: Thank you, and good afternoon, Chair Clinco,
members of the board, Chancellor Lambert, Pima colleagues and guests.
I'd like to provide a brief update on our programs and services
at the campuses this fall, and I also want to thank you, Board Member
Hanna, for taking the time to visit the programs at the campuses last
week. We really appreciate that.
I also want to acknowledge all of our faculty, staff, and
administrators who have been working diligently to maintain a safe
learning environment for students while ensuring our students are
able to continue their educational pathways.
So as you know, we are offering limited courses, face-to-face
courses, at all five campuses, the 29th Street Center, and the
Aviation Technology Center. We continue to operate at less than the
approved 20% capacity, and we continue to use very strict entry
protocols.
And what we have been doing is we have been monitoring, all of
the campus vice presidents are doing unannounced walk-throughs,
inspections. I myself go to all the campuses to do inspections, as
do the deans. Then we track any violations.
Then we have a weekly report that we send to the chancellor. You
know, I'm very pleased that people are taking all of our protocols
very, very seriously. When we find even a minor detail we correct it
immediately at the campuses.
Also, we are offering some limited student support services at
the campuses, so for example, at the Downtown Campus, we have been
offering testing at our testing center. The testing is for a limited
in-person testing that cannot be delivered or proctored online.
Examples are the GED test, and then specialized certifications for
EMT and programs like this.
We are also offering library curbside pickup at the West Campus.
Students can come and pick up library materials. Also, students have
been picking up devices through our CARES Act. We have distributed
hundreds and hundreds of devices to students, as well.
We are looking at some additional, our next phase, we are looking
at expanding somewhat. For example, we are in the final stages of
doing the walk-throughs and so forth for the adult basic education
center to offer very limited in-person service.
This is for learners who do not have a device or Internet access
and who may not have the technology skills to complete a registration
process.
This is also for our nonnative English speakers. We will bring
in one or two students at a time and provide a translator, as well,
and going through the same very strict protocols that we have.
Also, because the demand for this in-person testing has really
skyrocketed, we are going to expand the delivery of the testing
services at the Downtown Campus, as well.
One other additional service that we will begin providing is IT
technical support, so students who have been given devices can come
in for technical support on those devices in again a very controlled
manner in terms of providing that service.
So that's a brief update of what we are doing. We take
everything kind of at a pilot stage and look at how it works, and
then we expand. And for the spring semester, we are working very
closely with the provost. Right now we're looking at a very similar
academic model where the majority of courses would be delivered in a
virtual environment or in an online environment and then we are
looking at gradually expanding face-to-face services.
With that, that completes my update and I'll take any questions.
>> MR. DEMION CLINCO: Any questions for Dr. Dor�?
>> MR. MARK HANNA: Dr. Dor�, could you just tell us, I think
when I visited the West Campus, the library person mentioned how many
devices that we had distributed? Could you --
>> DR. DOR�: Yes, I believe when we were there, Board Member
Hanna, I think he said at that point we had delivered about 700 or
800.
>> MR. DEMION CLINCO: Ms. Garcia? Could you mute your -- thank
you. Dr. Dor�?
>> DR. DOR�: Yes. It was between 700 and 800 so far that we
have distributed. And again, more students are (indiscernible) as
needed particularly in our adult basic education area.
>> MR. DEMION CLINCO: Thank you very much. Is it possible we
could put on the website sort of a CARES Act Banner and people could
click on it and see how the money has been utilized? I think people
are interested. I certainly would love to know how many computers we
continue to issue and just --
>> DR. DOR�: We will certainly do that, Board Chair Clinco, yes.
>> MR. DEMION CLINCO: Thank you very much. Any other questions,
comments?
Okay. Moving on to our next item, we are going to get a report
on guided pathways, Phase 1 update from our provost, Dolores
Duran-Cerda and executive vice chancellor for academic excellence.
>> DR. DOLORES DURAN-CERDA: Hello, everyone.
So I'm going to share my screen. I hope you can see it. I just
have a few slides to share with you. Welcome, everyone.
Today I'd like to provide you with a very brief update on guided
pathways and focusing more on the integration of pathways and
DegreeWorks, Phase 1. Basically I will be showing you where we have
been and where we are headed.
As you know, we have been already implementing guided pathways,
and this is just an update from the past update I provided you. This
is a continuation of version 2.0, as we talk about analogies with
cellphones.
You may be wondering what exactly is DegreeWorks? So I'd like to
share the definition with you. It's a web-based planning tool to
help students and advisors monitor the progress that students are
making toward their degree completion.
It's a web-based planning tool. And this maps out the academic
journey for students, and it keeps them on track for graduation.
So this is something that we have had but we wanted it to be
automated, and so we have been looking at the infrastructure that can
help us with that.
So as you know, we have had, with COVID, the crisis, there have
been some delays in our initiatives, and so what I did was in the
summer I called on a task force that was focusing on the integration
of guided pathways and DegreeWorks.
So that began in June of -- June 18. This was to look at what we
have done so far from the very beginning of pathways and do an
assessment to see if there are any gaps that we need to address.
So that was more of the short-term goal of this charge for the
task force. The long-term goal was to ensure smooth integration of
all cross-functional components by the end of this fall semester but
putting a focus on placing students who are new to the college on a
personalized planner, MyDegreePlan, that shows the sequence of
courses for the completion of pathways.
So that was the charge I gave to this group. The lead of the
task force is Dr. Lamata Mitchell, assistant vice chancellor for
student learning. We had two co-chairs of the group. The project
manager for the functional part was Wendy Weeks, director of Academic
Quality Improvement, and for the technical side of the project
management was Ivy Walker, principal analyst for the IT enterprise
systems.
As I mentioned, this task force was cross-functional. We wanted
all different units to be part of this process instead of working
individually in silos, bring everybody together, and make sure that
we get the job done.
Also, we reached out to the consultant Ellucian DegreeWorks, and
they assisted us with scribing and completing all the templates that
occurred in the summer.
So I'm going to go into the next slide. So this is where we have
been. Phase 1 has been completed. I'll go through the various
bullet points. As I said, part of the charge was to first do an
assessment of the progress and identify any gaps that we saw
throughout the process of pathways.
That was done, and we identified that, and they are being
addressed currently. Some of them have already been addressed, and
then some of them are ongoing.
The templates have been created, and they were completed by our
consultant. So that was done by the 1st of August. Student services
has been trained to use the templates with students, so that's
advisors and additional staff, as well.
All upgrades to DegreeWorks were completed, and they are being
tested, and very soon, 20th of this month, they will be completely
tested and finalized.
The scribing milestone was completed and met, and right now we
have the pathway sequences that are being reviewed by a separate
subcommittee of this task force. So we are on target for that
process, as well.
I just wanted to mention that the templates are the base for the
student planner. They contain the framework of the program so an
advisor has more information and can build a more specific student
plan for each student, a customized format, basically.
So that's where we have been. And this is where we're headed.
This is Phase 2 for the fall semester work. Dr. Mitchell will
continue as the lead for the task force, but the task force itself,
the membership is going to change and it's going to be a little bit
more broad, and it will be including the deans, among others.
So this group will be continuing with Phase 2, which is starting
very soon, and they will be focusing on the bullets that I have there
in addition to others. I didn't want to list all of them, but this
is a sampling of what they will be looking at.
And that includes continuing addressing the gaps that were
identified in Phase 1. This also means doing a deeper dive on the
assessment of the pathways work. Then looking at the future scribing
so that's, for example, timelines, sequencing, timelines for pathway
creations, looking at the gen ed requirements.
Future templates would consist of the pathways that have been
created, determining how often should we change them, create any
policies about maintaining the templates or doing variations of them.
And then also decide whether students are allowed to change the
plan. So these are some components that we are looking at for the
future templates.
And of course for the rest of the work that needs to be done,
there will be a plan that will be created, which will include
milestones and timelines, and we will be happy to share that with you
as we progress.
As we talk about continuous quality improvement, this is part of
the plan. There is more work to be done, but we have a strong handle
of where we are despite COVID, despite all the delays that we had, we
are back on track and very confident that we are getting the work
done. Everyone is working very hard to complete my charge from the
summer, and we are excited that we are on our way for that.
Just to explain, we are starting with the new students to make
sure they have their planners, and then we are going to be working
backwards until we have all of the students on a planner.
With that, I tried to be brief. Are there any questions?
>> MR. DEMION CLINCO: Mr. Hanna?
>> MR. MARK HANNA: Dr. Duran-Cerda, first of all, let me just
say that I'm so happy and so elated that we are continued on this.
It hasn't been one of these things where we just started and it just
went by the wayside, that we have been really focused, thanks to your
leadership and your team, that we have been focused on making this
happen.
My question is, how long before we can expect to see some kind of
metrics on how this is working in terms of retainment and graduation?
>> DR. DOLORES DURAN-CERDA: That's a very good question. Part
of the whole process is to evaluate and assess and reassess.
So I believe by the end of the semester, we can have some data.
I mean, I put some data features with the deadlines of what's been
completed, what needs to be completed, but as far as metrics, to pull
and see what is the data on the students on the current planners,
once we have those by the end of the fall semester, we will be able
to pull that data and share with you with specific metrics who is on
a planner, how are they progressing with their completion of
graduation. So by the end of the semester, we'll be able to start
that. Thank you. Any other questions?
>> MR. DEMION CLINCO: I have a question. When do we expect
Phase 2 to be complete?
>> DR. DOLORES DURAN-CERDA: Phase 2 is the fall semester. So we
wanted to wait until all the faculty were back and we could start
again.
So by the end of the fall semester, that's part of the, second
part of the charge. And then Phase 3, and we will continue following
semester. But we will create that plan for you too.
>> MR. DEMION CLINCO: We certainly look forward to hearing the
outcomes by the end of this semester.
Any other questions? Thank you very much.
>> DR. DOLORES DURAN-CERDA: Thank you.
>> MR. DEMION CLINCO: Our next item is a discussion of private
public partnerships, including Unmudl with Ian Roark vice president
of workforce development and strategic partnerships.
>> IAN ROARK: Good afternoon, Board Chair, Board of Governors,
Chancellor, administration, colleagues, guests, friends, partners,
and the community.
Today was a very good day, so I'm in a great mood to give this
presentation. To echo the thanks to many others in the Brown
Foundation, just inspiring speeches from all who gave them this
morning. This is another example of a public private partnership
specific to a new initiative that we have been, are about to launch,
been developed for quite some time, called Unmudl.
I just want to make sure that the aspect ratio of my PowerPoint
is clear. Can you see the entire PowerPoint?
>> MS. MARIA GARCIA: Yes.
>> IAN ROARK: What is Unmudl? So I'm actually going to take you
to the website in just a moment, but Unmudl is a course-to-job
marketplace for and of community colleges specific to delivering,
just in time, education and training to job seekers predominantly
working learners which is crucial in this time of (indiscernible).
There are five founding community colleges of the Unmudl
marketplace, one of which is us, Pima Community College. Two are
from New Mexico, San Juan, Central New Mexico Community College, and
also another Arizona community college, Gateway Community College in
the Maricopa district. Finally Bellevue College in the Seattle area.
I won't read this entire slide to you, but I'd like for you to
take a moment to glimpse the Unmudl mission statement in comparison
to ours and our recent focus on working learners.
I get asked a lot why the word "Unmudl," it's not a brand I
chose or anybody --
>> MS. MARIA GARCIA: Okay.
>> IAN ROARK: But basically life is a muddle for working
learners in this day and age, and COVID has really exposed the
weaknesses and fragility with which respect many workers have in our
economy and the role that we community colleges have in helping those
who want to fulfill their dreams of upward mobility actually have the
tools to do so.
Families with one head of household or two trying to carry
multiple jobs and make a decent wage oftentimes don't have the time
or dollars to spend to go through traditional education and training
models any longer.
Unmudl helps democratize access to education and training and
therefore unmuddling the clutter for the working learner, especially
in this post-COVID recovery.
As I said earlier, Unmudl is a product line of a company actually
called SocialTech.ai but it is a marketplace, an online marketplace
of and for community colleges. There are no other providers on the
website.
It is for working learners. It is specifically focusing on
noncredit short-term training but in online face-to-face and hybrid
formats. You'll see how that is portrayed on the website here
momentarily.
There is third-party content. Many community colleges provide
third-party content where they do additional add-ons or wraparound
support services, but also an increasing focus and ultimately the
paradigm will be focused on locally developed content. As shown in
the mission statement, there is a social justice mission to the
Unmudl platform.
With that, I'm going to have to stop sharing. You'll see a brief
interruption as I bring up the actual website itself. I just want to
confirm that you can see what's on my screen.
You can see a browser? Thank you.
The site is live right now, so anybody, including those watching,
can go to Unmudl.com from their browser or phone. For the sake of
this demonstration, I had already created an account. I'm just going
to go ahead and log in, just like any other website, like Amazon or
eBay, the design of this particular marketplace is similar to that
which you would see on Airbnb. I'm an Airbnb fan. The features are
very common.
I want to save my password, and so I should be able to go in.
Oops. Invalid credentials. I don't know why that's happened. I
probably mistyped something. Oh, my e-mail.
Now I'm in. You can see that I can create a profile. I haven't
done so with my picture or anything like that, but I can go in and
create my own profile with my icon. I already do have a wish list.
You can see I added to my wish list a Python course offered through
Gateway Community College. And I don't really want to look at that,
that's down the line, so I'm going to take you back to the homepage.
Like many other marketplace websites, you can look for whatever
you want. I'm going to put truck driving.
>> MS. MARIA GARCIA: Pima should go there.
>> IAN ROARK: Pima's is for credit. This is for noncredit.
