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February 2, 2022 Meeting of the Governing Board...
>> MS. CATHERINE RIPLEY: Good evening and welcome, Pima County.
I would like to call to order the Wednesday, February 2, 2022 regular
board meeting of the Pima Community College Governing Board at
approximately 5:36, according to my computer.
Mr. Silvyn, can you please call the roll?
>> MR. JEFF SILVYN: Ms. Ripley?
>> MS. CATHERINE RIPLEY: Here.
>> MR. JEFF SILVYN: Mr. Clinco?
>> MR. DEMION CLINCO: Present.
>> MR. JEFF SILVYN: Ms. Garcia? Sorry, I couldn't hear. I'm
having trouble hearing you. I'm sorry.
>> MS. MARIA GARCIA: Here.
>> MR. JEFF SILVYN: Oh, thank you. That's much better.
Dr. Hay?
>> DR. MEREDITH HAY: Present.
>> MR. JEFF SILVYN: Mr. Gonzales?
>> MR. LUIS GONZALES: Here.
>> MR. JEFF SILVYN: Thank you. All board members are present.
>> MS. CATHERINE RIPLEY: Thank you very much.
We will launch right into our first item, which is new business.
The first thing that we have on the agenda is call to the audience,
for which we have not had any submissions, so without further ado,
we'll move to the next item, and I will call on Chancellor Lambert.
Would you like to introduce the next item, which is recognition
of board member and former chair, Demion Clinco, for his service as
board chair from 2018 to 2021?
>> DR. LEE LAMBERT: Madame Chair, it's my honor and pleasure to
recognize Former Board Chair Demion Clinco for this award.
Demion, I just want to say thank you for all that you have done,
for your outstanding achievements over the last few years in this
role.
With that, I will turn it back over to you, Madame Chair, as this
is the board's recognition of Mr. Clinco.
>> MS. CATHERINE RIPLEY: Thank you so much, Chancellor Lambert.
I would like to ask Demion if he'd like to show us what he got at
e-recognition for his service?
>> MR. DEMION CLINCO: Thank you, Chairwoman Ripley. I really,
again, appreciate the recognition from the board. I received this
really beautiful plaque and glass ornament.
I just want to say, again, it's really been such a privilege over
the last four years to serve in this role. I'm so proud of the work
we have collectively done together. Every single person who is part
of this institution has worked so hard over the last half decade to
really transform the institution, and it was really my pleasure to
serve in this role.
I look forward to continuing my service as the vice-chair into
the future, supporting the institution in different ways.
>> MS. CATHERINE RIPLEY: Thank you so much, Board Member Clinco.
Thank you, Chancellor.
The next item on our agenda is I would like to ask the board to
provide any remarks if they have any. We have five minutes per board
member.
At this point, we basically provide comments or summaries of any
kind of recent college-related activities. So with that, let's start
with Board Member Garcia. Do you have any comments?
>> MS. MARIA GARCIA: No.
>> MS. CATHERINE RIPLEY: Next we have Board Member Meredith Hay.
>> DR. MEREDITH HAY: I would like to echo the congratulations to
Mr. Clinco and his outstanding service as board chair and his
leadership of this board over the last few years and all he's done
for this college and for the community.
Thank you, Demion. You're a rock star. Hang with us.
No further comments. Thank you, Madame Chair.
>> MS. CATHERINE RIPLEY: Thank you.
Next, Board Member Gonzales?
>> MR. LUIS GONZALES: I just wanted to mention a welcome back
not only to the students but to the community in reference to what
Pima College has been doing with the COVID at the West Campus. I
think it's great and with the continued efforts to really provide to
the community in reference to the availability of not only the COVID
testing but also the vaccinations out there, as well, too.
But I just want to say is that be safe, everyone, and that
includes everyone, not only our students but also the community,
because as we all know, it's challenging times. We all have to do
our part, as well, too.
That's all I want to say for right now. Thank you.
>> MS. CATHERINE RIPLEY: Thank you so much for that. Board
Member Clinco next.
>> MR. DEMION CLINCO: Thank you, Chairwoman Ripley.
I have nothing to report at this time.
>> MS. CATHERINE RIPLEY: Great. Thank you so much.
I would just like to also thank Former Chair Clinco for a
wonderful passdown. There is a lot of moving parts. I had no idea
how much he had been doing. It's a lot behind the scenes and clearly
not for any kind of credit or any kind of, any platitudes.
Thank you for everything that you have done for us, Board Member
Clinco, since 2018 basically, and when you first came on to this
board.
There is a lot of work that we have to do. I want to thank
everybody here and the community for this opportunity to serve as the
chair for a short period. I have the baton now, it will be passed
again at some point, but for now, thank you, and thank you also for
your understanding as I hopefully don't stumble too much through my
first meeting.
With that, I would like to go to the next agenda item which is
the Pima Mission Moment, which I personally love.
With that, I would hand it over to Chancellor Lambert.
>> DR. LEE LAMBERT: Thank you so much. We are so pleased to be
able to showcase another Pima positive set of activities and
programs. With that, I'm going to turn this over to Phil Burdick who
will introduce this month's piece around campus tutoring and our
learning centers.
Phil? Is Phil not on?
David, do you want to step in?
>> DR. DOR�: Yeah, thank you.
Chair Ripley, members of the Board of Governors, Chancellor
Lambert, colleagues, and guests. As the chancellor said it's my
privilege really to highlight and to introduce Ed Gallagher who
oversees our learning centers.
I just want to say before I pass it on to Ed that our tutors are
really heroes here at Pima. They provide so much support to our
students.
A tutor is really a special person, because they are really kind
of bridging that, you know, between the faculty member and the
student, and they are spending time one on one to really get to know
students. Not just help them in their classes but really help them
develop as students and as professionals and giving them life skills,
as well.
We have, as I said, extraordinary tutors, and they have, as so
many at the college, they have really adapted to this new normal for
us.
So with that, I want to turn it over to Ed Gallagher who oversees
all of our learning centers under the leadership of Dr. Jeff Thies.
>> MS. CATHERINE RIPLEY: If you're speaking, we can't hear you.
Mr. Gallagher?
>> ED GALLAGHER: I realized I should have unmuted first and then
shared my screen. Let's try this a second time.
Thank you. It is an honor today to speak to the board about my
passion, which is our campus learning centers. I'm sure that some of
you may not be as familiar with the existence of campus learning
centers and our tutoring program as others, so I'm here to shed a
little light on what we do and the successes that we are having with
our students and for the college.
First, however, it's kind of important to understand what
learning centers are. Who are we? We actually exist at all of our
brick-and-mortar campuses as well as virtually.
We provide tutoring services to all students. Any Pima student
has unlimited tutoring availability for our tutors for free at any of
our locations, and, as I said, virtually. We also provide an
American Sign Language lab, which is an experience that students
don't get in a lot of language programs. American Sign Language is a
hard language to learn and to find places where you can practice in
comfort and ease.
So we provide our students taking American Sign Language with a
language immersion experience to our American Sign Language labs.
They are located at three of our campuses, East, West, Northwest, as
well as provided virtually here. And it's very successful.
We also oversee four of the five computer commons across the
district. We provide study space for students with individual study
space as well as group study space, and workshops on study skills,
time management strategies, success strategies for being able to
succeed in their classes as well as in college and their lives.
We have 20 staff members and over 100 tutors across our district.
Our tutors are a mixture of current students, past students, and
individuals who are coming back to the college after having a life
and a career, so they bring experience beyond just what other
students get to see in a classroom.
It's a real age range from 18-year-old new tutors to 75- and
80-year-old retired individuals who are coming back and giving of
themselves to our students for their success.
We are very proud of our tutors. They are certified under the
College Reading & Learning Association's International Tutor Training
Program. It is an internationally recognized tutor certification
program that is extensive. For each level of certification, and we
offer three levels of certification, the tutors have to go through 10
hours of training, 25 hours of practical experience tutoring, an
evaluation by a supervisor, and a self-evaluation of their own.
So the tutors who progress through the CRLA certification process
really earn their keep. They are available to our students, which is
amazing. Our operational hours are Monday through Saturday at most
locations and virtually, so we provide lots of opportunities for
students during the day as well as in the evening to come and get
some help.
However, it's not just the campus tutoring services. We also
contract with NetTutor, which is our online tutoring provider that is
available 24/7, times and hours where we cannot provide the tutoring
services and support for our students but times when our students
really need it, because remembering back to when I was a student, I
did my homework at 11:00 and 12:00 at night, especially if it was due
at 12:00. So we are lucky to be partnered with NetTutor that
provides those services.
If you're curious, about 30% of NetTutor usage happens during our
regular learning center working hours, but 70% of the students who
utilize NetTutor are utilizing that between 8:00 p.m. and 8:00 a.m.,
hours that we can't provide that kind of service. So thank goodness
we have that and are able to provide that for our students. It's a
good partner with our campus learning centers.
So who do we serve? Who are our students? About 20%, so 1 in 5
students come through our learning centers and interact with our
staff and our tutors. That's a pretty good number. We would love to
see it 100%, but 20% is really good, and if you think about that, 1
in 5 students is coming to us.
They reflect our student population, both in age breakdown with
the majority of our students being that 18-to-24 range as well as in
the racial and ethnic makeup of our students. It is an almost 1-to-1
correlation with the college enrollment, as well. So we are a direct
reflection of our student body, which is very good.
