********************************************* DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT AND MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* March 11, 2020 Governing Board. >> MR. DEMION CLINCO: I'd like to call to order the Wednesday, March 11, 2020 regular Governing Board meeting at 5:30 p.m. sharp. We're going to start with the Pledge of Allegiance, which is going to be led by Board Member Hanna. (Pledge of Allegiance.) >> MR. DEMION CLINCO: Next item on our agenda is our roll call. Mr. Silvyn? >> MR. JEFF SILVYN: 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: Thank you very much. Next we have our public call to the audience and call to comment. The first public comment is from Marcy Euler from our Foundation. >> SPEAKER: Good evening, Chairman Clinco, members of the board, Chancellor Lambert, guests, colleagues. I'm here briefly to make sure that all of you are aware that we are planning a 50th anniversary gala for Pima Community College, celebrating all of the wonderful things that Pima has contributed to the community in the past and all that it will continue to do in the future. I hope that many of you got gold envelopes in the mail. If you haven't seen them yet, they should be in your mailbox very shortly. We have at the back and in the hallway postcards for those of you who maybe did not receive those. And also sponsorship brochures. The gala is currently scheduled for Thursday, April 9, at La Paloma Resort. Given the current environment, we are moving forward with caution and concern for all of those who may be interested in attending. We are about half sold out. We have about 900-some-odd seats available. Half of those have been sold already through sponsorships, tables, tickets. Should we need to postpone the event to move to a later date, we are working on that plan B with the resort and the chancellor's calendar, sponsors, other folks that have already committed, so that we are keeping the best interests of all of those who might attend in mind. It is a fundraising event, so we are very cognizant of the fact we do want the room full, and we want people there to be able to hear about all of the great things that have happened in the past and will happen in the future. So with that -- Lisa Brodsky is on the committee, Greg Wilson is on the committee, Edgar Soto if he is here -- is Edgar here? No? They are all on the committee with us, as is Steve Higginbotham. If you have questions, any of us are happy to answer those for you. If anyone has any questions, I'm happy to take them right now. >> MR. DEMION CLINCO: Any questions from the board? Okay. Thank you very much. >> SPEAKER: I look forward to seeing many of you on April 9. We will keep the best interests of the entire community at heart. Thank you. >> MR. DEMION CLINCO: I'm going to just again read our public comment policy pretty quickly before we call the next public comment. The Pima Community College Governing Board welcomes public comment on issues within the jurisdiction of the college. Generally the total time for public comment will be limited to 45 minutes, and comments will be limited to 3 minutes per individual. These time limits may be modified by the board or board chair. Individuals sharing comments are expected to communicate with decorum and respect. Individuals who engage in disorderly conduct or use divisive or insulting language may have their time reduced or concluded by the board chair. At the conclusion of public comment, individual board members may respond to criticism made by those who addressed the board, may ask staff to review a matter, or ask that a matter be put on a future agenda. Members of the board, however, may not discuss or take legal action on matters raised during the public comment unless matters are properly noticed for discussion and legal action. Finally, be advised that internal college processes are available to students and employees for communication. Next, Hector Acosta? >> SPEAKER: Chairman Clinco, board members, Chancellor Lambert, Pima family, friends, and guests. I would like to take this opportunity to present a plaque to you and inform you that Pima Community College has once again been recognized by the Arizona Department of Veterans Services for being an outstanding veteran-supportive employer. On March 3rd I had the opportunity to attend the Arizona Department of Veterans Services' annual veterans employer recognition breakfast. The breakfast recognizes community agencies that make the extra effort to support veterans and their families. Much to my surprise, the college was recognized by the department for its ongoing efforts to support, assist, and provide services to our veterans, our service members, and their dependents both within the college and within the community. I want to again give a very sincere thanks to the board, the chancellor, the college leadership, the entire college family for always being ready to support, assist, and provide the needed services for our veterans, service members, and their dependents. So thank you very much on behalf of all of our veterans here. With that, I'm going to give this to the chancellor. (Applause.) >> MR. DEMION CLINCO: Next we have Kimlisa Salazar Duchicela. >> KIMLISA DUCHICELA: Board, Chancellor. Some of you may know me still. I think, Lee, you definitely know me. Mark, you might remember me from my time as the Board of Governors rep, and I know Jeff has had to put up with me some. I am the person who initiated PimaOnline. From the very beginning, I fought for it. I brought it forward. I drove it. I would say that PimaOnline is arguably one of the if not "the" most successful programs at Pima at this time. It is innovative. It was built to be flexible. It is an amazing campus, and I use the word "campus" on purpose, because if I remember correctly, PimaOnline now has 30% of the enrollment at this college. And it's still growing. But that growth is slowing. When we originally built PimaOnline, we built it to be flexible. We built it to be innovative. We built it to be a Ford Cobra. It feels lately as if we are being forced to drive up and down speedway at 35 miles an hour. I say that because we are not the traditional classroom. Some of the things that are coming forward, the scheduling, the canceling of classes, that shouldn't just be applied to PimaOnline the way it is applied to other areas. PimaOnline has been successful because we have been given the freedom to innovate. I value that. We are being given a lot of new programs. There are some wonderful things that the college wants to do, and I know PimaOnline supports that, like cyber security. But building an entire program with what we have as assets right now with our CLT, with our staff makes it very difficult for other things to continue. So if you take everything and you focus it on one or two things, all the other good things that we built get kind of pushed to the side, and that's not a good thing. You know, my abuelita, I'm from New Mexico, and she was born in the wrong time. She wasn't an economist, she was a farmer, and she taught me one thing, and that is you do not kill the cash cow, you don't starve your cash cow, you don't kill the chickens that lay eggs. If we, as an institution, don't realize the value of PimaOnline and start putting money into it and augmenting so that we can create these new programs so that we can do these things and maintain what we already have, then we're going to lose something. We're going to lose something that works, and that would be a shame. So because of the successful work of so many department heads and faculty and staff and our wonderful administrators at PimaOnline, we have been successful. Please don't take that away from us and throw us just into the mix with everything else because we are different. I say that not because I'm standing here as a representative of PimaOnline, but I'm the mom of PimaOnline, and you guys, you're kind of messing with my child. So I had to come up here and say this. And I thank you for your time. >> MR. DEMION CLINCO: Thank you very much. Chancellor Lambert, perhaps we could, our next meeting, get an update sort of on what, the issues that are occurring with PimaOnline and some strategies around what our sort of longer-term investment looks like in the program. Thank you for bringing this to our attention. Next, Matej? >> MATEJ BOGUSZAK: Good evening, board members, Chancellor Lambert, colleagues, guests. Hello, everybody, again. Give me a second to get situated here. You know, I usually come here to report on faculty concerns. Not always happy news. I'm the squeaky wheel. But tonight is different. It really is. And it is not because everything is going great. I wish it was. It isn't, as the survey I shared with you shows. You should ask to see the results of the CESS survey administered last fall. The results, my understanding was we were going to be ready in January, and now somebody is sitting on it for a few more months, it sounds like. So maybe you want to ask. Tonight is different because PCCEA has never been so concerned about the future of this college. In December the chancellor told you but hasn't really told anybody else that we should consider dismantling the faculty profession at Pima effectively on a large scale so that it "allows us to look differently at our cost structure," and we all know what that means, right? He suggested that maybe students don't really need to have real professors they can build a relationship with. How about we just convert them to instructional designers who create or purchase curriculum, teaching assistants who deliver that canned content, and graders, box checkers administering standardized tests. It works at for-profit and online colleges, why not for us? Never mind the abysmal success rates, job placement rates, dumbed down, soulless, curriculum, achieve student experience. I cannot help but question the judgment of a leader who thinks we, a public community college, should be even considering something like this. Lee, I know you have back-pedaled a little bit since then and said this is is not really what you had in mind since faculty started asking questions. Now you say we really just want to re-examine the types of instructors we have, adjunct, full time, staff instructors, various leadership roles, how much they get paid, being more consistent and competitive, and that makes total sense, right? So we're kind of a bit of a mess, and change is hard, we'll be scared, but the faculty would get behind if it's something that's well-thought-out and we're at the table. But here's how this is going to down right now and how we're starting, how this administration is starting this historic upheaval that would radically change and I think seriously degrade our jobs, our pay and working conditions and potentially academic freedom, who knows, and most importantly, though, our student experience here ultimately. Classic case to start planning early, right? Get broad input from all the stakeholders, involve Faculty Senate and board policy 1.25 to work through the AERC, that old employee representative council. Recall that we have the AERC because the chancellor did not want to meet and confer with only elected employee representative groups. He did not want the board to be involved in the process. And it was all going to work great. Well, this is what happened so far. The vice chancellor of academic excellence -- sorry, Morgan, I know these titles get longer and more pompous every year, he gave faculty barely four days to apply for a small hand-picked team so they could work 25% more, so that's more than an extra class, typical class, with no extra pay. He specifically did not want the AERC involved and essentially threatens that if we don't like the process, the administration could do whatever it wants, and we've heard threats like this before. You might hear a sad attempt to try to justify excluding us per board policy 2.02, which is nonsense that we don't have time to get into now, but feel free to contact me to walk you through that. Are you really saying that if policy doesn't require faculty input on a huge issue like this that you don't want it, right? The last time that the vice chancellor led a team to design of the new faculty leadership structure and didn't want PCCEA input and started it off on a separate group, we now have a FTSE model that we pointed out would not be working very well, and now there are critical roles that are being underfunded under that model. This was also, this team is supposed to inform the imminent classification and compensation study that is coming to you as an approval very soon, and it will be making recommendations on salaries for all of us, all employees, faculty, everybody. We knew this was coming for years, right? And now we have two months left to all of a sudden there is an emergency to start some little hand-picked committee to influence this study. I can only conclude that either this is, you know, incompetence which we have seen before or that the chancellor doesn't really want true genuine input on this momentous issue. Recall that about 70% of faculty, as I showed you on the survey, say they do not have meaningful input into college-wide decisions, a statistic that has ballooned under the chancellor's leadership. The biggest and brightest I'm talking to are looking for the exits, and I will join them in a heartbeat if any of this comes to pass. After being fairly recalcitrant in Faculty Senate on Friday, the vice chancellor sent a slightly more conciliatory message just today, a few hours ago, indicating the process would involve consultation and input with various, a lot of constituencies, including the AERC. That is not enough. The words are not enough at this point. We need actions. Unfortunately there is not much trust left after what we have been through, what the counselors have been through just recently. Latest I heard they are attempting to pay them 11 months for 12 months or something like that. HR is looking into it. So PCCEA asks, formally asks tonight that the board direct the chancellor tonight to respect the process we have for making institutional change of this magnitude and request that the AERC and true faculty representatives, not some hand-picked group, be an integral part of the process from the start, not later on, you know, kind of giving some kind of feedback. PCCEA also formally invites each of you to meet with us. I will send you some invitations. I know there is some unspoken policy you're not supposed to meet with your constituents, I never understood that, but I invite you all to meet with us so we can share some more information and share some additional concerns. Demion, Lee, I know there are a lot of positive developments at Pima. I would much rather be talking about those here, as well. We are off probation, we are innovating, we're getting awards, good press, you get invited to conferences and galas. This is actually another opportunity for us to continue this kind of positive development and actually accomplish something big and show others how it can be done. But if we do not change course right now, I guarantee you this will lead to more bad news for all of us, for the college and all of us here. And a lot more of us from the faculty and the Tucson community will be here in three weeks if we don't change course. You know, you haven't sat down with us in almost a year, and I haven't seen you at Faculty Senate for a long time, either. I think it is time. Let's do it this month. Let's sit down and see what we can figure out. But I ask you that we be part of this process now and from the beginning. Thank you for your