I want to become a hacker. My son, who is 13, thought, well, you
can actually do that? Yes, you can actually become a certified
ethical hacker. Central New Mexico College is offering a certified
ethical hacker class.
I told my 13-year-old I was not going to give him the $2,600 to
take this through Central New Mexico, but if I wanted to do that, I
could add it to my cart. It will bring up all of my profiles.
Because I was using my work account here, it's got the District
Office address, and I can add it to my cart.
I'm not going to enter my date of birth at this point in time, so
I'm not going to take you through to that process.
>> MS. MARIA GARCIA: Cool.
>> IAN ROARK: But you really get the gist of how the function
works.
Now, back at the homepage, there are always going to be a
scrolling screen of top offerings here. Offerings right now are
minimal. While the site is live, among these five colleges, we have
not launched our national marketing campaign which is set to take
place in November after the national election.
So the strategy right now is to do marketing on a broad scale and
increase the number of courses after the election in November.
You can also see that there are some blogs here that are
contributors. We have one that was contributed by somebody on my
team, Maggie Romance, about our applied technology academy program,
and that's going to be one of the offerings we will put up on Unmudl.
Right now Pima is not offering its courses, but we put them on
here for the sake of the demonstration today. We have one final step
of an agreement, of a next-step agreement to go through before we
will launch all of our courses on Unmudl.
But I wanted to show you an example of some of what we are
offering. When you click on one of the college icons, you do get
very basic information about the college, so this is what ours says.
We have a super user who can edit content if somebody notices a
mistake or has a question, Maggie Romance on the continuing education
workforce team.
You can also click from here directly to the college website.
Because ultimately, and I will show you with one of the examples of
our courses, is to get more learners to go from that short-term
noncredit workforce training to then stack into our credit
certificate and degree programs that we uniquely offer at Pima.
So that's why the full websites are included on this. Eventually
you'll see our courses. These would be examples of some Pima
courses. I will show you one right here that you are familiar with
coming out of our TuSimple program that we developed with TuSimple,
the autonomous vehicle company that has a lot of activity here in
Tucson. We actually transformed some of our new autonomous vehicle
course to an online noncredit course that can be taken on Unmudl.
You can see here that it will count for two credits of prior
learning assessment should the learner want to continue at Pima
Community College after taking this short-term training. It is an
online scheduled course. In our language, that would be synchronous.
The learner has to be on the website in the course at the same time
as the instructor.
You can see the price, how much time you have left to buy it,
total price. And of course if I don't want to buy it now, I can add
it to my wish list, or if I know I'm going to buy multiple things,
add it to my cart.
In addition, there are the learning objectives, degrees and
certificates that the college that hosts the course offers, again, to
attract that learner to our main offering should they want to
continue, and other various and sundry details for the course.
One more thing about that. I talked earlier about third-party
content versus originally developed content. On all of the courses
among all of the colleges, if you see this logo that says Unmudl
original, it means it's originally developed content by the college
itself.
We have some logistics courses, and the Google IT professional
certificate that I presented on back in May is also an offering on
here.
You will see that it does not have an original logo. That is
because Google IT professional support certificate was developed by
Google.
Pardon my four-pound poodle in the background. There is nothing
I can do about that as long as I'm presenting to you, so we will work
through that.
It couches three courses, three prior learning credits into our
IT program led by Jim Craig and Chris Bonhorst, and the reason why
it's third-party content, we still do things that are beyond that
content. We provide faculty support through this course as well as
student affairs support through this course.
So in essence, what happens is when a learner signs up for one of
these courses, they are then driven to that college's system through
a processing software called Stripe, and then the dollars for that
actually go to the college, and then from there they go into the
college's LMS system, which is in our case D2L.
So any of our online or hybrid courses we are offering are
offered through our system on our learning platform with our staff
and through our faculty and instructors.
One more feature that is really akin to that Airbnb structure was
the filters. So if I go to hacker again, and I'm searching for
different filters, just like with Airbnb, if I want to look for
in-person courses, blended courses, which we would call hybrid,
online and demand, which we call asynchronous or online which we
would call synchronous, you pick your colleges, the dates which
you're available to train, eventually colleges, courses will be rated
and learners can see which have higher stars, locations, price range
based on my budget, and other filters.
So I'm going to exit out of that website and go back into the
PowerPoint. It should be back up on your end.
So why? I have shown you what, but why? It really is in the
context of many of the initiatives that are underway at the college
specific to what we already knew was happening due to Industry 4.0.
This research comes from the University of Arizona, the doctor
that runs the economic business research center there at the Eller
School. And what this chart shows, this slide show is in the board
packets for further study, is that the higher the number here,
greater probability that that occupation was going to be displaced by
automation in Pima County in 10 years. Not way off into the future,
but within 10 years.
These are lower wage occupations predominantly, sales and
service, food prep and service, and so forth.
What George Hammond, Dr. Hammond, taught us through this research
was that four in ten jobs in Pima County are going to be
significantly altered or totally displaced over the next ten years
due to the advent of automation.
That impact is going to hit low income earners more than higher
income earners. People need opportunities to reskill quickly.
I'm not going to go through a lot of this slide other than this
comes from Brookings. There is a dashboard they have about low wage
jobs in communities, and it's sad and fascinating and really
motivating for why we do what we do.
This is a snapshot of low wage earners in Tucson, Arizona, metro
Tucson, so beyond city limits, all of metro Tucson. The number I had
to cut off was 175,000 low wage workers. You can see their education
level, it drops off to 0 once you hit Associate, Bachelor's and in
school. They have some college. About half of them have some high
school. 16% are lacking high school equivalency.
Predominantly is impacting our Latin X community and other racial
and ethnic minorities. And also dovetails with the same jobs that
were going to be negatively impacted originally by Industry 4.0.
What COVID did was displace people faster but it displaced people
that were already going to be displaced by automation, and these are
the low skill jobs where the low wage workers predominantly reside in
our county.
Here is some data from Strada. So in this time they started
doing surveys about those that are residents or here in the country,
what do they want with respect to coming out of this COVID crisis in
terms of education and training? The results were fascinating.
Adults that are considering enrolling prefer nondegree programs.
In fact, 63% of adults in the country that were surveyed prefer some
form of nondegree education or training as opposed to an Associate's
degree, Bachelor's degree, or a graduate degree.
Finally, parallel data point. Majority of Americans surveyed by
Strada expressed that they had a consistent preference for nondegree
skills and training, and here's why. It's better value. It's a
better fit for their personal needs. It's more benefit in the
immediate context of their job and career advancement.
With our participation in Unmudl, we are seeking to meet all of
these needs as well as attract more learners into our certificate and
degree programs that we offer. Especially those that lead to upward
mobility and higher wages in the post-COVID economic recovery.
That is my presentation, and if you have any questions or
discussion, I'd love to hear it.
>> MR. DEMION CLINCO: Are there any questions or comments?
>> MR. MARK HANNA: Guess what? I have questions.
Ian, thank you. Dr. Roark, thank you so much. Let me
understand, everything that is through Unmudl are noncredit courses;
is that correct?
>> IAN ROARK: Yes, sir.
>> MR. MARK HANNA: And is it only those five colleges, so if I
go on and I'm looking for a class, only classes offered by one of
those five colleges; is that correct?
>> IAN ROARK: Currently, yes. There are going to be
opportunities to add more colleges. The goal is not for every
college in the United States to participate. There are going to be
some quality control mechanisms and commitments that each of the
colleges, in order to join, but as a member, as one of the founding
colleges and with our chancellor on the steering council, we have
input into what those parameters are going to be.
There is a point of diminishing returns with how many
institutions you put on a marketplace such as this, so we just want
to be careful not to reach that point of diminishing returns where
the marketplace gets too crowded.
>> DR. LEE LAMBERT: So, Mark, just to build off what Ian is
saying, we are probably looking at an optimum number of around 100,
120 colleges, and that's drawing from data we have from the
universities who have created a similar kind of thing in the form of
Coursera edX, et cetera, and as you notice in those environments we
don't have thousands of universities participating in those
environments.
So we are seeing something very similar to what happened here.
As more people see this, more people are going to want to be a part
of it.
>> MR. MARK HANNA: Yeah. So just to follow up on this theory
going around that privatization of the college, and I even heard that
there is some concern that we are offering courses that are being
taught in other countries --
>> MS. MARIA GARCIA: Oh, I haven't heard that.
>> MR. MARK HANNA: -- from instructors from India or somewhere
else.
So again, if I sign up for a class on Unmudl, it's going to be
taught by one of those five colleges, by faculty or staff at one of
those five colleges; is that correct?
>> IAN ROARK: It's going to be offered by one of those five
colleges, and to be impeccable with my word and my answer, many
community colleges outside even of this arrangement do offer, very
common for colleges to offer third-party content.
The Google IT professional support certificate is an example of
third-party content, but then it is a Pima instructor in that case,
and in that case, Pima student services support that or additional
supports for that learner as they take that self-paced content that
was already developed by Google.
>> DR. LEE LAMBERT: Mark, just to kind of build off of that
again, what we are hoping to do here is to be creating more original
content delivered by our faculty, not by a third party.
So if things evolve the way we hope they will, we're going to
actually need to hire more instructors as opposed to the way we
currently do it where we are reliant on third-party providers, and we
are reliant on them, and it's a different financial structure,
et cetera, associated with that.
>> IAN ROARK: And we already have a work plan that in
partnership with PimaOnline and a number of division deans that we
are going to be significantly adding more content exactly to that
aim. It will expand into applied IT, business, and eventually health
sciences and emergency medical services.
>> MR. MARK HANNA: Thanks.
>> MS. MARIA GARCIA: I have a question.
>> MR. DEMION CLINCO: Ms. Garcia?
>> MS. MARIA GARCIA: So I have about ten questions, and they are
pretty short questions, and if you don't know the answer, just say
so.
But anyway, the first question is are you aware that SocialTech,
Incorporated, and SocialTech.ai are for-profit businesses
incorporated in the state of Delaware and in the state of Texas?
>> IAN ROARK: I'm not familiar with the specifics of where they
are incorporated, but I am familiar that SocialTech is a company.
>> MS. MARIA GARCIA: Okay. Are you aware that SocialTech.ai is
registered in the state of Texas as a fictitious corporation?
>> IAN ROARK: I have not heard that.
>> MS. MARIA GARCIA: Okay. Are you aware that the SocialTech
website states that Unmudl is the flagship technology of SocialTech,
Incorporated? It means it's the only product.
>> IAN ROARK: I'm not aware of that.
>> MS. MARIA GARCIA: You understand that Unmudl is a wholly
owned product of SocialTech, Incorporated, the fact they are the same
entity?
>> IAN ROARK: I'm aware that Unmudl is a product line of
SocialTech.
>> MS. MARIA GARCIA: Okay. Mr. Roark, I have a list of meetings
attended by Pima College staff whose subject was Unmudl. It is true
that you and other staff members have attended many meetings
concerning Unmudl since July 25 of 2019? The list indicates that the
first meeting occurred on July 25 of 2019 when you met Sarah Riske to
discuss Unmudl; is that correct?
>> IAN ROARK: Is the question relating to the number of meetings
or my first meeting?
>> MS. MARIA GARCIA: Your first meeting.
>> IAN ROARK: I'd have to go back and check.
>> MS. MARIA GARCIA: Okay. On September 11 of 2019, you met
with Jessel Pomedear (phonetic), the CEO of SocialTech, Incorporated
and SocialTech.ai to discuss Unmudl; is that correct? You probably
don't remember.
>> IAN ROARK: I have met with Pomedear Jessel, as many people
have at the college, but specific to that meeting I'd have to verify
the date.
>> MS. MARIA GARCIA: Okay. On February 27 of 2020, you attended
an in-person meeting and described in this list as Unmudl soft
launch; is that correct?
>> IAN ROARK: So, Ms. Garcia, there are numerous meetings which
we have attended, as you have indicated. In fact, I believe that the
count of meetings attended by multiple Pima Community College staff
supercedes 100.
This was not a secret project. This was a well-known project
involving many functional areas across the college district.
>> MS. MARIA GARCIA: Okay. Thank you. You know, I understand
that. You know, I guess what my concern is is that we weren't told
until afterwards, almost a year later. That's mainly, when we are
talking about transparency, this is the kind of thing we are
discussing.
So my next questions are for Mr. Lambert.
So, Mr. Lambert, I have a copy of the memorandum of understanding
between Pima Community College and SocialTech. It was signed by you
on October 15 of 2019. Is that correct?
>> DR. LEE LAMBERT: I'm aware that I signed a memorandum of
understanding. Without seeing the document on the exact date, but,
yes, I did sign an MOU.
>> MS. MARIA GARCIA: In a reply to a request for information,
you stated a payment of 25,000 which was issued to SocialTech; is
that correct? Well, yeah, you said that was, right? Okay.
Okay. Was this payment made to SocialTech, Incorporated, or
SocialTech.ai?
>> DR. LEE LAMBERT: I would not know the specifics without
seeing how that was distributed.
>> MS. MARIA GARCIA: Chancellor Lambert, can you tell me if a
payment to one of the SocialTech entities was issued before or after
you signed this agreement?
>> DR. LEE LAMBERT: I would not recall that at this point. I'd
have to go back and look.
>> MS. MARIA GARCIA: Will you provide me with a copy of when the
payment was made?
>> DR. LEE LAMBERT: Sure.
>> MS. MARIA GARCIA: Can you tell me from what account and
account number this payment was made from?
>> DR. LEE LAMBERT: We'd be glad to share that with you, as
well.
>> MS. MARIA GARCIA: Did the funds come from the workforce
development budget or account?
>> DR. LEE LAMBERT: Ian, do you know that answer specifically?
