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DEMION CLINCO: Good evening, and welcome to the April 14, 2021 regular Governing Board meeting of the Pima Community College District Governing Board. I'd like to call this meeting to order. The first item is our roll call. Mr. Silvyn, could you read the roll, please. >> MR. JEFF SILVYN: Yes, Mr. Chair. Mr. Clinco? >> MR. DEMION CLINCO: Here. >> MR. JEFF SILVYN: Ms. Garcia? >> MS. MARIA GARCIA: Here. >> MR. JEFF SILVYN: Dr. Hay? >> DR. MEREDITH HAY: Here. >> MR. JEFF SILVYN: Mr. Gonzales? >> MR. LUIS GONZALES: Here. >> MR. JEFF SILVYN: Mr. Chair, the board members are present with the exception of Catherine Ripley who is absent. >> MR. DEMION CLINCO: Thank you very much. Next item of business is our public comment and call to the audience. In order to limit the spread of Coronavirus, the Governing Board has suspended its normal public comment period. We have two people who have asked to speak this evening. The first is Denise Reilly. We have three minutes set aside for each speaker. Ms. Reilly? >> DENISE REILLY: Hi. Thank you. Good evening, everyone. Actually, I think there is a few others that are supposed to go prior to me if that would be okay. If that's not okay, please let me know. >> MR. DEMION CLINCO: So I had received a communication that there was a group all speaking on the same topic, and you were the one who was speaking on behalf of the whole... if that's not the case, if you could maybe identify who else would be speaking with you? >> DENISE REILLY: Absolutely. So there is three college employees, Dr. Daisy Rodriguez Pitel, myself, Denise Reilly, and Kyley Segers. We had a bit of an order set up. I apologize. So if Dr. Daisy Rodriguez Pitel could go first, that would be ideal. I will go in the middle, and Kyley can go at the end and we have some students as well. Thank you. >> MR. DEMION CLINCO: Great. And the name of those students? Looks like it's Vini Villegas, Rachel A., and Brenda P.? If we could elevate them as well. Also Ariana G.? >> DENISE REILLY: Yes, absolutely. Thank you very much. >> MR. DEMION CLINCO: I'm going to hand it over to you guys. How long do you think you need for this? Do you think about nine minutes? >> DENISE REILLY: I would say nine minutes we can all go through our spiels. Thank you. >> MR. DEMION CLINCO: I really appreciate it. >> DENISE REILLY: No problem. Dr. Daisy? >> DR. DAISY RODRIGUEZ PITEL: All right. >> MR. DEMION CLINCO: If you could turn your camera on when you're speaking, that would be great. >> DR. DAISY RODRIGUEZ PITEL: Can you see me? >> DENISE REILLY: No. We can't see you, Daisy. >> MR. DEMION CLINCO: But we can hear you. If you just want to go ahead? I believe you're now -- you have turned off your microphone. We can see you now. >> DR. DAISY RODRIGUEZ PITEL: All right. Excellent. Sorry about that. Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, colleagues and students. My name is Dr. Daisy Rodriguez Pitel, and I serve as a lead Phi Theta Kappa advisor at the college. I have served as a Phi Theta Kappa advisor for the past four years and work with a team of six fellow PTK advisors. In the past 15 months, our students have endured more challenges than usual. Our students have demonstrated resilience, and our students have succeeded. We have individually and collectively experienced great adversity in the past year, making adjustments to how we live, learning how to excel within the virtual learning environment, coping with various forms of discrimination, restructuring how we maintain our connections with one another safely while also staying involved in leadership and student engagement. Our students have also managed this pandemic with ease, grace, sometimes stumbling along the way, and yet they have strategized in their own unique ways on how to continue exhibiting excellence and not mediocracy. This evening I'm honored to present a few Pima students who represent Phi Theta Kappa in our Honors program. You will hear their personal experiences as scholars and student leaders. You will also hear from Denise Reilly, former lead PTK advisor, and Kyley Segers, a PTK advisor and Honors program lead. We are PTK. We are Honors. And we are proud to share narratives with you tonight. Thank you. >> MR. DEMION CLINCO: Daisy, would you like to introduce -- who is next? >> DR. DAISY RODRIGUEZ PITEL: I will introduce Brianna P. Brianna is our Alpha Beta Chi chapter president. >> MR. DEMION CLINCO: Just to make this easier, as each speaker finishes, if you could introduce the next speaker, that would be great. >> DR. DAISY RODRIGUEZ PITEL: Okay. I will do that. >> MR. DEMION CLINCO: That way you can keep it in the order you'd like to see it. >> DR. DAISY RODRIGUEZ PITEL: Thank you so much. >> Hi. I know you want us to show our face, but I don't have the feature to open my camera. >> MR. DEMION CLINCO: That's okay. You can go ahead. >> Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, and administration. My name is Brianna P., and my major is chemistry. I'm the president of Phi Theta Kappa and part of the executive team of the Honors Club. I have recently been awarded the All-USA scholarship with the honor of being a gold scholar and currently am graciously using the Pima merit scholarship. Phi Theta Kappa and the Honors Club have helped shaped me into the person I am today. For me, going to Pima Community College was never in my eyes. Family and friends kind of looked down on it. I never had the intention of applying to Pima until I noticed I couldn't afford a university and Pima was offering me a scholarship. I put my ego aside that was built upon people's opinions, and it was the best decision I ever made. The friends I had in high school who once frowned upon community colleges now saw the benefits it had to reap with small talks between us and decided to drop the university lifestyle and come to community college. Entering PTK and the Honors Club uplifted me in ways I never thought. I immediately saw how much I could thrive in an environment that cares about its students rather than money. I took advantage of volunteer opportunities and soon was proud to say I am part of Pima Community College. Phi Theta Kappa and the Honors Club made me feel closer to Pima Community College and made me realize I'm right where I belong with smart, driven, and diverse students. Pima provides so many opportunities for students to thrive in the workplace and transferring to university, and I'm happy to have been involved and to be speaking amongst you all today. Thank you. >> DR. DAISY RODRIGUEZ PITEL: Thank you so much, Brianna. Next we will hear from Luis. >> Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, guests. My name is Luis Ku. I'm an English major. I'm the PTK liaison for Pima Community College Northwest Campus and a recipient of the All-Arizona Academic Team award. I want to say a few words regarding what PTK has meant to me as a nontraditional student who works full time and is a proud father of two beautiful children. As someone who has many obligations outside of school, I hardly ever had time to interact with other students or clubs outside of the classroom. PTK gave me the opportunity to have meaningful interactions with fellow students and the opportunity to partake in discussions and be a part of the decision-making process. I always thought my obligations outside of school would be a barrier to my ability to partake in something bigger and more meaningful than a letter grade in a classroom. But PTK didn't see it that way. They saw my circumstances as an opportunity to be inclusive and extended a welcoming embrace to me. PTK has been many things to me, but more than anything, it has been the human element in an increasingly virtual environment, and I'm extremely grateful to everyone for that. Thank you. >> DR. DAISY RODRIGUEZ PITEL: Thank you, Luis. Vini? >> Hi, everyone. Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, administrators, faculty, and students. My name is Vini V., and I am studying pharmacy. I am an officer for Pima Honors and treasurer for Phi Theta Kappa. I got involved with the Honors program, because believe it or not it was due to an ACCUPLACER test that I took for my chemistry exam, and through that I was able to find out that I was eligible to join Pima Honors. During my first semester I took Honors 101, and I very much enjoyed it. So that's how I got connected with the Honors Club. Being a part of Pima Honors means to me I'm a part of community that values everyone, and it is like a family where everyone is working together and helps everyone out. I have got to work with so many peoples and it almost feels like I have known them for decades. Through Pima Honors I participate in several volunteering activities, and just to name a few, Casa Maria, VA Hospital, (indiscernible) Metro, et cetera. I have also led several leadership positions. I got involved with the Alpha Beta Chi chapter through Pima Honors Club as they both work together very closely. Through Pima Honors and Phi Theta Kappa has provided me mentorship, friendship, leadership skills and has given me several opportunities to become involved with the community. Thank you so much everyone for listening. I really appreciate it, and I'm very thankful that I was able to share my experience with y'all tonight. >> DR. DAISY RODRIGUEZ PITEL: Thank you so much, Vini. Next we will hear from Rachel. >> Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, and guests. My name is Rachel G., and I'd like to share my journey in Honors and Phi Theta Kappa with you. I'm a liberal arts student going into my third year at Pima. I'm the current vice president of public relations for Alpha Beta Chi and a future member of the Honors executive team. In high school I was in study skills, which is a separate program for students with learning disabilities and behavior problems. Being in that environment made it difficult for me to learn and being forced to attend classes with people that didn't like me or accept me and my family. We (indiscernible) of what school could be. I was told I was intelligent, but I didn't see a lot of evidence to support this finding. I tried to avoid school as much as possible. I had attended high school at Catalina Foothills, and I saw kids get accepted into Ivy Leagues as well as state universities. These students had teams of tutors and support to get them into these schools. On the other hand, there are not many people in study skills who have made it to college or have been able to hold down a job. It felt like the educational system was set up to depend on money more than talent. College and academics in general lost their appeal to me. I eventually dropped out. My parents pressured me to return and get my diploma. I wasn't sure what I wanted to do after high school. For a while, I didn't do anything. I was later encouraged to go to Pima just to see what I could accomplish. When I was young, I had started speech therapy. Growing up I was very shy. While being at Pima I felt accepted. I also have ADR accommodations, which are anonymous to my classmates, and the majority of my professors have been very helpful. I have not had my speech corrected while being here. There have still been numerous times over the past year I have wanted to drop out, but being a part of PTK and Honors has given me a reason to stay. It's given me something to look forward to. Since you need a 3.5 GPA to remain a member, it has kept me accountable to attend class and to stay a good student. My fellow members continue to keep my inspired and motivated. I don't know how many of them do it. I am now considered a senior member, and people ask me for advice. It is a new feeling but a good feeling. I will continue to pursue my education after I graduate from Pima. Thank you for your time. >> DR. DAISY RODRIGUEZ PITEL: Thank you, Rachel. Denise, please go next. >> DENISE REILLY: Thank you, Dr. Daisy. I don't know how to show my face, but good evening, Chairperson Clinco, members of the board, Chancellor Lambert and guests. I'm Denise Reilly, career counselor and adjunct faculty at Pima Community College and have had the pleasure of serving as a PTK advisor for the past five years. For those of you who may be less familiar with our Alpha Beta Chi chapter and PTK presence at the college, I thought I'd share a slight bit more. PTK is the oldest, largest, and most prestigious Honors Society serving two-year colleges nationwide. It serves to recognize and encourage the academic achievement of two-year college students and provide opportunities for individual growth and development through honors, leadership, and service programming. In order to become a member, students have to have a 3.5 cumulative GPA or above, a completion of 12 credits, and they follow the hallmarks of scholarship, leadership, service, and fellowship. I wanted to take just a minute to acknowledge my fellow advisors and student officers as this is voluntary work for all of us in addition to being employees and students at the college, and this amazing group of individuals that you're hearing from works tirelessly together for the outcomes you're hearing about this evening. Thank you. >> DR. DAISY RODRIGUEZ PITEL: Thank you, Denise. Next we will hear from Andrea. >> Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, Pima administrators, faculty, staff, and students. I'm Andrea Salazar, an online student majoring in business administration. This is still my first year at Pima. First I wanted to thank you for giving me the opportunity to share my experience in Honors today. I can honestly say serving as an officer at Phi Theta Kappa, a student leader and upcoming member of the Pima Honors executive team has been a highlight of this last year. I still remember my first rite of Honors, being one of my first days as a Pima student, and how I couldn't understand how everyone was able to make me feel welcome. That's what I like the most about the Honors Club and our Phi Theta Kappa chapter. Since day one, we make sure everyone feels comfortable, knows what our mission is, and is introduced to all of the ways they can get leadership experience and personal growth. I consider that all of the members and our advisors are constantly growing leadership, service, teamwork, and academics with respect to others and with a goal of mentoring everyone who is wanting to get involved. I'm truly grateful to have had the opportunity to be a part of this amazing family, which has made a significant impact not only in mine but in many others' lives. Finally, I'm sure my experience at Pima Community College would have not been the same if not for Phi Theta Kappa and Pima Honors. They are valuable assets for our school. Thank you. >> DR. DAISY RODRIGUEZ PITEL: Thank you, Andrea. Ari? >> Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, guests. My name is Ariana Gutier. I am an Honors and Phi Theta Kappa and All-USA scholarship recipient. Yes, I can finally say that, and, oh, my, it feels so good. It is becoming more apparent that I'm one step