time, everybody. I know we are way over time. >> MR. DEMION CLINCO: Thank you. >> MR. MARK HANNA: Thank you, Matej. Yes, I would ask the chancellor to review this entire situation and report to the board specifically and perhaps make that meeting happen with the faculty. I would also, if this comes under the purview of the HR committee, which it may or may not, that we actually take a look at it in that committee, as well, the board, HR committee, where we can get input from other community members and professionals who may have dealt with some of these same issues. I would make that recommendation, as well. >> MS. MARIA GARCIA: I would like to ask that a day be set within the next two weeks to meet. >> MR. DEMION CLINCO: Are you asking for this entire board to meet like in terms of a study session, or are you asking the chancellor? >> MS. MARIA GARCIA: The chancellor to meet -- >> MR. DEMION CLINCO: Meet with them in two weeks and then report back to us. Okay. Thank you, Lee. >> MS. MARIA GARCIA: I guess in addition I want to make sure that we have representatives from the group, from Matej's group. >> MR. DEMION CLINCO: Okay. We'll look forward to hearing back, and thank you for bringing this to our attention. Eric Aldrich? >> SPEAKER: Good evening, friends. It's nice to be here with you tonight. I'm actually talking in support of basically what Matej said. I'm a department head on the Downtown Campus of writing, and so I deal with a lot of faculty. I deal with my colleagues, and as a department head, I have passed through one of these restructuring scenarios. I was previously a department chair. By moving to the department head model, what we had was a restructuring of how we are compensated. We are compensated by FTSE. It doesn't really work that great, but it keeps the college kind of moving forward, so we've kind of let it fly. Then we get an e-mail recently that Dr. Phillips is going to head this committee, the one that Matej talked about, looking at all of our roles and thinking about how the college is organized and how the college structure works. So I'm here tonight to make two points. As a faculty member who works with many full- and part-time faculty, we feel that the college is very disorganized. We have a very hard time telling you who is responsible for what. We have difficulty saying whose title is what. If we need something, we don't know who to go to. I have actually gone around and asked many of my colleagues, can you name an administrator, tell me their title and their job, other than the chancellor, the provost, and your direct supervisor. I have, as of yet, to have anyone really succeed at doing that. Sometimes confusion comes out of it. One of the results is that I'm noticing that my colleagues are becoming somewhat depressed. We are becoming, feeling somewhat a level of despair because we don't feel like we have a level of involvement in these decision-making processes. I'm not saying anyone is doing anything on purpose or anyone is trying to do anything bad to us or there is any malintent. But when we have something that's so big like looking at all of our job roles and we get an e-mail from Morgan that says only four people can be on this, we know three dozen people offered to give up ten hours of their time a week, ten hours of our time a week, to be on this committee, and one or two hand-selected faculty members, full-time faculty members are going to be represented on this committee? And then we're going to rush this into a couple of months to beat this compensation study? Again, I don't think there's any malintent. We all want what's best for the college. I work with these folks all the time. I have good feelings about the vast majority of them. But in this situation, I feel like we are walking into a scenario where we're just not going to be able to work together anymore. 70% of faculty feel that we don't have enough representation in decision-making. When you have 70%, we have Ph.D.s and Master's degrees, friends. We are not people who just are working a regular job. We have a long history of education and experience. This means that we have something to offer. If we feel like what we have to offer is overlooked, you know, we feel really sad. This trickles down to our students. This trickles down to our students. If I stand in my classroom and I'm teaching and having a wonderful time and looking at all my students and they are learning and we are talking and everything is going great, and I think to myself, well, maybe in a year time I'll actually be supposed to be teaching some kind of canned curriculum that we bought from Pearson that someone else is going to grade. That really kind of breaks my heart. I guess I'm offering you sort of a pathetic sort of explanation of how we feel. I would say you might want to look into how faculty feel at the college. We don't feel like we are valued based on our opinions, and we don't feel like the things that are happening around us represent what we think is in the best interest of our students. So I thank you for that, for your time. >> MR. DEMION CLINCO: Thank you very much. (Applause.) >> MR. DEMION CLINCO: Aaron Espinoza. >> SPEAKER: Good evening, board. My name is Aaron Espinoza, currently a sophomore on the Pima track and field team. I didn't know where I was going to continue my education after I mind high school. I come from Sunnyside. It's not known for the best reputation for having students continue on their education, but thanks to the lovely sport of running and my high school coach, I was able to reach out to Greg Wenneborg, the individual who decided to take a chance on me and help me develop not only as a student but as an athlete. I had a rough time my first year at Pima getting used to the transition to college. It wasn't easy getting used to the new classrooms and the new environment, the new workload, but thanks to Wenneborg's words and encouragement, he was able to help me get focused on both my athletic and academic studies. He always emphasized putting our studies first before our training. That's something a lot of college coaches don't do. Thanks to that, I was able to get an offer from a school out in Kansas to continue both my athletic and academic careers after I finish Pima and I graduate in the upcoming spring. If it wasn't because of him, I never would have had the opportunity to continue both my studies and my athletic career. This is something that's very important to me, because I come from a first-generation Hispanic household. None of my family members have gone past high school. So me being here at Pima right now is something important to them. It's important to myself. It's important to my little brother. He's a big inspiration for me. He always strives to do better than me, which is something that I have kind of drilled into him, because I want him to do better than I have. The termination of Greg Wenneborg definitely was a tough pill to swallow. I was at a loss for words, didn't know what to think or to say. I didn't know where my season was going to go. It was difficult for not only myself but the whole track team, because our indoor season was cut and we weren't able to compete, which makes it a lot difficult for athletes trying to continue after Pima. He taught me so much that I have admiration for him. He's an individual who has taught me so much about myself, taught me so much about this wonderful sport, and taught me how to succeed after I finish my education. It was tough because we weren't even able to have a proper good-bye. Finding someone that goes out of his way to ensure the success of every individual that he teaches and that he coaches is hard to find this day and age. Thank you. >> MR. DEMION CLINCO: Thank you. Thank you, Aaron. I want to say that we really appreciate you coming to the board and sharing your views. I do want to iterate that personnel matters are often and understandably produce strong emotional responses, and one challenge in these situations is that we are bound under our HR policies not to share or disclose details to the public to protect the interests with everybody involved. I do want to share some steps that in the process that we follow for all significant personnel decisions. The decisions include input and review by more than one person. The individual involved has more than one opportunity to share their side of the story and any information they feel is pertinent to the situation. And the college makes every effort to look for options that consider the interests of the college and the individual. And these steps have been followed. I know there are a number of people here to speak on this matter tonight, and we're not going to have time to get through all of the cards, but we will move through as many as we can in the next 25 minutes, so if everybody could just not repeat the same information but maybe provide new or unique perspectives. I really appreciate you coming, each and every one of you, and we really appreciate that you value the community so much that you would come tonight and speak out. So thank you. >> SPEAKER: Thank you. >> MR. DEMION CLINCO: Iriana Sanchez. >> SPEAKER: Hi. Thank you for taking time to listen to us. My name is Iriana V. I'm the girls distance captain. Still sometimes that's a weird thing for me to say. A year ago when I first joined cross country with Greg, I was far from captain material. I was negative in my mindset and attitude when it came to running, especially distance. There were days when I wanted to quit during workouts and where I'd want to quit even the team. My excuse was always that in high school I was a sprinter and that I still felt like one, but Coach Greg realized that the real issue was not that I felt like a sprinter but that I didn't believe in myself. He was right. I didn't. But he would constantly remind me that I did have talent, I just had to get out of my own head and fight for it. All it took was for my coach to believe in me and for me to believe in myself. In my first season with Coach Greg, I PR'd by over a minute in 5K, which is a huge deal, not easy to come by, and after that moment I realized I was not a sprinter. I was a distance runner. And he made me see that. He inspired me and pushed me to run my best and mentally feel my best. I only wish that I could spend my last season here at Pima and being pushed past greatness by the greatest coach I have ever had. I just want to say thank you to Greg for believing in me and in all of us. Thank you. (Applause.) >> MR. DEMION CLINCO: Thank you. Rainbow Haas. >> SPEAKER: Thank you for listening. Greg Wenneborg is more than just a coach to me. He's a mentor. He's helped me become a better person and a better athlete. He taught me that hard work does pay off. The majority of my good races in the last year would not have been possible without Wenneborg as my coach. I owe my successes at Pima to him. When I first started running at Pima, it was not for money. It was not because I had a passion for running. I joined the team to simply pass time and meet new people. Over time, Greg led me in the direction to become a better runner and taught me that running is more than just a pastime. It's my passion. He believed I had the ability to improve. His faith in me gave me confidence that I have never had towards running. He took a chance on me. He had faith in me. Greg Wenneborg is and will always be the best coach I will ever have. Thank you. >> MR. DEMION CLINCO: Thank you. (Applause.) >> MR. DEMION CLINCO: Joseph C. >> SPEAKER: Chancellor Lambert, members of the Pima Community College board. Thank you for allowing me to come before you tonight and tell you something you already know. Greg Wenneborg has been an outstanding track coach and representative of this college for the past 15 years. In that time, he's produced numerous national champions, continual top 10 finishes at the national level by both men's and women's teams. Has led countless regional championship teams, but most importantly has been a role model for all of his athletes. He gives the chances to local student athletes who otherwise may not have the opportunity to attend school. His role as track coach truly expands beyond the norm to include Greg tutoring athletes on their homework assignments when they are stuck. This has led many of the athletes to become national scholars while representing the athletic program. What you don't know about Greg is what he does off the track for the Pima program, his family, and his friends. I first got to know Greg in 2006 when he recruited me my senior year of high school. I was running in local weekend races and saw Greg at the start and finish line of those races. At the time I didn't know that he was the event director at these meets, and after signing with Pima I started volunteering with Greg to help put on these fundraiser races. I soon learned just how hard he worked to raise the extra money for Pima cross country and track programs. Besides all of the planning and logistics leading up to race day, Greg would be up at the site at 3:00 a.m. marking the courses, laying out barricades, making sure pancakes were on the griddle and corralling upwards of a thousand participants. While working with a shoestring budget that Pima gave him, I estimate that during his 15 years as coach, he has raised over $80,000 that has directly been donated back to the Pima programs used for shirts, shoes, travel expenses. Show me a football coach or athletic director who can do that. Between working these early morning races on his spare days and regularly coaching throughout the week and the afternoons, Greg spends his time with his family and guards that as sacred. He absolutely adores his children, loves them, takes them on vacations to the beach and to the summer running camps. His family is a fixture at cross country meets. His friendship is invaluable to me, and I have been very fortunate to be brought into his family. I truly value Greg's advice as I do my own father's. Greg's answered my phone calls at midnight, helping me work through problems, has taken me out to dinner on frustrating days. He was the first friend to come and see my newborn son. I graduated from Pima in 2009, and I'm truly grateful for my time there. The classes I took literally changed the direction of my life and I remain in contact with some of the teachers. At the same time, being able to run cross country and track taught me patience, perseverance, and humility, and that stemmed from Greg's leadership. I was so proud to receive my first team-issued shirt and jersey and I wore it with pride. I hope you are all aware of the vague, misspelled error-riddled, and inane allegations brought against Greg. The way Pima has treated him over the past couple of months has truly shown the community college's character. I'm truly ashamed to call myself an Aztec. >> MR. DEMION CLINCO: Tim Bentley. >> SPEAKER: Good evening, and thank you for your time, chancellor and the board. My name is Tim Bentley. I'm the marketing, advertising, and wellness manager at Tucson Medical Center. I want to give you some insight into Greg Wenneborg that I know both personally and professionally. I have known Greg Wenneborg for 35 years. Greg and I competed against each other in high school and college, if you can believe that, some time ago. But he's much, much more than just a coach at Pima Community College. He's a leader and a role model in our community. We served on the Southern Arizona Roadrunner's board of directors for 15 years together. In my time as president there, Greg was instrumental in developing important community programs and implementing financial governance of one of the largest