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         May 13, 2020 Governing Board Virtual Meeting...



         >> MR. DEMION CLINCO:  What I will do is go ahead and we will

    begin the roll call.  Let me call the meeting to order of the

    Wednesday, May 13, 2020 regular Governing Board meeting.  This is a

    virtual meeting.

         Following the guidance of public health officials, the college

    has closed all of its facilities to the public and allows only

    restricted access to essential personnel to promote social distancing

    and limit the spread of the Coronavirus.

         Accordingly, the Governing Board will conduct this meeting

    through remote technology only.  Members of the general public who

    are interested in following the proceedings can do so on our TV, on

    our YouTube, and through My Board Docs.

         The meeting is called to order at 2:43 p.m.  Our first order of

    business is our roll call.

         Mr. Silvyn, if you could call the roll, please.

         >> MR. JEFF SILVYN:  Demion Clinco.

         >> MR. DEMION CLINCO:  Present.

         >> MR. JEFF SILVYN:  Mark Hanna.

         >> MR. MARK HANNA:  Present.

         >> MR. JEFF SILVYN:  Meredith Hay.

         >> DR. MEREDITH HAY:  Present.

         >> MR. JEFF SILVYN:  Maria Garcia?  Maria Garcia?

         Luis Gonzales?





         Mr. Chair, I think we still have two board members not yet

    connected to the meeting.

         >> MR. DEMION CLINCO:  Let's just take a quick pause and we'll

    just recess until we can get them connected.

         (Pause in the proceedings.)

         >> MR. DEMION CLINCO:  I want to thank everybody for bearing with

    us as we deal with a little technical challenge.

         >> MR. LUIS GONZALES:  Hello.  Hello.

         >> SPEAKER:  Hello, Luis.

         >> DR. MEREDITH HAY:  Hello, Luis.  You made it.

         >> MR. LUIS GONZALES:  Good afternoon.  Good afternoon.

         >> SPEAKER:  We're still waiting for Maria.

         >> MR. LUIS GONZALES:  Yes.  Okay, then.  We'll wait.

         >> DR. MEREDITH HAY:  We have a quorum.  You want to start or

    wait?

         >> MR. DEMION CLINCO:  I mean, we could go ahead and wait.  I

    know she's working on calling in now.  We will go ahead and reconvene

    the meeting.

         Our first item is our call to the audience.

         We only have one member of the public who would like to speak,

    which is Pima Community College instructor, Matej.

         >> MATEJ BOGUSZAK:  Greetings.  Can you hear me okay?

         >> MR. DEMION CLINCO:  I'm going to -- we have the three-minute

    rule.  I will let you know about 30 seconds before.

         >> MATEJ BOGUSZAK:  Thank you very much.  I'll try to get through





    it quickly.

         Good afternoon, everybody.  Board members, Chair Clinco,

    colleagues.  I'm Matej Boguszak.  I'm president of PCCEA.  I wish you

    all good health as we approach the end of the wild academic year.  A

    huge thank you is in order for all the heavy lifting that faculty

    have done over the last couple of months to help our students finish.

    Almost there.

         We are equally thankful for all the hard work and creative

    efforts of our college staff and administrators who are really

    balancing enormous logistical and financial challenges.

         All of us at the college are urgently focused on supporting our

    students through this time and we are excited to celebrate their

    success at graduation next week.  The way everybody has stepped up

    and pulled together for a single purpose really makes us proud to be

    part of Pima.

         PCCEA greatly appreciates the chancellor's leadership during this

    difficult period and his focus on students and employees.  We have

    been encouraged by his recent message recognizing the importance of

    face-to-face education in the long run beyond this crisis and

    challenges faced by online students.  We are pleased the provost has

    committed to a transparent data-informed process for prioritizing

    faculty positions with key input from academic division leadership.

    We are expecting a follow-up.

         The faculty are eager to work together with the administration to

    gear up for the fall semester, get things done, help our students





    address their critical needs and really those inequities that have

    been so exposed in such an ugly way in this situation.

         While we examine opportunities to successfully position our

    college for the future, which we must do, we join our chancellor and

    provost in affirming that long-term systemic restructuring beyond

    just next fall should wait until all stakeholders are fully able to

    focus on it and participate in the planning process.  That will

    ensure that informed decisions are made, support student learning,

    enrollment, and the college mission.

         As you consider the proposed fiscal year '21 budget, PCCEA

    respectfully urges you to review it carefully and ask detailed

    questions.  Please consider what is really important and request

    changes as you see them as appropriate.

         Last spring I shared major concerns about trends in our

    expenditures, how our public money is spent and who the college

    values and doesn't by extension.

         I hate to spoil the warm feelings of unity, but these concerns

    have only intensified recently.  Somebody has to put them on the

    table.

         So spending on faculty is way down, shrinking in both absolute

    terms and as a share of the overall budget.  It's not just because we

    haven't gotten steps as a group in seven years, and not just because

    the counselors have been losing their faculty status that might be

    part of it, but positions and disciplines that...

         >> MR. DEMION CLINCO:  You have about 30 seconds left.





         >> MATEJ BOGUSZAK:  Thank you.  Positions and disciplines that

    really need them are being closed, and salary and lines repurposed to

    fund other instructional priorities that require their own dedicated

    funding source in the budget, like the teaching and learning center,

    PimaOnline.  It cannot be either/or.  We really need both.

         At the same time, the chancellor is asking for a $300,000

    increase, over 5%, for administrative personnel next year.  Why?  For

    this year ending June 30, our CFO got a step, our acting chief HR

    officer got a step, a couple of other executive administrators got

    multiple steps as their jobs got reorganized, and plenty of other

    steps were awarded the year before that to administrative personnel.

         Previously top-level administrative positions with baffling

    titles were created, some of them seemingly for individuals without a

    competitive process.  We have 45 assorted directors who aren't

    technically administrators but make average of 92,000 a year.  The

    chancellor himself got an enormous compensation increase hidden away

    with unbelievable perks.

         >> MR. DEMION CLINCO:  Okay, Matej.  You've hit your time limit.

         We really appreciate your time.  Again, you're always -- as

    always, please send the full comments to the board for us to review.

    We really appreciate your input.

         To anyone listening and to the greater community, we have set up

    a practice now while we have these virtual meetings of allowing the

    traditional call to the public, and anybody can participate.  You

    just need to submit your contact information by noon the day of the





    meeting.

         So Matej, we really appreciate your input.  Please be safe, and

    again, thank you for everything you are doing for the college.

         Okay.  The next item on our agenda is remarks by the Governing

    Board.  I will keep mine very brief, but I want to echo Matej's

    comment just to thank everybody for all they have been doing.

         This has been an extraordinarily difficult period of time.  I and

    this entire board fully understand the tremendous effort that each

    and every single member...(lost audio)...that our students can be

    successful but they can complete the year and that we can get ready

    to continue delivering the educational opportunities this summer and

    into the fall.

         I'm personally extraordinarily appreciative.  Thank you for the

    incredible work that each and every member of this college community

    is doing.

         Mr. Hanna?

         >> MR. MARK HANNA:  Thank you, Chair Clinco.

         Yes, thank you to everyone.  Some of the people on the screen

    right now are the real stars, and actually everyone are.  Faculty,

    our staff, administrators, are real stars and really stepped up.  And

    for those of you who were online for the all college meeting we had

    last week, you could just see in the comments section people really

    embracing this opportunity to work together to make our college

    successful.

         A special shoutout to Norma and all her folks who got those





    checks out.  It appears that we may have been the first college in

    the entire state to get the checks from the CARES Act directly into

    our students' hands.  That's just an amazing effort, thanks to good

    planning and execution.  I'm certainly grateful for that.

         And then I just want to quickly take a moment to recognize an

    educator who we lost this week, a person very close to my own route

    into education.  Mrs. Marge Christensen Gould, who was a teacher at

    Catalina High School.  She taught at-risk students.  She had a

    program specifically for them to teach them literacy skills and job

    interview skills.

         I met her 20 years ago.  I was searching for a second career.

    She invited me into the classroom.  She taught me that students, and

    all of us who have anything to do as educators know this, that

    students all learn differently.  Finding the key to that learning

    ability is how you make a student successful.

         I'm very grateful to her, and I'm saddened by her passing this

    week.

         That's all I have.  Thank you.

         >> DR. MEREDITH HAY:  Yeah, I want to echo, certainly, Chairman

    Clinco, what you said about thanking all the faculty, the staff, the

    leaders, administrative leaders.  You've just done heroic work.

         Thanking the students for completing their coursework, sticking

    with us, and coming back, re-enrolling this summer and this fall and

    that we are all in this together.  It's just been extraordinary work

    of teamwork and effort, and it just fills me with hope that we'll get





    through this, and I want to thank everybody for their contributions.

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

         Mr. Gonzales?  I believe you're on mute.  Mr. Gonzales?

         >> MR. LUIS GONZALES:  Yes.  I'm here.  First time on mute.

         I just want to say thanks to the faculty and thanks for PCCEA in

    reference to the challenging times we have right now, but I think we,

    as a team, we'll go through this and we'll continue on with striving

    what we need to do for the benefit of our students, but I do think

    that we can have different approaches.

         But more important, acknowledge students that will be graduating

    next week that did complete.  I think it's going to be a great

    -- it's going to be great for them.  Thank you.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Well, I would like to thank everyone that

    has taken the time to participate in this web-based board meeting.

         I want to extend my most sincere thanks to all faculty leadership

    and support staff for their dedication and contribution to the

    students and to this institution.  I understand how difficult it must

    be for everyone during these very trying times.

         Pima College must continue to provide equality, affordable

    education to its residents.  Without your contributions and

    dedication to this college and honoring your own profession, this

    would not be possible.

         To the 2020 Pima College graduates, congratulations.  Your

    efforts of perseverance have paid off.





         I want to leave you with a quote from Ricky Rogers.  Strength

    doesn't come from what you can do.  It comes from overcoming the

    things you once thought you couldn't do.

         Thank you.

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

         Next we have our administrative reports.  We are going to begin

    with Brooke Anderson, our faculty representative.

         Oh, I'm sorry.  Administrative reports is not our reports from

    our representatives to the board.

         Chancellor Lambert, if you want to go ahead and begin with the

    first one.

         >> DR. LEE LAMBERT:  Yes.  So we have had folks working on a

    response and recovery plan, and Tom Davis has been leading that

    effort for the college.  I ask that Tom share with you what that plan

    is starting to shape up to look like.

         Tom?

         >> TOM DAVIS:  Good afternoon.  Chair Clinco, members of the

    board, Chancellor Lambert, fellow employees, friends of Pima.  I'm

    Tom Davis, chief of staff of the college.  It's an honor to be with

    you here again.

         During the past two board meetings, I have outlined our plans for

    worst-case scenario to shut down the college and the most likely

    scenario to move to online instruction.

         Today I will discuss our re-entry planning efforts.  First I must

    say that over the last few months that we have dealt with this crisis





    our employees and students have adapted brilliantly, and frankly,

    they have gone above and beyond what was expected.

         The chancellor, myself, the entire Executive Leadership Team are

    beyond grateful for the selfless service of our employees and how

    they have adapted to assist our students and transitioning to this

    new environment.

         As you have seen in the news, there is mounting pressure from

    various entities around the United States, the State of Arizona, even

    here in Tucson, to reopen our communities.  From my lens, the data

    does not indicate we are there yet, especially here locally in

    Tucson.  What we are doing is the prudent planning on how we will

    re-enter the work space.  Today I will outline the framework and

    discuss a few potential topics you may have questions on.

         Our basic premise in our planning efforts is to do minimum harm

    to our students while balancing their as well as our employee safety

    and security.  Additionally, as outlined in the previous discussions,

    the need to be as flexible as possible continues to be paramount.

         As we have all seen and experienced, the situation continues

    daily if not hourly.  None of that has changed.  As I have done

    previously, I want to lay out the reality of our situation.

         As you are probably aware, as of today, there are approximately

    4.3 million cases worldwide.  There were 925,000 last time we talked.

    Approximately 294,000 deaths, again, 46,000 deaths last time.

         Here in the United States, there are approximately 1.4 million

    cases compared to 210,000 last time.  I have to point out that's 1





    million cases more than the next closest country.

         We have almost 84,000 reported deaths.  Here in Arizona, there

    are just over 12,000 reported cases with 594 reported deaths.

         1,623 of those cases are here in Pima County with 136 reported

    deaths.  There were 29 deaths last time in Pima County.  The majority

    of those cases and deaths have happened since last time I talked to

    you six weeks ago.

         These statistics make it more imperative that we continue to take

    this seriously since we have the highest fatality rate in the state

    at this point.

         My point to you is that this is still a very real threat and it's

    here and we, as a college, are continually taking this seriously.

    The chancellor has been and continues to be clear in his guidance.

    Safety of students, employees, and community comes first.  With that

    said, we have developed a six-phase plan to re-enter our work space.

    Again, at the appropriate time.

         I will point out that even though these phases are sequential,

    they may be and in fact do run concurrently as conditions merit

    and/or as leaders direct in order to advance timelines.

         Currently we are in phase 0, 1, and 2.  I will describe the

    phases.  Phase 0.  Planning, coordination, and training.  In this

    phase, individual units are creating unit re-entry plans specific to

    the workplace.  The plan that I have described is the umbrella

    overarching plan.  They will also coordinate their plans with other

    units and with the district to ensure synchronization of effort and





    potentially any external, potentially coordinating with external

    entities.

         While this is happening, units will start to ensure they have

    enough PPE or personal protective equipment, such as masks, gloves,

    potentially added protection and/or coveralls, depending on their

    work space for their employees.  Individual employees will be trained

    in the fitting, wearing, and use of PPE as well as safe removal,

    sanitizing, and disposal prior to re-entering their workplaces.

         That's phase 0.  Phase 1, essential employees returning to the

    workplace.  Throughout the COVID-19 situation, essential employees

    like the police officers, payroll personnel facilities workers, have

    been allowed to conduct mission-essential tasks in order to keep the

    vital functions of the college operational.

         We will continue to allow mission-essential personnel to re-enter

    the workplace on a case-by-case basis, utilizing protocols

    established by our facilities and police teams.  This phase is

    ongoing.

         Phase 2, the advanced group.  This phase begins with unit and

    departmental advance teams being identified and subsequently

    returning to work spaces to evaluate them and ultimately potentially

    reconfiguring them to be able to accept employees within the social

    distancing parameters.  This phase may take a long period of time due

    to potential reconfiguration.

         Alternative protocols could be in place to limit employee contact

    by shift work or alternative schedules or locations.  Ultimately the





    advanced group will make recommendations to unit leadership on a plan

    to ensure employees operate within the social distancing

    recommendation through alternative scheduling, et cetera.

         But it's not just the workplaces.  It's the classrooms that are

    being evaluated and reconfigured, as well.  We are looking at the

    best hands-on instruction that are required, especially in our CTE

    and various required lab-related courses in phase 3, from looking at

    ways to more efficiently schedule to placing barriers in order to

    protect students and faculty to actual reconfiguration or expansion

    of spaces to accommodate backlog of students that we were not able to

    finish in the spring.

