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         February 5, 2020, Governing Board.



         >> MR. DEMION CLINCO:  I'd like to call to order the Wednesday,

    February 5, 2020 regular Governing Board meeting.

         Our first item of business is a Pledge of Allegiance.

    Mr. Gonzales, would you like to lead us this evening?

         (Pledge of Allegiance.)

         >> MR. DEMION CLINCO:  Our next item is roll call.  Mr. Silvyn,

    if you would be so kind.

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         Mr. Clinco?

         >> MR. DEMION CLINCO:  Here.

         >> MR. JEFF SILVYN:  Dr. Hay?

         >> DR. MEREDITH HAY:  Here.

         >> MR. JEFF SILVYN:  Mr. Hanna?

         >> MR. MARK HANNA:  Here.

         >> MR. JEFF SILVYN:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Here.

         >> MR. JEFF SILVYN:  Mr. Gonzales?

         >> MR. LUIS GONZALES:  Here.

         >> MR. JEFF SILVYN:  All board members are present.

         >> MR. DEMION CLINCO:  Next item is public comment and call to

    the audience.  We are going to begin with Marcie Yueler (phonetic) of

    the Pima Community College Foundation.

         >> SPEAKER:  Good evening, Chairman Clinco, Board of Governors,





    Chancellor Lambert, colleagues and guests.

         I'm here to tell you a little bit about our recent attendance at

    the Bellwether consortium.  There were two teams from Pima, and if I

    could have Morgan and the other folks who presented at the

    presentation, the finalists presentations, come up.

         We were up for two awards, one in the instruction planning and

    support -- no, instruction program support category and finance

    planning and governance.

         So unfortunately, our team, the Pima College and Earn to Learn

    partnership did not win.  However, we did get a shout-out from

    Secretary of Education Betsy DeVos during her comments about the

    innovative nature of the partnership.

         So not winning, that still kind of made us a winner.  The winning

    team is right here, and they have some comments about the award that

    they received and how important it is for the work that's being done

    at Pima College.

         >> SPEAKER:  Hello.  My name is Taylor Bailey and I was fortunate

    to have presented with the Pima Community College at the Bellwether

    conference.

         I am real-life evidence that the developmental education programs

    at Pima are really benefiting students.  I took part in the

    co-requisite math pilot program in 2017, which gave me the

    opportunity to brush up on my math skills as well as obtaining

    college-level credit towards my degree.

         Participating in the co-requisite program it helped me gain





    confidence in my academic abilities and helped me work in the right

    direction toward becoming the first in my immediate family to earn

    their Bachelor's degree.  I completed my Associate's in business

    administration in the fall of 2019, graduating with honors from Pima

    Community College.

         I recently began at the University of Arizona, working toward my

    intended major of management information systems.  I would not be in

    the place I am now had an advisor not recommended the co-requisite

    math course I took part in.

         I'd like to think Dr. Darla Agular for being one of the best

    instructors I have ever had and the class that truly put me on the

    right track toward earning my degree.

         I'd also like to thank everyone who made it possible for me to

    share my story with so many people.  I learned so much at the

    Bellwether conference.  I learned about some of the challenges that

    community colleges face when implementing new initiatives to help

    their students be successful, and I also learned other opportunities

    that I have if I discover that working in technology isn't the right

    path for me such as student success coach or apparently stand-up

    comedian.  (Laughter.)

         I'd like to thank Chancellor Lambert, Nina Corson, Dr. Jeff

    Thies, the chairman of the board, Demion Clinco, as well as the other

    faculty and staff that came together to bring the team to victory.

         Thank you.

         (Applause.)





         >> SPEAKER:  So the winning team is here, and also included

    Demion and the chancellor.  The team that we had included Demion and

    the chancellor and Morgan and Kate Hoffman who is the founder and CEO

    of Earn to Learn, and myself.

         We took San Antonio by storm.  Arizona had five community

    colleges that were in the top 30.  We had a winning proposal, and

    Arizona Central College was the winner in the workforce development

    category.  It was a great showing by Arizona community colleges.

         (Applause.)

         >> MR. DEMION CLINCO:  I think I just wanted to provide a few

    remarks on this item.  This is one of the most prestigious awards in

    higher education given out in this country, and it really reflects

    the extraordinary work of the individuals standing here but also of

    this entire institution embracing innovative change.

         The board -- for us, sitting up here, sometimes it's a little

    theoretical, and, you know, we know that day in, day out, everybody

    in this room, everybody throughout this institution work so hard to

    really move the needle.  I cannot tell you how proud this board and

    this community is of the work that you're doing, because it is not

    only transforming this institution into a premier community college,

    which this community deserves, but it's changing the lives of

    individuals in Southern Arizona.

         I personally thank each and every one of you for the

    extraordinary effort and years of work it took to achieve this.

         Thank you very much.





         (Applause.)  (Standing Ovation.)

         >> MR. DEMION CLINCO:  Can we all get up and do a picture?

         (Photo Op.)

         >> MR. DEMION CLINCO:  Next up we have Frank Vasquez, Jr.

    Welcome back.

         >> SPEAKER:  All right.  Good evening, board, Chair Clinco, the

    Board of Governors, Chancellor Lambert, Pima faculty, administration,

    staff, and guests.

         My name is Frank Vasquez, Jr., and I'm the executive director of

    Job Path as well as a Pima Community College graduate and a former

    employee here at Pima Community College.

         Across our nation, many adults are surviving the stresses of

    poverty.  They are not only more likely to experience multiple

    traumatic events, they are also more likely to develop trauma-related

    symptoms that impact their health and well-being.  These symptoms

    include feelings of intense fear, helplessness, or even horror.

         These symptoms will impact to varying degrees an individual's

    ability to function in professional, social, and familial contexts.

    This happens to many adults here in Pima County where nearly

    one-fourth of our community lives beneath the poverty level.

         However, research suggests that successful negotiation of a

    traumatic event can lead to positive outcomes.  This is known as

    posttraumatic growth and may include improved relationships with

    others, openness to new possibilities, greater appreciation of life,

    and enhanced personal strength.





         For example, researchers found that inner city women with PTSD

    who were able to limit the loss of material energy and familial

    interpersonal resources demonstrated significant traumatic symptom

    reduction over a six-month period.

         But again, individuals struggling with both trauma and poverty

    are less likely to have access to resources that may facilitate

    successful negotiation of a traumatic event, and the resulting

    positive outcomes.

         I share this because I have seen firsthand as a former Pima

    Community College employee how the lack of a support system can lead

    students to being unable to complete their programs of study.  At Job

    Path, we are often the primary support system they need to

    successfully complete their programs.

         All Job Path participants are connected to our career counselors

    who help them access the needed resources to achieve positive

    outcomes resulting in an incredible 90% completion rate in our

    21-year history.  One 2019 graduate said without Job Path, I would

    have struggled balancing school and life.  I would have given up my

    program to pick up extra shifts to make ends meet, sacrificing class,

    and eventually falling back into my minimum-wage job.  Another said

    without Job Path I honestly do not think I would have graduated.  I

    would have had to stretch my time and resources beyond my means.

         In fact, Pima College graduates who are Job Path participants

    tell us consistently in their exit interviews that they would not

    have succeeded without Job Path support throughout their programs.





         Pima Community College is an outstanding educational institution.

    Job Path in the words of another graduate is a warm and caring

    organization.  Together we are helping reach their dreams.

         I want to personally thank Pima Community College for being such

    a great partner, and I look forward to finding even better ways to

    work with each other to help our community thrive.

         Thank you.

         (Applause.)

         >> MR. DEMION CLINCO:  Thank you, Frank.  And we really value

    your partnership and everything you do to make sure that students

    succeed both in your program and here.

         Finally, we have Anna Viegas Tapapia.  Welcome.

         >> SPEAKER:  Hello, board, and thank you for letting me take some

    time out of your day.

         >> MR. DEMION CLINCO:  If you could just speak into the

    microphone.

         >> SPEAKER:  Sure.  Better?

         My name is Anna Viegas, and I'm here from the Northwest Campus.

         As a brief summary from the previous open comment, I assisted on

    November 13th, I wanted to bring back the financial advisors, because

    they replaced them with a phone call.

         But now I have received different information regarding two

    financial assistants, and they are planning on doing a virtual face

    call, which leads to even more problems.

         First of all, many don't know how to use electronics, nor have





    electronics, as well.

         I'm aware that Pima, they do have computers and people that can

    assist them on how they could use the computers to communicate with

    the advisors, but since we don't have, many people don't have those

    at home, it would be a problem, as well.

         Many people are not comfortable Face Timing many of their

    friends, which would be difficult to Face Time with strangers.  It

    would lead to more misunderstandings and more confusion due to the

    lack of personal interaction, more time-consuming to be explaining

    step by step what the student needs.

         But if we have them back in person, how we had them before, it

    would lead to more students coming in and having less questions and

    feel more comfortable within the community rather than traveling all

    the way to different campuses and just to have few questions

    answered.

         I would like to introduce my friend Josie, which she works at the

    Northwest Campus, at the front desk.

         >> SPEAKER:  I have been work being as a peer mentor at the

    Northwest Campus for a couple of months now, and I have seen

    students' reactions up front.  Many, when told that financial aid is

    done over the phone, express considerable amounts of disapproval.

    Although they dislike the idea, many students do stay while others

    leave upon finding it's over the phone, either to travel to another

    campus, which is 25 minutes away, at best, or to just not receive the

    help that they wish to get.





         So this means that not only students are arriving unhappy, but

    they are also leaving unhappy, which affects the reputation of the

    success of the college's student experiences.

         >> SPEAKER:  I would like to request a private meeting with the

    board regarding this issue, and also, if it is -- if getting rid of

    the financial advisors is because of the lack of money PCC has or any

    other problems with money, that I'm more than willing to start a

    fundraising, any way of bringing them back.  I would start raising

    money or have people donate for the purposes of financial assistance.

         With all that said, I love this school.  I love the work that you

    guys put into it.  So I really appreciate all the time that you guys

    put in this great community.

         Thank you.

         >> MR. DEMION CLINCO:  Thank you very much.  I want to first say,

    Anna, we really appreciate your continued advocacy and continued

    perspective on this.

         First of all, the board couldn't meet with you privately because

    of Arizona Open Meeting Laws.  We can only convene together in a

    public format.

         However, we can ask that Chancellor Lambert have some of his

    senior staff sit down with you and continue to dialogue about the

    issues that you see and some of the real financial issues that the

    institution is facing as more and more of our students move on to

    online.

         And so that's what we can do this evening is we can ask the





    chancellor to continue those discussions.  And please stay connected

    to us.  This really makes a huge difference.

         I know they are hearing you right now, because I see them all

    nodding their heads.  Your advocacy is really making a difference.

    Thank you for being here.

         >> SPEAKER:  Okay.  I was wondering when I could expect some time

    on when we would expect the financial advisors back in campus?  Had

    because it's not just a little thing.  Many of the students keep

    asking every single day for the financial advisors, and I know it may

    seem like a little thing, but I myself have many questions and I

    imagine those who really may need it, especially if they don't have

    cars or take the bus, I don't think it would be convenient for them

    to go to different campuses and just ask for few questions when they

    could just reach them on the campus that they are in.