closer to accomplishing my desire of becoming a veterinarian. Before PTK and Honors I felt extremely lost. I was down on myself as I forced myself to put my career as a vet tech of 12 years on the back burner due to a debilitating injury, lost a dear friend, had a 2.6 GPA, and didn't know where my life was going. I knew that I needed to reach out somehow, some way. So I did. When I called the phone number on the Pima Community College website for the PTK club, a friendly voice was there on the other end of that line with open arms. Dr. Vorndran was the voice on the phone that encouraged me that I am welcome and I belong. I know as I thought to myself, someone's clearly taking a chance on me. I also had no clue what I was in for. I also found my people. For the past two years I have learned what it means to be a part of a like-minded community of warm, awesome people who recognize my worth and in turn taught me how to recognize my own. I learned what it means to be a servant leader. I have made many friends on this journey and lost some as well. Recently I was able to receive an Academic Fresh Start, which is commonly unheard of when you ask other students about what that is. A gift I was awarded through that process was getting the opportunity to watch my own growth sky rocket in addition to my GPA, which went from 3.23 up to 3.91 in just weeks. In the beginning of my journey, I did not believe that I would ever become an officer of PTK due to my GPA struggles, but I refused to let that stop me from engaging in fellowship activities, conferences, and award ceremonies for my chapter while striving for what I believe could be possible. Although short term I have finally had the pleasure and the honor of being an Honors and PTK officer, taking care of some of my favorite roles, being there for my fellow colleagues and rising up the future generation. In addition to these encouraging words I share with you, I want to include that if there is anything that I have learned during my time with PTK and Honors, as well as just this last year with the pandemic, is that no matter how much effort we put into our schoolwork or the demand that college has of us, it seems that putting meaningful relationships and/or experiences first is so essential. Without putting these meaningful moments first, we tend to lose our fuel and drive to achieve our goals and reach what each of us describes as our own version of success. So I invite you to take a moment, take a breath, and know that today is here. Tomorrow is so unpredictable, and yesterday it's already gone. So don't waste today, because it could all be gone tomorrow. Thank you. >> DR. DAISY RODRIGUEZ PITEL: Thank you so much. Our closing speaker is Kyley. >> Good evening, Chairperson Clinco, board members, Chancellor Lambert, colleagues and guests. My name is Kyley Segers, and I have taught math and honors here at Pima since 2012. I have also served as Honors coordinator for the East Campus for much of that time, and this year I assumed the responsibility of lead Honors coordinator for the college from Dr. Ken Vorndran who undeniably, absolutely was instrumental in shaping this program to what it is today. In the time that I have worked with the Honors program and Phi Theta Kappa, I have seen both of these groups grow in tremendous ways to become the incredibly impactful bodies they now are. Working with students and colleagues like those you have heard from this evening has truly been one of the greatest joys of my life. When I started working with Honors I saw the power it had to transform our students, but I never expected how much I would also be transformed by my Honors family. The amount of good that is done by the students, faculty, staff, and administrators who connect to the program is unlike anything I have ever seen. While the Honors program at Pima has an excellent academic option for students, the largest part of what we do is co-curricular. Our program, including Phi Theta Kappa and the Honors Club, gives students extensive opportunities to volunteer within the college and community, gain the experience with service and leadership, while leaving a positive impact on the lives they touch. For those efforts, many of our students have been rewarded with life-changing scholarships that allow them to complete their college degrees with little or no debt. In the time I have worked with Honors, I have consistently seen 10 to 12 of our most active members nominated to Phi Theta Kappa's All-USA scholarship each year. This affords nominees a 60-credit tuition waiver to finish their Bachelor's at U of A, ASU, NAU. Each year we have a handful of these amazing student leaders that place nationally, winning the All-USA award, which is given to the top 20 nominees in the country, or a Coca-Cola Gold, Silver, or Bronze scholarship, which is given to the next top 50, 100, 150 nominees. In fact, since 2015, Pima has boasted 7 All-USA winners, 14 gold scholars, 4 silver scholars, and 7 bronze scholars. There are only a handful of community colleges in the country that have a record this impressive of which most are much larger than Pima, such as Miami Dade in Florida or Lone Star in Texas. The key feature of nomination for the All-USA award centers around an Endeavor Project, a project that the student researches, develops, and leads at the college or in the community. Endeavor Projects from Pima students have gone on to become institutionalized within Honors, such as our annual R.I.S.E. for Homeless Veterans event, Domestic Violence Awareness Day, Himmel Park cleanups, or our ongoing relationship with Pima Animal Care Center. They have gone on to become nonprofits such as Women Warriors Tucson, Lingui Language Lab Exchange, and hopefully soon, GROW Academy, financial literacy workshops. They have also contributed to strengthening our systems and relationships within the college, such as creation of the Diversity and Inclusion Club, reinvigoration of the Society of Hispanic Professional Engineers Club, developing the ARC Food Pantry. Considering that since 2015 we have had 10 to 12 Honors students completing an Endeavor Project each year, not to mention each nominee also completes five regular service or leadership activities, you can see how the amazing program you have heard about tonight has come to be what it is. There are so many examples. Clearly I could go on all night. Instead I will choose to close with some thank yous. First to you, the board, and all the administrators, faculty, and staff who have supported this program and nurtured it throughout the years. Special thanks to Dr. Dolores Duran-Cerda, one of the first Honors coordinators at the college, who has always had a special place for us in her heart. But a double extra special thanks to all of the students who give so much of themselves in making this program the amazing juggernaut for good that it is. Please save the date for our Honors and PTK awards ceremony, May 6, and we'd love to have you celebrate this year's accomplishments with us. Thank you. >> DR. DAISY RODRIGUEZ PITEL: Thank you, Kyley. Our truly closing speaker is going to be Clinton, so Clinton, please go ahead. >> Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, Pima administrators, faculty, staff, students. I'm Clinton Ponder Gilby. I currently have no major. I started as a PTK member and was pulled into Honors with Ariana to help bring one of our volunteer opportunities back. I was last term's treasurer for PTK. This term I am liaison officer. I was regional officer for last year's term. As a regional officer with PTK, I got to help take our three regional conventions to a virtual format. We also added seven new virtual events, including keeping your membership engaged, college transfer, we had the three state universities represented. The last event, regional convention, we received a lot of positive e-mails. Recently had our international convention virtual. Strong compliments on our performance in the awards area from our advisors, and from Michael Lopez and Dr. Desjardin. (Indiscernible) at Pima College is a community of people who encourage excellence as well as natural outcome. There are over 1300 chapters international Phi Theta Kappa Society. 30 of those chapters out of 1300 received a distinguished chapter officer team award. Pima Community College's own PTK chapter was one of those chapters. I'm actually happy crying on this one. The four pillars of PTK and that should be for Honors as well, leadership, service, fellowship, scholarship. An unmentioned one there is to support each other in the four pillars. I have seen that with these people I get to work with, advisors and students. I currently value the extracurricular activities over my classes now. I have, through my advisor and my PCT instructor, been introduced to an incredible opportunity that is outside the classroom. I have had opportunity to serve up and work with these (indiscernible) both students and advisors. They have done service in community by organizing (indiscernible) for an example. Our students are mostly in their early 20s and late teens. These community people we are dealing with, organizing with, are talking and dealing with our students as though they are worth dealing with, and they are. It's a natural thing. A lot of times we say what we have done, we don't say how we do it, but they reached out to Salvation Army and they were talking, these people on a call, I see it in the meetings that these people respond instantly when they call. These are people in their early 20s and late teens organizing these events and it's incredible. It's not that they see these ideas and advisors do it for them or for us. The students are doing the work, and it's incredible. I would trust these people to do a lot of different events. The people I did with the regional conventions are in the same boat. Most of them are a bit older than officers we have on our chapter team here, but from where I'm sitting these are kids and they are doing excellent work. They are getting incredible experience by doing this stuff. That's where the leadership comes in, the service, fellowship, and scholarship. I thank you much. You guys have a good one. >> DR. DAISY RODRIGUEZ PITEL: Thank you so much, everyone, for allowing us this time. We hope you have a wonderful evening. Thank you. >> MR. DEMION CLINCO: On behalf of the board, I want to acknowledge and recognize the students who are taking their education by the reins and really empowering their future through their participation in Honors and PTK. It is really inspiring to hear these stories and to know that you are excelling academically and personally and professionally. It is why we are all here, and it really is very moving. I want to thank you for taking the time to come and share this with the board. To the faculty and staff and administrators who support this program, we want to thank you for everything that you do to keep programs like this dynamic and accessible and supporting students to achieve their goals. So we are so appreciative. Thank you very much. Okay. Looks like that concludes our call to the audience. I was trying to follow on the list, just to double-check, Andrea Salazar Caldone, I believe you spoke and you were separate from the bulk group, I believe. Is that correct? Okay. I'm going to assume that is yes. Thank you very much. Next item is our remarks by the Governing Board. I will start. I just wanted to welcome and acknowledge that David Brodsky is with us this evening. Mr. Brodsky is the new director of the Arizona Association of College Trustees and is visiting across the state to all of the different community colleges. I just wanted to acknowledge his presence this evening and welcome him. I think we are doing things across the state, so welcome, David. >> Thank you. I appreciate being here. I'm already inspired by all of the things that the students had to say. It's what colleges do and especially community colleges. >> MR. DEMION CLINCO: Thank you so much for being here. Ms. Garcia, any comments this evening? You're muted. Your microphone is off. >> MS. MARIA GARCIA: I just want to welcome everyone and hope everyone stays safe. Just get that vaccine going, everyone. That's it. Thank you. >> MR. DEMION CLINCO: Thank you for that. Mr. Gonzales? >> MR. LUIS GONZALES: Yes, I just also want to welcome everybody too. But especially the students. They were very inspirational. I think they are doing a great job. No report today. Thank you. >> MR. DEMION CLINCO: Dr. Hay? >> DR. MEREDITH HAY: No comments. Thank you. >> MR. DEMION CLINCO: The next item on our agenda is our administrative reports. The first item is our mission update with Dr. Richmond, vice chancellor for strategy, analytics, and research. You have five minutes. >> DR. RICHMOND: Chair Clinco, members of the board, Chancellor Lambert, colleagues and guests. I'm here this evening to provide a very brief update on the status of the mission review process. I will share my screen for just a couple of minutes so you can see the latest statements. Since I presented to the board last month, we have had a survey out to all employees, which was also completed by some community members and some students to gather additional input on the mission fulfillment framework. We are trying to ensure we are as broad as possible and inclusive with different perspectives. Since I last spoke with the board, we have made only two changes. These statements are very, very similar to the ones that you saw before. Purpose remains transforming lives through affordable education. Based on the survey responses, when we asked the respondents if they liked this statement as a vision, 70% said yes, 19% were neutral. 