         Now we go on to phase 3.  The re-entry for employees needed to

    fulfill career and technical education, labs, and necessary

    face-to-face operational pieces.

         After unit advance teams identify and reconfigure their work

    spaces for re-entry, and only when deemed necessary for safe

    operations, will students and employees be allowed to conduct limited

    face-to-face operations or instruction in critical CTE labs and other

    hands-on areas.

         Maximum use of technology and virtual learning must be utilized

    prior to any employee or student entering instructional areas for any

    required hands-on learning.  Social distancing recommendations will

    still be mandated during that time frame.

         Then phase 4 is the additional employees returning minus

    employees needing and/or required to still work from home.  As





    conditions allow and as social distancing restrictions are more

    relaxed, the college leadership determines it's safe, the number of

    employees returning to work will be gradually increased and allowed

    back into the workplace.  There will be groups of employees that will

    need and/or still be required to work from home.

         The college has made a commitment through the end of the fiscal

    year to allow employees with specific circumstances that were beyond

    their control to work from home without consequence.

         Examples of those employee groups are, like, employees that have

    children in K12, because the schools are closed, or other employees

    caring for family members who are sick, employees with pre-existing

    conditions, and the like.

         And then phase 5.  All employees operating from their designated

    work space and the return to large community events.  In essence,

    phase 5 is the resumption of normal workplace activities and the

    reintegration of PC back into the local community.  Community events

    can take place with large gatherings.  It's anticipated it will be

    some time before this will occur, though.

         There is obviously a concern that a second wave of the COVID-19

    virus may precede this phase.  In essence, we could go back to phase

    1 level activities even though we may be in phase 4.  Again, that's

    something we taking into consideration within our planning aspect.

         So you know the status of the plan, the unit leadership are

    working with their teams to develop, coordinate, synchronize

    individual plans.  That work should be completed in the coming week





    or so.

         Additionally, as I mentioned, we are concurrently working in

    phase 0, 1, 2.  Not only are we planning, unit leadership has pushed

    forward advanced teams and are assessing their spaces to look not

    only at individual work spaces but at classrooms, as I mentioned.

         So they are to look at how and what the modality is optimal for

    each classroom as well as what potential barriers could be in place

    to protect students and faculty.

         With the assistance of our healthcare deans, facilities personnel

    and campuses, we are setting in place appropriate protocols and

    processes to ensure students and employees are monitored prior to

    entry into facilities during phase 3, using single entry and exit

    plan model.

         One of the larger questions that employees have been asking, and

    I'm sure you're wondering, is when will we return to the workplace?

    That is currently unknown.  Currently we aren't going to put out a

    specific date or even be held to a specific date because of the

    conditions I mentioned earlier.  Again, our decision matrix will be

    based on many conditions.

         To put it out there, most employees should plan on working

    remotely through the end of the calendar year.  We do not anticipate

    employees coming back en masse anytime soon.  We will continue to

    work remotely or on a rotating schedule if we do happen to go into

    phase 3 or 4 where only part of an office staff will be back in the

    office spaces.  Some staff, like facilities and police department,





    will have probably a normal schedule in their work places.

         The decision to return employees and students to the campuses

    will be made by the board chair and the chancellor.  First and

    foremost, the basis of any decision will be the safety and security

    of our students and employees.

         The chancellor and the board chair will use current data and

    potential recommendations from the Pima County Health Department in

    order to determine the current and forecasted COVID-19 trends and

    outlook.  They will look at guidance from the governor's office.

    They will look at recommendations from the ELT, and in consultation

    with county leadership as well as the City of Tucson leadership.

         We will also look at the community and how it is responding to

    the businesses' return to work, as well as what the University of

    Arizona is doing and how they are approaching return.

         We have been in discussions with them at the highest levels and

    plan to keep an open dialogue and to consult regularly with each

    other to share each other's plans.

         Another question is will we test our employees and students?  At

    this point, no.  Though we would prefer to test everyone prior to

    resuming classes, that is currently not an option.  There is

    physically not enough tests in the county to accommodate that.  What

    tests are available in the local area will be reserved for COVID-19

    symptomatic individuals.

         Because of that, and the prevalent protocol of test, track,

    treat, it's not necessarily an option for us.  But what we will be





    able to do, if a student or employee does become symptomatic, we will

    refer them to local healthcare professionals to then be tested,

    tracked, and treated if required.

         If the availability of testing increases, then we of course will

    relook at this.  But according to Pima County, testing for all

    employees and students is just not an option at this time.

         Will we continue to social distance?  Yes.  We will follow the

    social distancing recommendations.  As you may have seen, the county

    recently announced relaxed guidelines which we will extend into our

    workplaces and classrooms, still have individuals wearing masks in

    public but with groups of 10 being able to gather.  If more than one

    group of 10 is nearby, they must be separated by six feet, with

    restaurants being able to go to 50% capacity with those modes.

         We will translate that into our classrooms, and I believe Dolores

    has created a planning number of 15, plus or minus, depending on the

    actual size of the classroom.  Dolores is available to discuss the

    academic plans if you have any specific questions.

         Lastly, as you are aware, a comprehensive deep cleaning has taken

    place.  Not only disinfecting all common areas in our facilities but

    major maintenance and cleaning of our systems that had not been

    conducted in decades.

         Obviously employees will be expected to clean their personal

    areas regularly as well as wash their hands more frequently following

    CDC recommendations.  Facilities and custodial staff have begun

    planning to clean high-traffic areas several times a day as we return





    to normal operations.

         So pending any of your questions, that's all I have for you.

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

         Do any members of the board have specific questions about the

    phase plan?  Okay.  I don't hear any, just to be clear.

         Thanks, Tom.  We appreciate the detail and appreciate the very

    methodical and conservative approach that really prioritizes the

    safety of our faculty, our staff, and of course our students.  So

    thank you.

         Next we have our enrollment update, distribution of the CARES Act

    fund.  David Arellano, our dean of enrollment management, and Norma

    Navarro-Castellanos, executive director for financial aid and

    scholarship.

         >> SPEAKER:  Good afternoon, Chairperson of the Board, board

    members, Chancellor Lambert, colleagues and guests.  I'm going to

    begin with introducing our executive director of financial aid, Norma

    Navarro-Castellanos, who is going to share some information on the

    CARES Act, and while she is queuing up, I'm going to share our slide

    deck with you all so you can follow along as we give you the update.

         >> SPEAKER:  Thank you.  Thank you for the introduction, and

    thank you also for the opportunity to be able to speak to you as to

    the timeline and the steps that we took to be able to distribute

    these funds to students.

         I do not want to miss the fact that it took this village that you

    see here, all the names of these individuals, to make sure to help us





    get this executed for our students.

         This is just another example, another glimmery, shiny light of

    the capabilities we have here at Pima Community College, the

    community that we have in being able to come together to make sure we

    deliver the needs of our students.

         I'd like to begin, if you don't mind going to the next slide.

         The Coronavirus Aid Relief and Economic Security Act, known as

    CARES Act, was signed into law on March 27.  Pima College received

    its letter from Secretary DeVos on April 9.

         April 10, Pima College submitted the certification and agreement

    form in order to accept these funds, and on April 20th, Pima College

    received its first allocation of funds.  The first allocation of

    funds was $4,994,525.  This is known as the student portion.  This

    portion of funds had to be directly due to students.

         By April 23rd, we did our very first distribution to students.

    Our first 881 students received funds.  We have been doing so every

    week since then.

         As of today, I am very proud to say we have over 6,000 students

    that have and will be receiving these funds.  This week is in

    process, and students will be receiving this week's

    distribution...(lost audio).  It total, we have 6,079 students that

    have received these CARES funds, placing us at more than $4.8 million

    being distributed to students for the spring semester.

         The focus, though, now is to assist students that we have

    received a FAFSA application or have not yet received a FAFSA





    application for the 2019/'20 school year.

         Pima College typically receives nearly 18,000 FAFSA applications

    per year.  A good amount of those application students are selected

    for a process known as verification or other pieces of information

    that we are required to verify, confirm for students.

         We average on a yearly basis about half of those students not

    completing those steps, and it's no more apparent today, now, the

    need.  Students are stepping forward and indicating they are in need

    of these emergency funds, but we need to make sure that they have

    completed the steps in order to receive federal student aid, as well.

         This was also apparent as students were submitting applications

    for the Pima emergency fund, and the team that was put together to

    evaluate students that were submitting those applications also saw

    that students, many of these students had submitted a FAFSA

    application but that had outstanding requirements.

         So this team, led by Ricardo, has committed to working with

    students, to making sure they complete the next steps, because these

    students could be able to receive Title IV federal student aid in

    addition to emergency funding.

         So that is our focus now.  Pima has also received its second

    allocation, an additional $4,994,524.  Again, a very quick

    turnaround.  We submitted our certification and agreement on April

    23, and then by May 6 we received our notification of disbursement

    from the Department of Education.

         From this second allocation, 2.5 million is going to be utilized





    for the purchase of laptops to be able to offer for students to help

    them get through their education this summer and in the fall.  1.5

    million will be reserved, as well, to be able to continue

    distributing funds for these students.

         There is a subgroup of students that will be specifically

    identified.  These are students that were unable to complete their

    coursework this spring semester simply because of the way their

    programs are designed.  We have a lot of programs, as you're well

    aware, that have a lot of didactive, a lot of hands-on work.  These

    students, many were unable to finish this spring semester, so were

    given incompletes or I grades.

         These students will be coming back, are expected to come back

    this summer, fall, or into the spring semester to finish this

    coursework.  This next allocation of funds we will be targeting those

    students to make sure they receive this additional funding, because

    even though these students will not be billed tuition and fees to

    finish the coursework that they left pending, they will have expenses

    related to their cost of attendance, such as materials, supplies,

    travel expenses.  So they will need that extra help there.

         There is a remaining $994,524 from this second allocation that we

    will be considering for any additional resources.  Those can be

    hotspots or other information, technology, equipment, software, to

    enable students to participate in distance learning as a result of

    this significant change to the delivery of instruction due to the

    Coronavirus.





         Lastly, I'd like to speak about the third allocation here.  The

    third allocation is due to our Hispanic-serving institution status.

    We are a minority-serving institution, and we also received our

    notice from Secretary DeVos on April 30.  The amount for this is

    $640,229.

         However, there is a slight variance to this third pot of money,

    that it comes with the ability to be able to complete or create an

    application designated by us in which the student can attest under

    the penalty of perjury to meet the requirements of section 484 of the

    HEA, meaning provides a little bit more flexibility than us needing

    to have the FAFSA application and looking at the data elements we

    have had to look at during this first and second allocation that we

    have received.  So we are considering developing this certification

    form so that students may be able to submit this to us.

         So in total, Pima College will be receiving $10,629,278 due to

    the CARES Act.  That's my update in regards to the CARES funds.

         Any questions?

         >> MR. DEMION CLINCO:  Any members of the board have questions?

         >> MR. MARK HANNA:  So, Norma, thank you.  I just can't thank you

    and all the folks, and David, everybody involved in this.

         I even spoke to several students personally who were just so

    grateful that they had received their checks and told me that it made

    a huge difference, the fact that you got them out so quickly.

         But I think that what this all points to as we get through all

    this is that we have to, whatever we have to do to get students to





    complete the FAFSA, because I think it just really points out that

    even without this whole thing, we have students who could have been

    receiving federal aid prior to this whole thing that probably aren't

    because they never completed the FAFSA.

         We need to really focus in on that if we can once we are done

    with all this.

         >> SPEAKER:  Definitely.  This week's batch of 300 is a testament

    to that, because otherwise they would have been selected the weeks

    prior to for us to distribute the CARES funds.  From last week to

    this week, that was the amount of effort we put in to make sure

    students not only are just submitting their FAFSA application but

    being able to complete, submit all the necessary documents that are

    required to verify.

         >> MR. DEMION CLINCO:  Could you tell me for students who

    withdrew or have an incomplete prior to the issuance of the CARES

    funds, are they eligible for this funding if they reach out to the

    college?

         >> SPEAKER:  If they are completely withdrawn from the

    institution, I'm not able to distribute these funds to those students

    for this spring semester.  However, the students that had to receive

    all incompletes in all of their coursework, upon their return to

    finish their coursework, these students will be re-enrolling in those

    same courses will not be billed for that course again.

         But again, that is the student population that I am focusing on

    for this second allocation, because these students will have those





    additional expenses.

         The CARES Act did come with some provisions in regulatory, and so

    students who had to completely withdraw from the institution

    normally, under normal circumstances, we have to calculate the

    unearned aid and bill back the student.  Due to this CARES Act, that

    is not something that is occurring at this time.

         Additionally, we have also built into, at the end of the

    semester, every time we evaluate students' academic progress,

    students who have an I, the I grade will not count in the

    quantitative measure of academic progress.

         >> MR. MARK HANNA:  Did I understand you to say that if a student

    withdrew and had been receiving financial aid, that we are obligated

    to contact them and have them pay back financial aid?

         >> SPEAKER:  Under normal circumstances.  But because of our

    circumstances right now, the CARES Act brought with it also

    provisional regulations, and part of that, one of those regulations

    is that students who have completely withdrawn, we will not be

    billing them the unearned aid.

         So students normally, when they stop out in a semester and

    completely withdraw, we have to calculate what they did not earn from

    that day which they completely withdrew from the institution to the

    end of the term.

         Normally that is billed back.  Under CARES Act, this provision is

    in effect that we are not billing students back.

         >> MR. MARK HANNA:  Great.  Thank you.





         >> DR. LEE LAMBERT:  Norma, can you share -- I know that the

    college has already identified the technology pieces under the second

    allocation.  Could you just briefly share that?

         >> SPEAKER:  Yes.  They are several laptops that will be

    purchased, that have been purchased to be able to distribute to

    students.  So that will be going into effect very shortly.  The

    purchase is under way and being able to distribute these laptops to

    students starting this summer.

         It's on a lending basis so that students will be able to finish

    their courses for this summer and then as well for fall semester.

         >> MR. DEMION CLINCO:  Thank you.

         Additional questions from the board?  Okay.  Norma, thank you

    very much.

         Just to echo Mark's comments, we really appreciate the tremendous

    lift to get this funding out the door and into the hands of our

    students under extraordinary circumstances.  Thank you.

         Next, we have our marketing update with Lisa Brodsky, our vice

    chancellor for external relations.

         >> SPEAKER:  Demion, I had a small update --

         >> DR. LEE LAMBERT:  David -- right.

         >> MR. DEMION CLINCO:  Go ahead.

         >> SPEAKER:  I apologize.  Thank you, Demion.

         So again, I'm appreciative and I think we are really proud of all

    the work that folks have done on the CARES Act and emergency funding,

    all the work they have done.  We are appreciative of the guidance





    from the Executive Leadership Team, as well.