>> IAN ROARK: I believe so, but we should probably verify the
specific account number.
>> DR. LEE LAMBERT: So just to be clear, Maria, the college
created an innovation fund, and that fund is to do innovative work on
behalf of the institution. And that's something that goes through
the budget process.
>> MS. MARIA GARCIA: Okay. That's all I have. Thank you.
>> IAN ROARK: May I have a list of those questions that were
directed --
>> MS. MARIA GARCIA: I can send them to you.
>> IAN ROARK: Thank you.
>> MS. MARIA GARCIA: And I can send Chancellor Lambert the list
that I requested from him, as well.
>> MR. DEMION CLINCO: Ms. Garcia, could you articulate for us
your underlying concern? You raised a series of questions, I wrote
some down trying to follow, and I'm not clear what the underlying
concern is.
>> MS. MARIA GARCIA: The underlying is transparency, according
to HLC requirements, and not informing the board.
You know, I understand that the chancellor has authority to do
certain things, but here we are, we hear about it a year later.
There are some concerns about whether some of the jobs are going to
go away because the other part of course is that I understand the 10%
of tuition that the student pays for is going to go to SocialTech.ai,
and the amount that we discussed, about 25,000, the initial, is the
initial, but it's really going to cost 50,000 a year for each of the
schools that are enrolled in this program.
I guess I don't understand the real benefit. Ian did a wonderful
job of explaining the portal, which we were not aware of, he did a
great job. And so thank you for that information, because I think
that if this had been presented to us earlier, you know, we wouldn't
be sitting here asking these questions.
>> DR. MEREDITH HAY: Mr. Clinco?
>> MR. DEMION CLINCO: Let me respond, and then let's Chancellor
Lambert talk and then Dr. Hay.
Maria, I mean, Ms. Garcia, my overall sort of understanding is,
one, we're entering into -- and correct me if I'm wrong, Chancellor
Lambert, we're entering, helped craft and create an innovative
platform --
>> MS. MARIA GARCIA: Yes.
>> MR. DEMION CLINCO: -- that (indiscernible) tool of,
specifically to create a broader reach of students, and we're not
just talking about students here in Pima County. We're talking
across the country who now suddenly have, because of this shared
marketing platform tool, now have the possibility of enrolling.
So we'll know very quickly, in a year or two, if this innovation
is working. I mean, what we know is we have declining enrollments,
that we need to find innovative ways to bring resources into our
school, because ultimately resources coming into the college allow us
to even better serve the students here in Pima County.
And so creating a broader reach, and if in two years we have a
thousand new students, 2,000 new students utilizing this type of
platform, we're going to be recovering the cost of this innovation
hand over fist.
>> MS. MARIA GARCIA: And --
>> MR. DEMION CLINCO: But ultimately, let me just finish,
ultimately, I mean, the chancellor, one, he did mention it to us a
few times over the last year and a half. I mean, we didn't have a
detailed explanation, but there was discussion that he was engaging
in an innovation around this.
There are numerous different types of initiatives across the
college. If every time there was an initiative that had a threshold
of $25,000, if we, as a board, had to approve every time we expended
$25,000, we would spend hours and hours in a meeting just going
through the approval process, and I don't think that would serve the
community.
But from what I understand, this was really, the project and its
development, has only gotten to the point now where there is really
anything to present. Before it was a concept of a platform that
would help be crafted by our institution to be able to get our
classes out more broadly. And now, there is actually a platform to
show us.
I mean, our classes aren't even listed on the -- we haven't even
signed the final paperwork.
So, you know, I agree that it's always good to have more
information about initiatives. I think this is sort of a natural
progression of where those initiatives are, getting a presentation
from Mr. Roark about content of what we are doing, but I'm concerned
that we would move into an arena where we would start micromanaging,
wanting to know about every single partnership and innovation that we
are involved in. I just...
>> MS. MARIA GARCIA: You know, I can appreciate your comments
and how you think, but on the other hand -- so I'm going to restate
what I have said before. That the college belongs to the community.
It belongs to Pima County, No. 1. It should be serving Pima County
and Pima County residents.
Since I, as a board member, don't feel that that is being fully
implemented or it's not reaching out to our community, I don't see
the purpose in going beyond that, okay, to another community. The
taxpayers of Pima County are paying for this.
>> MR. DEMION CLINCO: Well, what I think we heard Mr. Roark say
is there are over 150,000 Pima County residents who have some level
of education but haven't finished. This is a tool that could be
directly marketed to...
>> MS. MARIA GARCIA: But they can go to Pima Community College
website and find it.
>> MR. DEMION CLINCO: But they're not doing that.
>> MS. MARIA GARCIA: Why are we paying somebody else to post
this?
>> MR. DEMION CLINCO: They're not --
>> MS. MARIA GARCIA: Okay. I'm going to stop there.
>> MR. DEMION CLINCO: I think ultimately we are trying to find a
panoply of marketing strategies, enrollment strategies to reach out
to those students and create a value proposition.
Why do students enroll in a private for-profit college that's ten
times the cost versus Pima College? If we can create a pathway to
help people finish certificates that we know employers want to make
them more employable, and in that process we can help get them into
our pipeline --
>> MS. MARIA GARCIA: It's about accessibility, and it's about
how quick they can turn around in the program. Those are the two
things that drive people to go to those other colleges.
>> MR. DEMION CLINCO: And I think these types of tools are
exactly trying to fill the need that you just articulated.
But let's let Chancellor Lambert speak.
>> DR. LEE LAMBERT: So Maria, first and foremost, we are
committed to serving the residents and citizens of Tucson and Pima
County and the greater Southern Arizona community. That is our first
and foremost focus.
Now, when you go into the cyberspace environment, all of a
sudden, access is opened up not just to the people of Pima County and
greater Southern Arizona. It's opened up to anybody who finds their
way to that website.
So I think that's an important piece to keep in mind. But that's
not why we built -- we built it to serve the working learners in this
community. We have, and Ian touched on it, over 175,000 low wage
earners in this community. Almost half of them will be displaced if
we don't start to reskill, upskill those individuals for the new
reality.
That's not mentioning the other thousands of current working
learners in our community. So that's our focus. That's what the
centers of excellence are about. That's what this project is about.
But the other benefit that those things do, they draw talent into
the region, which will also be important. If we want to attract and
retain businesses, we've got to make sure we are delivering on talent
needs at the highest level.
All of this is designed to do that. At the same time, I'm about
trying to protect jobs for our own employees and provide further
opportunities. Things like this allow for that to happen. If we do
not do things like this, someone else will and that someone else will
continue to grab our Tucsonans into their colleges and universities,
et cetera. So this is all about our community.
>> IAN ROARK: I would just like to add that it's not just me but
a large number of people on our team and other functional teams, but
on the workforce team we are committed to the social justice mission
of this institution. We are committed to helping working learners
aspire for and reach their dreams of a better job and upward mobility
in our community.
My commitment is, has always been, that if we feel that we are
not reaching our social justice mission, and our job in workforce
development is also to increase enrollment in credit programs and
earn money otherwise, if we are not doing both of those, either the
social justice mission or earning the money from the initial
investment, it is our responsibility to communicate that upwards to
senior leadership.
I am proud to work at a college where I feel that if something is
going awry, that I can express that to my senior leadership, whether
it's Dr. Dor�, Chancellor Lambert, Dr. Duran-Cerda, and it's our
commitment if this is not working out, we will let everybody know.
>> MS. MARIA GARCIA: Okay. Well, thank you.
>> DR. LEE LAMBERT: Maria, let me just say something else. This
is why I want to have our regular meetings, so that we can have these
kind of dialogues.
If I know things like this are important to you, I'd be glad to
share -- I'm not trying to hide anything. There is no wanting to
hide anything. I'm trying to be as transparent as possible.
I'm also open to anybody to come talk to me at any time. So I
continue to extend that invitation to you and to Luis and to all the
board members.
So please know that. I mean, I'm here for the same reasons
you're here, and I want to do better by this -- this is a great
community, and we have seen it transform into a really attractive
region for employers to improve the quality of life.
But one thing is clear. We've got to become more than just a low
wage earning community. The only way to do that, it's going to go
through Pima Community College. The only way Pima Community College
can do that is to up its game to offer the innovation that employers
need. And you work for one of those employers. By the way, we are
doing some great work with Raytheon as we speak.
That's what I'm about, Maria. I just encourage you -- I'd love
to talk more and more about this, because you and I share more in
common than I think you realize. I will continue to do my best by
this community.
>> MS. MARIA GARCIA: All right. Well, thank you.
>> MR. DEMION CLINCO: Dr. Hay, do you have a comment as well?
>> DR. MEREDITH HAY: Well, Chairman Clinco, I would just like to
note that, again, underscore my extreme appreciation for Ian and his
staff and Dolores and her staff and Lee and that we are all in this
together to build a better Pima, not just Pima College but Pima
County, as Maria said.
But I think there is a certain sense of decorum at these board
meetings. I think behavior that puts a staff member under a
deposition type of tone is inappropriate and not fair to the staff.
I don't think that's a good way for a board to behave, and it
just sets the wrong tone. That's just my thoughts, Chairman Clinco.
Thank you.
>> MR. DEMION CLINCO: Thank you. Okay.
>> MS. MARIA GARCIA: Well, Ian, I apologize if I offended you.
>> IAN ROARK: None taken.
>> MS. MARIA GARCIA: I have a real strong voice, and that's kind
of how I come across. I apologize.
>> IAN ROARK: Ms. Garcia, I am not offended and I just
appreciate the questions and the opportunity to give you the
information that you need.
>> MS. MARIA GARCIA: All right. Thank you.
>> MR. DEMION CLINCO: Thank you.
Yeah, and, Ian, thank you for all of the work you do. You know,
we know that you are out day in and day out forging relationships
with business leaders across this community, and I hear all of the
time your praises from leaders, one side of Pima County to the other.
We really do recognize the work that you do and how integral and
important it is to the future of this institution.
I value it. I know this board does, and we really appreciate the
skill set that you bring to really provide sort of that lens of
innovation that can help guide our institution into the future.
We know it's not easy, and we know it's been particularly hard in
the time of COVID, so we know the work that you're doing is even more
challenging than ever. But we are really glad that you're here. So
thank you. Okay.
We're going to move on.
>> MR. LUIS GONZALES: I have a couple of questions.
>> MR. DEMION CLINCO: Yes, Mr. Gonzales.
>> MR. LUIS GONZALES: A question for Mr. Roark.
Mr. Roark, are you aware that the company called Codesmen is
developing the Unmudl portal?
>> IAN ROARK: I'm aware that Codesmen is a contractor for
SocialTech.ai and is charged by SocialTech.ai for developing some of
the technical aspects of the portal.
>> MR. LUIS GONZALES: Okay. On the Codesmen websites, it states
that students who register at the Unmudl portal will also pay for
classes through this portal. This will include financial aid
payments. Is this correct?
>> IAN ROARK: I'm not aware of what it says on the Codesmen
site, because our relationship is with SocialTech.ai with respect to
the platform of Unmudl, so I have had no need to visit the Codesmen
website.
Codesmen doesn't work for us. Codesmen works for SocialTech.ai.
And so it's really between SocialTech.ai and Codesmen to make sure
that they have their communication streams aligned with respect to
Unmudl.
>> MS. MARIA GARCIA: Uh-huh. Wow.
>> MR. LUIS GONZALES: Yes, because Codesmen websites quotes in
both cases Unmudl will need to execute automatic enrollment payment
behind the scenes via interface with college's own system.
Will Unmudl have a direct interface with Pima IT system?
>> IAN ROARK: So there are IT staff who have been intimately
involved in the integration of the different websites, and it's
pretty common. I'm a layman with respect to IT, but it's pretty
common for there to be one website which serves as the portal, which
is Unmudl, and then the payment system many of us are familiar with,
PayPal, for instance, which is the system on many market websites
that we use as individual consumers to then go to the vendor.
It's the very same in this case. We are the provider. The user
is accessing an online portal to then their payment is processed
through different software, in this case it's called Stripe, to then
be directed to Pima (indiscernible) agreements.
>> MS. MARIA GARCIA: Pima.
>> IAN ROARK: So that's pretty typical for a website.
But if you have any specific questions about the IT integration,
of course we can work with IT to help walk through that.
>> MS. MARIA GARCIA: Walk through that.
>> MR. LUIS GONZALES: Another question. Will Unmudl direct
access place student records at risk?
>> IAN ROARK: So one of the reasons why, and I think it's pretty
instructive that we're giving a presentation tonight on Unmudl, and I
have stated that we have not yet finalized our agreement. That's
because day in and day out, front-line staff, faculty,
administrators, have questions, and they have good questions. So we
have not let SocialTech off easy with respect to the agreements in
which we have entered.
Senior leadership up to and including Chancellor Lambert have
listened to things that we think we need to have that make the
agreements robust. That's why we still don't have a second-tier
agreement with respect to the full launch, because there are very
specific issues with respect to data privacy or how dollars are going
to be transferred but most importantly student privacy that we care
about.
So with respect to any of these sort of initiatives, there is a
degree of risk, but these risks are assessed by the professionals at
Pima Community College, and they are put into the balance with
respect to agreements that have yet to be executed, in this case,
such agreements.
>> MR. LUIS GONZALES: Also, Mr. Roark, I have a copy here
reference to the Unmudl marketing plan dated May 2020. It appears
that this plan required considerable effort.
Are you familiar with this document?
>> IAN ROARK: I'm familiar there is a marketing plan and that it
is under development. Again, that's one of the functional areas that
has been involved with Unmudl, including members of my staff and me.
>> MR. LUIS GONZALES: Did you work on that document?