10% said no. Which is a very positive response rate for this particular statement. The vision, as you can see, we revised slightly per board input, added the language premier community college and woven that into the language we had before. I don't have survey responses on this, because this statement has been a work in progress and was not in that survey instrument. The mission is unchanged from the last time you saw this. Based on our survey responses, about 12% of respondents do not like this statement. Other respondents were either neutral or we had 65% of positive responses for this. This remains the area we are looking at most closely to see what adjustments we might make. Finally, we have the behaviors. We made one minor change here for the behavior description for innovate. There was a slightly negative phrasing to the language, and we revised that based on community input to have the courage to take risks. So it's much more positive in how that's put together. Input regarding the behaviors continues to be very positive with 81% of survey respondents liking the language that we have here, 11% neutral, and 8% disliking these statements. Again, very positive input. We are continuing to reach out for input from different stakeholders. We have a particular focus on gathering student input at the moment, and we are combining the mission framework and the draft strategic plan, and we are going out for a final round of input on the mission and feedback on the draft plan. I think we are getting very close. We will continue to engage with interested community members who engage with us in this process. I should note the statements here are stronger for the input we have received from some community members, and it's my intention, if this is agreeable to the Governing Board, and based on prior conversations with the chancellor, that we will bring these statements and the strategic plan forward for board discussion and action at the next board meeting if that is acceptable to the Governing Board. With that, I'd be happy to take any questions. >> MR. DEMION CLINCO: Are there any questions from the board? Okay. A couple of things. One, Board Member Ripley isn't here this evening, and it would be great to touch base with her outside of the meeting context to just make sure that she is also equally comfortable. But I really want to reiterate that for the board, this is what we would actually be voting on. We wouldn't be tinkering or making additional changes at the table when the item comes. We are trying to avoid that from happening. So if there is additional feedback or input, now would be the time or of course you can reach out to Dr. Richmond through Chancellor Lambert's office. I just want to -- that's the goal. Does that sound reasonable to everybody? Okay. Anybody have any concerns about what's being proposed or want to make any additional comments? Okay. Nobody. Okay. Just checking. Thank you very much, Dr. Richmond. We really appreciate the work and appreciate you taking our feedback and integrating it into the updated changes, and we look forward to -- do you anticipate any final amendments or changes, or is this really what you plan on bringing forward to the board at this point? >> DR. RICHMOND: That's a great question. I anticipate at this point that these will essentially be the statements that will come forward to the board. We are continuing to look at the mission statement just because with 65% positive responses, about 22% neutral, we are taking a look just to see if there are changes we can make to kind of shift that a little bit, but as I'm sure you can imagine, there is a very careful balancing act across how we capture the phrasing within these statements. Because we are going out for another round of input with the focus on student input, it is possible there will be some revisions based on that, but I don't anticipate big substantive changes at this point. And we will of course post these statements well in advance so there is time for everyone to take a look at the final version should they wish to add any final comments. >> MR. DEMION CLINCO: That sounds reasonable. We really appreciate all your hard work, and again, all of the community feedback. There is still opportunity for the community to give feedback, so, you know, take this moment. This only gets done every few years, so this is the moment really to provide thoughts on our mission framework. Thank you very much. Okay. The next item is our data analytics program with Greg Wilson, dean of Applied Technology. Mr. Wilson, you have five minutes. >> GREG WILSON: Thank you, Chairperson Clinco, members of the board, Chancellor Lambert, students, colleagues and guests. I will share my screen. I'm just going to take a few minutes to go over a new data analytics certification that is being offered by Trane in partnership with NC3. Before I get into some of the details, I want to be very clear that this is an entry-level certification. As you can imagine, with data science, it covers so many different industries. You know, it really takes going through training and then work experience, work-based learning, to really advance. I just want to be very clear that this is an entry-level certification. While I represent Applied Technology, this is actually information that I have shared with a few other deans, because as we go through this, you'll see that it really does apply to many different industries and of course our programs. So we will just kind of get into the what, the how, and the why. This certification is really helping students understand how data can be used and analyzed. While I'm presenting this from a program standpoint, as I'm sitting here, I'm thinking this is something that employees could use as well. So what you'll see is that this certification really helps a presenter collect data, analyze it, and then present it so that it means something. Big data is everywhere, right? We hear this term a lot. So this is an entry-level certification that really addresses different questions. We have certainly talked about Industry 4.0, what does that mean? How do you tell a story when you're going through this type of certification? I have borrowed all of this information from Trane, and we actually had a full-time building and construction faculty member, Jim Russell, go through the first group of certification attendees in the country. And this is actually level 1 of five different levels. So to kind of give you the framework, level 1 and level 2 are both entry level where we teach students how to use data, analyze data, and then you apply it to a real-world situation, right? So if you're looking at the spread of the virus, you could do it for tectonic plates, I mean, there are so many different applications where you can collect. This certification will actually have students go through, look at data, and then apply it to a real-world project or a capstone. So you do that in the first level. Pretty much the same thing in the second level. It's not until you get to level 3, 4, 5, where you really start to get into a specific industry. And so for this in particular, for building and construction, we would use those higher levels for our students to analyze energy and sustainability data. I'm sure you're familiar with our ongoing partnership with Trane, I know we will be presenting more on Monday, but it's the type of experience that really exposes students to how they are going to use data in the real world. So we are really excited to be partnering with Bill Ward and his team, because we are going to be able to build a virtual learning living lab where our students tap into data about Downtown Campus. So it puts them, as opposed to just working on a mobile trainer when it comes to HVAC or automated building systems, they actually get to see how the building is working and then analyze and diagnose. You know, I talked about what it was. Here is a little bit about why it matters. You can just enter data science or the importance of data in so many career paths. There is plenty of evidence to show how it's going to work. Going back to my earlier comment, it can be used in any one of our academic divisions, but also just for Pima employees as we communicate. Also wanted to quickly specify that levels 1 and 2, as we present the information for students, that there is no cost. This program uses Tableau, which is an open software freely available. So for those first two levels, there is actually no cost to implement that. Again, once you get to levels 3, 4, 5, you can start to get into your specific program areas, then you would look for building and construction, in our case, that would involve a cost at that point. Why does it matter? Because it affects so many different areas. I just want to go through this one slide. You can look at all these different career paths. You know, Dr. Richmond, I talked to her briefly, if you see No. 23, again, it's just an entry level where we are just kind of introducing students to what it could be and then they could go through any one of these levels to continue. This is also important for our program, because Trane also has a partnership with JTED, so we have plenty of dual enrollment partners when it comes to building and construction, and so this would be a continuation for them to go from their high school to Pima and then take the higher levels. Last slide, just to interest you with some of the data and why it matters. You could just see how much data will be shared. Again, it doesn't mean anything unless you can explain it and tell the story. We are excited that we are starting this process. Our faculty will continue to go through the certification as we integrate it into the building and construction program in anticipation for the renovation in the ST building at Downtown Campus. I wanted to give you the brief overview, and I'm certain we will share more as the program continues. >> MR. DEMION CLINCO: Any questions for Dean Wilson? Okay. Ms. Garcia? >> MS. MARIA GARCIA: Just a question. With all this -- it sounds really interesting, and it looks like it's an application that can be used. I guess my next question is have you gone out to see what the industry thinks about this information and how they can use it? I mean, I know you have all these things down as to you can use it in all these applications, but will they accept that training from a student of ours? >> GREG WILSON: Great question. My emphatic answer would be yes. As we meet with our industry partners, and again, I'm not limiting this answer to building and construction, whether it's our design partners, automotive, welding, I mean, you're looking at (indiscernible) and our students go out into their industry, they need to be able to quickly analyze and then apply their skill set. When is the right time to apply this method of whatever it may be? So again, and just to specify, this is entry level. That's what we want to start with, levels 1 and 2, and get into a specific field. But from an industry standpoint, there is no doubt that they want to see that our students understand what it is they are looking at before they apply their technical skills. >> MS. MARIA GARCIA: Thank you. >> MR. DEMION CLINCO: No additional questions? Thank you, Dean Wilson. We appreciate the update. Keep up the great work. Thank you. Next is an enrollment update from David Arellano, dean of enrollment management. Five minutes. >> DAVID ARELLANO: Thank you, Chairperson Clinco. I trust you all see that there. >> MR. DEMION CLINCO: We do. >> DAVID ARELLANO: Good evening, Chairperson of the Board, board members, Chancellor Lambert, colleagues and guests. I will be providing you with an update from enrollment management. We are going to take a look at spring 2021 national and state data. When we look at this data, it's being provided by the National Student Clearinghouse research center which provided a recent report that really details like key enrollment trends and statistics for spring '21. What you can see on that left-hand chart is you can see, when we look at the two-year public sector for spring 2021 compared to last spring, it's down 9.5%. Then when we hone in at the state level we also see at the broader undergraduate level we are down 9.8% in the state of Arizona. Looking and disaggregating the data a bit more, we are looking at now enrollment information. Specifically I want to look at and hone in on the 18 to 20 and the 21 to 24 age ranges. You can see those two categories are significantly down in the left-hand chart. That's our really new to higher ed, some college cohorts. That's really where nationally that we are seeing those decreases in enrollment. Then when we look at the chart to the right, we can see that it's also disaggregated by race and ethnicity, and we see decreases in each category there. But I do want to switch gears and provide a positive early outlook for summer '21 enrollment. So what you're seeing on this particular chart is summer '21 compared to summer 2019, but you can see we are up in head count enrollment and FTSE. We are not comparing data to summer '20 yet. That term, if you recall last time around or last year around this time, we were adjusting the summer schedule and virtualizing a lot of our services and our instruction, and so that term opened later for registration. But I think what's really significant when we look at this particular table is we are comparing summer '21 to summer '19 and that's a pre-COVID, nonpandemic enrollment term, and we see percentages up there. So that's really positive. This is an early outlook. We still have about a little less than two months from the start of the term, but just in that quick comparison we can see some early growth and we are looking to sustain that and keep growing in our enrollment numbers for this upcoming term. Here is just visualization of that table I just showed you, and you can see in this green line the delayed start from summer 2020 enrollment and then this darker orange line is our current trend line for summer '21. Finally, I did want to share some feedback we received from students through our virtual callback services. We sent out a text message survey. In that survey, students can tell us a little bit how their service was and their satisfactions, things like that. We specifically asked some questions about what do they want to see from us in the fall from a student services perspective. You can see the chart on the right, the majority want us to continue our virtual callback advising services. So that has been really strong. You have heard me talk about the 26,000-plus interactions since July. You have heard me talk about the 95% very satisfied and satisfied rating from students using this service. So we do have a lot of transactions and interactions from our advisors with our students there and they want to continue that for the fall. Then you also look at the left-hand table. What you see is again they want us to continue those online and virtual options, but you also see those campus in-person options being represented there. That really, when you look at that data, really represents the students are look looking for a hybrid model. They are looking for services they can go in in person and get, but also when they have time constraints or in between classes or are out working, they want this other flexible option where they can do it online and be virtual. So when we look forward to our fall student services, we are really going to be looking at that hybrid model. It's really going to mirror what the students are asking for. That's really important making sure that we maintain that access, we maintain our efficiency, making sure students get quick, fast, accurate service. The other thing is really looking at the virtual services, we have been able to do a lot with leveraging technology and we are going to continue to do that. Next week we are rolling out a new student dynamic checklist. What that is it lives in the portal and in there students will be able to see in real time personalized to them what step in the enrollment process they are at, and in real time it will update once they complete a certain step. I will definitely be sharing more at the next board meeting, but that is launching next week. We will be rolling that out to students and I think it's going to be a huge improvement. Again, that's just another way we are virtualizing getting that