         What I want to talk about really quickly is a lot of the things

    that we have done to transition our student services, our student

    affairs to that virtual realm so we can continue to support students

    during this time, and so when we looked at the student affairs

    virtual transition, we went from a campus-based structure to really a

    team-based approach in helping support our students.

         Really focused on retention and that student support piece.  We

    have created a multi-channel approach for students to engage academic

    advisors and the services they need from student affairs.

         We really focused on how do we get students to stay enrolled, and

    a lot of this interacts with the CARES funding, emergency funding,

    Wi-Fi parking lot access, Wi-Fi in the parking lots, technology and

    laptop loanings.  It's really a complex event where we bring in

    multiple pieces to make sure that that student can stay engaged.

         Again, the work from our program advisors, counselors, enrollment

    advisors, liaisons, Student Life, virtual, financial aid, so on, has

    really been focused on that academic and personal support, really

    caring about the student, listening to the student, expressing

    empathy, making sure that we can refer students out to the

    appropriate resources.

         There is so many resources out there to help support students,

    whether health-wise, safety, financially.  Making sure we can keep

    advising them to make the right decisions as they navigate finishing

    up the semester.





         We've provided a lot of guidance on the withdrawal and incomplete

    processes.  We built in a lot of provisions as a college that are

    really cutting edge and not seen a lot across the nation in terms of

    executive leadership's decision to offer tuition credits or waivers

    for withdrawals and for the incompletes.

         That's really at the forefront.  A lot of schools are not doing

    that, and that's really going to be a key piece in retaining our

    students and getting some new enrollments for the fall.

         Huge group working on those emergency funds, really triaging

    students to make sure they were sent to the right location.  Then

    another piece that we don't usually talk about is the Access and

    Disability Resources office.

         We really had to pivot to make sure those accommodations existed

    in the face-to-face realm, that they could translate into the new

    virtual or online realm.  That's a huge student support piece,

    success and retention piece.  The ADR team has been really successful

    in making sure we can continue to support our students in that realm

    or with those accommodations.

         Looking forward, though, we have a huge task in front of us in

    terms of our summer enrollment and fall enrollment.  When we look at

    that, from the get-go in early March we started looking at how we can

    make sure we can guide students, new students, through the enrollment

    funnel.

         We are working with a case list of over 3,000 students that have

    applied since late February, making sure they are going through each





    step, getting them registration ready.  We have 20 advisors working

    with those students continuously.

         I talked about the ADR component, but also as students transition

    out and realize in the new modalities they may need accommodations,

    we are reaching out early now to make sure that we can provide them

    so that transition into those modalities is seamless for them and

    they can be successful.

         Last month we mentioned the admissions application 2.0, up and

    live, no issues on our front end.  We have presented that out to

    staff and we have seen students continue to apply to the institution

    at around 70 or 80 applications per day since we went live with that.

         One of the other highlights we will be bringing out is a ChatBot

    expansion.  Norma and the financial aid team pioneered the ChatBot.

    Got great results, have a lot of virtual resources for students and

    really making sure that students have that access to financial aid

    information 24/7.

         We will be expanding that out to veteran services, student

    accounts, registrar's office, and student services, so this will be

    an additional resource on top of our e-mail channels, phone lines,

    Google Hangouts.  This ChatBot will be a new addition.

         And then I wanted to provide an update on Pearson.  Pearson, a

    lot of great work still going on there.  Even with the challenges,

    with the employers that we work with, the Pearson partnership, those

    employers in the hospitality and tourism industry, we know they have

    really taken a hit during this pandemic, but we are still seeing some





    steady enrollments from those students, and roughly for the summer we

    should have around 300 Pearson students enrolled at Pima.

         So I wanted to provide, as we look forward and what we are doing

    in the now to support students, is really about the health and

    safety, the support, and making sure that we retain them, enroll

    them, and move them forward even during these troubling times.

         With that, I will open it up to any questions the board may have.

         >> MR. DEMION CLINCO:  Any questions for David?

         >> MR. MARK HANNA:  Thank you for the application.  I have heard

    good things already.  A long time coming.  Thank you for all the work

    you have put into it and your team.

         >> DR. MEREDITH HAY:  Good job, David.  I just want to say thank

    you for your good job.

         >> SPEAKER:  Thank you, board.

         >> MR. DEMION CLINCO:  Anybody else?  David, we really appreciate

    it.  We know this has been a massive lift and unusual time to bring

    it online, but I think the timing in some ways could not have been

    better now that we have these major tools aligning to be able to

    support students more cohesively in an online environment.  Thank you

    so much.

         That brings us to our next report, the marketing update from Lisa

    Brodsky, vice chancellor for external relations.  If you haven't had

    an opportunity to take a look at the new website, it really is an

    extraordinary improvement to the tool we had before.

         >> SPEAKER:  Chairman Clinco, members of the board, Chancellor





    Lambert, colleagues and guests.  I'm going to give you a very

    high-level overview of what we are doing in marketing.  I'm hoping

    you can see my screen?  Yes.  Pushing all the right buttons.

         Marketing right now for everybody is certainly difficult.

    Finding your voice, finding your space is really tough.  It's

    especially difficult in higher education right now.  We have seen the

    headlines.  We certainly don't want these headlines to be repeated

    for Pima.

         But the reason marketing is difficult is certainly given the

    situation that we are in.  Families are dealing with a lot right now

    at home.  People are looking to get through programs quickly, to get

    to their next step.  We are hearing about a growing interest in

    students taking a gap year to get past some of this.  Even though

    everybody is giving a thousand percent, customer service is

    challenged right now by our virtual environment.

         The good news is, and there is lots of good news, is Pima has a

    lot of opportunities.  So as you know well, we have a high-quality

    PimaOnline program we are really taking advantage of this year.

    Being local and local institution is going to be important for more

    reasons than usual.  Of course, our low tuition.

         In the next presentation from Dr. Roark, you will hear a lot

    about some short-term training opportunities and skills programs that

    we are really going to be able to market and take advantage of.

         Then we also believe that students are really going to like

    having more eight-week options, and we think they are going to like





    the hybrid courses.  I will talk to you about why that is.

         First I want to let you know that student recruiting is also

    doing very well.  They are very active.  They are meeting regularly

    with counselors, a lot of classes.  Have invited them into their Zoom

    presentations.  These guys are reaching out with every tool they

    have.  I think there has even been conversations across a street from

    time to time.

         We are working to partner -- this time of year we tend to do a

    lot of coaching on helping students work through the application.

    Again, I was going to say the good news is our new application is

    easing the need to do that, but we are still looking for those

    opportunities.

         This is also a time when we would talk to them, students, about

    FAFSA, as well.  So we are looking for some partnership opportunities

    to provide hands-on support.

         Our social media is also doing very well.  These are the tools

    that we have to really show people inside the institution, to show

    that we are active and alive and well.  The good news is our likes

    are up, engagements are up.  So we are really happy to see that.

         We were able to take advantage this year of nurses celebration

    month, which is all May.  We have had these billboards all over town.

    We included some radio in support of this.

         So we are really happy to be able to let those front-line workers

    know how much we appreciate them and that we are happy to be part of

    their community.





         Significantly regarding advertising, right now our PimaOnline

    campaign started about three weeks ago.  We are working with Stamats

    on this campaign.  This is a very aggressive digital effort targeting

    four of our PimaOnline programs.

         What's fun about this campaign, what's going to be interesting is

    a lot of the tools that we have now that we didn't have before.  So

    with our new website, we were able to create dedicated landing pages.

    We also created a customized phone number and e-mail address.  What

    this means is that we are able to track when people hit one of our

    ads, if they've hit our website, how long they spend there, if they

    complete our (indiscernible) form, if they call that number, if they

    submit an e-mail, we can follow them hopefully all the way through to

    enrollment.

         But it also allows us to adjust the messages on the fly.  So if

    something isn't working, if a message we have out there doesn't seem

    to be attracting a lot of attention, we can adjust the language,

    adjust the ad, increase that response rate.

         Another cool thing that we are doing with this campaign, normally

    we would geofence to the high school.  So while the students were in

    high school, they would be served up ads on their phones.  Obviously

    we can't do that now, but we can do it in a manner of speaking.  We

    are able to target these high schools, we are able to detect if their

    devices had been in that school.  We will serve up these

    advertisements on those devices.  So we are still able to reach those

    high school students very effectively with this campaign.





         You're going to hear more from Dr. Roark on this Google IT

    certificate program.  We did a very short campaign for this in April.

    Got tremendous response to the ad.

         I think we have at least 8, probably more by now, students

    enrolled in this.  As we identify funding, we believe this is another

    opportunity that -- this is another opportunity that we would really

    like to market rather heavily, actually.

         Our general enrollment campaign is currently up and running.  I'm

    hoping you have seen it.  We hit every element.  We have outdoor, TV,

    radio, certainly digital and social.  With this campaign, we spent a

    lot of time discussing what the message for it could be.  And what we

    ultimately settled on was to stand out from the other messaging that

    is going on right now, we really need to give people something

    direct, something actionable, something that spoke to their future

    and how they could advance their lives from where it is right now,

    especially people who have been really severely affected by this

    Coronavirus.

         We offer a very direct message about enrolling and letting people

    know that Pima is there for them, we are active, ready for you, and

    classes are going to start this summer and certainly this fall.

         We are going to follow closely on the heels -- actually part of

    this has already launched, it launched today, with some more direct

    messages.  So this is where being local and reaching our universities

    is going to be critical.

         Our summer campaign is -- what we have typically done with our





    summer campaign is geofence the universities and encouraged people to

    come to Pima.  We are doing that in the same way I mentioned before.

    This time we are able to target their .edu e-mail addresses and they

    are getting these digital ads on their devices that way.

         But we really want them to understand about the fact that they

    can save money, the classes transfer.  We think they will like the

    eight-week programs and the hybrid courses where they have an

    opportunity to be in class but they will also be in a safe, virtual

    environment.

         What we really hope resonates with a lot of these students,

    especially the ones that might have been inclined to sit out a year

    or those who wanted to go out-of-state but may sit out because they

    are concerned about going out-of-state, is they can come to Pima and

    continue their education seamlessly.  They don't have to take a gap

    year that they may not have wanted to take or planned to take, that

    we have opportunities for them.

         And we are hearing increasingly that both locally and nationally

    students are saying, well, if I'm going to be in a virtual classroom,

    I'm not going to pay university prices for it.

         We know we have a very solid, good quality virtual environment to

    provide students, and we are going to be getting that word out about

    that.

         Next up, later in this month we will be dropping a postcard to

    three zip codes to promote our GED and Adult Basic Education Program.

    We think this will be well received, and we are really excited about





    it.

         We have a number of opportunities that we are working on.  We

    have lists of the current high school students, dual enrollment

    students, and we are working on various ways to continue to market to

    these students.  We have some specific plans and we have some general

    plans that we think will resonate with this audience.

         What I really wanted to get to at the end here is the importance

    of marketing to our current students.  Typically we make our current

    students aware of, just aware it's time to register, time to complete

    their FAFSA, whatever it happens to be.

         But this year we really feel we need to market to them as

    aggressively as we are marketing to prospective students.  We know

    there is dissatisfaction with virtual classes, but we know our

    students are really tough and they have stuck with it and are working

    really hard.  They are going to make it through the semester.  But

    what we really need them to understand is why it is so important to

    continue, not to take that time off.  You take that time off, you may

    never come back, right,  and that's just not good for our students.

         So we are going to do a postcard campaign to our current

    students.  We are working on a video.  It's kind of a fun video but

    empathetic at the same time.  Just to let people know we are there

    for them and we will help them get through it, it's going to be

    great.

         As we identify funding, we would like to be able to send ads,

    geofence their homes, because we have their home addresses, send ads





    to their digital devices just letting them know we want them to come

    back, we are there for them, that they can finish and do quite well.

    And as David mentioned a bit ago, enrollment management, admissions,

    to offer various communications to this current audience.

         So that was very fast.  If I can answer any questions, I'm happy

    to do so.

         >> MR. DEMION CLINCO:  Any questions from the board?  I have a

    first question, actually.

         Lisa, do you have the resources you need to be able to really

    continue to aggressively market in this really uncertain time?  I

    mean, are you able to pivot dollars from billboards that people may

    not see because they are not leaving their homes as frequently to

    more digital tools?

         >> SPEAKER:  Well, just want to touch on billboards quickly since

    you mentioned it.  The reason we were able to do billboards is we got

    a significant discount for all the reasons you just said.

         I have been out a little bit.  Traffic is good.  We are feeling

    better about that.

         No, actually we do need to identify some other funds if we really

    want to be aggressive in some of this.  We don't quite have the funds

    that we need.  As it is, we are spending at least $100,000 less than

    we spent last summer for fall enrollment.  Enrollment did go up.  But

    we are working to see what we could do to identify those funds and

    repurpose some funds that we would have used for other things right

    now.  So we are working on that.





         >> MR. DEMION CLINCO:  Chancellor Lambert --

         >> DR. MEREDITH HAY:  I love the billboards.  I'm on Speedway

    every day.  I love those billboards.  There is a lot of people out.

    I think people are seeing them.  They look great.

         >> MR. MARK HANNA:  Lisa, you may have mentioned this, and I know

    you were aware of this, but we are hearing some reluctance from some

    of the students who have been accepted to the U of A to go back there

    because of the face-to-face classes.

         I hate to be counter-programming against our partners, but this

    is definitely an opportunity, I think, for us to say it's safer at

    Pima.  (Smiling.)

         >> DR. MEREDITH HAY:  No way.  Now, Mark -- Mark, come on.

         >> MR. MARK HANNA:  That's not the right --

         >> DR. MEREDITH HAY:  U of A is going to do hybrid, it's going to

    do online, and there will be a few in-face classes.

         That's absolutely unfair and not called for.

         >> MR. MARK HANNA:  I agree.  But I'm just telling you that we

    are hearing that, so (laughter)...

         >> SPEAKER:  Well, our messages are reaching those students, and

    for all the reasons that you say, I think students are weighing that

    virtual environment and if they want to be on big campuses.

         All we are saying is here is what Pima has to offer.  We offer a

    quality program that transfers at a discounted tuition.  If you want

    to come to Pima, we would love to have you be an Aztec.

         >> MR. DEMION CLINCO:  Ms. Garcia or Mr. Gonzales?  Any further





    questions or comments?

         Chancellor Lambert, I think now more than ever, we talk about

    this every year during the budget about the need to continually make

    incremental increases to the marketing side of our house, into the

    base every year, and I know funding is going to be very complex this

    year, more than ever before, but I think it's more critical than ever

    that we provide the resources to our marketing department to really

    be able to make the case in new ways to audiences that I think are

    going to need them in a variety of different -- for a variety of

    different reasons.

         I'd like to see in a final budget matrix more funding for

    marketing, because I think it's urgent.

         >> DR. LEE LAMBERT:  And I think that's why, when we presented to

    the board the issue around the tuition increases and we were

    advocating for a good portion of that going to marketing, and I hope

    that the board will continue to support that.