So what does that mean to our students? What impact does
tutoring and learning center services have on our students?
When I talk about course success, I'm taking about As, Bs, Cs in
their classes. If we look at it, students who interact with learning
center either through computer commons, through our tutoring, through
our American Sign Language lab, have an 85% chance of success.
That's about a 5% better chance of success than students who don't
interact with learning centers. This data is going back five years'
worth of data we have been collecting on this.
It was reflected the same during COVID as well as pre-COVID, and
it's reflecting again post-COVID.
If we talk about persistence, those students who register in the
fall and come back in the spring, there is about a 12% better chance
you will come back in the spring if we have interacted with a
learning center and our staff than if you haven't.
Retention, we're talking about students who register in the fall
and come back in the next fall, it's about a 10% greater chance of
coming back in the fall if you interact with us.
And that category of new to higher ed students, those students
just entering higher education for the first time, you'll see it's
about 11, almost a 12% increase in their success rates. This is
reflected across age groups, across ethnic backgrounds, across
economic strata from campus to campus to campus.
Students who interact with learning centers succeed at a higher
rate, no matter what class they are taking, no matter who they are
and where they come from, and we are very proud about that.
You'll notice it's also the same no matter what modality they are
taking classes, whether they're taking an online class, hybrid class,
virtual class, or an in-person class. It's still about a 5%
increase.
So we are very proud of the fact that our students who come to us
are succeeding in their courses, and it really shows the impact that
learning centers have both on our students and their success but also
on the college and our mission of helping students to succeed.
After COVID -- you know, during COVID we all went and were able
to pivot immediately into virtual services. Coming back from COVID,
we realize that some of the services we brought online were so
helpful and successful to students, and we were getting such
wonderful feedback from the students on those services, that we had
to find a way to continue them.
We were able to, through the use of CRRSAA and HEERF funds,
continue our virtual tutoring through our virtual learning center,
and with the use of those funds, we have been able to help students
virtually using Google Meet and Zoom in order to tutor them one on
one in appointments.
We have continued to embed tutors in classes. That's a case
where we have identified a tutor and paired them with a class and
with a faculty member, and the tutor is actually part of the class.
They then become familiar with the students, can interact with the
students in class and active learning activities. They also can
remind students of the learning center and the availability of
tutoring, and they are available one on one to those students after
class.
That's been a very successful program, and we are continuing to
find ways to expand that as a way to further engage students.
We have continued our asynchronous paper dropoffs where students
can drop off a paper. One of our learning center writing tutors will
review the paper and send back comments and suggestions to the
student usually within an hour or two, at the most within 24 hours.
We have been able to hold virtual study halls, so students don't
have to worry about coming to campus and being around a large group
of people, but it still provides students a safe space to come and
study and then to have access to tutors at a moment's notice to have
questions asked or just get some reassurance that what they are doing
is correct.
We hold writing workshops that are specifically designed and
developed with writing faculty members to help the students in things
like creating a thesis or writing a rhetorical analysis paper, one of
the hardest ones students have to do.
We continue to hold our virtual American Sign Language labs.
Previous to pandemic we were only able to do the in-person ASL labs
but now with the success of our virtualization, we are able to
continue that and now serve more students and serve them in ways that
they are much more comfortable coming and utilizing that service.
We have created widgets within D2L to advertise and to alert
people to the fact that we exist, because every semester, the saddest
comment we ever hear at the end during finals week is students
walking in and saying, oh, I wish I had known that there was free
tutoring at campus.
So we are doing everything we can, including building a social
media presence to get the word out that learning centers are here,
tutoring is free, and there is no risk to come and give us a try.
We also remain high-touch. We realized that during the pandemic
that one things students missed the most was high-touch, personal
contact, which is why we went to video tutoring and why we kept our
staff really engaged with our students. And we wanted to continue
that even though we are back at campus and running our virtual
services.
We have done everything we can to keep our services high-touch
and extend our hours of operation to help our students, realizing
that not every student is available from 8:00 in the morning until
5:00 in the afternoon. We keep our hours open. We also have
Saturday hours, and we continue to push the connection we have with
NetTutor services so that we can try and bring in more students.
Because the more students we can see and work with, that we can make
those connections with, the more chance they have to succeed, to
persist, and be retained in college and to succeed in their classes
so that they can attain those degrees we so want for them.
Now, I could talk as long as you would listen about learning
center tutoring and our services, but sometimes it's better to hear
from the people who actually benefit from it. So I'm blessed to have
with us tonight one of our students who is very well known in our
learning centers, and that's Morgan. What I'm going to do is ask
Morgan Beatty to pop in here and explain to you the learning center
experience from a student's perspective.
Morgan, why don't I turn it over to you.
>> MORGAN BEATTY: Thank you, Mr. Gallagher. Can everybody hear
me? I'm not used to Zoom. Sorry.
I'm Morgan Beatty, one of the older students here at Pima
College. I'm currently enrolled in the transfer study program for
the pre-engineering classes. I'm going to transfer to the U of A
hopefully for the optical sciences track.
I have literally -- I have had enough time to live my life and
now I'm coming back to college and further my education. I have had
the chance to actually experience the learning centers of a couple of
different campuses.
I have also had a class with and I currently have a class with an
embedded tutor. It's amazing the difference between -- I have always
had a study group. I'm good for trying to get everybody together to
make sure we work on our weaknesses, our strengths, where it's great
to do that as a group, but when it comes to the time when nobody has
the chance to join the group, coming to the learning centers has been
a remarkable experience for me.
My last, for instance, my last semester in Calc 2, you couldn't
have said it before when I started the semester, but I actually got
it with an A. I got an A in my Calc 2 class, and I directly relate
that to my time that I spent with the tutors.
One of the tutors especially, his name is Charles Schied. He has
a degree in astrophysics. Along with all the other tutors I have had
time with, he's just kind, he takes the time to realize where my
weaknesses are, help me with my strengths, at the same time helping
other students.
The learning centers are busy, and I really appreciate the time
that those people put into us. Emotionally, David Dor� actually
covered everything I wanted to say. Statistically, Ed Gallagher
covered everything else I wanted to mention. I really can't express
how many times I tell people if they are having a little trouble,
little struggle, just pop on in. It's incredibly convenient.
And like Mr. Gallagher said, I could speak forever about this,
but I'm going to hold the rest of my piece. I believe I have said
everything I needed to say.
>> MS. CATHERINE RIPLEY: Thank you so much for a really great
Mission Moment. Any other comments, Chancellor or Dr. Dor�?
>> DR. DOR�: Again, I just want to commend all of our tutors and
our faculty and how they really work so seamlessly together.
Thank you.
>> MS. CATHERINE RIPLEY: Thank you. As a former adjunct, I know
my students loved using the tutoring capabilities we had, and it
really makes a difference. Thank you so much for all you do.
Also, it's another reminder that it's, Mr. Beatty, it's never too
late to go back to school and it's never too late to start. Thank
you for your amazing testimony.
I'd like to actually go back to item No. 1.3, public comment,
call to audience. We actually did have one member who would like to
make some remarks. I'd like to take five minutes right now, but I'd
like to basically set this up with what this is all about.
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. I think I said
5. These time limits may be modified by the board or board chair.
Individuals sharing comments are expected to communicate with
decorum and respect. Individuals who engage in disorderly conduct or
use divisive or insulting language may have their time reduced or
concluded by the board chair.
At the conclusion of public comment, individual board members may
respond to criticism made by those who addressed the board, may ask
staff to review a matter, or ask that a matter be put on a future
agenda. Members of the board, however, may not discuss or take legal
action on matters raised during the public comment unless matters are
properly noticed for discussion and legal action.
Finally, be advised that internal college processes are available
to students and employees for communication.
With that, I will welcome Professor Makyla Hays.
>> MAKYLA HAYS: Thank you so much. Good evening, Chair Ripley,
Chancellor, board members, colleagues and guests.
My name is Makyla Hays, math faculty, online department head, and
PCCEA president. Tonight I come in my role as PCCEA president. In
the last month I'm pleased to report we have made a good start in
discussing some of the concerns brought forward by faculty in the
survey PCCEA sent out at the end of last semester.
We have met with Provost Duran-Cerda and Executive Director Kate
Schmidt, along with the AERC faculty, and I'd like to thank the
provost for giving us that space to share concerns as well as
problem-solve ways to address some challenges faculty are facing.
We have also met with HR a few times. I would like to thank
Assistant Vice Chancellor Carleen Thompson for bringing employee
voices into crucial conversations such as the future of remote work
and some others, and also we appreciated her attendance at the last
AERC meeting. I look forward to more regular conversations with both
the provost and HR.
PCCEA brought forward some concerns to administration in December
about employee morale and working conditions. The college employee
satisfaction survey administered in 2019 indicated lower faculty
satisfaction in several key areas compared to 2017, as did PCCEA's
own survey.
This week a group was formed through AERC to give employees the
chance to create some additional questions to be asked on the
spring's upcoming climate survey.
PCCEA's hope is that the responses to these employee-generated
questions will give a good picture of employee morale and help
identify areas that may need to be addressed at the college. I'd
like to thank the board and administration for involving employees in
the survey creation.
Last month I mentioned PCCEA would like to provide comments
regarding the budget to the board. We have created a video to follow
up on the November budget study session which we have e-mailed to the
board. I hope that our questions and observations can be helpful to
the conversation you will be having in the next few months.
