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March 8, 2023 Governing Board Meeting...
>> MS. THERESA RIEL: Welcome back. We're going to call this
regular session of the Governing Board to session.
I will first make a little mention. We decided to have this
meeting more in a hybrid level because I got sick last week, and I
tested positive for COVID. So I'm trying to stay home to keep
everybody from being exposed to those nasty germs. It's been an easy
sickness for me. I haven't been unsafe or unwell.
So since I was absent, another one of our board members is out of
town on a prior commitment that was before he was appointed to the
board, and then a few of the other board members needed to be at home
for their own personal reasons.
We figured this would be the best way of still seeing everyone
and talking about the great things going on at the college, but we'd
keep everybody safe. So thank you for joining us.
Are we able to put a flag up as the presentation? Okay. So if
everybody would join me standing, please, and we'll say the Pledge of
Allegiance.
(Pledge of Allegiance.)
>> MS. THERESA RIEL: Vice-chair, Dr. Wade McLean, are you here?
>> DR. WADE McLEAN: I'm here.
>> MS. THERESA RIEL: Great. Thank you. Greg Taylor?
>> MR. GREG TAYLOR: Here.
>> MS. THERESA RIEL: Luis Gonzales?
>> MR. LUIS GONZALES: Here.
>> MS. THERESA RIEL: And Maria Garcia? I don't see Maria.
Maybe I have another screen actually.
>> Maria has not joined.
>> MS. THERESA RIEL: Okay. She will be here soon, I'm sure. So
we have a quorum.
Moving on to our section 1.4, public comment, call to the
audience. I have a list of five people who have registered in
advance. Thank you for doing that.
Our first speaker is Tenn Dunn. I see your picture, Tenn. Thank
you. Tenn, you have the floor.
>> My name is Tenn Dunn. I'm an adjunct -- can you hear me?
Good evening, Chairwoman Riel, board members. My name is Tenn
Dunn. I'm an adjunct instructor here at Pima. I'm a single dad,
first-generation college graduate who moved to Tucson two years ago.
I love working at Pima. My students are wise, fascinating, fun,
working-class people.
I don't want to do anything else. Teaching is so fulfilling and
a joy as a job for me. But that's why it's so disappointing when I
get my paycheck from Pima, and for two classes this semester I
receive $468 every two weeks. It's always a shock.
My mom, who's barely getting by, bought me food last month
because I couldn't afford groceries. I went several weeks without my
medication because I couldn't pay for it.
There is a lack of transparency about the budget at Pima. We
notice the major construction projects and then are told there is no
money to pay us. We see the other employee groups get automatic
raises via the class and comp schedule, and then are told we have to
jump through hoops for three years to make a measly $45 per credit
hour, which frankly is an insult.
No other employee group has a grueling tier system for an
insignificant pay increase. We are told that we have a seat at the
table, but in meetings supposedly geared toward us, admin do all the
talking. The AERC controls the narrative about what faculty want and
need.
We need a space where conversations don't get shut down. We
desperately need our own union. Incremental changes and $10 classes
for our family members are nice, but they are not enough when we are
hungry. That tier system was supposed to give us health benefits and
failed. It seems every attempt at substantial changes for adjunct
faculty at Pima fails.
I recently attended a meeting where adjunct faculty were invited
to encourage us to apply for a seat on a committee. When the dean
was asked how much we would be paid, a legitimate concern, his reply
was, and I quote, "Well, it won't be enough to buy you a shiny new
bike."
It's $300, by the way, for a semester's worth of work and other
duties not assigned. It speaks to a wider culture at Pima where
administration don't have the same concerns we do. When a dean, who
makes over $100,000 a year and can afford food, makes a joke at our
expense at a meeting where we are specifically invited, it sends a
message: Adjunct faculty are not valued. Admin are clueless about
what it takes to make poverty wages to be an adjunct in this time and
this place.
Adjuncts are a diverse collective representative of Tucson.
We're the local talent that you're looking for, and we are already
invested in the college and our students.
I'm asking the board to please recognize an independent adjunct
faculty union. We just want dignity and respect so we can feed our
families and take pride in doing what we love: Teaching at Pima.
Thank you.
>> MS. THERESA RIEL: Thank you, Tenn. I'd also like to say
thank you to you and all the adjunct faculty for doing the amazing
jobs that you do with students at Pima College. We are proud of our
adjunct faculty, so thank you for your message to the board today.
We appreciate that.
>> Thank you.
>> MS. THERESA RIEL: Our next call to the audience is Makyla
Hays.
>> MAKYLA HAYS: Hello. Good evening, board members, Chancellor,
colleagues and guests. My name it Makyla Hays, math faculty, PCCEA
president, and AERC co-chair.
First I'd like to thank the board for your thoughtful questions
throughout recent meetings. I, along with several other faculty
members, appreciate your intentional consideration of the proposals
brought forward.
The suggestion last study session by Mr. Taylor to allow strategy
to guide budget development was wonderful, and we appreciate your
focus on the mission and vision of PCC. The budget is probably one
of the most impactful decisions this board makes.
I appreciate the administration coming to you with a longer look
at budget planning to ensure there will be money for continued
recognition of years of service and sustained pay increases.
I'd also like to encourage the board to find ways to direct more
funding toward the faculty line of our budget, ultimately supporting
the mission of the college and benefiting all employees.
We have divisions at the college struggling to stop courses
because they don't have the faculty to meet student demands. I heard
about one area this week that had 80 students who wanted to enroll,
but the department had no faculty to teach the courses. Another area
scrambled to stop classes at the last minute this past fall because
they had more students than available faculty.
We ask some faculty teaching a max overload or more while the
adjunct faculty in the area are staffed at max or above their cap
just to keep the program running. These arrangements can only go for
so long before faculty reach burnout and can't sustain their load.
The reason for these situations is we have a funding model for
the total number of full-time faculty tied to an overall college-wide
FTSE and faculty ratio. I understand there will be a funding process
coming up for the '24/'25 year that looks at data and enrollment to
determine which areas should hire more full-time faculty.
This is crucial, and I thank the administration for reinstating
that process. However, if there is not more money in the overall
college budget dedicated for the full-time faculty line, there won't
be the resources needed to hire in all the divisions that have the
potential for enrollment growth if they just had the faculty to
support it.
As a college, we need to appropriately fund the areas that are
working hard to ensure that classes are offered by qualified
passionate faculty who are not burnt out by the intensity of working
above and beyond a full-time job for a sustained amount of time.
I'm proud of our faculty of course here at PCC, both full-time
and adjunct. We work hard to enrich and ensure rich experiences for
our students, but passion and heartfelt effort can only sustain
people for so long when they are underresourced. Please keep in mind
enrollment increases in any area would benefit all areas, because
when college FTSE increases, we expand our spending power both with
expenditure limitations and tuition revenue.
This is why faculty are glad to know you're interested in hearing
how the strategic model is driving the budget, and I hope this board
will consider directing more funds to the faculty line, which has
experienced the largest decrease of all employee groups since 2014.
Imagine what a well-funded faculty body could do for the
enrollment of the institution, the innovation within the classroom,
our completion and transfer rate, and the larger impact on our
community. Thank you so much.
>> MS. THERESA RIEL: Thank you, Makyla. We really appreciate
you and all full-time faculty too. Without adjunct faculty and
without full-time faculty, we wouldn't be able to reach the students
that we are, so thank you, and share that with other members in your
faculty group. Thank you.
Our next speaker to Denise Reilly.
>> DENISE REILLY: Hello. My name is Denise Reilly. I just want
to be clear that I'm speaking on behalf of myself as a full-time
faculty member and not as the Board of Governors rep. I will be
speaking later on behalf of that. Now you can start the three-minute
timer (smiling).
I am here this evening, my name is Denise Reilly, and I have
served in many roles of the college over the last 14 years. I have
been on the instruction side, and I have been on the student affairs
side.
I want to express my gratitude, which I did not last week and I
regretted, I wanted to express my gratitude to Dr. David Dor�. The
reason why is because, No. 1, he's a mover and a shaker. I can tell
you that in several meetings, and they haven't always been pleasant
ones, in several meetings we have had to talk about certain things
that I had brought up in the past and hadn't been resolved.
And David listened. He listened, he followed up, and he worked
together with myself and other faculty to come up with solutions to
these things.
I think that he moves the needle forward, and it's really
appreciated. The second thing is he's engaged in students and
student success. I would always see him walking around campuses,
smiling, greeting students, showing them to classes, saying hello
when it was busy, finding anyone that he could reach, if the student
needed to talk to an advisor, someone in financial aid, you could
always see him with a smile on his face.
He's the only person whose office I walked by and would just walk
by to wave and say hello, just as a hi. The reason why is he got to
know the students at the campus. He wasn't removed, he wasn't in an
office by himself, always in meetings, and never engaged. That
really, really makes a difference.
The third reason that I think about is he observed me teaching.
He spent a whole hour in my classroom. I was impressed. Middle of
the classroom, he was treated just like a student. I didn't roll out
the red carpet. I made him fill out a nametag. Middle of the
classroom, I thought I should probably introduce him, he's a guy in a
suit in the corner. He had been working with the other students,
discussing the questions being asked, modeling, trying to be engaged
with the students, and then he stood up and gave me a recognition pin
for my five years of service with Phi Theta Kappa.
What a thoughtful person to just think I'm going to observe her,
and I'm going to give her some recognition, and then publicly
recognize. I can tell you that what a significant difference that
makes in knowing that those at the high level making these very
important decisions are in tune with the students, with the faculty,
they know what's going on because they are out there in what I
consider the trenches of teaching.
I just -- I didn't do this last week, and I realized as other
people spoke at his going-away party that I actually had the
privilege of getting to know him very well in different circles. I
can tell you he got to know me as a faculty member, he got to know
others. I just want to say that in future hires, and I'm expressing
this to our current administration, expressing this to the board
members, in future hires, as we continue to continually reorganize
administration and roles of the college, I'd like you to consider
making great hires like David, ones that are movers and shakers, ones
that are engaged with students and engaged in their success, and work
together with faculty to come up with solutions, and ones that are
thoughtful and kind and go into the classrooms to visit.
I just wanted to express my gratitude for your years of service,
David, and this was me in a public comment saying thank you so very
much. Thank you.
>> MS. THERESA RIEL: Thank you, Denise. That is so nice. We
know Pima is such an amazing place, and when we can reach out and
lift up our fellow colleagues and share with the world the amazing
things they have done, that's just so special.
So thank you to you, Denise, and also, Dr. David Dor�. We are
going to definitely miss you, and thank you so much.
Next on our list for our speaker to call to the audience is Scott
Sawyer. Is Scott here? Yes, he is.
Scott, when you get ready, you have three minutes.
>> I'm not able to see, so I can put my camera on, but I'm not
given that option. I will go ahead and start.
Board members, Chancellor, my name is Scott Sawyer and I'm here
speaking as a full-time faculty physics instructor. I just want to
say what I do as a full-time faculty. As a role as an instructor, I
have two broad groups of students that I have in my classes. One
group is mostly made up of engineers, and a few of those are also
scientists and future academics. The other group is healthcare
professionals: doctors, veterinarians, dentists. And that makes up
the majority of the students which I teach.
All of those students are going on as transfer students. They
require a four-year university to achieve their goals and their
educational journey.
The things that I do outside of teaching, one, I have become
involved in what we call the Tucson Area Physics Teachers. It's a
group of physics teachers. The bulk of the members currently are
Pima College physics teachers, but we also have a couple teachers
from the University of Arizona. We have several physics teachers
that teach in high schools. It's open to anyone. We even have a
University of Arizona math teacher who wishes he was a physics
teacher.
So we meet monthly, and we discuss things about physics teaching,
articles we have read. Last month we had a member give a laboratory
demonstration that we give to our Pima College students, and we
discuss how we can improve things. In addition to that, I also am a
mentor for Pima College students who are transferring to the
University of Arizona in STEM fields.
These students are much like I was. I was a community college
student who was interested in science and I transferred to a
university. I did not have the guidance that this group of students
who have got me into this grant, which I'm only a part of as a
mentor, but it's been a wonderful thing for those students to allow
me to engage with them and share what I had gone through in
situations similar to what they have done.