         Also, from where they are living in, they might -- it might be

    more of a convenience to go to that Northwest Campus since they are

    located there.  But I was just wondering when we could expect, like,

    are a certain time frame rather than going back and forth on

    communicating when it could be...

         >> MR. DEMION CLINCO:  This board, and we have been through many,

    many hours of discussions about the different models for delivery of

    services and the model is changing.

         So I think where your opportunity to really make an impact is

    through a dialogue with our senior leadership on what are those key

    elements that you're missing in the experience, and them finding ways





    and working with you to better articulate or deliver the experience.

         But the model is changing because we have significant -- models

    are changing all over this institution.  We are going through this

    sort of strong entrepreneurial redesign in many different areas.

         This is not an agendized item, so we can't have a discussion

    about it this evening, but someone from the administration will be in

    touch, and, you know, I would encourage you to continue to come back

    and let us know how things are progressing.

         >> SPEAKER:  All right.  Thank you so much.

         >> MR. DEMION CLINCO:  We really appreciate it.

         >> MR. MARK HANNA:  I would ask the chancellor again to follow up

    on this issue.  I realize there are many facets to this issue, but

    keep the board informed and let us know what's happening.

         You know, obviously they have valid concerns, and we want to

    address those concerns.  I would also just echo what Chairman Clinco

    said is I much admire -- this is the second time you have come to us

    as call to the audience.  You have sent us e-mails.

         I so much admire your fortitude in advocating for what you

    believe is correct, and it really portends for your future that

    whatever you do in the future, I can tell you that you're going to be

    very successful, both of you are going to be very successful in the

    fact that you're not ready to give up.  You're fighting for what you

    want.

         So thank you for that.

         >> MR. DEMION CLINCO:  One final note.  Our provost, Dolores





    Duran-Cerda, is going to actually be talking about this on the agenda

    this evening.  She's going to be giving an update.  You can look

    forward to that.  Okay.

         >> MS. MARIA GARCIA:  I just want to tell you thank you so much

    for sending us the information, how you feel.  We fully understand

    that not everybody is really good with computers, and face-to-face is

    always better.  Just more comfortable.

         We fully understand, and we are looking at your concerns,

    everybody's concern, because we are here to serve the community.  So

    please understand that.  But as a board member, we, as a board, you

    know, we don't have the rights -- we don't have the power to make

    change.  We can only make recommendations to actually to our

    leadership, which is the chancellor and his administration, to make

    those changes.  But you can, everybody can always come back and

    communicate what's going on so that we will be better informed.

         Just to let you know, I have gone down to the Northwest Campus,

    me and Mr. Gonzales, to evaluate what was going on, okay.  So we have

    some insight as to that in that area.

         Thank you.

         >> MR. DEMION CLINCO:  Okay.  Thank you very much.  Mr. Gonzales?

         >> MR. LUIS GONZALES:  I also want to commend you, Anna.  I think

    it takes a lot of courage and you have that courage.  One of the

    things I want to let you know is that the last time you came in here

    you also brought the petitions about 50 or 60-plus.

         As mentioned before, I really want a status update on what





    transpired or just give the board an update on that, too.  Because as

    I mentioned before, the public, you have every right to come before

    us, every right.

         It's up to us to also decipher what the conditions and concerns

    there is, but more important, I really do want to know exactly in

    reference to a status update, Mr. Lambert, Chancellor, in reference

    to the financial aid, the staff that was there, where they're at,

    maybe give us, the board, that update, as well, too.  Because I think

    it's very important if we hear issues and concerns not only at the

    Northwest but the other campuses to be informed, as well, too.

         Greatly appreciate it.  There is a saying, you've got to fight

    for your right, and you're fighting for your right.

         Thank you.

         >> MR. DEMION CLINCO:  Thank you very much.  Next we have remarks

    by the Governing Board.

         I have already articulated again my congratulations to the entire

    institution for our recent award.  I'm going to hand it to Dr. Hay.

         >> DR. MEREDITH HAY:  I will echo those congratulations for the

    recent awards to the college and leadership and all the teamwork it

    takes to make that happen.

         Also, as I mentioned to the chancellor, let's not get high on our

    own achievements but we'll keep striving to make sure we become the

    best we can be.

         Thank you.

         >> MR. MARK HANNA:  So again, congratulations, also, to the





    Bellwether, the whole team, and not only just the team but all the

    people that made those things happen that we were recognized for the

    award.

         I want to point out and single out a couple of people.  That

    would be our provost, Dr. Duran-Cerda, and Jeff Thies, the dean of

    college readiness and student success.

         They were some of the initial drivers of the redesign of our dev

    ed program, and I can tell you that one of the reasons I ran for this

    board was because of the situation that developmental education was

    in about five or six years ago.

         I was a counselor at Catalina High School, and I saw my students

    and students from other schools who unfortunately were not prepared

    for college-level courses, for whatever reason, come to Pima, and

    enter into the quagmire of what was called remedial education at the

    time and just be set up for failure, and it was the end of their

    college careers.

         Once Dr. Duran-Cerda and Jeff Thies came onboard and their teams

    got together to redesign and embrace some new data and research on

    developmental education, the turnaround in this college in that area

    has, as I think Demion already mentioned, changed hundreds and

    hundreds of students' lives if not thousands of lives, because now

    they have been able to be successful at college where before they

    were stuck in those low-level math remedial classes, and that was the

    end of their college career.

         I think, I know, that many changes have happened at Pima over the





    last five or six years, but this one area alone may be the most

    important change at this institution because of the number of

    students who now succeed who would have never made it before.

         So thank you, Jeff, Dr. Duran-Cerda, and everybody involved in

    the developmental ed redesign.  You well deserve the Bellwether

    award.

         Let me just add that yesterday we had the meeting of our

    Governing Board human resources committee, and we saw a really

    amazing redesign of, speaking of, a lot of redesigning going on

    around here, of our employee training and development programs,

    including a whole new orientation program that I was really, really

    impressed with.  We discussed the plan for the compensation class

    study that we have been talking about for a long time but looks like

    we are about ready to begin that whole process.

         That committee continues to stay focused on HR issues as they

    pertain to board policy.  As a matter of fact, we're approving a

    change in policy tonight that was suggested by the HR committee and

    that the HR committee will have a full report to the board at the

    June meeting.

         That's all I have.

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

         Ms. Garcia?

         >> MS. MARIA GARCIA:  I just want to welcome everybody.  Thank

    you for being here.  It shows your commitment to the college, and

    that's it.  I'm going to keep it short.





         >> MR. LUIS GONZALES:  The same.  I just want to welcome

    everybody tonight for being here.

         I just want to mention one event that happened a couple of weeks

    ago.  In the partnership with Pima Community College and Pascua Yaqui

    tribe, there were nine young people, I call them young because I

    figure everybody is younger than me.  (Laughter.)  Young people that

    finished their EMT training, which is a great joy for the community

    but great joy for the nation, as well, too.

         It's the second cohorts that happened.  The first cohort, there

    were 20.  Now we have nine.  Combined we have 29.  Hopefully the next

    session is coming up very soon, and we are hoping to maybe double

    again to another 20.

         But I think it was nice for the family to come and honor,

    acknowledge their young people.  But it's always a great joy to see

    the successes of those young people and what Pima and Pascua Yaqui

    tribe is doing in providing those steps to higher level, as well,

    too.

         Thank you.

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

         Next we have item No. 2, administrative reports.  We have 25

    minutes set aside of which we have added an additional item.  So we

    have 30 minutes.

         We are going to begin with legislative update from Jonathan

    Paton.  Come on down.

         Thank you so much for being here this evening.  We always look





    forward to your insights this time of the year.

         >> SPEAKER:  Yes.  Thank you.  Thank you, Mr. Chairman, members,

    chancellor and staff and the public.  I just want to give you a brief

    overview of what's happening.  If you have questions, however, I

    would want to answer those for you.

         The first item is the budget.  We are included in STEM funding

    from the governor, but we were not included for our other asks.  We

    are now trying to pursue those other asks through the legislature.

         It was some months ago that we had the speaker and the president

    down.  The chairman and I were able to visit with them quite a bit,

    and it gave them an insight into how we work with Caterpillar, for

    example.  We were able to visit their site.

         I think that there is a good chance that we can get the rest of

    the money that we had asked for for the aviation proposal and in

    addition to the STEM funding.  That's one of the goals that we have.

         But I think one of the biggest things that we are pursuing this

    year would be -- and every time I say this, people's eyes glaze over

    because it's such a confusing topic, but the wonderful expenditure

    limitation issue.

         It is extremely complicated, but it is -- believe me, explaining

    this to lawmakers is not any easier than explaining it to anybody

    else.

         But it is so important, and we are trying to pursue that within

    the budget that -- and I was just talking with Dave Bea.  There are

    some other bills that are floating around on ASRS and other things





    that we could also include into the discussion about the expenditure

    limitation.

         The ramifications for Pima College are enormous if we can get

    this through.  It would actually outweigh any budget item.  Just the

    amount of spending ability it would give you as a board would be

    dramatic.

         Third, and we are pursuing that through language, not through a

    specific bill, although there are some bills that we might be working

    with, but through the budget process.

         If it happens, it would happen towards the end of the session.

         No. 3, dual enrollment.  There is currently a bill going to the

    legislature that would lift the 25% cap on dual enrollment.  The

    sponsor is the chair of the education committee.  That just made it

    through education.

         Ian Roark, myself and others were supporting that bill.  They did

    a great job of testifying on behalf of Pima College.  Kind of woke up

    I think the room a little bit, because they had a lot of great

    information.  That bill is moving along.  So we are tracking it.

         The other thing that's important about that bill is that it's

    also being supported by the Vail School District, and they have a lot

    of ideas about collaborating on this issue as well as the AP test.

    There is funding that goes into that test, and they were wondering if

    there is a way that we can direct some of that towards dual

    enrollment.

         So they are very interested in working with us, and they are very





    dynamic.  And they have a lot of friends at the capitol.  So I was

    interested in what they have to say.

         The fourth issue, Santa Cruz College has introduced legislation

    that would make changes to the current 301 formula.  This is an issue

    for us, because -- and not only for Pima College but it's not a huge

    amount of money, but any time that you tweak that formula, it opens

    up a Pandora's box.  There has been an agreement across the board

    with other educational institutions, K-12, higher ed, and now Pima

    College, not to make any changes to the current 301 formula, because

    that could take money away from us.

         And so it is -- they had told us last year that they would not do

    that, and we were surprised to find a bill being sponsored this year.

    I'm going to be speaking with the sponsor of that bill to express

    that it's a problem for us, and not only for us but for the whole

    educational system.

         So I just wanted to alert you about that bill.

         >> MR. MARK HANNA:  Who is the sponsor?

         >> SPEAKER:  It's Steve Pierce who actually is an old friend of

    mine.  I got married at his ranch.

         So we are going to have a long conversation.  And I told him, I

    said, hey, you've got this bill.  He said, do you like it?  And I

    said, not really.  He said, well, we should talk about it, then.