The class and comp study is hitting a crucial point in this
process. PCCEA's goals are for the salary structure to have a clear
and objective criteria for both placement and movement on the salary
schedule without individual negotiation, as this can lead to highly
inequitable outcomes for many groups of people.
PCCEA appreciates the survey that was sent out to faculty last
semester to gather feedback and help guide the steering committee in
discussion. It was a good start, and we hope to see more of this
type of feedback collected as the decision-making process continues.
We will continue providing the board with faculty perspective on
the progress of both the classification and compensation study as
well as the other initiatives mentioned tonight.
Thank you so much.
>> MS. CATHERINE RIPLEY: Thank you so much for your comments,
and again, please make sure -- we really appreciate the public
comments piece of this, so be sure to submit your requests, to give
us enough time to prepare. Thank you so much. I'm glad we could
listen to your comments.
I also am really happy that the lines of communications are open
and everyone feels free to make these comments or, you know, give the
chancellor or go through your chain of command and make your requests
and your comments and your concerns clear.
Thanks so much.
Next I'd like to get back to -- oh, there is, sorry, I'm missing
the hands here. We do have a question by who? Maria, sorry. The
screen is so full. Thank you so much. Go ahead.
>> MS. MARIA GARCIA: So my question is are we going to get a
copy of the results of the survey? Is the board going to get them?
>> MS. CATHERINE RIPLEY: Yes, we will.
Do you want to comment on that, Chancellor? I don't really know
the timeline of that, but we definitely will be getting those
results.
>> DR. LEE LAMBERT: Right. Once the survey is completed and
everything is tallied and we have gone through all the pieces, we
typically post it. I don't know what happened last year. I think
last -- last time. That didn't happen the way it should have, and we
went into COVID and things got kind of waylaid. But we typically
make them available, yes
>> MS. MARIA GARCIA: Do you know when that will be, approximate
time?
>> DR. LEE LAMBERT: Probably as we go into the spring,
March/April time frame.
>> MS. MARIA GARCIA: Thank you.
>> MS. CATHERINE RIPLEY: Thank you so much. No questions?
Looking for little hands.
Next we have reports, our administrative reports. We have a
total of 20 minutes for this.
Our first item will be, we will begin with the provost and
executive vice chancellor of academic affairs, Dr. Dolores
Duran-Cerda.
>> DR. DOLORES DURAN-CERDA: Good evening, Chairperson Ripley,
members of the board, Chancellor Lambert, colleagues and guests.
I'm pleased to be here tonight to share some information about
our fall 2021 outcomes and also a brief spring enrollment update.
I have also invited some of my team members here to join us in
case there are some specific detailed questions that they may help
answer.
I'd like to remind us that student course success leads to our
institutional goal, and as we know, that's our Achieve60 Pima County,
and also our two institutional targets as outlined in the strategic
plan. Overall, we are seeing that despite the uncertainty caused by
the pandemic, our success rates have really remained steady, which
are very good news. And the narrative that student success has
suffered due to the pandemic and the digital divide are really not
necessarily supported by the data.
So we have been able to maintain our success largely to the
faculty, part-time faculty, full-time faculty, our staff instructors.
They are the ones in the classroom with the students, whether in
person or in a different modality. They are establishing
relationships and connections with their students, and they are
keeping them engaged and learning about different innovative
techniques and pedagogy.
In addition, our academic support and our student services
support staff have helped tremendously our students to make sure that
they stay on their path to completion. It's been a collaborative
team effort, and as we saw tonight with Ed Gallagher and Student
Morgan about their work in the tutoring services and learning
centers, that is such a pivotal accomplishment for the entire college
and the community.
Everybody, can you see my first slide on student success? Great.
Thank you.
A critical way that the college considers outcomes is successful
course completions. When examining course success rates, we
desegregate the diverse populations as well as by subject code and
also by divisions.
Analyzing trend data for three or five years is particularly
important and helpful in targeting our interventions to help our
students and meet the needs of our students, especially those who are
traditionally underserved.
As we know, a nationally recognized definition of course success
are courses that are completed with an A, B, or C. Academic affairs
also reviews and studies DFW data. DFW is the converse of student
success and refers to courses that are completed with a grade of a D
or an F or a W, which is withdrawal.
The good news is that despite the pandemic, overall our fall 2021
student outcomes have held steady, as you can see in this graph.
Now, if we look at the rate by modality in this next slide, you
can see that over the past three years, including those years
impacted by the pandemic, our online course success has increased.
The non-online course success has remained stable at 74, 75%.
Improving student success in online courses has been a great
effort from PimaOnline, their staff and their faculty. They have
implemented specific interventions to improve outcomes. For example,
online success coaches. They also redesigned orientation to online
learning and a YouTube online student success channel.
Now, please remember that all of our division deans do review the
data, this disaggregated data, by discipline and even by course
level, as well, and they share that with their divisions and
respective faculty.
The next slide indicates fall success rates by race and
ethnicity. So despite national trends of a widening achievement gap
due to the pandemic, at Pima, student success has remained stable
since 2017, as you can see. Hispanic, Latino, White, Black, African
American, and American Indian or Alaskan Native success rates have
remained within 2% of their 2017 values.
We are putting a new focus on disaggregated data with all of our
employees. We are developing improvement plans to close the
achievement gap. For example, our work with the B of A, we're
looking at part-time faculty and the policies that we have at the
college that are really geared to full-time faculty, so we want to
make sure it's equitable.
We are also reviewing our curriculum and how we can implement our
21st Century skills, looking at DEI, embedding it all of curriculum,
climate action, for example, and also the teaching and learning
center has implemented strategies like the fair assessment practices
workshops, has been led by faculty member Brooke Anderson.
We also have certificates on antiracist pedagogy. So I'd like to
thank Kate and the team and the teaching and learning center for
working on those pieces.
Next we will look at success rate by gender. The success rates
by gender also have remained stable. In each category, male, female,
and no value entered -- no value entered, by the way, means that no
gender was selected by the student in the application -- the success
percentage has remained within 2% of the 2019 values.
Now, an achievement gap does exist between males and females, but
although we have more female students enrolling, males are continuing
to maintain competitive course success rates.
And now for a quick update on spring enrollment, as you can see
here, and this is from the 23rd of January, so as we are acutely
aware, and we all know this nationwide there have been declines in
enrollment. Here at Pima, as well.
But this semester, to date, it's yielding a significant slowing
of that decline, and we are happy to report that. So as of this
report, year over year indicated an enrollment decline of only .84%
from spring 2021. Factors for this likely include the slowing and
the changing of the pandemic efforts and the return of nearly 35% of
our offerings to the in-person modality that our students indicated
that they wanted to be back.
That completes this portion, but I wanted to share some other
efforts that academic affairs is doing to close the achievement gap.
I mentioned what the teaching and learning center is doing. We are
following the recommendations of the educational master plan, the
mission, as I had said before, the institutional goal of Achieve60,
and we are revamping the curriculum, making sure it aligns with the
centers of excellence, increasing retention efforts and student
engagement, as well as continuing to work closely with our faculty
and our deans to improve our equity-minded and inclusive teaching
practices through their work with the teaching and learning center.
Some of the efforts in equity practices, as I had mentioned, the
fair assessment practices, the certificate in antiracist pedagogy,
and also connecting the new diversity, equity, and inclusion plan to
all of student success.
We are also measuring and increasing digital literacy with our
students, addressing equity gaps and access to technology, as well,
and of course program course sequencing. So these are just some of
the things we are doing to help our students so they can complete
their studies and their goals.
At this time I think I have taken up all of the time that was
allotted to me, so I'd be happy to take any questions.
>> MS. CATHERINE RIPLEY: We have a question from Board Member
Garcia.
>> DR. DOLORES DURAN-CERDA: Yes, Board Member Garcia?
>> MS. CATHERINE RIPLEY: I think you're muted. You're muted.
>> MS. MARIA GARCIA: Provost, by any chance, can you try -- you
know, the percentages, when you show the success and completions and
all that, can you add the number of people enrolled in that number so
that we can see a better, I can see a better view of it instead of
taking the whole, you know, the 15,000 people that are there? I
think it would be more beneficial, more informative to have it by how
many students are actually enrolled.
>> DR. DOLORES DURAN-CERDA: Absolutely. We can do that, can
supply that information for you. So how many students are enrolled
by modality?
>> MS. MARIA GARCIA: By modality. And your completions, your
successes.
>> DR. DOLORES DURAN-CERDA: Okay. Absolutely. We'd be happy to
do that.
>> MS. MARIA GARCIA: Thank you.
>> DR. DOLORES DURAN-CERDA: I also have, if you're interested in
breakdown of the spring semester by modality and percentages, I can
share that with you.
>> MS. MARIA GARCIA: Okay. Thank you.
>> DR. DOLORES DURAN-CERDA: For example, for virtual classes
this semester it's 10.9%. Online offerings we have 33%. For
self-paced independent, 1.4%. Hybrid is 16.4%. In-person classes,
34.5%. Then for self-paced in-person on campus, 3.9%.
These are percentages that we can give you of the number of
students, too.
>> MS. MARIA GARCIA: The reason that I bring that up is because
we all know that, yes, there is declining enrollment, but also, the
space utilization, how much are we really looking at? How much is it
really costing us to educate -- I'm all for education. I mean, I
wouldn't be on the board otherwise. But I also think that we need to
really take a real look at what's, as to how we are utilizing the
space that we have.