Then lastly, I just want to talk about my own professional
development that I am allowed to have as a full-time faculty. So the
college invests a small amount of money into full-time faculty to use
for professional development, and I have taken advantage of this, and
that has actually led me to enroll in an 18-month new faculty
development series that is funded from the NSF.
This is now training that I'm getting to improve my teaching
skills. The college is not paying for it, because they made a minor
investment and encouraged me to engage in professional development
and it has just leapfrogged into more and more.
So I just want to say, as a full-time faculty, I'm able to
connect with my students who will be transfer students. I'm able to
connect with the greater Tucson area and those who are interested in
teaching physics or who do teach physics. I'm able to support our
own students, and I'm able to become a better instructor.
None of those things I would be able to do if I was not in a
full-time position. Thank you very much.
>> MS. THERESA RIEL: Thank you, Scott. That was lovely to hear.
We're always proud when we hear all the amazing things our employees
at the college do. So thank you for representing Pima in such an
amazing way and all of the things that you do.
Our last speaker for call to the audience is Carin Rubenstein.
Is Carin here?
Okay. She is.
>> Hi, everybody. I'm Carin Rubenstein. I'm full-time faculty
in the psychology department. I just wanted to update you on the
kind of things that we do in our department.
We have about 12 courses college-wide and teach about 200
sections of psychology courses across a year term.
Most of my students, I'd say the majority, go on to four-year
schools. I want to give you just a little slice of what I'm doing
right this week and next week in my class. My goal for my students
is to create a sense of belonging and give them some passion and
excitement and enthusiasm for the topics that we are covering.
So this week we are talking about learning, and I use classical
conditioning with lemons from my tree. I have zillions of lemons, so
I classically conditioned my students to salivate every time they
heard the word Pavlov, because Ivan Pavlov discovered classical
conditioning.
Tomorrow we are doing operant conditioning, and they are going to
do a project which will require them to try to figure out how to
change one of their behaviors using rewards rather than punishment,
which is always a better way to learn.
Next week we are doing memory. I have a stooge who comes in on
Tuesday and makes a big scene and then leaves, and on Thursday I ask
them to describe the person who came in to the class. It's always
pretty hilarious, because there are always dozens and dozens of
different descriptions. It illustrates the fallibility of eyewitness
testimony, which is extremely unreliable and they are all surprised
by that.
We also play Jeopardy every other week or every three weeks or
so, and I divide the students into groups. They discuss -- they have
to play Jeopardy based on the material that we learned that week.
It's kind of a review before the quiz they have to take every week.
I want to thank Pima, too, for the professional development
opportunity. Last year I went to a conference at Duke University in
Durham, North Carolina. The whole conference, it was a two-day
conference on how to teach intro psych. I met people from all over
the country, from community colleges and four-year schools, who are
passionate about teaching introduction to psychology, and it was
incredibly inspirational.
I really learned so much that I put to use in my classroom. And
this year in June I'm going back to North Carolina, and I'm giving a
paper there to discuss my final project in my intro psych class which
is a self-discovery project. So students have to take 20 tests that
reveal information and personality traits and all kinds of things
about themselves. Then they write a paper about what they learned
about themselves.
It has an added benefit of being pretty much immune to artificial
intelligence, because there is no way a computer could write that
paper for them.
That's just a little slice of life in intro psych. I appreciate
the time you give me for talking about it. Thank you.
>> MS. THERESA RIEL: Thank you, Carin. Your class sounds
amazing. I think maybe more than one of us might be signing up for
your class next semester.
>> You're welcome. You're welcome to join us.
>> MS. THERESA RIEL: Thanks so much.
Moving on to the next section of the agenda, we have remarks by
Governing Board members. Would anybody like to go first?
Greg Taylor?
>> MR. GREG TAYLOR: Sure, yeah, I will.
So I would just join the initial chorus of what Chair Riel said
about that my own illness was part of the reason we are doing this
tonight. She's battling COVID, and I am battling some stomach bug
that just won't quit. I appreciate the opportunity to be online so
that I don't infect everybody else, because y'all don't want what
I've been going through the last two days. I promise you that.
And also, too, I wasn't planning to say this before, but just a
big thank you to all the faculty and adjunct faculty who just right
now shared a glimpse into their lives in the public comment period.
I really appreciate that. It's very clear that you're working hard
and your dedication to students came across strongly. Really
appreciate all of your efforts.
A big thanks from me to the college. All of us on the board had
an opportunity to go to the Association of Community College Trustees
conference in Washington, D.C. I know we are going to hear a little
bit more about that later in the agenda, but while I have a chance, I
just wanted to say there is a few things that were clear to me. It
was part conference and part congressional visits. We were able to
do both of those.
When I was talking to other trustees, other board members from
across the country, a lot of the things that Pima has done have made
us sort of the envy of some other community colleges in terms of how
we have been able to try to start tackling shared challenges around
enrollment and the future of the institution, and it's a credit to
the hard work of everybody here.
I heard lots of people asking questions in general about what
about this, what about that, and I was able to share some of what we
do here, and I got a lot of "Oh, my God, I wish we could do that, I
wish we could do that." Also a big thanks to Melissa and Erika and
Angelo who were the students that joined us in the congressional
meetings. It was really a pleasure to get to know all three of you
and have a chance to hear your stories.
Of course a big thank you to Senators Kelly and Sinema and
Representative Ciscomani who at least in the meetings I was in, those
were the congressional members who met with us personally and
listened to those students and our stories, and their support for the
college and their support for our students in this community was
really clear in those meetings. Thanks so much to all of them.
Finally, just real quick, I also want to say thanks to the dean
of sciences, Emily Halvorson-Otts. I caught that piece on KOLD on
ChatGPT. I really appreciate your sharing and showing your insight
into that emerging technology and how it can be used effectively in
the classroom, as I know a lot of our faculty are grappling with how
we can deal with that as it impacts classroom instruction. It's
always nice to see Pima faculty's expertise on display for the whole
community.
Thanks so much. That's it from me.
>> MS. THERESA RIEL: Thank you, Greg. That was really nice.
Dr. McLean, are you wanting to give some remarks?
>> DR. WADE McLEAN: Yes, I would like to.
I'm another guilty party and the reason that we are Zooming this
meeting tonight. Prior to being appointed to the Governing Board, my
wife and I secured tickets to the PAC12 men's basketball
championships in Las Vegas. That's what we are doing up here.
With that, we go to the men's and women's basketball games at the
University of Arizona, so we know a little bit about basketball. We
were able to attend Pima College men's and women's basketball games a
couple of weeks ago.
I'd like everybody to know that we were very impressed with the
play. Not only did we beat Chandler and Gilbert both with the men's
and the women's teams, but it was a wonderful experience. Crowd was
very good. Wish more people were in the stands. It's one of the
best things you could do for not a lot of money.
If you get a chance, go out and support the men and women that
are student athletes of Pima College. They work hard and deserve our
attendance and our support.
The most fun thing I did, other than the D.C. trip, and I have to
tell you on the D.C. trip, I have done that before with other
organizations, but never have I received the positive feedback that I
received on this trip.
It all kicked off with the kinds of students that attended the
activities with us. Very impressive. When you have congressmen,
senators saying how impressed they are with our students, that's the
product that we put out into our community, and I was very proud to
be in attendance with them.
The other thing that I was able to do, my wife and I attended the
paramedic graduation this year. It was also a couple weeks ago. We
had 21 graduates that are now in our community as paramedics. That
was a 100% success rate for those that entered the program. 20 out
of the 21 passed their state boards on the first try. If any of you
have ever attempted to pass the state board, first try is a very,
very high goal. They did an excellent job.
With that, we are sending paramedics now to Tucson Fire,
Northwest Fire, Golden Ranch Fire, and Nogales Fire. The impact that
Pima Community College has on our communities throughout Southern
Arizona is impactful. We were very impressed with the young men and
women that were graduates in that program, and they all promised me
that when I need them they will be there.
With that, I will end my report. Thank you, Chair.
>> MS. THERESA RIEL: Thank you, Dr. McLean.
Maria Garcia, are you wanting to make some more remarks?
>> MS. MARIA GARCIA: Okay. I'll be brief.
Well, first of all, I want to welcome everybody in attendance.
The D.C. trip was wonderful. Speaking to and getting the support
from our legislators was great. But it was also nice to interact
with my fellow board members and getting to know them better.
The students were excellent. Great students. I think that Greg
and Wade said everything already. Thank you, guys.
Thanks. That's it.
>> MS. THERESA RIEL: Thank you, Maria. Luis Gonzales?
>> MR. LUIS GONZALES: Yes, good evening, everybody. Especially
I want to say a great shoutout to Melissa, Erika, and Angelo. They
did an outstanding job in reference to representing Tucson but more
important the Pima Community College. I think they were very
articulate. They were very confident.
I loved the interaction we, as board members, had with them as
well, too. It was a moment that I think it should continue with the
various young people we are going to be gathering later, maybe next
year as well, too. But I think the Washington, D.C., trip was, it's
great, but also more important networking with the individuals up
there, the other trustees, I think that was my component that I loved
aside from going to the Capitol, which I have done quite a few times
already.
I really enjoyed meeting on a one-to-one basis, one of the
sessions with Mr. -- our astronaut (smiling).
>> MS. THERESA RIEL: Mark Kelly.
>> MR. LUIS GONZALES: Mark Kelly. He had a lot of good words,
but more important what I liked at the session, he was very
interactive with the young people that were there in that session.
He was very down-to-earth. I strongly believe that he has the traits
of the compassion not only for the young people but more important
his real support for education.
I think he's devoted his future, his career, in doing the best
for the Arizona people here. As we told him that day and the young
people told him over and over, the young people are the future
leaders of tomorrow. That's one of the things that really stuck out
to me as well, too, and I have always said that as well, too, which
is true.
That's basically it. I would like to end it on a high note, but
unfortunately sometimes when it snows it snows and when it rains it
rains. I attended a funeral last week for three days. In our
culture, we do four days, from Friday to basically Monday again. But
more important, it was a sad time for me.
Saturday morning, when we were finishing up with our funeral,
4:00 in the morning, we got word that one of our cousins also passed.
I'm going back again this Friday.
But all I want to say is that it's part of life, but more
important, we all, not only as faculty, board members, but as the
young people out there, the students, one of the things that I always
emphasize, your health, it's very important. Without your health, we
cannot do what we have been doing. But I think that's very
imperative with these challenging times.
I feel for those young people out there, too, reference to their
insecurities that they might have. But I think as a family, with
Pima Community College as a family, I think we are trying to provide
and providing the best that we can and will provide more services out
there, too.
As we heard, part of the faculty, I think, there is a lot of
issues and concerns that hasn't gone away but we need to address
them, too. We really need to fight for solutions on that within the
community.
But with that note, I would like to say one last word is Happy
International Women's Mother's Day. Unfortunately I don't have my
mom, but she's always in my heart every day.
With that, those are the two, three words I just want to say
today. Thank you.
>> MS. THERESA RIEL: Thank you, Mr. Gonzales. I appreciate
those words.
I wanted to say first a little public announcement. This
position of being on the Governing Board is a great position. So
keep your mind open of running for a school board or a Governing
Board, because there is all sorts of amazing positive things that are
happening because of the educators and the administrators and the
students and all of these different educational arenas, and they
really need good people who care about learning, teaching, and
students on Governing Boards and school boards across the nation. So
keep that in mind.
I was also lucky enough to go to D.C., and I spent my 58th
birthday there, which was a bonus. Amazing, amazing place, all the
history.
Later on, after that, I was up in Phoenix for the All-Arizona
Academic Team celebration. The number of administrators and faculty
and staff that were there to support these four students, and I'm
just going to read off their names really quick -- we might have
already done this once before, but Matthew A, Theresa B, Emma B,
Colill G, Nicole Lopez, Kiro O, and Daniel S.
Anyway, the amazing things that they have been doing and the
amazing future that those seven young people had -- there were a lot
of other people from the state too -- but just really amazing, all of
the just impressive young people that are coming to Pima Community
College and just making so many great things out of their lives.
I was also fortunate enough to get to go to the Bellwether
College Consortium in San Antonio this past week, and there were
three different areas that they offer awards to different schools.
Pima Community College was a finalist in each of those three areas.
