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         February 3, 2021 Governing Board...



         >> MR. DEMION CLINCO:  Good evening.  I'd like to call to order

    the February 3, 2021 regular Governing Board meeting of the Pima

    Community College District.

         Prior to our roll call, I'd like to make an announcement we are

    having a little technical difficulty with our live stream to our

    YouTube channel.  You may only be able to hear the audio.  If the

    problem persists, we're going to try to make some adjustments

    throughout the meeting to move the person who is speaking to the top

    corner so they should be able to see us.

         A full live video recording will be made available after the

    meeting on our Governing Board page always.

         Again, we apologize for the technical difficulty, but we feel

    it's important to move forward with the meeting this evening.  With

    that, I'd like to go ahead and do the roll call.

         Mr. Silvyn, could you read the roll?

         >> MR. JEFF SILVYN:  Yes, thank you, Mr. Chair.

         Catherine Ripley?

         >> MS. CATHERINE RIPLEY:  Here.

         >> MR. JEFF SILVYN:  Demion Clinco?

         >> MR. DEMION CLINCO:  Here.

         >> MR. JEFF SILVYN:  Maria Garcia?

         >> MS. MARIA GARCIA:  Here.

         >> MR. JEFF SILVYN:  Dr. Meredith Hay?





         >> DR. MEREDITH HAY:  Present.

         >> MR. JEFF SILVYN:  Luis Gonzales?

         >> MR. LUIS GONZALES:  Here.

         >> MR. DEMION CLINCO:  Terrific.  Looks as if all members are

    present.

         The next item on the agenda is our public comment and call to the

    audience.

         The Pima Community College Governing Board welcomes public

    comment on issues within the jurisdiction of the college.  Generally

    the total time for public comment will be limited to 45 minutes, and

    comments will be limited to 3 minutes per individual.  These time

    limits may be modified by the board or board chair.

         Individuals sharing comments are expected to communicate with

    decorum and respect.  Individuals who engage in disorderly conduct or

    use divisive or insulting language may have their time reduced or

    concluded by the board chair.

         At the conclusion of public comment, individual board members may

    respond to criticism made by those who addressed the board, may ask

    staff to review a matter, or ask that a matter be put on a future

    agenda.  Members of the board, however, may not discuss or take legal

    action on matters raised during the public comment unless matters are

    properly noticed for discussion and legal action.

         Finally, be advised that internal college processes are available

    to students and employees for communication.

         This evening we only have one member of the, one call to the





    audience.  Natividad Gonzales.

         Mr. Gonzales?  Is Mr. Gonzales there?

         Okay.  Since we only have one item I will give Mr. Gonzales one

    more moment.  Does anybody know if he's on the call or we're able to

    elevate him?

         >> I do not see him listed or as an attendee.

         >> MR. DEMION CLINCO:  Okay.  He provided some written comments

    to the board, so I would ask that Andrea send those out to everybody.

         Our next item on the agenda, remarks by the Governing Board.  I

    have no remarks at this time.  I will hand it to Mr. Gonzales.

         >> MR. LUIS GONZALES:  Well, the only remarks I have is that we

    started a new year, and I'm hoping this year is going to be a better

    year than last year because of the pandemic, and I know that we all

    want the best for our faculty but more important for our students.

         I wish all that we will have a successful and productive year

    this year compared to the last year.  I know that the pandemic is a

    challenge, but with God's will, it will happen.  It will be better

    than last year going forward.  Adios.  Gracias.

         >> MR. DEMION CLINCO:  Dr. Hay?

         >> DR. MEREDITH HAY:  No comment.  Thank you.

         >> MR. DEMION CLINCO:  Ms. Ripley?

         >> MS. CATHERINE RIPLEY:  No comment.  Happy to be here.  Thank

    you for those comments, Luis.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  I don't have a comment, either.  Maybe just





    welcome everybody and I hope we get through this pandemic very soon.

         >> MR. DEMION CLINCO:  Me too (smiling).  Okay.  Thank you very

    much.

         Administrative reports.  We have a number of them this evening.

    The first is a COVID-19 vaccination rollout.  First of all, for

    clarification, before we move into that, I understand that Mr.

    (Indiscernible) had a conflict, and we may need to move his item.  I

    see him on the call now.

         Would we prefer to move him up because you have a conflict later

    this evening or --

         >> It's been resolved.  I'm good to go.

         >> MR. DEMION CLINCO:  If you don't mind waiting, we will

    continue and then we will circle back around.

         >> MR. DEMION CLINCO:  We will start with the COVID-19

    vaccination rollout with Bill Ward, vice chancellor for facilities.

         >> BILL WARD:  Can you all see it?

         >> MR. LUIS GONZALES:  Yes.

         >> BILL WARD:  Chair Clinco, members of the board, Chancellor,

    students, colleagues, guests.

         Before I start moving forward with this presentation, I would

    like to introduce Dr. Francisco Garcia.  He's the deputy county

    administrator for community and health services and chief medical

    officer at Pima County, and once I'm done with this quick

    presentation, we'll both be able to hopefully answer your questions.

         So just to give the board an update -- hold on.  I don't know





    what happened here.

         As you are well aware, we started our partnership last year with

    Arizona State University and Pima County, and we developed a number

    of testing sites.  We started out with three sites.  We actually

    opened up our West Campus as our first drive-through site in November

    2016, and as you can see, we have accomplished over 3,734 tests and

    then opened up Desert Vista and East Campus directly after, the

    following month, and we have also completed 982 tests there.  East

    Campus, 725.

         Then just recently, beginning of this year, we opened the

    Northwest Campus.  As of this time, I don't have the numbers, but we

    are collecting that information.

         It has been running very, very smooth.  We are really proud of

    it, and also, too, our partnership with the county and Arizona State

    University.

         Also, too, as you guys know we have worked hand in hand with

    Dr. Francisco Garcia's team, and so we have been meeting since last

    year to kind of try to look to see how this whole process would go.

    And so as you all are aware, there has been some e-mails that have

    gone out.  I know Lisa sent them out last week and they will go out

    weekly to let our staff know that they are able to go on and work and

    register on the portal that the county has set up for the college.

         We know there has probably been close to a thousand or more of

    our personnel that have already done so, and so we are really excited

    about that and continuously encouraging people to get out there and





    get vaccinated.

         Also, too, one of the things that we applied for last year was

    that hopefully Pima College could eventually be a site to administer

    the vaccine.  We had talked with our county partners about a good

    year ago when this whole thing started, and so we filed our

    information with the state.

         They got back to us, asked us a few questions or wanted some more

    information.  We provided that information to them, and as of two

    days ago, received confirmation from a couple of our partners, and I

    will have a meeting with them tomorrow about setting up West Campus

    as a potential vaccination site.

         That concludes my presentation with the team, and then hopefully

    we can answer your questions.  Dr. Garcia?  Or board, I'm sorry.

         >> MR. DEMION CLINCO:  Thank you so much for the presentation.

    Are there questions from the board for Vice Chancellor Ward or

    Dr. Garcia?

         >> MS. MARIA GARCIA:  I'd like to know when the site is going to

    be working, the registration site.  It's a mess.  (Laughter.)  Sorry.

         >> That's quite all right.

         Chairman Clinco, Chancellor Lambert, thank you for having me here

    today, and thank you for allowing us to sort of partner with you.

    Pima Community College is an essential institution within our

    community, and at this point we are committed to continuing our

    partnership.

         We have stood up very quickly vaccination sites as well as





    testing sites, and we are carrying these out simultaneously during a

    period that is very operationally difficult for everyone.

         But we are particularly hopeful for the assistance on the testing

    site.  I think that it is a mutually beneficial kind of arrangement,

    and at this point, even your Northwest site now has had over 500

    tests delivered to that location.

         I will turn over to vaccination, because that is obviously an

    area of interest.  What you need to remember is that we started

    vaccination in this county on December 18.  So a little bit over a

    month ago is when we started vaccinating in this county.

         Currently in this county we have vaccinated nearly 120,000

    individuals.  That is 120,000 individuals have received vaccination

    through the process.

         The way we have done this in using a variety of modalities, using

    these fixed pods at TMC, at Banner North, Banner South, TCC as well

    as the University of Arizona.

         These pods are serving anywhere between 500 to 1,500 individuals

    on a daily basis.  Understand that the phasing of the vaccination is

    dictated from the Centers for Disease Control and from the Arizona

    Department of Health and Human Services.

         At this point we remain in the 1B1 priority group, which is

    inclusive of individuals who are 75 and older, because those are the

    people that are more likely to die and have severe consequences.

         It is inclusive of law enforcement, inclusive of teachers and

    educators, and most recently the governor has added an additional





    category, which we have not yet fully moved into, which is people

    between 65 and 74 years of age.

         So the way that the process is set up by its nature is

    distributed, and so different locations will have slightly different

    registration processes.

         The process for registration for educators is through the REDCap

    link that you can find.  When you Google Pima County COVID vaccine,

    you will hit a landing page.  When you scroll through that page it

    will say priority 1B, and you hit that button, and then you can

    identify where you fit in those priority groups.

         It will take you to a form that allows you to find out five data

    elements, I believe.  Those data elements are collected and are batch

    transmitted to our partner TMC who then generates new electronic

    health records within their system.

         As you might imagine, any time that we do a health intervention

    in a healthcare setting, you actually have to have documentation,

    identity verification, and accountability for that.  Especially

    because this is a federal asset and especially because we will not

    receive any more federal asset unless we can demonstrate that these

    assets are being moved through quickly.

         So that's the way the process is designed to work.  After three

    to four days after you go onto that REDCap link, you should receive a

    My Chart invitation from TMC, and it will say TMC My Chart will be

    the e-mail address, and it will invite you to create a user name, to

    identify a password, and to actually go onto the site to schedule





    your appointment.

         Because this process has been hectic and because this process has

    been a little bit rough, we have also provided some on-site

    registration capability at the Tucson Community Center in order to

    meet the needs of especially folks who are not technically

    technologically savvy or who have Internet access or literacy issues.

    We think that that's important.

         Effective last week on Wednesday, educators K-12 and otherwise

    are able to create appointments either at the University of Arizona,

    at TCC, and next week we will even have additional options.

         So that is the way the process is working currently.  Currently I

    can tell you we have vaccinated over 8,000 educators, which is quite

    a significant proportion of the folks that are in the system.  Most

    of them have been K-12 educators, honestly and appropriately, but we

    are seeing a lot of folks also from the University of Arizona, from

    PCC, as well as from the trade and technical schools that train

    individuals in our community.

         We have made a commitment, the county administrator has made a

    commitment that we will vaccinate 100,000 people each month over the

    next three months.  We have met and exceeded that goal in this month

    of January.  We intend to meet and exceed that goal in the month of

    February and March.

         I believe that if we have the kind of vaccine supply that we need

    from the state and from the federal government, we are going to be

    able to vaccinate essentially 60 to 75% of the entire population of





    Pima County by the time we get to summer, by midsummer.  So I am

    super excited and super happy to be able to share that with you, but

    I do so adding the caveat that this is all dependent on vaccine

    supply.

         This week we received an allocation of approximately 30,000

    doses.  We are on track to expend every single one of those doses by

    early next week.  We are expecting our allocation numbers, the state

    will be sharing those with us tomorrow, and again, if they are in

    that general range in terms of volume of doses, I believe that we

    will be able to do well.

         However, we actually have more capacity, we built more capacity

    into the system so that if, all of a sudden, vaccine starts to flood

    the market, we are able to pick it up and quickly put it in the hands

    of partners who are quickly able to vaccinate a lot of individuals

    across this community.

         So that is where we are today.  If you look at the state website

    you will see that we have effectively delivered approximately 70,

    depending on the day, 70 to 80% of all the vaccine that we have

    received has already been delivered into people's arms and that we

    are on schedule to meet that need.

         So I'm going to conclude my remarks there, open it up for

    questions, and happy to take them.

         >> MR. DEMION CLINCO:  I see a lot of hands raised.  So

    Dr. Garcia, first of all, thank you so much for being here.  We

    really appreciate you taking the time from your incredibly busy





    schedule to meet with us and to update both us and the Pima Community

    College community about what the county is doing as part of the

    rollout.  We are very, very appreciative of all the work that's gone

    in to make this happen.

         Could you tell us, in terms of the vaccine rollout, when really

    we would expect to see the bulk of the PCC employees who have

    currently registered, when we would anticipate seeing them

    vaccinated?

         >> So PCC employees who have currently registered should have

    received a My Chart account by now.  If they have not, then either

    there is an error in the information that they provided or in the way

    that that information was transmitted.

         Surprisingly, to me, perhaps not to those of you who are

    educators, there is a fair amount of data entry error that goes on

    when people are entering information.  So if people have not received

    a My Chart account by now, have not received an e-mail from TMC My

    Chart, it means that either the information they entered was

    incomplete or incorrect or the information was not transmitted

    adequately.