         So I don't know that he is strongly wedded to this, because he

    does not have a provisional college in his district.  So I don't know

    really why he's sponsoring this.  Well, I know that someone from





    Santa Cruz College, their lobbyist approached him to sponsor it, but

    I don't know why he felt it important to do that.

         So I can't answer that question yet.  But believe me, we are

    going to be having a conversation about it.

         Another big issue is the teachers academy.  Every time we have

    talked with the governor's office, they have mentioned the teachers

    academy and a verb in almost every single sentence.

         They are very obsessed with the teachers academy.  One of the

    problems for Pima College for implementing a lot of the things that

    they want to do with the teachers academy is that we were -- it's

    being run by the Board of Regents.  And they have a very

    university-focused way of looking at the world.

         They don't understand that our students don't have classes in the

    same way that they have at the university.  So they were not counting

    a lot of our postbaccalaureate -- I don't know how the nomenclature

    would be, but they were not counting the hours correctly.

         So the governor has proposed to put that into statute to clarify

    that, and that will make it a lot easier for us and also for Maricopa

    Community College to be a great partner in the teachers academy.

         And then finally, just on a general note, I hear this every year.

    We're going to get out early.  They always say that.  I think they

    are teasing me, because that never really materializes.

         One year, the first year I was your lobbyist, they got out in 82

    days, and I think that will never be achieved again.  I think that

    the problem right now is they have more money.  That year four years





    ago they didn't have any money.

         I'm sure you understand this.  When you don't have any money

    there is not a lot to argue about.  When you do have money there is a

    lot of things to argue about.

         They have said April, but I would still think it would be after

    the Kentucky Derby probably by the time they look around to getting

    out of there.  If you want to place a bet, let me know.  There is a

    pool at the legislature.  There is an office pool for that.  I could

    be your bookie if you would like.

         I would be happy to answer any of your questions.

         >> MR. MARK HANNA:  Thank you.  So I have a couple of questions

    concerning either rumored legislation or legislation I have seen

    published.

         I understand the JTED is lobbying to have two additional years,

    allow their students to stay in JTED for two additional years?

         >> SPEAKER:  They call that the 13th year of high school.  I

    heard somebody say a response to that, well, the 13th year of high

    school is called a community college, and so I don't know why that

    they really need that.  I think that is going to struggle to go

    anywhere.

         I have heard that leadership does not particularly like that

    bill, and that they are even backing off of pursuing it because they

    are getting a lot of resistance from the community colleges.

         One of the things that's interesting is while we are the

    second-largest and Maricopa is the largest, there is a lot of other





    small colleges obviously in the state, and they have a lot of

    powerful people representing them.  They don't like these bills, a

    lot of them.

         I feel like that is -- we are monitoring it, but I don't think

    that it's going to be progressing.

         >> MR. MARK HANNA:  All right.  Thanks.  So on the dual

    enrollment front, so the bill you mentioned, there is a bill to

    reimburse -- there is funds, but we don't charge tuition?

         >> SPEAKER:  Right.

         >> MR. MARK HANNA:  So I don't think that really applies to us;

    is that correct?

         >> SPEAKER:  Correct.  It's an interesting issue.  So when we had

    a conversation -- it's basically a Maricopa Community College issue,

    because they have such a massive system and it is costing them a lot

    of money.  They had originally asked us to work with them on that,

    and when I told them -- they realized that we don't charge for that.

    The net effect is a little awkward, because we actually look quite

    good-by comparison, because we're not charging anything for dual

    enrollment.

         I think that that fact could very well -- they weren't all that

    excited about the other dual enrollment bill that I just told you

    about.  I think the fact that we don't charge gives us a leg up on

    getting the bill that we want passed through, because the education

    chair was very impressed with the fact that we want to keep things

    inexpensive for citizens here in Southern Arizona.





         >> MR. MARK HANNA:  The dual enrollment bill that you spoke of,

    is that the one -- there is one that would include freshmen and

    sophomores?

         >> SPEAKER:  Yes, that's the one I'm talking about.

         >> MR. MARK HANNA:  Then there was one other bill I wanted to ask

    you about.  I'm not really sure that it affects us.  It does in sort

    of a roundabout way.  There is a bill to lower the high school

    credits for graduation.  Do you know about that?  It's HB 2166.

         It would actually allow high school students to graduate with two

    years of math rather than four years.  There goes our developmental

    education redesign again.

         >> SPEAKER:  Do you know who the sponsor is?

         >> MR. MARK HANNA:  No, I don't.  I'm sorry.

         >> SPEAKER:  Okay.

         >> MR. MARK HANNA:  You might want to look at that.

         >> SPEAKER:  I will look that up and get back to you.  I have not

    heard of that bill, but there are I think 1,400 of them floating

    around right now, but I can follow up and get back to you.

         >> MS. MARIA GARCIA:  I have a question on the teachers academy.

    So you guys are working on that one.  I believe so that the community

    colleges will be able to offer courses, right, for postbaccalaureate

    programs?

         So when do you expect that to complete?

         >> SPEAKER:  The problem is that, and I don't know -- what I

    understood is that they wanted to put it into the budget but there





    may be a bill that they do it on.

         The only issue is timing.  You brought up an important point,

    because the legislature, as I said, when are they going to end?  They

    end, let's say, 5th of May, which has happened two years in a low

    practically.  5th of May.  Then it's 90 days after end of session,

    unless there is an emergency clause, 90 days after the end of

    session, that it would go into effect.

         So that would put us in the fall.  We have explained to them

    -- we gave them three options.  I asked them -- first of all, I asked

    the governor's office, do you agree with the Board of Regents on

    their interpretation of this?  They said no.  But they don't

    completely, while the governor does appoint the members, they can't

    just tell them what to do and then they just do it.  That's not quite

    the way it works.

         So their option was they could do nothing.  They could pursue

    legislation.  Or they could pursue legislation with what we call the

    emergency clause, which means it would be automatically in effect.

         Personally, I think that would be better, because it would give

    us more time to do what the state wants us to do.  We have informed

    them if it's 90 days afterwards, it's going to take us -- obviously

    it's going to take us time.

         However, we also know that -- and we have told them that we have

    done an excellent job already of recruiting and getting things

    basically teed up to go, and I think that they have a big incentive,

    but it's not easy, in order to get the emergency clause passed, you





    have to have a super majority of the legislature.  To get them all to

    agree, they can't even agree on their parking spots let alone -- I'm

    not saying it's impossible, but it's a challenge, is a way to put it.

         >> MR. DEMION CLINCO:  Thank you very much for your continued

    service to this institution.

         >> SPEAKER:  Thank you very much.

         >> MR. DEMION CLINCO:  We really appreciate your advocacy in

    Phoenix and for keeping us updated.  Let us know how we can help.

         >> SPEAKER:  I will.  I'll be calling you.

         >> MR. DEMION CLINCO:  Next is our enrollment update with our

    dean of enrollment management.

         >> SPEAKER:  Good evening, chairperson of the board, board

    members, Chancellor Lambert, colleagues and guests.

         I'm going to provide you an update on the enrollment initiatives

    that we have for spring.  I'm going to start off with the fall 2019

    enrollment recap.  I do want to highlight some of the great work we

    have done this previous term.

         When we look at our fall enrollment and look at specifically a

    head count, we compare it to last year -- the prior year, so fall

    2018.  And we can see a slight increase, essentially level in terms

    of our head count, but when we look at our enrollment, we have grown

    that by 1.77%, and when we look at our FTSE, by 1.45%.  This is a

    comparison of this past fall towards the prior year.

         Some great work that has been accomplished during the fall term

    to increase our enrollment in FTSE there.





         Moving forward to spring 2020, not as great as we want, so we do

    see some slight enrollment declines when we compare it to the

    previous year.  So spring 2019.

         A lot of factors at play.  One of the ones that we really look at

    and attribute it to is our student success in terms of retention.  So

    we look at another large group exiting fall 2019 falling below

    academic standards.  We know from previous data pulls and analysis

    that some of these students do stop out.

         So some of the things that student affairs has done is we have

    created and reached out to a lot of these students on bad academic

    standing, created over 40 workshops during the month of January for

    students to come in, meet with an advisor, get some explanation about

    academic standing, get some tips how to improve that, help with

    removing holds, registration, advising, the whole nine yards there.

         So we do have some efforts that student affairs has provided to

    the specific group.

         Taking a look at a subpopulation of our spring enrollment, I want

    to highlight the great work that PimaOnline and student affair

    virtual services has done with our Pearson partnerships.  So we have

    339 students currently enrolled in the spring through that

    partnership.

         We also have roughly about 700 students in our pipeline, so these

    are students that have expressed interest through their employer

    saying I want to use a tuition reimbursement or assistance program.

    Have let Pearson know that Pima is going to be a choice for them.





    And then we have this other group who has applied to Pima but is

    still in that placement process.  That's the 302 students there who

    we have sent testing vouchers to.

         So with these 700 students, we are working with our Pearson

    partner to really go out and outreach these students.  We do have

    another cohort starting March 24th.  That's our second eight-week

    cohort.  So there is a lot of efforts going on right now to really

    look at this group and get them enrolled.

         We are hoping to see that 339 number increase at the end of the

    spring term.

         >> MR. MARK HANNA:  The classes that Pearson, we are offering

    through Pearson, are they specific categories?

         >> SPEAKER:  There is specific programs.  Something like health

    information technology.  You'll see a lot of business programs.  They

    are all going to be offered online in an eight-week format.

         I also want to highlight, I do have some raw preliminary data

    from some of the efforts we did with the one-time revitalization

    funds.  So when we look at this, we worked with Blackboard to reach

    out to students who applied to Pima for fall 2019 but didn't go

    through the enrollment process and didn't register.

         We have a large number, roughly 8,000 students, we scrubbed that

    through our do-not-call list, we reached and contacted over a

    thousand of those students.  Roughly 500 said, yes, I want to work

    with a coach.  So our coaches have been working with these students,

    getting them through the enrollment process, ultimately to





    registration.

         If we look at the numbers, and these are still very preliminary,

    if we look at our go-live campaign starting on December 5, and we

    look at the students who were on our initial list, 935 of those

    students have registered.

         However, we do want to go back and cross-reference that with our

    institutional research office and the Blackboard data to go back and

    get some return on investment and to make sure these numbers are

    accurate, but right now we are looking at some fairly decent results.

         In addition, we are still going to be working with that cohort

    all the way through the March 24th start date courses, second eight

    weeks.  So there's still some time for enrollment and we are working

    towards that.

         A second piece of that engagement campaign, we reached out to

    stopouts.  When we look at stopouts, these are students we defined as

    having successfully completed 12 credits here at the institution,

    degree-seeking and failed to return to Pima within the last five

    terms.

         We had about 5,000 students that fit that bill.  So we outreached

    to them, tried to get them reengaged.  What's nice about this

    campaign is we have a 20% contact rate.  So when we are working with

    vendors going that far back, reaching out to students, we are above

    the national trend, which is usually 10 to 15%.

         The other piece, we are going to be collecting qualitative data,

    so when we do reach out to those students saying we are no longer





    interested in Pima, we are going to find out why.  Did they attend

    another institution?  Are they employed?  Did they meet their

    educational goal with a few courses to upskill?  We are going to find

    out some of those reasons and pull that data in to see what we can do

    for the future.  Continued outreach for the March 24th start dates,

    as well.