So once again, I just want to say my sincere appreciation,
gratitude for all of the administrators and the faculty and the staff
and the students who make those amazing things at Pima College
happen.
So we are, the entire board, we are very proud of all of you for
all of the things that you do each and every day. So just keep on
keeping on. Thank you so much.
Our next item on the agenda is Pima's Mission Moment. This is I
think going to be presented by Elizabeth Howell and Joseph Mais about
the visit to Washington, D.C.
>> LIBBY HOWELL: Good evening, Chair Riel, members of the board,
Chancellor Lambert. My name is Libby Howell. I'm the executive
director of media, community and government relations for the
college, and it's my pleasure tonight to introduce our Mission Moment
and to help the rest of our school population meet these amazing
students that went with us all to Washington, D.C., for the
congressional summit.
With that, I'm going to turn the microphone over to my colleague,
Joseph Mais, our director of community and government relations, and
he was the tour guide for this expedition.
Joseph, the mic is all yours.
>> JOSEPH MAIS: Thanks, Libby. Chair Riel, members of the
board, Chancellor Lambert. So we had, as many of the board members
spoke about, we all were able to go, all five board members, the
chancellor, and three of our students, able to go to the Association
of Community College Trustees legislative summit at the beginning of
last month.
It was a really important opportunity for Pima Community College
to share some of our goals that we share with community colleges
around the country and to be able to sort of bring those together in
one place and to remind our federal elected officials and federal
agencies of the important work that our school does.
This year, once again, our federal lobbyist, Tracy Tucker, was
instrumental in helping us plan and coordinate what turned out to be
a complicated schedule with senators, congressmen, representatives
from agencies including the Department of Ed and the Department of
Transportation.
As many of the board members have already mentioned this evening,
we had three incredible PCC students join us on that trip: Melissa
Ortiz, Erika Monreal, and Angelo Thomas. Those three students were
incredible ambassadors for Pima. They did an impressive job of
sharing their experience at the school and sharing some of the great
things they do here and driving home to elected officials the great
things that our school is able to do with those federal funds, those
much-needed federal funds here at Pima.
We are lucky to be able to have had those students join us in DC,
and we are also fortunate tonight to have the three of them with us
here. So I'm going to turn it back to Libby so she can bring them
into the conversation as well. Thanks.
>> LIBBY HOWELL: So I have asked the students to introduce
themselves, talk about their field of study, and just give us a very
brief statement about what was most meaningful about the trip for
them.
Let's start with Angelo.
>> Hello. My name is Angelo Thomas. I am a veteran, I am a
first-generation college student, and I'm also a tradesman. My area
of study is -- well, I recently finished up an applied science degree
through Pima. I am still currently with them, working on a
bachelor's now.
It was an amazing trip. I'm just thankful that I was able to be
a part of it. I learned so much. It was a different side of the
world I'm not used to seeing. One of the most impactful things I
think to me was not necessarily all the congressmen, honestly. It
was the members of the ACCT, to see how important they are and how
they are the voice for our communities. They voice the problems,
they give potential solutions. They are there to communicate our
Pima Community College.
I think that was amazing to see. Otherwise these elected
officials don't necessarily get the time or have the care to look
into it themselves. So I think that was the most impactful thing I
learned from the trip was seeing how we play such a big part to bring
this up to our government.
It was just a fantastic experience. Thank you to Joseph. He
chaperoned us around, held our hand, and he was amazing.
That's pretty much all from me. Again, thank you, all. I
appreciate the opportunity. It was an amazing trip. Thank you.
>> LIBBY HOWELL: Okay. Let's hear from Melissa next.
>> Hello. My name is Melissa Ortiz, and my program of study is
IT and cybersecurity. I'm also a first-generation American and
first-generation college student, and I'm also a mother to three
children.
Pima has done so much for me, and this is not my first rodeo with
Pima Community College. I went to college here at Pima when I first
graduated high school for a different degree. Here I am, still
receiving the benefits and opportunities that Pima offers.
It was a pleasure and an honor to be considered to go on this
trip to move the mission forward, and it was amazing to get to know
the board members and to get to speak to the chancellor on a little
bit of a more personal level, and of course hanging out with Joseph
and just kind of seeing the world at a different level that I don't
know if I would ever get to experience otherwise.
It was really impactful to me to be at the conference and see how
these community colleges really strategize to get the most that we
can get. It was just amazing to be able to be a part of that.
It was great to be able to talk about our IT cybersecurity center
of excellence at East Campus. That's it.
>> LIBBY HOWELL: Last, but not least, Erika.
>> Hi. My name is Erika. I'm studying right now the liberal
arts program. Next fall I'm going to be transferred to U of A. I'm
extremely sad about that, because after the trip, like, I just want
to stay with Pima for a little longer time (smiling.)
Thank you, again, Joseph, board members, for the great company
for the trip. It was really nice. I think that's one of the things
that I liked the most, just the company.
But again, thank you, Pima. It was like a really nice way to
see, like participating on this trip, it was a really nice way to see
like how Pima is doing their best for us. I'm just like grateful and
-- oh, I got nervous.
Yeah, like the ACCT conferences went really, I think that's also
the thing that I liked the most. They were really informative how,
just listening to all of the students again and their representatives
for each community college schools around the country. Yeah, like,
it was a really nice experience.
Again, thank you so much. I love you (smiling). Thank you.
>> LIBBY HOWELL: Thank you. They really are awesome.
So we have a little one-and-a-half-minute video we'd like to
show, but before I do, are there any questions or comments from the
members of the board?
Okay.
>> MR. GREG TAYLOR: Just to say thank you again. The three of
you knocked it out of the park. Erika, I heard you deliver that
thing flawlessly to a bunch of folks that are much more important
than any of us that are on the screen that you're staring at. There
is no reason to be nervous here.
>> LIBBY HOWELL: Great. The video we are going to show you is a
short video produced by Cheri Benson, and our own PCCTV folks.
(Video.)
>> I started in 2020...
>> Three Pima Community College students are taking advantage of
a rare opportunity to meet members of congress this week in
Washington, D.C.
>> I went into the military for a little bit. Went to Pima. I
just finished an applied science degree.
>> Angelo Thomas, Erika Monreal, and Melissa Ortiz are with
members of PCC's Governing Board attending the Association of
Community College Trustees' national legislative summit. With Pima's
high-profile reputation, the students have made a remarkable
impression on our members of congress and their staff.
>> I'm first generation in my family. I didn't know like how to
find scholarships and how to get enrolled.
>> PCC's lobbying team helped the students advocate for key
legislation, budget priorities, and rules changes that would benefit
students.
>> They want to hear about their struggles, they want to hear
what works for them, what hasn't worked, because it keeps what we do
real.
>> Meanwhile, Pima's chancellor, Lee Lambert, was selected to be
the guest of newly elected congressman, Juan Ciscomani, during
President Biden's State of the Union Address. Ciscomani is a Pima
Community College graduate and says he never would have achieved his
dream without the scholarship Pima offered to him.
Chancellor Lambert also introduced Ciscomani to the national
legislative summit's congressional forum.
(End of video.)
>> LIBBY HOWELL: Thank you very much.
>> MS. THERESA RIEL: Thank you, Libby and Erika and Melissa and
Angelo. Thank you so much for all you did for Pima College. We're
really proud of you.
Thank you, Joseph, for everything you did, too, for all of us.
You helped everybody out up there, so we appreciate all of that.
Moving on to section 2, our reports. First, our administration
report, Dr. David Bea is going to give the chancellor's goal update.
>> DR. DAVID BEA: Good evening, Chairperson Riel, members of the
board, Chancellor Lambert, colleagues and guests.
It's my pleasure to give a quick update, and I will keep it on
the quick, of the chancellor goals that fall under my general
oversight, which are in the operational areas.
We are making good progress. The last time I spoke with the
board, I mentioned that a lot of activity was going to happen in
these areas in the spring, so you're seeing the progress increasing
pretty dramatically, and you're seeing it through a number of board
discussions and things that we are doing, that we will be doing
throughout the spring.
So far, we are around the 75% complete mark with the different
areas. Just to highlight a couple of things, the budget and then the
long range looking at the three-year plan, we've had really good
discussions with the board in the last study session a few weeks ago,
talking about the operational, the next year, focusing on the next
year, but then starting to have discussions about conversations that
we are going to have to have in terms of the next couple of years and
what the budget outlook looks like.
Following that, we are going to have a study session upcoming on
class and compensation, doing an update on how that program rolled
out, where we are at, and what continues to be on things that we'd
like to do with the program going forward.
Just a quick update, we are complete with the appeals, but I will
give a far more comprehensive update to the board at that study
session. I think it's in a couple of weeks.
Then lastly, there is a study session scheduled for April where
we are going to talk again more about the budget, the lead-in into
the full budget proposal that we will bring to the board in May, and
also in terms of the capital budget and talking about capital needs.
There is going to be some longer-term conversations related to that
as well in some of the capital projects that are underway and some of
the decisions that the board will be involved in making upcoming.
Those are some of the things particularly around class comp and
the budget. We have had good conversations with the class comp with
the AERC members related to their priorities and identifying their
priorities. If we have revenues to make progress above and beyond
the basics with it coming from the budget, they are already working
on identifying priorities and things that they'd like us to address.
So there is always unmet need. There is always priorities that
we can't address. The goal is to try to do as much as we can with
the resources we have available.
With that, there is a lot of interesting things going on in IT,
identifying applications both on the administration side, we are
taking a look at potential budgeting software, and then also looking
at, on the academic side, integrating virtual reality or augmented
reality within the classroom and working with faculty on some of
those programs.
Those are some of the exciting things. Again, I wanted to keep
it quick and ask if the board has any questions. Otherwise I know
you have a lot of business to take care of today.
>> MS. THERESA RIEL: Thank you, David Bea. We appreciate you
and all that you do for us.
>> DR. DAVID BEA: You're not done with me yet (smiling). I will
be talking more later, but I'm done for now.
>> MS. THERESA RIEL: Thank you. Our next report is from Phil
Burdick, marketing update.
>> PHIL BURDICK: Good evening, Madam Chair, members of the
Governing Board, PCC employees and guests. Later this evening,
you'll be considering whether to renew the college's contract with
Gordley Group. They are the college's marketing vendor.
It's a three-year cooperative contract using Gordley's contract
with the City of Tucson. However, we will be going out for an RFP
after Year 2 of the contract, as RFPs, as you know, can take up to a
year to complete and for a new vendor to come on board.
I'd like to introduce to you two people. Jan Gordley, she's the
president of Gordley Group, and Dawn Hosack, she's Gordley Group's
media and marketing director. You'll meet them both in just a
moment.
Let me share my screen here, and hopefully this works. Can you
guys see that okay?
>> MS. THERESA RIEL: Yes.
>> PHIL BURDICK: Great. So this is part of a slide deck that
was sent to you earlier this week, as well as a very lengthy
executive summary. My apologies for the length of that summary that
you received.
Gordley Group also presented this deck to the enrollment and
external relations committee yesterday. We are not going to show you
all the slides, but we wanted to highlight just a couple of areas. I
have the pleasure of introducing the first slide, which is the great
news, that fall enrollment was up significantly in the fall. This is
contrary to the national average, which was flat or down slightly.
We really, over the last fall, we targeted two areas primarily:
Hispanic enrollment and the traditional 18-to-24-year-old group.
Both of those were up significantly, and I think were the reason for
the enrollment increase that you see there. Spring enrollment also
happily is up, was up, 16.5%.
Now, that's the great news, but that trend will not last. We
know that the pool of 18-to-24-year-olds, it will decline, especially
over the next few years, because of the decline in birth rate as well
as the continuing decline in high school graduations.
So what you're going to see from our marketing is a shifting away
over the next few years from this 18-to-24-year-old demographic into
more marketing muscle into attracting adult students into a lot of
our workforce degree certificate programs as well as our credit
programs.
Those adult learners are much harder to reach, they have a lot
more barriers to going to school, but that's an area that we think is
a real opportunity for us going forward.
So that said, we want to reach our positive momentum going. We
want to keep our branding and messaging consistent, which, as you
know, is really critical to successful marketing campaigns.
So with that, let me throw it to Jan and Dawn, and they can take
you through to the next slide.
>> JAN GORDLEY: Thank you, Phil.