>> IAN ROARK: Define "work on the document."
>> MS. MARIA GARCIA: Writing it up, participating.
>> MR. LUIS GONZALES: Marketing plan for Unmudl.
>> IAN ROARK: So I will have to go back to any specific
communications if there was any document that I myself personally
added comments to or not. There are a lot of documents --
>> MS. MARIA GARCIA: Oh, a hundred --
>> IAN ROARK: -- (indiscernible) college that --
>> MR. LUIS GONZALES: One last question. Are you aware of any
Pima staff work on this document or edit it?
>> IAN ROARK: Again, I would have to see the document myself and
go back to the specific communications. As I had addressed Board
Member Garcia earlier, there have literally been --
>> MS. MARIA GARCIA: Hundred --
>> IAN ROARK: -- (indiscernible) meetings related to this
project across many functional aspects of it and exchange of a lot of
documents. And so for me to be able to answer that in this meeting,
I would need to go back specifically.
So if I could have your specific questions in writing, as I had
asked for Maria, we'll get you the information that you need. I'm
sorry, Board Member Garcia. Sorry.
>> MS. MARIA GARCIA: That's okay.
>> MR. LUIS GONZALES: On your presentation, you did mention that
so Pima faculty or staff participate in the development of Unmudl
specific content such as a blog or social media, including Facebook,
Twitter or Instagram?
>> IAN ROARK: So we are active participants in participating and
putting our content on there. My answer to that would be this: With
the development of the unique content that we were talking about,
Pima is not developing this for Unmudl. Pima Community College is
developing this for Pima Community College.
And whether or not it was going to be on Unmudl, this was the
direction we were going with respect to making sure that we provide
content for the working learner, as evidenced by a lot of data they
need in this day and time.
What the Unmudl marketplace allows us to do is get that to a
wider audience --
>> MS. MARIA GARCIA: Audience.
>> IAN ROARK: -- (indiscernible) our own community with our
priority that needs access to this content.
>> MR. LUIS GONZALES: So at this time will any Pima faculty,
staff, or contractor be involved with any public relations work for
the Unmudl portal?
>> IAN ROARK: Pima's interests are when our courses do go live
that we participate in marketing campaigns that let people know our
content is there on the portal.
>> MR. DEMION CLINCO: Mr. Gonzales, maybe if you could maybe
make this your last question, I know we scheduled a study session
item on our partnerships --
>> MR. LUIS GONZALES: Okay, that's all for now for Mr. O'Roark,
but I have a couple of questions for Chancellor Lambert.
>> MR. DEMION CLINCO: If you could make them quick because we
have quite a hefty agenda.
Go ahead, please.
>> MR. LUIS GONZALES: Chancellor Lambert, on the Unmudl website,
you're listed as chair of the Unmudl steering committee; is that
correct?
>> DR. LEE LAMBERT: Yes, I am the chair of the steering
committee.
>> MR. LUIS GONZALES: Ian briefly mentioned Unmudl on May 2020
board meeting. Ms. Garcia and I requested information concerning
Unmudl and you partially fulfilled our requests. Excluding
information you provided to us, you have provided any board member
with any detailed information or documentation on Unmudl prior to our
request?
>> DR. LEE LAMBERT: I'm having a hard time hearing you, what
you're asking.
>> MR. LUIS GONZALES: As I mentioned, Ian briefly mentioned
Unmudl on the 2020 board meeting.
>> CHANCELLOR LAMBERT: In May, yes.
>> MR. LUIS GONZALES: Ms. Garcia then and I asked information
concerning Unmudl, and you partially fulfilled a request. Excluding
information you provided to us, you have provided -- have you
provided any board member any detailed information or documentation
on Unmudl prior to our request?
>> DR. LEE LAMBERT: You say "detail." Are you talking about
this level of detail?
>> MR. LUIS GONZALES: Yes.
>> DR. LEE LAMBERT: This is the most level of detail that I have
provided to anybody that's not been more intimately involved in the
project.
>> MR. LUIS GONZALES: Okay. Chancellor Lambert, this is the
last one. Explain to me how your actions in signing the MOU with
SocialTech, issuing the payment that in the amount of $25,000 and not
officially informing the board for approximately 11 months after you
signed the MOU meets a reasonable standard of shared governance as
required by the HLC criterion 5.1.
>> DR. LEE LAMBERT: So the board has given me the authority to
enter into agreements below a certain dollar threshold. The board
has given me flexibility to run the day-to-day operations of the
college. I believe I have stayed consistent with those requirements.
Now, if you're asking me why didn't I tell you much earlier, if
that's something you would like to happen, I'd be glad to do that on
a more regular basis, but I would need you to meet with me. And I
have made requests of you to meet with me, because that's where I
will share information like this, especially if that's what you would
like to know.
So I have no problem with that.
>> MR. LUIS GONZALES: Okay, thank you, Mr. Lambert. I will
consider that highly, because I think there is to be informed it's,
as mentioned a while ago, it's our commitment but also I think we
have the ultimate authority in reference to what we can do for the
betterment of the students and the community, as well, too.
Thank you for answering some of my questions.
>> DR. LEE LAMBERT: You're welcome.
>> MR. LUIS GONZALES: Thanks.
>> MR. DEMION CLINCO: Thank you, Chancellor Lambert. And thank
you, Ian. I want to close by saying, Chancellor Lambert, one of the
reasons that we have continued to retain you as the leader of this
institution is not only the level of ethics and commitment to
students you bring but also because you bring an entrepreneurial
spirit of innovation.
It takes a lot of work to go out and build new things. It's easy
to keep the status quo and just keep the wheels on the car. We, as I
think we all know and as you have done such a tremendous job of
really educating this board, we have to change. This institution has
to change, and we could see it over the last six months of how
everything has changed and how quickly and how because of your
leadership and because of the work that you have helped shepherd this
institution to really undertake, we were better prepared for being
able to make quick pivots online and be able to offer student
services online and be able to continue to offer robust educational
services to our students.
I really value not only the work you have done for our college
but the work that you brought with you from your former jobs and
doing this type of innovation that has helped change higher education
for the better.
So I'm really appreciative. I know it takes risk. Not
everything works out. You know, you can throw a dart and hope that
with all the energy and all the effort you'll come up with a great
product, and in the end, things fall apart and don't work out.
But it takes diversifying and trying lots of things to make,
finding one that sticks and to be a leader. I really value that.
And, Ian, to you, as well, again, thank you for all the work.
>> DR. MEREDITH HAY: Hear, hear.
>> DR. LEE LAMBERT: Thank you, Demion. Thank you all for your
support, and we will continue to keep moving forward. And again, I
look forward to meeting with you, Maria and Luis, on a more regular
basis and to share some of the great stuff we are working on.
>> MR. DEMION CLINCO: Okay.
So we are going to try to get things moving a little bit faster
since we are a little off track.
Next is Pima County demographics with Nic Richmond, vice
chancellor for strategy, analytics, and research.
Nic, if there is any way that you could complete this in five
minutes, we would be so appreciative.
>> DR. RICHMOND: I will do my absolute best. (Laughter.)
Chairman Clinco, Chancellor Lambert, members of the board,
colleagues and guests. I will share a very, very, very brief summary
about demographics within Pima County. If you will give me a moment
to share my screen...
Now, on All College Day, one of the speakers who was invited to
present was Dr. Jim Chang, who is a state demographer. As a
community college serving this community, it's critically important
we understand the population we serve and that we think through how
that population may change over time in the coming 10 to 15 years.
Now, I'm not going to talk in detail about all of the data that
Dr. Chang shared, but there's a few key points I'm going to
highlight.
As he discussed, it is expected that there will continue to be
growth in the community that we serve, as you can see here, though
the rate of growth is going to start to slow down. I will touch on
one of the reasons for that in a few moments.
One of the things that these overall numbers kind of conceals is
a shift that's going on within Pima County. What you have here is a
chart showing race ethnicity by year. So from 2010 and then
projections running through to 2040 for our community, and as you can
see, the White population is currently the highest proportion by race
ethnicity but that is going to gradually change over time as they
drop in the proportion of White/non-Hispanic residents and an
increase in proportion of Hispanic residents.
For the other race ethnicity groups, Asian, Black, others, Native
American, key population for us, there is less of a change for those
populations and they continue around between 3 and 5%.
So important populations but oftentimes the discussion in our
county tends to focus on White and Hispanic because they represent
the primary kind of larger populations.
But I want to stress now and I will stress again later every
single member of our community is important, and we need to meet the
needs of every member of our community.
So we're going to spend most of the time today, which will be
just a few minutes, I promise, talking about this figure. This is
traditionally called a population pyramid, because in kind of growth
societies these are shaped like pyramids.
Essentially you have counts of females on the right, counts of
males on the left. Then the shades of blue and kind of the
red-orange colors correspond with non-Hispanic, which are in the
shades of blue, and Hispanic in red and orange. This is broken out
by age. Youngest populations at the bottom stretching all the way up
to 85 and above at the top.
There is a few key things that we can pick out just overall
initially. Hispanic residents within Pima County are typically
younger. That's why these bars are longer here for younger age
ranges compared with at the top where we have a smaller proportion of
people.
We have a concentration of older non-Hispanic residents, which
you can see by this anomaly here and on this side, and this is really
unsurprising. We know we have a lot of retirees who locate to our
community, and that's part of what's driving this increase here.
But you'll notice we see narrowing of the top and at the base.
This top line is an anomaly because they group all the ages above 85
together. But unsurprisingly of course this narrows at the top as
people become older and have health issues and things like that.
What's interesting, you'll notice there is also narrowing towards
the base. A key driver for that is the drop in fertility rates.
This is true within Pima County. The numbers here represent the
whole of Arizona.
But you can see around about 2018, the fertility rate for
different populations, Hispanic, non-Hispanic, started to drop, and
they continue to drop.
This is in many respects not remotely surprising to see, because
this is not unique to Pima County. This is common across the country
that there are drops in essentially the number of children being born
within a given woman's lifetime.
Because of that drop, that's why we have this narrowing for
younger age ranges, because there are less young people within our
communities, less births a year.
So if we look initially at this area within the black rectangle,
this represents the traditional Pima student age range, so we have
round about 60% of our students beginning fall term range between 18
and 24. This is where the bulk of our students are.
This corresponds to the highest numbers of Hispanic individuals
by age. You can see the widest section within the red and orange
bars. We also have higher numbers overall. You can see this looks a
little anomalous here in the non-Hispanic population. Partly this is
driven by the University of Arizona and increasing numbers of people
within some of these demographic groups who relocate here to study
and take their classes.
But where this is most interesting for us, where I want to focus,
is if we look at this rectangle here, ten years from now this is the
population who will be within the 18 to 24 age range, so the
traditional student population where most of our students currently
lie. You will notice there are lower numbers, lower total numbers
within this population. You'll also notice there is a higher
proportion of Hispanic individuals within these age ranges. And this
relates to some of the things I mentioned before.
This is an important change for us to be aware of. So a drop in
overall numbers and that shift in the proportions between
non-Hispanic and Hispanic, which we saw in the earlier chart.
If we go further back, look at students who would be in that
traditional age range for Pima 15 years from now, age between 0 and 5
now, you can see again the numbers are lower than the counts we would
see in about 10 years' time, and again we see a relatively high
proportion of Hispanic individuals within this population
unsurprisingly based on the figures we talked about.
For this slide and the last one, there was a little caveat.
These are the students who will be coming to Pima in 10 or 15 years
representing that kind of 60% chunk of our current enrollment if we
don't engage with older residents and if we don't expand our
offerings and think about other ways to serve the community.
I do want to highlight a couple of things. These are things the
strategic planning team is going to be thinking about as they work on
long-term scenarios for the college, but because of the drop that we
see, which is likely to continue in upcoming years with the change in
the birth rate, we need to be much more effective in engaging with
older residents within Pima County.
Dr. Roark mentioned the individuals within our community who have
some college and no degree, that is a major opportunity for us both
in -- well, there are individuals who we can make a significant
benefit to their life, right? Open up opportunities, give them
pathways to improved earnings, improved jobs, which is going to be
transformative for them.
There is a need to enhance our online offerings. This was true
based on these data. Of course with the pandemic and all the other
things that are going on, this is arguably even more true than it
was, and this is consistent with the trend we see in student
enrollment.
We see growth in our online offerings. That's true this
semester. That's been true for a number of semesters in a row.
Of course online offerings, while we serve this community, other
individuals can also take those class, so it offers other potential
(indiscernible) students or potential students.
Of course we need to assess our physical footprint which is
already a conversation underway. It's partly driven by these
potential drops in numbers, but of course also related to that
potential shift towards online. So there are a lot of complex
interrelating factors, but these demographics are key pieces that we
have to keep in mind as we think about how we serve our community.
This final comment here, it's critically important that our
academic offerings and our support services are aligned to meet the
needs of every individual seeking an education from Pima Community
College.
Different students have different needs, and a lot of work has
been done to kind of align our services to meet every student where
they are so they can come to us and be successful.
We need to be very mindful as the demographics shift, we need to
make sure we structure our services to meet who our students will be
from this community in the next 10 to 15 years.
With that, I would be happy to take any questions.
>> MR. DEMION CLINCO: Any questions for Dr. Richmond?
Mark, I can't see you. Okay.
Thank you very much for the information. We really appreciate
it.
>> DR. MEREDITH HAY: Good job, Nic. Thank you.
>> MR. DEMION CLINCO: Next we have an enrollment update
including dual enrollment numbers with David Arellano, our dean of
enrollment management.
>> DAVID ARELLANO: Thank you. Let me share my screen.