         So that concludes my presentation.  I will open it up for any

    questions you may have.

         >> MR. DEMION CLINCO:  Any questions?  Thank you very much.

    Really appreciate the great work.  Glad to see those numbers.

         Next we have a dual enrollment update with our director of dual

    enrollment of high school programs.

         >> SPEAKER:  Hello.  Governing Board Clinco, Chancellor Lambert,

    members of the board.  Thank you for tonight.  I really appreciate

    it.  Audience, administrators, staff members, really appreciate you

    allowing me to speak to you guys tonight.

         We are hoping to give you some good information here.  Vision

    2020 for dual enrollment program, the reason why it's Vision 2020 is

    things are starting to get clearer.  We are starting to see some

    things that we can work with and improve and adjust.

         That helps us improve and meet what our original goals as to why

    we are doing dual enrollment and why we are getting into the high

    schools.

         So that's continuous, and that's always going to happen.  So we

    are collecting information.  We are collecting data.  We are





    processing complaints.  Whatever it is that we've got that's useful

    information that allows us to continue to focus on why we are doing

    dual enrollment and how we can better the processes.

         So when we are talking about Vision 2020, we want to make sure

    that we are still focused on building our sustainable program by

    being prepared for future growth.  That's basically what's happening

    here.

         But what's really great about the work that we are doing is now

    we are having conversations with expanding the Vail early college.

    That's one of the biggest ones.  But even a bigger one is that TUSD

    is looking at bringing in a hundred students in the early college

    program at three campuses.

         So we are having those discussions and we are planning with them

    and we are starting to create what that's going to look like so that

    we can implement that in fall of 2020.

         The other thing is we are sending out a survey to, you know, our

    high school instructors and trying to see where a breakdown is.  Are

    they notified of the protocols?  Is there a connection between the

    departments and the instructors?

         We are trying to find those answers out and trying to see if we

    can repair that communication between them.  That's the biggest

    challenge is being able to have two different places communicating

    with the same language that we want them to communicate with, but

    unfortunately we've got to be the translators, which is fine.  We are

    working through that, and our team is really doing a great job of





    getting there.

         I'm skipping through a lot of this information, because that's

    just available to you.  But what I do want to point out and what we

    are really focused on, because it's taking us -- it's going to take

    us this year to really create some great processes for best

    practices.  It won't be perfect.  We understand that.  Because if it

    was perfect, then we're all going to be jobless, right?  So we've got

    to continue to improve and look at some things, because it changes.

    Things change.

         So establishing dual enrollment processes with high schools is

    just continuous.  Establishing internal dual enrollment processes,

    because we are -- now we're starting to find out that on our side,

    the Pima side, we are seeing some disconnect that we have to be the

    connections.

         So we are identifying that.  We are building that communication,

    that connection, between the schools and the departments.  So that is

    a task, too.  Because every department has different needs and we are

    learning that as we go.

         Just taking a look at where our data is now, and this data that

    you're seeing is before we -- once we got all of the fall enrollment

    completed.  Now we're looking at completing the spring enrollments.

    We have to do everything manually, by the way.  So it's not just the

    kids enrolling online and then it populates the courses.  We can't do

    that because we have to make sure the kids are not either being

    dropped or making sure they are in the right courses, because they





    are prescribed.  Their classes are prescribed.  The schools know what

    classes the students are going to take.  So we do a lot of that

    manually.

         It does take some time.  But that's okay.  We put the right kids

    in the right courses at the high schools, and that truly does help

    us.

         Today I pulled the data, and we are looking right now -- we are

    looking actually with the early college and the other enrollment that

    we are completing every day, we are actually looking at over 5700

    students of enrollment, including with the early college program, we

    are looking well over close to about 6500 enrollment.

         So this is just last week.  I pulled this last week, but every

    day it changes.  So our FTSE, we are really increasing that pretty

    well.  So we are very proud of the work that we are doing and how we

    are processing it.

         We haven't got it down perfect, but -- I mean, I don't want to

    say we're close, but we're getting there.  It's just a matter of

    communicating and really listening to what the schools are needing.

         So the biggest take out of this is the supports from the dual

    enrollment team.  We support course request, academic approvals in

    terms of our adjunct faculty.  It's kind of hard to process that,

    because there is not really a schedule, a college schedule yet for

    dual enrollment, so we've got to make sure that there is instructors

    to teach those courses, so we have to work backwards with the schools

    on that one.





         So these are some things that we are working with the schools,

    and it's continuous.  We just continue to work with them.

         So I know from last time I'm trying to make sure I stay around

    the five minutes.

         Any questions?

         >> MR. DEMION CLINCO:  Perfect.  Any questions?

         >> MR. MARK HANNA:  This is pretty exciting.  Those numbers are

    really pretty exciting.  That's great.

         Do we have competition for dual enrollment?  Is Grand Canyon or

    other -- and what about JTED and CTE classes?  Are those competition

    or do we look at that?

         >> SPEAKER:  There is no competition, but we've got to be very

    careful, because Grand Canyon is talking about how they can increase

    their dual enrollment.  We've got to stay on top of that.

         >> MR. MARK HANNA:  But they are not --

         >> SPEAKER:  They do very little.  A little bit.  It's $110 a

    course right now for high schools.

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

         Next we have a dual enrollment application process.  Welcome

    back.

         >> SPEAKER:  So I appreciate James providing that dual enrollment

    update.  Lots of enrollment growth there with our new focus with dual

    enrollment is much needed.  Really great work that's being done

    there.

         One of the things I want to talk about, recently we were notified





    about some challenges dual enrollment students are having through our

    admissions process specifically on residency.  I'm excited to talk to

    you about it today because this allows us to kick-start our

    continuous improvement process.

         I'm going to jump in and hone in on the issue and the solutions

    we're going to be working on.

         First, when we look at the residency challenges for dual

    enrollment, keeping in mind that the college has to abide by and

    really balance that administrative capability with Arizona state

    statutes.  With that, we're looking at our current application, which

    if we go back three years prior wasn't designed with the dual

    enrollment student in mind.

         So one of the things we really looked at is how we present some

    of those residency questions is confusing.  There is eight questions

    that students are presented prior to receiving, I would say, the two

    basic questions that most people answer very easily.

         Then we noticed the readability of that question that they are

    really struggling on is too high.  We're using a Flesch-Kincaid scale

    here, and we look at that, and the question that they are really

    having trouble on is highlighted in the middle of the presentation

    there, but it's at a 12th grade level, which is too high.  If we are

    talking about dual enrollment students, they are going to usually be

    juniors and then with this new House Bill passing, it possibly could

    even be high school freshmen.

         Those are things we need to consider when we are providing





    information to the public.  Just a key piece there that most of us

    even read when we look at signage or instructions at the eighth to

    ninth grade level.  Even just the general population isn't reading at

    that 12th grade level.

         So to provide a solution to that, in the application reboot,

    which will be in time for the dual enrollment, new dual enrollment

    cycle for 2021, we have improved the wording of the questions and we

    resequence them.  So what they are facing now is the two most

    prominent questions with the improved wording, we have separated some

    of those military questions that students were getting stuck on and

    created a separate military section.

         Some of the things that students were talking about were

    verification of lawful presence, we've allowed that to be uploaded at

    the time of application.  Doesn't prevent registration, doesn't

    prevent dual enrollment.  They can do that at a later time, but we

    now offer that opportunity.

         One of the things I really want to highlight, this is the same

    question worded differently and it's now reading at a ninth grade

    level.  We are hoping with these improvements, when we deploy them,

    we'll be able to look back and assess this data.

         So we have the capability to go in and look at all the dual

    enrollment applications and say, how many placed in-state, how many

    placed out-of-state?  With these changes, we should see a dramatic

    increase in the number of in-state students versus out-of-state

    students.





         We're going to deploy that, assess it, and from there, in

    September, we'll make another decision of do we continuously improve

    this process for students?

         The other piece that I want to tie in, and James is going to come

    back and speak about, is in addition to these tech and wording

    changes, there is also a lot of great support that the dual

    enrollment team is providing to our high school partners, and I will

    have James come up and talk a little bit about that.

         >> SPEAKER:  Thank you again.

         So when I mentioned before that we really are providing a support

    structure for high schools, because this whole time, even before I

    started and in the summer, it was more about two different

    institutional languages trying to merge together.

         So our job is try to eliminate the gray area as much as possible.

    We haven't got all of it.  But it's close.  If we didn't have the

    support that dual enrollment team right now is working with the

    schools, we would have a lot more schools that are having a lot of

    issues.

         We're trying to eliminate that as much as possible.  For the

    application and admissions process, we monitor that.  My team is

    monitoring what's going on in the high schools.  We're trying to stay

    ahead of it, and what we have done is for the schools that, for

    example, the application admissions or anything that needs to be

    uploaded, and you'll see a picture of it, we create these half sheets

    of instructions for the schools, depending on where they are getting





    stuck, we provide these for the schools.

         We make sure that they have copies of that.  Unfortunately, some

    schools just -- you know, they have a lot of materials from their own

    institutional practices, and sometimes this stuff might get lost, but

    for whatever -- whatever happens, we're still there to support them.

    Even, there is a couple of schools that lost this but needed some

    support.  If we have to do it, we take the whole team, we get down

    there, we process those kids, we get it done and over with so that

    way the kids don't have to worry about any issues from enrolling in

    dual enrollment class.

         Just so you know, all of the students get enrolled.  There is no

    student -- we do not deny any of the dual enrollment students to get

    into the courses.  They are in manually, so that's why it helps us

    that we do it that way, because we make sure that they are in there.

    They don't get dropped for any reason because of the way we code

    those students.

         We're working through our online process, you know, working with

    Michael Amick and his team and trying to figure out or piloting some

    things to increase dual enrollment online as well.

         So we are having those conversations, but unfortunately, there

    are some things that we have to work on in order to make sure that we

    have some supports for the schools if they choose to go that route,

    which we are building and working on.

         Here is a picture of this half sheets that we provide --

         >> MR. DEMION CLINCO:  We have about a minute left.





         >> SPEAKER:  A minute?  Almost done.  I have about a minute left.

         So here is a picture here.  I'm sure you guys have seen that.

    Just so we are clear, no dual enrollment students ever get dropped.

    They are manually enrolled into these courses.  Sometimes -- well,

    students do get notifications on holds or for whatever reason,

    residency or forms need to be uploaded, but that does not prevent

    them from taking a course, and that doesn't prevent us from making

    sure that they are admitted into that course.

         We are providing as much support as we can with our team members,

    but we have been pretty good at being there.  There is just a few

    instances that need a little bit more attention, but we work through

    that.

         >> MR. DEMION CLINCO:  Mr. Hanna?

         >> MR. MARK HANNA:  I have at least one.  Believe me, these

    meetings may get a lot shorter once I'm off the board.  (Laughter.)

         James, so thank you, okay.  So let me just give you a quick back

    story.  I got an e-mail from a counselor who I have known for many,

    many years.  She wasn't trying to go over anybody's head or she was

    just very frustrated by a situation at her school where many of the

    students who were being enrolled, who did apply for dual enrollment

    were being defaulted into an out-of-state residency status.