>> DR. DOLORES DURAN-CERDA: That's a very good question. I
think the college is looking at the space, and we are going to be
doing more of an analysis of how the space can be used.
And now students, they are liking the different modalities, not
just in-person and online, but all these different variations,
depending on their work schedules, family schedules, so we are trying
to be more flexible and adaptable to them. That includes relooking
at our space.
>> MS. MARIA GARCIA: Thank you.
>> DR. DOLORES DURAN-CERDA: You're welcome.
>> MS. CATHERINE RIPLEY: Any other questions from the board?
Thank you so much.
Yes, we have one question from Mr. Clinco.
>> MR. DEMION CLINCO: Thank you very much, Chairwoman Ripley.
Chairwoman Ripley, Provost Duran-Cerda, could you just give us
-- first of all, congratulations on especially the outcomes related
to online learning. I think it's really great to see that we are
really moving the needle in that area.
I was wondering if you could provide us a little more, whether
it's anecdotal or data-driven information on really what are the
tools that we really see making the highest impact in those outcomes?
Is that something that's scalable? Is that something that we can
invest in to enhance even greater success in this area?
>> DR. DOLORES DURAN-CERDA: Yeah, so there are several
strategies that we are using, and the Faculty Senate is also looking
at ways of retention for students.
They are taking it upon themselves in Faculty Senate discussions
about how they can help retain students in the classroom. A lot of
it has to do with the pedagogical approaches, the growth mindset, of
interacting closely with the faculty and the students, the
relationships that they engage in with making sure that they complete
their assignments.
So we have features like Early Alert where faculty understand
when a student is not doing well towards the beginning, having
multiple assessments and not just having a midterm and a final,
because by then that's too late. So a lot of it has to do with their
in-class relationship and teaching methodologies.
I think the teaching and learning center has been huge as a
support. All of our units, but particularly the teaching and
learning center. That just opened not too far before the pandemic,
and it became a hub for all faculty, part-time, full-time, staff
instructors, so they receive support from each other and sharing
ideas and techniques, but we are making sure that data is in the
hands of all of the deans and the faculty having discussions.
Okay, what are the strategies that we need to do to maintain our
students are engaged and making sure that they complete? And we have
students who have expressed gratitude, like we heard from Morgan,
knowing that there are these services. So making students more aware
of the services that we provide for academic support.
I visited the Downtown Campus last week, just to check in on
everybody. I went to adult basic learning center. I went to all of
the areas and talked to some people in the library.
They were saying -- I was talking to some of the faculty there,
and they were saying that their virtual services has increased
tremendously versus the face-to-face interaction in the libraries,
because students perhaps are not as timid to ask for resources or
help virtually.
So we are seeing all of these services that because of the
pandemic we had to pivot but have resulted in success. We are going
to keep all of these virtual services, as Ed expressed about
tutoring, as well.
There are lots of parts, and we have our partnerships with the
universities, U of A, ASU, NAU, that are becoming stronger, too. We
had a visit from NAU. Their provost and several of their deans came
and met with our deans and creating partnerships so we have seamless
transfer opportunities for our students and making that more robust.
It's an exciting time. I always see crisis, like the pandemic is a
crisis, as an opportunity.
So lots of good work and discussions, and we will be happy to
provide additional information at a study session or something like
that or more data. Thank you.
>> MS. CATHERINE RIPLEY: Thank you so much.
Does that answer your question, Board Member Clinco?
Thank you so much. Any other questions from the board?
I think that the comment -- I mean, across the nation enrollment
is an issue, in community colleges as well as all higher educational
institutions. So I think the key words here are "resiliency" and
"adaptability," and "nimbleness." I think the nimbleness especially
from all of our employees, faculty, staff, students, administrators
in going back and forth from hybrid to online to in-person is really
going to be the key.
So all of the data that we are collecting is enormous and it's
valuable, but it's only as good as the people that are analyzing it.
Thank you so much for your team, the teaching and learning center,
the people that are involved in student success. That's going to be
key. It's a big team effort. I consider all of us ambassadors when
it comes to enrollment. So we all have a piece in this. Thank you
so much.
Moving on, thank you, we have another speaker, couple speakers.
You have five minutes. It's the AERC update with Campus Vice
President Aubrey Conover and Kate Schmidt, executive director for
faculty affairs and development. And I guess one member from each
employee group. We have five minutes for this.
>> AUBREY CONOVER: Good evening, Chair Ripley, members of the
board, Chancellor Lambert, colleagues and guests. Thank you so much
for this opportunity to do a brief update on the work of AERC.
All right. Just as a quick reminder, AERC is the All Employee
Representative Council. We are responsible for providing input for
the development and revision of personnel and administrative
procedures and policies directly and substantially related to wages,
salaries, and working conditions.
So basically, pretty much everything comes through AERC. It's an
opportunity for employees and administration to talk together, to
gather input, to work with the administrative leads in the different
areas, and see what we can do to answer the challenges that face the
college.
But I know that the board is really more interested in hearing
from our employee representatives rather than myself, so I'm going to
turn it over to Makyla Hays.
>> MAKYLA HAYS: Actually, I believe Sarah is going to present
first. But thank you.
>> SARAH JANSEN: That's right. Thank you, Makyla.
Hello, board members, Chairman Clinco, Provost Duran-Cerda, and
Chancellor Lambert, colleagues and guests.
I'm excited to talk about the areas going well, areas working
well. I'm one of the adjunct faculty representatives on AERC. So we
are excited to report that we have great representation from all
employee groups, that there is a lot of equity and understanding
between the various employee group representatives, and that we are
gathering input from all parties impacted by AERC policies.
We also have a new AERC information web page, which is linked to
in this presentation, feel free to check that out, because we are
wanting to better inform employees about AERC.
We also appreciate and are excited about the meaningful
opportunities we have had to engage in budget and finance this past
year. We just want to highlight those things.
I should say this link at the bottom of the page is a link to 23
policies that we have been working on this past year, so I won't go
over all of those, because we have five minutes, but feel free to
check those out. It also includes whether or not we reach consensus
or not on a policy and kind of what group initiated the policy. So
there is some valuable information there.
We have included some links just to some recent impactful
policies, and you may notice that a lot of these relate to adjunct
faculty, so we have really been targeting that particular employee
group in recognition of kind of that employee group having been
neglected for some time, and, you know, given the fact that adjunct
faculty teach almost half the courses, we feel that's important to be
writing more policies relevant to them.
Areas for continued improvement, I'm just going to talk about the
first bullet point here and then I will pass this on to my colleague,
Makyla.
Not all employees are aware of AERC, AERC being relatively new.
They don't really understand how to meaningful participate in AERC.
So we have been brainstorming ways to communicate better with the
college community. So one way was the AERC website possibly focus
groups with constituents, and we are thinking of other ways to reach
out, sort of just beyond e-mail.
Yeah, I think I will leave it there. Makyla?
>> MAKYLA HAYS: Awesome. Thank you so much. One of the other
areas that needs a little bit of improvement is that not all of the
policies that have been posted are actually coming through the AERC
for the regular process to start with.
So one example would be any of the COVID-19 related policies, a
lot of them have been posted as interim policies. So they were
posted because they needed to be posted quickly, and I will tell you
a little bit about our thoughts on that on the next page. Remote
work, I think we were able to maybe move that one off a little bit,
because that is now coming through AERC as of this week.
There has been some delays in administrative approval for AERC
policies. If you go back to the link that Sarah mentioned with the
23 policies, I believe about 21 of them are still waiting to be
posted.
So we are working with trying to figure out that process and make
sure that we can get the policies posted as they need to be posted,
and I believe the reason for the delay is on that sheet, as well.
Then another thing is because this is a new group, newish group,
we are still struggling to make sure that all college areas that have
policies are aware that AERC is supposed to be part of the
development of the process, of the policies to make sure that we can
avoid conflicts within policies between departments and across the
college. So that is something that we are going to be working on
communicating out a little bit more.
Some planned initiatives are participating in development of
policies regarding the interim personnel policies. How do we deal
with those interim policies, how can we post them and still have them
follow the AERC process? Do they get posted first and then come to
us for review? We are working on a policy to work through that.
We'd like to provide a biannual report to inform the board about
policy work, including areas of consensus but also areas of
disagreement.
The COVID-19 return-to-work policy was one that took a while to
reach some sort of agreement on and looking beyond how we are going
to do return -- not return to work, but work-from-home-type policies,
remote work. We are trying to make sure we reach a consensus on
that, but there was, you know, not always agreement reached.
We would like to prepare to develop a policy that will
incorporate the class and comp study, because that is going to
definitely impact policy and the salary scales and how they are
implemented and how people move. So we are going to need time to
actually change those policies before people can get paid that way.
We'd like to continue to advocate for annual salary increases
with finance. It was wonderful to have Dr. Bea come to AERC to have
that discussion. I feel like it was a great start. I do think we
need to have some more conversations and continue them on a regular
basis. I don't mean every month. I just mean regularly scheduled.
Then lastly, continue to communicate with administration and
college community about the role of AERC and how the policy
development, the voice for employees in policy development.
With that, I believe we are just going to move on to question and
answer and see what you would like to know from us, and then I think
myself, Sarah, and I think Jason is on the call in addition to Aubrey
and Kate.
>> MS. CATHERINE RIPLEY: Thank you so much. Are there any
questions from any of our board members? I'm looking.