All right. Good evening, chairperson of the board, board
members, Chancellor Lambert, colleagues and guests. I'm going to be
providing you with a short update on enrollment management followed
by an update on dual enrollment by our director, James Palacios.
First I would like to take a quick look at our enrollment for
fall 2020. At a quick glance, we can see stark differences from fall
2019 to fall 2020. We can see in fall 2019, we saw some enrollment
stabilization at this point in the term, and then compared to this
year, approximately 15% enrollment decreases.
So it was presented a few board meetings ago as one of the
potential COVID scenarios that we were going to see, which
unfortunately has come to fruition.
However, to the right you're also going to see two pie charts.
Those pie charts represent course modality offerings, and you can see
another stark difference with 65% last fall or in person compared to
1.66 this fall. So this really highlights the remarkable I think
flexibility and adaptation of the college to prioritize health and
safety of our students and community and at the same time serve them
in such a short time frame that you can see there.
During this time, we have, especially with COVID, we have had
many challenges during the summer and fall, specifically around
health and safety, course modality offerings, delayed registration
periods, virtualizing our infrastructure.
As you know, equity in class issues that continue to plague our
community, demographic changes that Dr. Richmond just highlighted,
digital divide, we still have technology gaps and learning gaps in
our community, and that's associated with even our K12 partners and
the uncertainty there. We have a lot of students taking gap year.
The list kind of goes on and on. So we have had many challenges.
However, there has been a lot of opportunities, and I do want to
highlight some of the work there. We have also had opportunities to
be proactive in our enrollment in academic advising, done some
application improvements, we have been clearer, more consistent with
our communication, really updating students on what resources are
available.
We have onboarded new technology tools like virtual callbacks and
our ChatBot, increased use of that. Increased social media
participation from student affairs and enrollment management, and an
increase in digital leadership.
I know Lisa's going to dive into the details a bit more on social
media, but I really wanted to take an opportunity to acknowledge the
great work external relations, recruiters, enrollment advisors,
program advisors, testing center staff, and so many others throughout
the college have been in being innovative and taking the lead in this
fully virtual environment and really showing their digital
leadership. So that's been one of our bright opportunities, our
bright silver linings that we have been able to come out during this
COVID situation.
Finally, I'm going to leave you with some student affairs
metrics. So you can see here on this particular slide a lot going
on, but I'm going to walk you through those top three boxes there.
So we implemented virtual callbacks in July and since then we have
served over 7,000 students through this method.
So we have served them through express services, new students for
semester registration, so really that enrollment funnel onboarding
process, and then our continuing students working with program
advisors, really going in depth, working with some of the pieces of
guided pathways we have already implemented and working with those
students.
Out of that, we have about a 10% response rate on the surveys we
send out to the students that we serve through the virtual callbacks.
So we have received over 700 responses, and from those responses,
students are pleased with the virtual services that we are providing.
Over 94% say I am satisfied or very satisfied with the service I have
been getting.
And I do have some qualitative data that also reflects that,
great comments about specific individual advisors, counselors, the
staff that they are being served through that mechanism.
On the bottom row you're going to see telephones and several
e-mail channels. Not going to go through the specific numbers, but
you can see the volume of e-mail inquiries that staff are handling
each month through these various channels in addition to the virtual
callbacks and any other individualized appointments.
What you are not seeing here is a lot of our intake work with
Access and Disability Resources, as well, making sure that we can
provide accommodations to students in this new virtual environment,
virtual office hours.
With that, you can see kind of the scope and large scale volume
that student affairs staff across the college have really had a hand
in serving students during this time.
So with that, before I hand it over to James to highlight dual
enrollment, I want to open it up for any questions or comments you
may have.
>> DR. MEREDITH HAY: Thank you, David. It was a great
presentation. I just have probably a naive question.
When you say virtual callbacks, that doesn't mean it's a computer
calling someone back? It's a person but it's done through the
computer?
>> DAVID ARELLANO: That's a great question. I sped through just
to, without giving the context there. So virtual callbacks is
essentially a student has the ability to go to our website, click on
a link, and sign in themselves. They pick what service they want,
what specific question they have, and then they get a text message
saying they are signed in, ready to see an advisor.
As they are waiting for an advisor, similar to how they would in
person in a waiting area, they are getting text messages updating
them, and then when it's their turn to see an advisor, an advisor
calls them on their cellphone. Meanwhile they have gotten updates
through text messages saying when that call is going to come in.
Essentially instead of waiting on a phone line and listening to
hold music, we give the students that time back so they can grab a
snack, study, do whatever they want, and then when it's their turn,
an advisor calls them, introduces themselves and serves their need.
>> DR. MEREDITH HAY: That's terrific. You have done a great
job.
>> MR. DEMION CLINCO: Any other questions?
I have one. Do you think at your next presentation you could
really just give us a chart of our enrollment versus the other
community colleges in Arizona and maybe some of the benchmark
colleges across the country so we can just see how we compare? And
I'm sure you could give us a lot of details now, but I think we could
actually have a whole meeting on that.
>> DAVID ARELLANO: Exactly. So I'll work with Dr. Nic Richmond,
reach out to the other institutions to get that information.
Anecdotally we know rural community colleges across the nation are
doing probably a bit better than some urban colleges, and that's just
due to COVID infection rates and similar things like that, but
definitely those data points will be helpful for discussion.
>> MR. DEMION CLINCO: Thank you very much.
>> DAVID ARELLANO: Thank you. James, I'm going to go ahead and
hand that over to you. I'll stop sharing my screen.
>> Thank you. Good evening, Chairman Clinco, members of the
board, Chancellor Lambert, colleagues and guests. My name is James
Palacios, and I'd like to thank you for allowing me to give you a
short presentation on the numbers of dual enrollment and what we're
looking at when we hold strong towards the end of spring.
What's been helping us, and I hope you can see my screen, what's
helping us is we are staying committed to our schools and our
students, but more importantly, because of the relationships that we
built throughout the year that we have been together, we are able to
establish communication, constant communication with our schools.
This has helped us in our holding steady with our enrollment but
hope to increase by 15 to 20% of enrollment for this year.
When we are looking at core sections that we are offering at high
schools, really when we started with my team, we really wanted to
concentrate on the existing agreements that we have and educate
schools that are Jumpstart schools and educate them as to how they
can get started with dual enrollment. And also the strategies we
have in order to help support schools in trying to figure those
processes out for the school so that they can participate.
When you look at last year's offerings, we had 369 course
offering sections last year, and we are looking right now, as we are
processing fall and our year-long courses, we are at 415 sections, so
just that in itself without spring courses, we have already increased
our course offerings.
So with the spring courses, if we hold strong and nothing with
the COVID-19 surfaces again and affects this, we are looking at being
consistent in holding these numbers true. We are looking at nearly
500 course offerings compared to 369 last year.
So what that means for our enrollment is we're looking to really
improve our enrollment by about 15 to 20% of increase from previous
year. We ended the year with 6,101 of enrollment, dual enrollment.
That's because we had to drop off some students because with the
grading procedures, some of the schools just couldn't hold on to it,
so we tried to recoup as much enrollment as we could, but it didn't
damage us as we thought. So with concurrent enrollment and the early
college, we were well over 8,000 students.
So this year what we're looking at, we're looking at getting to
our goal. Our goal was really to get to 7,500 before the pandemic,
but right now we're looking at still being consistent in holding at
approximately 7,000 of enrollment, just dual enrollment, and about
2,300 of concurrent and early college enrollment numbers.
Looking at what we have right now, we are still holding
consistent and we are still processing a lot of our courses, because
everything that we do is manually. We are not looking -- we don't
use the system. We have to do everything manually, because we have
to monitor everybody's application so we don't create any holes and
they don't get stuck in the process.
What we are also doing is we are proctoring our own assessments,
as well, so that does take a lot of time when we're trying to process
6,000 students or in this case actually I should say about 4,000
students in the academic side.
So we are really looking for a 15 to 20% increase of enrollment
from previous year, and I think we're doing a pretty good job.
I'm very proud of our team for the quick changes that happened in
March to get trained in order to conduct a new way of processing
students, and then really being flexible with the schools and being
accommodating to them because of the delayed start. And we are about
ready to do another change with the high schools, because they are
getting ready to transition to face-to-face.
They are determining the start dates for that, and that could
actually pose a delay for us, but we're trying to do the best we can
with our team and the multifunctions that they are completing, we are
trying to make sure that we are being of service to our schools and
making sure that we have everything in order so that they cannot
worry about dual enrollment and worrying about their everyday
functions as just a regular high school.
I'm trying to keep that as quick as I can, but does anybody have
any questions?
>> MR. DEMION CLINCO: Any questions for James?
>> MR. MARK HANNA: James, thank you so much. Just amazing that
with all the challenges we have we could hold on to so many students.
Thanks for the work you're doing. Is that a new beard, by the
way?
>> I can't go out to get a barber look at my hair. It's curling
in the back. Not used to this.
>> MR. MARK HANNA: Can you name the top courses that we offer
enrollment, what are the top three or four?
>> We have a lot of schools that have a high number of students
in the workforce courses, for example, like AJS and automotive and
the AIT courses. We also have a huge writing courses, so that's
where a lot of the schools are at.
For example, we have University High School, who is typically an
AP school, they took a big jump in writing 101 and 102 this year, so
that's one of the first starts that they begin with. But that's
where we are seeing a lot of our increase right now is our writings
and our workforce courses.
>> MR. DEMION CLINCO: Are there any other questions? Okay.
Thank you very much, James. We really appreciate it.
>> Thank you for the time. Appreciate it.
>> MR. DEMION CLINCO: Our final report to the board this evening
is a marketing update from Lisa Brodsky, vice chancellor for external
relations.
Ms. Brodsky, if you could keep it very short. Thank you.
>> MS. LISA BRODSKY: Sure. Chair Clinco, members of the board,
Chancellor Lambert, colleagues and guests, external relations is, my
presentation is not doing what it's supposed to be doing, I will
muddle through.
I'm excited to tell you how we spent summer vacation. I will
start with a quick 30-second video.
(Video.)
>> When I was four, my family and I were forced to flee Guatemala
and settle in the US. I became fascinated with communications, and
it was here that I discovered the American Sign Language program.
After learning about the history of the deaf community, I simply
fell in love. After graduating from Pima in 2014 I moved on to get
my Master's at Stanford.
This year I'm going to be conducting ethnographic research with
deaf migrants in Italy through a Fulbright scholarship. At Pima, I
didn't just get an education, I got a foundation for my future.
>> MS. LISA BRODSKY: This was one of the commercials that ran as
part of our general enrollment campaign. That's the one you're
seeing on billboards and buses and bus shelters and TV and radio and
everything.
It's just a general awareness campaign that's directed at people
who may not have considered Pima, or those who might have, just
giving them a little nudge.
The student that was featured, Marlenie, unfortunately her time
in Italy was cut short because of the pandemic, but she just, when
she got back she started a nonprofit and she also was accepted and
has begun an MPP MBA program at Vanderbilt. She's really continuing
to succeed and we are really proud of her.
We spent a lot of our time this year promoting PimaOnline. We
worked with the PimaOnline team to determine the programs. This was
a very extensive campaign, and there were a few reasons for it. One,
obviously this is a growing sector for us, very important. Two, we
wanted to see if we could compete in this marketplace. The reason
this is so important is because the competition in Pima County alone
is intense.
We are getting, the people in our county are being advertised to
by multiple colleges in California, Colorado, New Mexico, and a few
others.
The good news is we held our own. So this campaign had more than
4.5 million views on our ads. It attracted more than 47,000 links on
our website.
Most important, however, we had 500 people go to a landing page,
the ads lead to a landing page, and fill out a request for more
information. Then we had another 223 who clicked directly from the
ad to apply now.
So the response to this campaign was very robust. We are really
excited about where it went. We're going to regroup on the programs.
But we're going to continue marketing PimaOnline in the fall and in
the spring. We are very pleased with the performance of this
campaign.
So the fall enrollment campaigns, these were a little more
specific. We had a number of them that we did directed to different
audiences. We tried to reach our high school students. The video
that I was about to play is what we called our empathy video. It was
just to let high school students understand what they had gone
through, we got it, but we still wanted them to move on to college.
We got really good reaction to that.
Then we also did campaigns for our law enforcement academy, our
55+ Lifelong Learning, EGTS program, and we did a very concentrated
campaign towards communities of color. The good news is more than a
thousand, 1,030 students either completed a request for more
information or clicked our apply now button. So we are really
pleased about how those campaigns performed, as well.
Our admissions and recruitment team have been busy since the
schools closed. We couldn't be in the schools anymore so they
started using every tool at their disposal from FaceTime and texting
to calls. I think there were a few conversations on the opposite
sides of a street to continue working with students to get them into
Pima.
Now we are doing our annual fall tour, and normally this is a
barnstorming tour of Southern Arizona high schools. We are doing
that virtually now. We have a lot of sophisticated tools where
students can come into this room, if you will, get information about
the college, 24/7, any time they want to, but then there are times of
day that we are staffing it and they come in and talk directly with a
recruiter.
This is Victor Salazar obviously meeting with a bunch of students
from San Miguel High School, so we are still getting good reaction
from the counselors and from faculty who want our recruiters in their
classrooms. So we are really happy with what's happening there, as
well.
We also spent a lot of effort this year marketing to students who
were here in the spring that didn't enroll in the fall. Thank you
for these great tools that you provided. We made great use of them.
This is one of the digital ads that ran. We spent a lot of time
telling students about all of the resources that were available to
them, promoted the QLess system, virtual callback for a counselor
that was great and well received.