         There obviously was a glitch, and as David pointed out, the

    question is confusing, so there's no two ways about it.  People were

    answering that question wrong.

         I realize most of this is student-caused problems, not





    necessarily our problem, but it becomes our problem if indeed there

    is this confusion going on.

         So I appreciate the efforts to try to eliminate the confusion.  I

    do have a question.  So if I am not -- if I am an undocumented

    citizen, undocumented resident, I can still do dual enrollment; is

    that correct?

         >> SPEAKER:  In high school, yes.  If you're in high school.

         >> MR. MARK HANNA:  But what does the -- am I classified as an

    out-of-state resident if I'm --

         >> SPEAKER:  Well, they would still need to supply at the end of

    their high school career, still need to supply those documents in

    order to enroll into college, into Pima --

         >> MR. MARK HANNA:  That's not till --

         >> SPEAKER:  That's not till we need it.  So they have some time.

         >> MR. MARK HANNA:  Okay.  All right.

         Let me ask you just a couple of specific questions and I'll let

    it go here.  You guys figure it out.

         >> SPEAKER:  Go ahead.

         >> MR. MARK HANNA:  So one of the things that got brought up, and

    I think this is just sort of a rumor, not really true, but once a

    student gets classified as an out-of-state student, if it's

    incorrectly, there is a mistake, classified as out-of-state student,

    and maybe David can answer this, does that somehow flag their FAFSA?

    That's a claim that's been made that, hey, once these students are

    classified as out-of-state by Pima, that automatically means we're





    going to -- we need to verify their FAFSA.

         >> SPEAKER:  That's a great question, Mark.  No, there is nothing

    that flags the FAFSA.  When we specifically talk about dual

    enrollment students, they are not utilizing any FAFSA for dual

    enrollment courses.  The college offers those free of charge.

         >> MR. MARK HANNA:  But they're worried when they get here, since

    -- they have to fix the situation where they have been classified as

    out-of-state, they are not really out-of-state, they get here, that's

    still on their record somehow, and that automatically triggers a

    problem here.

         >> SPEAKER:  Zero impact to their eligibility.  However, it does

    put them in a different tuition schedule which, according to state

    law and we do provide this, there is an appeals process, it's called

    a residency correction form so they can provide some documentation

    and get it corrected.

         But zero flags are raised on a student in terms of their

    eligibility for Title IV funding.

         >> MR. MARK HANNA:  But hopefully we are addressing the issue

    where they are incorrectly put into that situation so that when they

    get here they don't have to go through that whole process of trying

    to prove, no, that's wrong, I'm in-state student?

         >> SPEAKER:  Correct.  That goes into the solutions I just

    mentioned.  That should lower the numbers of students who incorrectly

    get classified as out-of-state.

         >> MR. DEMION CLINCO:  Mr. Hanna, I believe Ms. Garcia has a





    question.

         >> MS. MARIA GARCIA:  I just have a quick question.  Do dual

    enrollment students, do they get college credit even if they're not

    legal residents, are I would say?  They still get credit?

         >> SPEAKER:  Yeah.  So Pima being an open-access institution, it

    doesn't matter if you're DACA, undocumented, in-state, out-of-state.

    These students taking dual enrollment courses or courses in general,

    those are all college credit and have full applicability towards our

    degrees and transferability.

         >> MS. MARIA GARCIA:  Just one more thing for your information.

    I have heard of complaints at the Northwest Campus of students that

    were residents being put as out-of-state residents, and I think it

    has to do with that one question that they are not able to read it

    right.  So then they are not able to register.

         >> SPEAKER:  Right.  If we talk about nondual enrollment

    students, the fixes to these questions would help all of our

    students, right?

         And so keeping in mind, the application created three-plus years

    prior, prior to the student affairs reorganization, that's how the

    question was laid out.  We have completely reworked that.  We know

    it's a fine balancing act between meeting the state statutes but at

    the same time our approach is to make it student friendly, student

    focused, so we don't come into these -- I call them artificial

    barriers where students are struggling to get through some type of

    legalese or any process that we have.





         Yes, student focus, we are reworking that, changing the sequence

    and the wording.

         >> SPEAKER:  And the other thing with those kids, I mean, like I

    said, they don't get dropped, because we manually put those kids in

    there.

         Now, the other thing too is they don't, for example, like the

    Northwest, I did have to process a few of those kids in the summer,

    but that's when they were going to a university.  So there is -- they

    are all unique.  They all have different situations.  So we have to

    -- I think we have to do a better job as dual enrollment just because

    the team's only been with me for four months, so we have to do a

    better job, and only because we hadn't done this in the past,

    previous to me being there, just kidding, we've got to educate our

    schools and just continue to coach our coordinators who are

    responsible for dual enrollment on the campuses, just do a better job

    on our part to educate them and walk them and coach them through that

    process.

         So we'll get better at that piece of it.

         >> MR. MARK HANNA:  One last question.  It's really more of a

    comment.

         So both of you are educators.  You know that any barrier that you

    put in front of a student is a discouragement for them to continue

    their education, and so whatever you both of you gentlemen and the

    folks that are working with you are all very smart people, we can

    figure this out and really be able to help these students be





    successful.

         So thank you for working on this.  I appreciate your efforts.

         >> SPEAKER:  Thank you.

         >> MR. DEMION CLINCO:  Thank you.  Next we have Dr. Bea

    presenting funding for our Allied Health.  He has assured me he's

    going to keep it brief, even though it's rather complex.

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

    board, Chancellor Lambert, and guests.

         We have included a presentation in the board packet and the board

    docs, follow-up from a couple of different conversations that have

    happened the last few months related to the prospect of a new Allied

    Health facility.  I have included some of the same slides from the

    previous presentations just so that we can go through them really

    quickly.

         Again, we're talking about an Allied Health facility probably on

    West Campus in the neighborhood of about 70,000 square feet.

         The projected budget is in the neighborhood of $35 million all in

    at this point.  What ideally putting that project together, and this

    is what I'm saying, I can go through some of these slides fast, that

    we're talking about getting this project up and running as soon as

    possible to have completion of the project by the end of, and these

    are calendar years, 2022.

         So then the question becomes how do fund this new facility.

    There are basically three primary options that we can explore.  The

    first one is general obligation bonds.  That is you go out to the





    voters, usually with a series of projects, not just one building

    because it's very difficult to get voter buy-in for a general

    obligation bond.

         The advantage of it is that it's with the full faith and backing

    of taxpayers.  Once they approve it, you basically just charge

    through a secondary tax the total amount of the debt service required

    for that project, for those projects, and then it's paid off through

    a pass-through.

         So you get sort of the best possible financing vehicles for those

    kinds of projects.  The challenge is that it takes a long time to get

    that approved by the voters.  It has to go to the voters once a year

    in November, and then that doesn't guarantee that the voters will

    approve the project, which often leads to your putting a bunch of

    projects that might be appealing to voters just to get the whole

    thing approved and that's one of the downsides to GO bonds.

         The second option is revenue bonds.  We are familiar with that.

    That's what we did primarily for the $65 million that we issued last

    year.  The board has the authority to go through that process and do

    that approval.

         We still have capacity to do considerably more projects than the

    65 million we have already issued.  We are about a third of the way

    to our capacity level based on how statutes are structured and that

    doing so, we can set the financing and the payoff of that kind of

    debt over what period of time we choose, the college chooses.

         So with our previous revenue bonds we are paying it off over the





    course of 20 years.  You could choose 10 years or 15 years.  There

    are stipulations in terms of how we do that.  We do have to go

    through a process to issue revenue bonds.  We have to go back through

    JLBC and the JCCR to get sort of their buy-ins.  There is a political

    process that's involved, and then you have to go through the usual

    due diligence with underwriters and all the publications that you

    have to do related to issuing that debt.  There is costs associated

    with that, as well.

         The third option is one that is available to us.  We have used it

    before, which is basically funding projects out of accumulated cash

    reserves.  And we have talked with the board that our financial

    performance as an institution has improved dramatically the last

    number of years and I have some charts I have shown you before.  They

    have been updated with fiscal year '19 we talked about the last board

    meeting.

         And that with our expenditure limitation being what it is and the

    fact that we have really had to ratchet down our expenses to be

    aligned with our enrollment, but the fact that we continue to get

    property tax revenues and other revenues that are subject to

    expenditure limitation, that we can project going forward that we are

    going to continue to have strong financial annual financial

    performance.

         As a result, it gives us the opportunity to basically take some

    of those accumulated reserves and use them to invest in the future of

    the college.





         So this is a summary, cash and investments, and then operating

    expenses.  The line at the top is our operating expenses year over

    year.  Then the stacked bars are essentially the combination of cash,

    cash equivalence, short-term investments and long-term investments.

         You can see they have grown sizably over the last few years.

    Again, that's because we are cutting down our expenses for

    expenditure limitation.  We have been very responsible and have had

    really good performance.

         The other reason is that in this time frame was when we actually

    was the last time we did this, so the building that we built at

    Northwest Campus was cash-funded.  So we took accumulated reserves,

    spent down those reserves.  We also did renovations at West Campus in

    the FSS building, and we also paid off some debt.

         We deliberately paid down some of our reserves in that time

    frame.  So the concept would be we are essentially are doing, would

    be doing the same thing.  We are accumulating reserves.

         If you think about it in personal finances, the top line would be

    sort of your budgeted expenses for the year.  Then your bottom line

    would be, okay, these are your savings accounts that you're

    accumulating over time.

         Now, you want to have a good amount of savings to be fiscally

    prudent to handle emergencies and contingencies, those kinds of

    things.

         So if you think about it, we have talked about having a guideline

    of about 75% that essentially would say we have accumulated reserves





    that if we had expenses that continued as they are that we would have

    nine months that we could pay off with just by spending down our

    reserves, not getting another dime of revenue.

         That is a healthy measure that would put us in a very healthy

    place both from any expectation that ratings agencies and so forth

    would have, and it would be kind of a good measure to have on hand.

         Now, if you see, looking at this next slide, this is actually

    what it's been over time, so going back in time when we have been

    relatively healthy, we were below 60% in terms of that measure I was

    just talking about, and now this last year was the first year we went

    over the 75%.

         So what we are saying is, okay, let's look at the reserve, we are

    planning for those things to be growing over time because of the way

    our budget is structured now.  Can we take some of those accumulated

    reserves and expected reserves surpluses over time and park it and

    then as this building comes online pay for it out of these

    accumulated cash reserves?

         So this summary, and this is essentially an updated version of

    what I showed to the board in October, the key measure to look at

    here, the grand total expenses, so these are all of the projects we

    have talked about already, and then adding in this Allied Health

    building.

         This next page shows where the revenue sources that are coming

    from.  What we have added in is, okay, let's take, starting in this

    current year, $9 million a year for the next four years, and put into





    this sort of building reserve if you will.  That will give us

    sufficient money to keep that cash balance between all of those

    projects and the known revenues and keep that, we are in a positive,

    so that essentially gives us the ability to fund that on a timeline

    that we are talking about that we would like to do to finishing it up

    by the end of calendar year 2022 and would be doing that within our

    cash, within the cash reserves.