         So as you get to decisions around the budget we are going to post

    for tomorrow for the public, that that discussion keeps in mind the

    points you have just made.

         I think marketing is always critical, but I think it's going to

    be even more critical during this period of time.  So we certainly

    don't want to go backwards in the investments.

         The other important piece to not lose sight of, it's easy to take

    for granted that because we are more locally focused that we don't

    have to put as much into marketing.  And I think the contrary is





    true.  We need to continue to increase and support the marketing

    efforts and not fall into the trap that because we are local and we

    are the only game in town, people are going to come to us.  I think

    we've got to keep promoting our story.

         Hello?  Ian?  Can you hear me?

         >> MR. DEMION CLINCO:  I apologize.  So if there are no

    additional questions from the board, I would say we move to the next

    item, short-term IT offerings with Ian Roark, vice president for

    workforce development and strategic partnership.

         Mr. Roark?

         >> SPEAKER:  Good afternoon, board chair, members of the board,

    Chancellor Lambert, Pima Community College colleagues, peers,

    community members, and friends of Pima.

         Thank you very much, Lisa, for mentioning some of what we're

    going to talk about today with the Google IT certificate as an end

    user, and for a team who is out there trying to get more awareness to

    the diversity of offerings that Pima Community College has, including

    with short-term training in workforce development including virtual

    offerings, Lisa and her team have done a phenomenal job and we have

    been very impressed with the level of sophistication that some of

    these techniques that she discussed in her presentation have brought

    about, including some of the items that we will be talking about

    today.

         There are a lot of things to set context that we were already

    underway with respect to the pre-COVID-19 world versus post-COVID-19





    world.  We have talked about many of these and have heard from our

    chancellor, from Dr. Dori, from Provost Duran-Cerda, and others,

    about the Industry 4.0 and the impact of technology on learning and

    working.

         We know that the traditional workforce pipeline has been

    challenged by the decrease of what we in workforce call the emerging

    workforce or emerging learner, ages 16 to 24, because by birth dearth

    alone, by decreasing birth rates alone, the traditional population

    and traditional pipeline for enrollment and for the workforce is

    decreasing.

         We have seen with the advent of technology, particularly AI and

    automation, that many occupations are blending and that

    occupational-specific career trajectories are no longer the reality

    in our workplace.

         Many of our students will not stay in the area in which they

    train.  They will actually enter blended occupations and career

    lattices rather than linear career pathways.

         We also see this convergence of technologies to where upskilling

    and recareering will be necessary and will be the norm rather than

    the exception.

         We have seen, case in point in our institution, the success and

    replication of the Applied Technology Academy that was originally

    designed for Caterpillar.

         We have also been a leader in Arizona with respect to work-based

    learning and ensuring that work-based learning opportunities





    increase, and that includes Pima and doesn't sideline Pima in the

    process.  We have also seen that our employers are interested not

    just in the certification or the degree but the actual skill set that

    it represents.

         So these shifts were already underway in response.

    Virtualization or hybridization of the classroom and the workplace.

    Blending of learning and working through workbase learning.

    Traditional sectors being blurred and melded together.  IT in

    manufacturing, for instance, with the smart manufacturing or Industry

    4.0.  Career pathway stacks and lattices, such as with IBEST and the

    great work that adult education is doing, by proving that people who

    do not have even a high school diploma yet can be successful in

    earning their GED and industry-recognized certification at the same

    time as well as a Pima certificate.

         So this has really moved us forward in needing to advance

    post-traditional offerings.  So from a workforce development context,

    we get asked a lot, what does this cost to change?  It really hasn't

    cost anything to change.  It has served nothing but an accelerant for

    change in these domains that were already underway.

         To exemplify this, work that was already being performed, if you

    will, or project that was already underway pre-COVID-19 has really

    demonstrated its viability and its need in a post-COVID-19 world.

    That's with the Google IT certificate, and you can see the cover of

    the manual that we have from Jobs for the Future and Google for

    implementing this program.





         A brief historical context, about a year and a half ago, Google

    in partnership with Jobs for the Future, as their national

    intermediary, launched this among community colleges in urban areas

    in Texas, New York, and California.

         We applied to be in that cohort at the time but were not

    accepted.  They only piloted it in Dallas, LA, and New York.  However

    we were called by Jobs for the Future to not only implement this for

    their second round of implementation but to lead a cohort of Arizona

    colleges.

         I'm proud to say that Pima is leading this cohort of eight of our

    ten community college districts, including Maricopa, that are

    participating in the statewide launch of this Google IT professional

    support certificate.

         There is a lot on this slide, and I won't go point by point, but

    with that first bullet you see with the five courses, this is a

    robust entry-level certificate.  There are skills here that go above

    and beyond the daily usability or digital skills that you and I bring

    to the workforce or to being able to navigate through Zoom in this

    meeting.

         This is an interesting model, because it is purely competency

    based, wholly delivered online through Coursera, with assessments in

    labs through Qwiklabs, and it integrates video, readings, and

    assessments throughout.

         Equally, the certification has been aligned to another industry

    recognized credential called CompTIA.  And students who go through





    this certificate will be co-badged, if you will, in both the CompTIA

    certification as well as the Google IT certificate.

         Finally learners will have digital access to a nationwide job

    board where they will be able to access virtual jobs as well as

    physical jobs that will be scaffolded and tiered based on locality,

    Pima County, Arizona, nationwide.  So there is digital integration

    with our career services and student services folks.

         Google IT certification program has a lot of implications, things

    that we were already in development in but have now been brought to

    the forefront with meeting the needs of the displaced workers, those

    that have been laid off or furloughed as a result of the economic

    downturn of the COVID-19 crisis.

         This is an opportunity for us to offer noncredit in a wholly

    virtual environment by using the same quality of delivery as our

    credit programs.  This is being offered with the wraparound support

    shell, if you will, in D2L.  These noncredit learners will have

    access to Pima Community College faculty, in our case we'd like to

    thank Manny Durazo in the IT area, as well as access to student

    support services through D2L.

         Equally, this program is being listed on the local and state

    eligible training provider list as a part of the ARIZONA@WORK system.

    That means that those individuals who qualify due to a loss of job

    and are going to be entered into collecting unemployment benefits

    will be able to access funding through the ARIZONA@WORK system to pay

    for this training and similar trainings that Pima is developing in





    this regard.

         Finally, as I said, this was our partnership across eight Arizona

    community college districts, and everybody has been really

    collaborative to meet the needs and sees this as meeting the needs of

    workers hurting in this time.

         For Pima specifically, because we have been a leader with prior

    learning assessment in the State of Arizona and in working with our

    leadership of the IT program, Dean Jim Craig, Chris Bonhorst and

    faculty, this will stack into our IT certificate and cybersecurity

    programs so that noncredit learners who are perhaps taking this in

    the moment to get that next best job as we come into economic

    recovery can continue their education in a credit program at Pima

    Community College without any loss of time or resources.

         This is an example of the work that workforce development in

    partnership with CTE areas across the college is doing to bring this

    to scale and replicate in areas of workforce and economic growth.

         As a teaser and for future opportunities to discuss, we will be

    moving this program and others into an online marketplace known as

    Unmudl, partnering with other colleges across the nation to ensure

    that working learners have access to the quality content in a virtual

    and hybrid format that Pima delivers, as well as with NC3, National

    Coalition of Certification Centers, a national leader in ensuring

    that in this COVID crisis, individuals who are in applied technology

    programs can continue as much of possible as their applied technology

    training and will be working with Dean Wilson and others to ensure





    that we will be implementing these hybrid offerings of NC3 into

    short-term training that stacks into applied technology at Pima

    Community College.

         I'd like to take this opportunity to thank a number of people

    involved.  This is by no means a comprehensive list.  Workforce

    development, Tamara N, Jessica N, Ana G.

         With IT, Dean Jim Craig and Chris Bonhorst.  Chris has been

    absolutely amazing and has put in many hours into this curriculum

    alignment piece.

         Faculty member Manny Durazo, as well as Lisa and Paul and the

    rest of the marketing folks for helping us out with -- we are seeing

    instant results with this.  It's great.

         As well as Dr. Dori, Dr. Duran-Cerda, and Chancellor Lambert, for

    their leadership and support for allowing us to move these

    post-traditional offerings forward.

         If you have any questions, we'd love to entertain them and

    answer.

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

    presentation and great work you're doing.  Sign me up!  I'm looking

    forward to taking some of these courses.

         >> MR. MARK HANNA:  Ian, what is the cost of this program?

         >> SPEAKER:  It's an excellent question.  So we had at first

    pre-COVID we were looking at this, so Google, this is a nationwide

    experiment to test the market viability in partnership with CompTIA.

    As a part of this partnership, the site licenses to the Coursera





    course have been waived by Google and Jobs for the Future, which

    lowered the cost to around, at that time, around $800 per

    participant.

         Through different cost savings internally, we were able to lower

    that just under 500 in response to the COVID-19.  The ink is not yet

    dry.  There are some folks on this call who will be receiving

    sign-offs through Adobe this evening that will perhaps allow us to

    have some funding from our partners at Center for the Future of

    Arizona that will be dedicated to further lowering that cost to what

    we project will be under $100 per participant.  And that will be for

    the duration of about the next year or just shy of a year.

         After this crisis is over and hopefully the economic return has

    come back up and the Google site license will then be a part of the

    costing structure, we will have to reassess the costing structure at

    that time, but we really wanted to do as much as we could to lower

    that cost for noncredit learners in the short term.

         If you are a dislocated worker and going to the Arizona Pima

    County Job Center, you of course are eligible for up to $3,000 in

    terms of vouchers to use at Pima Community College programs including

    this one.  So it would be free to the dislocated worker in those

    instances.

         >> MR. MARK HANNA:  Thanks.  Thank you.

         >> MR. DEMION CLINCO:  Any other questions from members of our

    board?

         Okay.  Last call?  Okay.





         Hearing none, we are on to next set of reports.  Administrative

    reports.  The first report is going to be from Brooke Anderson, our

    faculty representative.

         I just want to remind all of our representatives, please -- I

    know it's difficult in these chaotic times, so please get your

    reports in the Friday before the meeting so we can post them and make

    sure that they are available to the public but also that you're able

    to report.

         I know we made an exception this meeting just because of how

    things have been moving, but please, in the future, if you could do

    that.

         Ms. Anderson, you are up.

         >> BROOKE ANDERSON:  Hello.

         >> MR. DEMION CLINCO:  Welcome.

         >> BROOKE ANDERSON:  Thank you.  I just also want to sort of

    follow up with what everyone has been talking about today, and that

    is that faculty, like everyone else at the college, is working to

    adjust to these times.  Much of my report is going to cover the ways

    in which faculty have been working in this new environment.

         So thanks to the recent Hanover COVID Pulse Surveys that the

    provost's office has sent to students, faculty are aware that a large

    portion of our students have had difficulties staying engaged and

    motivated with online/virtual instruction.

         Common reasons for these struggles are that students are

    experiencing increased stress due to the way COVID-19 is impacting





    their lives.  They lack access to reliable, high quality

    (indiscernible) and they lack experience and comfort in an

    online/virtual learning environment.

         So senate is collecting faculty ideas for engaging and motivating

    students in online/virtual classes in a working document we have

    shared with the board titled "Increasing Motivation and Engagement in

    Online/Virtual Classes."

         Of course this will be a continuing conversation for faculty into

    future semesters that we will be adjusting to this new reality.

         Another thing that faculty have been discussing of course is the

    faculty experience teaching virtually, including the benefits and

    drawbacks to some of the virtual tools that many faculty who are just

    teaching face-to-face and had to transition those classes to a

    virtual environment have been discussing, like Zoom, Virtual

    Classroom embedded in Brightspace, and some other kinds of tools.

         We are sharing that information with administration as we move

    forward and figure out the best way to deliver this new, basically

    this new kind of tool and almost modality for learning.

         Also, like many students, especially given the sudden nature of

    the shift, not all faculty have the technology and Internet access

    they need to teach in this new environment.  So we have been talking

    with faculty and with administration about these issues and working

    to find solutions to those problems.

         Our fall schedule, of course, is impacted by these times, and the

    deans and faculty and department heads have been working together to





    prepare a fall semester that, if necessary, can keep most classes in

    a largely virtual and/or online environment.  Faculty are preparing

    to offer classes in hybrid, virtual, and online modalities that can

    respect social distancing protocols and keep everyone safe.

         Thank goodness for the teaching and learning center.  They have

    been such a wonderful resource for faculty.  I'm so glad that we have

    this center.

         We are continuing to have, under Mays Imad's leadership,

    professional development for faculty as the spring semester is ending

    and the summer semester is beginning.  Some of those things that are

    still going on right now are faculty for faculty help hours, and then

    also on Friday afternoons we have a nice zen moments session to help

    faculty recenter and relax and destress from all of this change.

         The teaching and learning center has also been partnering with

    PimaOnline and the deans' group to identify, in response to the

    pandemic, the TLC's areas where they can also help with professional

    development and support for all of those who are teaching in new

    environments.

         They are archiving these events.  So even if faculty are not able

    to make it to the scheduled events, they are able to access the

    recorded events and get the benefit of that learning.

         So that ends the informative part of my report, and I just want

    to end with some celebration of some of the wonderful, notable

    accomplishments of our faculty here at the end of the spring

    semester.  Elena G, Spanish faculty and PimaOnline department head





    for world languages and reading, received the Distinguished Educator

    Award for excellence and eLearning at the ITC Instructional

    Technology Council 2020 annual conference eLearing, in Charleston,

    South Carolina.

         University of Arizona astronomer and long-time astronomy

    part-time faculty member for PCC, Andres G, was recently featured in

    the New York Times and a number of other media sources for a recent

    discovery that he made.  I provided a link to a New York Times

    article for the board to learn more about his discovery.

         Then of course a lot of the notable accomplishments have to do

    with the ways in which faculty have been stepping up and helping our

    students adjust to this new virtual environment.

         So the PCC band has uploaded a virtual performance onto YouTube.

    Mark Nelson, department head member has composed a piece for the

    band.  Carol Christofferson, another music faculty member, has

    recorded a virtual clarinet lesson with student Bryce P, who performs

    a movement of Robert Schumann's Fantasy Pieces for Clarinet and

    Piano.

         Then we had, under the leadership of Francisca James Hernandez,

    who is the anthropology and Mexican-American studies faculty and head

    of the ethnic, gender, and transborder studies and sociology

    department, lead the first virtual EGTS summit.  This happened on

    April 28 from 9:00 to 4:00 p.m.

         The theme was Healing Community in Coronatimes; Education,

    Migration, and Identity.  The keynote speaker was Bamby Salcedo, a





    transgender and migrant rights activist and scholar and president of

    TransLatin@Coalition.

         Tonight we have another virtual event hosted by Molly McCloy.