         So those individuals who are in that position, all they need to

    do is hit that REDCap button one more time, re-enter, be meticulous

    about especially the date of birth and the name and the last four

    digits of the Social Security number are the key identifiers that TMC

    is using to create these new accounts.  And within about 48 to 72

    hours there should be a response from TMC letting you know that they





    have received your information and that they have a valid information

    set to work on.

         So right now we have availability for vaccinations at our sites,

    so if you got that link today and you hit that link, you will see

    availability both at the University of Arizona and at the TCC.  You

    will not see availability necessarily at TMC.  Banner is a completely

    separate system.  You have to sort of hit the Banner link if you want

    to go through that system.  And right now, the availability at Banner

    is a little bit limited.

         So that is where we're at today.  My expectation is that before

    the end of the month, everybody who is an educator who wants to be

    vaccinated will be vaccinated.

         >> MR. DEMION CLINCO:  Well, that's terrific news.  We really

    appreciate that update.  Dr. Hay?

         >> DR. MEREDITH HAY:  I'd like to, Chairman Clinco, publicly

    thank Dr. Garcia and the entire Pima County health team working

    nonstop 24/7 the last 14 months on this horrendous issue, and it's

    just so amazing what you have done, Dr. Garcia, and your team.

         I'm just so very proud to have you in Pima County and leading the

    way.  And so thank you, thank you, thank you for all you've done.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Well, I want to thank him because I didn't

    realize that they were taking people that didn't have Internet

    access, and that was a real concern of mine, because a lot of people

    -- I don't even think they are aware that they can go in and that





    there are some slots available.

         I think probably that needs to be communicated a little bit more

    within the community.  I know right now the focus is line of first

    responders and our educators, but further on down the line there

    probably has to be a little bit more communication on that.

         Anyway, thank you so much for all the work you're doing.  I know

    it's difficult.  I have been trying to get my vaccine for the last

    three weeks, so I know how hard it is.  (Laughter.)

         Okay.  Thank you.

         >> Chairman Clinco, Ms. Garcia, a couple of things that I will

    share with you, because we have a very diverse and heterogeneous

    community, we have to have a lot of different doors that people can

    walk through.

         So in fact if you use your Smartphone, and most people have

    Smartphones, not everyone, but if you use your Smartphone and you

    Google COVID Vaccine Pima County, there is also a land line number to

    our call center.

         That call center is staffed by 20 operators whose job it is to

    help figure out just how technically savvy you are and whether you

    will be able to make it through that process.

         We actually hold the hands of people who are not able to make it

    through that process, for whatever reason, be it literacy, be it

    language barriers, be it whatever, we literally hold their hands

    through the process and in fact are able to appoint them directly

    into available slots.





         It does take being on the phone.  Today our call wait, however,

    was less than six minutes, and we responded to over 1,500 calls.

         >> MS. MARIA GARCIA:  Wow.

         >> I think we are doing pretty well.  It's not perfect.  I also

    want to encourage you to look at our website, because maybe your

    neighbor is not particularly computer literate, but all of us have a

    social network that includes people with differential abilities to

    access this different kind of information.  You could be a really

    important conduit for how they do that.

         One of the questions that has come up from neighborhood

    associations is what is it we can do to help our elders get through

    the process?  And my consistent answer has been offer them a hand

    when they are at the computer screen.  Because we are seeing people

    make some fairly simple errors.

         I just looked at a situation, you know, a 75-plus couple, who

    were very good about documenting everything they have done January

    14th, January 15th.  You know, got on to REDCap.  And on January 18,

    19, they had something back from TMC My Cart.

         On January 20 they called TMC to say, where is My Chart, which

    TMC appropriately said you got one.  All you have to do is hit the

    link and they re-sent the e-mail.  Of course these people shared this

    with me.  So I see the e-mail with the actual link.  The folks didn't

    understand that what they needed to do was click that link and

    actually schedule an appointment.

         And I get it.  You know, my mom is more than 75 years old.  I





    helped her through the process.  So, yes, people with differential

    abilities will need differential levels of support, and we're hoping

    to be able to provide that.

         >> MS. MARIA GARCIA:  Thank you.

         >> MR. DEMION CLINCO:  Chancellor Lambert?

         >> DR. LEE LAMBERT:  Yes, thank you, Mr. Chair.  Dr. Garcia,

    first I want to say thank you to you and your team for all the

    support you provided the college.

         During this very difficult time, that relationship we have with

    you and the team really has made a big difference in terms of how we

    make our decisions on the ground.  So I just want you to know that.

         As we look at the current criteria, a lot of them are still in

    the red and not met, so given the numbers you see currently, when

    might we see those moving out of the red category, maybe into the

    yellow, and obviously into the green?  What time frame, provided

    people continue to exercise good hygiene, et cetera?

         >> So Chairman Clinco, Chancellor Lambert, a couple of things.

    So those are really super important questions to sort of grapple.

    And I think I would think of them separately.

         There is the issue of how and when you resume instruction, and

    what does our disease burden look like in our community?

         Until about a week ago, I was unwilling to say that we were

    improving, that our metrics were improving.  But now for the third

    week in a row the number of cases per 100,000 has dropped.  We are

    not yet to the level we need to be, which is 100 cases per 100,000.





    We are in fact at approximately 400 or 500 cases per 100,000 on a

    given day.  So, you know, we are not where we need to be.

         In terms of the test positivity, that is also trending in the

    correct direction.  We want to be in a test positivity range of

    approximately less than 5% of our tests coming back positive.

         Right now we are in the mid to low teens.  We have been as high

    as 28%, so this is a tremendous improvement over approximately the

    last month or so.

         Finally, the final criteria is COVID-like illness, and that is

    the number of people who are presenting to hospitals and emergency

    rooms with COVID as a diagnosis.  That is also trending in the right

    direction and I believe is going to move positively.

         What I have told the superintendents when I meet with them, and

    it's a similar set of concerns, is that I do anticipate being closer

    to those threshold metrics starting toward the end of this month.  I

    really believe that most of those metrics will start to be either in

    the yellow -- will start to be in the yellow zone, and it will take

    us a while to get to the green zone.

         The separate decision with regards to instructional activity and

    instructional models is a completely different kind of conversation.

    The decision to engage in whatever model of instruction, whether it's

    in person, hybrid, or entirely virtual, that's a really complicated

    conversation, and you guys are the educational experts and I would

    never dream of telling you how to do your job.

         What we do know, based on the science, based on the case





    investigation and contact tracing that we are doing is that most

    infections are not occurring in classroom settings.  Certainly most

    infections in the K to 5 arena are not occurring in classroom

    settings.  I would even be willing to say most infections in general

    among people who are school age inclusive of university age are not

    occurring in school settings.

         Most infections are occurring either at home or in educational

    settings or are associated with attending gatherings of 10 or more

    people.  We are seeing that consistently in our case investigation

    information.  We are seeing that consistently across the country.  We

    are seeing that actually out of the UK, very good, out of Israel very

    good data, all of which say schools are relatively safe places when

    you put into play good, strong mitigation measures, when you create

    nice space between people, when you make sure that you are

    circulating the air appropriately, when you're making sure that

    you're encouraging teachers and students to stay home when they are

    sick.

         When you do all those meticulous things, and mask wearing,

    obviously, when you do all those things, schools can be a relatively

    safe place in comparison to a lot of other locations.  I certainly

    would prefer for folks to be in that setting than in a bar setting,

    for instance, for the purposes of disease transmission.

         So I think that that's what you were getting at, and we totally

    appreciate the partnership that we have with Pima Community College,

    and we are happy to be supportive in whatever way we can.





         >> MR. DEMION CLINCO:  Thank you very much.  Final words,

    Mr. Ward, and then we have to move along.

         >> BILL WARD:  Yes, I just wanted to ask Dr. Garcia one more

    question, and we have been getting a number of questions that are

    consistent, and one of the big ones we get all the time is how long

    do you anticipate social distancing, wearing PP?

         Pima has been really adamant about ensuring that's not anything

    that's going to change any time soon with us when it relates to six

    feet, being around someone six feet or wearing their protective

    devices.  What are your thoughts about that?

         >> Excellent question.  Chairman Clinco, Mr. Ward, super great

    question.

         So I don't believe that we will ever be back to normal.  I

    believe that the days of people sort of being -- I don't believe that

    we will have -- this pandemic has fundamentally transformed the way

    that social interaction takes place across the board in a variety of

    settings.

         I do not believe that we will get to a place where there is

    absolutely zero mitigation.  I expect environmental controls to

    remain, continue to be strong.  I expect us to do messaging when

    disease pops up around masking, hand washing, and staying at home

    when you're sick.  I expect us to continue to do this for a good,

    long time.

         I do think, however, that the game changes completely when we hit

    about a 70, 75% vaccination rate, because at that time, we start





    hitting what we call, what I call community immunity, what some

    people call herd immunity.

         When you have a sufficient percentage of your population that's

    been vaccinated, that's protected, the likelihood that you're going

    to be rapidly infecting other individuals really does go down.

         And I think that's when you start relaxing.  I believe that we

    can get to some level of community immunity before the end of the

    summer.  I'm hopeful that we can have a near-normal fall.  Still

    probably a little bit of mask wearing, with still meticulous hand

    washing, meticulous stay-at-home policies, but I think we are headed

    for a near-normal fall if we continue how we're moving forward.

         >> MR. DEMION CLINCO:  Thank you very much, Dr. Garcia.  A very

    hopeful way to end this presentation.  I certainly hope -- I would

    love to talk to you about the variants and a whole slew of other

    topics, but we are short on time.

         Hopefully we can have you back again, or if we have additional

    questions, we can pass them through Mr. Ward and we can connect

    again.

         >> Happy to do it.  Thank you so much for your time.

         >> BILL WARD:  Thank you so much.

         >> MR. DEMION CLINCO:  Thank you.

         >> BILL WARD:  That concludes my report.

         >> MR. DEMION CLINCO:  Okay.  Thank you very much, Mr. Ward.

         Moving on, what we will do is the legislative update with

    Jonathan Peyton.





         Mr. Peyton, thank you so much for being patient.  I wanted to

    make sure that Mr. Garcia could continue on with his urgent work

    across the county.

         >> JONATHAN PEYTON:  I wanted to talk about this legislative

    session.  It's a very unusual session, as I'm sure you can imagine,

    as it's unusual for you what's going on right now.

         There is a blanket ban on really entering the capitol grounds, so

    except for lawmakers, right now I have never seen it this way.  You

    actually, you can't testify in any of these committees in person

    except for in select committees in the House and they are requiring

    you have to be there.

         So that's a very unusual situation, and to sign up for the

    system, you do it at a kiosk, and you have to be signed up at the

    capitol, but you can't go on the capitol grounds.

         It's very confusing for those of us who have to work there.

    There is a number of bills I want to talk to you about.  The first

    one in question is 2136.  This involves adult education.  It's

    sponsored by Michele Udall.  We are calling it the Goodwill Bill.

    What it does is allows outside groups to offer high school

    equivalency education for adults.  Goodwill would be the recipient of

    this.

         The issue is is that currently our adult ed system, when I talked

    to our folks about it, we get about a few hundred dollars per

    student, but what they are saying that Goodwill and these other

    groups would get would be well over $6500 per student.





         So because it would be under the kind of the K-12 system per

    student, there is a huge inequity in the amount of money.  Our issue

    with this bill is how do you compare, A, either they are not going to

    be able to do as good of a job with -- we are doing more with less,

    or we should be getting $6500 per student.

         So that has to be -- we have some serious questions about that

    bill.  Part of the issue is that Goodwill is sponsoring it,

    obviously, and name itself, everyone loves Goodwill, but the policy

    we have some serious problems with.

         So that bill is making it through the system.  We have met with

    lawmakers to talk to them about our concerns with that bill.

         The second major bill...

         >> DR. LEE LAMBERT:  Jonathan, can I just stop you real quick, I

    just want to, Mr. Chair, note something that's very important about

    this bill.  The bill was designed to address a very serious problem

    in the State of Arizona, and that is there are over 700,000

    individuals in this state that do not have the high school

    equivalency.

         So the intent is good, but the way the bill is structured is

    where it's problematic.

         >> JONATHAN PEYTON:  And like I said, the only -- there is two

    ways to address it.  One is they get the same amount we do, $200 per

    student, or we get the $6500 per student.  Given the state of affairs

    right now with the Arizona budget, I doubt that that's gonna happen,

    that second option.





         But there are some inequities built into the bill.  Legitimate

    issue and intent behind the bill, but some real inequities behind the

    bill as well.

         The second major thing I want to talk to you about is dual

    enrollment.  So this bill was going through the system, had almost no

    pop position last year.  HB 2021.  It's one that we were supporting.