Good evening, Chair Riel, members of the board, Chancellor
Lambert, and guests. Thank you for this opportunity. I'm Jan
Gordley, president of Gordley Group.
Phil, if you would advance to the next slide...
>> PHIL BURDICK: Yeah, and it just left me. I'm sorry.
>> JAN GORDLEY: So I can go ahead and let you know what you're
going to see on the next slide. It is showing a comparison of the
total enrollment marketing budgets, there we go, for this fiscal year
as well as the past four years.
It also shows how, within the marketing budgets, funds were used
for marketing, or for media purchases and for services. So for
expenditures on media, the range is from 76 to 83% of the total
budget direct to media. For each enrollment campaign, Dawn sends out
numerous requests for proposals to all relevant media. We evaluate
their proposals and very rigorously negotiate for improved rates,
better schedules, and more value.
Because we buy advertising for multiple clients, we work with the
media every single workday. That means we know their current trends,
their options, the comparative rates, plus we are able to leverage
that bulk buying of advertising for multiple clients to the college's
advantage providing better packages and reduced rate.
An important part of that process is the negotiation of
added-value advertising at no media cost. That added value averages
20% in additional advertising above paid media at no cost.
The 17 to 24% of the budget that you see in the gray bar starts
with campaign, us working on campaign strategy and planning done with
Pima's outstanding marketing team. Then soliciting the media
proposals, reviewing, negotiating, buying the media.
But that process doesn't stop with the buy. We continue with
media tracking, checking, confirming schedules, and then actively
optimizing media, particularly digital media, to make sure you're
receiving the best possible value.
Our creative services includes planning, design, and production
of all advertising, including audio, video, animation, and print.
It's important to note that Gordley Group charges on an hourly
basis. It's not a lump sum or a retainer. The college pays only for
what is requested of us and provided and only when it's needed.
So if you could go ahead and advance the slides, these slides
that we are advancing through were provided to the board earlier and
are just here for reference while we highlight the others.
So this is an important one, the Latino marketing. Here you can
see on the graph the numbers for the fall enrollment is 10% increase
in the number of Hispanic students increasing from 7,616 to 8,374.
As Phil said, this is one of the most important and main focuses
of the fall enrollment campaign and successes for enrollment. So
this slide shows a few of the factors of the overall focus on
engaging the Hispanic community, including Spanish-language
components of the marketing campaign.
I just want to note that across the bottom of the screen, you'll
see some of the diversity in our images and messages. Over 60% of
our marketing photos feature Hispanic students. We always focus on
that to make sure that those we are reaching out to are able to see
themselves in the college, in the advertising, and feel welcome and
included in that environment.
Now I'm going to pass it to Dawn Hosack, who is our media and
marketing director, to go over, just kind of touch on some of the
specifics of the Latino marketing, come back Latino marketing screen,
and then she will move on to the breakdown between traditional and
digital marketing.
So Dawn?
>> DAWN HOSACK: Hello, everyone.
So as our Tucson population is diverse, so is our marketing. We
utilize the media channels where the audience is. So, for instance,
KRQ is the No. 1 station in Tucson for adults 18 to 24, but it's also
the No. 1 station with Hispanics in Tucson 18 to 24.
So we want to hit people where they are, where they listen to,
what they want, and we are very careful in the media that we vet. We
also set aside a portion of the budget to run Spanish-language
marketing. Whether it's print, digital, or outdoor billboards, we do
not take the English message and translate it directly to Spanish.
We have a team of translators that work with our creative team to
ensure that the essence of the message is the same but that it makes
sense and is meaningful to our Spanish-speaking and bilingual
population.
Phil, if you want to head on to the breakdown.
>> JAN GORDLEY: This slide is showing the enrollment marketing
and the specifics for traditional marketing methods.
Are you able to see that, Dawn?
>> DAWN HOSACK: Yes. Sorry, my screen blipped for a second.
This is an outline of the media plan for fall 2023. A successful
media plan is multi-touchpoint. Therefore we combine both
traditional methods like print and radio with everything and anything
digital.
Since the fall campaigns cross over the college's fiscal years, a
portion of the fall 2023 campaign is up and running right now. As a
matter of fact, you may have seen the buses on the street.
The new contract, if approved, would continue with some of these
media methods along with some additional advertising method, like the
FC Tucson sponsorship which we did last year and we hope to continue
this year, and then that will run through June or July of this year.
Then the remainder of the first year's funds for the new contract
will be utilized for spring, summer, and fall of 2024.
The next slide shows the media breakdown. So our primary target
audience these last couple of years has been the Gen Z or high
school, early to mid 20s, and a large portion of the marketing budget
is spent in the digital realm, because that is where this audience
spends their days.
So for the college, we utilize a variety of targeting methods
from audience and demographic targeting to programmattic and
contextual targeting. We do this across multiple platforms, so not
just banner display ads that you can find on the web, on your phone,
on your tablet, but also streaming video, streaming audio, social
media, and search.
>> PHIL BURDICK: Sorry, my bad. (Laughter.) My computer just
blipped.
>> DAWN HOSACK: So that is a summary of what this fall will look
like, and so back to you, Jan.
>> JAN GORDLEY: So I think it's for Phil to wrap up. Just
again, thank you for this opportunity, and that's just touching on
bits and pieces of that, and we will be available for questions later
in the agenda.
>> PHIL BURDICK: Thank you, both. Again, we will be available
later this meeting, later on in this meeting when you consider this
item later in your agenda.
>> MS. THERESA RIEL: Great. Thank you. That was very
interesting.
Our third report is from Wendy Weeks, the HLC update, Criterion
4.
>> WENDY WEEKS: Thank you. Thank you, Elliot. I appreciate it.
Thank you.
>> ELLIOT MEAD: I will be taking that report on. Sorry,
Chairperson Riel.
Hi, everyone, members of the board. Thanks for having me. I'm
Elliot Mead. I'm on the Criterion 4 team, and I'll be presenting the
information. I see several of my teammates in the crowd here who
would be able to help me out if I stumble or can't answer your
questions.
Yeah, I'm going to start off just by kind of demonstrating,
showing where we're at in the process. Then I'm going to do a little
bit of backtracking, talk about how we got there, and then I will
explain what Criterion 4 is. We're in a bit of a ride.
I'm going to share my screen real quick just so I can show you
our dashboard. Hopefully you are all seeing a series of bars right
now. What is important about that series of bars is the middle one,
Criterion 4, teaching and learning, evaluation and improvement. The
team is rockin' it. Objectively so, because the bar is demonstrating
that we have about 90%, actually 91% of our data already in place,
and we are ready to go.
We can go down here, and we can see that of all the three
-- there are three core components of the Criterion 4 report. In one
instance, for one component, we are at 100% of our data and
information being compiled, and the others are at roughly 70 and 80.
So we have a lot of information put together. I'm just going to stop
sharing real quick.
We have a lot of information put together. There is a lot of
effort and energy already directed at this particular criterion. I
am going to slip over and share my screen again, because I have some
slides for you.
Now you will see that we did have some previously identified
concerns for Criterion 4, and that's one of the reasons why we have
so much effort and energy put towards getting our ducks in a row and
so much research compiled already, is that there were a couple of
items that have since been cleared from our 2018 assurance argument,
and those are in the areas of just making sure that we are acting
upon our findings and that we are really bringing in our faculty and
bringing transparency to the decision-making processes in this
particular area.
So with all of that said, that's kind of where we're at with this
particular assurance argument, coming along very nicely, especially
having addressed some of the concerns that has since been cleared
from that 2018 argument.
There are a couple of -- well, there is one major element that we
are still waiting on the report for, and that is the February 2023
site visit. We anticipate that that's going to inform areas and
aspects of our Criterion 4 report, including the assessment,
curriculum, and program delivery of off-site locations.
But again, we are still waiting on that report, and overall, you
know, from the work that we have done so far, we can demonstrate a
high faculty engagement with assessment, which is going to be where
I'm going with all of what is Criterion 4.
We are really working to ensure that all of our instructors can
participate in assessment evaluation through fairly communicated
procedure.
We are still anticipating that report. We anticipate there will
be some things to address in it, but we feel pretty confident that we
have overall a very strong, you know, package to bring forward and
procedures in place for that to occur.
With all of that said, you might be asking, but what is Criterion
4 exactly? So that's what this slide is all about. Criterion 4 is
teaching and learning: evaluation and improvement. We are really
dealing with four main categories. The institution ensures the
quality of its educational offerings. That's pretty
self-explanatory. These are going to be things like program review,
transfer policies, faculty qualifications, third-party accreditation,
and how successful our learners are upon graduating.
So, you know, some of the examples of the kinds of evidence that
we have compiled or are in the process of compiling for 4A include
things like program reviews, programs, completed program review have
closed the loops and their initiatives have been funded.
For 4B, we are talking about assessing both academic and
co-curricular student learning. When we are referring to academic
student learning, of course we are referring to course program and
general education learning outcomes, which is great. We have years
of data collected at all three levels for this, for CLOs, PLOs, and
GELOs. We also have faculty responses and actions based on these
program reviews, CLO reviews and GELO reviews.
Regarding co-curricular, we are currently working as requested by
the HLC to come up with a definition of co-curricular. That
definition needs to come from us and not from the HLC, and defining
that is really our next step in, you know, working on the goal of its
continued assessment.
Then 4C is about setting goals for completion, persistence, and
retention, and then importantly using data to improve. So evidence
for this is going to be things like our strategic plan, our
enrollment management plan, analysis of relevant data across numerous
programs.
Let's see here. In addition to the three kind of core components
of Criterion 4, there are six assumed practices that every
institution is assumed to be in compliance with at all times, and
these are just regarding faculty authority over grades, transcription
of credits, agreements for internships and clinical placements,
licensure, timely communication, course requirements, and the
accuracy and breadth of student learning assessment data. So kind of
implied underneath all of Criterion 4 is that we have in place all of
these practices.
Let's see. So what's next is that we are just finishing out
compiling that evidence and getting started. Again, it's been an
awesome team to work on. I keep saying objectively because we have
those bar charts, and so many people have come together to really do
that work and have done an amazing job at it. We have successful
program reviews where departments have really worked and can
demonstrate all of these asks.
Let's see. What are some of the other things that we are trying
to work through? The writing has begun, and we already have several
kind of assessment-related events in the future to not only work in
this particular criterion and the assurance argument, but just to
continue the assessment work that we have already put in place as a
college community.
My unsolicited opinion as a writing professor, which is my main
role at Pima Community College, is that we've got a great team with a
solid draft, and so with that, I will close down the slides and open
it up for any questions.
Yes, Rita, thank you for spelling out what CLOs, PLOs, and GELOs
are in Chat. In teacher speak, that's how we know what our students
know.
>> MS. THERESA RIEL: Well, Elliot, if there are no questions, I
just wanted to say thank you. The board realizes that accreditation
is the No. 1 priority at the college to make sure that we show the
HLC exactly how amazing the college is. We really appreciate you and
your team doing all that you're doing for that Criterion No. 4.
Thank you so much.
Okay. Moving on, section 2.2, reports by representatives to the
board. We have two, I believe. Sean Mendoza representing the
adjunct faculty and giving that report.
>> SEAN MENDOZA: Hello, Chairwoman Riel, Chancellor Lambert,
members of the board, and honored guests. I wanted to address you
today and update you on recent projects and initiatives that the
adjunct faculty have been working on in collaboration with our
full-time peers and college administration.
Over the past month, we've been working closely with the AERC to
help better understand the responsibilities and roles between
full-time and adjunct faculty. To address this, we have developed
and distributed a survey to help us understand when faculty begin
preparing for an upcoming class and how faculty should be compensated
for their time. Additionally, we participated in changes to the
adjunct faculty handbook which will be going out for a 21-day
comment.
I'm also excited to share that in my new role as the chair for
the All College Council, ACC, we formed a governance subcommittee
chaired by Jon Wesley and co-chaired by James Craig to review
existing policies, identify gaps at our institution, define a
purpose, review documentation, create a metric in compliance with our
HLC requirements, and make recommendations on how we should be
governed.
Our current timeline is to organize this spring, begin to gather
input and coordination this upcoming fall, and hopefully complete our
work in time for the assurance arguments submittal to the HLC by the
beginning of fall 2024.