    She's writing faculty and the Cababi coordinator.  This is the

    virtual release party for Cababi, our literary magazine for

    employees.  Starts tonight at 5:30.  Join if you can.  It should be a

    nice celebration of the creative work of our people.

         Also, of course, we have SandScript, our student literary

    magazine, and under the leadership of Frankie Rollins, writing

    faculty, she and her students switched to a digital format and

    platform in March, and the students rallied around this new challenge

    and created the very first digital version of this magazine after 26

    years of print editions.  SandScript 2020 will be released online on

    May 16, and on that day a link to the magazine will go out to

    everyone.

         Then finally, one final notable accomplishment is that Frankie

    Rollins has also released a book this month called The Greek

    Manuscript.  It's published by Finishing Line Press.

         Thank you, everyone.  It has been a crazy semester, and we have

    really rallied together.  It's been really great to see that.

         >> MR. DEMION CLINCO:  Thank you so much for the report.  Also,

    while you were talking, I looked at the "Increasing Motivation and

    Engagement in Online/Virtual Classes."  The link you sent is actually

    locked.  If there is any way you could send that to the board so we

    could -- just resend it directly to the board so we can take a look.





         >> BROOKE ANDERSON:  Sure.  Yes, I will make sure to get that to

    you.

         >> MR. DEMION CLINCO:  Thank you very much.  We really appreciate

    the work of the entire faculty and the work that you're doing, as

    well.  Thank you.

         Next we have a report from Sean Mendoza, our adjunct faculty

    representative.  Mr. Mendoza?

         >> SPEAKER:  Here we go.  Thank you, Chairman Clinco, Chancellor

    Lambert, members of the board, honored guests.

         As we learn to balance the safety and academic success of our

    students, adjunct faculty have continued to play an important role in

    helping the college transition traditional face-to-face classes to an

    online learning environment.

         According to the provost's office, approximately two-thirds or

    little over 600 part-time faculty heard the call and took an active

    role in the transition.

         As experts in their respective fields and with responsibilities

    outside of the institution, fair compensation of our contributions to

    student success is of great concern.

         I'm happy to report that with the support of Chancellor Lambert,

    Provost Duran-Cerda, and David Bea, money had been identified to

    compensate adjunct faculty, who have worked to put face-to-face

    classes to an online environment, a one-time payment of approximately

    $400 per class will appear on this Friday's check.

         With that, I would like to publicly say thank you to the board,





    college administration for your continued support and recognition of

    adjunct faculty contributions to the institution.

         That ends my report.

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

         Again, we appreciate the work of all of the adjuncts in this

    unusual time and the work that you have done to make sure that things

    have run as smoothly as possible.  So thank you.

         Next we have Michael Lopez.  Mr. Lopez?

         >> SPEAKER:  Hello, Chairman Clinco, Chancellor Lambert,

    Governing Board members, fellow colleagues and guests.

         Briefly, our last staff council meeting was on May 1st.  Revised

    bylaw discussion continues.  The election committee work is

    continuing in regards to possible restructuring of staff council

    representatives to include not just campus but departments as much as

    possible throughout the district.

         I just -- the transition and where we are at right now has been

    really very difficult for everyone, I'm sure, but here in Tucson, it

    feels like the energy is good.  The Town Hall that the chancellor

    addressed the community the other day was -- it was really energetic

    just to hear or know that everyone is still out there and hanging

    together and working hard.

         So our next staff council meeting will be June 5.  If there is

    any questions, please let me know.

         >> MR. DEMION CLINCO:  Thank you very much, Mr. Lopez.  We

    appreciate it.





         >> SPEAKER:  Thank you.

         >> MR. DEMION CLINCO:  Our next item is our chancellor's report.

         >> DR. LEE LAMBERT:  Good afternoon, everybody.

         So like everyone else, I just want to start out and say thank you

    to our faculty, to our staff, to our administration, and the board

    and our students for making this transition as smooth as it could be.

         We should all be proud that we have all stepped up and focused on

    what matters most, and that's the health of one another as well as

    the success of our students.  I'm very proud of everybody.

         For the board members who did not get a chance to see the Town

    Hall that Mike was referring to, I really would encourage you to look

    at that.  I think that really showcased what is very special about

    this place.  I hope you'll take that one hour and have a chance to

    experience that.

         Also, we held a Student Town Hall, and I want to thank Dolores

    and David and Suzanne and Irene and so many other people for working

    with the student leaders to put that Student Town Hall together.

         That was a phenomenal event, as well.  We should be so pleased of

    our student leaders.  They really stepped up.  They were positive,

    they were encouraging for their fellow students.

         Also, I just want to, again, echo a thank you to Norma and that

    incredible group of folks.  One of Norma's rewards is I have said to

    -- ACCT reached out to me and they wanted to do an interview on what

    Pima has done for the CARES Act, and I said, well, I'd like you to

    talk to the person that led that for us, which is Norma.





         Norma already knows this, that I have connected her with ACCT to

    do that interview, because Pima really is a leader in how to address

    the distribution and really stepping up and making this happen for

    our students.

         Unfortunately still a lot of schools have not distributed those

    funds, and there is a lot of schools who still have not received the

    funds.  So we're just so fortunate that's not the case for us.

         I think Ian really showcased some of the changing realities in

    the higher educational landscape.  This was already going on

    pre-COVID, and it's easy to mistake and confuse the COVID reality for

    the larger reality that was already underway.

         So I'm glad that Ian really hit some of those important points,

    but also want to just stress that what we are seeing is more and more

    workers want to consume nondegree or skill-based education and

    training.

         That's going to challenge us as traditional providers of higher

    education when you have more and more individuals wanting to have

    access to nontraditional methods of acquiring skills along the way,

    and the Google IT certification is just a prime example of that

    reality.

         Also, graduation is next week.  So hopefully all of you can

    participate in the virtual graduation.  We are so excited that we

    could put that together, that Lisa's team, under Christy K's

    leadership and Dan and so many others really, really helped pull that

    together.





         I'm just pleased that some of us -- I believe Demion, you're also

    going to have a little message on there, along with a message from

    our mayor to our students, so we are just excited about that.

         Let me just close with a couple of other things.  We have been in

    continuous conversations with the University of Arizona.  I just want

    to acknowledge President Robbins and his team, because it's been very

    collaborative as we move through this effort.  And not only through

    this period of time, but even prior to this we have been working with

    the University.

         The University has been working on some exciting changes around

    general education.  I know Dolores has been working with their

    provost on what that's going to look like and how we might have to

    start to realign our own curriculum to continue to ensure a seamless

    transition for our students to the University of Arizona.

         I had a great opportunity to tour many of our facilities at the

    district.  I want to thank Bill and his team.

         I have been in constant communications with Senators Sinema and

    McSally's offices.  We're just constantly just getting connected to

    what's happening nationally, statewide, and locally.

         So thank you, all, for your tremendous support, and we will

    continue to take our measured approach as we go through this COVID

    crisis.  You're going to see that our approach is a little more

    conservative than some other organizations but maybe not as

    conservative as others.

         Cal State University system is a little more conservative than





    our approach.  Our approach is a little more conservative than

    University of Arizona's approach.  There is not one right way to move

    forward, but we are trying to balance all of the interests, but

    health is the key driver.  Alongside that is the success of our

    students.

         So thank you, all.

         >> MR. DEMION CLINCO:  Thank you.  And I would just say I

    particularly appreciate your philosophy in this whole ordeal in

    creating and allowing and envisioning flexibility and rapid response

    to the changing environment and really using that strategy to

    approach the summer and the fall and understanding that things could

    change very quickly and that if they do, we will change with them.

         So I really appreciate your teams and the leadership that you

    provided to help guide that type of vision for how we're going to

    proceed to really prioritize the safety of everyone within our

    college community.  So thank you.

         >> DR. LEE LAMBERT:  Thank you.

         >> MR. DEMION CLINCO:  Finally, next is our information items.

    Mr. Silvyn, if you could read the information items?

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

         The information items are materials that were provided to the

    board, provided for context for the meeting and some of the board's

    decision-making.  Those items were the February 2020 financial

    statements, employment information listing some new hires,

    separations, and retirements.





         Individuals who have been certified as eligible to serve as

    adjunct faculty at Pima Community College.  Administrative procedure

    changes.  There were two.  They're both new administrative

    procedures.  AP 3.05.01 deals with equal access to credit classroom

    learning.  That mostly addresses some issues that have been faced by

    noncredit students.  Also AP 3.25.02, which describes the process

    around graduation.

         We have the third quarterly report on revitalization funds.

    Those were funds, one-time funds that the board and college allocated

    for a variety of projects identified in that report.

         We have a report on how the first allocation of the CARES Act was

    divvied up.  A report on the second allocation under the CARES Act.

    And finally, the passage, signing of an MOU with Sunnyside Unified

    School District which very generously allowed Pima College students

    to take advantage of Internet access through Wi-Fi hotspots that

    Sunnyside has created around its district.

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

    consent agenda.

         >> MR. MARK HANNA:  This will be a comment about in that report

    about the revitalization funds, buried in there is an update on the

    dual enrollment program, and I just want to give a shoutout to James

    P and his team.  If you look at that report and you see where we have

    come in terms of dual enrollment, it is quite impressive.  I just

    wanted to point that out.

         >> MR. DEMION CLINCO:  And I would just add to that, I think we





    can see how successful these revitalization funds have worked, and as

    we are talking about the budget perhaps we should be thinking about

    revitalization fund 2.0.

         Okay.  Next we have our consent agenda.  Mr. Silvyn, if you could

    read the consent agenda.

         >> MR. JEFF SILVYN:  Certainly.  First are the minutes from the

    April 1, 2020 executive board meeting, executive session board

    meeting.  Second item, April 1, 2020 regular minute meetings.  Next

    is the minutes for the April 3, 2020 special meeting.  Then minutes

    from the April 17, 2020 special meeting.

         Next item is approval of a new position at Pima Community

    College, director of enterprise risk management.  We have

    inactivation of one program.  That's a biosciences lab technician

    certificate for direct employment.  That program has been

    restructured.

         Next item is approval of a contract with Advanced Technologies

    Consultants for an industrial cyber system not to exceed $515,020.

         Next item is approval of a construction contract with Lloyd

    Construction to move lights from the East Campus to install on the

    soccer facility at the West Campus with a total contract value not to

    exceed $278,097.

         Next is a contract with M3 Engineering & Technology Corporation

    for architectural services related to the aviation technology

    expansion project.  The additional work being asked of M3 is

    $389,736.  Total value of the architecture and engineering services





    is slightly over $1 million, $1.242 million.

         Next we have a contract amendment with BWS Architectural

    Services that is for renovations of the science lab facilities on the

    West Campus with the additional work not to exceed $351,220.  Total

    value of the architectural services they are providing related to

    this project is $537,324.

         The last item is a series of amendments to a variety of dual

    enrollment agreements we have with various schools in the area.  This

    is to add additional courses to the dual enrollment offerings with

    these institutions.  They include Amphitheatre School District,

    Eastern Valley Institute of Technology, Flowing Wells, Pima County

    JTED, Lourdes Catholic High School, Marana Unified School District,

    Patagonia School District, Santa Cruz Unified School District.  Also

    private schools, St. Augustine Catholic High School, Sunnyside

    Unified School District, Tanque Verde Unified School District, Tucson

    Unified School District, and Vail Unified School District.  All the

    specifics are contained in the amendments which are attached to the

    board report.

         >> MR. DEMION CLINCO:  Thank you.

         Do I have a motion to approve the consent agenda?

         >> MS. MARIA GARCIA:  So moved.

         >> MR. DEMION CLINCO:  I heard Ms. Garcia.  Is there a second?

         >> DR. MEREDITH HAY:  Second.

         >> MR. DEMION CLINCO:  All in favor of approving the consent

    agenda, signify -- Mr. Hanna has a comment.





         >> MR. MARK HANNA:  Yes, I do.  I just have a question.  I just

    need a bit of explanation on the job classification, the director of

    enterprise risk management?

         Mr. Silvyn, could you give me just a quick update on that?

         >> MR. JEFF SILVYN:  Sorry, I'm not sure I understand exactly

    what your question is.  Are you asking how did that -- how is the job

    classified at the level it was classified at?

         >> MR. MARK HANNA:  No, I'm asking what is -- asking just a quick

    job description of that.

         >> MR. JEFF SILVYN:  I think I got it.  Let's try this.  So it's

    a director-level position.  That's one of the higher-level staff

    positions.  Comparable positions around the community college would

    be like the head of contracts or purchasing.

         The idea is we have -- it's kind of a trend in larger

    organization management.  It takes traditional risk management

    functions, which is really looking at how do we minimize risks to

    bodily injury or property damage and what kind of insurance should we

    have.  A more holistic approach to also look at financial risks,

    compliance, reputational risk.

         It's a way to make sure units are aligning their projects both

    with the strategic goals of the college and the amount of risk we're

    willing to take, because every business activity has a certain amount

    of risk, and then how do you make sure that you're looking at all

    types of risks and opportunities and sort of maximizing your

    opportunity potential while minimizing the risk side.





         So it's sort of -- it's an enhanced type of project planning is

    one way to look at it.

         >> MR. DEMION CLINCO:  Mr. Hanna, you're on mute.

         >> MR. MARK HANNA:  This isn't at the director level?  Not

    technically an administrator level?  Is that correct?

         >> MR. JEFF SILVYN:  That's correct.

         >> MR. DEMION CLINCO:  Does that resolve your question?

         >> MR. MARK HANNA:  Yes.  It does.  Thank you.

         >> MR. DEMION CLINCO:  We have an active motion on the table to

    approve the consent agenda.  All in favor of the motion, signify by

    saying aye?

         (Ayes.)

         >> MS. MARIA GARCIA:  Mr. Gonzales?

         >> MR. DEMION CLINCO:  Anyone opposed?

         >> MR. LUIS GONZALES:  I said aye.

         >> MR. DEMION CLINCO:  Okay.  So no one is opposed?

         Motion passes unanimously.  Next we have our action items.  First

    is our action item 5.1, capital budget plan for fiscal year 2021.

         Mr. Silvyn, if you could read the recommendation?

         >> MR. JEFF SILVYN:  For this item, the chancellor recommends the

    Governing Board approve $11,764,000 in capital projects, estimated

    life cycle needs for fiscal year 2021.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?

         >> MS. MARIA GARCIA:  So moved.





         >> MR. LUIS GONZALES:  Okay.

         >> MR. DEMION CLINCO:  I heard a motion by Ms. Garcia, and

    Mr. Gonzales, was that a second?

         >> MR. LUIS GONZALES:  Yes.

         >> MR. DEMION CLINCO:  Terrific.  Now we have a discussion.

         Chancellor Lambert?

         >> DR. LEE LAMBERT:  Yes, I am pleased to recommend approval of

    this particular item.  As you'll see in the details that we have

    attached that a number of the areas in which we would be using the

    funds span the academic divisions in a variety of the campuses.

         In terms of other details related to this, I'd be glad to have

    Bill Ward or Dave Bea address any detailed questions you might have

    about the plan.