    The chair of education, also Michele Udall, sponsored the bill.  It

    died because of the pandemic.  Like many bills did last year, they

    adjourned before any of these bills ever got a hearing in the

    opposite chamber.  So the bill is back again, and we are hoping that

    it will pass.

         Another major issue we are going to be seeing this year is a

    four-year baccalaureate for community colleges.  This is being pushed

    primarily by Eastern Arizona and Maricopa.  The universities were

    very much against this last year.

         We, as a community college have, and the chancellor can talk

    about this at length, but we have relationships with our university

    as well as with other universities, so it isn't as much of an issue,

    but for some of the rural areas, they look at it as a way to keep

    their students home.

         In addition, we have -- so that's one huge bill that is going to

    be going through the system.  We have not -- I don't think we have

    taken an official position on the four-year degree, but I know that

    it's going to be out there.  So I just wanted to inform you about

    that four-year baccalaureate.  You may hear something about it.





         Another big issue that we will be addressing this year is the

    expenditure limitation.  We are in a very different situation than we

    were a year ago because of the passage of your local ballot measure

    to address expenditure limitation.

         Right now, we are certainly supportive of the bill.  Part of it

    is going to be more addressed towards the pandemic and temporary

    expenses possibly trying to take away any penalties for violating

    expenditure limitation for a given amount of time during the

    pandemic.  But it's not going to have a huge impact because of the

    passage of that ballot measure in Pima County.

         I think the biggest issue that we are working on is the noncredit

    bill.  The number on that is 2597, HB 2597.

         That bill is a top priority for us because of the arrangements we

    have with companies like Caterpillar and others.  Those companies, we

    don't get the FTSE credit for those students, and this bill would

    allow us to do that.  We'd be able to pursue grants.  It would also

    count in our favor for the expenditure limitation, and it would

    encourage a lot more partnerships with job creators throughout the

    state.

         And the final issue that I think is important, just for you to

    understand some context, the Prop 207 passed this past election

    cycle, and I have already gotten a lot of questions from lawmakers

    about how much money each of the community colleges are going to be

    receiving, certainly how much are we receiving.  I think Dr. Bea can

    answer this, but I think it's around $2 million at the moment.  It





    may increase in the future.

         It's important for us to understand, because when we talk to them

    about our budget issues or getting back into the state formula,

    lawmakers are inevitably going to bring up the passage of this ballot

    measure.  They will say, and I have already heard them say, this,

    you've gotten a lot of money because of the passage of Prop 207.  I

    don't think they realize it's not really a lot of money, only 2

    million at this point, but it is out there, and I think it leaves a

    bad taste in a lot of their mouths because they believe incorrectly

    that the community colleges were lobbying or campaigning for the Prop

    207, which was unpopular at the capitol.

         I have educated them that we were not involved as a college.

    Certainly individual board members, you may have your positions, but

    the college itself was not involved in campaigning for that.

         So that's kind of what's happening at the capitol.  Those are the

    bills that we are focusing on.  I'd be willing to answer any

    questions you might have.

         >> MR. DEMION CLINCO:  Are there any questions for Mr. Peyton?

         Okay.  Thank you very much.  We look forward to the continued

    updates from...

         >> DR. LEE LAMBERT:  Mr. Chair?

         >> MR. DEMION CLINCO:  I cannot see your hand raised.

         >> DR. LEE LAMBERT:  No problem (laughter).

         First of all, I just want to thank Jonathan for all he does for

    Pima Community College.  Thanks to Jonathan, we have been successful





    over the last few years, as you all know, to get some key legislation

    passed, get some key funding support and the like.

         Also want to recognize Libby Howell, as well.  Libby is our

    on-the-ground interface, and she keeps everything moving and so

    forth.  So thank you, Libby.

         I just want to add a few finer points on some things Jonathan

    said.  We're not opposed to the four-year baccalaureate degree.  What

    my concern has always been were there were no guardrails to protect

    the interests of the students.

         I believe in this iteration of the bill they have put in

    guardrails now that will protect the interests of the students.  In

    other words, a district isn't going to just offer a Bachelor's degree

    just to offer a Bachelor's degree, that there are actually jobs out

    there, if you take those Bachelor's degrees, so if you have to incur

    a loan, you can pay that back.

         So that's an example, that there will be quality.  There was

    market research done that there is a need for it.  I just wanted to

    emphasize that.

         But also to Jonathan's point, we have such great relationships

    with our universities here in our community at this point, not that

    Pima would move down this path, but I also want to make sure that

    Pima's position, should it ever decide, that it could take advantage

    of that opportunity.

         On the noncredit piece, and sometimes folks get hung up on

    noncredit versus credit.  Where the world of work is going, the world





    of learning is going, that distinction is being blurred, and a case

    in point of that is the Google IT professional assistant support

    certificate is a case in point.  Some schools are offering it

    noncredit; some schools are offering it credit.  It's the same thing.

         So why would we draw a distinction between the two?  So that's

    where the world is going skills required, degree optional.  You'll

    hear a lot of this at the national level as part of the conversation.

    We are just trying to make sure that our state starts recognizing and

    rewarding and incentivizing our colleges.

         Other states actually provide resources for noncredit.  So our

    state is lagging behind where some of the national trends are going.

         Then the last thing, that Prop 207, we can't underscore that

    enough.  We're going to have to overcome the perception but also

    there is a reality that at the state capitol that we are just going

    to have to continue to work through.

         Thank you, Jonathan and Libby.

         >> MR. DEMION CLINCO:  Thank you both so much.

         Next we're going to discuss the re-entry plan, summer and fall

    2021 with Dr. Dolores Duran-Cerda, the provost and executive vice

    chancellor for academic affairs, and Dr. David Doré, president for

    campuses and executive vice chancellor for student experience and

    workforce development, and Bill Ward, vice president of facilities

    again.

         >> DR. DOLORES DURAN-CERDA:  Good evening, everyone.

         Hello, Chair Clinco, members of the board, Chancellor Lambert,





    students, representatives, colleagues and guests.

         Before I start, I also want to thank Dr. Francisco Garcia, I

    think he's already left, but the information he shared is hopeful and

    it's a good lead-in to our presentation.

         I'm presenting with my colleagues, Dr. David Doré and Mr. Bill

    Ward, on the 2021 summer and fall scheduling and re-entry planning.

         So from the beginning, as you know, our priority has been, the

    beginning, now, and in the future, health and safety of our students

    and our employees.

         That is our No. 1 priority.  So every decision we make, the data

    that we analyze, the feedback we get from our stakeholders, that is

    our main priority.

         Of course we follow the CDC guidelines, Pima County guidelines,

    state and national guidelines, and any adjustments that they make, we

    also make.

         It's a fluid situation.  It's a delicate dance where we make a

    decision one day and then it can change the next day.  So we're very

    aware of that and try to follow all of the processes that we need to.

         Then of course following the health and safety protocols that go

    along with that, the PPE, temperature checks, washing hands, all of

    that comes into play.

         We have established a Pima vaccination strategy group.  We meet

    pretty much on a weekly basis.  I'm happy to say this week we have

    two new members that have joined us.  One is our dean of health

    professions, Yolanda McCoy-Stokes, and then we also have a faculty





    representative, EMT faculty, Brandy Randolph, and he's also Faculty

    Senate officer.

         We wanted some additional perspectives from the health-related

    field, so we are very happy they have joined us.

         We also look at the local community and national surveys and

    reports that are constantly coming up, the data that we see.  The

    STAR office created and sent out a prospective student survey, so

    these were people who were thinking of coming to Pima and their

    thoughts about scheduling and how we deliver the course modalities.

         So we are accumulating all of this data as we make decisions.

    And of course feedback from our students, faculty, deans, staff, and

    administrators.

         We will start off with the summer.  So our plan for the summer is

    to continue just as we are now, same as the spring:  virtual and

    online with a handful of hybrid courses.

         I'd like to now pass it on to my colleagues, Dr. Doré and

    Mr. Ward, for their re-entry plans.

         >> DR. DORÉ:  Thank you.  Thank you, Dr. Duran-Cerda.

         So as Dr. Duran-Cerda stated, we're going to maintain the same

    process in the summer as we did for the spring semester.

         Where we are going to present some scenarios will be in the fall

    schedule.  So pretty much everything is staying identical for the

    summer, and then the summer would be used to prepare for any changes.

         And so Dr. Duran-Cerda, if you want to go to the fall schedule

    now.





         >> DR. DOLORES DURAN-CERDA:  Yes.  Thank you.

         So for the fall schedule, we have the plans of having three

    different scenarios, and I'm very grateful for our vice provost and

    the deans and the campus VPs and the facilities team who are working

    together.  Of course we are involving our faculty department heads in

    these creations or establishing three different plans, scenarios.

         So one is, plan A, is full operation of post-COVID, new normal.

    As Dr. Garcia said earlier, we're never going to go back to how we

    were before.  There is always going to be some precautions that we

    have to take.  So this would be the post-COVID new normal.

         Plan B is to open up to 50% of the college at any given time, and

    that's not only the classes and the faculty and the students, but

    that also includes student affairs, advisors, counselors, staff,

    academic support, that's the learning centers, tutors, libraries,

    et cetera.  So that that's scenario.

         Third scenario is to pivot back to what we are right now, virtual

    and online with a handful of hybrid courses.

         With that, David and Bill?

         >> DR. DORÉ:  Yes.  So essentially, with plan A, we will not be

    able to continue the current safety protocols.  So that would be a

    significant change for us to fully open our campuses.

         There is some reasons for that.  We have been adhering to very

    strict protocols which go all the way to our public restrooms, to

    isolating cohorts so that there is not cross-contamination,

    et cetera.  Those kinds of protocols would not be possible to keep in





    place with a full schedule.

         In the 50%, the biggest challenge if we go to a 50%, we will be

    able to maintain -- of course, in any scenario, we're going to

    continue to require masks, but with a 50%, it's not feasible to

    maintain six feet the way all of our classrooms are structured.  That

    would only allow us, in most of our classes, at a maximum of about

    eight students, which is not particularly feasible.

         So we would have to release some of the six-foot social

    distancing.  We need to make some adjustments to that.

         And then of course plan C, we would continue being able to

    maintain the strictest social distancing, all of the entry protocols

    that we currently have in place.

         Our plan is to adhere to, and I think Dr. Duran-Cerda stated

    that, under any of these, we are going to adhere to the current CDC

    guidelines, the Pima County guidelines, and state and national

    guidelines.

         So that will determine which of these options is most feasible.

    Now, Dr. Garcia left us with a very optimistic prediction for the

    fall, which I think would allow us to have some adjustments, and then

    therefore maybe look at the 50%.

         Then I will turn it over to Bill.

         >> BILL WARD:  Yeah, what I would like to add, board, to what we

    are talking about now, is one of the things too that we are going to

    need to consider, especially if we do expand, you know, our

    percentage, is right now, as both Dolores and David said, we're able





    to manage what we have now.  But as we start bringing more people to

    the college, then that means that our protocols that we have in place

    will have to expand.

         I will just take an example.  Right now, we have a contract

    custodial operation.  What we have been able to do with our contract

    custodians is we pinpoint where they are cleaning.  They clean in

    areas that the college is utilizing.  But they are not going to areas

    all the time that we're not utilizing.

         So the idea would be if we bring more people back, then that

    regimen would need to stay the same, which in a sense the college

    could incur more cost related to it.

         And the same thing with our temperature checks and things like

    that.  The college is -- we are looking at technology for that, but

    the way that it works now, as you all know, people go through a

    temperature check.  They get a band and then they get to go in.

         Depending on whether that is relaxed for the college, that would

    be something that we would still have to have in place.  So as both

    Dave and Dolores have stated is is that the horizon, hopefully the

    horizon does look better for us, but I think Dr. Garcia also stated

    that that would, these PPE and social distancing guidelines and

    things like that somewhat would still have to stay in place.

         So that's kind of how we're looking at it.  The goal would be is

    we would want to be able to open up, that is, the chancellor has said

    from the start, and it's going on a year now, that it's always been

    about saving lives.





         >> DR. DORÉ:  Bill, just to give a concrete example, the Aurora

    Room at the 29th Street Center, that holds over and with our strict

    social distancing guidelines now, we have maxed that out at only 25

    students.  We simply don't have those kinds of large classrooms all

    over the district.

         >> BILL WARD:  Agreed.  And then to add to what Dave just said,

    remember when we assess a site, or say we assess an area, we have to

    now not just look at it for -- we always have looked at it based on

    our disabled.  So just understand that we still have to look at these

    areas based on our disabled that are coming to class plus the social

    distancing related to COVID.

         So it's not an easy thing to do.  We are working very hard at

    coming up with recommendations and full-fledged plans and monitoring

    what's happening out there literally by the hour what's happening in

    our community.