         Now, the next question would be, so if we do that, does that

    start spending down our cash reserves?  And that's what this last

    slide, and this is the one that's really critical, is this blue

    section here shows what that accumulation is of those $9 million a

    year, and then the orange line is what our continued expectation is

    for the growth of our reserves.  So what it actually is saying is we

    should continue to have healthy reserves even after setting aside

    this $9 million.

         It will fund out that building by the time the construction,

    cash-fund it.  If it continues in this way, that also then would give

    us the ability to have about $9 million to do this on an ongoing

    basis.

         So it's sort of -- what we are doing, because of the structure of

    our limitations over the years is we are now structured to

    operationally fund a lot of our ongoing needs in the reinvestment,

    and that's what we would recommend going forward.  With the board's,

    with your sort of approval tonight, what we will do is if that sounds

    good, we will fold that into the budget process and walk you through





    as the budget process develops in fiscal year '21.

         >> MR. DEMION CLINCO:  Just to clarify, so I know the answer but

    I'm just going to ask for just clarification purposes, this reserve

    is accumulated because it's beyond the expenditure limit, so this

    money cannot be spent on salaries but only on capital improvements or

    a few other small categories that we have discussed?

         >> DR. DAVID BEA:  Right.

         >> MR. DEMION CLINCO:  So really this money will continue to

    accumulate year over year that we cannot spend on day-to-day

    operational costs but can on infrastructure improvement?

         >> DR. DAVID BEA:  Right.  Because of the situation we have with

    expenditure limitation and where our enrollment is at now.

         >> MR. MARK HANNA:  One question.  So let me just make sure I

    understand.

         Through the revenue bond and the state monies, our aviation, our

    transportation center, our applied technology center, all three of

    those are already paid for in essence?  We have the money --

         >> DR. DAVID BEA:  The money is there, yes.

         >> MR. MARK HANNA:  We are really only talking about the money to

    build the West Campus Allied Health?  Okay.

         >> DR. DAVID BEA:  Yes.

         >> MR. DEMION CLINCO:  Dr. Bea, I would say I certainly support

    this strategy.  We talked about it a little bit earlier.  I think

    it's well-reasoned, and I think it's prudent.

         Does anybody have any other comments or objection to them folding





    this into our budget proposal?

         Okay.  Thank you very much.

         >> DR. DAVID BEA:  Thank you.

         >> MR. DEMION CLINCO:  Finally, we have from our administrative

    reports our financial aid advising services, Provost Dolores

    Duran-Cerda.

         >> DR. DOLORES DURAN-CERDA:  Well, good evening, Chairman Clinco,

    members of the board, Chancellor Lambert, representatives, colleagues

    and guests.

         I'm here to provide an update on our virtual services with

    financial aid at the Northwest Campus.

         As we heard earlier tonight, students, Anna and Josie, I'd like

    to thank you that I really appreciate your courage and your

    professionalism and advocacy.  So thank you.

         Anna came to the board back in November and expressed her

    concerns.  That evening I introduced her to our executive director of

    financial aid and scholarships and also our dean of students, and

    they went outside and talked, and I believe they got feedback from

    Anna to help with the situation.

         Anna wrote a letter to the board that you all received, and there

    was a response by the chairperson with details from our executive

    director.

         But I'd like to give you an update of what's happened and of

    course we understand the financial aid office understands the

    importance of the in-person conversations and how valuable they are





    to our students and to their families.

         So we are committed to fostering that kind of environment of

    student interactions.  But as Chairman Clinco said, change is

    happening, and it's not just at Pima but it's nationwide.  Trying to

    incorporate technology to help with efficiencies, with our limited

    staff, making sure our students get responses right away for their

    applications and also, of course, with needs regarding questions.

         So we have implemented some technological efficiencies that have

    helped reduce time of the staff and also have eliminated manual

    processes.  I won't go through all of them, because there are several

    of them, but I will highlight on some of them.

         So, for example, there is a video chat right now that's in place.

    Also a chatbot which students can go to the website and ask questions

    and then get answers right away.  That was just launched this month,

    so that's something new from the previous time that you were here

    with the board.  Students can ask questions at any time.

         This also helps our online students, our partners with, for

    example, like Pearson, our satellite locations like Santa Cruz,

    Davis-Monthan, our learning centers like 29th Street.  So we have

    others as far as the chatbot.  We also have FATV which provides

    videos to help educate staff and students about the financial aid

    process.  And these are embedded in the college's new web page.  So

    when that is launched, we'll be seeing that, as well.

         So I also wanted to mention that the office of financial said and

    scholarships is going through a reorganization and that includes





    about 10 additional staff members.  When that takes place, we're

    going to be bringing back face-to-face interactions but with

    scheduling appointments.

         So that will occur at the Northwest Campus.  But that is once we

    have the reorg in place.

         We'd like, as we mentioned before, I'd like to meet with you,

    with both of you, Josie and with Anna, and create a student focus

    group where we can get input and feedback from the students of what

    they are seeing through this transition.  Because transition and

    change is difficult.  So with each step that we take, we want to hear

    from you to see what's working, what isn't, and of course reassess.

    If we need to make changes or start things earlier, we will.

         That's basically the update.  Any questions?

         >> MS. MARIA GARCIA:  Thank you, Dolores, that you are looking

    into that.  I know that when I went down there the average wait was

    about 30 minutes, but I think more importantly is to really consider

    that when you do schedule time that it's going to be the time that

    people are going to be there and that the students really knows when

    you're going to be there to support that.  If they just show up

    -- because I have heard a lot of horror stories of showing up and

    nobody is there.

         >> DR. DOLORES DURAN-CERDA:  I believe and David U, the associate

    director of financial aid, I believe the appointments will be done

    through the QLess, which is the new system for getting appointments

    with the advisors, as well.  Students will get texts and know exactly





    when they'll need to be there.  If it's going to take a little bit

    longer they can study for a little bit and come back.

         >> MS. MARIA GARCIA:  One more thing.  Not everybody knows how to

    use a computer.  Nor do they have them.

         >> DR. DOLORES DURAN-CERDA:  That is true.  Exactly.  And we are

    aware of that.  Thank you.

         >> MR. DEMION CLINCO:  One is a comment.  We definitely need to

    come up with solutions about really addressing computer literacy more

    comprehensively across the institution.  I know there are some

    initiatives, so I hope to hear about those things soon.

         Chancellor Lambert, can you give us an update when we will see

    the website live?

         >> DR. LEE LAMBERT:  We're going to be timing the release of the

    new website with our PimaOnline campaign that is to go live around

    March 20.  You will see the new website coming out then.

         >> MR. DEMION CLINCO:  March 20th.  I am marking it on my

    calendar now.  We will look forward to seeing it soon.

         Thank you very much, and I thank you for creating the focus group

    and we look forward to hearing back from everybody on the outcomes

    from that.

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

         >> MR. DEMION CLINCO:  Next we have our reports by

    representatives to the boards.

         Our first is a student report from Fatimina.

         >> SPEAKER:  Good evening, everyone.  The reports will go by





    quick, because the majority of the campuses are celebrating Black

    History Month to recognize influential leaders within the Black

    community.  I only have two things to report today, and that is that

    we will be holding an emerging leaders summit event at Downtown

    Campus on February 28.

         So this event is put together so that students can learn about

    leadership principles, communication, group dynamics, goal setting,

    time management, health and wellness, digital identity, and creating

    change or action planning.

         These are all skills necessary for students to be leaders in the

    real world.

         Lastly, the student senate will be holding a TED Talk event,

    creating a TED Talk event to motivate our Pima students and the

    public by having speakers who will discuss various topics and

    subjects offered at Pima Community College.

         And that's basically it.

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

         Next there is no adjunct faculty report, correct?  None?  It says

    no.  Okay.

         Next is our staff report with Michael Lopez.

         >> SPEAKER:  Chairman Clinco, Governing Board members, Chancellor

    Lambert, esteemed colleagues and guests.  Our last staff council

    meeting in January we had HR present along with -- one second,

    please.

         HR, we had financial, David Bea presented, Jim Monaco from





    athletics, and also -- let's see.  We had Julian Easter for the

    provost's office.  He presented.  One of the questions for the HR was

    for part-time staff, was there any representation for part-time

    staff.  Aida from HR presented some information for us, for the

    number of staff that we have, and we are going to be discussing that

    in our staff council meeting on Friday.

         Besides that, most of it was pretty much geared towards just the

    receiving the presentations from those people I mentioned and the

    departments I mentioned.  And some of the questions regarding the

    comp classification, where that was at, and I think you addressed

    some of that today.

         But besides that, we will wait to meet on Friday and have more to

    report next meeting.

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

         Next we have our faculty report with Brooke Anderson.

         >> BROOKE ANDERSON:  Good evening, Chairman Clinco, board

    members, Chancellor Lambert, be colleagues and guests.  I have three

    information items for you this month they are difficult items for the

    faculty.  The faculty are struggling with morale right now, and you

    can see that reflected in the things that the faculty are discussing.

         So the first item has to do with the faculty salary increase

    procedures.  This was something we started discussing in December and

    the impacts that the removal of the Step Progression Plan from the

    employee handbook had on faculty.

         Faculty don't have a way to advance in their careers without





    plan, and so this is something that we have been talking with

    administration about, as well, and it's on the agenda again this

    month.

         I don't have any details to share with you this month, but I hope

    in March to be able to provide some more information regarding the

    outcome of that conversation and some of the concerns in more detail.

         The second item has to do with tuition increases.  As we know in

    our nation the cost of education is a problem.  This is really a

    crisis for us.  No one wants to raise tuition.  I think we all agree

    on that.  However, we understand the realities and that we really

    have to take into consideration tuition in thoughtful ways and

    deliberate ways to plan for our future.

         So in December, David presented on the budget for the faculty.

    The faculty are currently gathering feedback from their constituents.

    We will be discussing it at our next meeting, which is this Friday

    and I hope in March to be able to provide the board with more

    information about the faculty perspective on a tuition increase.

         And then finally, the last item has to do with alternative

    instructional models.  This is an item that came to the Faculty

    Senate's attention from the last study session that took place in

    December in which the topic came up in regard to possibly needing to

    turn towards considering alternative models for instruction.  The

    chancellor brought this up as you were discussing online education,

    and this is something of course of great concern to faculty, because

    if we change our instructional model, this could really drastically





    change the nature of faculty work.

         The discussion was based on sort of the models that a lot of

    for-profit institutions use as well as fully online institutions in

    which faculty work is broken up into different categories.  Usually

    it's designers and then some are deliverers of content and some are

    assessors.  This would not only really drastically change the nature

    of faculty work, it would also drastically change the student

    experience.  Students would no longer be working with a faculty

    member who designed the curriculum, who is delivering the curriculum,

    and who is also assessing the curriculum.

         So we understand that this is an idea that the college is

    considering.  We are in early stages.  Faculty, of course, does

    really want to be sure that we are involved in those conversations,

    especially as the people that actually are delivering that content,

    designing that content, and of course assessing students.