         >> MR. DEMION CLINCO:  Does anyone have any questions?

         >> MR. MARK HANNA:  I would just ask that Bill Ward just kind of

    skim over some of the higher-value items on the capital plan.

         >> MR. BILL WARD:  Yes.

         >> MR. DEMION CLINCO:  While you're doing that, if you could also

    just note in specific the aviation expansion, funding not covered by

    the state.  If you could highlight exactly what that's covering.

         >> MR. BILL WARD:  Chairman Clinco, Governing Board members,

    Chancellor Lambert, students, colleagues, guests.

         The question is -- you would like me to go over the -- could you

    say that one more time, Board Member Hanna?

         >> MR. MARK HANNA:  Yeah, just a brief explanation of some of the





    higher-dollar items on the capital plan.

         >> MR. BILL WARD:  Chair Clinco, you had mentioned something,

    too?

         >> MR. DEMION CLINCO:  Yes, in particular the $1.5 million for

    the aviation deficits.  If you could just talk about what exactly

    that's going to cover.

         >> MR. BILL WARD:  Okay.  So we put in a buffer of $1.5 million

    for aviation, because there is a bunch of work that we are going to

    have to do related to putting in a drain for the facility.

         So we are going to be able to apply for a grant, and so we have

    been working with the EPA in the State of Arizona, which is it's a

    State EPA grant.

         They have talked to us and told us it looks like we may end up

    qualifying for about $1.5 million.  But we will not be able to, if we

    get it, which we are working with them right now and then once we are

    able to apply, we will be working with our grants office within the

    college to submit it.

         But if we don't get the grant, and we just want to make sure that

    we have the dollars -- because this is not incorporated into the

    project, because we really don't know what we are going to run into

    related to when we run this drain line, and then we have already done

    some preliminary work, but there is going to -- they are going to

    have to run a line from the building into a basin actually out from

    the property.

         So that's something that our architects -- that's actually one of





    the reasons why the costs for the architects was expanded for the

    aviation too was because we had them give us a price for acceleration

    and also to do more site work related to the fact that that place is

    a Superfund site.

         So it's a buffer in case we don't get the money, and then if we

    do get the grant money, then that money can be taken away or

    potentially utilized for equipment for the project if needed.

         >> DR. LEE LAMBERT:  Bill, why don't you address the card access

    and 2.5 tied to that.

         >> MR. BILL WARD:  What we have done too is -- and I can go down,

    we have listed a number of these projects -- I will just go down the

    list, Chancellor, which will kind of explain, I have it right in

    front of me.

         So what we will be doing is that, as you know, we have added the

    additional dollars to what I just said for the assessment of the

    site.

         Also, too, when we looked at these facilities, we didn't know how

    detailed we were going to get with them and what all we were going to

    add to them with our original estimates.

         So once we have seen a design, then we are able to actually come

    back with a cost related to what it would take us to put in card

    access, cameras, things like that, because that's going to actually

    be a standard for all of our buildings.

         And so what that's for is card access for the facility.  And then

    we also have, we are actually doing that which would also be





    transportation facility, and we will also be getting card access,

    which we will be talking about at a later date for the

    (indiscernible) facility.  So that's what that's for.

         Then if you look at the total equipment -- I will just go down

    the list.  We are looking at a total of $2,550,000 for card access

    and security equipment, which is broken down as follows.  So 275 for

    the new transportation center.  275 for aviation.  320, approximately

    one-third plan for cameras.  That would be college-wide all over the

    district.  And 1.6 or 1.7 million for card access.

         Card access is very expensive.  We have thousands of doors all

    over the district.  One of the things we are actually looking at

    related to our card access, and I have talked with the chancellor

    about this, is we have done some walk-through.

         The college is not, in my opinion, going to be able to afford to

    put cards everywhere, but what we are trying to do is put them at key

    doors, people can access facilities, and then eventually, if you guys

    have noticed, we have also added some types of systems in buildings

    where you can actually use your card, go in and check out keys.  So

    that's what that's for for the whole district.

         Then we also, as I mentioned, I listed the aviation.  We've got a

    total of $3,695,000 allocated to our IT team.  This is for a lot of

    stuff they do related to their technology.  Replacements throughout

    the district, and also in the data center and also for them to keep

    up with the technology.  So they are going to be asking for about 1.2

    million for IT network equipment replacements, 1 million for





    enterprise systems and tech allocation.  700,000 for IT academic

    technology allocation.  410,000 for IT data center equipment and

    replacement, and 400,000 for IT administration technology allocation.

         These are things that they continue to ask for throughout, every

    year during this time so that they can keep up with deferred

    maintenance and also with the changing things at the college.

         Then we've got another $475,000 on the table for robotics

    equipment that's going to be added to the new program that the

    college has developed.  That's something that we will be purchasing

    also.

         Then we always ask, as part of our college-deferred maintenance,

    is we ask for HVAC improvements every year.  So that's the tone of

    450,000.  We are actually going to be utilizing some of that money,

    not just this money, but the money that we have now too for the

    science renovations at the West Campus.  When we originally put that

    project together, we were just looking at 2.5 million for science and

    then 2.5 million for the medical side of things.

         And then since we decided to look at simply developing a new

    medical facility or also looking at retrofitting some of our

    buildings with the (indiscernible) that we talked about, that money

    was moved over to the labs, and then we started looking at our air

    conditioning -- didn't think it would be fair, Chancellor and board,

    for us to charge the project for deferred maintenance, and so some of

    the deferred maintenance dollars will be actually utilized to replace

    air conditioning systems in those two major classrooms.





         Then, as you know, we always have to keep our elevators up to

    date and modernized, and so this is something that we are required to

    do.  So we are asking for about 400 grand for that.

         And then also for our educational facilities master plan, which

    is also going to be coming up, we have a meeting scheduled with our

    chancellor tomorrow.  That's at the tone of 365,000.

         Then one of the things that we talked about is -- the chancellor

    and I have talked about this in the past, but I want to give the

    board more information is that we have got all these different types

    of operating systems related to security, safety, fire alarm,

    suppression systems, where we have installed our new mass

    notification system.

         One of the things we'd like to do is develop a security master

    plan so that entities know where everything is, where it's located,

    and it's shared with everybody.  Then when law enforcement, fire,

    whoever shows up on our sites, they can actually access that and

    actually have real time information related to what the college has.

         Then all the projects that I'm talking about are the ones that

    are above the limit.  So the last one would be the IT (indiscernible)

    equipment, which is what we are purchasing.  That's $331,000.  The

    rest of it is under the threshold.

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

         Does anyone have any questions?

         Okay.  Hearing none, we will take a vote.  Mr. Silvyn, I think

    for these, let's just do a roll call vote for all these votes.  I





    think it will be a little bit easier.

         If we could have a roll call vote?

         >> MR. JEFF SILVYN:  Mr. Clinco?

         >> MR. DEMION CLINCO:  Yes.

         >> MR. JEFF SILVYN:  Mr. Hanna?

         >> MR. MARK HANNA:  Yes.

         >> MR. JEFF SILVYN:  Dr. Hay?

         >> DR. MEREDITH HAY:  Yes.

         >> MR. JEFF SILVYN:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Yes.

         >> MR. JEFF SILVYN:  Mr. Gonzales?

         >> MR. LUIS GONZALES:  Yes.

         >> MR. DEMION CLINCO:  The motion passes unanimously.

         >> MR. BILL WARD:  Thanks so much, board.

         >> MR. DEMION CLINCO:  Thank you, Mr. Ward, for all your work

    keeping the facilities in tip-top shape.

         Next is the proposed property tax levy for fiscal year 2021.

    Mr. Silvyn, if you could read the recommendation?

         >> MR. JEFF SILVYN:  The chancellor recommends the governing

    board remain levy neutral for fiscal year 2021 property taxes, and

    what that means is that the college would not increase the property

    tax rate for the upcoming fiscal year.

         >> MR. DEMION CLINCO:  I do not believe we need a motion for that

    recommendation.  So unless anybody is interested in increasing...

    (laughter)...now is your opportunity to make a motion.





         Okay.  Hearing none, there will be -- we won't move to a public

    hearing at the next meeting.

         I do want to say that the college, I think this is reflective of

    the college's overarching concern not just for the internal structure

    but also for our community at large.  Putting additional tax burden

    on the people of Pima County would be inappropriate at this point in

    time.

         I think this is part of the college's sense of social

    responsibility to the full community.  Thank you, everybody, for your

    inaction on this item.

         Okay.  Next we have our fiscal year 2021 proposed budget for the

    Governing Board review and possible revision and adoption at the June

    2020 special meeting.

         Do we have a recommendation for this?  We just have the

    presentation and then we give feedback?  Mr. Silvyn?

         >> MR. JEFF SILVYN:  So for this item, the board will hear what

    the general proposed budget outline parameters are, and then if you

    want to make -- if the majority of the board would like to make

    changes to any of those, this would be the time to do it.

         The significance of the proposed budget is the next action item

    is going to be for the board to direct publication of the proposed

    budget.  And what's significant about that is whatever proposed

    budget we publish is the maximum budget we can have for the year, so

    the board could always -- we could always adjust down but we cannot

    adjust up.





         By setting this proposed budget, it's going to define outer

    expenditure of the college, and of course it's also going to

    reinforce the board's position regarding a tax increase or not,

    because depending on what proposed budget we pass for us to publish,

    we either would or would not have to go through the process related

    to a tax increase.

         >> MR. DEMION CLINCO:  So there is no action related to this

    item?

         >> MR. JEFF SILVYN:  This is more for information and then --

         >> MR. DEMION CLINCO:  The action is the next item?

         >> MR. JEFF SILVYN:  Correct.  So that the college administration

    knows if we are going to have to make adjustments for the budget we

    are actually, proposed budget, that we will publish as part of our

    public notice and budget approval process.

         >> MR. DEMION CLINCO:  Mr. Lambert?

         >> DR. LEE LAMBERT:  So I think the other pieces about this,

    there were certain assumptions going into the budget that the board

    had approved primarily around tuition and then how we would allocate

    out that additional revenue.

         So we wanted to have a discussion that goes back and re-examine

    those assumptions, do those assumptions still hold for the board, or

    should we rethink some of that?

         I will have Dave kind of take you through some of these pieces,

    and that will help us think through what ultimately will be the final

    budget you'll approve.





         >> MR. DEMION CLINCO:  Dr. Bea?

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

    board, Chancellor Lambert, colleagues and guests.  I just want to

    make sure, because my screen does not show my share, is the

    presentation showing up?

         >> MR. DEMION CLINCO:  It is.

         >> DR. LEE LAMBERT:  Yes.

         >> DR. DAVID BEA:  Okay.  Let me switch.

         Good afternoon.  And probably based on how long my talk will be,

    I'm going to give a preliminary good evening, also.  Hopefully we'll

    stay in the afternoon most of the time.

         It's my pleasure today to give you an overview of the proposed

    budget.  The May budget is really our chance to take all of the

    pieces of information that we have been discussing throughout the

    budget development in the spring, consolidated all into a singular

    proposed budget, and then get the board's feedback so that with the

    next action item on the agenda to formally publish and put it out for

    public review so that the board can adopt it formally at the June

    board meeting.

         So as Chancellor Lambert mentioned, one of the things we will go

    through is we are going to go through some of the key parameters that

    we put into the budget development and provide an opportunity for

    conversation as we are going through this presentation.  So please

    feel free to stop me midway, or if we want to have a stop to discuss

    particular items, please do so, rather than waiting for the end when





    I have comments and questions, that sort of thing.

         Starting with projected revenues, and we have had a lot of

    conversations in the last few weeks about what the implications are

    of the COVID crisis, both in the short term and the longer term, and

    which ones would have an effect and what would fold into the budget,

    so first and foremost, the board in March approved tuition and fees,

    an increase of $2.50 to bring it to an $87 per-credit, in-state

    resident rate.  That generates in our flat enrollment scenario about

    $1.1 million.

         As you just discussed, we are recommending and going forward with

    the levy neutral property tax scenario, so we do get an increase in

    property taxes from growth in new property of $2 million, but what

    that decision to go levy neutral rather than going with a levy

    increase scenario is that we are foregoing $2.4 million.

         So in other words, the college is foregoing the opportunity,

    recognizing that the economic circumstances and the financial

    pressures on our community are great and that we are choosing to not

    push that increase to the community and serve the college or serve

    the community in that way.

         We did fold in reductions in Prop 301 money, that sales tax-

    based revenue, auxiliary revenues, investment earnings, so those are

    some of the things we talked with the board about and we quickly

    turned that around and changed some of the parameters in the budget.

         And then switching over to expenditure priorities, the budget is

    based on a flat enrollment scenarios, and we had a discussion with





    the board a few weeks ago about different enrollment projection

    models that our institutional research folks have been working on

    ranging from flat to reductions that could be 15% or greater.

         So the budget, because it is a capacity document that we are

    basically saying this is the maximum amount, the budget we are trying

    to set is the maximum amount that we are allowed to spend.  What we

    are able to do then is if enrollment is flat and/or if it goes up,

    that we have the budget capacity to be able to provide that education

    to the students coming in.

         That means if we have a bunch -- if extra students come in, and

    you heard from Lisa B earlier, some of the dynamics at play with

    higher education and the fact that students are thinking of gap

    years, or they are thinking about, well, maybe I'm going to take a

    gap year from a residential college experience or a high tuition

    experience, and there is potential then that the college will have

    increases in enrollment that what we want to have is the ability to

    add sections, to add adjunct faculty-taught sections, and to be able

    to provide education for those students.

         And we talked with the board about this in the study session is

    that building a budget that has the ability to handle that growth is

    important to be able to respond, but it does not preclude us from

    reducing or spending less than the budget.

         So that's why the budget looks more similar to what we were

    talking about earlier in the spring than it does in terms of what

    you're hearing the University looking at, where they clearly have to





    reduce the budget because they have known revenue declines.

         We are in a different situation where we actually may have

    increases in enrollment, and we really need to be able to respond to

    that.

         So with that said, the budget, the base is that it's based on a

    flat enrollment.  We do have reserves set aside for enrollment

    increases, and again, we would be able to adapt, and I will show you

    a little bit about how the scenarios would work if there is a

    reduction in enrollment.

         Right now, as the board has given direction up to point, is that

    the budget includes a 1% COLA increase for regular staff, faculty,

    administrators, salary pools.  It includes a 1.5% increase to adjunct

    faculty load rates.  It includes $450,000 to add 6 additional

    advising positions.

         Additional $500,000 for marketing.  I will note that that's a

    reduction from the current year, which is temporarily this year we

    added a million dollars for marketing over what the base level is,

    and so what this is doing is it's taking the base and it's adding

    $500,000 that we have included in this $500,000 to do facility

    retrofitting.

         That is anticipating that when students come back for

    face-to-face that we're going to have to do some modifications to our

    spaces to ensure safety in terms of distancing and so forth in our

    facilities.  So it does include that.