         But we are optimistic, but we want to make very clear that we're

    not going to make a recommendation to the chancellor and to the board

    if we don't feel comfortable with being able to manage what we're

    talking about.

         >> MR. DEMION CLINCO:  Thank you very much.

         >> DR. DOLORES DURAN-CERDA:  Thank you, Bill.  Any questions for

    us?

         >> MR. DEMION CLINCO:  Any questions from the board members?  No?

         We really appreciate the work and keeping us up to date.

    Hopefully we can get quick updates as the situation progresses and we





    have a better understanding.

         >> DR. DOLORES DURAN-CERDA:  Absolutely.  Thank you.

         >> MR. DEMION CLINCO:  We are running a little bit behind

    schedule.  I really want to hold everybody to the five-minute

    allotments of time.

         The next presentation is our new community relief dollars with

    Libby Howell, our executive director for media, community, and

    government relations.  Ms. Howell?

         >> LIBBY HOWELL:  Thank you.  So the new federal relief dollars

    are called CRRSA, which stands for Coronavirus Response and Relief

    Supplemental Appropriations.  Let me share my screen with you, and

    I'll get into the details.

         CRRSA was part of a huge 5,000-page appropriations act that

    included lots of things having nothing to do with higher ed.  It

    included increases to the Pell Grant program and it added the FAFSA

    Simplification Act, which was sponsored by Dr. Lamar Alexander before

    he left office.  The total bill was $900 billion.

         So before I get into CRRSA itself and what it means to Pima, let

    me tell you a little bit about some of those added things that are

    also important to us.

         Regarding Pell grants, the maximum grant will go up $150 per

    person as of July 1, which will boost the maximum grant to $6,495 for

    the '21/'22 award year.  Remedial ed, or as we call it, developmental

    ed, will be eliminated from the 12-semester Pell lifetime limit.

    That's important to many of our students.  As you know, many of our





    students don't come completely college ready.  They need a little

    extra time to get up to snuff in reading, writing, and math skills.

    That will be very important to them.

         It also extends second-chance eligibility for incarcerated

    students if they are attending nonprofit accredited institutions.  Of

    course we do serve those incarcerated students, so this is also

    positive that they will have access to Pell.

         It provides a $25 million increase in work study and in federal

    supplemental education opportunity grant funding.  These are all

    positive things.

         The part that applies directly to Pima that CRRSA refers to

    includes a $22.7 billion allocation for higher ed.  K12 gets 54

    billion and then there is also a governor's emergency relief fund,

    which is about 4 billion.

         So we are looking forward to more information about that, because

    it includes some language about additional dollars for technical

    training.

         So let's see what it means to Pima specifically.  Pima is going

    to receive about $22.5+ million.  The amount that goes to students

    must be at least the same as the amount that went to students for the

    CARES Act.  In our case, that's almost $5 million.  It must go

    directly to students.

         However, there is a language change this year that gives us the

    option to apply some of those dollars directly to a student's account

    if, and this is an important caveat, if we receive the student's





    permission to do that.

         In the CARES Act, all of the student money had to go directly to

    the student and the student would then have to turn around and apply

    money towards tuition.

         Getting the student's permission may be more trouble than it's

    worth.  We are talking about that.  We don't know exactly how we'll

    handle that.

         So as you can see, the big difference is what we get for

    institutional support.  It's $17.6 million.  This allows institutions

    a broader method of applying the funds, and I'll get to that in just

    a second.

         Then the other big surprise is we got a birthday present.  The

    Department of Education discovered that some of the CARES Act funds

    were not fully allocated, so they have decided to distribute those

    remaining funds as well.  So from those federal undistributed CARES

    Act funds, Pima will get over $560,000, which brings our total to

    $23.1 million.  This is a huge benefit to the college.

         I also would like to mention that Pima's allocation is the

    largest allocation of any of the community colleges in the state.

    That's if you consider the colleges that are part of the Maricopa

    system as individual community colleges, because this money is

    allocated per college, not per district.  So Pima's amount is larger

    than any of the other community colleges.

         The other kind of interesting trivial fact I will tell you is ASU

    received a whopping $120 million-plus allocation, making it the





    largest university allocation in the nation.  You can see that

    Arizona did pretty well for ourselves.

         Let's talk about what's different besides the money.  For one

    thing, we don't have to apply for this allocation from CRRSA.  We do,

    however, have to submit a year-end report to the federal government

    explaining what we did with our CARES Act money, and I really have to

    give kudos to my colleagues, Laurie Wright, who is the head of our

    grants department, and Norma Navarro Castaños, who is head of

    financial aid.

         They worked very hard on our year-end report.  It's already

    submitted.  So Pima is standing in good stead to wait for our

    allocation dollars.

         I have to call their staffs, as well.  Pima was the first

    community college, in fact the first higher ed institution in the

    state to distribute our student money from CARES Act.  That really

    got the attention of members of congress and in fact some local

    officials.  It really showed how committed we are to student success

    and to provide them any kind of resources that we are able to help

    them be successful.

         So why did we get so much more money this time around than the

    last time?  The allocation formula has changed.  Last time in the

    CARES Act, 100% was based on FTSE.  This time 50% is based on FTSE

    and 50% on head count, and we really do need to thank the American

    Association of Community Colleges for lobbying for that change.  They

    really went after this, and it has had a huge impact on community





    colleges.

         The other thing that is different is that it contains more

    flexible language to allow us to access that money.  Of course it has

    to go to defray expenses that are directly related to the

    Coronavirus, but now that can include different types of funding.

    For example, it can include lost revenue, expenses that are already

    incurred, can apply to lost tax and tuition revenue, and possibly to

    state budget cuts, if a state cuts its educational funding because of

    lost revenue due to the Coronavirus.

         Now, that doesn't have a direct impact on Pima, of course,

    because we do not receive operations support from the state.  Neither

    does Maricopa Colleges.  And we have not for about the last five

    years.

         The other important thing I want to mention is that about 89% of

    the higher ed pot will go directly to public and nonprofit

    institutions, whereas only 680 million, about 3%, will go to

    for-profit institutions.  That's a big change.

         The bill also provides about 1.7 billion or that's about 7.5% of

    the overall funding to minority-serving institutions.  So our

    allocation is calculated based on that appropriation, as well.

         With that, let me stop sharing my screen and I'd be happy to take

    any questions.

         >> MR. DEMION CLINCO:  Are there questions for Ms. Howell?

         I have a question.  This is to the chancellor.  So in terms of,

    you know, the next steps for how this money is allocated and spent,





    what is the process?  Will this just be rolled into our standard

    budget process where there is an explanation of how it's restricted

    and how we can use it?  Is there opportunities for direction from the

    board to focus on different components or elements of concern?

         You know, I wonder, again, I think we're all concerned about

    enrollment and when we have seen in 20 to 25% shedding of our

    enrollment, can we use money to help reach out to those individuals,

    really an entire cohort being left behind because of the pandemic to

    figure out strategies to get them re-enrolled and support their

    continuous enrollment?

         Those are some questions I have, but Chancellor Lambert...

         >> DR. LEE LAMBERT:  Sure.  Mr. Chair, so what we are envisioning

    is that first half -- well, not half now, but that first piece around

    the students, that will take probably a very similar trajectory as

    the last, or the initial first round, but then it's that lion's share

    of the money.

         So Dave Bea, Dr. Dave Bea, is going to speak about that here

    shortly.  He will talk about how we want to approach that, and

    obviously getting the feedback from the board is going to be key to

    that piece of the equation.  So I will just reserve for Dave to

    address that latter piece.

         I just want you to know we are going to move as quickly as we

    can, like we did last time.  We realize that students are hurting and

    they are hurting right now, so as soon as we can get direct deposits

    into their accounts, the quicker we can help make a difference for





    them.

         >> MR. DEMION CLINCO:  Okay.  Thank you very much.

         Ms. Howell, thank you very much for your work, and again, thank

    you for the acknowledgement and recognizing the full team effort to

    get the monies sent out during the early days of the pandemic and the

    impact that that has had on students.  I'm thrilled to see the

    financial support coming for the institution and the recognition from

    our federal government.

         So thank you very much.

         Our next item is our fiscal year 2021/2022 budget update,

    implications of the CARES Act and the CRRSA funds with Dave Bea,

    executive vice chancellor for finance and administration.

         >> DR. DAVID BEA:  Chairperson Clinco, members of the board,

    Chancellor Lambert, colleagues and guests.

         We whipped up this presentation in the last two minutes based on

    the questions from Chairperson Clinco.  Actually, no, we anticipated

    that some of these questions would come up.

         I won't go through this whole presentation because I know we are

    running short on time, but I will definitely address the questions

    that came up and sort of follow up on what Ms. Howell presented a few

    minutes ago.

         Without question, the CRRSA funds coming in are going to be of

    great assistance to the college.  It's going to be folded into the

    budget process, and it's really important to understand both with

    CARES and with CRRSA that the timing of the funds delivered, they





    both have stipulations that they follow these certain, like a year,

    you have a year to spend the funds.

         So it puts some restrictions on how we use the money, but the

    limitations, they are just a little bit quirky.  With CARES in

    particular it was more restricted in terms of what we could use the

    funds for than CRRSA, and that is actually very welcome news and will

    help our budget immensely.

         I will boil this all down very quickly.  As we talked about with

    the board, there are very significant adverse impacts from COVID that

    we have been experiencing principally around tuition and enrollment

    declines, things that we have chosen to do as an institution where we

    reduced tuition costs by providing STU classes for free.  We had the

    fall rebate program.  And then other ancillary revenues are going

    down pretty significantly, and that will continue to be the case.  We

    are going to talk later in this meeting about bookstore revenues,

    bookstore and food service revenues, and then investment revenues is

    also something that will be going down.

         So we've got a pretty significant reduction in revenues, and

    we've got some increased costs associated with responding to the

    pandemic.

         So with CARES, what we have done so far is outlined there that we

    invested pretty heavily in providing portable computing equipment to

    students.  I'm talking, by the way, about the institutional share.

    The student share for CARES was about 5 million.  The institutional

    share was about 5 million.  Of that 5 million, a little more than





    half of it was directed towards technology for students.

         Then we also set aside money for test proctoring, for financial

    literacy education assistance, and then we have also used some funds

    from CARES for reimbursement for some of the facilities remediation

    costs, PPE equipment and IT costs for increased licenses that we

    have.

         So we have a plan for how to spend the CARES funds.  We have

    spent most of it, but we still have three months, and there is a

    group right now working to figure out how to spend the remaining

    CARES funds in the most effective way possible.  That includes using

    CARES funds for reimbursing for expenses we have already incurred but

    just identifying which things those are.

         So we had estimated that proctoring expenses could be as much as

    $800,000.  The true cost of that is dramatically lower.  So we're

    making adjustments for that, and that will free up some resources.

         Going forward, what we have done is put together a group, a

    pretty wide-ranging group of folks to talk about and brainstorm ideas

    for use of the CRRSA funds.  That's where we will fold these ideas

    into the budgeting process.

         Some of these include, obviously we will have continued direct

    student aid.  We are looking into ideas, including books, book

    allowances, providing scholarships for students from CRRSA funding,

    and continuing some of the additional costs, proctoring expenses.

         We also, and this is one of the quirks that I mentioned, that one

    of the most popular things that we did was purchase Wi-Fi hotspots





    for students and then were lending them out.  The demand is greater

    than the supply right now.  So what we will be doing, knowing that

    the CRRSA funds are coming in, we are already looking to buy more of

    those pieces of equipment.

         The challenge was with the CARES funds the expenses had to finish

    up by May, and when you're talking about purchasing something that's

    on an annual license that you're paying it out over the course of

    the -- to continue that past May, we would have folded that into the

    budget.  Now we can use CRRSA funds for that.  So we are working to

    get more hotspots available for students right away.

         Other things we are looking at institutionally we will be

    enhancing marketing.  What I keep saying to the group, is, or what I

    have said to the group is we need to focus on how to get all of those

    students who are not coming to the college to the college.

         Our enrollment is down.  We need to make sure we don't have that

    lost generation that was just referenced.

         There are continuing expenses on software licenses, and then

    prioritizing some projects like digitizing documents, making it more

    efficient at the college.  Investing in HyFlex classrooms is one of

    the things that we will be talking more about.

         If we go to a model where, and Mr. Ward and Dr. Doré and

    Dr. Duran-Cerda mentioned a few minutes ago, as we phase in, if we

    phase into a 50% or above model and we continue to have the social

    distancing practices, it's going to cut down how many students can

    fit in classrooms, and we will incur costs associated with that.





         So we are going to be working on how does that fit within the

    model and how do we make sure that we provide the students with the

    classes that they need.  That might come at additional costs, and

    fortunately the CRRSA funds will help offset that.