running communities, one of the largest nonprofit running organizations in the country. He helped with Fit Kids, which is a free one-mile race that more than 6,000 children have participated in free of cost. It has developed a lifetime and a love of running for these kids that wouldn't have had an opportunity to run or to be exposed to health and wellness. He was instrumental in providing financial sustainability to an organization that had none at the time, helping us develop an opportunity for ongoing revenue that ensures the viability of this organization for years to come, the Southern Arizona Roadrunners. He's a huge advocate of community development. He champions athletes of all levels and all abilities. I was also at one time the head coach of the St. Augustine Catholic High School Running Wolves. Greg recruited our kids -- we relentlessly. We were pretty good. He recruited our kids relentlessly, and they represented a huge cross-section of this community. Many of my kids that ran for me ran for Greg. Not only did I trust him, but those same parents trusted Greg with the safety and the personal and professional development of their children. I have worked with Greg on races in town. You heard Joe talk about raising money. I have hired Greg to time my races. I have worked with Greg to develop races that raise money for Pima Community College. I had no idea it was $80,000 back directly to your program. He's a leader in our running community. He's qualified for the Olympics four times. Did you know that? I mean, he's a role model in our community. Not only as an outstanding runner but as a community leader. He's an eighth grade teacher. The coolest thing that's ever happened to me is kids come up and say I know Mr. Wenneborg. He was my math teacher at Flowing Wells Junior High. He's awesome. They never say he's a great coach. They say he's a great math teacher. He has an impact on kids in our community, and I -- I'm beside myself with this. So all these things he's done honorably, he's done it with dedication, and an intention to be great with everything he does. It's regrettable to me and the people in my communities that this has happened. At best, it seems like an unfair and perhaps something that could be managed with a work plan. You talk about HR and personnel matters. This seems like something that could have been taken care of with a work plan. At worst it feels like it's an effort to remove a popular coach at Pima Community College who is also an employee, to remove him unfairly. I urge the board to reconsider, at least visit in a private meeting, the actions taken against Mr. Wenneborg. Thank you. (Applause.) >> MR. DEMION CLINCO: Anna Clark? >> SPEAKER: Good evening, board. My name is Anna Clark. I'm 25. Little bit of an older student at Pima Community College. I just started. I haven't run cross country and track since high school when I graduated in 2012, so that's about eight years that I haven't been running. My high school coach was an amazing man. He set the standard for what I expect in a coach. I believe there are two ways to get to know someone. One is by knowing them for a long time, a best friend, 10 to 15 years, or by first impressions. I know as we get older we kind of have to rely more on that second one where you judge someone and you see if you want to be their friend or not on that first impression. I want to talk a little bit about my first impression with Greg. So I did an online questionnaire, got an e-mail back from him saying, yeah, we're interested in having you on the team. There was a phone call. We talked about eligibility. I'd just started a new job. He was flexible with me. I wouldn't be able to start practice for two weeks or so. He said, I see potential in you and I will work with you. We also talked about scholarships. I hadn't even thought about that. He offered me a scholarship right away without even knowing anything about me. First practice comes around. He's done this before. He's worked for 15 years for Pima Community College. I went to the office, I got my first Pima swag, my first T-shirt, and I met the coach, other coaches. I met the athletic director. I met the team. Everything that I could want that I had in my high school running team, that family there, Greg was offering me on a silver platter and more. I was ecstatic. Then these allegations happened, and I didn't know why, didn't know what they were, but I just want to talk a little bit briefly about how Greg is, who he is, and I have only known him for one month. I can already tell that he has a passion for what he does. He cares about what he does. He cares about the kids. His day job, I just learned recently, is a math teacher. He's been teaching for double the time, 27 years, at Flowing Wells High School. Teachers and coaches don't do what they do for the money. They do it because they are passionate about what they do. They love what they do. All of you here were educators at one time and you're here because you care about the college. Greg is no different than you. He's dedicated his career to Pima Community College. He's helped coach and mentor hundreds if not thousands of children inside and outside the classroom. The continuation of the termination or forced resignation of Greg Wenneborg is a mistake. The memories not yet made with this family and this team have been taken away from me, and this decision makes me upset and angry. Thank you. (Applause.) >> MR. DEMION CLINCO: Thank you very much. Because we are running out of time, I'm going to ask Juan Miranda to come up and then I will ask Greg Wenneborg to come up, and we will conclude with that. >> SPEAKER: Good afternoon. My name is Juan Miranda, a current student athlete for Pima Community College. I'm here today to speak about my perspective on the termination of Greg Wenneborg. It's been hard to understand that Greg will no longer be with us. When I first heard about the decision, I felt upset and at a loss of motivation to keep running. Before Pima, I had no thought I would be able to run at the next level. Wenneborg gave me a chance that probably no other coach would give me. I struggled my first year running at Pima, but luckily under Greg Wenneborg, I was able to compete at the cross country national championships. Greg has not only helped me develop as an athlete but also as an individual. He helped me develop skills such as leadership. There is no coach that can replace Greg Wenneborg. He has coached for 15 years and has sent multiple runners to the next level. Without Greg, I have no idea what to expect for the outdoor track season. From that being said, is it an ethical decision to get rid of a coach during the season and cancel our only two indoor seasons that we have? Is it ethical to ignore the voices of those that want answers? If you value student athletes, you will look into the termination of Greg Wenneborg. Thank you for your time. (Applause.) >> MR. DEMION CLINCO: Thank you. >> SPEAKER: Good evening, board and Chancellor Lambert. Thank you very much for listening. My name is Greg Wenneborg. I have been the head cross country and track and field coach at Pima College for 15 years. During this time I have coached over a thousand student athletes, as a part-time coach. I have been honored to have this opportunity to have a very successful career of doing this very important work at Pima College. We helped build teamwork, work ethic, sense of community, academic excellence. We have set more than our fair share of school records and have had national champions, Academic All-Americans, the list goes on. My mission has always been to provide as my first priority opportunities to Southern Arizona high school athletes, always. I have worn a Pima Community College T-shirt every day, every Monday, on College Day for 27 years. I have encouraged thousands of students to go to Pima Community College because it's the rout I took in my career. I had more to say, but I finally was listening to Jeffrey Lanuez who has listened to me, and he assures me that future coaching here is not an opportunity, but I would ask that maybe there is some consideration. More importantly than that, I want to thank all of you. Thank you so much. (Directed to audience and people who spoke prior.) Thank you. (Applause.) >> MR. DEMION CLINCO: Thank you. The next item on our agenda is remarks by the Governing Board, and I have no remarks at this time. Dr. Hay? >> DR. MEREDITH HAY: I have no remarks at this time. >> MR. MARK HANNA: Thank you. I just have had the opportunity over the last month -- first of all, let me just thank all the students who spoke and let you know that we value coaches at this institution and our athletic department for what it does, not just on the field but off the field and what it does to help create stronger students and residents and citizens of this community in so many ways. I want you to know that we appreciate you being here. We can't, as Chairman Clinco said, it's impossible for us to discuss personnel issues, but we heard you. We appreciate you taking the time, and we can hear your passion. We very much appreciate that. I just want you to know that. So I had the opportunity to attend a number of events. Really what I thought was an effective Futures Conference. I got to go to the All-Arizona Academic Awards luncheon up in Glendale, Arizona, where we had 15 award winners. Two went on to national recognition. But probably the most important and the most moving thing that I got to attend was the National Honors Society, it was this week, the adult basic education induction, student induction into the Adult Education Honors Society. These were students, 15 students who had overcome amazing, unbelievable adversity to be successful as an adult, come back to school, gain -- some of them were working on their GED, some are almost there, some have done it, to see these folks from all different walks of life be inducted into this honors society, the recognition of how much work they put in to change their lives and the work of our instructors and administrators in our Adult Basic Education Program. So I'm very much appreciative that I was able to see that and congratulations to those students. That's all I have. Thanks. >> MS. MARIA GARCIA: I would like to thank everyone in attendance. Your presence here is greatly appreciated. In February the board members and chancellor and students attended the community college national legislative summit in Washington, DC. We visited the House and Senate to lobby for bills that support higher education, one of them being the Higher Education Act and the Second Pell Grant. I would like to extend my gratitude to Irving Castro, Kevin Romero, the students from Pima College for sharing their personal stories with the House and Senate and how Pima has made a difference in their lives. I was also honored to attend the All-Arizona Academic Awards in Glendale where approximately 15 students were awarded tuition free at any of the universities in Arizona. They worked very hard for that. In closing, I want to congratulate Denise Kingman and her staff for their hard work and on being awarded the distinction of being designated as registered apprentice sponsor, the first college in the state. I apologize for not being able to celebrate and be present at this accomplishment. Thank you. >> MR. LUIS GONZALES: Yes, good afternoon. I just want to welcome everybody for tonight's meeting, but at this time I don't have any reports today. >> MR. DEMION CLINCO: Thank you very much. Next we have our administration reports. First we will begin with enrollment management update by David Arellano. >> DAVID ARELLANO: Good evening, chairperson of the board, board members, Chancellor Lambert, colleagues and guests. I'm excited to give you another update on enrollment management. This time I'm going to be talking about our admissions application reboot, admissions application 2.0. We are going live with our new admissions application March 31st, so at the end of this month. This is part of our continuous improvement process to this student experience, so we have leveraged new technology since 2017 to host our application. This is where we are going to, when we look at this particular piece at this time, we're going to make it student friendly, more intuitive, and just easier to navigate. It's a cleaner, more visual, appealing look for the application. Most importantly it's driven by students, staff, faculty feedback on the admissions process. I'm going to give you a short and very quick demo of the application. If we could -- do we have that, John? What you notice here is the new admissions application matches the branding of the new website and a lot of the great work our marketing department has done already. At this page, this is where students would get their entry port into the application by creating a log-in and a personal account. What they will be greeted with next is our landing page. This is a bit different from our previous landing page. Kind of had a lot of checklists and to-do items. This is clear, intuitive, apply now, go through the process, and start beginning inputting some information. I'm going to go through those particular pieces. When we look at the application, we are really looking five sections, so it's the profile section enrollment question, so what's your enrollment intent, academic history, what are students bringing to the college, whether high school completion or are currently in high school or they have completed coursework at another university or institution or they may have graduated. We are really looking to capture that piece. We are looking at how we can better identify and support our military students and also determine residency. This other information category is really some other demographic and intent information. Here you can see going through it's just really more about the student, their information, who they are. Most importantly I want to show you, as we start typing in a mobile phone number, it's going to give an automatic consent to opt into any text messaging service that we move forward with. We have also included a PCC alert automatic opt-in. They can opt out once they start receiving those alerts. This is a better way to make sure we capture all students and that they are getting the important information in a timely manner for their safety. Moving onwards, we are going to quickly look at some of these enrollment questions, so we need to figure out if a student is degree-seeking or nondegree-seeking. One of the key points I want to point out here is we are capturing if they intend to be full-time or part-time. This really helps identify how we can better serve our student populations with about 67 to 70% of our students being part-time. We can kind of capture that information up front and get better data on how they plan to enroll at the institution. A lot of this program information in terms of program of study is all based on the framework for guided pathways with areas of interest and meta-majors. Next this is the high school section where they are talking about their academic history. This captures first students in progress and completed high school diploma, GED, or home-schooled. Next, this is where our active duty questions come in. Again, it's not only how do we serve our veterans population using GI Bill benefits but how do we serve all veterans who may have served or currently active duty and provide them with the support services and information they need to be successful here at Pima. And then in terms of residency, I talked about this last month, and we moved some questions around and made the readability of these questions