I also want a quick shoutout to our math department as well as
faculty members, Chris Will, Jeremy Covell, Noah Fay, and Steve
Biehl. They worked with us to create videos that showed what a
virtual class was like, that it was not as intimidating or not as
scary and certainly more fun than students probably expected. Those
were also well received.
Then we have had a really good year for media relations. When we
created this presentation, the number was at 92. After today it's
probably closer to 100, which we are really happy about. These are
positive mentions of the college. We had a really good summer
talking about the programs that we were rolling out, what we were
doing for students, and media really responded to that.
We got a lot of compliments from media about how we were
approaching bringing students back safely. They compared us to some
other institutions that they didn't think were doing it quite as
well. We'll take that.
Government relations, Libby Howe and everybody who works with her
on this stayed busy. Even though we had a truncated session, there
was a lot to keep up with even before and after the sessions. That
work continued even during all the shutdowns of everything.
And then one thing that David Arellano alluded to this as well is
the growth in social media we saw. Social media became really
important for us in a way. Dinah, who heads up our social media
programs, used these to really give students a look inside the
institution even though we weren't there.
She was able to pump out a lot of information that students
needed, how to access advisors, how to access the bookstore, how to
reach an enrollment advisor, whatever they needed.
The other thing we noticed that was really great was that
students realized this was also a forum where they could ask
questions. More than 80 students asked questions through social
media platforms. Dinah was able to work closely with student affairs
to get these questions answered. So we realized we had yet another
way to reach students even though we weren't there that was very
effective.
We had two people take this to another level, and David alluded
to this, but I just want to touch on this quickly. So Ryan Serman
and Manny Salazar, part of our recruiting team, they began doing
Instagram Lives. The first few were about applying and enrolling,
those basics. They started working with other departments. Last
week we had a really great one on tutoring sessions. Today is one on
the libraries.
As you can see, these are very well received. We discovered that
this is a great way to reach students where they are. We see this
continuing even when we're back in person, because it was such an
effective way to reach students and interact with them. Really,
really pleased with this program.
And then I am going to show you this video, because PCCTV and
college events have been extraordinarily busy, as you can imagine,
during the pandemic.
(Video.)
>> I'm so excited that today we could host the first-ever All
College virtual meeting.
>> This has been a tremendous effort for all of us to move into
this transition so quickly.
>> I hope each of you are safe and healthy.
>> Talk about the antiracist power within.
>> They protested, they walked out of schools, just like students
did in the '60s.
>> The thing that's actually useful to you, as a developing
scientist...
>> A lot of small group work for students to do research.
>> I now declare you Pima Community College graduates.
(Cheering.)
>> MS. LISA BRODSKY: I also want to thank IT and ADR for their
support in all those virtual events because these would not have
happened without their support. Accessing Zoom and making
accommodations were critically important to those events being
successful.
Finally I will end with this, communications to students. This
is led largely by Paul Schwalbach. We really stepped up
communications to students because obviously we were kind of a
lifeline to them at this time.
We always say students don't open their e-mails, but what we
discovered is that if you give them information they really, really
need, they're going to read it. And you notice some of the top
clicks that we got on these e-mails, help for the newly jobless, lots
of clicks on that. We are really excited about being able to provide
students information that they needed and to watch them respond to
it.
So that's all I have. Are there any questions? Was that fast
enough?
>> MR. DEMION CLINCO: That was great.
>> DR. MEREDITH HAY: Good job, Lisa. You guys are doing good
work.
>> MR. DEMION CLINCO: Moving on, we are on to reports by
representatives to the board. First is our adjunct faculty report by
Sean Mendoza. Mr. Mendoza? Is Mr. Mendoza with us? We can come
back to him.
How about our faculty report from Brooke Anderson. Brooke? Can
we elevate them -- how about our administration report? Jim Craig?
I'm going to need Sean Mendoza, Brooke Anderson, and Jim Craig.
>> DR. MEREDITH HAY: Brooke has chatted that she's there.
>> MR. DEMION CLINCO: We will start with Sean Mendoza and move
on to Brooke and then Jim Craig.
>> All right. Chairman Clinco, Chancellor Lambert, members of
the board, and honored guests. Before I get into the work completed
this summer by the adjunct faculty group, I want to provide you a
quick update on the board policy 4.09 which extended fee waivers for
part-time employees and dependents.
This past spring, 2020, 52 spouses and dependents utilized this
important benefit and increased from the 30 individuals from fall of
2019. As more part-time employees learn about this important
benefit, I hope to see those numbers increase in the years to come.
Also, this summer there are two exciting developments I want to
share with the board, my fellow adjunct faculty, and faculty members.
Firstly, we, my colleague Hernan, have been working with college
administrations, specifically Aubrey Conover, in developing processes
that allow for adjunct faculty to be compensated for our
representative roles on governance committees.
This signals the value my part-time peers bring to the
institution as educators, experts in their respected fields, and
international business ambassadors to increasingly global workforce.
Secondly, I want to share exciting news. The formation of the
faculty services and resource center. With consolidation of these
faculty services and resources under the office of the provost and
led by Diane Miller, we can all expect greater return on our
investment through efficient, timely, and consistent services for all
instructional faculty.
Lastly, I appreciate the continued support of the board and
college administration support of adjunct faculty initiatives.
That ends my report.
>> MR. DEMION CLINCO: Thank you very much. Next we have Brooke
Anderson.
>> BROOKE ANDERSON: Hello, everybody. Thank you for giving me
some time for our report tonight.
The Faculty Senate held its first meeting of the semester
virtually on All College Day, August 14, and its second meeting on
Friday, September 4.
In our first meeting, PCCEA president and faculty senator, Matej
Boguszak, presented Principles for Pima, and last Friday, as he
mentioned, the senate endorsed the document.
Faculty are continuing the conversation on Pima's movement into
new virtual learning territory and are sharing ideas in the document
reflecting back and forward, what our students need to be successful,
increasing motivation and engagement in online/virtual classes.
This summer Faculty Senate president Josie Milliken wrote a
letter expressing that faculty join with the Governing Board, the
chancellor, and the provost in grieving the tragic lost lives of
George Floyd and so many others, and in condemning racism,
discrimination, and other injustices in our nation.
In the letter she stated that we will not simply reaffirm our
convictions but will work to re-examine and change our methods and
strategies to ensure our instruction promotes equity and justice.
As part of this effort, she proposed an action committee focused
on systemic justice. The systemic justice action committee gained
support from faculty and met on Friday, August 21, and Friday, August
28.
In these two meetings, the committee accomplished the following.
They wrote a charge and action items, established goals for the next
meeting, and scheduled another meeting for this Friday, September 11.
Faculty Senate officers met with administration on Wednesday,
August 26. In the meeting, officers shared their perceptions of
virtual All College Day, which were largely positive. Attending
virtually made the day more enjoyable and easy to attend for most.
In fact, leadership shared that over a thousand people were
watching. The chat built community and opened up opportunities for
dialogue. However, some did express missing the ritual of getting
together in person.
Officers and administrators discussed the current social justice
efforts taking place at the college and how employees can ensure they
continue. The group added it as a standing agenda item for these
monthly meetings.
Faculty Senate officers shared some enrollment concerns with
administration. Senate plans to continue to share any concerns that
arise, especially given the changes Pima made to adapt to COVID-19
safety concerns. Senate and administration are working together to
best meet the needs of our students and resolve enrollment problems
as quickly as possible.
As for faculty notable accomplishments, tonight I want to focus
on the TLC. The TLC hosted a successful inaugural fall 2020 virtual
unconference titled Beyond Imagination, the Fierce Urgency to Claim
the Heart of Education on August 7 and 8, which was followed by
microconferences on August 13 through the 18th.
The unconference featured speakers like the following. Laura
Rendon, nationally recognized education theorist, activist, and
researcher who specializes in college preparation, persistence and
graduation of low income, first generation students. Her talk was
titled Contemplative Pedagogy and Student Engagement.
Ibram X. Kendi, New York Times best-selling author, renowned
antiracist scholar and historian. His talk was titled Toward
Becoming Toward Antiracist Educators.
Finally, personally, I want to recognize the hard work and
dedication of all Pima faculty, and I am glad to see the board also
recognizing this dedication. We are working diligently to adopt new
technology quickly and meet the needs of our students that we can all
work towards goals while staying safe and healthy.
Finally, I personally want to thank the Governing Board and
administration for prioritizing the health and safety of Pima
employees and students, for publicly condemning racism,
discrimination, and other injustices in our nation and reaffirming
Pima's commitment to diversity, equity, and inclusion.
I know I, like many of my colleagues, are currently feeling this
gratitude. Thank you.
>> MR. DEMION CLINCO: Thank you so much for your comments and
thank you for sharing all the incredible work that faculty are doing.
Every month it's just so impressive. Even now, especially now with
COVID. Thank you very much.
Our final report is our administrator report from Jim Craig.
>> Chairman Clinco, Chancellor Lambert, distinguished board,
fellow representatives, PCC family and friends.
The library and ed tech staff completed the distribution of
laptop and tablet devices along with Wi-Fi hotspots two weeks before
the fall semester began and provided over 800 devices to students.
The students were very appreciative of the opportunity to
continue their academic pursuits with the tools provided by the
college.
The process now has shifted to a library checkout process now
that the semester has begun. So kudos to the distribution team for
their efforts to pull off this incredible feat in the current
difficult environment.
With the financial support of Thomas R. Brown Foundation,
PimaOnline has created the associate instructional designer training
academy. The following six were selected from over 57 internal
candidates seeking to reskill into the work of instructional design.
As you may know, instructional design work is currently one of
the most sought-after skills in education and the needs of course of
PCC are significant. So welcome to the six new associate
instructional designers. Olga K, Aaron H, Ann H, Mona K, Josie
Milliken, and Liz Rangle.
The successful candidates will now engage in professional
development opportunities and hands-on training enabling them to
upskill and reskill into the dynamic high demand field of
instructional design with the intent to keep PCC to innovate
curriculum and train experiences that meet industry and employment
needs to really strengthen our local community.
Ceramics professor Hero Tashima was awarded a diploma of honor
from the Korean Ceramics Foundation because of his participation in
the international ceramic competition. This competition is described
as one of the highest quality competitions of contemporary ceramics
in the entire world. We congratulate him on his great achievements,
and it's just a great example of how many talented faculty and staff
and employees we have at Pima Community College.
I want to thank you for all of your support, Governing Board and
the chancellor. It's been a privilege to be the administrative
representative to the Governing Board this year.
Thank you again, and this concludes my report.
>> MR. DEMION CLINCO: Thank you very much, Mr. Craig.
Next we have our report from Chancellor Lambert.
>> DR. LEE LAMBERT: Well, good evening, everybody. First and
foremost I just want to say welcome back to the start of the 51st
year of teaching and learning at Pima Community College.
We could not be at a more exciting time in the evolution of
higher education and I'm just so proud that Pima is on the forefront
of leading this transformation to the next 50 years of our history.
I want to thank and recognize as well all the Strive and Beyond
recipients. Thank you for your tremendous support and contributions
to the college.
Also, I want to recognize again, congratulations to Simone and
Brad, thank you for your service to Pima, and hopefully you'll
continue to stay connected to us into the future, well into the
future.
Also, a tremendous event today. I can't say enough of
appreciation to the Thomas R. Brown Family Foundation, Sarah
Smallhouse, and the entire board of the foundation for their generous
gift of $2.5 million.
It's important to understand why they made that investment,
because they believe in the vision and direction of Pima Community
College, and they really appreciate that the board has set this very,
very transformative direction for us and for this community to
address the high demand, high wage opportunities that do exist in our
community and to provide those bridges of opportunities for
individuals to move into those spaces.
Also, the Thomas R. Brown Foundation was generous enough to
provide seed funding to start up the instructional design academy
that you just heard Jim mention. Again, we are just so pleased, so
fortunate that we're in a community where we have such a
philanthropic foundation to support what we do at the college.
Also, I just want to thank Mays and Kate and so many other
people, Hilda, Yolanda, Dolores, for the unconference conference.
That went very, very well. I know I'm leaving people out. Please
forgive me.
I look forward to doing more and more of that. As board members,
if you have not heard the presentations from Dr. Rendon or Dr. Kendi,
I really encourage you to go back and listen to that. I think it
brings together two important aspects of our vision, and that is the
reality of how technology is changing what we do. Dr. Rendon talks
about that and why it's important that we step up and embrace that,
because that's going to be important to the future of our students of
color.
And then Dr. Kendi reminding us that we must challenge policies
that lead to racial disparities. Then when you bring all that
together, you create just an amazing environment for the future for
our students and our community.
Also, sadly to report that Joe Gaw has accepted a position at
another organization. They made him a very generous offer that is
very hard to compete with. But it also is a reminder that things are
not equal from a compensation standpoint. The market values,
different skill sets differently, and if we want to keep and attract
top talent, we've got to be willing to recognize that reality.
But I'm also pleased to announce that Yolanda McCoy will be
stepping into the role of the interim dean for our Allied Health
services.
So we're so fortunate that she has been a part of the college,
and if things go well, Yolanda McCoy will become Dr. Yolanda McCoy,
Doctor of Nursing practice in August of 2022. So please welcome her
into this new interim role.
Given the size and complexity of our health sciences division, it
may not be as big as some of the other divisions, but because of the
nature and complexity of healthcare with all the regulations, with
all the technologies, we also made a decision to create an associate
dean position to help support that dean in their work. I'm pleased
to announce Karen Tam will be serving in that interim role as interim
associate dean.
Now, some of you may know Karen because she had served as the
discipline coordinator for the dental hygiene department and was very
important to the transformation you saw in the dental area of the
college.