No questions so far. Thank you so much for those comments. I
think, again, the key here is communication. So the more you can
articulate your issues, your concerns, both the successes and the
challenges, the more we can move forward as one team. One team, one
fight, right?
So with that, if there are no other questions, thank you again.
I'd like to go on to the All College Council update headed by
Committee Chair Randolph Wright, the PCC faculty member.
Randolph, would you like to begin?
>> WRIGHT RANDOLPH: Absolutely. Thank you.
So my name is Wright Randolph. A lot of people know me as
Brandy.
One more time?
>> MS. CATHERINE RIPLEY: Sorry about that. I had your name
switched. It's Wright Randolph.
>> WRIGHT RANDOLPH: Yeah. And most people know me as Brandy.
That's certainly not the first time, won't be the last.
Don't be nervous. I have a lot of papers in front of me, but I
just wanted to make sure I got all the points covered. I'm the
department head for EMT, Faculty Senate officer, as well as the ACC
rep.
If you're not sure what All College Council is, the All College
Council is charged with making recommendations to the chancellor on
college-wide issues.
So I'm going to talk a little bit about a college-wide issue that
we have been dealing with, and this started a little bit before the
January 14 meeting. I personally want to thank Dr. Dor�, Nina
Corson, Philip Burdick for some of the guidance and insight they have
provided us with this gender-neutral or all-gender restrooms that the
college is looking to do.
I try not to point out specific people, because there are so many
that I'm neglecting to mention that have provided such positive
insight to this. But those three are certainly at the top of the
list. Again, so thank you, all that have been a part of this.
The first thing that we addressed was the signage for the
restrooms. This may seem like an easy task -- here's a sign, pick
this or pick that -- but you have to recognize we have student input
from the panel. There is part-time faculty that we have. Everyone
brings a different perspective to this puzzle.
And so it was just a collaborative approach to decide on, hey,
these signs are the best. Potentially Philip can e-mail those to the
board so you can see exactly what we are speaking about. There is
options with the male, female, or the all-gender, the changing tables
that are available in there as well as a handicap accessible.
So it was actually a process. I think it was a lively discussion
that we were able to have in the meeting. It's certainly something I
learned a lot from. I think what we all have to recognize is I may
be an expert in emergency medicine, but I don't know the best sign to
pick for this.
So it's that group's insight, that collaborative approach that
everyone has made, which has proven to be so beneficial, right?
Because it's about the college and what we need to do, what's best
for everyone that's there.
Only half a page of notes left, I promise. I'm going to stay
under the two minutes, I promise.
There is a longer-term plan underway to change the larger
restrooms to the all-gender restrooms so they are more accessible,
that those that do prefer those, that was something from facilities
and Mike that we were able to get some information on today.
So we will be, we are currently not, but we will put together a
task force on that, and again, that collaborative approach of where
these should be located, you know, financially how this is going to
affect the college. Those are different discussions. That's not
something that the ACC will really be a part of.
We have also discussed with our students different topics such as
wait list and how was their ease of process for registering for
classes. Because I know as someone who has been at the college for
26 years, I don't have to register for a class. So having their
perspective and voice on some of the roadblocks or issues that they
potentially run into, it's just really important.
It's nice to give them an opportunity to tell that, not only to
myself, but I know Denise Reilly is on here and she works a lot with
students, as well, getting them in the First Year Experience, what we
can do to actually make this process easier so we can continue to
provide those students the opportunity to be successful.
Any questions you have, Madame Chairman, for me or anyone else
that's on the panel?
>> MS. CATHERINE RIPLEY: Any questions from any of our board
members? I see none.
These are important topics. Thank you so much for taking this
on. You, as well as the -- how many people are in the All College
Council?
>> WRIGHT RANDOLPH: Now I have to go back and read my list.
I've got it right here.
(Counting.) 12. Hilda Ladner, I should have mentioned her, as
well. She brings a great insight as the DEI officer. There is 12 of
us.
>> MS. CATHERINE RIPLEY: That's fantastic. Thank you so much.
Again, communication is key here. So just I'm so happy to see people
are coming forward with issues, with challenges, with requests. We
will do everything we can to make sure we address all of those.
Thanks again.
>> WRIGHT RANDOLPH: Absolutely. Thank you.
>> MS. CATHERINE RIPLEY: Thanks for your time.
We will go on now to item 5.2, reports by representatives to the
board. Each person will have five minutes. Why don't we start with
our student report from Collin Bryant.
Collin, are you here?
>> COLLIN BRYANT: Yes, I'm present.
>> MS. CATHERINE RIPLEY: Great. Thank you so much.
>> COLLIN BRYANT: Good evening, Chairperson Ripley, Chancellor
Lambert, Governing Board members, faculty, fellow students, and
guests. I have an update on the status of our annual senate project.
I mentioned last meeting that we decided to paint some murals at a
few campuses to bring some color and light.
Now we are in the process of securing a couple of walls to paint.
I think we will do three. We are waiting to hear back from
facilities.
We are also figuring out logistics, like the types of paint to
use, when to start painting, and possibly securing help from the arts
department. We are going to incorporate themes that unify people and
connect them to the vibrant Tucson culture. Any input on what you
would like to see would be greatly appreciated.
Moving on with student senate elections now in the foreseeable
future, senate positions are going to be advertised to students over
the next few months. Students can expect testimonials, interviews,
and Q&A sessions where they can learn about Student Senate, what we
do, and what we have to offer.
I want to give a quick shoutout and congratulations to three of
our student senators who have been nominated to the Phi Theta Kappa
All-Arizona team. This nomination provides a full tuition waiver to
any of the three state colleges: NAU, ASU, or U of A.
So congratulations to Jakelynn Wert, who is going to the
University of Arizona sociology program. Congratulations to Andrea
Salazar Calderon, who is going to Arizona State to study business
administration and sustainability. And last, but not least,
congratulations to Max Luevanos, who is going to the University of
Arizona's neuroscience and cognitive sciences program.
These three students are not only a testament to our current
senate but also a testament to the types of students Pima serves and
produces. Congratulations.
I will leave you with that. Thank you all for your time and have
a great evening
>> MS. CATHERINE RIPLEY: Thank you so much, Collin. Any
questions from the board?
Thank you for that big smile you put on my face and so many
people on this call. It's just warms our heart, because this is what
we are all about. So thank you so much for that report.
Yes, any input on murals, we like a lot of color and something
joyful. I think we need something else to smile about every day.
Thanks so much for bringing beauty also to the campus.
Next we have Mr. Sean Mendoza representing the adjunct faculty.
You have five minutes.
>> SEAN MENDOZA: Chairwoman Ripley, Chancellor Lambert, members
of the board, honored guests. With the semester in full swing and
the possibility of the pandemic soon coming to an end, I wanted to
take this opportunity to reflect on where we were and where we are
today.
Approximately four years ago, adjunct faculty strove for
standardized training, benefits, and compensation when serving on
college-wide committees. Thanks to the board and college
administration, many of those concerns and initiatives have been
addressed or implemented.
Some highlights include the board's adoption of policy 4.09,
which extended fee waivers to adjunct faculty spouses and dependents.
Also compensation where we participate in college training or serve
on college-wide committees like the AERC, an essential to the
operations and direction of the institution.
Knowing that change does not happen overnight, I'd like to thank
you for your continued support as we work towards developing policies
and initiatives like those presented today which included
professional development funding and rehiring processes for adjunct
faculty.
Although we have made progress on a number of past and current
initiatives, we are still working with administration to solve some
really important challenges currently facing our adjunct faculty
rights. One that comes to mind is the possibility for adjunct
faculty to lose their healthcare. For example, some adjunct faculty
during the fall and spring semesters depend on AHCCCS for healthcare.
However during the summer sessions, some of my peers lose this
resource because they make too much money to utilize this potentially
lifesaving benefit available to them from the State. It's my hope we
can find a solution that prevents adjunct faculty from choosing
between healthcare for themselves and their family, money for rent,
or food on the table.
With support from Kate Schmidt of the provost's office and my
fellow adjunct faculty member and AERC member Sarah Jansen, we are
working together to solve some of these important challenges.
I want to thank you for your support in the past, the present,
and future for adjunct faculty. This ends my report.
>> MS. CATHERINE RIPLEY: Thank you so much for that, and thank
you for the continued devotion that adjuncts show. It's tough, and
thank you for sharing all of your concerns and also all of the
successes that you have shown and all the support you have given us.
Thank you so much. We have one more -- I have an administrative
report?
>> MR. DEMION CLINCO: If I may, if I could just ask Chancellor
Lambert if he could look into the issue for us and then report back
to the board on this healthcare issue and whether there is something
that we can do, especially in this time of the health crisis.
>> MS. CATHERINE RIPLEY: Right.
>> DR. LEE LAMBERT: I believe, correct me if I'm wrong, Sean,
that's what your reference to Kate and others, that's what you're
looking at, right?
>> SEAN MENDOZA: Yes, we are looking at that.
>> MR. DEMION CLINCO: If we could just get a formal update.
>> DR. LEE LAMBERT: We'd be glad to do that.
>> MS. CATHERINE RIPLEY: Please, Board Member Garcia, go ahead.
>> MS. MARIA GARCIA: Sean, maybe if you could give us -- we
don't want personal information, but what leads to them having to go
on AHCCCS? I mean, we need that kind of data as to why -- I'm
surprised that that's happening. I really am.