much lower at the ninth grade level. I'm going to show you really quickly, instead of presenting eight to ten questions before you can excellent residency, if you answer yes to the first two questions which really determine your intent and your presence here in Arizona, that's going to determine your in-state residency. We will keep assessing this. We will look back and see with the previous application how did we fare in terms of our in-state/out-of-state ration, and keeping in mind they all started at a neutral starting point. We will assess that data now and tweak and continuously improve this process to make sure we are not creating artificial barriers with students correcting their residency status. One thing I want to highlight and I'm really excited about, since 2006 with Proposition 300, all students were driven to a campus to submit documentation to comply with that state statute. Now they have the ability to upload documents at the time of application. Huge improvement, huge convenience for our students. This is that other information piece. Basic information, emergency contact. What's really key here is how can we get better data up front to support our students so we can provide proactive interventions. One is understanding their intent or financial need. That's why we have that financial aid question there. We also have relief coming through the federal and state government for foster youth. We are capturing that up front. That's something that that student population at times struggles to identify with. We want to make it easier for students to get access to those resources, again asking some basic questions here in terms of first gen, language spoken at home, and employment status. Then we move on to some other exciting pieces where I look at in terms of access and disability. Up front, how do we provide accommodations if that's something you need and you don't feel comfortable going to an office and asking for those accommodations. Another key piece is our transfer intent so we can capture early on if a student wants to go to the University of Arizona or any other in-state university, instead of waiting until they enroll in an STU 210 courses, which is in their final semester, so how do we be proactive about working with our U of A partner to increase U of A bridge participation and improve our transfer rates. We can identify them up front at the time of application. And then PLA, prior learning assessment, we have included kind of another door to that benefit where students can come in with prior learning experience, get credit for it, get further ahead in their program, and get them closer to graduation. And before I go and open it up for questions, I quickly want to just acknowledge some of the folks that have participated on the enrollment ERx team. Christi Noyes, Michael Tulino, Mike Burke, David Donderewicz, Jaime Calvao, Virginia Chomiak, Marci Walkingstick, Joi Stirrup, Elvia Bow. This team has had challenges and achievements along this process. This team has stuck together and is really student-driven and making sure the student experience meets our expectations for our students. With that, I will open it up to questions and concerns. >> MR. MARK HANNA: I just want to say thank you, David. You responded to our issues, the issues you have heard outside of this room, and I very much appreciate it. How long does it take to fill out the application? Do you have any clue on that? >> DAVID ARELLANO: It should be under, sub 10 minutes for a student to apply to the college. >> MR. DEMION CLINCO: That's right. Anyone else? Thank you very much for all your hard work on this. We can't wait to see the results. >> MR. MARK HANNA: March 31? >> DAVID ARELLANO: March 31. >> MR. DEMION CLINCO: Before we lose anybody else, I think I want to move up the COVID-19 contingency plan with Tom Davis. I see we are losing more people in the audience. I think the more people who hear about our planning, the better. >> TOM DAVIS: Board Chair Clinco, members of the Governing Board, Chancellor Lambert, fellow employees, friends of Pima. I'm Tom Davis, the chief of staff of the college. It's an honor to be here tonight to briefly outline the planning efforts that we have undergone in regard to the Coronavirus or COVID-19. To give you a bit of background, the chancellor, seeing potentially dangerous and uncertain environment of a COVID-19 outbreak and the need to ensure the college has a plan to best protect our students and employees, tasked me to take over the planning effort to look at scenarios to handle the outbreak, starting with a worst-case scenario: a complete shutdown of the college and then planning for the most likely scenario, which is moving all instruction to an online or virtual environment. The basic premise of our planning effort is do minimum harm for our students while balancing their as well as our employees' safety and security. Additionally we need to be as flexible as possible in attendance policies, financial aid, instruction, et cetera, as the situation develops. Last week I gathered the senior leadership of the college and went through a deliberate planning process to create a college-wide plan to shut down the college, again, working at a worst-case scenario, which in a nutshell is described as the community and/or college will either be on its way or being overwhelmed by COVID-19 virus where there are numerous cases of COVID-19 throughout the community, forcing major organizations and business to shut down or vastly curtail services, local school districts, University, all would be in the process of shutting down. The overall college-wide-level plan is complete. The individual units are also complete. Now over the next few days the unit leadership teams will be conducting tabletop exercises to validate and rehearse their plans. Those leaders will then go down to the individual employees to then brief them on the plan, the shutdown procedures to include the use of and finalization of checklists, et cetera. Communicating to our students and employees are a vital part of the college's overall plan. Lisa Brosky and her team have developed a communications strategy that will inform and educate the college community on COVID-19 as well as provide daily updates during any crisis. The college's primary communication tool is pima.edu, the website, then supplemented through the use of social media, D2L, e-mail, text alerts, et cetera. We currently have and had forums scheduled at each campus, District Office, and the 29th Street Center to inform and educate our students and employees about COVID-19 and our preparedness effort. Most importantly, this provides our students and employees an opportunity to ask questions, and based on their initial feedback, these sessions have been appreciated and very informative. We also are creating a set of frequently asked questions so we not only answer the most looming and consequential questions from our students and employees but synchronizes our communication efforts across the college, which is vital to ensure open, transparent, and consistent communication. The communications strategy is flexible. It's a living document. Due to the nature of the threat and the hypersensitive environment it has created, we must be able to adapt our plans and address the issue or issues at hand. We must be prudent, creative, but most importantly, flexible, especially in a potentially volatile or stressful time. Additionally, let me tell you that this week, while the shutdown plans were being finalized, I tasked the provost and her team to also look at the next planning effort of the overarching plan, a plan to go totally to a virtual instructional environment, which is the most likely scenario. Anticipating that, they had most of the work already done. So with most of that planning effort being completed, they are now researching potential issues like additional resources, people, money needed, additional faculty training requirements, the need for additional IT infrastructure, and most importantly whether our students have the capacity to go to this modality of instruction. Do they have the Internet access? Do they have a device that they can utilize? How will we make up instruction if they don't have the ability to go online? What about financial aid? The provost and her team have worked through and are continuing to work through many of these types of questions. I must take a moment to commend her and her team for leaning forward to anticipate and act. This has accelerated the planning. For example, one of the actions they are already taking is this next Monday. Due to canceled conference here at Pima for the faculty, they are providing our faculty training on how to shift to instruction to a virtual environment in anticipation of that requirement. Again, kudos to her and her team. The real testament to any team operating is how flexible you are, because in a potentially volatile and stressful environment, no plan really survives first contact. Not only do your people have to be flexible, but your plan has to be, as well, as well as your underlying assumptions, et cetera. I believe ours does. Based on these two scenarios, we can then adjust to the circumstances on the ground as they develop. Lastly, from command control perspective, I want to let you know that each unit team is meeting daily and/or continuously discussing the unit plans and refining them. As they finalize them and then rehearse them, they will go back into the refinement phase due to identified and/or new environmental factors, developing issues, et cetera. This will continue throughout the time. Then at the executive level we will be meeting with unit leaders at least initially twice a week to discuss the environment, ongoing planning, resources, board guidance, recommendations from Pima County, the city, et cetera. Then as our environmental conditions change, due to the increased presence of COVID-19, those meetings will most likely shift to daily and/or continuous meetings, either face-to-face or virtually. So pending any questions, that's all I have. >> MR. DEMION CLINCO: I do have a question. Can you just talk briefly about our policies around sick time and if people are sick should they be coming into work? >> TOM DAVIS: Actually, Jeffrey can handle that. >> MR. DEMION CLINCO: While he's coming up, I want to remind everyone that the CDC recommends that you wash your hands often with soap and water for at least 20 seconds, especially after you've been in public places or after blowing your nose, coughing, and sneezing. If soap and water are not readily available, use hand sanitizer that contains at least 60% alcohol. >> SPEAKER: During the forums that Tom brought up and all of our communications talk about this, and today there were some really good questions from the employees, as well. So our policies, the current policies are very generous in terms of annual leave that we get and also sick time. We are absolutely encouraging people to not come to work sick. We have developed policies that extend this, that if employees are sick and do not have any annual leave or sick leave banked that they will still be able to stay home and get paid. So we are developing those policies. I think that we have one -- we have it already drafted. I don't know if that's been shared with you but it was shared that extends that. It is detailed that employees will be able to stay home for three days without a doctor's note, five days with a doctor's note. We have gone as far as to discuss if some employees have underlying health conditions that make them very susceptible to disease, we are going to handle that on a case-by-case basis. The question today was also during a shutdown would we be paying employees and that answer is yes, as well. So we are detailing that and communication has gone out to faculty members and students, and staff members will go out tomorrow. >> MR. DEMION CLINCO: Thank you very much. Any other questions? >> MR. MARK HANNA: I just want to thank -- I don't have any questions. I just want to -- so the board was briefed earlier at executive session, and I, speaking as an individual, I feel very comfortable that under Tom Davis' leadership and Dolores and everyone else who has been involved that the college, you know, who knows, this is a very uncertain situation, but the college is as prepared as it possibly can be, and right down to the fact they have taken into consideration if we do indeed go to a virtual learning environment that those students who do not have access to Internet or to devices will be taken care of. So I very much appreciate the level of preparedness from the very top all the way down to the bottom. So thank you. >> MR. DEMION CLINCO: And I want to echo that. Thank you very much. Any other questions? Next we will hear about our project update on the centers of excellence, aviation and transportation from David Dori, president of campuses and executive vice chancellor for student experience and workforce development. >> DR. DORI: Thank you, Chair Clinco, members of the board, Chancellor Lambert, colleagues, students, guests. So I want to give you an update on basically two projects of our center of applied technology this evening. So if you could go to the next slide. Good news is all of our projects are on schedule, and the Center for the Automotive Technology and Innovations Center, that is on schedule to be completed and opened in January of 2021. The Aviation Technology Center is on schedule to be completed by the summer of 2021. The automotive center, we have weekly meetings with our contractor who is on schedule. They have about 90% of all of the ground utility work done. We are seeing -- I sent you a picture so you are seeing the stem walls go up and so forth. Really excited about that project. On the curriculum side, really want to let the board know we have been working all along very closely with our industry partners. Greg just this week gave an update to the Southern Arizona Scholarship Association. They have been directly involved in this project through the whole scenario. And also just to kind of give you an update on what we are doing in terms of the curriculum side of the program, we are renewing contracts to continue offering Chrysler, Subaru OEM training, and then we are also entering into a relationship with, putting in an application for contract with Mercedes-Benz, as well. Again, the Southern Arizona Dealership Association has been helping us facilitate conversations with Ford, Honda, Toyota, and GM to partner. So our goal is to have OEMs physically located in the new facility. In terms of continuous improvement, we are really working with the faculty, and kudos to Greg and your team, they are working very hard so that we can really have, you know, EV technology integrated. We are really integrating a lot of new technology into the facility, as well. I also want to thank Bill, you and your team, because without you, we couldn't be on schedule with the facility. So that's the Automotive Technology and Innovations Center. Do you have any questions about that project? >> MR. DEMION CLINCO: On the advanced manufacturing center, both of these projects, do we see any disruptions because of the inability to get steel or other materials that normally come from China? >> DR. DORI: At this point we haven't had any problems, so we're good. Any other questions? So we will move on then to the Aviation Technology Center. Again, that project, there is multiple phases to that project, and those phases are on schedule. So the actual completion of the expansion is scheduled for the summer of 2021. For the board to know, Libby and Jonathan Peyton