And she's also Dr. Karen Tam, where she received her Doctorate
from the University of Arizona in educational psychology. So please
join me in welcoming them to their interim roles. We will later on
into the future go out and recruit for those permanent roles as we go
forward and continue to make key investments into the healthcare
centers of excellence.
Also, I just want to touch back to something we touched on during
Ian's presentation about certain key data points. I want to put it
into a larger perspective. Brookings did a study and issued a report
about meeting the low wage workforce.
There is an estimated 53 million people in the United States who
are in low wage jobs. When you contextualize that to Pima County,
we're talking 175,000 individuals who fall into that definition.
But here's another important piece to keep in mind: Mackenzie in
a report where they talked about skill shift and automation in the
future of the workforce, they talk about how technological skills are
the fastest growing part of the skills category at 55% by 2030.
Then when you couple that with George Hammond's data about our
community, we're over 40% of our jobs will be impacted by automation,
I think you're starting to see a clear pattern here.
Also, Deutsche Bank just released a report where they talked
about the digital racial gap and that it's growing. 76% of Blacks
and 62% of Hispanics could be underprepared for 86% of jobs by 2045.
We must embrace the digital technologies that are changing the nature
of work and learning if we're going to make sure we provide
opportunities to our most vulnerable segments of our community.
I just wanted to highlight that. That's what we're doing at Pima
Community College. That's why the Thomas R. Brown Foundation is
investing in Pima. That's why so many folks have really embraced the
vision around the centers of excellence.
I just wanted to make sure to reinforce that. You'll constantly
hear us talk more and more about the significance and importance of
all of those pieces.
My hat's off to the Pascua Yaqui tribe. They had their third
annual EMT training cohort completion. They used the technology to
capture congratulations from different individuals. I know we sent
the link out to the board members. I went on, tapped on the link, I
held up my phone, and I quickly just said, congratulations to all of
you. It was done in less than a minute. I mean, that's another
example of how embracing these technology tools are going to become
increasingly important for all of our communities.
Again, my hat's off to those students and to our partnership we
have with the Pascua Yaqui tribe.
With that, that is my report. If you have questions, I'll be
glad to answer them.
Oh, let me say one last thing. Senator Sinema recently reached
out to us for a quote around a press release that she just issued
earlier today about the FAA expansion of training programs to keep
our skies safe and prepare Arizona students for the jobs of the
future. And they asked Pima Community College for a quote to add
into her press release.
I believe I have tweeted that out, so if you want to go take a
look at that, please -- it's another example how we're being
recognized, whether it's in Washington, D.C., all the way back to
Arizona. We're connected to the national reskill and recovery
network, part of the team that helped shape getting Arizona into that
network.
Your Pima Community College is doing so many amazing things
because we are transparent, because we are engaged in shared
governance, because we do value our employees and our community.
That's why we are doing so many special things. I don't want us to
lose sight of that reality. It's so easy to forget, get into the
day-to-day, the trees and forget about the forest, and we are doing
amazing things.
With that, I'll stop.
>> MR. DEMION CLINCO: Thank you very much, Chancellor Lambert.
Are there any questions for the chancellor? Okay.
>> DR. MEREDITH HAY: No, Chairman Clinco, I just want to thank
Chancellor Lambert for his and his team and this fantastic work they
have been doing, positioning Pima College into this virtual universe
and positioning us strong to serve the county, as well as all the
students in the state.
Thank you, Lee.
>> DR. LEE LAMBERT: Thank you, Meredith.
>> MR. DEMION CLINCO: I just want to wish Joseph Gaw well. He's
really served this institution, building a very innovative vision for
our Allied Health. Good luck to him and his future endeavors and
thank you for your service.
Next are information items. Mr. Silvyn, if you could please read
those.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. If everyone will bear
with me, it's a fairly lengthy list of items provided to the board in
conjunction with this afternoon's meeting. Financial statements for
May, June, July, 2020. The fourth quarterly report on enrollment
revitalization fund use.
We also have information about employment that includes one new
hire and several retirements and separations. Faculty hiring, which
includes six new members to our faculty. A list of individuals who
have been certified or qualified to serve as adjunct faculty for Pima
College.
An administrative procedure change. This is an interim change,
AP 2.03.01 related to discrimination, harassment and retaliation.
This was to bring the college into conformity with new Title IX
regulations that the Department of Education issued over the summer.
We did that to meet a deadline. We will be extending the comment
period as we finalize this.
Next information item concerns a number of contracts that were
awarded to grant writers, individuals who helped the college to write
grants. These are five-year agreements. List of individuals and
entities that have been awarded contracts over a five-year period to
serve as grant evaluators for the college.
A report on spending by the college of CARES Act funds. The
total amount awarded to the college under this part of the CARES Act
was just under $5 million. The report indicates how that money was
allocated among students and equipment.
The next information item concerns additional CARES Act funding
that went to Pima as one of the minority serving institutions. There
is information about how that money was spent. The amount was a
little bit over $640,000.
The next item concerns a grant that's been awarded to the college
from the National Science Foundation. The grant award is in the
amount of $75,000 covering the period September 1, 2020, through
August 31, 2021, relating to science education.
Next we have a grant in support of the Google IT professional
certificate. The grant was awarded by Jobs for the Future, for the
period June 2020 through December 2020 in the amount of $75,000.
The next item is another grant that came to the college through
the Center for the Future of America. This supports a variety of
development of career connection tool kits resources for staff,
faculty, and students. The total award of that grant through the
period of January 2020 through September 2022 is up to $55,000.
The next item is another grant. This one is involving a
partnership with Jobs for the Future, again relating to an IT
certificate. This grant is in the amount of $15,000 and covers the
period of May 2020 through October 2020.
Finally, the last item is another grant. This one is just over
$5,000 for the period of May 2020 through October 2020, and it has to
do with supporting the development of a training program in advanced
automotive technology.
>> MR. DEMION CLINCO: Thank you very much. Now we have our
consent agenda.
Mr. Hanna has a question.
>> MR. MARK HANNA: Can I just ask the chancellor to remind us
what was distributed directly to the students from the CARES Act? Do
you happen to know those numbers off the top of your head?
>> DR. LEE LAMBERT: You're talking the first phase of the CARES
Act?
I believe we have distributed all of that money, but we will
confirm that for you. I'm pretty sure -- it is correct? Okay.
>> DR. MEREDITH HAY: What was the amount?
>> DR. DOR�: That first amount was just shy of 5 million.
>> DR. MEREDITH HAY: Oh, that's great.
>> DR. LEE LAMBERT: And remember, it's because we were very
responsive right away to get that money out to students. A lot of
places had been sitting on the money once they got it, but we knew we
needed to get it out, and we got it out quickly thanks to our team at
the college.
>> MR. DEMION CLINCO: Okay. Any other questions, comments?
Okay.
Next we have our consent agenda. Mr. Silvyn, if you could read
that, please.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. If you will bear with
me, it's a long list too.
First items are for the approval of minutes. For the May 27,
2020 special meeting, the June 3, 2020 executive session meeting, the
June 3, 2020 public hearing special and regular meetings, the June
11, 2020 special meeting, July 10, 2020 executive session meeting,
the July 10, 2020 special meeting, the August 5, 2020 special
meeting. That concludes the list of minutes.
Next we have budget reductions to align our budget reports with
actual expenditures for the fiscal year that recently concluded.
Next we have requests for approval of a grant to fund adult basic
education. This is in excess of $3.4 million over the period July
2020 through June 30, 2024.
Next we have another request to approve a grant. This is to
support TRiO Student Support Services through the U.S. Department of
Education. Grant period is five years, from September 2020 through
August 2025. Total award of the grant through the five-year period
is slightly over $1.3 million.
Next we have requests for approval of a TRiO Student Support
Services grant that would be carried out at the Desert Vista Campus.
This is also a five-year grant from September 2020 through August
2025. The total amount of the grant over that five-year period is
also just above $1.3 million.
Sorry, that was a STEM grant. Next is student support services
grant at Desert Vista. Also as part of the TRiO program through the
U.S. Department of Education. A five-year grant from September 2020
through August 2025. Again, we have potentially a receipt of just
around $1.3 million.
Next we have the request to renew the Carl Perkins grant. This
is through the Arizona Department of Education. This is a one-year
grant from July 2020 to September 2021. The award amount is slightly
above $382,000.
Next we have a request for approval of a grant from the United
States Department of Health & Human Services. This relates to health
profession opportunity grants. The period of the grant is for one
year from September 2020 through September 2021. The grant is just
under $3 million.
Next we have request for execution of an intergovernmental
agreement with Gateway Technical College and the National Coalition
of Certification Centers. This is related to the development of the
centers of excellence. The performance period of the grant is from
June 2020 through December 2021 with an award amount of $50,000.
Next we have a request for approval of a grant with the
University of Arizona. The grant is funded through NASA. The amount
of the grant is about $60,000. The grant period is from October 2019
through September 2020, and it will fund student involvement in
research involving asteroids.
Next we have a request for an approval of an intergovernmental
agreement with the University of Arizona. This is related to funds
for developing culturally responsive support for students in STEM
programs. The amount of the grant is just over $500,000, and it is a
two-year grant period, if I recall correctly.
Next we have a request for approval of an intergovernmental
agreement with Maricopa County Community College Districts. This is
for support of small business development centers that are funded by
the U.S. Small Business Administration. Period of the grant is April
2020 through March 2021 in the amount of just over $89,000.
Next is a request for approval of another intergovernmental
agreement with Maricopa County Community College Districts. This is
to support an educational program known as IRAM that particularly
relates to the development of apprenticeship programs. This is a
three-year grant from July 2020 through July of 2023 in the amount of
approximately $630,000.
We also have a request to approve an intergovernmental agreement
with Central Arizona Community College, also related to the IRAM
grant period. Grant period is from July 2020 through 2023, and the
grant amount is 1.2, just above $1.2 million.
Next we have a request to approve an intergovernmental agreement
related to dual enrollment with the Intermountain Centers for Human
Development. The specific courses are listed in the board report.
Next is a request to execute an intergovernmental agreement for
dual enrollment with the Calvary Christian Chapel School. Again,
those courses are listed in the board report.
Next item is a group of amendments to currently enforce
intergovernmental agreements for dual enrollment. The school
districts involved are Amphitheater, Sahuarita Unified School
District, Santa Cruz Valley Unified School District, Sunnyside
Unified School District, Tucson Unified School District, and Vail
Unified School District, the joint technical education district with
Central Arizona Valley Institute of Technology, Lourdes Catholic High
School, and St. Augustine High School. These are all different
amendments to add additional courses to specific schools within those
listed school systems.
Next we have a request to execute an intergovernmental agreement
with the City of Tucson. This agreement covers mutual aid between
the Pima College Police Department and City of Tucson Police
Department to provide each other with mutual assistance in the event
of emergencies. This would extend through January 2025.
The last item on the consent agenda is an amendment to the
currently in force intergovernmental agreement with Santa Cruz County
Provisional Community College District, and the reason for this
amendment is to clarify how students will be counted for FTSE
purposes because of the transition from in-person to virtual
instruction.
That concludes the list, Mr. Chair.
>> MR. DEMION CLINCO: Thank you very much, Mr. Silvyn.
Is there a motion to approve the consent agenda?
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: Second?
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: All in favor of the consent agenda signify
by saying aye?
(Ayes.)
>> MR. DEMION CLINCO: So it passes unanimously.
The next item, moving to action items, 5.1, the contract with
ProctorU Inc. 2020. Do I have a motion to approve -- Mr. Silvyn, if
you could read the recommendation.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. The recommendation is
that the Governing Board authorize the chancellor or designee to
execute an agreement with ProctorU Incorporated for test proctoring
services including two additional one-year extensions as the
chancellor or designee determine to be in the best interest of the
college.
Based on the estimated usage, total cost for the two-year
agreement, which would extend to mid-August of 2022, are not expected
to exceed $2 million.
The agreement includes the option for two additional one-year
renewal periods at an estimated cost of $1.3 million, so if the
college executed all of the potential extensions, the total cost
would not exceed $3.3 million.
>> MR. DEMION CLINCO: Is there a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: Second? Okay. I will second it.
Chancellor Lambert, would you like to give a brief overview?
>> DR. LEE LAMBERT: Yes. So I have asked David and I believe
Jeff is going to join you? Just kind of share why we are needing to
do this, and a lot has to do with the fact that we are in this
current COVID environment that's driving a need to approach things
differently. Go ahead.
>> DR. DOR�: Thank you, Chancellor.
As most of you probably know, the vast majority of our tests have
been taking place in class. The majority of our classes now are
virtual. So the COVID has created really an explosion of a need for
virtual testing because the majority of our courses are now in this
virtual modality
So also, because of the pandemic, our testing center has
contracted. So we have a need for a short-term, essentially
(indiscernible) solution to go to a virtual model.
So ProctorU service provides a continuous proctoring by a human
with the student taking the test. This is critical, because right
now the AI options in the industry really struggle with equity
concerns and a lot of false negatives and false positives.
I want to point out that the contract does not stipulate that we
are obligated to spend a certain amount. What we have projected for
this year is about 38,500 proctored tests. The college staff will
continue to provide specialized proctoring services for students with
accommodations.
And I do want to point out that extended time for our disabled
students is covered with ProctorU. If the college is able to return
to in-person courses, then we expect this to dramatically decrease.
And we are planning on using CARES funds for the bulk of this year.
And will take any questions that you have.
>> MR. MARK HANNA: Without going into real detail, I'm really
curious, how do you proctor a test when it's being done at home
online? I don't get that.
>> DR. DOR�: So essentially, and I will have Jeff chime in, you
have a live person watching the student take the test. Jeff, do you
want to walk through the details?