>> SEAN MENDOZA: Well, as part-time employees, it comes back
down to our amount of pay that we have as part-time employees.
>> MR. DEMION CLINCO: Just a point of order -- I'm sorry,
Ms. Ripley. We can't get into a discussion.
>> MS. MARIA GARCIA: Right, right, right. I'm sorry. Just, we
need the information.
>> MS. CATHERINE RIPLEY: Yes, thank you so much, Board Member
Garcia. This is a serious issue and we will definitely work on it
and get back to you, Sean. Thank you.
I have an administrative report, but I don't have anyone's name
next to it. Is there an admin report from any of our
representatives?
If not, we can go on to the next item, which I think I have lost
-- oh, the chancellor's report. (Laughter.) Maybe...
>> MR. JEFF SILVYN: There is still staff and faculty.
>> MS. CATHERINE RIPLEY: Sorry, I'm missing a page here.
>> MS. MARIA GARCIA: It's okay.
>> MS. CATHERINE RIPLEY: I got so excited listening to Sean, I
lost track...
>> DENISE REILLY: Chairperson Ripley, do you want me to go? I'm
typically after Sean.
>> MS. CATHERINE RIPLEY: Please.
>> DENISE REILLY: I'm faculty. While you look through the
papers --
>> MS. CATHERINE RIPLEY: Go ahead.
>> DENISE REILLY: Okay. Thank you. Good evening, Chairwoman
Ripley, Chancellor Lambert, members of the board, colleagues and
guests. My name is Denise Reilly, and I represent the faculty in the
faculty report.
I'm a proud member of student success faculty. I feel this
meeting, I have a lot of hands in. Former AERC member, a member of
All College Council, and a Phi Theta Kappa advisor, as well.
I wanted to mention in this month's report, I typically write
about some notable faculty accomplishments. I just thought there was
a really unique group this time. We have an adjunct faculty in the
health information technology that earned a certificate.
We had seven math faculty present at the Meet Conference at U of
A, I think that's just amazing, as well as 12 faculty of several
different disciplines at the college participating in creating
renewable assignments in the United Nations Faculty Fellowship.
I just want to acknowledge all the great things that faculty are
doing among this unprecedented time period that we have been speaking
about.
I also wanted to mention that in every report I include a short
briefing on the TLC, which was mentioned quite a bit tonight, the
teaching and learning center, that was created about six months I
believe prior to the pandemic hitting.
So although that's a new and growing program at the college, I
think it's also a great robust one. I just want to acknowledge
Dr. Elliott Churilla, who is really leading the charge in that right
now.
With that, I wanted to mention that three new certificates were
rolled out this year. With those new certificates, there were
accumulation of 200 hours of professional development by faculty in
earning these certificates.
I believe that Dr. Duran-Cerda had mentioned in her report some
of the great types of certificates that are being offered that really
improve and promote different types of pedagogy among the faculty.
I also wanted to share that in December or in the fall, we
surveyed, as Faculty Senate officers, or we polled the faculty
senators, and that represents every division at the college, we
polled them asking them to determine our spring 2022 goals.
I wanted to share these three goals with you, because that's
really where our focus is right now. The first goal was in D2L and
technology. That's just improvements and wondering how we can
improve student success and retention rates in that arena.
The second one is related to faculty leadership, and I'm going to
talk more about that one tonight. So faculty leadership and wanting
to have a real voice in the collaboration with administrators, with
different departments across the college in terms of where we're
going as a college.
And then the third one is related to policies and procedures, and
just once again, having a voice in new and upcoming policies and
procedures, which was talked about by the AERC tonight.
I wanted to share some highlights or what's going on this spring
semester and where we're headed. Our focus as Faculty Senate
officers is really being action oriented. Not just collaborating
with administration and collaborating with other departments but
really seeing action take place. Not just having committees and
discussions but really seeing action.
So to that end, we have decided to have once-a-month study
sessions. Our first one was related to professional development with
the TLC. We heard faculty voices about how and when to offer
professional development, what are some incentives that faculty need
in order to have the time to really professionally develop.
So that was a great session, and our next session is related to
PimaOnline. We really want to partner with PimaOnline to make sure
that our goals as faculty members are aligning with their goals as
PimaOnline.
These study sessions have really proven to be successful so far,
and to that point, as this action-oriented group of officers, I
wanted to mention that our Faculty Senate president reports and our
president, Rita Lennon, has really put a focus in each of the reports
on accomplishments of all of our standing committees. That's one
thing we are going to continue to really look for and to request from
administration is just the idea that we have a lot of leadership at
the college, we have committee reports, we have task forces, we have
work groups, we have all these different groups, but where is the
housing? Where is the place where we can find out who is working on
each of these reports and what are the outcomes of these groups?
So that's something we will be requesting and looking at. What
are all of these things we are doing right now and how can we really
see the end of that?
With that, I just wanted to mention that those are our goals this
semester, and we have a lot of highlights and a lot of great things
going on with faculty, and we just look forward to our continued
collaboration and leadership and really focusing on the three goals
that we mentioned with D2L and technology, with faculty leadership,
and with any kind of input on policies and procedures moving forward.
Thank you very much.
>> MS. CATHERINE RIPLEY: Thank you so much, Denise, for that.
Faculty are on the front lines. Thanks for all you do.
Next we do have a staff report from, I believe, Dorothy
Netherlin. Dorothy?
>> DOROTHY NETHERLIN: Good evening, Chairperson Ripley, board
members, Chancellor Lambert, staff, faculty, guests. First of all,
I'd like to extend my congratulations to Mr. Clinco and to our three
students on amazing achievements.
At our January meeting for Staff Council, we did receive reports
of the IT update that was done during our break. I would like to
congratulate our IT department for not only successfully implementing
it but achieving this two days ahead of time.
We also discussed the Supervision in the 21st Century, which is a
wonderful tool that is offered at the college. Having taken that
course myself, I can say that it has been life-changing for work
stuff (smiling). It was amazing.
Our biggest concerns that we are hearing from staff is still
class compensation and the COVID-19. We were informed that we are
looking into getting KN95 masks. But since this has already taken
place and we know that we now have them, that's a little outdated,
but again, this is from our January 7 meeting.
This is pretty much all I have to report, so thank you so much
for your time.
>> MS. CATHERINE RIPLEY: Thank you for that.
Have I left anyone out? I think we can move on now. Thank you
so much for those really wonderful comments. We appreciate it.
We will move on now to the chancellor's report. We've got 15
minutes, Chancellor Lambert.
>> DR. LEE LAMBERT: Good evening, everybody. Thank you, Madame
Chair. Welcome to February. This is our first full month of being
back for the spring term.
I'm just so pleased that we continue to demonstrate our
commitment to our students and our community. I just want to say
thank you to the faculty, staff, and administration and board for our
resiliency that each and every one of you have shown over the months
and months and months.
Hopefully we do see an end in sight, but regardless, you all are
the model of how we lead a college to continue to deliver on our
mission. I want to thank you all for that.
I thought I'd touch on just a few items. We had the governor,
for the first time since I have been in the state, met with all 10 of
the community college districts. We had a very robust conversation
with the governor. A lot of it focused on workforce and the need to
help our respective communities throughout the state to reskill and
upskill. Just so excited that all of our community colleges have a
singular focus to help Arizonans continue to thrive and prosper as we
go forward.
Also, David Dor�, Ian Roark, and myself, we had an opportunity to
travel to our Work Force Development Institute. A lot of things
happening on the national level, some of which Pima will be involved
in. Let me just talk big picture for a moment.
That is augmented reality, virtual reality, extended reality is
going to continue to be more and more a big part of what's going to
happen in education. More colleges are embracing this technology. I
know Pima, we have been doing some of these pieces. I look forward
to us continuing to build off of those pieces and doing more to
integrate it through every aspect of our teaching and learning
efforts.
Also, I had a chance to have dinner with one of the lead people
from the Metallica Scholars program. We are just so excited that
Pima was chosen to participate and to be able to offer Metallica
Scholars scholarship awards to students. We are looking forward to
continuing to be part of that network.
Also, as part of our time there, we learned about a new program
in artificial intelligence that's being formed. It's the AI
Incubator Network. Dell and Intel are a big part of driving this
network with AACC. We are submitting our application to bring Pima
into that network, to really drive a greater level of integration of
artificial intelligence into what we do as a college.
Workforce development is going to continue to grow in
significance and importance as we move into the future, as evidenced
by two big grant programs that have been announced towards the end of
last year that Pima Community College has actively engaged with,
first of which is the Build Back Better program. This is the $1
billion program being administered through the US Economic
Development Administration in which the city was given, awarded I
believe a half-a-million-dollar planning grant.
So Pima is front and center in working with the city on the
planning grant. If we are successful, we are hoping that we will
land a sizeable multi-multi-million-dollar piece to really focus on
boosting economic recovery in our community and to address decades of
disinvestment into public services in our respective communities.
So out of the hundreds of cities and entities who applied across
the country, they whittled that down to I believe 50, City of Tucson
being one of those. They are going to whittle that down to about
half of that group. I'm hoping that we will stand the test and be a
recipient.
Another big grant program that's being launched is called the
Good Jobs grant program. This is really centered on skills
development, systems, and programs. So Pima is actively involved in
the county's efforts, the city's efforts, and the state efforts. We
have been asked to participate on a multistate effort, as well.
There is going to be about $500 million dedicated to the Good Jobs
piece.