were working with the governor's office, trying to get the governor here, and we are looking potentially at a date in September to have the governor here for a more formal groundbreaking of the Aviation Technology Center. Again, we are on schedule from a programmattic standpoint, as well, to double our capacity as we are bringing this new expansion online, and that would allow us to serve 300 aviation technology students per year if we are looking at all of our cohorts, Part 65, and so forth. Any questions about that project? >> DR. MEREDITH HAY: What am I looking at on the picture on the right? >> DR. DORI: So the picture on the right is the fencing, the fencing that's going up. We wanted to show you some activity. (Laughter.) >> SPEAKER: (off mic.) >> MR. BILL WARD: In order for us to put up the fence, which will determine the boundaries, because we have to have the fence up before we can actually build, because you can't go on airport property. So the downside for the fence is that because it's a Superfund site, we actually have to core, drill, and test every hole. >> DR. MEREDITH HAY: (Off mic.) >> DR. DORI: One final thing, Bill and I have been tasked and we have been taskmasters to bring these projects in on budget, also. >> MR. DEMION CLINCO: Thank you very much, both of you, for your very hard work and making these projects a reality. Next we have the economic modeling specialist study, economic value of Pima Community College, Nic Richmond. >> DR. RICHMOND: Chair Clinco, members of the board Chancellor Lambert, colleagues and guests. It's my pleasure to be here to share with you an update on an economic impact study carried out on behalf of the college. Before I do that, I would like to make one quick comment about the College Employee Satisfaction Survey. A comment was made a little earlier indicating that we may be delaying the release of those results. Those findings came in on schedule in January. Based on the findings and through an effort to be more comprehensive in terms of how we follow up with employee input, a team comprised of myself, Lisa Brosky, and Jeffrey Lanuez have been meeting to review the results and identify next steps. A question came in to me last week and I clarified we'd be sharing the results in either April or May at the Governing Board meeting. At that time, as for previous years, we will post the reports as sent to us by the external entity to our website so we can be as open and transparent as we are every time we carry out that survey. So I wanted to share that with the board today. To switch gears and talk about the economic value of Pima Community College. During the last calendar year, as a joint effort across AC4, so all of the community colleges, we engaged with an external company called Emsi to carry out an economic impact analysis, to essentially understand our economic impact on the community we serve and also to look at measures such as return for investment for our students and for our taxpayers in our local community. As a note for the company we use for this, Emsi we have worked with for a number of years. When we look at programs, for example, when we look at job openings, that's a vendor that we use. Since 2000 per their information, they have completed around about 2,000 economic impact studies in education settings, so they have a very rich set of experience within this particular space. As part of this study, they looked to two different things, economic impact and the investment analysis. The way they do this is relatively complex, but they use a number of different sources of information. So one of those is data provided by us to them. This is based on their template and the specific things they ask us to provide. They also use extensive labor market information, they have a number of proprietary models that they have developed in-house and look at census data and they also pull in different kinds of research talking about, for example, the societal impacts of education. So, for example, you typically see lower crime rates, there is an impact on the community and a savings through those kinds of changes. So to talk first about the economic impact, so they look across three main impacts, that resulting from operations, from student spending, and from the impact of alumni from the institution. As you can clearly see here, by far the biggest impact is because of alumni from the institution. In a way this isn't surprising, because for this model that they run, they take our head count over the last 30 years. They look at the credit hours completed based on the current year, apply that looking backwards. Then they look at proportions of people entering the workforce. They look at the distribution of those people across industries. They look average salaries within those industries, and they look at the cumulative impact based on number of years experienced from 30 years going forward year by year by year adding all this stuff together. So unsurprisingly, based on the number of students we've served, that's our biggest impact, as you can see, $1.8 billion. If we look at the total impact when we combine -- >> MR. MARK HANNA: Sorry to interrupt, but do you happen to know what that head count over 30 years was? >> DR. RICHMOND: That's a great question. The short answer is no, I don't, because they have steps they take into account, because we provide the head count per year, but we know that some students are in one year, they also register the next year, the next year. So they have methods within their model that they use to account for that. So unfortunately that's a question I don't have an answer to. So in total our impact is $1.9 billion or 4.7% of our count is (indiscernible), and I should note for this an important caveat on one of the advantages Emsi has, they look at the scenario of these data with the college existing. They also look at the scenarios of what would it look like if the college didn't exist? Because those people would still exist, right? So it could be that 10% would leave the region. As an example of how they look at this, so if 10% would leave, so they consider Pima's impact to be keeping that 10% here. So they use conservative estimates when possible, and so this number is most likely an underestimate of our actual impact within the region. Within the investment analysis, they work through from the student perspective, taxpayer perspective, et cetera. And some of the things they consider in that is the cost of attending, the impact of any incurred debt, they think about lost earnings, because while people are taking classes with us, they could be in the workforce earning an income. So they take these many different factors into account. Based on their analysis, they determine for our students a cross-benefit ratio of 4.7 and a rate of return of around about 18%, which is really very healthy when we think in terms of averages on the stock market. And then they took this further, look from the taxpayers' perspective, the social perspective. So again, in that case, thinking about the changes we might see with lower crime rates, lower health costs. Unfortunately some things go up with a college education, such as alcohol dependence, but they build that in, as well. That's based on the range of information that they use to draw from to inform the model that they run. So essentially what these findings show to us is that we have a significant economic impact on our community. We offer a significant positive rate of return for our students and for the community that we serve. This is all determined based on a model that is completely external to Pima. We do not tell them how we want their approximations to work, their proportions they want to use. This is their model, so it's a true external perspective on the impact of the college. With that, are there any questions? >> MR. DEMION CLINCO: Any questions? >> DR. MEREDITH HAY: So how does the college use this data? >> DR. RICHMOND: Good question. One of the ways we can do this is really to talk to our community and share with them, share with our students, the different populations we serve, the benefit we bring to the institution or the community. This can be used to talk with different stakeholder groups within the community if we are seeking support, for example, for particular initiatives to demonstrate the value that we bring. >> MR. DEMION CLINCO: Could you just give us a little more detail on how they developed the taxpayer perspective and rate of return? >> DR. RICHMOND: I can speak about this a little bit. >> MR. DEMION CLINCO: Because it seems like a pretty good investment for the taxpayers. >> DR. RICHMOND: It really is, absolutely. So they look through different things. They run these different scenarios where they think about the money from taxpayers that comes into the institution, and then they think about the benefit to the taxpayers that goes through the college as a result of the students, qualifications introduced, the knock-on effects on the industries. They partly at direct impacts but they also look at indirect impacts, because -- to use student spending, just as an example. If students are spending their money within the local community, then they are having knock-on effects on the logistics pipeline within the community. That can potentially have an induced effect where wages may go up in particular sectors based on the money that's going back in through student spending and other sources. They run these counter-factual scenarios where they think if this money didn't go to the college, where would it go? In the case of the taxpayer perspective, I believe what they look at is they go, okay, this remains with the taxpayers, it maybe never went anywhere, so it goes in as increased spending as opposed to increased spending driven through the enhancements that the college brings by bringing higher jobs, higher earnings, and thus higher spending. So they look over IT factors along those lines. >> MR. DEMION CLINCO: Any other questions? Nic, we really appreciate the information. We look forward to that report in April/May. Thank you very much. >> MR. MARK HANNA: I do, actually -- you knew you couldn't get away without another question from me. This would be one of those great things to have in those little handouts when people say, well, what does Pima do for us, you know, to be able to hand them -- like the little folded things we have with some other information on it with our mission and all that kind of stuff? Someone might think about putting this together. Where is Lisa? Okay. All right. Thank you. >> MR. DEMION CLINCO: Okay. Thank you very much. Next reports by representatives to the board. First report is student report by Fatima. >> SPEAKER: Good evening, everyone. So today's reports will go by quick, as well. So for the Desert Vista Campus, we have an event coming up called sexual assault awareness month, and it is on the 21st of April. The event was put together to spread awareness and prevent sexual assault, and there is also resources made available for students. At the Downtown Campus, there is going to be an event held titled International Community Day on Thursday, April 9. This event was put together to provide opportunity for students to display and present some of the customs and cultures of the areas of the world that are their background and their history. East Campus and Northwest Campus will both be holding an Earth Day event. This is to show Planet Earth, coloring pages along with information on how students cannot only lower their carbon footprint but be conscious of how big companies have contributed to population. Then at West Campus, Rise Up will be held, an event called the Women's Empowerment Conference, and is put together to innovate, support, and empower and unite the attendees. Lastly, student senate put together a TED talk event which has been canceled due to the COVID-19 situation that's going around, but we hope to pick that up in the fall. And that will be it. >> MR. DEMION CLINCO: Thank you very much. Next we have our adjunct faculty report normally by Sean Mendoza. This evening Sarah Johnson will be reporting. Welcome. >> SPEAKER: Thank you so much. Chancellor Lambert, Chairman Clinco, members of the board, and honored guests. I'm going to read Sean's statement. The adjunct faculty have been working closely with our full-time peers and college administration on some very important initiatives. For many years adjunct faculty have heard and answered the call to serve our institution in work groups, college-wide committees, and task forces. Without fair compensation we have sacrificed our time to share our expertise, nurture our students, and develop our community. With support from the provost's office and in dialogue with the campus VP, Aubrey Conover, the college will begin compensating adjunct faculty in recognition of their participation in college activities that support the academic and administrative processes of the institution. We thank the board for creating a climate that recognizes the positive impact to the adjunct faculty and their impact on students and the community. We support compensation that recognizes the efforts of all employees, but not upon the backs of our students. As members of the Faculty Senate, an academic branch of our institution, our focus has been and continues to be on the improvement of teaching and success of our students. We support the Faculty Senate statement regarding this issue and will continue to work with the board, college administration, and our faculty peers to help guide us through these challenging financial times. Thank you for your continued support of adjunct faculty. This ends my report. >> MR. DEMION CLINCO: Thank you very much. Next we have our faculty report -- no staff report this evening? Is that correct? Just confirming. >> SPEAKER: That is correct. >> MR. DEMION CLINCO: Thank you very much. Our faculty report is from Brooke Anderson. >> BROOKE ANDERSON: Good evening, board members, Chairman Clinco, Chancellor Lambert, honored guests, and fellow colleagues. I want to start just by letting you know that the senate met last Friday. The board report of course is a little behind because that comes in much earlier. One of the things that will be on April's report that came up that's a big concern is what Matej addressed in the report earlier today. You know, a high quality education is about relationships. Faculty are not only educators. They are mentors and role models for students. They help students form new professional identities and become good citizens. Education is a human endeavor. It cannot be automated or mechanized. That said, faculty are very concerned about administration's instructional transformation agenda. Given the reductions to staff and faculty and the conversion of the majority of faculty counselors to staff, faculty are fearful about changes administration wants to make to faculty jobs. The trend seems to be to disinvest in people and invest in automation and standardization, and they are not good for student success and retention. It's difficult to not see this as the college looking to further reduce full-time faculty jobs and descale and deprofessionalize our work. We are concerned about this committee, and we have some questions about why isn't it going through AERC, why the rush, why require 10 hours of work in the middle of a semester? This seems like it's set up to exclude faculty, not include faculty. So senate will be continuing conversations with administration about this, and we will be holding a special Faculty Senate session in April on this topic. In addition, we do have a recommendation for the board regarding tuition