information out to students, especially our adult learners. They are more self-directed. They like to take things in on their own rather than sometimes speaking to an advisor. So really supporting those students as well throughout that technology implementation. With that, I will close this out and open it up for any questions or comments. >> MR. DEMION CLINCO: Any questions from members of the board? >> MR. LUIS GONZALES: No. >> MR. DEMION CLINCO: Thank you very much for all the hard work. We really appreciate you coming month after month to give us updates. We know the entire team it working to reengage these students. I think I speak for the entire board when we say we have to be aggressive and find ways of connecting with this cohort that we lost. I mean, 18%, those students are still out there. Finding them and reengaging and keeping the pace with the board, with the students who would be enrolling anyway, we should hopefully be able to get gains over the next year just from that loss. So let's figure out how to connect with those students. I think about the impact of those students not enrolling into Pima College and the long-term effect on their lives. So let's continue to find ways to do it. Thank you so much for all of your hard work. >> DAVID ARELLANO: Thank you, Chairperson. >> MR. DEMION CLINCO: Next we have a presentation on Hispanic-Serving Institutions with our provost and executive vice chancellor for academic excellence. Dr. Duran-Cerda, you have five minutes. >> DR. DOLORES DURAN-CERDA: Thank you. Good evening, everyone. Chairman Clinco, Chancellor Lambert, board members, representatives, colleagues and guests. It's my pleasure to provide you with an update on Hispanic-Serving Institutions, accelerating Latino student success in higher education. Can you see my slides? >> MR. DEMION CLINCO: We can. Thank you very much. >> DR. DOLORES DURAN-CERDA: Excellent. So today it's very timely I'm giving this update to you, because this week has been the HACU Capitol Forum, and precisely today we had congressional visits all day long. We saw all of the various representatives in the state of Arizona. With them, we had Pima Community College representatives, Cochise College, Phoenix College, Ottawa University, U of A, NAU, ASU. I just would like to say, just like we heard from our students this evening, the students that represented Pima College were fabulous. They were outstanding and being articulate and advocating for HSIs and particularly Pima Community College. They were so articulate. One of them with a Gabriela Parra who is studying natural resources and Mexican-American studies, and she also will be our commencement speaker this graduation. And then the other student, Westeres Perez (phonetic) who was a Pima student and has now transferred to the U of A, studying math and education. I'd like to thank them and Hilda Ladner and Yolanda Gonzales for being part of this experience with our students. What I'd like to share today is actually very positive news about HSIs and Pima Community College. I don't know if you realize, but in the country, the total number of HSIs is 569. There are 362 emerging HSIs. So this is a growing number. It's being paid attention to nationally. So as you can see here, what I'm sharing with you is information from Excelencia in Education, and this is an organization that focuses on accelerating Latino student success in higher education through completing the student achievement gap. As you can see here, where Pima is located, as far as the top institutions where Latinos earn degrees and certificates, we are, for the two-year public institution, the first. So this is very positive in regards to our college. Some other information I'd like to share with you is the framework that Excelencia in Education is using to track degree attainment, and you can see here the top five HSIs in top enrolling in the state of Arizona. We are No. 4, as you can see there, but we are part of the top 5, and as far as awarding Associate degrees of top five institutions in Arizona, we are No. 1. So we should be very proud of ourselves and our efforts in enrolling Latinx students in Pima Community College. In the state of Arizona, as you can see, Arizona is the home to the fifth-largest Latino population in the country. Latinos in Arizona graduate at a higher rate. However, we do lag in Arizona Latino degree completion and overall degree attainment. You have some data there about what needs to be done and what we can do. I will talk in a moment about what we are doing at Pima College. So in order for a degree attainment to be reached, a goal by 2030, we need to close the equity gap in college completion. We also need to increase the number of degrees conferred and then also scale up programs and initiatives that work for Latino, Hispanic, and other students. That includes outreach, of course. So this is what we have been doing and what we will continue doing. The chancellor joined Excelencia in Education's Presidents for Latino Student Success, and this is a national group of presidents and chancellors who are focused on HSI topics and initiatives that promote Latino students. Pima's also joined the new Arizona HSI consortium, so that's almost I think all of the community colleges in Arizona and our three state universities. So it's a recent initiative, but we are all together and we have met twice so far talking about how we can collaborate and have a common goal of increasing Latino degree attainment. On March 25th we participated in an Arizona briefing on 25 years of HSIs, and that was sponsored by Excelencia in Education. Our chancellor spoke there, along with the acting chancellor of Maricopa as well as President Robbins from U of A and Michael Crow from ASU. There was Q&A part of it, as well. We are all focused, all the colleges and universities in Arizona, are focused on this HSI initiative and degree attainment for Latino students. At Pima, we have our breaking student barriers task force that has been working diligently since last semester that we launched it, and we are continuing to emphasize and address systemic changes, systems and processes and procedures at the college that really, to help smooth the process for students as they enroll and then as they continue their journey it the college and then beyond that when they graduate, too. We also have a 3.1 HSI STEM grant that attracts Latino students, low-income students, to the STEM fields. We have also recently nominated the translation studies program for the Seal of Excelencia, and we found out that 90% of the students who are in this program are of Latino descent, and it's really highlighting their gift of being bilingual in the medical and in the legal fields. So hopefully we will have positive news regarding the Seal of Excelencia from Excelencia in Education. In addition, we have been selected as part of the Gardner Institute's initiative, which is Equity in Retention Academy. That is being headed by Jeff Thies, dean of college readiness and student success, and Hilda Ladner, our diversity, equity, and inclusion officer. And they are working with the team, Amanda Abens, dean of workforce development and continuing education, Jackie Allen, director of online student success, and Oslen Cacera (phonetic) director of reporting and analytics with the STAR office. So they are working on ways to help retain our Latino students. Finally, about a year ago, we have participated and joined the Presidents' Alliance on Higher Education and Immigration. These are just a sampling of what we have been doing, and I just wanted to share the good news that we are one of the top institutions in the state of Arizona that is having Latino students succeed. With that, I will open it up for any questions or comments. >> MR. DEMION CLINCO: Any questions from the board? >> DR. MEREDITH HAY: That was a great presentation, Dolores. Thank you so much. Congratulations to you and your team for all you have done. It's just really extraordinary. Really extraordinary. >> DR. DOLORES DURAN-CERDA: Thank you, Dr. Hay. We appreciate it. There is more work to be done, for sure. >> MR. DEMION CLINCO: I definitely echo Dr. Hay. Really great work. It's very inspiring to see this panoply of initiatives and programs around this topic that we continue to talk about, the urgency and need to address. So thank you so much. >> DR. DOLORES DURAN-CERDA: Thank you. >> MR. DEMION CLINCO: Mr. Gonzales? Do you want to add something? I couldn't see whether you were... okay. >> MR. LUIS GONZALES: I lost you. >> MR. DEMION CLINCO: Is there anything that you wanted to add? >> MR. LUIS GONZALES: No, it was an outstanding presentation. Really enjoyed it. I can't see any pictures right now. I got lost somewhere here, touched something. I don't know what. >> MR. DEMION CLINCO: Thank you very much. We can see you. >> DR. DOLORES DURAN-CERDA: Thank you. >> MR. DEMION CLINCO: Thank you. We appreciate it. Next we have a presentation for shared governance and API 1-01-3 with Mr. Silvyn, our general counsel. Mr. Silvyn, you have five minutes. >> MR. JEFF SILVYN: Thank you, Mr. Clinco. Is that displaying okay for everybody? >> MR. DEMION CLINCO: We don't see your presentation. >> MR. JEFF SILVYN: Then that means no. Sorry, I have been at every board meeting the last year, and I haven't had to do this yet. Now is it working? >> MR. DEMION CLINCO: It is, yes. >> MR. JEFF SILVYN: Does that make it any larger? >> MR. DEMION CLINCO: Not yet. >> DR. MEREDITH HAY: Use the presentation mode. >> MR. DEMION CLINCO: At the bottom. >> DR. MEREDITH HAY: There you go. Very bottom. That one there. >> MR. JEFF SILVYN: Thank you. Okay. This presentation is at the request of the board. At the last board meeting in March, this AP was originally going to be an information item. Some concerns were raised and comments were made that suggested that perhaps there hadn't been a collaborative process or we didn't follow the right process. What I thought I would do is provide some of the bigger context, kind of an overview of the process, quickly walk through the major steps that we are taking with this particular one, and then tell you about what we are doing to finalize the work on this, and then of course address any questions you might have. So first, I thought it might be helpful just to quickly cover what do we mean by shared governance? This explanation comes from the accreditation materials published by the Higher Learning Commission. The American Association of University Professors has published materials on this topic, and there have been a number of articles published. Many, many institutions in higher education follow this philosophy. Shared governance is a model for decision-making, and the idea is to assign certain individuals or groups the primary responsibility for specific areas of decision-making within the organization to involve various people or groups in key decision-making processes, often through an elected representative, to make really clear what everyone's roles and responsibilities and to the extent to assign roles and decision-making authority based on the closeness of someone to the issue and the degree of accountability that they have. So what I mean for that, for example, is the person or group who gets assigned ultimate decision-making responsibility that we are looking for the person or group who has the right expertise, who is most directly affected by whatever the decision is, by who's responsible to carry it out, for who is accountable for the results. At Pima College, we have developed processes to help define what shared governance looks like, depending on what situation we are talking about. So in this particular case, what we are talking about is how we develop administrative procedures. So administrative procedures are the roadmap for how an operational unit of the college will attempt to carry out or achieve a policy set by the Governing Board, a goal set by the chancellor, some other large-scale objective. This is the how that unit is going to go about doing it. It sets the general framework, decision-making authority, timing, responsibilities, et cetera. So we have a shared governance type process for the development of administrative procedures, and in that process, there is a sponsoring unit, so it's typically one of the larger operational units of the college, might be facilities, might be the provost's office, might be finance, et cetera. That unit takes the lead and is responsible, because that's the unit that is primarily responsible for carrying out whatever that function is and has an administrator who is ultimately accountable to make sure that function is carried out properly and effectively. In developing an AP, that unit solicits input from stakeholders, a group of individuals who, because of the way they are going to be impacted by that process or because they have relevant expertise, has input solicited from them, their input is considered by that operational unit. They come up with what they are proposing the administrative procedure be. They submit it to the chancellor's office both so we can coordinate the rest of the process and to just make sure is there any legal implications of what's happening. That then proposed administrative procedure or change to an administrative procedure goes through the different governance groups we have at Pima College, for example, All College Council, Faculty Senate, Staff Council, so those groups can provide feedback. We also post the proposal for 21 days on the college website. Anybody who has an interest can comment. The governance groups when they review the administrative procedure can ask to have a representative from the sponsoring unit come and discuss with them whatever questions there might be, provide clarification, receive input, et cetera. The unit collects all that information. They respond. They write responses to the particular comments. The comments, along with the responses, are published. The unit sponsoring the administrative procedure makes whatever changes they think are necessary based upon the comments. The document is finalized. Then it's typically posted, provided to the board as an information item. It's published on the college's website. We now have a new AP or revised AP. In this particular case, we are talking about an administrative procedure to regulate the process for how units develop standard operating procedures. What's a standard operating procedure? That's a set of instructions that a unit follows and that the people they work with follow in order to carry out a certain function. For example, when faculty want to prepare a syllabus or develop new curriculum, there is a process they are supposed to follow. If I'm a college employee and I want to go on work-related travel, there is a process I follow to get that travel approved and paid for. If I'm a student and I think I need some type of accommodation so that I can be more successful in a class, there is a process I follow in order to get that accommodation. So that's what we are talking about. There