Just know that we are actively engaged, and a lot of that has to
do with the fact that we have really rebuilt our brand on a national
level as well as on a statewide level and a local level that we are
being asked to be part of these significant investments into the
revitalizations of our respective communities.
Let me just close by just making a comment around tutoring. I
didn't say this in the beginning because I didn't want to take up a
lot of time. Ed knows that and all the tutors who I visited with. I
was a recipient of strong tutoring services when I was a student.
But for that support, I wouldn't be here today.
I'll just share briefly, my faculty member I met with, he said to
me -- this is why I'm so big into faculty advising. He sat me down,
and he said, here's your strengths and here's your weaknesses. What
do you want to hear first?
I said, tell me my weaknesses. What he said to me was you can't
write. What he meant was I couldn't write at the college level.
So I spent the next few years of my undergraduate time focused on
writing, working with the learning center, and I certainly got to a
place where I was writing at the level that I could go on to law
school. That would not have happened without great tutors and great
support from learning resource centers across our great colleges and
universities.
I just want to thank you, Ed, and the team, because it is a team.
It's not just about what goes on in the classroom. It's all the
other pieces that support what goes on in the classroom. I think
it's so important for us never to lose sight of that.
Thank you, all, for what you do. Thank you, board, for all your
support.
>> MS. CATHERINE RIPLEY: Thank you so much, Chancellor, for
that, and for those words of encouragement. We look forward to
another challenging year, but with this team, I'm pretty confident we
are going to not only survive another year but thrive.
Next on the agenda is our information items. We have information
items. They are posted online. So what I'd like to do right now is
to ask for a motion to approve these items.
>> MR. JEFF SILVYN: Chair Ripley, if I might, there is no action
item taken on these. These are simply information provided for the
benefit of the board and to inform discussion or spark ideas for
future agenda items, but there is no action necessary.
>> MS. CATHERINE RIPLEY: Okay, great. Thank you. So no action.
But we do have information items posted online, so please review
those if you have any questions.
Next will be the consent agenda. These are also posted online
with all the backup information, all the backup material. I would
like to ask for a motion to adopt the consent agenda at this time.
>> MR. DEMION CLINCO: So moved.
>> DR. MEREDITH HAY: Second.
>> MS. CATHERINE RIPLEY: Moved and seconded. Thank you very
much.
Any discussion before we move on?
>> MS. MARIA GARCIA: I'm sorry. I'm kind of lost, because I
think in the past we would have like the items listed, and I don't
see them. So can you tell me what those items are?
>> MR. JEFF SILVYN: So they are listed on the agenda. I'm happy
to just quickly -- I'm happy to just read the titles really fast if
that's good for you?
>> MS. MARIA GARCIA: Just quickly go through them. Yes, that's
good enough.
>> MR. JEFF SILVYN: Okay. The first item are the minutes from
the January 12 executive session. Then it's the minutes from the
January 12, 2022 regular meeting.
There is an intergovernmental agreement for an exchange of
educational services with the Rio Rico Fire District. There is an
intergovernmental agreement between Pima Community College and the
Arizona Department of Economic Security to provide for childcare,
funding for childcare support.
There is an intergovernmental agreement with the City of Tucson
to be a subrecipient for the U.S. Economic Development Administration
Build Back Better grant. That's the one the chancellor was just
mentioning in his remarks.
Then the last one is to grant the chancellor authority to execute
an easement. This has to do with giving an easement to Tucson
Electric Power Company to provide utility services for the new
Advanced Manufacturing Building that's under construction at the
Downtown Campus.
>> MS. MARIA GARCIA: Jeff, can you please tell me, what's the
numbering on the items?
>> MR. JEFF SILVYN: Sure.
>> MS. MARIA GARCIA: Just the first one so I know where I'm at.
>> MR. JEFF SILVYN: Sure. It's 4.1 is the minutes, first set of
minutes, and then each one is 4.-whatever the next number is.
Does that help clarify?
>> MS. MARIA GARCIA: It's good.
>> MS. CATHERINE RIPLEY: Thank you so much for clarifying. It
is part of the board packet that was sent out. But it is huge. It's
a big packet. There is a lot of information in there.
>> MS. MARIA GARCIA: Well, the problem is I don't know how to
use the, to see the board documents, put them on, and then also see
the meeting.
>> MR. JEFF SILVYN: I was going to say maybe after the meeting,
like sometime in the next few days, Ms. Garcia, if you want to call
Andrea and we can schedule a time to figure out how to get a solution
for you.
>> MS. MARIA GARCIA: Okay.
>> MS. CATHERINE RIPLEY: That would be great. Thank you so
much.
Next we have action items --
>> MR. DEMION CLINCO: Point of order. We actually have an open
motion to adopt the consent agenda.
>> MS. CATHERINE RIPLEY: We did.
>> MR. JEFF SILVYN: You need to vote. Nobody voted.
>> MR. DEMION CLINCO: You have to call for the vote.
>> MS. CATHERINE RIPLEY: Thank you. I knew that (smiling).
So we moved and it was seconded. Now we need to vote.
All those in favor of approving the consent agenda, please
signify by saying aye.
(Ayes.)
>> MS. CATHERINE RIPLEY: Those opposed?
Okay. Thank you. Consent agenda has been approved. Thank you.
Now we will move to our item No. 8, the action items.
Mr. Silvyn, could you please read the recommendations?
>> MR. JEFF SILVYN: Thank you, Chair Ripley.
The chancellor recommends the Governing Board authorize the
chancellor or designee to approve Amendment No. 3 for $126,899 and
execute Amendment No. 4 for $61,795.33 to the contract with M3
Engineering & Technology Corporation for architectural services for
the Aviation Technology Center expansion project.
The total cost for these amendments is $188,694.33, which would
bring the total value of the amended contract for M3 to slightly over
$1.4 million. The exact number is there in the recommendation.
>> MS. CATHERINE RIPLEY: Thank you. Do we have a motion to
adopt the recommendation?
>> MR. DEMION CLINCO: So moved.
>> MS. CATHERINE RIPLEY: Any seconds?
>> MS. MARIA GARCIA: I have questions on it.
>> DR. MEREDITH HAY: Second.
>> MS. CATHERINE RIPLEY: Then we can move -- there will be a
motion. Can we open it up for discussion at this point?
>> DR. LEE LAMBERT: Madame Chair, if you wouldn't mind, I'd just
like to provide just a brief background around this, and then I have
Dr. Dave Bea who will be glad to answer any technical questions that
might arise from this action item.
This has two components to it. One is to really correct a
technical defect. There was a misunderstanding related to the
not-to-exceed piece that the board had given us authority for, so on
the first amendment that was made reference to in here, that was
improperly executed, if I understand this correctly, Jeff, consistent
with that not-to-exceed. This will help correct that.
Then the second piece is truly another item that would again
exceed the NTE that the board gave us authority to do. When you
bring all of these together, the actual excess of the contract total
is just a little bit over the overall contracted amount that was set
aside for the total work of the contract.
So hopefully that makes sense. So the architect's work, we set
aside about 10% of the overall contract for the architect. This
final amendment that was mentioned earlier takes us a little bit over
that. So we need your authority to exceed that.
>> MS. MARIA GARCIA: What I would like to see is what have we
paid for, what's the increase, and where are we going to get the
funds from before I vote on anything like that.
If I have to have a separate meeting with Dave Bea, I will do
that.
>> DR. LEE LAMBERT: Dave, do you want to answer?
>> DR. DAVID BEA: So let me give a little bit of context. Good
evening, Chairperson Ripley, Chancellor Lambert, board members,
colleagues and guests.
Lee outlined some of the specifics related to this, but I will
give even a little broader background that in the course of major
construction projects, there are things that pop up during the
construction, during the project, that are unforeseen.
Those then trigger often change orders. And in this particular
case, what the anomaly is with this board report is that there were a
couple of change orders, there is actually four change orders, two of
which have already gone to the board, two of which are the ones we
are talking about tonight.
In particular with the change order 3 and change order 4, it
outlines in the board report what specifically the change orders are
for. So just in quick summary, change order 3 had some unexpected
on-site conditions and changes that are due to utility requirements.
There was some water changes that came up during the course of the
project that we had to make some changes, and there were some design
changes that the architect firm needed to do.
And then the change order 4 are more like miscellaneous
adjustments. As the scope of the project comes together and people
are seeing how it's coming together, there were additional changes,
and they are outlined in the board report what were identified.
Now, as Chancellor Lambert mentioned, initially what happened was
the project estimated that the architect fees would be 10% of the
construction project. It was set at this not-to-exceed $1.4 million.
When the second change order went through, there was a new
not-to-exceed number that was set a little bit lower. What we have
to do is remedy that and get back to where we were in the first
place, which is essentially get back to the 1.4, it's actually a
little bit higher, as Lee mentioned, it's 1.431 million now for the
total expected architect fees that we expect not to exceed that, now
that we have had these.
And partly this is to remedy an administrative oversight, right?
We had an expected, staff had expected and set this 1.4 NTE, it
hadn't been exceeded until this last one. However, as I mentioned,
there was an inadvertently we reset the NTE a little bit lower
earlier on, so we have to remedy those issues. Again, this is to be
utterly transparent with the board.
There were some administrative process errors that we are going
to be working on between finance and facilities to make sure that we
catch these and deal with these ahead of time and take them back to
the board before.