The ACC has also been working on a project to help combat
misinformation or false perceptions of faculty by side slide
(phonetic) rate my professor. This solution, once implemented, will
help students better communicate and connect with faculty on course
information and potentially shared interests. I believe that this
project has the potential to attract and retain more students in our
institution.
At our last adjunct faculty meeting, we discussed the possibility
of forming or joining an employee representative group in accordance
with AP 1.25.02. Some members were very passionate about forming or
joining an organization, while others had little or no interest,
especially if it meant impacting their ability to pay for healthcare
or food for their families.
As a result, I have developed and disseminated a preliminary
survey in the hopes to extend our conversation and answer three basic
questions. Question 1, what would you want the group to do? 2, what
services resources would you expect? 3, how much would you be
willing to pay in dues? Once we have a greater understanding of the
expectations for our employee group, I will be happy to share my
findings with the board.
I'd also like to express my gratitude to the board, Provost
Duran-Cerda, Chancellor Lambert, and our full-time faculty staff
peers who have supported our initiatives over the past six years.
Here are a few highlights I'd like to mention.
The adjunct faculty committee worked with Dr. David Bea and the
provost's office to introduce, design, and implement a tiered system
benefiting both full-time and adjunct faculty. We also worked with
the provost's office and the board to provide adjunct faculty spouses
and dependents access to the tuition waiver.
We also worked with Dr. Aubrey Conover and college administration
to provide access to professional development funding up to a
thousand dollars a year.
We worked with the provost's office and Kate Schmidt to help
develop training and a guidebook for new adjunct faculty. Most
importantly, we worked with college administration to provide
compensation for training and participation on committees like the
Faculty Senate and AERC. All of these items didn't exist prior to
our time.
And, yes, we have accomplished much, but many of us feel we still
have a great deal of work to accomplish. Today I'm asking for your
continued support of our work, especially in helping some of our
peers who depend on their adjunct faculty pay as their sole source of
income and access for their healthcare needs.
I believe that the measure of success for our institution will be
found in how we treat our students and employees with the greatest
need. Thank you for your continued for adjunct faculty.
Lastly, on behalf of adjunct faculty and myself, I'd like to
thank Dr. David Dor� for his service to the college. He will be
missed.
Lastly, go Pepperdine Waves (smiling), fellow Pepperdine. This
ends my report. Thank you.
>> MS. THERESA RIEL: Thank you, Sean. That was wonderful. We
really appreciate you and all the adjunct faculty. Please share our
board's thoughts with them. Thanks so much.
Our second report from the representative to the board is the
faculty report from Denise Reilly.
>> DENISE REILLY: Good evening, Chair Riel, members of the
board, Chancellor Lambert, colleagues and guests. While I can
respect my colleague Sean and his support, I'm going to go with
someone else in the group here and say "Go Cats" in the March Madness
tournament, just to throw that out there. But thank you, Sean, much
appreciated.
I'm Denise Reilly, and I'm here speaking on behalf of the
faculty. While Sean has a special lens into the adjunct faculty, I
have a special lens into the full-time faculty.
I wanted to say that we have accomplished quite a bit this year.
We are very appreciative of all of those in the full-time role that
helped with updating our charter in Faculty Senate, so we have
refined and revisited and approved the new faculty charter and voted
on some new membership to come in the future.
With the theme of Year of Data, which I have decided to title it,
since I really appreciate the board members that are really asking
for hard data, it is much appreciated, I want to say that it was
beneficial, many of us had watched your study session not that long
ago, and it was interesting how the data was being talked about and
looked at, and I think that it gave a few of us some different
impressions based on some of the chancellor remarks.
Based on that conversation, it was much appreciated that
Chancellor Lambert did attend our Faculty Senate meeting this last
Friday at the very beginning and came with data, what do you know.
So it was appreciated that this data was shared, and one of the
things this really stood out was how often we take a look at the
data. Oftentimes we gather data from all different sources at the
college, but what is to be done with the data, it's not always very
clear. And it's not about finding the data on the website somewhere
in a link somewhere at some point. It's about sharing the data,
talking about it, and including faculty in what we are going to do
about the data, the responses.
So we were presented with that, and the chancellor came in and
refuted some of what was said about not being a transfer institution,
which I very much appreciated, and we appreciated the apology for
saying a few things that didn't really make quite a lot of sense to
us. I just want to say that while we continue to share the data and
give feedback on the data, it is appreciated to hear about data from
different areas of the college, not just the instruction area, which
I know some of that was shared as well at the same Faculty Senate
meeting.
I also wanted to bring up a point that many of us could talk
about. One of the questions that was asked at our meeting that was a
pretty poignant question from many was why are students not
transferring? Why are they not completing?
I want to share that, yes, the bulk of our institution, and
really the major bulk, are in the transfer degrees. So while our
students are completing certificates, to just be really clear about
this from just a really simple snapshot, myself, I'm an example of a
noncompleter at the college.
So I went to Pima Community College many years ago, and my end
goal was to get a bachelor's degree from the University of Arizona.
That's what I accomplished. I never completed a degree at Pima. I
saw it as a stepping stone to where I needed to go.
So I didn't complete what is considered a liberal arts degree or
what would be a two-year degree. Now, while we want students to do
that because our numbers look better, there is no incentive for
students to get an associate's degree, to be honest.
So many students go to the university with a class left to take,
a couple classes. I had the same situation. I had a couple classes
left to take, but I wasn't going to spend another semester at Pima as
a part-time student while I needed to finish my classes.
So that's what happens. There is no method to track that. We
have asked that, and we hear that could be coming in the future at
some point to backtrack degrees, but at the same time, there is many
students that do complete, like myself, that are not considered
completers because we didn't ever get a certificate or a degree, but
that doesn't mean we didn't complete our goal of getting a bachelor's
and then a master's degree.
So the data can be really skewed, and we want to be included in
the data, we want to be included in the decision-making of the data,
but we also want to be aware that a lot of times our data is very
skewed if we are just looking at it from one angle.
I can tell you as a faculty member, we all teach in different
groups, but we see students at different levels. I see the ones
right before they are transferring, and one of the things that I
wanted to bring up aside from data and the collection of data and
where we are going for the data is include the faculty in the
solutions and show us the whole picture or the whole bit of data.
I think that's important. Oftentimes I think we are hearing that
when we ask questions, a lot of times the solutions are external
factors, like, oh, the students have jobs, they have families, they
have these things. While we know that's true, we need to look at our
internal processes that make it difficult for students to complete.
So it's not just about what else can we do or we can't do but look
out into the community. It's about what we can do at our
institution, everybody together.
The last point I wanted to make is when we keep hearing, and this
is just something that's repeated often, we keep hearing about, you
know, what can be done by faculty. We hear that over and over again.
I appreciate that. We are always looking to refine our practices.
We are teachers for a reason.
However, when our ratio at the college is currently 1 to 50 and
we are not even really there, when our ratio of students to faculty
at the college is 1 to 50 and the rest of the college is 1 to 12,
that makes us kind of wonder why are we constantly being told what
can we do, what can we do, when we are wondering what's the rest of
the institution doing to streamline the processes for students and to
support the students during the journey and to complete.
Just, in summary, data, we want the data, we want to continue
with the Year of Data, but secondly, we want to be in on the data and
solutions to come up with that are actually feasible that will last
to help our students complete.
Then, lastly, is let's look at the internal factors that we have
control over rather than looking at the external factors of why our
students aren't completing. Let's see if we can fine-tune some of
those things.
Thank you very much. Have a good night.
>> MS. THERESA RIEL: Thank you, Denise. We always appreciate
everything that the faculty does for the students. We do realize, I
mean, we heard from many faculty members today during the call to the
audience, so we are impressed with what you do. Keep it up, and
thanks for being a special part of Pima College.
Moving on, our next item is the chancellor's report.
Chancellor Lambert?
>> DR. LEE LAMBERT: Yes, good evening, everybody. I want to
first start out and say thank you to our faculty, staff, students,
and administration and the board for the great work we are doing.
It's always good that we're critical of what we do, but when we step
back and look at it from an aerial view, you realize, and I think
Board Member Taylor said it very well, Pima really is the envy of a
lot of colleges across the country. That is because we are grappling
with the critical issues and willing to take a look and see what we
can do to keep improving.
I don't want us to lose sight of that. I want to thank each and
every one of you. I also want to say to the adjunct faculty, you
matter to us. The full-time faculty know that. The staff know that.
The administrators know that. We would not be able to do what we do
without you. We are always willing to keep working to see what we
can do to improve the conditions for you here at the college.
As Sean just pointed out recently, we have made great strides in
doing that work. We have room to continue to do that work, but I
don't want us to lose sight of the work that has been done. So thank
you.
I want to thank our students Melissa, Erika, and Angelo. We are
so appreciative that you took the time away from your studies to join
the board and myself in Washington, D.C. I hope that maybe one day
one of you or all of you can be members of congress or members of the
state legislature or even, you know, governor or any of those
important positions that help facilitate our great democracy.
Also want to recognize Libby for her leadership in helping to
bring all of this together and Joseph for helping to chaperone, along
with Andrea. Andrea, thank you for being there. You have kept, I
think the board would agree, you keep us organized. Thank you for
what you do in that regard.
I mean, I was so honored to be asked by Representative Juan
Ciscomani to attend the State of the Union Address. That's a
once-in-a-lifetime honor. Thank you, Representative Ciscomani, for
that opportunity, and I'll always cherish that moment. We should all
be so proud that Representative Ciscomani is a graduate of Pima
Community College. When he spoke at the legislative forum, he made
it be known that he's a proud Pima graduate. He gave so many kudos
to so many people. I will just highlight one example of that.
He didn't say the board member's name by name, but I knew exactly
who he was talking about. That was Former Board Member Mark Hanna.
Again, you know, we are just so fortunate that we have Representative
Ciscomani in congress. His party looks to him as a rising star. I
will say this: He is a star. So we are so fortunate. So thank you.
Also, I couldn't stay for the entire trip, because I was invited,
and Ian joined me in this, to meet with the U.S. SBA administrator,
Isabella Guzman, along with Mayor Romero. I had to come back early,
and therefore I was not able to join the group in the afternoon
sessions. I think it was Wednesday. I want you to all know that
that was in service to what we do here on the ground to support our
small businesses, and Pima plays a significant role to helping to
support the small businesses in our community.
Also, I had the good fortune, and unfortunately I had to miss the
All-Arizona event, because I was invited to go meet with Secretary
Mayorkas in Washington, D.C., the Homeland Security secretary. So I
was there with a handful of other colleges and universities who
represent our Hispanic-serving institutions to make the case for why
we are so critical to the success of our nation and with particular
focus in the case of Pima around cybersecurity.
Cybersecurity, for all of you who know, it is probably our
fastest-growing program at the college. It has grown and has
experienced an explosive growth, not just IT cybersecurity, over 160%
since 2018. I think that's an indication that our students and our
community are sending us a strong signal of great opportunity in that
particular area.
Also, we met earlier today with Council Member Nikki Lee. I want
to thank her and the city council, Tucson City Council, and the mayor
for their support of our IT cybersecurity students in the form of
scholarships that they are providing to those students. We are very
fortunate that we have a very caring community that we are a part of.
Also, I want to recognize, Pima just keeps collecting the awards,
and so recently there was the Instructional Technology Council, and I
mentioned some of the individuals last month, but we also had some
other folks who recently got recognized. For innovative eLearning
technology, Pamela Sulger, a member of our psychology faculty. Adam
B, Brad Butler received award for innovation.
Outstanding eCourse designer and design team, Ann H. Gloria
Moore and T. Ann, Frankie R, and Kiley Shaw were recognized in that
category for the work they support for us to be recognized.
And our honor student, Kiera O, will be one of the 20 All-USA
academic members for this year.
So that's so much to be proud of. I just got word, I'm not going
to announce the names of the students because I don't think they have
all been notified yet, but we have a number of students who are also
selected as Coca-Cola scholars. All of this just points to just the
great work that goes on at Pima each and every day.
I also just want to add to what the chair said earlier about the
Bellwether. When I shared with the group while we were there, if you
look at over the last four years, going back to the end of 2019 going
into 2020, no college has had as many Bellwether recognitions in this
country than Pima Community College.