and compensation. The senate in February voted on this statement. The Faculty Senate supports compensation increases for college employees. It is not within the purview of Faculty Senate to support tuition increases for the purpose of raising salaries. However, the Faculty Senate has the expectation that the Board of Governors will make the most appropriate decision. So we appreciate being included in the budgetary conversations. We appreciate wanting the feedback. But much like our adjunct rep said, making a statement on whether or not we support a tuition increase just didn't feel like an appropriate thing for the senate to really say. However, compensation is a real issue, and we understand it's complex and difficult. And faculty really, we need better compensation at this college. Other business in the report, a couple of the items related to just business that we have been conducting that the board is talking about, as well. Has to do with instructional designers and the move to take them to the online environment to work on developing our programs. That's remove them from the campuses, so this was something that was a resource faculty relied on heavily, and in this age of really needing technological resources in the classroom in order to support student success, engagement, retention, we are concerned about the loss of the access to those professionals and their expertise, and again, the human contact, the human relationship. So we have been working with the provost's office and administration, and we have been given resources, but again, many of them are one-time resources or automated resources. We're concerned about being able to continue to offer quality education if we don't have the human support that we need to do that. So that's another continuing conversation that we will be having with administration and seeing how these changes impact our education system. This is something that is not just about online education. This is in all face-to-face classes we are using technology, as well. It's essential and critical today. That relates to the second item that I wanted to share with you in terms of the business which is the digital literacy initiative. That was shared with Faculty Senate. Many of us are very excited about having tablets for students and access to additional technology. However, many of us also have some concerns about that sort of move. The key kind of concerns are that we want to make sure that the college is not confusing digital literacy tools with digital literacy. So we can teach digital literacy without a tablet. It's a useful tool. But it's so much more of a complex process that again requires that human engagement. So we just want to make sure that we've got the support in place. Again, if we're removing instructional designers and requiring tablet use, we've got to make sure our structure can support these kinds of advances, and we need human beings to be there to support the other human beings taking part in these digital upgrades. So those are a couple of the concerns, and then of course costs and maintenance and fees. So we appreciate being included in those conversations. We have a lot of ideas and input that we'd like to provide. So again, this is a standing item. There is lots of updates on wonderful faculty work that's happening. I would love to talk about all of those things, but I fear I probably have talked for five minutes. So thank you. >> MR. DEMION CLINCO: Thank you very much, Brooke. Appreciate it as always. Then we have no administrative report this evening. Next is the chancellor's report. >> DR. LEE LAMBERT: Good evening, everybody. While we have been having our conversations up here, I received a phone call from President Robbins. Obviously I didn't take the phone call, but the message was the University of Arizona is going to take their programming online. And I also received a message while we were up here from Dolores that ASU has also announced they are taking programming online. So we will take that into account as we move forward with our planning. Also, I just want to clarify some things. Matej got up here and made some statements. One of the statements comes out of a meeting that I had with all of you at a study session where I simply said that we need to take a look at the different ways that teaching and learning is occurring across the country. I did not say we are going to go do those things. That's an important distinction. They have taken that and run as if I said we're going to do those things. But for us not to be aware that WGU has a different model, that Southern New Hampshire has a different model, and those, especially Southern New Hampshire, they are in our market now. For us not to pay attention to that and understand the impact of that I think would be very negligent of the college not to be studying that. Also the Gartner report came out and said that colleges and universities ought to be looking at this multi-layering approach to curriculum. That's what part of the instructional transformation work is about. Secondly, we have shared in the past with the board and with everyone else we have these different employees performing essentially what is what the HLC would consider teaching, but yet at Pima, we don't consider our staff instructors as teachers. So the work that Morgan is looking at is simply, he's trying to understand these different categories of teaching at Pima but also where it's occurring across the country to bring some rationality around what should our teaching model be, who should be considered a teacher, and that's what that work is really about. That is not personnel policy stuff. That's different than AERC, which is focused on the personnel policy. He's just simply looking at the structure. We're not saying we are going to do one thing or another. We are just looking at it. Again, they have not come to me and shared these concerns. I meet regularly with the Faculty Senate leadership. They had an opportunity -- they have shared some of these pieces, but they have never come to me and said, Lee, can you come and talk to the full senate about these concerns? Which I'm always willing to do. So I just want you to know that I am in regular conversations in leadership of the faculty, that we have been open about all these different pieces. We have never said we are going to do it, but we have to understand the impacts of this, because it is very real. And if we don't pay attention to it, I fear that Pima will fall behind and become less and less relevant as other folks start to look to move into our space. That's the challenge I'm putting in front of them. I know that's scary. I know that's very difficult to do. But I think as your chancellor for this entire community college, I think I owe it to this community that we stay on top of the trends in higher education. Also, and many of you have already you touched on some of the many activities that we have been involved in over the past month, so I won't hit on all of them, but I just want to mention that Demion and Libby and I today, we met with the mayor, talked about the exciting work that we have here at the college ranging from our centers of excellence to our work with apprenticeship, and that Pima is really leading the way in the work-based learning space for this community. We really believe that every single young person that comes through our K12 system, when they graduate high school, they should be able to graduate with an industry-recognized credential, whether that be a degree or industry-recognized certification, so that they can go on to university, so this can go on to direct employment. So that's the leadership we are starting to provide for this community, and it's really exciting for folks. You really saw that excitement when we were talking to Mayor Romero today, because as you all know, the college-going rate in this state is far below the national average. For us to turn that around, we must address it at the K12 level to get more of those young folks interested in college. So great, great stuff. I have also been reinstituted the pizza nights at the campuses, so what that means is I go out to the campuses, I meet with whoever wants to come meet with me, faculty, staff, students. I'm going to do more with the students in this space, probably more around the noon hour piece and try to get out to all the campuses, as well. So again, a lot of exciting things. You have heard about the planning we are doing with the COVID-19, so I won't go back and say much more about that other than say your college administration, your faculty, we are really stepping up to address this challenge that's before us, not only as a college and as a community, but really as a nation. They are stepping up. They are putting in extraordinary time to deal with this. I challenge all of the employees, whether they are faculty, administration. We are exempt employees, meaning that we don't work by a clock. So if we have to put in extra time for the betterment of this college, sometimes in emergency situations we need to do that. I want us not to lose sight of that reality. Yes, I would like to be able to pay people more, but at the same time, we have to live within the realities of the budget that we have to work with. That's my report. >> MR. DEMION CLINCO: Thank you very much, Chancellor Lambert. >> MR. MARK HANNA: It just occurred to me that I forgot to mention in my remarks about our women's basketball team who has moved on to the NJCAA Division II tournament. They play next Tuesday at 11:00, Coach? 11:00 a.m. next Tuesday, first round of the NJCAA Division II tournament. So congratulations to the women Aztecs. >> MR. DEMION CLINCO: Thank you very much, Mr. Hanna. I want to move through things as quickly as possible. I think this evening a lot of new events are occurring. The President of the United States has suspended all flights to Europe. The NBA has canceled their season. A few hours ago the governor of Arizona declared an emergency. Let's move through these items very quickly. We aren't going to read the information items. I think you can read them. Instead, we're just going to move straight to the consent agenda. First item on the agenda is the -- or Mr. Silvyn, if you'd like to read the items. >> MR. JEFF SILVYN: Thank you, Mr. Chair. The items on the consent agenda are the approval of the minutes from the February 5, 2020 executive session. Minutes from the February 5, 2020 regular meeting. Multiple program inactivations listed in the board report. Approval of sabbaticals for fall of 2020 and spring 2021 academic terms. The individuals are the following instructional faculty members: Robert F, Steven S, and Francisca Hernandez. Hers is both for a full pay sabbatical one semester and half pay for the other. Approval of an intergovernmental agreement with Maricopa County Community College District for training services. This is for another session of the Chair Academy Program. The work would proceed through June of 2021 in an amount not to exceed $100,000. Approval to execute an IGA with the Tohono O'odham Nation for the period April 1, 2020, through June 30, 2022, for the college to provide educational services to the tribe. Finally, we have an amendment of multiple IGAs for dual enrollment with Amphitheatre, Marana, Santa Cruz Valley, and Tucson Unified School Districts, as well as the Tucson Youth Development. These proposed amendments would add additional courses at certain sites as specified in the board report. >> MR. DEMION CLINCO: Do I have a motion to approve the consent agenda as submitted? >> DR. MEREDITH HAY: So moved. >> MR. MARK HANNA: Second. >> MR. DEMION CLINCO: Is there any discussion? Hearing none, all in favor of the motion, signify by saying aye. (Ayes.) >> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion passes unanimously. Next we have the contract for Segal Waters Consulting. Mr. Silvyn, could you read the recommendation, please. >> MR. JEFF SILVYN: The chancellor recommends that the Governing Board authorize the chancellor or designee to execute an agreement with Segal Waters Consulting to conduct an employee classification and compensation study and to provide recommendations based on the study results. Total costs for the agreement are not expected to exceed $351,000. >> MR. DEMION CLINCO: Do I have a motion to approve this recommendation? >> DR. MEREDITH HAY: So moved. (Second off mic.) >> MR. DEMION CLINCO: All in favor of the motion, signify by saying aye. (Ayes.) >> MR. DEMION CLINCO: Excuse me. Any discussion? Hearing none, all in favor of the motion, signify by saying aye. (Ayes.) >> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion passes unanimously. Next is the contract for Lloyd Construction. >> MR. JEFF SILVYN: The chancellor recommends the Governing Board authorize the chancellor or designee to execute an agreement with Lloyd Construction for the complete demolition of the building located at 333 West Drachman Street, formerly known as the Fortuna Inn & Suites. Total costs for the agreement are not expected to exceed $350,000. >> MR. DEMION CLINCO: Do I have a motion to approve the recommendation? >> DR. MEREDITH HAY: So moved. >> MS. MARIA GARCIA: Second. >> MR. DEMION CLINCO: Any discussion? Hearing none, all in favor of the motion, signify by saying aye. (Ayes.) >> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion passes unanimously. Next we have the mid-cycle review of the facilities master plan. Mr. Silvyn, if you could read the recommendation. >> MR. JEFF SILVYN: The chancellor recommends the Governing Board authorize the chancellor or designee to execute an agreement not to exceed $295,000 with the SmithGroup to perform a mid-cycle review of the facilities master plan adopted by the college. >> MR. DEMION CLINCO: Do I have a motion to approve the recommendation? >> DR. MEREDITH HAY: So moved. >> MS. MARIA GARCIA: Second. >> MR. DEMION CLINCO: Any discussion? >> MR. MARK HANNA: Yeah. So this is -- Bill, if you could just tell us what this is, if you could tell us where we're at on the facilities master plan and how we move forward if we need to make any changes to it? >> MR. BILL WARD: What it is is it's a five-year review, so we have been five years into the plan, and there has been -- we have changed some things. Things have actually changed at the college. So the idea would be to bring back our consultant and look at where we are now from where we started, and then make any recommendations related to -- because we are going to change the plan to kind of align with, like -- take aviation. Aviation was not part of our plan. We want to make it part of the plan. Building a new health center was not really something that we were going to do, but now it's part of our plan. So the idea would be to come in and look at what we have stated and then reassess things and then set us on the right course. I would remind the board, too, that remember that this is a ten-year plan, so I have talked a lot with our chancellor about this and the next two years or so we will be planning for the next ten-year plan, so this is the right time to bring somebody back to look at it. >> MR. MARK HANNA: Thank you. >> MR. DEMION CLINCO: Any other questions? No more discussion? All in favor of the motion, signify by saying aye. (Ayes.) >> MR. DEMION CLINCO: Anyone opposed? Hearing none, the motion passes unanimously. Our final item and the most complex of our evening is the fiscal year 2020 tuition and fees budget components. Mr. Silvyn, if you would like to read the recommendation. >> MR. JEFF SILVYN: The chancellor recommends the Governing Board set tuition and fees for fiscal year '20/'21 including