         We also talked about work-from-home costs.  And we are also

    looking into a system that would provide essentially ongoing, I don't

    want to say the word the wrong way, but sanitizing classroom space on

    an ongoing basis.

         And as mentioned a few minutes ago also, if we scale up the

    students coming back, in order to scale up, there is going to be

    additional costs, whether it's technology for checking students in to

    make sure that they are coming in with no symptoms, et cetera, or

    other procedures and protocols, we will have additional costs

    associated with that.

         As those get defined and as we identify what the needs are, we

    will be taking that to the board as part of the normal budget cycle.

         And with that, that's this part of the presentation.  I will also

    add that we are going to have a study session on the 15th, and we

    will get into all of these.  We will be going through all of these

    things again, again and all through the spring as we develop the

    budget.

         But the really good news is there is a significant amount of

    money that will help us offset these costs and help us get our

    students back into the classroom and back into their education.

         >> MR. DEMION CLINCO:  Are there any questions for Dr. Bea?





    Ms. Garcia?

         >> MS. MARIA GARCIA:  A couple of questions that I had, Dr. Bea.

         Is it cheaper to do hotspots or to provide Internet service?

    Which is less expensive?

         >> DR. DAVID BEA:  Generally speaking, the hotspots are providing

    Internet service, so it provides a mobile device that gets you

    connected to the Internet.  So it essentially is providing the

    Internet service for you through this mobile device, and you can take

    this mobile device in different places.

         There are different ones.  Some connect to cell service and some

    connect to satellite service.

         The good news is, and we are exploring this right now, there may

    be a new technology coming out that is actually even more affordable

    than what we have been using.  So we are exploring that.

         We will give you more information as we know and go forward with

    the purchase.

         >> MS. MARIA GARCIA:  Then the other thing, the new software

    licenses that you put here, is that existing, things that already

    exist, software, or is it new software?

         >> DR. DAVID BEA:  Well, so going back in time, things like

    adding Zoom licenses is one of the things that we are talking about,

    and then continuing the cost of things like Zoom licenses.

         There are other academic technologies that as faculty have been

    experiencing teaching virtually and online that they are finding that

    they need some additional tools.  So it's those kinds of





    technologies.

         In addition, administratively, there are some systems that are,

    you know, as we have been working from home, we have been able to

    identify better ways to do business, and some of that is through the

    use of additional software packages.

         Some of the stuff that I'm talking about would be stuff you're

    really familiar with, like Zoom licenses.  We have additional costs

    we have incurred because of the pandemic and because of how we are

    teaching.

         Mentee (phonetic) is another one that's been mentioned, getting

    an institutional license that allows you to interact with the

    students and ask them questions and have them respond on the fly,

    kind of creates an interactive experience, which I think the board

    may have seen, because Nic Richmond uses it really effectively in

    some of the work she does.

         It's sort of a live surveying and asking questions of students.

    It's a good way to keep the interaction going with students.  Those

    are the kinds of things we are talking about.

         >> MS. MARIA GARCIA:  Thank you.  Last question is work-from-home

    costs.  I happen to be aware of some of the staff people that in the

    beginning of the pandemic did not have Internet access at home.

         There is an increased cost to them staying home and working from

    home, and I just wondered if there is any consideration being given

    to that.

         >> DR. DAVID BEA:  Yeah, I mean, it's on the list.  That's one of





    the things we are talking about and staff council has mentioned it,

    that in some of those cases we have actually provided technology to

    folks working from home.  We have provided some of the hotspots.  We

    have provided laptops to individuals who didn't have that kind of

    technology from home.

         So we sort of responded as needed, and then on an ongoing basis,

    a lot of our employees are working from home and you incur some

    additional costs, so we will be exploring that and talking with the

    board about that.  That will be a board-level decision talking about

    when we go into class compensation and those kinds of decisions about

    how to approach next year for wages and so forth.

         >> MS. MARIA GARCIA:  Thank you.

         >> MR. DEMION CLINCO:  Any other questions?

         Okay.  Hearing none, Dr. Bea, if you'd like to move on to the

    comprehensive financial report for fiscal year ending June 30, 2020.

         >> DR. DAVID BEA:  All right.  Chairperson Clinco, members of the

    board, Chancellor Lambert, colleagues and guests, good evening again.

         It is my pleasure to provide a brief summary of the fiscal year,

    the college's annual financial report for fiscal year 2020.  The

    report was sent out to the board in December.  That's when it was

    formally published.  It's posted also immediately on the state

    auditor general's website and we post it also on our own website.

         It is the culmination of months-long process, finalizing

    financial transactions for the fiscal year and then having

    information reviewed and audited by the state auditor general's





    office.  As is indicated in the report, we received an unmodified

    opinion, indicating that the information in the report is reliable

    and fairly presented.

         In other words, and according to generally accepted accounting

    practices and standards.  In other words, that's a lot of almost

    gobbledygook for saying we had a clean audit, which is what we are

    looking for on any audit report that we get.

         Now, to quickly go through, and I know we are running low on

    time, I will point out that we always go through the audit

    information in more detail with the finance audit committee, and the

    finance audit committee also has an opportunity to talk directly with

    the auditors.  And they do that.  They excuse the staff for part of

    that conversation so that there can be a direct conversation.  Those

    are following best practices that came out of Sarbanes-Oxley and

    other basically accounting best practice standards that we have

    implemented with that finance audit committee.

         The news is very favorable in the financial report.  Revenues

    overall grew pretty dramatically by about $30 million year over year.

    A couple of key things were behind that.  One is that tuition and

    fees in fiscal year '20 grew.  That was primarily due to the increase

    in the tuition rate that was set, so this is, remember, this is the

    year ending June 30 so we are going back in time.

         So next year it will look quite different in terms of our tuition

    because our tuition revenue is going down significantly because of

    COVID.  But last year we had a slight increase in tuition.





         We did see some reductions in our other expenses, and that was

    related to COVID and the response that it was only three months of

    the pandemic in this fiscal year but there was an impact on some of

    our ancillary revenues, as I have discussed already.

         Property taxes went up.  That was all planned and budgeted as

    expected.  Federal grants went up.  That's principally related to the

    CARES Act funds coming in.  Investment income went up, and again,

    that was planned and known at the time that they were going up.

         The most significant increase, and this is worth noting, is that

    the $15 million towards the bottom of the page is the state

    appropriation for the aviation facility.  So that $15 million came

    into the college.  We incurred some costs related to aviation but not

    anywhere close to the $15 million.  So this year we will be having

    more expenses that are essentially being paid from the revenue we got

    last year.

         In terms of expenses, they also went up pretty similarly to how

    revenues went up.  A lot of that is related to the construction and

    the costs related to building up our centers of excellence.

         In addition to that, there were some increases for employee

    expenses, known salary increases that we had put into place in that

    budget year.  Then also the distribution of CARES Act funds.  Those

    were the biggest increases in expenses.

         Then I'm going to shoot down, there is another page where it

    summarizes it in a different way.  You can see travel expenses went

    down dramatically.  Supplies, materials went down dramatically, but





    we had increased costs in contractual services.  Again, centers of

    excellence, but that's also related to some of the COVID-related

    expenses that we incurred.

         I want to focus on this page, because that's the one that's the

    snapshot that we look at once a year, and it tells us about the

    long-term financial health of the institution.  This is

    overwhelmingly positive information.  The overall net increase in, or

    the overall increase in net position was significant this year, as

    you can see at the bottom.

         Then going through some of the various -- there is a pretty

    significant increase in our short- and long-term investments, so that

    is we have net position.  Again, some is we had the $15 million

    coming in from the state.  We are holding on to that money until we

    spend it.  Some of it is just strong financial performance that is

    going into now our reserves and our financial stability basically of

    the institution.

         So we have, you know, we are increasing, had a net performance,

    it was positive.  We are essentially putting that into our reserves,

    and then we are going to be talking with the board at upcoming

    meetings.  I will get into more detail about this at the study

    session but having a board-approved reserve policy where we look at

    what are our reserves, what are our target reserves, and how are we

    going to use those reserves.

         Some of those we already have plans for.  The Allied Health

    building.  I mentioned aviation.  We got the money up front and





    spending money down.  Allied Health is another one we are setting

    aside funds.

         So we have a number of projects that we have in mind, but we are

    going to be talking with the board the next few months about

    additional uses and some of those reserve funds while still

    maintaining a healthy reserve that we are expected to do, both from

    an accreditation standpoint and also our creditors expect us to have

    good strong reserves on hand.

         We will talk more about that with the board, want to sort of lead

    into that.

         I do want to focus attention down here.  This is the first year

    that we have an unrestricted net position.  That's sort of money

    that's not specifically set aside or restricted for other purposes

    and not otherwise invested in our capital plant.

         Our unrestricted net position is a positive $13.5 million this

    year.  That's the first year it's been positive since the GASB change

    that required us to fold in the liability related to pension

    expenses, so Arizona State Retirement System and Public Safety

    Retirement System.  That was a big liability that came on our books

    about five years ago.

         This is the first year, because we have been having such strong

    financial performance, we actually are now net positive when we

    account for that liability.  That is a very strong, positive piece of

    information.

         Then going forward, I will just now skip ahead to the summary.  I





    mentioned it's an unmodified opinion.  That is what you're looking

    for when we get the audit, that we had increases in total

    expenditures that were essentially planned.  We had a significant

    increase in investment revenues due to diligent cash management and

    favorable interest rates that are -- you know, the interest rates we

    can't control.  The solid cash management we can control.

         We had an increase in capital appropriations for aviation, as I

    mentioned.  The net position really indicates strong financial

    standings in addition to our college's reserves and investments.

         So again, there are a couple of slides down here where it talks

    about some things that we are going to be doing in the near future

    including talking about that financial stability, talking more in

    detail about the budget, some of the goals and what the revenue

    outlook is, what the expenditure outlook is, again, with the CRRSA

    funds, with Prop 207 funds, and with what looks like going to be some

    pretty decent growth in new properties in Pima County.

         We do have some good revenue coming in that will help us offset

    some of the known expenses, and we will be able to I think put

    together some good priorities for how to really stabilize and help

    the students in the community.

         With that, I want to thank the team that's involved in the audit.

    This is, again, I mentioned it, it occurs over a number of months

    where the auditors come in, they test expenses, make sure everything

    is done well, everything is accounted for appropriately.  Again, to

    give the assurance both to the board, to the community, to our





    creditors, and the financial community that we are running a strong

    financial operation here at the college.

         I will also point out this is new news from when we put this

    presentation together, the A-133 audit was just published this week

    and was sent directly to the board.  That is an audit specific to our

    federal programs.  It also includes what the internal controls and

    compliance information is.

         All of that is also an unmodified opinion.  There is one finding

    that is a continued finding for the last few years.  We have had a

    multi-year project in place to get our information technology

    processes and procedures up to a standard that was introduced a few

    years ago.  We talked with the board about this in the past and also

    with the finance audit committee.

         We think that we actually are very close to finalizing and

    getting that cleared up, but there are no other findings which is

    also really good news for the institution.

         So we are about to clean up the one remaining one we knew was

    going to take multiple years to get off of the findings, and there

    were no other findings related to the audit this year.

         Again, very good news for the institution.  I'm really proud of

    all the folks who have been working diligently to make sure that we

    do things extremely effectively here at the college.

         With that, I will ask if the board has any questions.

         >> MR. DEMION CLINCO:  Any questions for Dr. Bea?  No?

         Thank you very much, Dr. Bea.  We appreciate it.





         The next is our enrollment update with David Arellano, dean of

    enrollment management.  You have five minutes.

         >> DAVID ARELLANO:  Thank you, Chairman Clinco.

         Good evening, Chairperson of the Board, board members, Chancellor

    Lambert, colleagues and guests.  I'm going to provide a short update

    on our enrollment effort since our last discussion.

         Our overall head count, enrollment, and applications continue to

    be down even despite our best efforts.  But I do want to highlight

    there is stable enrollment.

         >> MR. DEMION CLINCO:  David, did we lose you?  We can't hear

    you.  We can't see you.

         What we will do is come back to you -- oh, okay.

         >> DAVID ARELLANO:  I'm back.  Sorry about that.

         So I do want to highlight that we have had some stable enrollment

    occur within certain programs, so when we look at certain programs

    like accounting, bookkeeping, our EMT program, logistics, social

    services, vet tech, and especially our health-related programs, we do

    have some positive highlights there.

         Moving on a bit here, this is a follow-up to Board Member

    Garcia's request last session where she wanted to look at enrollment

    by course modality.  So when we look at 2019/2020, those specific pie

    charts, you see an enrollment growth from 26% up to 30% term to term,

    and that really relates to the slide that Nic provided at our last

    study session where she was showing year-to-year enrollment growth in

    the online modality.