That's a phenomenal accomplishment. In all of that, we have
walked away with one final award for our work in developmental
education. So we again have so much to be proud of. The list just
goes on and on.
So I just want to close by saying thank you to you, David. I
look forward to working with you in your new capacity. Since you're
going to be in Virginia, we are going to look to you to help drive
that transformation pace in our nation's Capitol.
Back to you, Madam Chair.
>> MS. THERESA RIEL: Thank you, Chancellor.
Okay. So section 3 is just information items, and it's full of
all sorts of amazing things. Employment information, adjunct faculty
hiring, administrator contracts for next school year, regular faculty
appointments for next school year, employee dental and life insurance
for the fiscal year '23/'24, and sabbatical appointments.
All of those things have been decided, but it's just there for
our information and our knowledge. Once again, just a lot of really
good things going on for employees and great things happening to
employees. So here's for one more amazing school year coming up.
Thank you.
Moving on to item No. 4, the consent agenda grouping. Currently
there are 13 items -- sorry, 12 items in there.
Do I have a motion?
>> MR. GREG TAYLOR: I move to approve the consent agenda.
>> MS. THERESA RIEL: Is there a second?
>> DR. WADE McLEAN: Second.
>> MS. THERESA RIEL: Thank you. Any discussion? Okay. All in
favor say aye?
(Ayes.)
>> MS. THERESA RIEL: Maria? We can't hear you.
>> MS. MARIA GARCIA: I'm sorry. We are approving the consent
agenda, all the items?
>> MS. THERESA RIEL: Yes.
>> MS. MARIA GARCIA: I abstain.
>> MS. THERESA RIEL: Motion passes 4 with one abstention.
Moving on to section 5, the three action items. Section 5.1 I
think Dr. David Bea is going to talk a moment more about tuition and
service fees for the academic year coming up.
>> DR. DAVID BEA: Okay. I told you you weren't rid of me yet.
Good evening, Chairperson Riel, members of the board, Chancellor
Lambert, colleagues and guests. Can you see the screen okay? I just
want to make sure that it's coming out all right. All right.
As I discussed briefly earlier, we had a really I think
comprehensive study session back in February to talk about the budget
and where the budget stands in the lead-in to what is in front of the
board tonight, which is a recommendation to increase the credit-hour,
instate credit-hour rate by $3.
As we discussed with the board, that's our recommendation and
it's based on the budgetary information that's included in the
presentation. I'm not going to go through the whole presentation we
included in your information. A lot of it is as reference.
But basically to sort of summarize the priorities of the budget
this year are to sustain and improve the class and comp situation for
our employees. So you heard a number of times, a number of comments
earlier, about the importance of compensation and recognizing our
employees for the great work they do here at the college.
We implemented a comprehensive update of our classification
compensation structure. We got about 90% of the way there in terms
of fully implementing it. We invested a lot of money last year into
moving people up into the new class comp structure, which is tied to
market, and then recognizing people's years of experience in their
position.
There is additional work that we would like to do to further
implement that. When I'm saying that we implemented about 90% of the
way, there are caps that are placed on years of experience at the
12-year point for staff and faculty, and what we'd like to do is move
a year up in terms of years of experience and then talk about the
different priorities that we haven't been able to do.
Again, I have said we are going to have a study session in a
couple of weeks where I will give you an update on some of the things
we'd also like to be able to do. But essentially, the way the budget
is structured right now is that if we do not have increased revenues
from tuition, from a tuition increase, and we don't have an increase
in property tax levy revenues beyond the growth that has happened in
Pima County, that we essentially have the ability within the budget
to add a year of experience for folks but not have any pool money on
top of that.
So what a $3 tuition increase would do and a 2% levy increase
would do would give us a pool of about 2% of salaries that we can
then go through and identify what the priorities are going to be.
Any revenues above that gives us more money to do more adjustments
thereby.
That base structure that I talked about includes the obligations,
contractual obligations and things like that. So it's basically the
budget is structured to do what we are already doing to have a little
bit of additional money to do strategic initiatives. We set aside
money for strategic initiatives, but in terms of making big headway
or making good progress on the class comp, additional priorities
and/or providing additional funds for adjunct faculty, to increase
the load rate for adjunct faculty, we really do need additional
revenues to do that.
We do not take tuition increases lightly. In the packet, and I
will walk through it a little bit to you, but the increase that we
are talking about, a $3 increase historically is in the norm of what
the college has done. There is some information in there that shows
increases over time.
The college has always been committed at keeping tuition
increases as low as possible. What this chart shows that I have up
in front of you here is where we stand versus our peer institutions
for the tuition rate. The base bar is where things are at in the
current year, and then if you add the little bit that's on the top in
orange for the other colleges and dark blue for Pima, that would be
the $3 for Pima and then the increases that are either already
approved or being proposed by the other peer institutions.
So you can see even with a $3 increase, we are actually right at
the middle, in fact going toward the lower end of the middle at this
point. A couple of the colleges are implementing large tuition
increases. Partly that's in recognition of the expenditure
limitation challenges that they are experiencing and the reality that
we are all facing, which is that without additional revenues, it's
really hard to continue to operate at the premier level that we want
to operate at.
Moving on, this chart shows what the historical trend has been.
As you can see, that we do take increases very seriously in terms of
we try to keep them as low as possible. This chart came up as part
of the conversations we have had with the board and came up in the
study session in terms of the Pell awards. So that's the federal aid
grant that's available for students who qualify who are at the lowest
income levels.
This shows what the maximum Pell award is going to be and how it
has changed over time, and then compares it versus our tuition rate.
So you can see that the Pell award has increased pretty dramatically
the last couple of years and is growing about $500, or it's growing
at $500 for the next year. A $3 tuition increase for a student
taking 30 credit hours would be $90, so it would be $90 additional.
That is beyond a full-time load. 24 hours is what is technically
considered a full-time load for federal purposes.
We had some charts that show what the proposed rates would be and
what different alternatives could be, so we have what the $1 increase
would be, what a $3 credit hour increase would be, what a $5 credit
hour increase would be. Again, as we talked about with the board,
every dollar of additional tuition increase will result in additional
revenues of about $350,000 for the college. So it's relatively small
dollars. Because there are so many credit hours being taken, it does
have an impact on our overall budget picture.
Then there is just additional information. So I will ask if the
board has any additional questions that I can help answer and
conclude my conversation there.
>> MS. THERESA RIEL: Go ahead, Maria. You're on mute still.
>> MS. MARIA GARCIA: So, Dr. Bea, I had asked at the study
session whether money could be moved from some of our projects to
help pay for the compensation, at least for a year or two, for the
faculty.
So can you please restate what your comment, what your remarks
were on that?
>> DR. DAVID BEA: Yeah, absolutely. When we are talking about
the budget, the operational side of the budget, the college is
committed to and there is actually a board policy that speaks to this
a little bit that the idea is that you're balancing your ongoing
revenues with your ongoing expenses. So your regular revenues and
regular expenses.
It would be the salary that you take home versus the utilities
and the food expenses that you have normally, and then ideally what
you're doing is you're also taking some money and setting it aside
and having reserve balances that you then are funding your one-time
expenses. Things like we repairing a roof or doing an addition to
your house or something like that, you accumulate funds over time.
That's essentially what the college does. We create a
sustainable operational budget so that our expected ongoing revenues
are offsetting our expected ongoing expenses.
Why that's important is because if you take your reserve
balances, your savings, essentially, and you use it to fund ongoing
expenses, that at a point in time in the future, you're going to have
a big problem because you have a structural, a structural imbalance
in your budget, and what it could do is we would end up potentially
putting more money into salaries and would force the issue that we
don't have the revenues to support it in the future and it might lead
to layoffs.
So we don't want to do that. We want to sort of stay within our
means, our expected ongoing means on an annual basis. So that's the
answer.
>> MS. MARIA GARCIA: The other part, I understand that part, but
there is nothing to say that in the following year we couldn't add
the revenues, that we could increase tuition or we could increase the
property taxes. All we would be doing is delaying it.
>> DR. DAVID BEA: Right. You could do that. You create a
budget deficit by doing that. That is not a great practice in terms
of sustainable budget and you create a problem in the future, and
then you get into the issue of when are you going to deal with it in
the future? But yes, you can do it.
>> MS. MARIA GARCIA: Okay, thank you.
>> MR. GREG TAYLOR: Just a quick point of order, Chair, I didn't
want to interrupt Maria because she asked some good questions, but do
we need a motion on the floor? We kind of skipped right to
discussion.
>> MS. MARIA GARCIA: Sorry.
>> MR. GREG TAYLOR: No, you're good (smiling). I just wanted to
make sure we circled back around.
>> MS. THERESA RIEL: I'll bet you're right. I was sort of
thinking this was like a presentation. But you're right.
Is there a motion? Does someone want to make a motion?
>> MS. MARIA GARCIA: A motion to table it? (Laughter.)
>> MS. THERESA RIEL: Well, we need to decide -- we should decide
this meeting whether we raise tuition $1, $2, $3, or whether we keep
it the same, because there are, you know, printing schedules and it
needs to go out so the students know what their classes are going to
cost them for next semester.
So we really should do it this meeting if we can. But it's our
choice, right? That's one of the --
>> DR. LEE LAMBERT: Madam Chair? Can I make a suggestion?
I think just follow the order -- so if there is a motion to table
it, then I think we just have to see if there is a second. If there
isn't, then you can go on to the next motion.
>> MS. THERESA RIEL: Well, I don't know if Maria really made
that or if she was...
>> MS. MARIA GARCIA: I will make the motion to table it.
>> MS. THERESA RIEL: Is there a second to table this?
>> MR. LUIS GONZALES: Second.
>> MS. THERESA RIEL: Okay. Any discussion now?
>> MS. MARIA GARCIA: Yes, I would propose that -- I mean, I find
it very difficult at this point in time with the economy and
everything else that's going on, with our high inflation, to increase
tuition. Even if it's $90, that does not include all the fees. And
the other part is that I respectfully understand that the adjunct
need to have their increase as well.
So being that we are not -- at this point in time I guess it's
not advisable to take funds from a different project, then I would
propose a $1 increase in tuition, not 3.
>> MS. THERESA RIEL: So let me just say that your motion, Maria,
was to table it, meaning that we wouldn't even vote on it this
meeting.
>> MS. MARIA GARCIA: Okay.
>> MS. THERESA RIEL: If you want to withdraw your motion and
make a motion to say a $1 increase
>> MS. MARIA GARCIA: Okay, I will do that. I will withdraw my
motion, and I would propose a $1 increase in tuition.
>> MS. THERESA RIEL: Is there a second on a $1 increase?
>> MR. LUIS GONZALES: Second on a $1 increase.
>> MS. THERESA RIEL: Discussion on this motion to raise tuition
for next school year, '23/'24, $1 per credit hour. Any discussion?
>> MS. MARIA GARCIA: I just don't think that the students can
afford it. Even if they got a $500 increase, I mean, utilities have
gotten out of this world. Every time you go to the store, every item
is about $1 more. I mean, you know, you guys need to think about all
that.
>> MS. THERESA RIEL: Any other comments?
>> MR. LUIS GONZALES: I mentioned this before, and I know that
the last time that the subject came up and the Pell Grant increase
was shared at our meeting, but right now I know unless we have data
and the proof, all the unmet, there is a lot of unmet needs for our
students, for all students.
One of the things that's not happening, they are not applying for
the Pell Grant either. That came out in one of the meetings. So
they are in a deficit aside from the insecurities that they have in
reference to transportation, from housing to food insecurities as
well.
And $3 is a lot. I saw the -- I didn't see a $2 increase, but I
saw the $1. But even $1 may be a lot. But one of the things that we
need to look at and really focus and zone in in reference to, as
mentioned before, they are going to get a big Pell raise, but where
is the data that all of our students are going to get that Pell
raise?
I don't think we have it, to be honest with you. That came at
one of the meetings that they are not applying for the Pell Grant.
>> MS. THERESA RIEL: Okay.
>> MR. LUIS GONZALES: But right now it's a difficult time. It's
very difficult. I just see the perspective of the students, but more
important, the struggles that are still going on. Because they have
a big unmet need, and I don't think we have ever even through Pima or
individually when they apply for the Pell Grant, the Pell Grant is
partial. It does not meet the full need. It never has.