an increase of up to $3 per credit hour to the instate resident and nonresident including summer and online tuition rates and maintaining service fees at the current year rates. >> MR. DEMION CLINCO: Is there a motion to approve the recommendation? >> DR. MEREDITH HAY: So moved. >> MR. DEMION CLINCO: I will second that. Now we will have a discussion. >> DR. DAVID BEA: Chairperson Clinco, members of the board, Chancellor Lambert, and colleagues and guests. Today in your board packet, as you just discussed, is a proposal or recommendation to increase tuition by up to $3 per unit. We have discussed the upcoming budget and the tuition parameters through a couple of study sessions, and we have also had a number of meetings with the college community through forums, through meetings with different governance groups including the student senate about a month ago, in that neighborhood. In the presentation tonight, we have included a bunch of slides that we either discussed already that are key slides relevant to the conversation and/or some slides that provide some context for questions that came up, particularly in the most recent study session. I'm not going to go through all of those slides so that we can focus on what the proposal is, but again, if you have any questions related to those, I'd be happy to answer them. The first is expenditure limitation. This one, just to give some quick context, because it's a little bit complicated, it shows how the general fund budget has changed in terms of the personnel, the amount of budget for the personnel side of the budget. Then this is the dots, little diamonds, are in each of those years what the salary increase has been, the cost-of-living increase that has been approved as part of the budget. So if you look back at fiscal year '15, there was a 3% adjustment to the scales. Then there was a 0, a 0, and then a 2.5. Then a 0. Then a 1.5%. So one thing to take away is that over that course of time, the increase has been around 7% if you add up all those cumulative increases. That aligns with the Consumer Price Index measure, which is a little bit over 10% over that time period. So our salary increases have not kept pace with Consumer Price Index and inflationary pressures that our employees experience. That's just something to keep in mind. That came up in one of our conversations. Another conversation was related to adjunct faculty pay. This shows what the current load rates are for the different colleges. Three of the colleges have two tiers so that starting faculty and faculty who have qualified for a higher rate of pay, it indicates what the two different levels are for those three colleges. I will point out that Graham shows up really low on this. That's because they did what different faculty load pay model, which is based on the number of students in the classroom. It's based on what they show here is if there are 15 students in the course. That's an interesting thing to think about as we go forward. It creates a little bit more flexibility for how your structure is in your funding model, but mostly I want to point that out, one, because they have a different model, and, two, because it's sort of the outlier in this. You will see that the Pima is the third-highest paid in terms of the adjunct faculty pay, and then if you take a look at the two higher-paid districts, which are Maricopa and Coconino, they have considerably higher costs of living, so we provided a slide that does an adjustment for that cost of living. Our adjunct faculty pay in comparison to the other Arizona colleges is actually very competitive, particularly when you control for cost of living. That isn't to say I'm using that as a reason to not advocate for an increase in faculty pay. It's just for context in comparison. The University tends to pay a little bit higher. Qualifications and expectations are a little different there. Online providers tend to pay lower than what we pay. This just is distribution to show calendar year pay, so this is 2019 calendar year pay. If we look back at adjunct faculty who have been at the college for five years consecutively, this is the number of people who -- that's a distribution so that the y-axis is the number of individuals who follow in those basic buckets of pay. You can see the clusters are the majority of the adjunct faculty pay make around little bit less than 10,000 to about $20,000 in the calendar year. So it kind of gives you a rough idea of how reliant adjunct faculty may be on the pay here. This is a slide that is a bit of our focus of our conversation today, and I have a little model that I can pull up to help the board. This goes through the conversations that we had, the notion of looking at a tuition increase that ranges from $0 to $3 alongside the cost increases that the board has indicated are the priority areas. So those areas would be cost-of-living increase, the notion of developing and creating a merit pool, adjunct faculty pay, and then on the operational side or on the enhancement side would be increasing the number of advisors with a target ultimately being that we want to have a 500 to 1 advisor to student ratio. We are about seven below that in terms of what our structure is right now. So the two positions would get us roughly a third of the way toward that goal, and then we also are looking at potentially exceeding that goal at some point in the near future. So this would be phasing it in. And then we have had a lot of conversation about marketing. This, including a million dollars in here, is essentially leaving it at the current level that we're at, because remember we -- the board authorized one-time funds for marketing in the current year to the tune of $1 million. So if those one-year funds go away, we step back to a level that's close to a base of $500,000. So this would be continuing that level that we are at currently. And then the board gave the college some, asked, can we look at some operational savings, particularly in terms of class scheduling efficiencies where we can offset some of these increases with reductions in costs. So what we had built in there is the notion of reducing the number of sections by being more efficient at better class fill rates, better scheduling. And we think we can save, initiatives that are already underway, these are already in effect and in action, save about a million dollars, so that would help offset those costs. So with that, this is intended to be a cafeteria model. These are just structures where it says this is roughly what we could do with a 0 increase, with $1.50, and $3 increase. Remember I had mentioned to the board that the student senate, when we talked to them, felt that a $3 increase was reasonable. I'm relaying that accurately? And so it was not to indicate that we were pushing for anything higher than that. But that within that, the priorities can move around with board direction and conversation. So with that, I can pull up that little model. We can play around a little bit if the board is interested. >> MR. DEMION CLINCO: Just to get the conversation going, having looked at this and I have sort of talked to the chancellor about conversations that he's had with everybody, I just want to sort of lay out -- and you can jump in, please, but this is the general perspective of the board is we really are committed to giving some sort of pay increase to our adjunct faculty and our faculty. We definitely want to figure out how to increase the advisor positions. And then we are still -- there is concern, I know for me personally, I know for some others, I have heard there is less of the interest in putting more funding into the baseline for marketing, but if we took -- and the efficiency costs, I mean, are there, as well. So if we sort of moved around the model a little and we reduced the baseline to the marketing by 500,000 and we fully funded the advising positions to six, if we move that to half and we increase the tuition, we left, move the tuition to $3, so $3, and we moved the positions to six in the advising model and we reduced the marketing by a half a million, where does that take us? >> DR. DAVID BEA: Can you see it down there? >> MR. DEMION CLINCO: Net increase -- we could do the seven? Do the full seven and that would get us to our 500 to 1 ratio when we would still have a net positive of 144. >> DR. DAVID BEA: So the $3 tuition increase provides for 1% COLA and increase to adjunct, faculty pay of 1.5%, adds seven additional advising positions, and then the marketing is half of the current year level increase, but an increase of the base of 500,000. And the net EL impact is favorable. >> MS. MARIA GARCIA: So what would the impact be with $2 increase and the marketing is at 75? >> MR. DEMION CLINCO: I would not be in support of doing that. I think marketing -- I mean, just for the sake of this discussion. For me, marketing is such -- really it's proven to at least stabilize. >> MS. MARIA GARCIA: 750. >> MR. DEMION CLINCO: 750? >> DR. DAVID BEA: Actually, that's what I thought you meant. It's going to go over -- we reduce the revenues too much and then increase the expense, so that's going to be a negative result. >> MR. DEMION CLINCO: How much is the negative? >> DR. DAVID BEA: Negative 500,000. >> DR. MEREDITH HAY: So can we -- Demion, your suggestion was fully supporting all the needed advisors, and your suggestion was take the number to 2? Perhaps we can find a common ground between 2 and 3? >> MS. MARIA GARCIA: (off mic.) Advisors, I would say we need to look at at least from four to six. And the 2 -- I was thinking about only a $2 increase in tuition. >> DR. MEREDITH HAY: What about 2.5? >> MS. MARIA GARCIA: 10.5? >> DR. MEREDITH HAY: 2. (Laughter.) Does 2.5 and five advisors, where does that get us? >> DR. DAVID BEA: Four gets close-ish. Five will be more negative. >> MR. DEMION CLINCO: That's about 750 students to advisor ratio? I'm doing my math. >> DR. MEREDITH HAY: Take marketing down to 500. >> MR. DEMION CLINCO: Then we could add one more position. That would get you to five. One. >> DR. MEREDITH HAY: One? >> DR. LEE LAMBERT: With 79,000... (off mic.) >> MR. DEMION CLINCO: So this would get us the 1% COLA for the cost of living increase for our personnel. The adjunct faculty would be 1.5%. The five positions would be added to the advising, and 500,000 would be in the marketing. >> MR. JEFF SILVYN: I think it's six advising positions. >> MR. DEMION CLINCO: Oh, six. >> DR. DAVID BEA: Yeah, we're able to do the six. >> MR. DEMION CLINCO: So this would be sort of the framework where we would expect to see the budget generally -- >> MR. MARK HANNA: Wait. I'm confused. I thought originally we said seven advisors, 500,000 for marketing -- >> MR. DEMION CLINCO: We are only 2.5. So to get the seventh advisor, you really have to raise up to $3. Is everyone comfortable with this model? >> MR. MARK HANNA: So additionally, I wanted to ask about the possibility of freezing that tuition rate for new enrollment with a strict set of guidelines as to who is entitled to it, how you would continue it, how you would lose it, and so in other words, if I enrolled next year, I would pay this proposed new tuition rate. If I continued without stopping out through the following academic year, I would still, even if the board decides to raise the rate for that year, '21/'22, I would still pay the rate approved tonight. >> MR. DEMION CLINCO: Let's hear from Dr. Bea. >> DR. DAVID BEA: So I'll put what the challenges will be to that, just so the board is aware. So the idea would be that you create a model where incoming new students and continuing new students -- continuing students, new students in the fall would be eligible for this new tuition rate that we're talking about, and then after that, they would hold on to that same tuition rate as long as they don't stop out. So here are what the challenges become. One is that it becomes difficult because students here, our students often do stop out. We have to have a measure, not to say we can't, we will have a measure, a tag that goes on these students. The challenge becomes when the student does stop out and they come back and they have an expectation, hey, my tuition was there, there is a big risk that we're going to have a big increase in dissatisfaction. So that will happen just by doing that. Now I'm going to compound it. Because the other thing, the other downside is that something like 50% of our students -- let's just use 50% just to be easy about it so everybody can do the math in their heads, that if we have that component and then 50% of our students are getting the frozen rate, that next year when the board is talking about a tuition increase, the impact of that tuition increase is essentially cut in half if half of our students are continuing. So now the only variable that you have for every tuition increase that you're going to propose, it's going to have the impact of $200,000, which is a much smaller impact to try to make the kinds of changes we are wanting to make. >> MR. DEMION CLINCO: Can you repeat that again? >> DR. DAVID BEA: So if 50% of our students are eligible for this frozen tuition rate, it dilutes the impact of a future tuition increase. So if you raise a tuition, next year, okay, let's increase the tuition next year by a dollar, the impact is not going to be $430,000 of additional revenue, it will be half of that. Then the other challenge becomes once you start one of these programs, do you keep doing this on a rolling basis? So that a student now keeps the '21 rates, a student who starts in '22 keeps the '22 rates, and then we're going to have all of these different students having different tuition rates. The worry that I have is trying to communicate that clearly with students so they know what the expectations are, and that we aren't basically creating a lot of dissatisfaction and confusion with our students about, well, what my rate is going to be, you could have multiple tuition rates and you're trying to, you know, you call up an advisor or a student, financial aid person or one of the student accounts people and go, I don't understand why you're charging me what you're charging me. It just will add a lot of complexity to it. And again, the worry is you're also diluting our future impact in terms of what changes we can do in the future. >> DR. MEREDITH HAY: So, Mr. Hanna, to your point, I really, and boards for higher education have always been attracted to frozen tuition and guaranteed for the next X many years, but -- and I have been in the room when we have decided against that, and the reason usually is, in addition to the administrative complexities, which is not really a reason not to do something, A, it doesn't really benefit the students that much, and it certainly ties the hands of future board members going forward in terms of being able to manage the college in a fiduciary, responsible way. If there is an unexpected issue such as a Coronavirus that it impacts our bottom line, we are strapped in terms of how we can help cover some of those costs. So I'm not really sure, A, that it would benefit the students that much. And it may harm the college in the long run more than it helps. >> MR. MARK HANNA: So I would say to that, first of all, the operational issue I don't think is a valid issue. I think we can figure it out. We're smart enough. We certainly have the programming and we would be able to figure it out. Will there be some disgruntled people who didn't understand? Yes, there will be, but if we do a good job of explaining it or making it clear when students first initially enroll, I think that number is not going to be significant. So No. 2 is if it indeed -- okay, so let me just try to think this through out loud. So the next year, it might encourage the board to raise tuition even higher to make up for the shortfall that the half the students who are continuing might impose upon the college, because they are paying a less amount, so I think I understand that. My other contention, this is anecdotal, I don't know that this is factual, that it could have an impact on retention in terms of being an incentive to not stop out, that you would lose your advantage tuition-wise, so whether or not that's been proven at other places that have done this kind of program, I don't really know, but it seems intuitively that that might have an impact. So it might actually impact our enrollment numbers by -- and we know that retention is really the key to our enrollment numbers, that new enrollment is great, and I'm glad we continue to have that, but it's really retaining the students we have. So that would be my argument that would offset both the operational issue and the income, the loss of income incurred because of a program like this. >> DR. MEREDITH HAY: So I would suggest that, A, we don't have the data suggesting that locked tuition rates improve retention. I think there is a lot of other issues that improve retention, especially advisors. And I'm supportive of the proposal before us about the advisors but not the locked tuition for the reasons I have stated. I think we can explore it possibly in the future, but most of the models I have seen, it certainly has never resulted in either student satisfaction, payer satisfaction or board satisfaction in the long run. >> MR. MARK HANNA: So we are going to -- the reason we're making the decision tonight is because we have to publish our tuition rates within a reasonable amount of time. Is this a decision that could come later? Probably not. If we don't make this -- >> DR. DAVID BEA: Right. That's exactly the purpose. The reason we take tuition increases into the March board meeting is we're able to put it in when classes and the schedule opens up for registration, which happens in early to mid-April. So in order to have the time to get all of that information put in so that we aren't changing the rate on students, this is actually to be clear and helpful to students so that we don't change the tuition rate on them, which means that some who register early then would get a supplemental bill saying, yeah, we changed the tuition rate, and here's what you now owe us. We don't want to get into that and try and be clear about what our tuition rates will be. >> MR. MARK HANNA: Let me just say before we go any further that once again, I'm not sure what the right word to use for this is, I'm perplexed, I'm upset that we are again in a position where we have to -- it's almost student versus faculty that we're making a decision. And I'm disappointed that the faculty did not make a recommendation. It almost sounds like a copout, I hate to say that, that the faculty did not make a recommendation concerning tuition, but that we're in a position where we have to decide between whether we're going to impact the student in order to be able to do something to reward our faculty, which desperately -- I absolutely feel very strongly that we must treat our employees correctly in terms of a lot of issues, and especially in compensation. So I'm not happy to be in this position once again. It would be nice at some point at this college that we don't -- I know that expenditure limitation is one of the driving forces that puts us in this situation, but having said that, let me just understand, is there an amendment to the -- >> MR. DEMION CLINCO: We would have to make an amendment. But I want to provide a couple of closing remarks, too, about this proposal. One, we are, for every dollar that we are raising tuition we are cutting in the system for efficiencies in order to make this work. And I think that's a good, healthy balance. You know, we have talked about having a significant amount of overage in different areas, particularly with underenrolled programs, and this will really get that, begin to get that issue resolved. So I'm glad to see that in a policy budget framework. You know, we have talked about the need for additional advisors, getting closer to the -- I'd like to see us at the 350 level, closer to some of the -- Alamo, some of the best models in the country. I think we need to be working to get there. I think this gets us in that direction. At the end of the day, you know, I mean, this is -- it's a juggling act -- thank you, Ms. Garcia -- I mean, in order to really make significant increases to our employees we have to find the revenue somewhere, and we only really have one place to go for it at this point. I would say, though, that our employees, when times are great, I think being a public worker can be very frustrating when you see the bonuses being handed out across, you know, the table to everyone. In times of tremendous economic turmoil and uncertainty, being a public employee actually provides certainty. The fact that this institution can make commitments to say that people aren't going to be docked if they need to take additional time off, that if people are ill we are going to make sure they are provided with pay and that they are supported, that's part of the benefit of being part of a public employee. That's a benefit that I don't have. I'm not a public employee. I have employees I cannot offer that to. You know, it's a delicate balance, and I think that this gets pretty close to sort of I think where we need to be. We can certainly, I think -- I think we should continue to have discussions about, you know, the structure, how we can structure something in a more formal way even as part of the other, rest of the budget discussions about next year and maybe we can have a more formal presentation about the idea of a budget lock, but I think if we put this in place this year that we are publishing for now, not for next year. With that, I support this model. I would make a motion that we would amend the -- I would make an amendment to the motion that we adopt this model, the $2.50 tuition with these particular budget structural frameworks in place that move forward into the final budget. >> MR. MARK HANNA: Would you go through that again? >> MR. DEMION CLINCO: Yes. It would be the 1% COLA for employees, 1.5% for the adjunct pool, additional advertising would be -- additional marketing dollars 500,000 and hiring six additional advisors. >> MR. MARK HANNA: Six? >> MR. DEMION CLINCO: Six, which is one shy of what our goal was. I actually support -- as you know, I support the $3 model, because I think it gets us to that seventh position, so to me, I think we're not doing as good as we can, because we know that providing those services and marketing, those are the two things that help with enrollment. >> MR. MARK HANNA: Definitely the advisors have a direct impact on retention, there is no two ways about that. >> MR. DEMION CLINCO: I guess we would need a second for the amendment. >> MR. MARK HANNA: I second. >> MR. DEMION CLINCO: Is there any additional discussion? Okay. Hearing none -- Mr. Gonzales? >> MR. LUIS GONZALES: As Mr. Hanna mentioned, we're in the same boat as we were the last time. I'm not only perplexed but, more important, disappointed. In reference to some of the needs and wants that we need out there, as well, too, one of the things that I did share yesterday and we have been discussing this is that I do agree that we need to compensate our faculty, and adjunct faculty, as well as, too. But also at the other extreme we need to look at the low-income students to raise the tuition again. I'm not too happy, as well. But I do want to say that it's something that we need to meet. I know the demand is out there and we want to keep up striving and providing the best as we can, but one of the things I did mention and I will mention to the public here is that in reference to marketing, I think marketing has done a very good job in the last couple of years, but I did share with Lambert and yourself, Mr. Bea, and other people that I met yesterday, that Pima Community College is an established college already here in Tucson. I believe that even in the marketing it sounds fine, but I think we're established already, and I really, instead of adding all that money in reference to marketing, I'd rather have it with the compensation to the adjunct faculty and the faculty as well, too. Yesterday I was in the understanding that it was a consensus in reference to the 1.5, but I made my statement clear that I was unhappy to reference to the marketing, because as I'm making it public here, we are an established community college. There is no other public or state community college here. We're the only one here. I'd rather have them do the compensation for the faculty and then adjunct faculty, as well, too. But my understanding, we were looking at 1.5, but with the condition that, my opinion, trying to be the voice for the low-income students out there, $2, $3 is quite a bit when those individuals do not have the means to provide or even get a ride to school, as well, too. But there is always needs out there, and we will never be able to meet those needs. We won't, to be honest with you. But I'd rather, as Mr. Hanna mentioned, the advisors, that's one thing that I did agree to yesterday, but also the compensation in reference to the faculty and the adjunct faculty, I agreed to it, but my understanding is that we were looking at the 1.5 as of yesterday. >> MR. DEMION CLINCO: Thank you. So I would say that I had discussions with the chancellor only today, and I have made it very clear I have always been committed to the sustained investment into marketing because there are so many private colleges that are spending 10%, 15% of their entire budget to attract the students who are taking on even more debt than the cost of coming here. So spending a little bit of money to articulate our value proposition to attract those students and retain them and keep them here and make sure they are coming in our door also is money well spent. I think this is a good -- >> DR. LEE LAMBERT: Can I add to that? And I mentioned this especially to Maria when we were having our conversations, but as we bring these centers of excellence online, we're going to need to develop marketing campaigns to promote them so that our students and community know that they are available. Without the additional resources in marketing becomes difficult to do that. Also, you will notice we have increased our Spanish language marketing efforts. In order to sustain that, we need additional investments that get to a more permanent base as opposed to what we have had till now. >> MR. MARK HANNA: And it's not only other private colleges. It's the JTEDs, it's the employers out there who are enticing people, just come to work for McDonald's or wherever -- I don't mean to single anyone out -- and you don't need additional education. It's more than just -- we can't say we are the only game in town. We are not the only game in town. >> MR. DEMION CLINCO: I want to be clear, I do not like raising tuition. I did not get on this board to raise tuition. It's to create access and to create opportunities. It's a careful budgeting balance. >> MS. MARIA GARCIA: Can I ask how much money that we actually allocate for scholarships? Aside from -- I don't want to know about the Pearl Grants and stuff, because that's not a scholarship. >> DR. DAVID BEA: So what we're looking at, and again, the budget that we are talking about is sort of the incremental change, so the current year budget has, and hopefully someone can tell me, can chime in with the exact numbers, but it's around a million dollars of institutional scholarships that are available, that this doesn't affect that. Those would continue into next year, as well. We're just looking at what we would change beyond what the base budget is that we're talking about. >> MR. DEMION CLINCO: Okay. >> DR. DAVID BEA: And actually, I will add that a number of the one-year, one-time fund proposals that we looked at last year, the ones, dual enrollment, the teaching and learning center, we're not looking to add money for those, but they're not going to go away. The idea is we're shifting the resources within the college, so as a position becomes vacant, we will close that position so that we can just sustain the dual enrollment positions that exist. We're going to continue to do that. We have talked about that as a college. I just also want to make that point clear. >> MR. MARK HANNA: Can I just be clear on one other point? And that is there -- so the one-time things we did last year, because of expenditure limitation thing, there is nothing we are doing this year; is that correct? >> DR. DAVID BEA: So current year, so just to be clear mostly for the people in the audience, the one-time funds projects that the board talked about last year are in place this year, current year. What we are talking about is that some of the money for those, particularly the marketing, will go away if we don't find budget for it. What I'm saying is there are things that we know are working, the teaching and learning center has to keep going, the investment we put into that, the investment we put into dual enrollment is working, we have to invest in that, notwithstanding what you're seeing in this chart. That's a reallocation of resources within the college. So we will be shifting that -- and we will show that more as in the May budget presentation how we're able to keep those programs going. >> MR. DEMION CLINCO: And in the full budget discussion, I think there is an opportunity to talk about these additional or new one-time opportunities for the coming year. >> MS. MARIA GARCIA: First of all, I'm opposed to any tuition increase, okay. But I also know that the college has to be funded. I agree that our faculty need to be compensated, and we do have a lot of initiatives that we need to move forward with. I actually ran on the platform not to increase tuition, and so I am very sorry to have to say that, you know, my vote and how I think is I have to do what I think is in the best interests of the community and the students. You know, I'm not happy, but I know what we've got to do. Thank you. >> MR. DEMION CLINCO: Okay. And with that, all in favor of the motion, signify by saying aye? (Ayes.) >> MR. DEMION CLINCO: Anyone opposed? >> MR. LUIS GONZALES: Opposed. >> MR. DEMION CLINCO: Mr. Gonzalez dissents, so it is a 4 to 1 vote. The motion carries. Do we have a request for future agenda items? Before we conclude, I just want to end with a personal statement. Because we may not be meeting in this room at our next meeting or for the next one or two meetings. But I want to thank each and every one of you, not only for the work you are doing day in and day out, not only to prepare this institution for uncertain times, but the work you do really instructing our students and making sure that they have one of the best educations possible in this community. Every single person is in this room tonight because they care about this institution, and they care about the future of our community. This board values that, and we appreciate it, and in these uncertain times, we cannot tell you how much and how important you are to this community and to this state and to this city and to this college. So thank you. Be safe. Wash your hands. We'll see you soon. (Adjournment.) ********************************************* DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT AND MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. *********************************************