         When we fast forward to 2020/2021 academic year, you can clearly

    see that we have kind of a mixture of what's going on.  We have our

    virtual and online -- virtual, hybrid, online, and in-person going

    on.  So it's not a real direct comparison to last year.

         You can see the pandemic has shifted a lot of our modalities.  It

    also relates to some of the plans that our provost and campus

    president shared out today.

         Finally, I wanted to share a little bit on our spring '21 virtual

    support for students.  We continue to do our enrollment and program

    advising.  We continue to do improvements to our application, moving

    forward with the adult basic ed application, making that more of a

    seamless process for students seeking a GED or high school

    equivalency.

         We have continued moving from manual processes over to automated

    processes with our course to program of study.  That is essentially

    making sure students are on track and are in courses related to their

    degree.  It really decreases that time to completion, that credit

    bloat that we see in community colleges.

         Then really engaging with students from Student Life, with our

    Zoom into 2021 events, our First Year Experience for students, our

    virtual Connect U and Career Cafe sessions, virtual tours for high

    schools and our drop-in hours that our recruiters are offering to the

    community.

         Finally, I do want to leave you with a bit of student feedback.

    Even during our most busiest and stressful times during our spring





    registration, we were still able to maintain a high level of customer

    service and student service.  You can see we are about 94% satisfied,

    very satisfied in the service our enrollment and program advisors are

    providing.

         Also put for some student feedback, some of the comments received

    directly for some of our advisors.  You can see again that high level

    of service is still ongoing for our students.

         With that, I will open it up for any questions or comments you

    may have.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Okay.  So one of the things I would like

    you to do, and I'm not sure if you're the right person to ask this

    question, but I hear complaints about the registration process, that

    it's difficult, too many tabs to go through or whatever.  I don't

    know.  I have thought about registering just so I can see how it

    works.

         If you could please look into that and see what the issues are,

    either talking to the people that are actually handling that, you

    know, and give me some feedback on it?

         >> DAVID ARELLANO:  Yeah, we can definitely look into that.  We

    use our student information system Banner, so we can reach out to our

    registrar's office to see if there is any follow-up for you.

         >> MS. MARIA GARCIA:  Okay.  Talk to the people who are working

    it, please.

         >> DAVID ARELLANO:  Thank you.





         >> MR. DEMION CLINCO:  Any additional questions?  Okay.

         I would just really challenge your team to really think

    creatively about what, you know, if you came to this as part of this

    budget process, come to this board to be able to get resources, what

    are the tools that we could implement that are out of the box to

    really reach to those, again, those students who we are not reaching

    and what can we do to get people back who we have lost?

         I think that's a real opportunity.  But, you know, what are the

    sort of things that we haven't done yet that we can do to reach them.

    I know you guys are working so hard on this, but I think this board

    is prepared and I think we are ready to support that type of

    innovation.

         Again, thank you.

         >> DR. LEE LAMBERT:  Mr. Chair, I just want to put this in a

    larger context for a moment as it relates to the State of Arizona.

         Based on the information we have, all the districts are down.

    There is only one district that is up.  One district is down by about

    30%.  Most of the districts are right in what you saw for Pima

    numbers.  So we are all struggling in this regard.

         I just want you all to know we are not the outlier.  But also, we

    all recognize, as a collective 10 districts, that we've got to keep

    pushing to do better and figure out how we create opportunity, and

    the challenges have just been amplified because of the pandemic.

         We're fortunate that we have a great team here with David and so

    many others.





         >> MR. DEMION CLINCO:  Okay.  I really appreciate it.  Thank you,

    guys.  Thank you for your hard work.

         Next we are moving on to item item 2.2, reports by

    representatives to the board.

         I believe everybody is reporting this evening, so again, if you

    could just keep your comments to about five minutes.  Our first is

    our student report with Sage Fukae-McCollough.

         Are you with us this evening?

         Okay.  If she is, we will come back to her.  Next is our adjunct

    faculty report with Sean Mendoza.

         >> SEAN MENDOZA:  Chairman Clinco, Chancellor Lambert, members of

    the board, and honored guests.  One year into the pandemic, many of

    our concerns, both in and out of the classroom, continue to be

    focused on our health and safety of our students and the college

    community.

         When the chancellor recently shared the e-mail on how to obtain

    COVID vaccines for employees, my thoughts went to my fellow

    colleagues, whose status as employees can change with each semester.

    For example, if you've not received the COVID vaccination, one

    requirement is a verification of employment.

         You can imagine how this may be a challenge to adjunct faculty

    who may have taught last fall but did not receive a spring contract

    due to low enrollment or canceled classes.

         I brought this concern forward to the provost, and I'm happy to

    report that the college will provide adjunct faculty who do not





    currently have spring contracts to access the COVID vaccine.

         It's yet another example of how the college administration and

    the board continues to support faculty and students.

         I thank you to the provost, Dolores Duran-Cerda, and Chancellor

    Lambert, for their continued support of adjunct faculty.

         That ends my report to the board.

         >> MR. DEMION CLINCO:  Thank you very much, Mr. Mendoza.

         Next is staff report with Michael Lopez.  Mr. Lopez?

         We will move on to our faculty report with Brooke Anderson.

         >> BROOKE ANDERSON:  Good evening, Chairman Clinco, board

    members, honored guests, colleagues.

         The senate has been busy since we last reported to the board in

    November.  My report tonight highlights a few of our activities.

         In November, senate president, Josie Milliken, organized a

    student panel.  During the panel, students shared their perspectives

    with faculty senators.

         Hearing from students helps faculty reflect on the best ways to

    meet their needs, and President Milliken is planning to schedule

    another student panel for the senate.

         In December, the Faculty Senate systemic justice action committee

    shared with faculty optional syllabus statements approved by the

    provost and Dr. Mitchell that emphasize equity and student

    well-being.  A few of the statements the document includes are

    recommended diversity, equity, and inclusion statement, an addendum

    to the attendance policy that takes into consideration the hardships





    students are facing due to the pandemic, a wellness statement, and a

    land acknowledgement statement.  This spring this committee will

    focus on equitable assessment practices.

         I presented on contract grading, which is an equitable assessment

    practice, at our December meeting to encourage faculty innovation in

    assessment.  Next week my colleague Frankie Rollins and I will be

    leading a four-part virtual learning community through the TLC.  In

    addition I met with the chancellor, provost, and director of faculty

    affairs about how to best support faculty innovation in equitable

    assessment practices like contract grading.

         They have invited me to submit a proposal on this topic, and I'm

    currently working on it in collaboration with colleagues Josie

    Milliken, Frankie Rollins, and Elliott C.  We plan to submit this

    proposal by midsemester and are hoping to implement these plans this

    fall.

         The college held its first virtual All Faculty Day on January 12.

    The provost and TLC awarded 11 faculty with Striving for Excellence

    in Teaching awards.  Faculty Senate President Josie Milliken and

    PCCEA President Matej Boguszak presented the Faculty Senate fall 2020

    survey results.  The survey revealed that faculty have many concerns,

    some of which include concern regarding the lack of a process that

    allows faculty to provide yearly evaluative feedback to the college

    on supervisors and administrators; trepidation and fear about the

    classification and compensation study, especially during this

    difficult time; a need for more support in professional development.





         The TLC has been an invaluable resource for faculty.  Thankfully

    it was implemented before the pandemic hit, and faculty are hungry

    for even more opportunities.

         To end the day, the college held open conversations about current

    events that provided faculty with an opportunity to talk about

    national events that occurred in January and the ongoing reality of

    the pandemic.

         This opportunity was repeated Wednesday and Thursday afternoons

    as part of All Faculty Week, which included informational and

    professional development offerings hosted by the TLC.

         As far as faculty notable accomplishments go, as you can see from

    this month's report, I can only highlight a few, because there are

    too many to share orally with you here today.

         Generally speaking, you can see how hard at work our faculty are

    working to meet the needs of our students in creative and important

    ways, from workshops to public virtual events, publications,

    partnerships, and innovative pedagogical and curricular advancements.

         In particular, Dean Jan Kempster shared with me that Josie

    Milliken, Kimlisa Duchicela, and Robert Foss made important

    contributions to Pima's Bellwether award.  They contributed to the

    narrative document that was included in PimaOnline's Bellwether Award

    binder.

         On January 22, 2021, the Faculty Senate and the TLC developed and

    coordinated the first cross-discipline conversation, a series created

    for the purpose of sharing faculty projects and programs with other





    faculty and administration while fostering collaboration and

    cross-discipline work.

         In the session, panelists discussed how they have worked across

    disciplines to create a program for jobs that don't exist yet,

    including autonomous vehicle operators and drivers.  Panelists

    including Jay Lau, director of transportation at TuSimple; Jim Craig,

    dean of business; and Missy Blair, advanced program manager, Center

    for Transportation Training.  Devin Marble moderated the session.

         The next event in the series will be about student involvement in

    our city's vaccination program.  Brandy Wright, EMT faculty member,

    discipline coordinator and program director has received approval

    from the health department and TMC to utilize student volunteers for

    COVID-19 vaccine distribution.  His cross-discipline conversation is

    scheduled for February 11.

         In December 2020, a group of math faculty at Pima and UA joined

    COMMIT (phonetic), a national network of regional committees of

    faculty who practice active and inquiry-based learning.  Joining this

    network gives Pima's math department more visibility and networking

    opportunities at the state and national level, as well as access to

    NSF funding for many grants to promote inquiry and active learning.

    Dean Corson wanted to recognize math faculty member Kyley Seeger

    (phonetic) for leading this effort.

         Senate's next meeting is on February 5, 2020, and while these

    meetings are open to the public, the senate extends a personal

    invitation to board members.  We would welcome and appreciate your





    presence as guests.  Thank you.

         >> MR. DEMION CLINCO:  Thank you very much, Ms. Anderson.

         Our final report is our administrative report from Jeff Thies.

         >> JEFF THIES:  Good evening, Board Chair Clinco, board members,

    Chancellor Lambert, colleagues and guests.  Thank you for this

    opportunity.  I'm Jeff Thies.  I'm the dean of college readiness and

    student success at Pima.

         In this board report, I'm providing a snapshot of student success

    evidence from fall 2020.  I'm describing a few of the academic

    support systems that are in place and were in place to support our

    students.  Also touching base on a grant that the college is in

    partnership with the University of Arizona for STEM students.

         A quick look at the PCC core success rates based on information

    pulled from WEBI, you can see that the aggregate A through C or P for

    passing course rate in fall '20 was only one percentage point lower

    than fall '19.  Some may feel a percentage point drop may be a

    negative thing, but considering the massive efforts that faculty,

    staff, administration went through to convert over 50% of our courses

    from an in-person opportunity to the synchronous online version that

    we call virtual, I see this as a strong point for us.

         When you bifurcate the data to not online, it's a two percentage

    point drop, but again, keep in mind that that not online group is

    in-person in fall '18 and '19 and then virtual or synchronous online

    in fall '20.

         And kudos to those that were not only overseeing but teaching in





    the online as that success rate jumped from 66% to 70% from fall '19

    to fall '20.  Kudos to all those that helped faculty prepare, kudos

    to the faculty and staff and administrators that put forth this

    effort in the fall.

         At the same time we also need to always look for continuous

    improvement.  Our Latinx population still has a considerable gap

    between success rates, and in particular, when you look at our Latinx

    male population, 18- and 19-year-old, they had a four percentage

    point drop, but more concerning, 34% decrease in enrollment.  So that

    was one of our subpopulations where we saw the greatest drop from the

    previous year.

         Moving on to some of our academic support opportunities.  The

    learning centers worked with STAR last fall to correlate the success

    rates of students that attend any sort of support mechanism within

    the learning centers versus those that do not, and in all three

    scenarios, success in the course, persistence at the college, and

    retention or returning next year, the learning center students

    correlated to more success in all three of those areas, and that was

    also true when you worked across disciplines, ethnicities, age

    groups, gender, and the new to higher ed status.

         Learning centers currently are offering tutoring via virtual

    learning center.  We use Google Meet to do one-on-one tutoring

    sessions six days a week, Monday through Saturday.  We have also

    significantly increased the number of embedded tutors.  That's a more

    proactive, bringing the tutor to the classroom so they are part of





    the experience in the classroom and then part of the experience

    outside.  When I say outside, virtually, obviously.  The paper

    dropoff and the American Sign Language labs are also available

    through the learning centers.

         Our biggest challenge for the learning centers is to continue to

    entice more students to take advantage of these services.

    Communication is out there through D2L, through faculty, and syllabi.

    It's on the website.  But continuing that message is something that

    we will focus on as we move forward.