         So we are just wanting to make sure that the faculty are involved

    in any sort of discussion along the lines of changing instructional

    models.  Whether that be online or face-to-face.

         In better news, in terms of notable faculty accomplishments, I

    wanted to just bring attention to some of the great things our

    faculty are doing.  In the report I have some information on Jackie

    Kern, one of our nursing faculty, has a publication that just came

    out in November/December 2019 issue of Nursing Education

    Perspectives.  This is an article on innovative things she's doing in

    the classroom to assess student work.





         We also have one of our own English faculty members, Martha

    Peterson, who has recently published in Witness, and this is a

    journal run by the Black Mountain Institute at UNLV.  Her piece is

    creative nonfiction, entitled Remnants.  She was also additionally

    Witness nominated her work for Pushcart Prize, and there is a link on

    the board report to her work.

         The library staff and faculty were happy to do their first PCC

    library research award in the fall.  This awards exemplary library

    research skills.  Students submit research papers and some

    explanations about their process, and faculty evaluated those entries

    and awarded five students with scholarships.  Those students are in

    the board report with their projects described, as well.

         And then finally we do have a lot of great work with the teaching

    and learning center happening again this semester, which is exciting.

    We have two workshops coming up this week actually.  We have both

    nationally renowned scholars and teachers as well as our own scholars

    and teachers presenting for the teaching and learning center.

         I'm particularly excited about this Friday.  Sal Ennoi (sp) is

    presenting on equitable and inclusive assessment practices for

    intensive writing classes in all disciplines.  He's one of my mentors

    and someone I really admire.  So I'm very excited about that.

         And then on Saturday we have a metacognitive approach to reading

    workshop led by someone, a scholar in the sciences.  Par Mohomodan

    (sp) from Los Angeles Mission College.  That's another exciting event

    that we are looking forward to.





         Thank you.

         >> MR. DEMION CLINCO:  Thank you very much.  We really look

    forward to the faculty's position and input on tuition, because as

    you know, the budget is really comprised of money in and salaries on

    the other side.  So we really look forward to your insight in that as

    part of the discussion.  Thank you very much.

         Finally, we have our administrative report with Jim Craig.

         >> SPEAKER:  Chairman Clinco, Chancellor Lambert, distinguished

    board representatives, PCC family and friends.

         A number of conversations have occurred across the college

    concerning balancing the cost of tuition with the need to attract and

    retain highly qualified employees.

         This committee has also discussed tuition increases.  Each

    representative body will work with their colleagues and then bring

    relevant feedback to the Governing Board for the March budget

    discussions to help inform you in March for that.

         The college is looking at strategies to improve student digital

    literacy.  Specifically the vision is to have each and every PCC

    student have the mobile technology tools and training to overcome the

    barriers of access and equity when it comes to digital literacy and

    student success.

         We have been looking at best practices, we have been studying

    what the college has done, looking at different financial models and

    we hope to present a plan to you soon.

         That's the end of my report.  Thank you.





         >> MR. DEMION CLINCO:  Thank you very much.  Next is our

    information items.

         Mr. Silvyn, if you could please -- I'm sorry.

         >> DR. LEE LAMBERT:  That's okay.  (Laughter.)

         >> MR. DEMION CLINCO:  Chancellor Lambert, we can't forget you.

    Item 2.3, chancellor's report.

         >> DR. LEE LAMBERT:  Good evening, everybody.  We started out

    beginning of the middle of last month I attended the opening day of

    the legislature, and I want to thank Senator Bradley for his

    invitation as his guest to be acknowledged in the senate.  Also, the

    board had a joint meeting with the board of Santa Cruz, and as

    discussed among many things, we really want to continue to work to

    build on a relationship that we put together, but also, as you heard

    at the end of that conversation, the concern that I expressed about

    the whole legislative aspect of things and that they need to work

    with us, not against us, and I was not pleased to hear that they had

    encouraged a certain member of the legislature to drop a bill.  What

    I learned was that they had done that prior to that meeting, so

    Stella did reach out to me, and we will be meeting to discuss the way

    forward.

         Hopefully we can resolve that.  But as you heard, Jonathan talk

    about, we just can't support that bill as it's currently outlined.

         Also, I had the pleasure of visiting Andrada.  If you haven't had

    a chance to visit that high school, the polytechnic school in the

    Vail District, I really encourage everybody to do that.  I really





    encourage our faculty and our staff to really see what's going on in

    our K12 system.  They are incorporating technology into the classroom

    at every level.

         That's coming our way.  The expectation will be for us that we

    will be able to meet those students there and take them to another

    level.  So we just need to be ready for that, and that's what we were

    planning to do with the faculty specifically, and then I will talk

    more in general.

         Also, Ricardo and I met with the leadership of UNOM, and we are

    going to be signing, entering into a partnership with them.  One

    aspect what UNOM does, and I think I will say this publicly, they

    make available to their students, essentially it's free tuition to

    attend.  However, you have to meet their Spanish requirements, and

    they are very rigorous, if I recall correctly, Ricardo, so it's not

    easy, but once you get in, you're pretty much the financial piece is

    less worrisome to the students.  I think there is a way we can

    partner with them for our students on this end to explore that

    option, as well.

         So let me talk about some current trends.  I think it's important

    in light of some of the pieces that I heard tonight.

         SO coming out of Davos, the world economic forum just recently

    announced that what they call the One Billion Resolution, or

    Revolution, I should call it, to reskill one billion individuals

    worldwide.

         So to put it in context, one in every three individuals in the





    world need to be reskilled.  Bring it home to the United States of

    America, that's over a hundred million individuals that must be

    reskilled.

         Bring it closer to home to Tucson, Arizona, according to the work

    out of the University of Arizona, over 40% of this workforce in this

    community will be impacted by automation.  So we're going to see a

    higher incident of impact in this community that you're going to see

    across the country and across the globe.

         So what are the fastest growing skill categories that we must

    equip all of our students?  This is not an option.  The fastest

    growing category is digital skills.

         So I'm concerned that y'all are not being guided to be able to

    use the technology tools.  We've got to get you equipped with those

    tools, that your future will depend on that, and we will do that for

    you.  We need to make sure our faculty are comfortable utilizing the

    digital tools.  And we will do that, too, as well.

         So digital literacy is the fastest-growing category.  The

    second-fastest growing category is social emotional.  That's the

    human aspect of things.  And then the higher cognitive components.

         Gartner, this is one of the big research think tanks, released a

    report recently.  This goes to the comment that you made, Brooke.

    They are saying to us in higher education, we must look at how we

    approach teaching and learning.  We must consider different ways of

    thinking about our curriculum and taking a multi-layer approach.

         They are signaling that to us for a reason.  I don't think we can





    stay in our current model.  Now, what the new model is going to look

    like, I don't know.  And we're willing and we want to work with you

    to do that, but I want to make sure that we are there for the

    superintendent at the end of the day.

         And we can do that within our resource constraints that we work

    under.  So this is constant balancing of providing high quality

    education with the resources we have to work with.

         As all of you know, when you attended the luncheon, essentially

    the governor did not reinstate Pima and Maricopa's funding.  They are

    making some modest increases to the STEM funding.  So we will

    continue to be stretched in that regard.

         Also, the expenditure limit, unless we can get some relief there,

    that will also be further constraints.  So there are some realities

    we should not lose sight of.

         Remember, we have more in common to work together than to work

    against each other.  There is enough external pressure that's driving

    all of this that we should hopefully come together and figure out a

    way forward together.  But it means that there will be changes as we

    go forward.

         Frank, I just want to thank you.  Job Path is a critical partner

    to the college, and the success rates speak for themselves.  I look

    forward to continuing that, would with you at Job Path, make sure we

    continue to support the success of our students.

         Marcy, I want to thank you and Kate for the partnership with Earn

    to Learn and just to sit there and all of a sudden coming out of





    Secretary DeVos's remarks was the reference to Pima being an

    innovative leader and tying it directly to the Earn to Learn.

         What folks may not realize is Earn to Learn, there is a federal

    bill being drafted that would be taking this model nationally.  So

    this is bigger than just this community here in Tucson, Arizona.

    Pima is at the forefront of what might become a revolutionalized way

    of thinking about financial aid, completely different than what we

    are seeing today.  A big part of this is financial literacy, students

    learning to save as well as having wraparound supports built around

    it.  So thank you for that.

         When I got here, one of the most contentious issues at the time

    was the developmental education piece.  The college had essentially

    walked away from its commitment.  I'm so pleased that we put in place

    a plan led by Dolores, Dr. Duran-Cerda, which ultimately led to the

    hiring of Jeff Thies, so, Jeff, thank you for your leadership working

    with Nina and all the faculty and the staff, to really support this

    -- I mean, this is a huge achievement, the Bellwether.

         I think Taylor reflects that success.  So thank you, thank you,

    thank you.

         That's my report.

         >> MR. DEMION CLINCO:  Thank you very much.  Next we have our

    information items.  Mr. Silvyn, if you could read the items, please.

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.  The information items

    is the list of information that was provided to the board in advance

    of the meeting to assist the board with its understanding of





    activities at the college.

         The items include the November 2019 financial statements.

         Employment information covering hires, appointments, separations,

    and retirements.

         The list of individuals who have been qualified by their

    credentials to teach as adjunct faculty at Pima College.

         New regular faculty hires.

         The plan for adjustments to the course fees for the 2020/'21

    academic year, as well as the list of individuals expected to receive

    regular faculty contracts for the upcoming academic year.

         Finally, the list of individuals who the college expects to

    receive contracts as administrators for the upcoming fiscal year.

         >> MR. DEMION CLINCO:  Thank you very much.  Next we have the

    consent agenda.

         Mr. Silvyn, if you could read the items.

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         The items on the consent agenda for this evening include the

    January 8, 2020 executive session minutes.  The January 8, 2020

    regular meeting minutes.  An agreement with Nagasaki University for a

    reciprocal waiver of student tuition.  In other words, up to eight

    students from Nagasaki University would be allowed to attend Pima

    Community College at their tuition rate, and in exchange, up to eight

    Pima Community College students could attend Nagasaki University at

    the Pima College rates.

         A proposed agreement with seven Arizona community college





    districts, they are listed in the board materials, and Prescott

    College to form a consortium for the purpose of purchasing Adobe

    software products and licenses, the total value of the combined

    software purchase, that's for all of the colleges that would be

    participating, from the period of March 1, 2020, through February 28,

    2023, so over a three-year period, is expected not to exceed

    $823,538.

         The next item is the specific proposed agreement between Pima

    College and the vendor of the Adobe software products over the same

    three-year period, the Pima College portion of the purchases is not

    to exceed $335,975.

         Next item is a proposed agreement with Kittle Construction

    Company not to exceed $638,678 for the relocation and renovation of

    modular buildings to be used at West Campus during our capital

    improvement process there.

         And finally, we have a proposed amendment to the ground lease

    with the Tucson Airport Authority.  This would expand the amount of

    land we are leasing at the airport from a little over six acres to

    just over 12 acres for a one-time lump-sum payment $67,000.  That

    would recover the remaining 10 years of the current lease agreement

    with the Tucson Airport Authority with -- we currently have, the

    total span of the lease was 30 years.  We are in the last 10 years

    with the expectation then we would renegotiate the lease towards the

    close of the next 10-year period.