>> MS. THERESA RIEL: Okay. Thank you, Mr. Gonzales.
Greg?
>> MR. GREG TAYLOR: Yeah. I'm sympathetic to what both Maria
and Luis have shared. I agree with you. I think unfortunately we
sort of find ourselves in a situation where inflation affects the
college too, right? It affects all of our staff and all of the
faculty and the adjunct faculty.
So one of the things that we were presented before is we have
this gap that we need to figure out how to fill. One of the things
that none of us have any control over is the state legislature, and
unfortunately we are being short-shrifted by them and have been for
years on dollars that might be able to make that whole. The only
things we have, the only levers we have to move are student tuition
and property taxes.
I don't know that it's any more fair for us to, if we don't do
the increase that's requested, the $3, to then -- I mean, I assume
the only other solution we have at that point, given what we just
said, is to increase property taxes even more, once we get to that to
be able to make up the difference. I'm not sure that's a more fair
way to go, because that impacts not only people who own property but
people who rent property, all of that. This whole thing is
frustrating to me, because I don't think there is like a really good
solution here (smiling).
I'm also frustrated by, and, you know, the chancellor and I have
talked about this, is I think we are doing this in a strange order,
like just from a logic standpoint, that we should be -- and part of
this is just timing. We went through a lot of board orientation and
all those things but we didn't get a chance to really talk about the
future of the college, what sort of infrastructure we really need for
that future, and then try to align the budget to that strategy.
But there is some timing here that in order for the college to be
able to open classes with the tuition rate and not have to -- you
know, we have to make those decisions tonight. I say all that just
to say I sort of reluctantly support the $3 increase, even though I
know it's a lot for some people, and we heard about the Pell and
stuff can offset it, but Luis, I think your point is well taken, that
doesn't help everybody, because I don't know that we have a lot of
good options here.
It's my hope and my expectation in the future that maybe we can
for next year, before we do this, be having those larger strategy
conversations where we can really talk about what college
infrastructure makes sense and what doesn't to support the future so
that we are not always talking -- seems like we are talking a lot
about revenue and not as much about expenses. I also feel like I'm
kind of painted into a corner. The college has to meet its
obligations to faculty and staff and everybody else, and I don't know
another way to do it.
>> MS. MARIA GARCIA: I just want to add one more thing.
In the years that I have been as a board member, and when I look
at some of the expenses that we do, you know, that the college has
incurred or is paying for, I don't feel, or the information that I
have received doesn't appear to be that they are doing a very good
job of handling their expenses.
The other part of it that I want to state is I see a lot of
construction going on around town. That's a lot of new homes coming
onboard. I don't know what the average increase in housing is but
that's all new tax revenue.
Anyway, I just wanted to say that.
>> MR. GREG TAYLOR: No, it's a good point. Maybe David can
chime in, but I feel like when we were talking before, Dave, didn't
you present some just sort of like what the natural growth numbers
were and that that in and of itself wasn't going to get us to where
we needed to go? I'm trying to remember.
>> DR. DAVID BEA: In the study session, we talked about the
growth number was around 1.8 million. That's a real number that is
tangible, right? So we have already folded that in before this
conversation. We assumed the growth in new property.
Additional growth that happens henceforth will help us in future
years, but we know what the additional revenue is already, that 1.8.
>> MS. MARIA GARCIA: So Dave, you have already included that
revenue for the new property taxes?
>> DR. DAVID BEA: Yes.
>> MS. MARIA GARCIA: So the deficit is only the $3 per credit
hour? That doesn't guarantee the revenue either, because you don't
know how many students you're going to have. You're projecting,
right?
>> DR. DAVID BEA: We are projecting revenue -- the expenses and
revenues are assuming that enrollment is flat. If enrollment grows,
the college gains a little bit of revenue but not much, because as
enrollment grows, we add adjunct faculty expenses, and it's a
marginal return that's slightly to the positive.
So what we do is we budget for potential growth, but if it grows
a lot, the college will have additional revenue. If it grows a
little bit, it offsets and it's not that big of a change. Tuition
increases have the effect of adding real revenue to the college.
In terms of the chart that I have up here is so this is assuming
if you did a 2% tax levy increase and a $3 tuition increase, all
other things being equal in terms of the budget, so this is assuming
that the expenses are tied to regular faculty and staff will get
another year of experience in terms of their compensation, so that's
an additional cost. We will add in contractual obligations what we
have, those are mostly system license type, IT expenses, that when
you do that, that $3 of additional tuition revenue and the $2 of tax
levy increase, which we have to go through the process, the board has
to approve doing that, we have to go through the process, but I'm
saying folding that in would give us additional compensation pool of
about $2.6 million that we could then decide how to allocate out in
coming months.
So that's not a lot. That's a little more than 2%. So that's a
year of experience for people, and then a relatively small increase
for other people, or again, you have to think about how to allocate
that out. Adjunct faculty compensation would be included in that, as
well. So it's not -- it doesn't generate a lot of additional
revenue. It generates...
>> MR. GREG TAYLOR: David, if I'm reading this right, if we were
to do $3 and we were to do 2%, we are still at a gap?
>> DR. DAVID BEA: It's a small gap, yes. It's a gap that
through doing some moderate little changes it will be fine.
>> MS. MARIA GARCIA: Okay, well, I would like the board's
commitment that within the next seven months that we are going to be
looking at all the expenses that we are doing, that are being given,
that we are using now, and that we be responsible in addressing those
issues.
>> MR. GREG TAYLOR: Yeah, no, I agree. I think Lee had
mentioned in the study session that maybe we could kind of kick off
some of that future planning process, retreat in May, and by the time
we are at this time next year hopefully we have a really good idea of
what the future of the college would look like and what
infrastructure do we need for that so what infrastructure do we not
need or what kinds of things are we spending money that we
wouldn't -- so I agree with you, Maria. I would hope we would
address all of that in that process.
>> MS. MARIA GARCIA: All right.
>> MS. THERESA RIEL: Maria, are you saying "all right" that you
still want to move forward with the $1 increase proposal, or are we
going to --
>> MS. MARIA GARCIA: Well, Chair, the thing is that we are still
going to be in a deficit if we do, worse if it's a $1, so I
reluctantly will accept what's being proposed. I mean, extremely
reluctant.
>> MS. THERESA RIEL: So you're withdrawing your motion. Are you
going to make another motion for a $3 tuition increase?
>> MS. MARIA GARCIA: Yes. I make a motion, yes.
>> MS. THERESA RIEL: Luis?
>> MS. MARIA GARCIA: Luis, are you there?
>> MR. LUIS GONZALES: I'm here. What are you asking, Ms. Chair?
>> MS. THERESA RIEL: Maria has withdrawn her original motion for
the $1 increase and she's reluctantly saying she understands that
whether we do a tuition increase or not we will be at a deficit,
though it will be a larger deficit if we don't do the tuition
increase. And so she's moved to do the $3, the proposed $3 tuition
increase, and I'm wondering if you're willing to second that or if
you would like someone else to.
>> MR. LUIS GONZALES: Let someone else do it.
>> MR. GREG TAYLOR: I'll second it.
>> MS. THERESA RIEL: Okay. Is there any discussion that we
haven't already talked about?
Dr. McLean, are you interested in piping in?
>> MS. MARIA GARCIA: He's at the game. (Laughter.)
>> DR. WADE McLEAN: No, I'm here. I'm here.
I'd just like to remind everybody that's listening in on this
that the legislature in the State of Arizona has withdrawn their
support for this community college, and they did that several years
ago.
They have put the burden of educating our students on the
student, the parents, and this community. In order for us to
maintain the excellent education that we provide our students and
this community, including the business sector, we're going to have to
do something.
So with the understanding that we also have to deal with
inflationary issues, our employees have to deal with inflationary
issues, I think begrudgingly this is what we have to do at this point
in time.
I will commit, Maria, to you that I'll join you in looking at
expenditures and cutting out of the budget what we can cut. Maybe
the first thing we do is we look at how much we spend on ourselves
and the travel that we do and set an example for the rest of the
college.
With that, I'm in support of Maria's motion.
>> MS. THERESA RIEL: Any other discussion? I'd just like to say
one small, itty-bitty thing to tag on to Dr. McLean's comment, it is
in our state constitution that our community colleges in Southern
Arizona and throughout the whole state are supposed to be as nearly
free as possible, so that the state legislature has definitely given
up following the constitution at least in that aspect by not funding
more fairly Pima Community College and Maricopa Community College.
Okay, having said that, I will call for a vote. All in favor of
a $3 increase, say aye?
(Ayes.)
>> MS. THERESA RIEL: Opposed?
>> MR. LUIS GONZALES: Opposed.
>> MS. THERESA RIEL: The motion to raise tuition $3 per unit for
the following '23/'24 school year passes 4 to 1.
Thank you. Moving on, our next item is the contract --
>> DR. WADE McLEAN: Madam Chair, do we need to take action on
fees?
>> MS. MARIA GARCIA: No.
>> MS. THERESA RIEL: I think that was actually in something that
we had done our first board meeting, or my brain is a little fuzzy
from being stuck at home, but I think we have already either
discussed that or it was something that was already approved by us.
>> DR. WADE McLEAN: Thank you.
>> MR. GREG TAYLOR: Fees are staying the same. It's in that
agenda there, there is no increase in the fees.
>> MS. THERESA RIEL: Okay. Okay.
So we are moving on to section 5.2, the Kelly Services contract.
This is for Kelly Services to manage the payroll for our out-of-state
employees.
>> MR. GREG TAYLOR: I'll move to approve the Kelly Services
contract.
>> DR. WADE McLEAN: Second.
>> MS. THERESA RIEL: Any discussion?
Maria, go ahead.
>> MS. MARIA GARCIA: I think that we should hire somebody from,
have somebody from our own college. I mean, we have to hire outside
people, but we don't have to hire somebody to manage it. I'm done.
>> MS. THERESA RIEL: Okay. Thank you, Maria.
Any other discussion? Go ahead, Mr. Gonzales.
>> MR. LUIS GONZALES: Along the lines of what Maria just
mentioned, I think we really need to review and re-evaluate reference
to all of our outsourcing as well, too. Maybe that could be part of
the discussion in reference to being more cost-efficient,
cost-effective in reference to the monies, reference to what is being
generated by the community, the stakeholders.
Thank you.
>> MS. THERESA RIEL: Thank you. Any other comments?
I would like to ask for the same kind of support that Maria asked
for the last one. I'll be willing to vote for this this time, but I
would like to look into this.
If the college is going to get larger, we're going to have a
larger online teaching population. There is a good chance that we
are going to have more and more and more faculty and staff that are
not necessarily residents of Arizona. When and if that happens, I
just think it would be much better to spend money to hire a
specialist. That's what we have done with all of the important
positions at the college.
You know, we need to pay people to do the work here so we can get
the benefits in the community, not sending money to some other
organization wherever Kelly Services is even located.
So having said that, I'm going to call for a vote. All in favor
of accepting the contract for Kelly Services, say aye.
(Ayes.)
>> MS. MARIA GARCIA: No.
>> MS. THERESA RIEL: So Maria is the opposed -- Greg, did you
say aye?
>> MR. GREG TAYLOR: I did, yes.
>> MS. THERESA RIEL: Sorry, I didn't hear it.
The motion passes 4 to 1 for Kelly Services to do payroll for
out-of-state employees.
Moving on to the third item, the Gordley Group, from their
presentation earlier this evening...
>> DR. WADE McLEAN: Madam Chair. I move that we accept the
chancellor's recommendation on the contract for the Gordley Group.
>> MR. GREG TAYLOR: Second.
>> MS. THERESA RIEL: Any discussion?
>> MR. GREG TAYLOR: Yeah, just briefly, I had a chance, as I'm
one of our designees on that enrollment and marketing committee, I
had a chance to hear the full version of that presentation.
I was in bed with the stomach flu, but it was a nice distraction
from my body aches and everything else. It really was very
impressive, the depth to which they are providing expertise and how
comprehensive that they are looking at everything and the breadth and
depth of the different marketing tools that they are putting into
play. I was really impressed.
I did ask a question in advance of the meeting around why we were
extending and not doing another RFP. I think Phil answered that
earlier. There is an RFP coming up. This is just sort of a
continuation of what's going on.