         It does fold in, as we talked about -- yep?





         >> MR. MARK HANNA:  Did you say that that -- so the refitting

    would come out of the marketing budget?

         >> DR. DAVID BEA:  No, no, no.  I'm just saying that the budget

    -- we were able to fold that into the budget.  No, it's not -- they

    are just lined up side by side.  I sort of went from one topic to the

    other.  Sorry.  I have to signal more of a change next time I change

    my lanes.

         It includes a million dollars in academic efficiency savings,

    which we also talked about during the tuition discussion.  That is

    really refining our schedule and improving the classroom fill rates.

    Recognizing savings from being more efficient in terms of how we fund

    our classroom.

         We just talked about the capital budget.  It includes the revenue

    bond debt payments.  That's the continuation of the projects, annual

    debt service for the projects, center of excellence projects funded

    out of revenue bonds.

         And it includes some lease purchase and debt service for the

    possibility of issuing COPs.  I will point out that the budget has

    some capacity in it to issue debt should we decide to do that going

    forward into the year.  At this point it's not clear whether we will

    want to do that but it's a conversation we will have with the board

    going forward.

         And what that is, and I have talked with the board about that,

    it's the idea of issuing relatively short-term debt to cover some of

    our life cycle and facilities capital projects that you just saw the





    list of, and then financing them over a relatively short period of

    time but over a period of time that takes the cost of it outside of

    expenditure limitation.

         So the budget has the capability to handle doing that.  It would

    require board action, and we will keep the board posted in the coming

    months.  Part of that is a little bit contingent on expenditure

    limitation and work that we are doing at the state level to try and

    get some relief from the state.  So it has flexibility in it.

         I have mentioned a couple of the COVID-related impacts already.

    In terms of -- one of the biggest challenges is the enrollment

    uncertainty.  Really with unprecedented unemployment, historically we

    would be thinking that our enrollment would increase, that community

    colleges are counter-cyclical to the economy so that when jobs are

    hard to find or people lose their jobs, they often look to community

    colleges for retraining or for education when there is not the

    opportunity to get a job.

         It's unclear whether this particular economic cycle will result

    in that way, in that kind of a result, and so really we've got to

    have a budget that has the ability to grow but also one that we have

    some plans for how we would shrink it should enrollment go the other

    direction.

         I also alluded to the fact that there are major changes happening

    in higher education landscape, and again, Lisa talked about them.

    Lee has talked about them.  Ian talked about them earlier.

         Really, that major changes in terms of what student expectations





    are going to be, what student behaviors are going to be in terms of

    higher education.  What the implications are for residential

    institutions is really going to be something that we will have to see

    as time goes on.

         Fortunately we are in a place where we have relative stability,

    but it's why you're seeing and hearing really significant results

    from colleges and universities that are reliant on residential,

    auxiliary room-and-board revenue, and/or reliant on out-of-state and

    international, really high tuition, that those are the institutions

    really facing a dire future, at least short-term.

         Then also those institutions that are reliant on state aid are

    going to be under a lot of pressure as those revenue sources are

    drying up and the states are going to have to deal with budget

    crises.

         Fortunately neither of those are our principal or primary revenue

    sources for us, so we are in good shape in terms of that.

         We have talked with the board about some of the revenue losses we

    are expecting.  Sales tax revenue in the state has dropped

    dramatically, and we are expecting while it may pick up in the second

    half of the year, it will take some time before it picks back up.  We

    have folded that into the budget.  Our investment earnings will be

    lower than what we have talked about.  We will be affected by

    international tuition, but it's a relatively small part of our total

    budget.

         And then that gets us to the last bullet on this page, which is





    those revenue sources and streams that we are looking at that we are

    expecting reductions in short- and midterm all have adverse effects

    on our expenditure limitation, and it's why we have talked with the

    board about expenditure limitation, working with the state to get

    relief and then coming up with other strategies for it.

         I don't want to belabor that point, but we have talked a number

    of times with the board specifically about what the longer-term

    implications of expenditure limitation are and then what the

    immediate impacts from COVID have been and how we hope to address

    those issues.

         So as I have mentioned, adopting the budget is establishing the

    maximum spending capacity for the fiscal year.  We have reserves that

    can support new or changing priorities.  We have strategic

    initiatives funds set aside each year so that as things,

    high-priority items come up, we can move quickly in terms of

    investing in those new ideas or those new critical needs, and we can

    meet the enrollment demand.

         Then again, as I mentioned, we are not required to spend up to

    our limits.  There are going to be some important elements, and when

    we get into the details, I will show you a couple of examples where

    we are very much expecting to spend less than what the budget is,

    that the budget is there just in case we have to grow for enrollment

    purposes.

         >> MR. DEMION CLINCO:  If we were to direct an enrollment

    revitalization fund 2.0 this year because of what's going on and we





    were to direct additional resources into marketing in particular and

    some of these other, if we were successful, are funds built into the

    budget that would allow that, or would we need to add that?

         >> DR. DAVID BEA:  Yeah, we have the spending capacity to do

    that.  The big problem is the expenditure limitation component of

    that.

         So what happens is we have the budget and the finances to be able

    to do those things, but when the year, when we finish up the year and

    we have to report to the state how did we do in terms of our

    expenditure limit, we will basically be looking like we overspent our

    expenditure limitation.  Again, that's why --

         >> MR. DEMION CLINCO:  Except the revitalization funds we were

    able to get around that because they were one-time initiatives that

    were based on the fiscal year, and we used the carry-forward, which

    you have advised us not to do on a regular basis, but again, these

    are pretty extraordinary times, so if we were to use a carry-forward

    again from the expenditure limit and were to create a revitalization

    fund 2.0, again, it would all be based on not continuing programs or

    creating new positions, it would be these one-time funding resources.

         So you're saying we have the ability to do that, or...

         >> DR. DAVID BEA: Yeah, we have the revenues and the budget

    capacity to.  The problem -- and I will clarify a little bit the

    expenditure limitation issue.

         So recall that last year we were finishing up the three-year plan

    to reduce our expenditure limitation to meet the fiscal year '21





    level.  So our expenditure limit for the last few years has been

    somewhere between 100 million and 101 million, so in that realm.

    Fiscal year '21 expenditure limitation level was going to drop down

    to 87 million.

         So we gradually were reducing those $5 million of reduction each

    year.  The goal was in fiscal year '20 to get us to about that 87,

    $88 million level, which we did.

         The problem then is -- that worked last year, which is that,

    okay, we still, in fiscal year '20 had an expenditure limit that was

    101 million and we had expected our budget was really based on

    something closer to $88 million.

         And so when we added the one-time funding, it was, okay, let's do

    this for one time we will add about $5 million of additional

    expenses, because we have more than that in extra capacity in fiscal

    year '20.  And it's why we also said this has to be one-time stuff.

    It has to be stuff that we can turn off, because now we're coming

    into the fiscal year '21 reality.

         Now, to answer the second part of the question, which is how

    would we spend the money or what will happen is that if we go over

    our expenditure limit number, our limit, around $87 million in fiscal

    year '21, it will be, one, we're hoping to not because we are hoping

    to get relief, so that's why it's really important to go to the state

    and at least, for the short term, get that crisis relief that there

    would be no penalty for going over expenditure limitation, in which

    case we would go over but the only penalty we would incur would be





    something like we have a fine of a hundred dollars, something like

    that, which is what's happened in the past, and that's what we're

    pitching.

         So if that's the case, then we go over and there is no major

    consequence to it.  The other things that we are looking to do would

    be that we do have carry-forward accumulated, so that's over the

    years where we didn't spend up to our expenditure limit and we

    carried forward reserve money, essentially like the simplest way to

    think about it is we had tuition money that came in, and we didn't

    have to use the tuition money that was excludable, so we carry that

    forward in fund balance and we have some amount that we can use.

         So what would actually happen if we overspent our expenditure

    limit amount would be that we would be using carry-forward money, and

    that there is a limit to how long we can do that and with the amount

    we are talking about.  Because of the COVID-related impacts, those

    revenue reductions, we are already on the wrong side of expenditure

    limitation with this budget, which is why again the relief becomes

    really important and the idea of COPs become another solution but

    that we are already looking to be over our expenditure limit because

    the budget has changed on us and because we lost those excludable

    revenues.  So that if we decide to add additional money, it's just

    going to make that expenditure limitation number worse.

         Sorry for the long answer, but that's how it plays out.  And it's

    not great news, for sure.

         Any other questions on that before I move on?





         Okay.  So one of the things that we wanted to show you is that as

    we are talking about this capacity document, and we're looking at

    scenarios which might have significant enrollment reductions or

    declines, how would the college respond to that?  And the answer is

    so this slide basically, in a very high level, summarizes what kind

    of an impact we would be looking at.

         If there was a 15% reduction in FTSE starting from a point where

    we're around 14,000 right now, we would lose roughly $5 million in

    tuition revenue, that because of the way that our classroom funding

    model works that we would be offering quite a few, significantly

    fewer sections, and that's what academic efficiencies would be.

         So there would be fewer sections offered.  If we stayed in the

    current way that the classroom face-to-face is supposed to be 20-1,

    online is 25-1, on average, that that kind of enrollment decline

    would naturally result in reduced number of sections, it would save

    about $2.8 million.

         We are talking about a soft freeze right now and then position

    closure.  So we have more than 60 vacant positions right now, some of

    which are in recruitment, but that one of the things we are looking

    to do is do a soft freeze on recruitments or on filling vacancies,

    that we are only filling absolutely critical positions at this point,

    and that we are looking with those vacancies to close as many of them

    as possible.

         They are closing -- this number that's about $2 million, closing

    30 positions, which from my standpoint I think is pretty doable





    particularly in light of this enrollment declines, that we can

    certainly would justify and would need to do that kind of a

    reduction.

         And then operational reductions, just to round it out in the

    short term of $340,000 is, if you spread that between departments or

    you looked at the fact that our travel is going to be down this year

    because we have pretty -- we have restricted travel right now, and

    it's unlikely that it's going to be lifted in terms of going back to

    a normal status for most of the year, and other operational savings

    we will have during the year, saving another $300,000 would not be

    difficult to do.

         So that's how in the short term we would handle that kind of a

    reduction, and then the secondary component --

         >> DR. MEREDITH HAY:  Can I just ask a question on that?

    Academic efficiencies?  2.8 million?  So if that's reducing sections,

    I get that, but isn't the main cost of sections the personnel to

    teach them?

         >> DR. DAVID BEA:  Well, that's what the reductions would be.  We

    would not need to have as many adjunct faculty contracts.  That's

    what the savings comes from is that you don't have as many adjunct

    faculty contracts.

         >> DR. MEREDITH HAY:  Just want to make sure everybody knows that

    means that's fewer adjunct faculty teachers.

         >> DR. DAVID BEA:  Yes.  Sorry that I put that in coded words.

         >> DR. MEREDITH HAY:  It's personnel, people?  It's people?





         >> DR. DAVID BEA:  Yes, it would definitely be fewer contracts

    for adjunct faculty initially.  That's the way the structure would

    work.

         And then down at the bottom, the 50-1 ratio, what that means is

    that in the future -- so when you're talking about a 15% FTSE

    reduction, you're talking about 2,000 full-time student equivalents

    that would be dropping.

         The way that the faculty model works in terms of targeting that

    50-1 ratio, which by the way I will also point out that we have never

    quite attained that since we have been implementing it, we are always

    a little bit behind, but the implications are if we dropped 2,000

    FTSE and you have a 50-1 ratio, that's 40 full-time equivalent

    faculty positions.  That translates into the $2.4 million.

         That wouldn't happen until the next year, and that then

    happens -- almost always that 50-1 ratio process happens through

    attrition, but when you're talking about that big of a reduction,

    it's unlikely that there would be that many vacant positions on the

    faculty side.

         Just so you know, that's how the different models play in that

    sort of ensure that the college has ways to adapt to declines in

    enrollment.  Conversely, if enrollment goes up, that 50-1 ratio would

    naturally then, the next year, would go back in full-time faculty

    positions.

         >> DR. MEREDITH HAY:  How does that ratio affect our HLC

    evaluations?





         >> DR. DAVID BEA:  It actually works pretty well for that.  Years

    ago, the college was criticized -- this is back in 2010, I believe.

    That one of the comments from the HLC was that we didn't have a clear

    process for what the ratio of adjunct to full-time faculty was.

         Back then, what happened was we had budget pressure from the

    state.  The state was reducing our budget.  We had other financial

    challenges from the fiscal crisis, but at that point we had

    enrollment increases.

         So what happened is the college addressed that by adding more

    adjunct faculty-taught sections, and the ratio of adjunct to

    full-time got more weighted to the adjunct side and the college

    didn't really have a process.  It's actually a big complaint from HLC

    is the college didn't have a particular ratio that it was targeting.

         So they pointed that out as a criticism.  What the 50-1 ratio

    does is actually holds that fairly steady, because as our enrollment

    goes down, we retain the same ratio of full-time faculty which

    conversely, because they both inversely work off of each other, it

    means that the adjunct ratio also stays stable.

         So it actually has a two-fold -- it works in a two-fold way.

    It's pretty helpful from both standpoints.  Great question.

         This slide --

         >> MR. DEMION CLINCO:  Ms. Garcia?  Mr. Hanna?

         >> MS. MARIA GARCIA:  Sorry.  I have a question.  The question is

    my understanding is was the international students, the college was

    gaining $500,000, half a million dollars, in revenues.





         Has that been taken into consideration in presenting this budget?

         >> DR. DAVID BEA:  The lost revenue is factored in.  What the

    long-term implications are of our international program are not

    folded into the budget.  We are continuing to operate on a staffing

    level as we have been.

         That is one of the things that if this continues, and if it looks

    like a continuing element, that that's a relative cost center, so

    that we will start looking at that program and identifying how to

    reduce costs in terms of the administrative costs associated with

    that program.

         But there aren't staff reductions built into this budget as it is

    right now.  But the tuition loss is built in.

         >> MS. MARIA GARCIA:  Okay, thank you.

         >> MR. MARK HANNA:  I just want to make sure I understood you

    correctly.  With a 15% drop in enrollment, you said that equated to

    40, 4-0, full-time faculty members?

         >> DR. DAVID BEA:  Yeah.  It's a lot.  A 15% reduction is

    gigantic.  You know, hopefully we won't experience anything like

    that.  You know, again, I think there are reasons that we can be

    optimistic or hopeful that will actually be on the other end of the

    higher education recalibration, that there are lots of reasons why we

    are the value proposition, for sure.

         We have everything to offer in terms of workforce retraining and

    all the initiatives that we have underway, like what Ian showed on

    the Google program, the quick retraining programs to address the





    folks who might be unemployed for a shorter period of time, but also,

    the affordability proposition.  Lisa mentioned the notion we are

    starting to hear students say I don't want to pay full tuition,

    private school tuition or out-of-state tuition to get online

    education.