is lots of them. They have been at the college since it started. A very broad variety. Right now there is no framework for how those are developed. The purpose for this particular AP was to provide a basic framework to provide operational units with some guidance about how to go about preparing standard operating procedures. So in this particular case, the process began -- well, the process began before the process began, in a sense, so my colleague in the legal department and I had gone to the different governance groups and talked to them about the overall process, because we were working on a variety of higher level administrative procedures that basically set the framework for different processes. So first we went to these groups. We kind of set out the general process. We let them know that we would be contacting them because we were going to put together a group of stakeholders to work on a variety of administrative procedures including this one about standard operating procedures. With that introduction, we went out and solicited membership in a stakeholder group. What you see before you is a list of people and the areas they represented who participated in a stakeholder group. We wanted to get a broad, a whole range of perspectives to be inclusive. Next what I have, I just wanted to let you know who had been involved at the outset. This chart shows you the main steps on the left side of the standard process for developing an administrative procedure, which I described a couple minutes ago, and on the right side it shows you the dates of when things happened with respect to this particular AP. So as I mentioned, there were a variety of presentations talking just generically about the process. There was a request for individuals to serve in a stakeholder group. We prepared a draft to get the conversation going. The stakeholder group met over the course of a couple of months, provided input, revisions were made based upon that input, and then there was a very long pause for a variety of reasons. There were some other administrative procedures that we thought needed to go first. The pandemic hit. Other things became a priority. There was a long pause. So work resumed in late 2020. There was notice sent to people that we were going to be moving this again. The draft went to the different governance groups. There was a little bit of feedback received. It also went to -- there were some additional meetings with some representatives from faculty and other areas of the college to get some additional feedback on the process. Then the All College Council, which they have the right to do, decided that they wanted to pull this AP from the regular process for further work. There was some discussion between legal department and All College Council. There was some further discussion amongst All College Council, the result of which was All College Council didn't agree collectively on what some of those next steps should be. Nevertheless, they did provide some faculty through All College Council and directly did provide some additional input on this draft, and that additional input was considered and further changes were made. At that point, the AP was put back into the process, was submitted to the board as an information item. However, as you know, there were some additional concerns, so we agreed to pull it. At this point, an additional stakeholder group has been formed. It's similar in size and diversity of area as the first stakeholder group that's providing some additional input. What I expect to happen now is probably some further clarification and revision to some of the provisions in the administrative procedure that sets this framework for standard operating procedures. The goal is to finish that work and have a final draft so that we can provide it, have it finalized and posted by the end of the academic year so that we are completing the work whilst faculty are still on their contract, so to speak, and performing their main duties. The other reason for that goal is that way we have this framework in place for different business units during the summer as they are looking at standard operating procedures particularly having this framework so that they can do that work as they think about how they may change operations for the fall as we go back to on-site in some fashion. That's kind of a quick rundown on the overall context of what happened with this particular item. If there is any questions, I'm glad to try and address them. >> MR. DEMION CLINCO: Are there any questions from board members? Okay. I will just say, Jeff, thank you for the summary. It seems like there was -- I have to say it is a little, I think for the board, when groups come, everybody has an opinion and if you object, please bring forward the objections. You know, a process occurred. Jeff, you showed over a dozen meetings that lasted over two years. You know, it is I think frustrating and disingenuous to say a process doesn't exist when it clearly has existed. The process may not have been as robust as people would have wanted because of COVID. I'm glad to see that we are going back and we are revisiting, but please, in the future, be very clear about what the requests are, because, you know, it's frustrating to see that we have had such a strong and robust process. I'm also glad to see that we are getting it fixed and that hopefully everyone will be satisfied with the outcome. >> MR. JEFF SILVYN: So just one other thing I was going to share is so one of the projects for the upcoming year is to clarify what happens when All College Council thinks that additional review or process might be necessary. Right now they have a really large degree of discretion. It looks like we need to do some work to help come up with some specific pathways for them to follow. That might help alleviate some of the confusion that I think happened this time. >> MR. DEMION CLINCO: Because ultimately APs should be coming, if they are fairly perfunctory, standard process. When all of a sudden there are multiple stakeholders who are bringing up a concern, something has gone awry. I think looking at the process and making sure there are these different outlets so that at the end we are not having to have long discussions about the process that went on to create the AP and we are actually more in the substantive conversation rather than spinning around talking about how it happened. Okay. Thank you guys, very much. We appreciate the work for everyone and everyone's input. I don't want to in any way have my comments serve as a chilling effect. More just to work collaboratively to find these solutions. Next we have a topic that has particularly been a continual concern of mine throughout the pandemic, so I'm very glad that we're going to be hearing about it. We have a student wellness assistance update from Dr. Suzanne Desjardin, dean of students. You have five minutes. >> DR. SUZANNE DESJARDIN: Thank you. Good evening, Chairperson Clinco, members of the board, representatives, colleagues and guests. Thank you for inviting me back to do update for spring on our student assistance program. As you heard in the fall, the way that students can get connected to the student wellness assistance program, which is the 24/7 direct support for students, is through MyPima, the MyPima portal. They can go in through their student tab and you can see in the highlight there that that's where they would find it. We did also create for employees, for instructors under the teach tab, which is under the employee link under teach, that's the way that instructors can actually show students how to get there. And then we also, in the fall, in anticipation of the winter break, we also went ahead and put out the toll-free number front facing on our counseling web page, along with some additional support services like the Pima County Crisis Response Center, which is another 24/7 direct support to any member of the community which is free. So as you all know, what's wonderful about this program and this service, which we have had in place since 2019, is that students can receive up to six free counseling sessions per issue per year. They actually are connected directly with licensed therapists, regardless of where they are located. Often what we are seeing happen, and you can see here, these are the 2020 stats, we have got 109 students who used the program last calendar year, but really where you're seeing the majority of the activity is in the website hits. Really what that tells us it's not completely unique to the nature of counseling in that often, because counseling is a change process, often reaching out and asking for help can be very intimidating. So the numbers of direct service don't necessarily translate to the experiences the students may be having, and that is where again I think the website links do translate. What this tells us is that within the portal itself there is a wealth of information of articles, podcasts, webinars, self-help materials, community resources, just a treasure trove of materials that students can find and get connected to. So we do know that students are absolutely going into the portal and using those materials and getting connected that way in addition to those direct service numbers. The trend data that I was asked to share -- I don't know where my slide is, it's not advancing. Excuse me one second here. Let me try to get that to work. Sorry about that. The trend data, as you can see, again, we had 109 students last calendar year directly connect to the service. Of that number, 32 students had their inquiry resolved within that first contact. Because it is a 24/7 service, I always want to highlight the good work that our counseling team is doing with students. So we do still have of course college counselors. We have aligned them to work to the divisions, so they do have advising caseloads and they are aligned to the divisions by caseload. So what really the service is doing is connecting with students when our counselors are not available Monday through Friday, 8:00 to 5:00. It doesn't preclude a student from getting connected during daytime hours, but largely what we are seeing we believe is more of that service happening outside of those business hours. What we see in terms of trends are stress, anxiety, panic, low mood or depressive symptoms, difficulty with concentration or hopelessness, and workplace stress. As you all know, over 70% of our students are working. Workplace stress and performance issues are some of those trends. I don't want to steal our student senator Sage Fukae-McCollough's thunder. She is going to talk to you about the Student Senate project, but I will tell you we do have counseling involved in a number of mental health-related events on a monthly basis. Sage will give you all an update on the Student Senate project. That's one of the events we will be involved in that is highlighting Sexual Assault Awareness Month this month. With that, I don't know if the board has specific questions. I will leave this slide up, because I don't have a closing slide. If you all have questions, I will open it up now for your questions. >> MR. DEMION CLINCO: Are there any questions from the board? Okay. Again, I would just say great work, again, reaching out to these students. Did you feel like there is enough resources to support outreach and making sure that we are really connecting these resources, the students really know that these resources are there? I mean, we are making them available, but really getting in front of them? >> DR. SUZANNE DESJARDIN: Yes, thank you for asking that question, Chairperson. One of the things I wanted to mention is the counseling team was very forward-thinking. They actually created a counseling widget at the end of fall, so what that widget does is it allows any instructor to put it within the D2L course shell, and what it does is allow a student to click on getting directly connected to a Pima counselor during our business hours. What we are seeing, early trend data, looking at what's come in through the widget, we have had about four dozen requests -- we launched it end of October. About four dozen student requests have come through the widget. About 70% of those have been directly related to academic advising and academic counseling type of support. About the other 30% has really been more of the mental health. And that's in addition to the types of requests that our counselors are fielding as part of their general advising sessions and getting students connected to community resources. So to answer your question, I would say that it's a continual improvement process to get the word out about counseling in general. I think that's something that our team is constantly wanting to make sure, not only faculty instructors and employees at the college know, but that our students certainly know that we do have counselors available at the college and that we do have this 24/7 service. That's one of the reasons why we went ahead and looked at our counseling web page and have been putting a lot of things on that page to really put things front and center there. And although career counseling is not part of the mental health piece, we do have two career counselors at the college, and we have done a lot of work around career counseling. The reason I bring that up is because career counseling is counseling, and so many of our students have some anxiety because they don't know what their program of study is or should be or they are struggling with making such a large decision. So we do have counselors of course that are working through that. They have done an amazing job putting together a whole training program that we just launched this month, and we are training in teams that will include faculty, and we will be able to have faculty advising include that component of career advising. So I wanted to bring that up, that good workup as well as part of this update. >> MR. DEMION CLINCO: Thank you very much, Dr. Desjardin. >> DR. SUZANNE DESJARDIN: Thank you. >> MR. DEMION CLINCO: No other comments from the board? >> MS. MARIA GARCIA: I have a comment. I'm just really glad that the board voted to have these six counseling sessions for students. I think, you know, counseling is extremely important for so many students, and, you know, I really appreciate all the work that you're doing and your team. You know, it's a real added advantage to the students, it really is. So thank you for your work. >> DR. SUZANNE DESJARDIN: Thank you. I will absolutely let our team know. They work very, very hard and we are very proud of all of our team in student affairs. Thank you so much. >> MR. DEMION CLINCO: Thank you, Ms. Garcia. Okay. Next we have our higher education emergency relief fund update with Dr. David Bea, our executive vice president for finance and administration. Dr. Bea, five minutes to you, sir. >> DR. DAVID BEA: All right. Good evening, Chairperson Clinco, members of the board, Chancellor Lambert, colleagues and guests. It is my pleasure to give a very quick overview and summary update