I also want to emphasize, another question I asked, I was happy
with the responses, the development of CRM tool for the college is
going to be critical, because that's what allows you to actually
track when someone clicks on your ad and goes to the site and do they
actually enroll so you can really have a true ROI measurement of all
these different things, and that's coming in the near future. I was
excited to hear that. So when we do look at these contracts in
future times after that RFP, we can really measure the effectiveness
of these different marketing tactics.
I very much appreciate all of Gordley's work and Phil's work as
well. I was impressed by what I heard in the committee.
>> MS. THERESA RIEL: Thanks, Greg, for sharing that.
Maria?
>> MS. MARIA GARCIA: When is that new system going to come
onboard?
>> PHIL BURDICK: Yes, I can answer that. Right now it's being
designed with input from the student recruiters, from the workforce
area, and from the high school recruitment team.
We're hoping to have it online and ready to go by late spring.
So we will start to use it for fall enrollment, at least starting to
get some baseline numbers, but it will hopefully be in full operation
by the spring semester.
>> MS. MARIA GARCIA: All right.
>> PHIL BURDICK: So this first year we will be getting those
baseline numbers, and then we can really get to what Greg was talking
about. Let's compare and be able to make correlations to marketing
campaigns to not only inquiries but inquiries through new enrollment
and registration.
>> MS. MARIA GARCIA: I have to say the one thing that I did like
is the fact that we are not really spending the money until we use
the services. So what I'm expecting then is that once we are able to
measure who is actually enrolling, we can stop the advertisement for
those things that don't really benefit us.
So that's it. Thank you.
>> MS. THERESA RIEL: Mr. Gonzales?
>> MR. LUIS GONZALES: Reference to how many years has Pima
Community College been -- it's an ongoing contract, correct?
>> MS. THERESA RIEL: Yes, it is.
>> MR. LUIS GONZALES: How many years has Pima been working with
the Gordley Group already?
>> JAN GORDLEY: Phil, would you --
>> PHIL BURDICK: Jan might be able to answer that.
>> JAN GORDLEY: We have been through very rigorous RFP processes
three times over the past 15 years. So our history with the college
does go back 15 years, but we have gone through three separate RFP
and proposal review processes.
During those times, we do feel that our years of service to the
college provides us to extend some real efficiencies, particularly
while things and systems are changing, knowing the, you know, all the
changes and the challenges and nuances, and having a great working
relationship with the college's marketing department and their folks
who do so much working in collaboration with us.
So we're constantly looking to lower the percentage of our
services. It was higher when we started, because we did go through,
you know, some learning process with that. But we do have a number
of years and feel very privileged to have been able to work with and
support the college over 15 years.
>> MR. LUIS GONZALES: I have two more questions.
On the presentation, in the 15 years that we have been working
with Pima College, there was no enrollment numbers shared, correct?
>> JAN GORDLEY: Not in this particular presentation. But we
have presented to the board on previous occasions, looking at
enrollment numbers and particularly in comparison to budget over
those 15 years.
There is a correlation. The college has strategically made a
move from very, I wouldn't say very, I don't know, focused or
limited, very limited marketing right before enrollment for fall,
right before enrollment for spring. We found that that was not as
effective and not the best practices across higher education.
The college now markets throughout the year. It does focus on
those enrollment, our service focuses on enrollment for the three
semesters. We also found that that approach of the last month or two
right before enrollment did not yield the enrollment and type of
student that the community benefits from and the college benefits
from.
Does that answer your question?
>> MR. LUIS GONZALES: Yes and no.
The last question that I have, share with the public, right now
we haven't said it yet, I saw the numbers, what is the cost is going
to be for the college, because it's not for the college. We need to
share this information with the stakeholders, the students, and the
community. What is the cost? It's a three-year contract, correct?
>> MS. THERESA RIEL: Yes.
>> MR. LUIS GONZALES: What is the cost?
>> JAN GORDLEY: I will toss this to Phil, but the budget that
you're voting on provides a cap or not-to-exceed. It's then up to
the college to decide exactly what and how and what most benefits the
college for us to provide services and what media to buy.
Phil, does that sound correct?
>> PHIL BURDICK: Yeah, that's exactly right. It's a cap. That
doesn't mean we get the cap. We have a budget that we have to get
approved by the college, by Dave Bea, by the chancellor, and by the
ELT, just like every other department.
What it does is it allows us to spend the same amount of money,
but if we see opportunities or an opportunity to go after a target
market or new initiatives, then it's up to my area to find that money
in our budget, make adjustments, and be able to fund that. But we
don't want to run into a board cap on what we are allowed to spend
with Gordley.
>> MR. LUIS GONZALES: Okay. Again, share with the community and
the stakeholders the amount, the number that we are talking about.
>> MS. THERESA RIEL: So currently it's a $4.5 million contract
that we are voting on. Remember, this buys the print media and the
air media and the television media. So it's doing more than -- that
dollar amount is doing the wraparound things on the buses. All of
that, the graphic design.
So you're exactly right, Luis, it's a significant amount of
money, but I think that the fact that it's going to be tied to this,
you know, knowing if students get the media, if they click and if
they register and if they enroll, I think that this would be a good
way for the college to continue moving down this path.
And as this year and next year goes on, if we realize that there
are things that aren't working, Gordley has said that they are not
going to use the money in ways that isn't producing those results of
getting students to click and become enrolled.
>> MR. LUIS GONZALES: Correct.
Just one last note or a comment that I want to make. It is a lot
of money. But I saw the presentation. I liked what I saw.
One of the questions that was asked in reference to who decides
on the context, we need to look at that as well, too, but more
important, and it's nothing new that I haven't said before and I will
continue to say, Pima Community College is a community college here
in Tucson. I think one of the things that we really need to
emphasize and really be more successful in reference to addressing a
lot of the membership or the community here as well, too.
The last thing I just want to share, as I mentioned before, Pima
Community College, it's Pima within the county, and that's the only
community college that we have in Pima Community College aside from
the other ones that are not locally, but that's what I would just
wanted to share again.
Thank you.
>> PHIL BURDICK: If I could just jump in on that and react to
Member Gonzales, so as far as creating the content, I just need to
give a shoutout to my marketing team, Paul Schwalbach and our
marketing coordinators, Jemila (phonetic), Annie, and Dinah who go
out and find these student success stories that become the basis for
a lot of our advertising.
So they really do a great job, and, you know, Gordley gets their
stories out there into the right hands, into the right computers, and
into the right Smartphones.
>> MR. LUIS GONZALES: Like I mentioned, I did like what I saw
and what was presented. It looked good, especially with the Hispanic
component that I was looking at, reference to what you have done
already. Thank you.
>> MS. THERESA RIEL: I would like to make one final comment
about -- I don't think we should give up on those high school
students that aren't graduating and doing all of that, right? I
think that maybe someone could figure out amazing media campaign to
get them to buckle down and finish up their high school so they can
do something amazing at the community college.
Maybe they don't realize yet that the opportunities that are just
beyond the next threshold, if they just take that next couple of
leaps. So I would always like to not ever give up on any of our
young students, because each one is worth reaching and pulling into
our fold of the amazing things we offer at the college.
Okay. So having said that, if there is no other discussion,
we'll call for a vote. All in favor of accepting the contract for
Gordley Group for the years '23 through '26 for advertising, please
say yes?
(Ayes.)
>> MS. THERESA RIEL: Motion passes 5 to 0.
>> MR. LUIS GONZALES: I didn't say anything yet. I said no.
>> MS. THERESA RIEL: I'm sorry, I thought I heard...
>> MS. MARIA GARCIA: Okay, Luis?
>> MR. LUIS GONZALES: I said no.
>> MS. THERESA RIEL: I'm sorry. Then the motion passes 4 to 1.
Sorry about that. My hearing is going bad.
>> DR. LEE LAMBERT: Madam Chair, I just want to clarify
something. We are not going to abandon the 18-to-24-year-old market.
I think Phil meant to say that we have to weigh that market against
all the other opportunities and just balance that out.
>> MS. THERESA RIEL: Oh, of course. I'm just saying you never
--
>> DR. LEE LAMBERT: No, your point is well made. Thank you.
>> MS. THERESA RIEL: Thank you.
Moving on, No. 6, requests for future agenda items.
Board members, is there anything that you want to put on the next
agenda or two?
>> MR. LUIS GONZALES: Yes, I do.
>> MS. THERESA RIEL: Okay. Thank you, Luis.
>> MR. LUIS GONZALES: For my next request for the future agenda,
I really want to have the properties that we have and the board needs
to revisit and re-evaluate that, especially the properties around the
Downtown Community Campus, because one of the things that, since we
have three new members, I think we need to look at the costs involved
in the renovation or demolition, which options are more economically
and feasible and what is best for the students and the community.
Alongside with that, I really would like to see, because it's
right there, on the neon signs, maintenance and operation, the costs,
now and in the future.
One other question to ask, what is the educational benefits in
maintaining those neon signs. Any and all contracts and agreements
that exist for the board for review of these items that I mentioned,
on the properties and the neon sign.
>> MS. THERESA RIEL: Okay. Thank you, Luis.
I do believe that one of our study sessions coming up in the next
three or four months will include the information that has been
garnered for the last year with the two men that have been working on
the architecture and the planning of that, and we're going to hear
more about that in one of our study sessions coming up.
Thank you. I agree with you. Any other board members?
>> MS. MARIA GARCIA: Okay. I would like to add to the agenda
the review for BP 1.05, the delegation of authority to the
chancellor. Also BP 1.10. The last time those items were -- they're
scheduled to be reviewed every three years. The last time they were
looked at or updated was in 2018.
So I think that the new board members need to look -- I would
propose that we need to relook at those and see if we still agree
with what they say.
>> MS. THERESA RIEL: Okay, Maria, I'm going to also add board
policy 1.25. Also, you know, I was looking, it was revised in 2018.
But board policy 1.05, I have the last review, revision date was
2017. So that's going on six years. I agree with you on that one.
>> MS. MARIA GARCIA: Okay. I misread it. I guess I was reading
off the last one.
>> MS. THERESA RIEL: I could have been wrong too. I think it's
important for us to keep our board policies up to date, so, you know,
maybe we will have to call a special meeting for the board members to
discuss these since our coming-up general board meetings are already
pretty full.
>> MS. MARIA GARCIA: Theresa, the one thing -- I'm sorry, Board
Chair, Chairwoman. Sorry for the disrespect
>> MS. THERESA RIEL: None taken. Thank you.
>> MS. MARIA GARCIA: What I'd like to see happen is that we
should be able to review these within the next two or three months,
and the reason I'm setting a time limit is because it is apparent
that many times when I make suggestions, not that you're the culprit,
but that it doesn't get addressed. So if we could at least follow up
on that.
>> MS. THERESA RIEL: Okay. Thank you.
Any other additions to future agenda items?
>> MR. GREG TAYLOR: I don't know that it's really a future
agenda item, we talked about it earlier, just to underline it, I
certainly hope -- Chancellor Lambert had mentioned in our study
session that our retreat in May could sort of kick off that planning
for the future process, and so I would very much like for that to
happen so when we are making these kind of votes a year from now then
we have a better view for the whole picture of going forward.
>> MS. THERESA RIEL: Yes, thanks, Greg.
>> MS. MARIA GARCIA: Greg, can you explain that? Sorry, wait a
minute. Can you explain what you're saying? I know you said
something about the retreat and the future, what our projections are
going to be like later on.
>> MR. GREG TAYLOR: Yeah. In that study session we were talking
about really setting a strategy for the future that could then drive
the budget as opposed to the budget driving the strategy. I'm just
emphasizing that I very much would like that to kick off in May at
the retreat.
I'm sure it will be multiple discussions over time, but I just
want to make sure that happens, because I think it's really important
that we can put that strategy first when we are in this place a year
from now and we are not having to make these discussions in reverse.
>> MS. MARIA GARCIA: All right. Thank you.
>> MS. THERESA RIEL: Okay. Well, if there are no other comments
or additions, I'm going to adjourn this meeting.
Thank you all so much for everything you do for the college. My
fellow board members, it's once again been a pleasure working with
you this month. Let's keep it up and let's do great things for the
college.
>> MS. MARIA GARCIA: Thank you.
>> MS. THERESA RIEL: Meeting adjourned.
(Adjournment.)
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