         Testing and placement obviously shifted some priorities this

    summer.  We worked to make sure we had ProctorU as an opportunity for

    students to be doing their proctored tests in the fall and the

    spring.  At the same time, Chelsea James and her staff were able to

    open up the Downtown Campus to serve our community and our students

    in a way to continue their education through providing GED testing,

    something the students had stopped being able to have access to back

    in March.  So by beginning of August, we were back online supporting

    our community with GED testing through Pearson VUE.

         We also provide (indiscernible) tests that allow students to move

    forward in different classes in a testing format as opposed to taking

    classes.  We also partner with external tests, for example, we have

    an Air Force group of paramedic graduates that needed to test in a

    proctored situation, and our testing center at the Downtown Campus

    was open and functioning in a way that provided those opportunities.

         And as a side perk, actually brings in revenue.  Although the





    revenue was down a little bit, I'm sure you all can imagine why that

    was, being closed from March through July limited some of our chances

    to support.

         Moving forward, what we are looking at to help increase that

    service is to look at our space design.  It currently limits the way

    we can actually filter people in and out of the testing center at

    Downtown Campus, and possibly opening up at other campuses, as well.

         The last academic support area that I'll mention is the library.

    Librarians were embedded in over 600 courses last fall, primarily

    writing, history, and psychology.  The embedded librarians helped

    students to develop skills in conducting research, evaluating

    relevance, the credibility of the information, supporting both

    information and digital literacy as they go through.

         Not only were our librarians focused in the classrooms in an

    embedded role, but they also continue to work to communicate directly

    with patrons using the virtual tools, LiveChat, and the Ask a

    Librarian e-mail.  Recently the LiveChat was just extended to a 24/7

    option by our librarians working through a co-op that's international

    and allows us to provide that library service 24/7 as opposed to our

    previous 40-hour workweek.  That's a great new tool for students.

         They also are providing curbside pickup for library resources and

    are the main focus of administering the distribution of the

    technology tools, the lab tops, hotspots, et cetera.

         Some of the challenges are with the staffing.  Obviously in this

    trying to work virtually and on campus with some of these curbside





    and other pieces is the absence of some of the student workers that

    historically would have supported the libraries.

         So hopefully with some of the CRRSA Acts, we will be able to

    bring back some of the federal work study students in those

    opportunities that we all know are a best-practice opportunity for

    students to be able to work for the college that they are attending.

         Last, but not least, our Pima University of Arizona STEM grant,

    that 26 is now up to 29 based on some of the diligent work that's

    been done over the last three weeks since this was turned in.  The

    students that are part of this program, they have to be STEM

    students, so Associate's of science at Pima.  They get up to an

    $8,000 scholarship their second year with us or their final year with

    us, depending on how their part-time/full-time status is.  Then they

    are able to turn around and pick up a scholarship for the remaining

    two-and-a-half years at the University of Arizona at around the range

    of $10,000 per year to cover tuition and expenses.

         We currently have, of the 29 students, 16 are female, so over

    half in STEM are female.  That's a great sign.  Two-thirds are

    students of color.  Two-thirds are also first-generation students.

    As that grant continues to increase, you'll see success of moving our

    students through that STEM pipeline on to the U of A.

         That concludes my report.

         >> MR. DEMION CLINCO:  Thank you very much.

         Our next item is item 2.3, the chancellor's report.

         Chancellor Lambert?





         >> DR. LEE LAMBERT:  Good evening, everybody, and thank you,

    Mr. Chair.  I just want to say first and foremost thank you to all

    the faculty, staff, administrators, the board, and our students for

    your incredible patience and resiliency as we continue through this

    very difficult period of time.

         I had the great pleasure of watching the cross-disciplinary

    conversation piece that Brooke was referring to earlier.  Just a

    fabulous example of the transformation that's been underway at Pima

    to go from a concept that we talked about in terms of reality of

    Industry 4.0, the four super powers, and the Human + Machine reality,

    and to take that and work with a partner like TuSimple, and the

    process that went leading up to creation of the first-ever autonomous

    vehicle driver program in the nation, just a prime example of how

    transformation and change works.

         I look forward to many more of these conversations as they go

    forward.  So kudos to the Faculty Senate, the provost, teaching and

    learning center, and all that were involved in that.

         Also, we have so much to be proud of.  This past week we had five

    of our programs featured as a Bellwether finalist.  That is

    unprecedented.  Since my time as a CEO, I have not -- I don't think I

    have ever seen, and Morgan can correct me if I'm wrong, a single

    college district, not a multicollege district, a single college

    district like ours have five programs represented.

         That's something to be proud of.  But more importantly, it

    reflects the fact that our employees, faculty, staff, administration,





    and the board have bought into the vision of being a premier

    institution committed to student success, diversity, equity, and

    inclusion, and community engagement.

         You don't get to that level of success without a majority of

    folks buying into that kind of vision.  It just doesn't happen.

         But it wasn't just the Bellwethers.  We have also been recognized

    by Aspen as a top 150 community college.  Can you imagine, just a few

    short years ago, Pima was on the brink of going in the opposite

    direction.  We have turned it around and we have turned it around in

    a short period of time.

         I just want to say I'm just proud to everybody who was involved

    in that.  And I know not everybody got to be the ones presenting, and

    I recognize that there were a lot of people behind the scenes to help

    bring about that success.  It is truly a team effort, and as long as

    we are each doing our part, this is what we can continue to do as an

    institution.

         I just want to say a little something about COVID.  I mean, I

    think we all want to get back to our campuses, to our offices.  We

    all want to get back to what is more normal.  We all want to be able

    to compete in athletics.  We want to be in the classrooms.  We want

    to be the labs.  I wish that for all of us.

         But the reality is, as Dr. Garcia said earlier today, we're just

    not there yet.  There is a light at the end of the tunnel.  It will

    be a new normal.  It won't be like it was before we went.  We just

    have to continue to be patient.  We've got to see the case rates





    coming down.

         Just this week in the news, we heard that TUSD lost six employees

    to COVID.  That's what's on the line.  I want us not to lose sight of

    that.

         Maybe we're a little too conservative, but what's the

    alternative?  Six deaths of employees?  I mean, what are we willing

    to trade off?  I just want you all to know that I have been very

    conservative in terms of how we have been running the institution, in

    terms of how we manage this COVID crisis.

         It's hard on all of us.  I recognize that.  But I also want to

    say to the folks who are athletes, and we really appreciate your

    commitment to your sport.  We appreciate your commitment to your

    education.  Also, we also appreciate your patience as we go through

    this.

         We will continue to look at the caseloads and determine what

    makes sense for Pima Community College.  Based on what Dr. Garcia has

    said tonight, I think there is hope as we move through the balance of

    this month that we might be able to start opening up competition

    again.  I just hope that that downward trend continues and really

    willing to be flexible as that starts to happen.

         Also, I'm just so proud of our work, Jule Medo (phonetic) and Jim

    Craig and the faculty in our center of excellence for hospitality,

    culinary.  So Jules sits on the city of gastronomy board.  They just

    recently launched a certification for our area restaurants and

    businesses tied to hospitality to really recognize the excellence and





    that our Pima Community College was part of a supporting and creation

    of that certification.  Just know that we are leading the way in our

    community in many, many areas.

         Also, Dr. Nic Richmond will be taking a different approach to the

    Futures Conference this year.  We're going to break it up into

    smaller sessions, and so she'll be sending out an update on the

    schedule of events.

         Again, we are taking a different approach to how we normally do

    things, but we still are committed to being accessible to the

    community for their feedback on the direction and vision of the

    college.

         I just want to close by mentioning, thank you to Jeffrey Lanuez

    for filling in in our HR role.  He stepped in in a very difficult

    time.  We were so pleased that we have been able to hire Carleen

    Thompson.  Hopefully I got your last name right.  She will be joining

    us next week.  When she's onboard, I will look forward to giving her

    a proper introduction to the board at the next meeting.

         With that, that is my report, Mr. Chair.

         >> MR. DEMION CLINCO:  Thank you, Chancellor Lambert.

         I just want to echo what you said about the Bellwether awards.

    It was so incredibly inspiring to sit through the presentations and

    see the real innovative work that we are doing that's transforming

    the lives of individuals in our community.  It is inspiring.

         Everybody, if you haven't seen those presentations, take the time

    to go online and watch them.  Congratulations to all of the amazing





    faculty and staff who have worked so hard to innovate and create

    these programs.

         Next we have information items.  Item 3.

         Mr. Silvyn, could you read the information items?

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.  Be glad to.

         The information items for this evening's meeting that were

    included in the board materials include the financial reports for

    November 2020.  Employment information which includes one hire, I

    believe four retirements, and about a dozen separations.

         Next item is faculty hiring.  This is identifying three

    individuals who had been serving as adjunct faculty who will be

    serving for one semester as regular faculty.  Those are provisional

    hires.  We do that because of uncertainty about what the ongoing

    enrollment and course needs will be.

         Next we have the list of individuals who have been certified as

    qualified to serve as adjunct faculty at Pima College.

         Next we have the 2021/2022 academic year course fees.  Finally,

    we have the first reading of three proposed board policy revisions.

    The first is the board policy regarding academic freedom.  That's a

    new board policy.

         The next is one on financial controls and institutional budget.

    One on cash reserves.  Actually, these are more recent board

    policies.  So these are now open for comment.

         They are going through the different governance groups.  Once

    that process has concluded, we will come back to the board with a





    summary of what the feedback was, any suggested changes, and then the

    board can consider that and decide what the final version for

    adoption should look like.

         >> MR. DEMION CLINCO:  Thank you very much, Mr. Silvyn.

         Next is our consent agenda.  Could you read the consent items?

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         First items on the consent agenda all relate to meetings that

    happened in 2021.  The first are the minutes from the January 13

    executive session.  Second are the minutes from the January 13

    regular meeting.  Next we have the minutes from the January 19 study

    session.

         The next item is a proposed amendment to a dual enrollment

    agreement with Lourdes Catholic High School to add additional

    courses.  Next is a proposed intergovernmental agreement with the

    Arizona Office of Economic Opportunity to allow Pima College to

    participate in a statewide data collection and analysis effort that

    will attempt to better link education and workforce data.

         Next we have a proposed intergovernmental agreement with the Pima

    County Health Department.  This is to allow students in a variety of

    programs at Pima College, healthcare, sports science, and other

    programs to participate in clinical and hands-on experiential

    opportunities with the county.

         And finally, we have an intergovernmental agreement with the

    Greer Fire District to provide training in the area of paramedic.

         >> MR. DEMION CLINCO:  Do I have a motion to adopt the consent





    agenda?

         >> MS. MARIA GARCIA:  So moved.

         >> MR. DEMION CLINCO:  Is there a second?  Anyone?  A second?

         >> DR. MEREDITH HAY:  Second.

         >> MR. DEMION CLINCO:  Dr. Hay.  All in favor of approval of the

    consent agenda, signify by saying aye?

         (Ayes.)

         >> MR. DEMION CLINCO:  Anyone opposed?

         Hearing none, the motion passes unanimously.

         Next, action items.  Notice of intent to amend the bylaws and

    discussion.

         Mr. Silvyn, could you read the item?

         >> MR. JEFF SILVYN:  So, yes, thank you, Mr. Chair.

         Let me just explain what this is.  In accordance with the bylaws,

    when there is a proposal to amend the bylaws, one of the steps is

    that public notice at a regular meeting is given.  So that's what we

    are doing with this.

         The proposed text of the bylaw amendment accompanies the board

    materials.  Essentially what it would do is change the current term

    of board officers, which are two years, to one year, and there is

    also a provision essentially recommending that terms not, that there

    not be more than two consecutive terms, although any of the

    parameters related to terms could be waived by a majority of the

    board.

         So that's the proposed bylaw amendment.  The decision that's





    before the board this evening is at what subsequent meeting would you

    like to have the more substantive discussion and the vote on this

    item?

         >> MR. DEMION CLINCO:  Mr. Silvyn, I would move -- well, I would

    move to the board that we put this on our next regular scheduled

    meeting in March.

         >> MS. MARIA GARCIA:  I have a question.  Is that to vote for it?

         >> MR. DEMION CLINCO:  Yes, that would be to vote.  But we have a

    motion.  Is there a second?

         >> MS. MARIA GARCIA:  I second it.

         >> MR. DEMION CLINCO:  So it would be in March.

         Is there any discussion on the item?

         Okay.  Hearing none, all in favor, signify by saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Anyone opposed?  Hearing none, the motion

    passes unanimously, and it will be on our regular March agenda.

         Next item is the naming opportunity in honor of Dr. Sylvia Lee.

    Could you read the recommendation?

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         For this item, the chancellor recommends that the Governing Board

    consider the naming of the student services center at the Pima

    Community College Northwest Campus in honor of Dr. Sylvia Lee.

         >> MR. DEMION CLINCO:  I will move the item.

         Is there a second?

         >> DR. MEREDITH HAY:  Second.