of the higher education emergency relief funds, either referred to as HEERF I, II, III, or CARES, CRRSAA, and ARPA I believe is what the new acronym is for the American Rescue Plan. So consistent with what we have talked about with the board, so the CARES Act was enacted about a year ago, back in, last March. It resulted in about $10 million of aid, actually a little bit more than that, about $11 million of aid, 5 of which was for direct student aid and about $6 million, a little bit under $6 million, was for institutional support, referred to as institutional or because of our minority-serving institution status. As we have talked about with the board, and we have just about completed the CARES Act time period, so the funds have essentially been spent out for CARES or been allocated out for CARES, and as we talked about, we were funding direct student aid, creating technology, adding technology for a lending program for laptops and mobile hotspots for students, adding in employee technology for faculty and staff who needed to have laptops available, software licensing for us to shift to a virtual environment, test proctoring services, et cetera, et cetera. So you see this list of the things we have done. As I mentioned, that period of time for CARES is just about concluding now. Back in December, the second HEERF Act was enacted, which I tend to refer to as CRRSAA, the Coronavirus Response and Relief Supplemental Appropriations Act. We actually received funds from the CRRSAA back just probably a little bit over a month ago, so the fact that it was enacted in December didn't mean we were directly or given money immediately. It took some time for the federal government to transfer those funds to us. We put together a group, college-wide group, to talk about how best to utilize the CRRSAA funds, and what we have here are some of the proposed and recommended strategies for how we are going to use the funds. For the CRRSAA, it was about the same amount of direct student aid that's required, direct student aid of about $5 million. The institution can also choose to give additional direct student aid, which is one of the things that we are going to be looking to use some of the CRRSAA funds for, so we have at this point distributed about $4 million of student aid. So we received the money a little over a month ago, and as the board knows, the priority has been get the money out to students as quickly as possible, and we've distributed about $4 million already, and the time period for CRRSAA funds is through the next year. We can continue to provide direct student relief all the way up through next March. You'll see when we put together the budget there are a handful of things you're going to be looking at. Throughout the presentation I'm going to be talking about tonight, I'm going to be talking a little bit about what it means for the budget. As you can see, there is a much larger amount of institutional aid coming in from CRRSAA and about double the amount for the minority-serving institution. So there is a fairly significant amount of money coming into the college. One of the best parts of CRRSAA is that it enables colleges and universities to use the funds to recover lost revenues that they experienced as a result of the COVID pandemic, and the clarification that's recently come in fortunately is really good news for the college, which is that we can go back to March and look at the lost revenues, lost tuition revenues, lost investment revenues, loss on (indiscernible) services revenues, and we can use the federal funds to offset that. That's really good news because that creates a bridge for us as we go into the budget that essentially says we can compensate ourselves for this lost revenue and really create a stable budget situation. Rather than looking at a budget that would be in deficit, we can use the funds to sort of supplement our lost revenues and create a stable budget and do a lot of the things that the college has been prioritizing, student success initiatives, first and foremost, and the other initiatives that we have talked about with the board through the priorities from the Proposition 481, and then also with the Governing Board priorities that we have talked about. What we are going to be doing is building a budget that folds in some of the CRRSAA money that again is enabling us to build this stable budget that's going to go into the budget, and then the other thing we are looking to do is reinvest into the infrastructure that we need to get students back in to the college, create the safety protocols and procedures and services necessary to have students come back as safely as possible. And also to upgrade the digital infrastructure that we have including adding in HyFlex classrooms, which are -- HyFlex classrooms are classrooms that can be taught, either the students can be on-site or they can be remote and they would be experiencing the same class and the technology in the classroom enables that kind of interaction. We are in the process of designing and building those classrooms to have as many as 15 online as quickly as possible. That includes the professional development for faculty to have one of these types of classrooms. The technology setup for this new digital delivery, there will be classrooms set up for testing and practicing. So it's not just setting up the classrooms that will be used for those classes. It's also setting up testing classrooms, if you will, for faculty to get comfortable with using this new technology. It's also enhancing the technology in all of our classrooms as well, really setting the stage for the digital expectations that the Coronavirus and the pandemic have accelerated, and now the expectations are that we have this technology readily available and we are going to be investing in that. It lists the antimicrobial system that is looking at different ways to have cleaning throughout the college and the classrooms to, again, enhance the safety and security and the comfort level of our students and faculty. Now, as I mentioned, what we are looking to do is fold this into the budget. As you know, the budget is a capacity document. It gives us, creates a maximum that we can spend. So what we are going to be doing is building the budget with the capability and the expectation that we are going to be able to spend the federal funds for these initiatives that are greatly going to help the college, again, bridge that revenue loss gap, keep stability, and then enable us to grow back into this new digital era, supporting the student success initiatives that we have been talking about, that sort of thing. There are a couple of things that we are going to continue to look at, and I may have a little bit more information at the May board meeting related to these, but as I mentioned, there is a third act that's already been passed, which is the ARPA, American Rescue Plan Act, so that was passed in March. The preliminary estimate is that we're going to have another significant in-flow of direct student aid that might be as great as 20 million and about $20 million of institutional aid. So again, what we are going to be looking to do is build a budget that enables us to spend the money that will be coming in from these federal sources, and then we will explain that with the board in the upcoming May preliminary budget presentation. In addition, there are two other things. So we are talking about the first three HEERF Acts. There are two other things we are going to be keeping a close eye on is the college has submitted a proposal to the state to get some of the governor's discretionary money that came from the federal government to help us support some of our great initiatives at the college, help get our students back in, help us do the upgrade necessary to get the college where it needs to be. So there is additional funding that could potentially come from the state, so we are keeping tabs on that. And then you all have, I'm sure, heard about the pending infrastructure bill. That also could have money going to community colleges. There is definitely conversation early on in that bill, and there is a lot of discussion going on, so we'll see how it comes out in the end, but there was a lot of conversation about providing community colleges a lot of funds, a significant amount of funds to update their infrastructure. So we are looking at this federal infusion of funds to, as I mentioned, create a bridge to stabilize our budget and prepare us to get our students back, and then to build our infrastructure into the future. So I will stop there and ask if the board has any questions, and we will be continuing this conversation in May, as well. >> MR. DEMION CLINCO: Are there any questions from the members of the board? >> MS. MARIA GARCIA: Nope. >> MR. DEMION CLINCO: Dr. Bea, thank you very much for the update, and thank you for keeping us informed on how these funds are going to be used to the greatest impact and benefit to our students. Thank you. Next we have our reports by representatives of the board. Our first is our student report by Sage McCollough. >> Hello. Thanks for having me. For virtual adult education, AVECC student engagement program continues supporting students virtually and encourages them to participate in different adult AD and Pima programming. In our continuing partnership with Tucson Federal Credit Union, we will offer free virtual financial coaching appointments for students. This is building on all the financial literacy and wellness programming that we have been able to offer through this partnership. For Virtual Student Life, there will be the annual student leadership awards. Nominations are due by April 23rd. Winners announced May 3 through 7, 2021, via social media and e-mail. Student Life's annual leadership awards ceremony is virtually throughout the week of May 3rd through 7th. This will be the third college-wide leadership awards and the second announced virtually. For Virtual First Year Experience, we have the online Connect U via D2L. As of 3/22/21 there have been 141 students who have completed this program. There will be Popcorn With a Program, Adult Series Money Matters, Faces of FYE, Passport Program, and upcoming events such as Career Cafe, PWAP on Wednesday, April 7, which is education via Zoom. Then for the Virtual Student Senate, there has been a slight update. It says we are looking to partner, but we have actually been able to partner successfully with local domestic violence and sexual assault prevention partners. This includes the PCC community police. We will have guest speakers from the RAD prevention program as well as SAAF, Southern Arizona Aids Foundation, and a couple of counselors from the Pima staff that will be helping assist in this event that includes awareness around sexual assault and domestic violence awareness. The student senate is working with the breaking barriers committee to evaluate the current school's mascot. The PAC will also assist with upcoming re-elections and any questions/concerns that applicants may have when applying. Thank you. >> MR. DEMION CLINCO: Thank you very much. We look forward to hearing back from you particularly about the work on the mascot. Next is our adjunct faculty report with Sean Mendoza. Mr. Mendoza? >> SEAN MENDOZA: Chairman Clinco, Chancellor Lambert, members of the board, honored guests. Given the transitory nature of adjunct faculty, the communication of benefits and policies relevant to our employee group continues to be a challenge. With support from the provost's office, HR, and Employee Service Center, we are developing an FAQ of frequently asked questions for a benefits document, specifically for adjunct faculty. Topics in this document will include the Arizona Restate Retirement, Optional Retirement Plan, Affordable Care Act, sick leave, and fee waivers. This will be a living document that will be displayed and updated as a resource for our monthly agenda and incorporated into future training documents. I look forward to sharing this document with you in the days to come, or you are of course welcome to attend our next adjunct faculty meeting on May 7 where these topics will be discussed. If you'd like to attend, I'd be happy to share a Google Meet link with you. Secondly, I want to take a moment to thank the board for their proactive approach to the challenges facing the college, community, and our nation. I'm referring specifically to the Resolution on Violence Against Asian, Pacific Islander, and Desi Americans on March 10 and the Resolution on Death of George Floyd on June 3. With uncertainties seemingly dominating our lives these days, I appreciate your efforts to recognize and support our diverse communities impacted by these events. Lastly as a reminder, please where your mask and continue to social distance. Thank you. This ends my report to the board. >> MR. DEMION CLINCO: Thank you very much, Mr. Mendoza. Next is staff report from Michael Lopez. >> MICHAEL LOPEZ: Chairperson Clinco, Chancellor Lambert, Governing Board members, colleagues and guests. Our last staff council meeting was on April 2nd through Google Meets at 8:30 to 9:45 a.m. Provost's office update was provided by Dr. Lamata Mitchell, vice president of instruction. She heard suggestions and information from staff council as well as answered questions and concerns, health and safety concerns for the Pima Community College students and employee (indiscernible) foremost in the thoughts of staff as well as in PCC's design for re-entry. Finance update was presented by David Bea, executive vice chancellor, Arizona auditor general report shared through appropriate links. Annual audits were completed through June 2020. The staff council has begun the staff council election process and is requesting nominations for staff representatives. The staff council has adopted an alignment with the new Executive Leadership Team structure. It is important that each ELT group is represented. Nominees will be contacted to formally accept their nominations prior to the distribution of the election ballots. The elected staff council representative will serve a two-year term beginning July 1, 2021, to June 30, 2023. Nominations will close at 5:00 p.m. Friday, April 16, that should be 2021. The staff council election and bylaws subcommittee submitted changes to the general counsel for review. The staff council bylaws updates have been approved and updated on the website. The election committee chair is John Wesley. The next staff council meeting will be May 7 at 8:30 a.m. through Google Meets. You're invited to attend. Nominees for staff council will confirm their desire to be staff council representatives for their Executive Leadership Team areas, and election results will be posted. That concludes my report. >> MR. DEMION CLINCO: Thank you very much, Mr. Lopez. Next we have our faculty report from Brooke Anderson. >> BROOKE ANDERSON: Good evening, board members, audience members. Faculty Senate held its March meeting on the 5th and its April meeting on the 2nd. Faculty Senate