>> Absolutely. Good evening. Proctor is very similar to what
I'm doing here. I'm watching 10 to 12 faces, but initially it starts
with asking the students using either their web cam or a phone,
depending on the service, to show them their surroundings, to make
sure that they see there is no extra material involved, be there is
not a person on the other side of the laptop. Those stipulations
that are expressed to the student in advance of the test.
Then the proctor has the ability to ask the student what they are
doing when they all of a sudden are off-screen. If they are looking
down a lot, if there is another device, so the challenge AI has is it
isn't at the point yet where it recognizes the fact that a math
student is going to be looking down because they are taking a math
test.
So the human proctor has that ability to stop the student in the
middle of the test to reconfer there is not some academic dishonesty
going on. Essentially it's very similar to this. The difference is
it's a trained proctor looking for specific movements, challenges
that they know or could potentially be a source of academic
dishonesty.
>> MR. DEMION CLINCO: Okay. Any other questions?
Hearing none, all in favor of the motion, signify by saying aye?
(Ayes.)
>> MR. DEMION CLINCO: Why don't we do a roll call vote? We will
just do the roll call so it's a little clearer and we just make sure.
Mr. Silvyn?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: It passes unanimously.
Next is 5.2, contract with Ellucian, 2020 through 2023.
Mr. Silvyn, if you could read the recommendation.
>> MR. JEFF SILVYN: Thank you, Mr. Chair. The recommendation is
that the Governing Board authorize the chair or designee to execute
an agreement with Ellucian for software maintenance for the period
September 1, 2020, to August 31, 2023. The total cost for the
three-year agreement is not expected to exceed $1,597,126.
Just so everyone knows, Ellucian is the, that's the
enterprise-wide software, that's our primary data base and
transactional software.
>> MR. DEMION CLINCO: I will make a motion to approve the
recommendation. Is there a second?
>> DR. MEREDITH HAY: Second.
>> MR. DEMION CLINCO: Mr. Lambert, do you want to start by
giving us a brief presentation?
>> DR. LEE LAMBERT: Yes. I'm going to have Dave jump in here in
a moment. Just keep this in mind. The college has been using this
Banner system going back to 1997.
So you kind of hitch your ride to a certain horse at some point,
because to switch ERP systems is a massive undertaking. This is just
a continuation of that effort.
So I will have Dave build off of that.
>> DR. DAVID BEA: As Lee mentioned, this is the continuation of
the agreement we have with Ellucian for what is commonly referred to
as our Banner system.
So this is again just keeping the system we currently have for
another two years. Switching away from Banner at this point would
be, we are looking and reviewing at what options there are going into
the future. For the next two years, it's pretty clear that this
would be the solution or this would be the system we use.
>> MR. DEMION CLINCO: Can you tell us if we were -- I have heard
some estimates in the past that the cost of making a switch, if we
were to do that?
>> DR. DAVID BEA: Yeah, probably in the neighborhood when you're
talking about the actual effort involved, consulting involved,
getting the new systems, they typically, for an institution our size,
would be probably 20 to 30 million.
>> DR. MEREDITH HAY: That's huge.
>> MR. DEMION CLINCO: Any other questions for Dr. Bea?
Hearing none, if we could do a roll call vote.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: Motion passes unanimously.
Next item is our contract, Chase Building Team for general
contract services for the Downtown Campus advanced manufacturing
building.
Mr. Silvyn, if you could begin by reading the recommendation.
>> MR. JEFF SILVYN: Thank you. The chancellor recommends the
Governing Board authorize the chancellor or designee to execute a
contract with Chase Building Team to provide general contractor
services for the construction of the advanced manufacturing building.
Total cost for the agreement are not expected to exceed $27.5
million.
>> MR. DEMION CLINCO: Motion to approve?
>> DR. MEREDITH HAY: So moved.
>> MR. DEMION CLINCO: Is there a second?
I will second that.
Chancellor Lambert?
>> DR. LEE LAMBERT: Yes. So we are so excited that we're at
this stage to be able to bring a general contractor onboard.
Remember, this is part of a larger strategy tied to the $65 million
revenue bond. This is another project in which we will be using
those funds to pay down, in this case, Chase as our general
contractor.
So I'm going to have Bill step in and present just little more
pieces about this. I know Bill will share that we thought this was
going to cost us more than what it actually came under at.
>> BILL WARD: Exactly. Thank you, Chancellor. Chairman Clinco,
Governing Board members, Chancellor Lambert, students, colleagues and
guests.
Before I get started, Chancellor, and Chairman Clinco, I'd like
to request after this action that I give a little context related to
where we are with our bond obligation, if that's okay, after
questions. So I'd just kind of like to let you all know.
As you're aware, last year we did an RFQ, and brought in some
high-level contractors throughout our community and state.
Eventually we selected two of them. One was Chase Building Team and
also Lloyd Construction.
So as the chancellor said, we were expecting this to be a lot
higher, because we put a lot of time in estimating this and looking
at it. As you all know, I'm very conservative when I look at these
numbers because you never know how these things are going to turn
out.
But it was a very close bid, and so I'd like to thank Lloyd
Construction. I mean, they put a hard fight into this project to try
to get it, and it was very close.
But Chase won out. So the project amount for them is 25,450,000,
and 27.5 million is a not-to-exceed price. That's our contingency.
One of the cool things to let you guys know is there will be
nothing like this facility in the United States as far as I know. It
is going to be three stories high. It's 96,000 square feet. Some of
the areas will consist of welding, a welding lab, machining lab,
robotic and automation lab, CAD labs, and flexible industry training
lab. Also, there will be a crane that is on the third floor of this
facility that will go from one end of the building to the next and be
able to drop down from the third, second, and first floor to deliver
supplies to these different areas.
So I would really like to thank the design team. Dale A did a
phenomenal job on this project. We beat him up pretty hard to get to
this number, but I appreciate their willingness to stay in the game
like this, and also Ernie Federico.
With that said, that's where we're at. I'm very, very, like the
chancellor said, I'm very excited to present this to you all today,
or at least with the chancellor, to present it. This is going to be
a state-of-the-art facility of its own kind.
>> MR. DEMION CLINCO: Questions for Mr. Ward? Looks like
Mr. Hanna has a question.
>> MR. MARK HANNA: Bill, I believe that they are on target or
right on schedule on the automotive building or maybe even ahead?
>> BILL WARD: Yes, they are pushing very hard. Chase, our goal
is to open that facility up in the spring of 2021, and we are on
track to get there. I heard you got to walk it the other day, so
they are moving very, very hard and heavy on this project.
>> MR. MARK HANNA: And this is the same company?
>> BILL WARD: Yes, it's the same company. As I said earlier,
both of these companies are phenomenal companies. It's just what we
did is we prequalified some high-level contractors and turned around
and let them bid it against each other.
Lloyd is a phenomenal company, too. It's just that they didn't
win it. So it is the way it is.
>> MR. DEMION CLINCO: Mr. Ward, if you could give us an overview
of sort of where we stand in the use of the funds?
>> BILL WARD: Okay. Well, I was going to wait until you
approved it, but --
>> MR. DEMION CLINCO: I think you can wrap it in.
>> BILL WARD: Okay. So if approved, as you guys know, we're a
year and a half into our three-year, things related to our bond, and
we were supposed to spend within three years or encumber about 85% of
that.
If this project is approved, we will have gotten very close to
our obligation and have spent about or encumbered about 78% of the
this project.
And so by next year we will have met our obligation for this
bond. We are encumbering the monies. I just wanted you guys -- I
don't think anybody knew that, but I wanted to make sure that you
were aware of that, that we have worked very hard. I appreciate the
chancellor's support in letting me run this thing to no end here.
But we will meet our obligation with this bond related to what
needs to be encumbered by next year.
>> DR. MEREDITH HAY: And you'll meet the construction deadlines
too, right, Bill?
>> BILL WARD: Yes, I will.
>> DR. MEREDITH HAY: Thank you, sir.
>> DR. LEE LAMBERT: Let me add one other point about the
accountability of this. Obviously one line of accountability is the
board. You have the finance and audit committee where things like
this are discussed. And then we are also accountable to the joint
legislative committee of the House and the Senate.
So there is built-in accountability around these projects, and I
think sometimes that gets confused --
>> BILL WARD: Exactly.
>> DR. LEE LAMBERT: -- by some members of the public that there
is no accountability. There is clear accountability on these
projects. I just wanted to emphasize that.
>> MR. DEMION CLINCO: Thank you, Chancellor Lambert.
Okay. Are there any other questions? Hearing none, Mr. Silvyn,
roll call vote, please.
>> MR. JEFF SILVYN: Thank you. Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: 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 5-0.
Next item -- I will reiterate thank you, thank you, Bill, for all
of your work to get this done on time and ahead of schedule and under
budget. We really appreciate it.
5.4, consideration of the board self-assessment.
Mr. Silvyn, do you want to read the recommendation?
>> MR. JEFF SILVYN: The chancellor recommends that the Governing
Board approve the report on the 2019-2020 board self-assessment. The
text of the report is attached to the board materials.
>> MR. DEMION CLINCO: Do I have a motion to approve the
recommendation?
>> DR. MEREDITH HAY: So moved.
>> MS. MARIA GARCIA: Second.
>> MR. DEMION CLINCO: Any discussion on the item?
Hearing none, Mr. Silvyn, roll call vote, please?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: Yes.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Yes.
>> MR. DEMION CLINCO: That was a yes? Okay.
So the motion passes unanimously.
Next item for consideration is 5.5, consideration of the
Governing Board priorities, 2020 through 2021.
Mr. Silvyn, if you could read the recommendation.
>> MR. JEFF SILVYN: The recommendation, the chancellor
recommends that the Governing Board approve the proposed list of
board strategic priorities for 2020-2021.
>> MR. DEMION CLINCO: Motion to approve?
>> DR. MEREDITH HAY: So moved.
>> MR. MARK HANNA: Second.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: 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.
Next item is consideration of the chancellor's evaluation 2019
through 2020.
Mr. Silvyn, would you read the recommendation please?
>> MR. JEFF SILVYN: The chancellor recommends that the Governing
Board approve its report on the chancellor's 2019-2020 evaluation.
>> MR. DEMION CLINCO: Motion to approve?
>> DR. MEREDITH HAY: So moved.
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: Any discussion? Hearing none, Mr. Silvyn?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: 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.
Item 5.7, consideration of annual goals, objectives, and
timeline, 2020-2021.
>> MR. JEFF SILVYN: The chancellor recommends that the Governing
Board approve the chancellor's annual goals, objectives, and
timelines for 2020-2021.
>> MR. DEMION CLINCO: Motion to approve?
>> DR. MEREDITH HAY: So moved.
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: Any discussion?
>> MR. MARK HANNA: I would just like to assure that we will
continue to do what we have done throughout the previous year and
review the chancellor's completion of the goals on a monthly basis?
>> MS. MARIA GARCIA: Can you repeat that?
>> MR. MARK HANNA: Maria, just to continue to do what we have
been doing in reviewing the chancellor's progress on these goals each
month so we get an update every month on the goals instead of waiting
a whole year to find out whether he did them or not.
>> MR. DEMION CLINCO: Any other discussion? Hearing none, all
-- Mr. Silvyn? Roll call?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: 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.
Now do I have a motion to go into executive session?
>> DR. MEREDITH HAY: So moved.
>> MR. MARK HANNA: Second.
>> MR. DEMION CLINCO: If you could do a roll call vote?
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Yes.
>> MR. JEFF SILVYN: Dr. Hay?
>> DR. MEREDITH HAY: Yes.
>> MR. JEFF SILVYN: Mr. Hanna?
>> MR. MARK HANNA: Are we going to come back to open session
after exec? Okay. Yes.
>> MR. JEFF SILVYN: Ms. Garcia?
>> MS. MARIA GARCIA: No.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: No.
>> MR. DEMION CLINCO: The motion passes three to two. We will
see you at the executive session.
>> MS. MARIA GARCIA: Demion? I cannot stay longer.
>> MR. DEMION CLINCO: You know, it's part of I think our
responsibility to get through this, so we still have to, still have
to, if we can get through this, hopefully it won't be very long and
hopefully we can just get back, reconvene and adjourn.
>> MS. MARIA GARCIA: All right.
(Recess.)
>> MR. DEMION CLINCO: Okay. So I'm going to call to order and
reconvene our open session of our regular meeting. Our next item on
the agenda is a request for future agenda items.
I have heard sort of two during this meeting. One is a
discussion on diversity, if we could get a little more clarification
on what that is and what exactly we want to discuss.
And the second is BP 1.05, delegation of authority to the
chancellor. Ms. Garcia or Mr. Gonzales, are you interested in
working with Mr. Silvyn on that?
Would you like to work on, BP 1.05, delegation of authority of
the chancellor, with Mr. Silvyn?
>> MS. MARIA GARCIA: Yes.
>> MR. DEMION CLINCO: Terrific. You guys, you will work on that
and we will have that on our next agenda.
>> MS. MARIA GARCIA: Okay.
>> MR. DEMION CLINCO: And we will move through.
>> MR. LUIS GONZALES: Great.
>> MR. DEMION CLINCO: Any other items we want to discuss, future
meetings?
>> MR. MARK HANNA: May I request about a change of time for the
meeting?
>> MR. LUIS GONZALES: Yes.
>> MS. MARIA GARCIA: Yes.
>> MR. DEMION CLINCO: We want to move to our regular time slot?
>> MS. MARIA GARCIA: Yes.
>> MR. DEMION CLINCO: 5:00. Okay.
So we will plan on scheduling that at 5:00 and we will be
finished closer to 8:30.
Without further ado, the meeting is adjourned. Thank you very
much, and have a safe evening.
(Adjournment.)
*********************************************
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