         >> MR. DEMION CLINCO:  Discussion?  Is there any discussion from

    the board on this item?

         Okay.  I will just say prior to the vote Dr. Lee really made an

    incredible sacrifice to this institution.  She retired early because

    of her concerns about the direction the institution was going, and

    she gave tremendous amount of service and commitment to this

    institution in her board role to help correct the ship when things

    were headed in a very seriously negative direction.

         Through her leadership and her guidance, I think she really

    helped correct course for this institution, and it is a small

    acknowledgement of that tremendous, tremendous gift that she gave to

    our community through her time and through her early retirement.

         Additionally, she broke numerous barriers in this community and

    in leadership across the state.  She's I think worthy of this type of

    recognition.

         No more discussion?  Okay.

         We have a motion on the floor.  All in favor of the vote, signify

    by saying aye?

         (Ayes.)

         >> MR. DEMION CLINCO:  Any opposed?

         >> MR. LUIS GONZALES:  Oppose.

         >> MS. MARIA GARCIA:  Oppose.

         >> MR. DEMION CLINCO:  The vote passes 3-2 with Member Garcia and

    Member Gonzales dissenting.

         >> DR. LEE LAMBERT:  Mr. Chair?  Can I just offer some parting





    thoughts?  Probably because none of the five current board members

    were here at the time that I arrived.

         Dr. Sylvia Lee has a lot to do with the current governance model

    of the college, because the college didn't really have a very

    effective governance model.  Thanks to her leadership, we have policy

    governance, which is a best practice across the entire country.

         Her tireless effort to make sure that this college did not go in

    the direction it was headed, which was on a going-out-of-business

    curve, because the college was placed on probation twice.  That's

    very rare for an institution to be placed on probation twice.

         So one is bad, but twice, you can just imagine.  But the other

    things that folks didn't realize back then, the institution was also

    on probation with the Department of Education, the U.S. Department,

    because of its loan default rates.  And the college had all but blown

    his ability to certify veterans' benefits for a community that is

    about the armed services and our veterans.

         There is so much here that we couldn't articulate in these

    materials but for her tireless commitment.  So this is an

    exceptional, exceptional individual.

         I'm just so pleased that the board is honoring her.  It's the

    least we could do.  These were not ordinary times.  They were

    extraordinary times and not in a good way.

         So I think she deserves all that we can do to recognize her.

    Thank you.

         >> MR. DEMION CLINCO:  We have a comment from Ms. Ripley.





         >> MS. CATHERINE RIPLEY:  Yes, thank you so much.

         So for clarity, to the other panelists, it's the Northwest Campus

    student services center, which, please correct me if I'm wrong,

    Ms. Lee had a significant part in creating.  Is that correct?

         >> DR. LEE LAMBERT:  That is correct.

         >> MS. CATHERINE RIPLEY:  And it's the student services center

    which is not an entire building but it's the center part of the admin

    building . Is that correct?

         >> DR. LEE LAMBERT:  Board Member Ripley, that is correct.  It is

    the center area of the campus for the students.  It is not a

    building, it's not a room, it's the space and area where the center

    is located.

         >> MS. CATHERINE RIPLEY:  Okay.

         >> DR. DORÉ:  To be exact, it's just that first floor section of

    the B Building at Northwest Campus.

         >> MR. DEMION CLINCO:  Thank you all so much.  I look forward to

    a dedication ceremony when we can be together hopefully in the fall.

         Finally, we have item 5.3, which is a contract with Follett

    Higher Education Group contract amendment.

         Mr. Silvyn, could you read the recommendation?

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         Our last action item this evening, the chancellor recommends the

    Governing Board authorize the chancellor or designee to execute an

    amendment to the agreement with Follett Higher Education Group for

    bookstore, food service, and vending services management.





         The amendment changes the commission structure and the service

    delivery model and extends the current agreement by one year to June

    30, 2020.  Just for information purposes, a summary of what the

    changes would be like are contained in the board report and the text

    of the proposed amendment is attached.

         >> MR. DEMION CLINCO:  Is there a motion to adopt the

    recommendation?

         >> DR. MEREDITH HAY:  So moved.

         >> MR. DEMION CLINCO:  Is there a second?

         >> MS. MARIA GARCIA:  Second.

         >> MR. DEMION CLINCO:  Any discussion?  Do we want a deeper

    presentation on the information?

         >> DR. LEE LAMBERT:  Mr. Chair, we had prepared a brief

    presentation for you.  I wanted the board to understand the overall

    context of what's happening with, in this case, our bookstore and

    food service operation and why this is of critical and urgent

    importance.

         I'll ask Dave Bea, Dr. Bea, to take you through that if you don't

    mind?

         >> MR. DEMION CLINCO:  Yeah.  That sounds terrific.  Dr. Bea?

         >> DR. DAVID BEA:  Good evening again.

         As Chancellor Lambert mentioned, there is sort of a greater

    context going on that's underlying the recommended amendment that the

    board has in front of them to act on today.

         Over time in the last 10 to 15 years, there has been a pretty





    sizeable change in the college store environment, particularly in the

    stores that aren't like your Big Ten or Pac-12 schools that have

    large amounts of sales for college-branded merchandise.  Even those

    institutions are experiencing challenges.  But the other store

    environments have pretty significant pressure.

         So I'm going to start, and I'm going to go through these I think

    relatively quickly, but I want to kind of explain the business model

    of college stores and what the big challenges are.

         If you take the basically cost versus sales perspective, the top

    part of this slide indicates the cost pressure these stores

    experience.  One is basically the cost of goods sold.  That would be

    as food prices increase, they either have to increase the prices or

    they absorb the cost increase and their margins decrease.

         On the book side, what we see and the bigger issue that we talk

    about and bigger priority at the institution is the challenge of

    publishers increasing costs and changing the model so that students

    are forced to buy new textbooks and/or they are forced to buy bundled

    packages that have software that may or may not be needed.

         The college I think has taken a great initiative to move towards

    open educational resources.  You may recall that in the past there

    has been reference to saving more than a million dollars, I think

    it's more than a million dollars a year in terms of the things that

    we have done to decrease costs to students through open educational

    resources.

         Well, one of the impacts that has is that's great for students.





    It does not help the publishers.  But it also doesn't then flow

    through the bookstores.  So sales at the bookstores go down

    dramatically.  And then the other challenge that they have is on the

    cost side is staffing costs.

         The big challenge that we have at our institution is we have

    multiple campuses.  It's the same issue we talked about the

    inefficiency of the staffing model by having so many different

    locations.  The sort of national standard for a sustainable store is

    sales in the neighborhood of $500,000 at a particular location.

         Because we are so spread out, our sales in total are okay to have

    a sort of a viable structure, but because it's spread out between the

    five different locations, you have what is, in reality, three

    locations that fall below that $500,000 threshold.

         Now, compounding that are other things that are specific to the

    college or to the national trends, which is that as students have

    moved online, as the information about textbooks has been more

    readily available to them, that was something that came out of the

    Higher Education Reauthorization Act a number of years where ISBN

    numbers were required to provide them to students, the students can

    go online and find the books if students are online.

         It might be much easier for them to just keep clicking and look

    at Amazon and try and find their text that way rather than going

    through the on-site text bookstore.

         On top of that, the college, as you know, has experienced pretty

    dramatic enrollment declines.  When you compound the enrollment





    declines over the last number of years with the fact that we have

    also had increases in online enrollment, you realize our foot traffic

    that goes to these stores has declined dramatically.

         There is no way around it.  We have talked about this with the

    board for a number of years, that the expectations, the sales are

    going down, and that it's going to continue and that we are going to

    have to probably come up with a new model going forward.

         That all got accelerated with COVID, and now the stores have

    essentially no student foot traffic.  Thus Follett and other

    bookstore contractors across the country are going back to colleges

    and renegotiating.

         That's where the amendment comes from.  They are basically in a

    situation where they need to change the terms of the agreement in

    order to stay viable.

         We negotiated with them I think, had a series of progressively,

    progressive negotiations with them that resulted in what the

    recommended amendment is.

         This chart outlines what I was saying.  It contrasts or compares

    the changes in enrollment.  The top line is our FTSE enrollment since

    2011, how it's declined.

         The gray enrollment is if you factor in the on-site, so that's

    taking away the online enrollments and taking that out of the mix, so

    you say, well, the students who would be more likely to use the

    on-site bookstores are those who are actually on-site, so you can see

    how that has gone down over time.





         Then you see what this is is gross sales over that period of

    time.  So we used to have sales that were in the neighborhood of $11

    million.  Now it's significantly less than $4 million.  Then you can

    see, in order to keep that kind of an operation viable, you have

    problems.

         That gets to where our amendment is, and Mr. Silvyn I think

    summarized the key changes pretty well.  It reduces the commission

    structure just a little bit from 11% to 10%.

         The changes in terms of on-site locations, it will trigger when

    the students are back on campus is when this will actually trigger.

    So right now they just have an on-site, online service, providing

    bookstore services online, and we are working on getting them to have

    the ability for students to come pick up their books and have that

    kind of service available.  But as our students are not on-site or

    only a very small minority of them are on-site, we do not have open

    stores.

         When we get above a threshold, and just to give you an idea of

    that threshold, when we were talking about the plan A, B, C earlier,

    that this was actually going to trigger, the opening of the stores

    will trigger when we get back to a more normal environment.  So

    that's like a plan A.

         So think about it, the new commission structure or the changes to

    this agreement in terms of changing what locations are open, is

    actually going to take -- they will be visible to students, at the

    earliest we are talking about, based on the conversation earlier, at





    the earliest would be fall and potentially could be spring.  So we

    are talking about one or two terms in this new amendment structure.

         They are committed, Follett is committed to having as good a

    service as possible, online, popup services, those kinds of things.

    What they are looking to do is consolidate the Desert Vista Campus

    from two locations, so there is a food location and a book location,

    and consolidating it to be one location.  It would be closing the

    Northwest Campus store, providing popup services at the beginning and

    end of terms, and then having enhanced vending options for students

    at the Northwest Campus.

         Then at West Campus, we talked to them about continuing to have

    both the cafe and a bookstore, where they have separate locations,

    but if we have both locations up, we forego $8,300 per month,

    basically covering the extra staff and costs they have to do that.

         What going forward, this amendment gets us to June of 2022.  What

    we have put in place now is we have two task forces working on

    envisioning future services for the college, so the future state of

    our bookstore and book services and our food services going forward,

    we have two separate groups trying to come up with a vision of what

    they would like to see.  And then what we will do is we will roll

    that information and those desires that's inclusive, we will have

    students, faculty, et cetera, roll that information into requests for

    proposals, develop that in the fall, this coming fall, and then roll

    those out on the street to identify new vendors or identify new

    contract structures, could be the same vendor, identify the best





    provider for those services to take effect for fall of 2022.

         So we have a plan in place that's already in action for how to

    get the services to be the ideal services that are serving the

    college's needs, and this amendment sort of bridges that gap in the

    best way possible.

         >> MR. DEMION CLINCO:  Any questions from the board?  Ms. Ripley?

    Do you have your hand raised?  Is that from -- okay, no.  Any

    questions from anyone else?

         Okay.  Hearing none, all in favor of the motion, signify by

    saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Anyone opposed?

         Okay.  Hearing none, the motion passes unanimously.

         Item 6, request for future agenda items.  Any requests from the

    board?

         Hearing none --

         >> MS. MARIA GARCIA:  Wait.

         >> MR. DEMION CLINCO:  Mr. Gonzales?

         >> MR. LUIS GONZALES:  I would like to, for the next agenda item,

    I really would like to look very carefully reference to the PCC and

    IGA with Pascua Yaqui.

         Last week and this week we have been getting -- there is too many

    unanswered questions, and I think we really need to look at where we

    are, approaching a year with it, but I think we need to really come

    and look at what's going on.





         I know that they have a lot of unanswered questions, and that's

    one thing that I would like to put on the next agenda item for next

    month.

         >> MR. DEMION CLINCO:  I believe there is an item -- I mean, I

    think it probably will be on a future agenda.  We will touch base

    about when we will get it on so --

         >> MS. MARIA GARCIA:  Chairman?

         >> MR. DEMION CLINCO:  Yes, Ms. Garcia?

         >> MS. MARIA GARCIA:  So he made a motion to put it on the

    agenda.  I'd like to have it on the agenda.  I second that.

         >> MR. DEMION CLINCO:  It's not a motion to put it on.  It's just

    a request.  So I hear you.  I'm going to talk to Chancellor Lambert

    where we will work to get it on.

         >> MR. LUIS GONZALES:  Okay.  Sounds good.

         >> MR. DEMION CLINCO:  I appreciate it.  With that, we are

    adjourned.

         >> MR. LUIS GONZALES:  Thank you.

         (Adjournment.)





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