Systemic Justice Action Committee is planning an unteaching and unlearning summit tentatively scheduled to take place in September. David Bea is keeping senate up to date on the budget, and senate continues to be involved in conversations regarding re-entry. Senate has also been in conversation with the administration regarding faculty burnout. President Josie Milliken shared several recently published articles with the senate and with administration about faculty feeling more exhausted, overwhelmed, and burnt out than usual. She followed with a faculty survey that found out of 104 responses, 74, a little over 71% of faculty, rated their burnout level at 4 out of 5 on a scale of 5. Out of 103 responses, a little over 62% of faculty identified themselves as significantly or extremely more burned out this year as compared to past years. Common themes and the comments related to compensation, exhaustion, emotional, mental, and physical, fear, increase in amount of tasks, increase in costs related to teaching, such as Internet access, software, office equipment, et cetera, and sadness. Last Tuesday, April 6, President Josie Milliken shared this information along with sections of the recent PCCEA report with the administrative leadership team. The team expressed a commitment to take action and plans to come back to this item in our final meeting of the semester in May. On a more positive note, senate hosted a second student panel. The panelists were Jessvan Hernandez, Clinton Ponder Gilby, Mary Margaret Mercantino (phonetic). They responded to questions on the following topics: communication, virtual learning, new normal opportunities. A link to the portion of the senate meeting that featured the panel is included in the report for anyone interested in watching, and you can find this also on our website under the senate meeting video for that month. The third cross-disciplinary conversation has also happened, titled Be Your Spotlight, Blurring the Lines Between Industry and Education. It happened on March 25th. Pima Theater department lead Chris Will, who served as the director for this performance, and Arts Express director Karen Wiese, and a few performers from the company presented on Pima Theater teaming up with professional theater company Arts Express to do a virtual production of The Fantasticks. They discussed how collaborating with a professional theater company in our community gave students the opportunity to train a professional setting and be mentored by actors in the industry. Communication faculty member Terry Filipowicz moderated the panel and over 100 people have viewed the video on Pima's YouTube Channel. As for faculty notable accomplishments, as you heard earlier this evening, great work is happening in Honors. In addition to the cross-disciplinary conversation, the fine arts faculty continue to operate an exciting array of concerts, dance and theater performances, fashion and design expos and art exhibits. Most recently a student exhibit started April 9 and is available to view online until September 10. This annual exhibition brings together the juror selection of the best student artists from fall 2020 through spring 2021 semesters from all of Pima Community College's campuses. Faculty are winning awards like Robert Foth in math who was named Instructional Technology Council outstanding eLearning educator of 2020. They are earning degrees like social science faculty Tiffany Amorette Young and Celeste Atkins who have recently defended their dissertations and are graduating from their Ph.D. programs this spring. Dr. Young is graduating from Texas A&M University's sociology program and Dr. Atkins is graduating from the University of Arizona's higher education policy and practices Ph.D. program. They are publishing like Virginia Harmligs (phonetic), ECE EDU department head, who is publishing an early childhood education textbook. Sara Jansen, philosophy and religion faculty, who contributed to the translation and philosophical commentary of Aristotle on the progression of animals. Alejandra Ramirez, social science faculty, who co-edited a book that is part of Rutledge's research in decolonizing education series. Leading projects at the college, like Malba O., economics faculty, who created Pima Talks Econ, a video textbook created by the students for the students and hosted on YouTube. It's on basic economic concepts created by the students and curated by economic professors at Pima. Dr. Josie Milliken, writing faculty, initiated and is now coordinating the United Nations sustainable development goals open pedagogy faculty fellowship, which involves faculty training and open pedagogy focused on social justice and a partnership with other educational institutions in North America. They are presenting, like Dr. Maureen S., humanities literature and writing faculty, who presented a paper at the virtual 34th annual conference society for the study of the multi-ethnic literature of the United States. Elizabeth Rollens, writing and honors faculty, who moderated and presented on a panel at the association of writers and writing programs conference. Dr. Jessica Z. and Dr. Josie Milliken who delivered a presentation at the League of Innovation 2021 conference. And finally, later in April, Dr. Jessica Z., Dr. Josie Milliken, and Reed Dixon will deliver a presentation at the Peralta Equity Conference. Thank you. >> MR. DEMION CLINCO: Thank you very much, Mrs. Anderson. Chancellor Lambert, I think the thing I heard in that report that of course is of great concern is the faculty burnout report, and I can imagine -- I think we all feel a little bit of fatigue from this environment that we are in. I also heard that there was a commitment from the administration to really look at this. You know, I hope you can report back to the board about really what we can do and what our strategies to help alleviate this, because no doubt if our faculty are truly burning out, then we are going to reduce the quality of our education, so we really need to come up with innovative ways of helping to mitigate this. Thank you, Ms. Anderson, for bringing it to our attention, and we look forward to, Chancellor Lambert, hearing back on that, if possible. Okay. Next we have our administrative report with Jeff Thies. >> JEFF THIES: Thank you. Good evening, everyone. Chairperson Clinco, board members, Chancellor Lambert, students, colleagues, guests. This is the administrative report. I'm going to be providing a summary of some of the great work the science division and the business and information technology division has done and also provide some data for you to consider. Because I'm providing a summary of the report that I turned in, I recommend those that are viewing to get to the agenda from the web page and pull down the full report if you want to know more. First, science. Since August of 2020 the lab staff at the Northwest Campus have been providing opportunities for all science faculty to film demonstrations, lab techniques, and experiments. The lab staff have conducted the filming, preparation and editing of these videos that were performed by our science instructors which involved learning new editing software. This is a result in over 100 YouTube videos on our science's YouTube Channel. I recommend The Brain, part 1 and 2. Lab staff has also been serving as embedded tutors and success coaches for our virtual courses in order to support our students and faculty throughout this year. Department heads, lab staff, and the science lab program manager and the dean have spent countless hours preparing in-person courses at both Northwest and East Campuses. Students are spread throughout three classrooms in order to ensure the utmost safety of the students and instructors. Staff and science lab program manager are credited with developing detailed campus maps, traffic flow patterns that are color-coded for students, and using 3D printing to design individual solid weigh stations for each student, ensuring that an individual student station has every item needed for every lab and more. In addition, science has worked with IT to embed live streaming between the three classrooms to enhance communication and demonstration of lab techniques. Great work. Also, last month Emily Halverson Otts served as a judge for Southern Arizona Research Science and Engineering Foundation's 65th science fair. In that capacity she worked with Dr. Molly M., math faculty, to identify three local high school students who were awarded $500 scholarships from the PCC Foundation. More recently, Saturday, March 27, the NASA ASCEND launch date, this is a big event for the grant as our four PCC students have been working through the semester to develop a payload to collect experimental data. The payload was attached to a huge balloon that was launched into the atmosphere. Data is currently being analyzed by the Pima Community College students. The NASA ASCEND grant is overseen by Ann Marie C., chemistry faculty and PimaOnline department head with assistance from Don Cavanaugh, chemistry faculty. Moving on to business and information technology. Within the cybersecurity and information technology center of excellence, the leadership team of Chris Bonhorst and Will M. presented a special session at Sarseth (phonetic), the previously mentioned conference, to a number of K12 participants titled, You Can Hack It At Pima, Hack to Protect on March 5. This session includes a hands-on hacking exercise called the Juice Shop, sounds interesting, and builds an awareness of social engineering attacks. Also from that group the Google IT support professional certificate has been a great success at the college's first microcertificate. This certificate is also a pathway into the cyber and IT AAS programs and has over 100 enrollments in the last few months. Working with the community college growth engine fund and education design lab continues, and the IT cyber center of excellence has designed a micropathway including three national certifications and 21st Century skill competencies. All of this is fully stackable into four credit beginning and advanced certificates and AAS degrees. Hospitality leader Jewel Mideau has been working with the American Hotel and Lodging Association to reestablish and strengthen partnership for students in the hospitality leadership program. After last winter recess, PCC's hospitality leadership was awarded $10,000 AHLA scholarship broken down to provide two $5,000 scholarships for the 2021/2022 school year. Moving from hospitality to business and accounting, great news for Pima students who received the first place in the 2021 Arizona Community College Excellence case competition. The ACCE case competition is sponsored by the U of A's Eller College of Management, took place on Friday, April 2. PCC's teams competed against four other community colleges. Competition was tough, but in the end, Suzie H.'s purple team brought home first place. In the past six years, Pima Community College's business department has entered this event, we have taken home first place four times. Great work, and thank you to Vivian Knight and Renae Richards for their outstanding leadership in business and accounting. >> MR. DEMION CLINCO: You have about 30 seconds left. >> JEFF THIES: Health information director Kelly O'Keefe is developing microcredentials in areas such as certified electronic health records and specialists, and the work from paralegal studies and vet tech studies continues to support student success at the college. Lastly, Cs get degrees, but earning As pays. It's an important thing for us as an institution to disaggregate our data to make sure not only our underserved minorities succeeding from A through C percentage but also earning As at equitable amounts as well. Something to dive into and think about in your particular programs or in your areas of interest. Thank you. >> MR. DEMION CLINCO: Thank you very much, Mr. These. I also want to comment on my comment earlier regarding burnout with faculty, in no way is that meant, Chancellor Lambert, not reflect the entire institution. I think everybody across the board is feeling the weight. I just want to make sure as we are addressing it, it's not just one group specific but it's really institution-wide and that we can really figure out ways to again alleviate some of this pressure off of everybody across the system. Ms. Anderson brought it to my attention, so through a process, just wanted to be very clear on that. Chancellor Lambert you are up next with your report. >> DR. LEE LAMBERT: Thank you, Mr. Chair. Thank you for pointing out the burnout. Faculty burnout is not just exclusively about the faculty being burned out. It is very real for our faculty. We are seeing that obviously across the country. It's something that we have to be mindful and paying attention to. I know our provost is doing exactly that with her team. But also this applies to all of our employees and for everybody in the community. I would say it's just so hard to even fathom what we have all been working and living through. We will be attending to those pieces. I want to say just hats off to the students. You were so inspiring tonight, and we are just so proud of you. Brianna, Luis, Vini, Rachel, Andrea, Ariana, and Clinton, thank you so much for sharing your experience in the Honors Program and PTK and all of your success individually, collectively, and for our community overall. Thank you. Also, I want to say thank you to Daisy, Denise, Kyley, and all of the faculty and the staff and administrators who support the PTK and Honors Programs at the college. Thank you so much. Tonight is just a fine example of the great work that all of you do collectively for success of our students. I also want to just touch on some important pieces that came out of the recent HLC conference. There are some things that could easily go unnoticed, but it's very important that we not lose sight of it. This issue of accountability is not tied to a particular administration of the White House. The accountability issue has been ever-growing over the decades. It's just going to increase. What I'm going to have Dr. Bruce Moses do at a future meeting is talk about one particular change around the 25% rule. This is going to have significant impacts not at just the college level but all the way down to the program level, and greater emphasis on return on investment, what's the student getting for his or her investment in their learning? We are going to be held accountable all the way to the program level, not just at the college level. It's important not to lose sight of that. Also out of the HLC conference was some really great keynotes. The president, Barbara Gellman Danley, did an outstanding job, and we are going to ask her to come and keynote our opening day. That way everyone can see the direction that is expected of us as an institution of higher education. Dr. Sanjay Gupta delivered just a phenomenal keynote address. He drew upon his healthcare experience as an analogy for us to really pay attention to in the higher ed