         >> MR. MARK HANNA:  Yes.  I would like to pull item 4.6, the





    Kittle Design & Construction, recollection of modular buildings at

    the West Campus from the consent agenda.  Just based on the dollar

    amount of the contract, I think it's an item that should be an action

    item rather than a consent item.

         >> MR. DEMION CLINCO:  Okay.  Anything else?

         >> MS. MARIA GARCIA:  I would like to pull 4.3.  I'd like some

    better explanation on that one.  I did read it, but I still need more

    information.

         >> MR. DEMION CLINCO:  Okay.  So do I have a motion to approve

    the consent agenda without 4.3 and 4.6?

         >> DR. MEREDITH HAY:  So moved.

         >> MS. MARIA GARCIA:  Second.

         >> MR. DEMION CLINCO:  All in favor of the motion, signify by

    saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Opposed?

         Hearing none, the motion carries unanimously.

         4.3.  Chancellor Lambert?

         >> DR. LEE LAMBERT:  Ricardo?

         >> MR. DEMION CLINCO:  Mr. Silvyn, if you could read the

    recommendation.

         >> MR. JEFF SILVYN:  The chancellor recommends that the Governing

    Board authorize the chancellor or designee to approve tuition waivers

    for up to eight students from Nagasaki University of Foreign Studies

    to study at Pima College for three academic year periods.





         Similarly, Pima College students will receive a tuition waiver

    from Nagasaki University to study at that institution.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?

         >> DR. MEREDITH HAY:  So moved.

         >> MR. MARK HANNA:  Second.

         >> MR. DEMION CLINCO:  Now we will have a discussion.

         Chancellor Lambert?

         >> DR. LEE LAMBERT:  I asked Ricardo to come up and provide a

    little more context for this and answer any questions you might have.

         >> SPEAKER:  Sure.  This is what in international education we

    call an even exchange.  In other words, be it means that basically

    what we are giving is equivalent to what we are receiving.

         In this particular case, actually, we are in a better position

    because their tuition is more expensive than ours.  So in general

    terms, that is a description.  And the objective is that our students

    get exposed to language learning, but of course also the cultural

    element where they will be immersed in the cultural experience.

         >> MS. MARIA GARCIA:  So is it an exchange of one per one?  Like

    eight students are going to come down here.  Eight students are going

    to down there.  And also a three-year term?

         >> SPEAKER:  It might not be that we have the exact number going

    and the exact number coming the same year.  But the whole idea is

    that we have those equal numbers at the end of the period.

         And Daisy has been in touch with the director specifically.  I





    don't know if you would have some more to add to that?  It's a really

    good agreement, by the way.

         >> SPEAKER:  Good evening.  So I am the associate director for

    global engagement, and I have been working very closely with Nagasaki

    University of Foreign Studies.

         We are just requesting the board and Chancellor Lambert to

    consider up to eight students within a three-year period.  It may

    vary from year to year.

         So if Nagasaki University of Foreign Studies sends two students

    to Pima for the fall semester, Pima isn't necessarily going to send

    two back.  We are going to assess the interest, and so it might be

    three one year but not to exceed eight students within a three-year

    period.

         >> SPEAKER:  Let me just add Nagasaki, by the way, is a wonderful

    experience for students.  It's been designated as a city of peace by

    UNESCO, and they have a whole cultural development in the city around

    that theme.

         I mean, the monuments, the universities, the organizations that

    come to that city for that experience is pretty outstanding.

         So for our students, that would be a fantastic, fantastic

    experience.

         >> MS. MARIA GARCIA:  I guess my one request would be that you

    would consider putting or adding a disadvantaged student into that

    group for whatever you're going to --

         >> SPEAKER:  That is our priority.





         >> MS. MARIA GARCIA:  Okay.

         >> SPEAKER:  Just so you know, we have had close to 100 Pima

    students study abroad and participate in programs such as this, and

    70% of our student representatives are from underrepresented

    communities and 53% have identified as Latino.

         >> MS. MARIA GARCIA:  Thank you.

         >> SPEAKER:  And to put it in context, at a national level, the

    rate of participation and study abroad of Latinos, to use the same

    number, it is only 8.8%.  So we are doing 53%.  Right?

         >> MR. DEMION CLINCO:  Any other questions?

         Hearing none, all in favor of the motion signify by saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Any opposed?

         Hearing none, the motion passes unanimously.

         4.6.  The contract with Kittle Design & Construction.

         If you could please read the recommendation.

         >> MR. JEFF SILVYN:  The chancellor recommends the Governing

    Board authorize the chancellor or designee to execute a contract with

    Kittle Design & Construction for the relocation of modular buildings

    to West Campus.  Total cost for the agreement are not expected to

    exceed $638,678.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?

         >> DR. MEREDITH HAY:  So moved.

         (Second off microphone.)





         >> MR. DEMION CLINCO:  Mr. Hanna, how in depth would you like the

    discussion on this item?

         >> MR. MARK HANNA:  I want to see the plans.  (Laughter.)

         No, so just tell me what we're doing.  Why are we moving these

    modular classrooms?

         >> SPEAKER:  So I can speak to that.

         >> DR. LEE LAMBERT:  First, can you say why Bill is not here

    tonight?  Bill would normally be here, and he's asked his team to

    come and answer any questions.

         >> SPEAKER:  Yeah, Bill is at a conference.  I'm Joyce Jaden.

    This is the project manager, Troy Davis.

         >> SPEAKER:  To answer your question, Marana School District

    donated six buildings actually in two parts.  So the first two

    buildings were sent to Downtown Campus.  The six remaining buildings

    we earmarked go to West Campus for us to utilize during the

    reconstruction and any projects going on there to help relocate

    students during that activity.

         >> MR. MARK HANNA:  $600,000 sounds a lot for a modular building.

         >> SPEAKER:  So it does include the plans, it includes

    transporting them from where they are to where they are going.  It

    includes looking, locating all the utility connections before they

    set it in place.  Excavating and doing the groundwork where it's

    going to be placed.  The sidewalk leading up to the building.

         >> SPEAKER:  It's quite an endeavor.  They are actually going to

    have to -- they are actually set in the ground currently.  They'll





    have to use a crane, remove them out of the ground.

         We have to remediate the spot they were in as per the contract

    with Marana.  Transport them.  They are going to actually set them in

    the ground so that it's ADA accessible.  They are not going to be

    raised.

         It's quite a project.

         >> MS. MARIA GARCIA:  So was a cost comparison made with a new

    modular building as opposed to redoing them and moving them?

         >> SPEAKER:  It's approximately 6,000 square feet.  I don't know

    that we made any proposals with the new buildings.  We basically

    looked at what we could do with the ones that were donated.

         >> SPEAKER:  And Kittle is the qualified contractor for the City

    of Tucson job contract, and we took advantage of that effort for this

    purchase order.

         >> DR. LEE LAMBERT:  One of the challenges is there is a lot of

    construction work happening throughout the state, and so getting

    access to modular facilities is very difficult at this time.

         So when Marana was so generous, but the tradeoff was there is a

    lot of work that has to be done to bring it up to speed.  If we were

    waiting to try to acquire new, we might still be waiting.  That was

    part of the concern that we had to wait out.

         >> MR. DEMION CLINCO:  Any additional questions?

         Hearing none, all in favor of the proposal signify by saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Opposed?





         Hearing none, the motion passes unanimously.

         Next we have our regular action items, 5.1, discussion and

    possible approval of a revised chancellor employment contract.

         After our executive session, I'm going to make a motion that the

    Board of Governors authorize the board chair and vice chair to

    execute an employment contract with Lee Lambert to serve as

    chancellor based on the provisions of the current employment contract

    and the following terms.  The term of the agreement is five years

    beginning today.  The base salary shall be the same as is currently

    in effect.  The automobile allowance will be increased to $2,000 per

    month.  The deferred compensation to be increased to $60,000 per

    year.  The chancellor to accrue 47 days of annual leave per year.

    And that legal counsel is directed to prepare the employment

    agreement in accordance with these terms.

         Is there a second to this motion?

         >> DR. MEREDITH HAY:  Second.

         >> MR. DEMION CLINCO:  Any discussion?

         Hearing none, all in favor of the motion signify by saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Opposed?

         Hearing none, the motion passes unanimously.

         >> DR. LEE LAMBERT:  Thank you.

         >> MR. DEMION CLINCO:  We're glad you're staying aboard.

         >> DR. LEE LAMBERT:  Yes.  Thank you.

         >> MR. DEMION CLINCO:  5.2, our board policy changes, final





    reading.

         Mr. Silvyn, if you could read the recommendation.

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         This is the final reading of proposed changes to board policy

    2.02, hiring and assignment of personnel.  The chancellor recommends

    that the Governing Board approve the recommended changes to BP 2.02.

         Just to summarize, this really has to do with the type of

    information that will be included by the HR department in subsequent

    board reports regarding hiring information.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?

         >> MR. MARK HANNA:  So moved.

         >> DR. MEREDITH HAY:  Second.

         >> MR. DEMION CLINCO:  Discussion?  Any comments or discussion

    about the item?

         Hearing none, all in favor of the motion signify by saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Anyone opposed?

         Hearing none, the motion passes unanimously.

         Finally, 5.3, contract with Stamats.

         Mr. Silvyn, if you could please read the recommendation.

         >> MR. JEFF SILVYN:  Thank you, Mr. Chair.

         The chancellor recommends the Governing Board the chancellor or

    designee to exercise the option to extend the contract with Stamats,

    Inc., for an additional year for continued rollout of the Keep





    Striving brand and to exercise the remaining extension options at the

    discretion of the chancellor.

         Total costs for the potential for one-year renewal agreements

    through March 1, 2023, are not expected to exceed $1 million.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?

         >> DR. MEREDITH HAY:  So moved.

         >> MR. DEMION CLINCO:  Is there a second?

         >> MR. MARK HANNA:  Second.

         >> MR. DEMION CLINCO:  Discussion?  Chancellor Lambert?

         >> DR. LEE LAMBERT:  I have asked Lisa to come up and provide

    some context and answer any questions you might have.

         >> LISA BRODSKY:  Essentially, as you know, that Stamats was the

    company we hired to do our rebranding and our website development.

         They also have a very powerful marketing arm.  So we asked them

    to take on the rebranding and do a marketing campaign around

    PimaOnline using the one-time money.  What we want to do with this

    contract, because we have remaining years on it, is simply to give us

    the capacity to use them again if we so choose.

         We may not.  We may do this one-time project with PimaOnline and

    not use them again, but knowing how much firepower they have and how

    good they are, we thought we'd be remiss in not getting us that

    capacity.

         >> MR. DEMION CLINCO:  Any questions?

         We look forward to seeing the website and PimaOnline the end of





    March.

         >> LISA BRODSKY:  Me too.

         >> MR. DEMION CLINCO:  All in favor of the motion, signify by

    saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  All opposed?

         Hearing none, the motion passes unanimously.

         Is there a request for any future agenda items at this time?

         Hearing none, we are adjourned.

         (Adjournment.)





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