>> MR. JEFF SILVYN: If I might just to also just kind of provide
that little bit of that context, the figure that the chancellor was
talking about, the original budget estimate for professional design
services was $1.4 million. With the changes and the amendment we are
talking about, that would raise that amount by $31,000, just slightly
over.
In other words, the original estimate was 1.4. It turns out that
after changes and some unexpected things, it was only off by about
$31,000 and change. That's what we are asking is to reset it so that
-- if the board approves it, what it's going to do is move it from
the original estimate of 1.4 million to authorize up to the 1.4
million and the additional $31,000.
That will be the total financial consequence of the request.
>> MS. MARIA GARCIA: Okay. All right. Thank you.
>> DR. DAVID BEA: Board Member Garcia, in the scope of the total
project costs, the additional amount we are talking about here can be
covered within the total scope of the project.
We are running into project overruns or cost overruns in many of
our projects. We have contingencies built in, but that's again, when
we get into the budget and the capital budget in particular, we are
going to talk to the board, and I have talked to finance and audit a
little bit about this, about cost escalation and how we are going to
handle that within some of these projects.
But in this particular case, this change that the board is
looking at tonight is not significant enough to impact the total
cost.
>> MS. MARIA GARCIA: Okay. Got it.
>> MS. CATHERINE RIPLEY: Thank you very much.
Next we have a question from Dr. Hay.
>> DR. MEREDITH HAY: Thank you, Chairman Ripley.
I think Dr. Bea answered my question. My question was to make
sure we have corrective action to try to do more accurate predictions
and estimates of costs and overruns and contingencies. But it sounds
like you're working on that, so I'm satisfied. Thank you.
>> DR. DAVID BEA: Absolutely.
>> MS. CATHERINE RIPLEY: Great. Thank you. With no other
questions, all those in favor of the motion, signify by saying aye.
(Ayes.)
>> MS. CATHERINE RIPLEY: Any nay?
Okay. With that, the motion passes.
We have one more action item, 5.2. Mr. Silvyn, would you like to
present that or no?
>> MR. JEFF SILVYN: Thank you, Chair Ripley.
As you might recall, at the last board meeting, the board
approved the creation of the enrollment and external outreach
advisory committee. So the recommendation for the board tonight is
to select two members of the Governing Board to serve on that
committee so that we can get it up and running.
>> MR. DEMION CLINCO: Chair Ripley? I'd like to go ahead and
make a motion that we nominate and appoint Cat Ripley and Maria
Garcia to the subcommittee.
>> DR. MEREDITH HAY: Second.
>> MS. MARIA GARCIA: Accept.
>> MS. CATHERINE RIPLEY: Okay. Can we take a vote? All those
in favor -- excuse me.
>> MR. JEFF SILVYN: Do you want to ask if there is any other
nominations?
>> MS. CATHERINE RIPLEY: I'm sorry, are there any other
nominations?
>> MS. MARIA GARCIA: Luis? No, that's okay. I will nominate
Luis.
>> MR. DEMION CLINCO: Just a point of clarification, so because
it is a subcommittee of the board, we can only have two members
without having a quorum, so it's like all of the other subcommittees
that we have. Just reminding everyone of that.
>> MS. CATHERINE RIPLEY: So we can vote on two people for this
board? Is that correct?
>> MR. JEFF SILVYN: So you can elect two to the board.
>> MS. CATHERINE RIPLEY: Committee.
>> MR. JEFF SILVYN: Sorry. Thank you. You're right.
There can be two board members elected to serve on this advisory
committee. It's certainly possible that more than two board members
wish to serve. If there are more than two who wish to serve, then we
will have to figure out how we're going to cast the vote so we can
get to the two.
So I guess the question we can clarify is is there another
nomination? Right now, as I understand the motion, Catherine Ripley
and Maria Garcia have been both nominated. Is there another
nomination at this point?
I'm sorry, I couldn't quite hear that.
>> MS. MARIA GARCIA: I nominate Luis.
>> MR. LUIS GONZALES: I accept.
>> MS. CATHERINE RIPLEY: So with three nominations, Mr. Silvyn,
correct me if I'm wrong, we will have to do a separate vote for each
nominee.
>> MR. DEMION CLINCO: Why don't I do this. I will amend my
nomination. To begin with, I'll separate the nomination into two
starting with Chair Ripley followed by Ms. Garcia. Then there is the
other nomination.
>> MS. CATHERINE RIPLEY: So at this point, do we vote one by
one? Is that correct, Mr. Silvyn?
>> DR. MEREDITH HAY: I think I have to accept the friendly
amendment, so I accept the amendment.
>> MR. JEFF SILVYN: Back up just to make sure we covered one
procedural item. I know Ms. Garcia nominated Mr. Gonzales. Was
there a second?
>> MR. LUIS GONZALES: Second.
>> MR. JEFF SILVYN: Okay. We do have a second. Just want to
make sure we have a clear record.
>> MS. CATHERINE RIPLEY: At this time then we will vote three
times.
The first vote, all those in favor of Ms. Ripley to serve on this
committee, please signify by saying aye.
(Ayes.)
>> MS. CATHERINE RIPLEY: Nay? I guess we don't need a nay,
right?
That's three votes for Ms. Ripley.
Next we will vote for all those in favor of Ms. Garcia serving on
this committee, please signify by saying aye.
(Ayes.)
>> MS. CATHERINE RIPLEY: That was I believe four votes?
Next we are voting on Mr. Gonzales to serve on this committee.
All those in favor say aye?
(Ayes.)
>> MS. CATHERINE RIPLEY: I hear two.
With that, Mr. Silvyn, can you help me out here?
>> MR. JEFF SILVYN: So based on that, I'd say so you had
majority votes in favor of two of the candidates, Ms. Ripley and
Ms. Garcia. Those would be the two board members selected for
service on the committee.
>> MS. CATHERINE RIPLEY: Okay. Great. Thank you very much for
that.
I look forward to serving with Board Member Garcia on this really
important brand new committee. It's a really big piece of community
outreach which feeds into enrollment, and in my opinion, enrollment
is our No. 1 concern right now. We are going to really focus on
that.
To that end, I guess there is no other discussion to be had.
>> MR. JEFF SILVYN: The next item would be to see if any board
members would like to suggest an agenda item for an upcoming meeting.
That would be our last item of business.
>> MS. MARIA GARCIA: I would like an agenda item on the HLC
visit. I don't know if you guys want to do a study session or if
it's at a board meeting, but I would like all the information as to
where we are at on that, like have they responded as to what the
items are they are going to be looking at?
You know, I'd like to have all the communication out there.
>> MS. CATHERINE RIPLEY: I agree, but I thought, please correct
me if I'm wrong, Mr. Silvyn, we are having a meeting -- the purpose
of the AGB visit is to assist us with that, to really go step by step
what's going to happen and to basically clarify what this is all
about. My understanding was that's what AGB was supposed to be
doing.
>> MR. JEFF SILVYN: So AGB is going to be helping us prepare for
the meeting, but to Ms. Garcia's question, we are happy to share
communications from HLC, and we can certainly talk about that at a
future board meeting.
Before then, we just received some requests for information from
HLC and I'm happy to share that with the board.
>> MS. MARIA GARCIA: I guess I'm still a little confused. I
know in the last board meeting we discussed the fact that the AGB was
coming here for board development, according to what Mrs. Hay said,
and now but the original agenda it said that the AGB was coming down
to prepare us for the HLC visit.
Jeff, I asked you for a scope of work, and you said it wasn't
prepared yet. So I'm still confused.
What is the real purpose for this? Is it both? And when is it
going to happen? How are we going to do it?
>> MR. JEFF SILVYN: Maybe the confusion is -- first of all, I
guess I don't want to go too far down this road because it's really
not an agenda item. So maybe some of the confusion is AGB is a large
national association that provides professional development
opportunities both for board members and for staff that support them.
They also offer a suite of consulting services, which in this
case we asked for that to include helping us prepare for the HLC
visit. So there is an element of both. Sorry if that was maybe
confusing. It is an element of both.
The agreement with AGB -- the scope has been finalized. The
final terms are being approved, going through our approval process,
so I'm happy to -- I now have that. I'm happy to share that with you
if that might also help both resolve the question and then also help
inform the conversation at the next board meeting.
>> MS. MARIA GARCIA: All right. Thank you.
>> MS. CATHERINE RIPLEY: Thank you so much for that question.
And also thank you for the clarification, Mr. Silvyn.
With that, any other requests for future agenda items?
>> DR. MEREDITH HAY: Great first meeting, Chairman Ripley.
(Applause.)
>> MS. CATHERINE RIPLEY: Thank you so much, everybody, for
suffering through this first meeting.
On this 2.2.22 Groundhog Day. I think the groundhog did see his
shadow and there'll be more winter, which doesn't mean a whole lot
for Arizona. I think most of us are, yay, we don't need summer yet.
Thank you so much for that. We have a lot of work ahead of us.
Thanks for everybody who works so hard and tirelessly, and for all
the people on this call, this Zoom, I appreciate your support.
Again, it's challenging, we have to be resilient, we have to be
flexible, and we have to be kind and understanding, because we are
all, seriously, an overused phrase, we're all in this together,
seriously.
With that said, the next regular meeting of the Governing Board
will be held on March 9, 2022. Executive session will be held at
4:00 p.m. and open session at 5:30. Both will be held virtually
until further notice.
With that, the meeting is officially adjourned. Thank you.
(Adjournment.)
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