space. For example, he said where he works, he does have a job beyond just being on CNN, he talked about how just before the pandemic happened last year he had only done about 80 TeleHealth visits. Once the pandemic hit to present day, over 80,000. So as you can see, just the notion of leveraging the virtual is going to grow ever-important after the pandemic. So I think we are on the right track there. But he also talked about stress. He made a reference to a great book called, I'm not citing the title correctly, but the title has something along the lines, Why Do Zebras Not Get Ulcers? So if you haven't read that book, I really encourage you to read it. It talks about stress and how what Dr. Gupta talked about is stress is not a negative or a positive thing. In fact, he says you need stress in your life. But it's really how you respond and react to the stress that will define whether it's positive or negative. So let's all not lose sight of that, as well. We had some great other presentations. There was a presentation by Rick Byer, and I'm hoping that we can bring Rick Byer to the state to talk to all of the board members across Arizona, along with all the CEOs. I will be working with David to make this happen. I will touch on just a few of the macrotrends that he was touching on, because in many ways, Pima is ahead of the curve. For example, he talks about academic progression. It will not be linear. It's going to be lifelong. It's not going to be focused on degrees. He talked about digital delivery will become the norm, and it will be expected by students and by employers. So online, hybrid delivery, augmented and virtual reality, all of this is starting to sound familiar, right? He's talking about the growing influence of business, of companies in higher education. He says this will become the standard for us. So if you're not working with businesses like the Tranes, like the Raytheons, you're not going to make it as an institution of higher education. This is not just limited to two-years. It's going to apply to four-years and beyond. Learning outcomes. He talked about the rise of credentials, badges, certificates, bootcamps. He said these are going to grow and increase in demand. I think you get the idea, right? These are all the things we are doing at Pima. We are on the right track. We have the right vision. Let's not -- I know it's hard, because we are having to shift to this whole new way of doing things, but we are moving in the right direction and let's keep focused and stay the course as it relates to these macrotrends. I just want to just touch on just a couple of other things. I had the honor to sit on a panel at the Federal Reserve Bank of St. Louis, and the focus was on alternative funding to support students. The reason why I was on the panel, because as you all know, we are "the" first community college in the nation to really stand up an Earn to Learn model. What makes us unique is we are going to be doing this in the career technical education side as well as the academic transfer side. Our aviation program is going to be the first program in which we are going to apply Earn to Learn. This is a match savings program. Students save $500, they get an $8 to 1 match on top of what they may get from Pell and other funding sources, and the completion rates of students that go through Earn to Learn are just incredible. You're talking into the 80, 90% in terms of student success. I participated along with a number of other folks here tonight, different Town Halls. We had recently the LGBTQ+ Town Hall as well as the APIDA Town Hall we participated with the mayor. Then let me just close with this last piece. Dolores said it best. Dr. Dolores Duran-Cerda talked about the work we are doing in this state as Hispanic-serving -- we are the leading his community college in the State of Arizona. We recognize we have more to do, but let's not forget we are the leading his community college in the State of Arizona, and we should not take that for granted. For that reason, I will be bringing to the board next month a brand new position that will report directly to me that is a position tied specifically for his. They have a similar position at the University of Arizona and other institutions. If we want to continue to be the leader, we have to continue to invest in the things that keep you in that leadership role. Board, I just want you to know I will be bringing to you, for your approval, an his-administrator level position reporting directly to the chancellor next month. With that, everybody, thank you all for what you do, each and everyone. I appreciate what you do for the success of our students. I know it's been a long, hard year plus, but the light is at the end of the tunnel and we are getting there. I can't imagine getting there with a finer group of individuals than each and every one of you. So thank you, thank you, thank you. Mr. Chair, I'm done. >> MR. DEMION CLINCO: Thank you very much, Chancellor Lambert. Thank you for your vision and commitment to our institution. Next information items. Mr. Silvyn? >> MR. JEFF SILVYN: Thank you, Mr. Chair. The information items that were included with the materials for this evening's board meeting include the January 2021 financial statements, employment information which included two retirements and several separations. The names and background information regarding several individuals who have been certified to serve as adjunct faculty at the college. Finally, two administrative procedures, one that's new, AP 3.10.04 that has to do with standards for student recruitment. It basically codifies practices the college already had but needed to formalize to address Department of Defense requirements specifically related to the recruitment of veterans. Then there is also AP 3.20.01 which is our AP on assessment of prior learning, which we have had for a while, but this reflects some revisions and updating to that AP. >> MR. DEMION CLINCO: Thank you very much. Next is our consent agenda. If you could read the consent agenda, please. >> MR. JEFF SILVYN: Thank you, Mr. Chair. The items on the consent agenda for this evening are the minutes of the March 10, 2021 executive session. The minutes from the March 10, 2021 regular meeting. Proposed amendments to the intergovernmental agreement for dual enrollment courses with Tucson Unified School District. This would expand the dual enrollment offerings at several high schools within the district and add a new high school to that list. Specific courses and schools are listed in the board materials. Next we have approval of a one-year intergovernmental agreement with the Fred G. Acosta Job Corps Center for the provision of educational services by the college. Last, we have a request for authority to execute a contract with Sterling Computers Corporation. The purpose for that agreement would be to replace college network switches at a total cost not to exceed $525,516. >> MR. DEMION CLINCO: Do I have a motion to approve the consent agenda? >> MS. MARIA GARCIA: So moved. >> MR. DEMION CLINCO: Is there a second? Anyone? >> MR. LUIS GONZALES: Second. >> MR. DEMION CLINCO: Seconded by Mr. Gonzales. Any discussion? Hearing none, all in favor of the motion signify by saying aye. (Ayes.) >> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion passes unanimously. Next is our action item. If you could read the recommendation. >> MR. JEFF SILVYN: Yes, Mr. Chair, be glad to. The chancellor recommends that the Governing Board authorize the chancellor or designee to execute a contract with Division II Construction Company to provide general contractor services for the renovation of the West Campus science lab Building F. Contract amount is for $4,839,354. Total costs for the agreement are not expected to exceed 5.2 million. >> MR. DEMION CLINCO: Is there a motion to approve the recommendation? >> MS. MARIA GARCIA: I have a question? >> MR. DEMION CLINCO: Yes? Ms. Garcia? >> MS. MARIA GARCIA: This is directed to Bill Ward. >> MR. DEMION CLINCO: Could we make it as part of the discussion? We just need a motion and a second and then we can have the discussion. >> MS. MARIA GARCIA: Okay. >> MR. DEMION CLINCO: Would you like to move the item? >> MS. MARIA GARCIA: Okay. >> MR. DEMION CLINCO: Is there a second? >> MR. LUIS GONZALES: Second. >> MR. DEMION CLINCO: Discussion? Ms. Garcia, go ahead. >> MS. MARIA GARCIA: Okay, Bill, so what is your recommendation on this? Is this already something that we have already accepted, right? I can't hear you. >> BILL WARD: If you want, if you guys would like I can go ahead and give you some information that I put together. Then I can hopefully answer your questions. >> MR. DEMION CLINCO: Go ahead. >> BILL WARD: Chair Clinco, members of the board, Chancellor Lambert, students, colleagues and guests, what you have in front of you is the West Campus science lab's project which is a component of the college's center of excellence for Allied Health. The architect of record for this project is BWS Architects, and they provided the design and construction documents for the project. The request for bids were due on March 2, 2021. Jeff had already listed the contractor. That's Division II. Plus he listed the cost, and that cost also includes an alternate as part of that bid. The contract is not to exceed $5.2 million. The project will be funded with revenue bond funds and additional college-wide funds which is about 1.3 million, which is included in that total budget, deferred maintenance dollars. Construction is estimated to start on April 28, 2021. That's progress. >> MS. MARIA GARCIA: Bill, I have a question. So when you're talking about deferred maintenance fund, what does that mean? >> BILL WARD: Every year as part of capital, we put in projects, in a number of projects that are within facilities, we call them multicampus projects which are related to deferred maintenance dollars. And so what will happen is whenever we do a construction project like this, we are going to shut this area down for a substantial amount of time. So what that does is that gives me an opportunity to go in and do things that are not normally part of these types of projects. Because we don't want to waste the money at the end of the day. In other words, we don't want to take the money that the campuses asked for for this, and this was part, like I said, of the center of excellence. So then what I can do is go in and replace transformers or I can put in a new air conditioning system and stuff like that that we have dollars for. So that's why we do this. This is something we have done for a very long time. It's worked very well with our projects, and we use a lot of these dollars for that. The other thing too is it helps us stay up with our deferred maintenance. You know, any time we can shut something down, if it's shut down for six months to a year, then we can get some deferred maintenance work done too. >> MS. MARIA GARCIA: Thank you. >> MR. DEMION CLINCO: Just to clarify, Mr. Ward, this is part of the revenue bond program? This was built into the whole scope of what we... >> BILL WARD: Yes, this is part of the revenue bond project, and then the idea was to go in and we took one of our facilities and are totally redoing the labs, the science labs within it, and making them, bringing it up to today's standards. The other thing too is this building will have a significant tie-in to also the project related to the health services that we are actually in the process of selecting an architect right now. So in my opinion, I think you guys are going to be very proud of this. The way it ties these sites together or this whole area together, I think I have shown you in one of my presentations to where it turns this one part of the campus into kind of a whole cool little compound. >> MS. MARIA GARCIA: The last question has to do with the additional funds to fund this project. Part of it is the revenue bonds, and then what was the other? >> BILL WARD: Yeah, the total cost of the project is 5.2 million, and we use 4.84 as part of the revenue bond funds, and then we took 1.3 million from our funds related to deferred maintenance. >> MS. MARIA GARCIA: To what? >> BILL WARD: Our deferred capital maintenance dollars. We have the money. In other words, we are not asking for additional money. The money is already in the budget, and basically what the board is approving is a bid that has already happened. This was put out to bid -- in other words, you guys approved the project, you approved the funding, and then this is the final -- this is the bid. >> MS. MARIA GARCIA: All right. Thank you. >> MR. DEMION CLINCO: Any other questions? Okay. Hearing none, Mr. Silvyn, do you want to do a roll call vote? >> MR. JEFF SILVYN: If that is the pleasure of the board, glad to. Mr. Clinco? >> MR. DEMION CLINCO: Yes. >> MR. JEFF SILVYN: Ms. Garcia? >> MS. MARIA GARCIA: Yes. >> MR. JEFF SILVYN: Dr. Hay? Thumbs up? Mr. Gonzales? >> MR. LUIS GONZALES: Yes. >> MR. DEMION CLINCO: The motion passes unanimously with Cat Ripley absent. >> BILL WARD: Thank you, board, and Chancellor Lambert. >> MR. DEMION CLINCO: We look forward to seeing the completed project. Finally is the request for future agenda items. >> MS. MARIA GARCIA: Yes. So I don't know that it should be on the agenda, but, you know, I still have a concern about the historical buildings. I just need a better understanding of how it's going to be used, what the real cost is. So if you could schedule a special study session for that, I would really appreciate that. >> MR. DEMION CLINCO: Okay. That sounds great. We will talk to Chancellor Lambert and we will see, either doing a special study session or getting something on the agenda for the next meeting -- >> MS. MARIA GARCIA: Thank you. >> MR. DEMION CLINCO: -- with a presentation. Before we adjourn, I just want to, to the entire college community, thank everybody for their tireless and incredible work. We know how difficult it's been, and we know how challenging it has been. We know that you show up day in and day out to support these students who really need you. From this board, we want to thank everybody for their continued work. It is inspiring. It is profoundly moving, and it is transforming our community. Thank you, each and every one of you on this call. Thank you each and every one of you not on this call. We, as a board, are just incredibly grateful for the work you are doing. Looks like Ms. Garcia also has a final comment. >> MS. MARIA GARCIA: I forgot something. I'd like to know what the college is doing to promote our administrators within the college. >> MR. DEMION CLINCO: Okay. So we will work on getting an item on internal advancement, a future agenda item. >> MS. MARIA GARCIA: Thank you. >> MR. DEMION CLINCO: Thank you very much. Everyone have a good night. The meeting is adjourned. (Adjournment.) ********************************************* DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT AND MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. *********************************************