         We are the cost leaders when it comes to that proposition, and we

    just have to, you know, hopefully we will take advantage of that.  I

    think there are reasons to be hopeful.  The problem I'm worried about

    is we are seeing behavioral changes that are pretty dramatic in terms

    of the COVID response.  This isn't a normal economic downturn.

         People are -- I think they don't know when, the uncertainty of

    when it's going to end, the uncertainty of when their economic

    circumstances might improve, the sheer significance and size of the

    economic impacts to people individually.  You know, when it comes

    down to whether you have food and shelter, you start realizing that

    higher education is discretionary.

         Unfortunately, and we've got to I think continue to make the case

    that it's an investment into the future, and certainly with our

    tuition and with folks who are Pell eligible, that the Pell money

    pays for more than just the tuition and fees at the college.

         However, we obviously do have a situation where people are

    worried about any money for food.  And when they are that uncertain,

    I think that -- it's concerning, or to think that they are going to

    turn around and go, okay, I'm going to go invest in education is

    something we've got to try and coach people into that decision.





         That's something that I worry about, right?  Personally I'm

    worried about that severity and how I think afraid people are in

    spending money right now might lead to our, to an enrollment decline,

    and hopefully that won't be the case.

         >> DR. LEE LAMBERT:  Let me add something to what you were

    saying, Maria.  So one of the commitments that we are making as a

    college, to our existing employees is to reskill and upskill them

    from a current position they are in to one that we know we need to

    have this position going forward.

         So can we do that as opposed to having to lay somebody off?  This

    is why it becomes important when you talk about those 60 positions,

    30 of them we would not eliminate and try to upskill and reskill

    people into them.  That's one important piece to keep in mind.

         When you talk about international, many of those employees

    actually have the skills to do the work of academic advisors and

    other levels of work.  So that actually gives us an opportunity to

    not have to impact them individually but to redeploy them in other

    parts of the college so that when things do improve over time we can

    fold them back into that unit so that way we can continue to offer

    those experiences and options for our students.

         So the nice thing is we are in a position to have some of that

    flexibility built into what you're seeing.  But my first commitment

    is to our existing employees, provided that they are willing to be

    upskilled and reskilled, that we can take care of them first before

    we introduce too many new employees.





         Obviously you can't do this for every job.  It's not always

    feasible.  For example, if we lost a nurse faculty, unless someone is

    a licensed nurse internally in another job, it's not likely we can

    upskill and reskill them into that position.

         So there is some balancing that has to happen as part of this.

         >> DR. DAVID BEA:  Okay.  I will shoot through the next few

    slides pretty quickly, and then I'm going to hit a couple of things

    from some of the detail slides that addresses some of the questions

    that I'm sure that you have and that came up earlier in the meeting

    today.

         Getting back to the property tax, the decision to go levy neutral

    essentially versus what we were looking at, we forego about $2.4

    million, and if you look at what the tax rate, because of the growth

    in assessment valuation and the growth in new property, the tax rate

    will actually go down.

         So people whose property valuations stayed relatively flat will

    actually see a reduction in that scenario.  On average, what it means

    is it stays flat.  There will definitely be people who experience a

    real reduction in terms of how much they are contributing to the

    college.  It still does generate $122 million for the college, and

    it's an increase of about $2 million.

         I'm going to skip through, that shows you how things have changed

    in terms of the use of different funds.  The big increase the last

    couple of years in terms of the blue, that could be worrisome except

    for this is all because we issued the bonds and that we are now doing





    the construction project.

         So we have the capacity built in to do those large construction

    projects and to have those big expenditures, so we have to build that

    capacity into the budget so that you can actually spend the money as

    those contracts and those projects come to fruition.

         >> MR. DEMION CLINCO:  I believe Meredith Hay has a question.

    She had some Internet issues, and she called in.  I believe we have

    upgraded her now.  Dr. Hay?

         >> DR. MEREDITH HAY:  I just wanted to double-check I have voice

    activation and you could hear me.  So I'm fine.  Thank you.

         >> MR. DEMION CLINCO:  Perfect.  So everybody is back on the

    call.  Mr. Hanna?

         >> MR. MARK HANNA:  On the property valuation, there is no

    concern this upcoming or recession or depression we are going to be

    in is going to have a downward effect on property valuation?

         >> DR. DAVID BEA:  Okay.  Couple things.  The property valuations

    will, in my opinion, they are going to go down.  It takes a while for

    that process to trickle through.

         So I would say in a couple of years the valuations will go down.

    But remember that what our authorization is is to levy a flat, a flat

    dollar amount.  And so if valuations go down, the tax rates go up and

    they counterbalance each other.

         The worry, the one that I'm watching is that the issue and the

    potential of people to default on their property taxes.  We are in

    touch with the county at least weekly right now, because the May





    property taxes just came due and we are trying to make sure there

    isn't a lag in terms of people paying their taxes late or not paying

    them.

         And so far, there is actually just a very small reduction in

    terms of what the receipts are year over year.  It's hard even at

    this point to say if it's noticeable.

         The other thing to understand about property taxes, it's a

    liability that stays on the property so that if the property is

    purchased through debt, that mortgage insurance and the banks

    ultimately will also be responsible for the property tax payments.

         So even in the fiscal crisis, when you had all of those

    foreclosures happening, that the college in a given year, I think the

    worst year we had was -- I think we had property tax receipts that

    were 97% of what we were expecting, and then what happens is it's

    just a lag.  The next year they come back in.

         So generally speaking, it's a very stable revenue source.  It's

    not dependent on the value of the property.  It's dependent on -- we

    are able to levy a dollar amount.

         The thing I'm worried about is we are in a new economic world.

    This is not like anything we have seen before.  And if the economy is

    so bad that defaults happen widespread -- again, this is sort of a

    catastrophic scenario -- then what we might see is in

    October/November that our property tax receipts will be slower and/or

    they come in a lot lower than what we're expecting.

         Again, we won't know that until October.  The good news is that





    this year looks solid, and I think that we'll get in essentially what

    we are expecting.

         What will become important is what does the economy look like in

    the fall?  But we will see bigger indicators.  Before we see the

    property tax scenario, we'll know other things.  We will start seeing

    other things in terms of how is the economy being affected, what's

    happening with people, and are they losing their houses and that sort

    of thing, and then we will be able to project whether that's going to

    have an effect on us.  That would be a very dire circumstance for us

    to have a real negative impact on our property tax levy.

         Moving to this slide, it shows proportionately how things have

    changed in terms of the different revenues that receiving.  Note that

    tuition and fees are down a little bit.  Again, that's related to the

    reduction for international that I mentioned.  Then the property

    taxes up by 2 million.  Those are the most significant things.

    Growth in college equity is just based on the projects we are

    expecting to spend down.

         This is the fund-by-fund budget.  The general fund budget is

    actually going to go down a little bit.  Restricted fund is going up,

    and that's actually one singular thing, which is when we received the

    aviation funds from the state, because it was for a specific purpose,

    we took that money in and put it in the restricted fund.  It will now

    be moved to the capital fund, and so that's why there is a big

    increase in terms of the use of a restricted fund.  You would see

    that also -- you'll see that in the capital fund in the details.





         This is our proportional budget.  This one, when you put all

    funds together gets distorted, because normally you say this blue

    section that's about two-thirds or so is all personnel.

         Because we have so much going on in terms of building buildings

    and the capital program, it now looks like a big share of the pie.

    If you look at the general fund it would look much more normal to

    what we have seen in the past.

         Then talk about the communication next steps, what we are looking

    to do is get approval for this preliminary budget so we can publish

    it in the Daily Star.  That's required by statute, to publish a

    couple of times, and then issue a press release and have the public

    hearing at the next board meeting, which is scheduled to be June 3.

         We are planning to have an on-site presence, because the statute

    is written in such a way that we don't want -- we don't want to run

    afoul of the statute, and so what we will do is set up a place that

    if someone wants to make public comment that they actually do have a

    place to go, although we will encourage them to do it online much

    like our situation today where public comment can be brought into

    Zoom format.  But we will have a couple of people located probably at

    District Office in case someone wants to come in onsite and make a

    comment.

         I left the other stuff, and I wasn't planning to address it, but

    I know a couple of comments and questions came up earlier, so I want

    to hit a couple of points in terms of the general fund expenditures.

         This is a slide that got referenced earlier.  In terms of the





    growth of administrator salaries and the decline of faculty salaries,

    one is that this is a topic that we have been talking with the board

    about for the last six years, if not longer, that one of the things

    is that we have done a lot of administrator reductions, going back to

    2015, and did a lot of reorganizations and reductions back then.  And

    carrying this forward, just to give you an idea, is the administrator

    salary back in that period of time was $7 million.  So we have had

    significant reductions in the administrator line.

         The increase this year is actually pretty easy to explain.  One

    is there is a 1% salary increase put in because we have talked about

    the salary increases.

         The second one is that there is a position that moved from the

    high director level to an administrator director level, so switching

    from being a director to an executive director, which is an increase

    in responsibilities crosses you over from the staff budget to the

    administrator budget.  This is a quirk of the Pima way of looking at

    the budget.

         One position is over a hundred thousand dollars.  When you talk

    about the change here that we are highlighting is that about 100,000

    of that is just a position that moved from staff to administrator.

         There is also an administrator position in here that we are

    looking at a new structure for administration that we are expecting

    that this is actually going to drop too.

         So we are consciously and constantly looking to reduce the

    administrative overhead and try and streamline our structure, and





    that's something we have been doing successfully since 2015 and we

    will continue to do that.

         Now, the reduction on the faculty side is also relatively easy to

    explain.  $1.2 million of that reduction is related to the counselor

    positions moving from what used to be classified as faculty to staff,

    so not only is there a reduction of $1.2 million here, that's also

    what part of what is making the staff line higher.

         In addition to that, there are about six reduced positions for

    the faculty that's related to that FACT process, the 50-1 ratio.  It

    lags and is behind where it's supposed to be, but it does include six

    reduced positions on the faculty side.  That explains almost all of

    the faculty reduction.

         The staff increase, in addition to the counselor positions that I

    mentioned, also has the six advising positions added into it, and

    also has those one-time positions that we talked about, dual

    enrollment, enhancements with director for PimaOnline, and the reason

    that it has an increase is behind that, we are expecting to repurpose

    positions.  That's where I get back to that we have these vacant

    positions and we need to eliminate them.

         At this point they haven't been eliminated, but they will almost

    certainly be very soon.  But the budget includes the capacity for

    them.

         Other compensation going down is another thing that as we have on

    occasion identified that we have temporary positions that really need

    to be a full and regular time -- regular either part-time or





    full-time position, that departments that identify that they have

    those needs can buy up a position from their temporary dollars, and

    that has happened a couple of times and that would explain that

    reduction.

         And then the fringe, I think you're all clear on, medical cost

    increases that the college is absorbing, and then to the operational

    increase, and I think that's the last one I will point out in

    specifics and then hopefully we will have a little discussion.

         IT licenses, this is also where that increased money is for the

    retrofitting and the work that we need to do to address some of the

    issues that we may need for safe distancing in some of our

    facilities.

         Those are the primary changes.  That's the explanation for the

    changes in almost its entirety.  I will also point out with faculty

    that last year when we did equity adjustments and we made that an

    administrative procedure, that is people who are hired in that after

    a year of service or after two years of service that if they were

    hired in they would have been hired in at a higher level, that's a

    procedure, and that's folded into the budget in terms of we will

    absorb that cost, and faculty who are in that situation will

    automatically get those increases this coming year.

         I think I hit a lot of the major points.  Unless there are some

    other specific things, I'm not planning to go through all the detail

    with you, but would like to have a discussion particularly related to

    salaries and tuition, because I know that the questions have come up





    and just to make sure that the board has an opportunity to have a

    conversation related to those items.

         >> MR. DEMION CLINCO:  Thank you, Dr. Bea.

         Board members?  Are there any questions, comments at this point?

         >> DR. MEREDITH HAY:  So I want to thank you, Dave, for a very

    thorough analysis of scenarios that we don't know how it's going to

    play out, but I'm comfortable with your worst-case scenario and how

    you're going to manage a possible 15% reduction.

         I don't have any further questions.  Thank you.

         >> MR. MARK HANNA:  I know that this is not our real action item.

    The next one is our action item.  But I think that in terms of how we

    treat this reduction or this unknown in the fairest manner that we

    possibly can, that we do need to discuss salary increase and the

    tuition increase and resolve whether -- it appears at this point that

    we're favoring property owners over students.

         That's a little uncomfortable feeling for me, to be honest with

    you, but I also understand that if we do not raise tuition, we

    discussed at our last meeting, part of the tradeoff on raising

    tuition was to raise employee salaries.

         So I think we need to discuss whether we can do either of those

    things.  I'm not sure how we go about having that discussion.

         >> MR. DEMION CLINCO:  I would say -- I don't disagree.  I agree

    that this is, again, a very unique moment, and we have heard from our

    students that they are having food insecurity, housing insecurity,

    facing some very significant challenges.





         One way of addressing it is that we could continue forward with

    the posted tuition increase, and we could collect those funds.  We

    have already started enrolling people, people have already started to

    enroll into the fall and already posted that tuition rate.

         And then we actually make a decision based on where we see

    ourselves in the fall in terms of where enrollment actually hits, if

    we're going to do, if we do the salary increase or if we do a tuition

    rebate on that portion.

         I mean, that could be one option.

         >> DR. MEREDITH HAY:  But, Demion, I thought from the

    hypothetical, 15% FTSE scenario, that we wouldn't need to alter the

    increase in faculty salaries because of you'll have academic

    efficiency, fewer faculty.

         >> MR. DEMION CLINCO:  That's the concept.  This is the

    assumption that we are at 15%.  If it was 20%, we could be in a whole

    different -- I think my biggest concern is there is a lot of, we just

    have no idea what to expect and that there is a lot of uncertainty at

    this very moment.

         Maybe it will be, maybe all of these worst-case scenarios won't

    be the worst case and it will be 2% or 5%, but I do worry that we are

    really in uncharted territory, because as Dr. Bea said, people's

    behaviors are changing.  It's not just -- people are just, they are

    afraid for a variety of different reasons.

         I'm just looking at what would be the most, it's the -- I really

    want to honor the commitment that we have made.  I think doing those





    increases is important.  I think we need to recognize that our

    faculty are working around the clock but also look at the climate.

    Everybody, all other public sector workers are taking furloughs,

    facing layoffs now.  I mean, it's pretty significant.

         >> DR. MEREDITH HAY:  Oh, I get it.  I get it.

         So, Demion, is it possible --

         >> MR. DEMION CLINCO:  Is something like that possible?  Is that

    something that anybody would --

         >> DR. MEREDITH HAY:  Let me ask you this:  Is it possible,

    though, in terms of putting -- you are asking for flexibility to be

    built in, and we have to publish this on May 18 apparently or 26th.

         Can you put an asterisk below it and say, if enrollment drops

    below X, this budget will need to be adjusted?  How do you do that in

    the published budget?

         >> DR. DAVID BEA:  The answer is because what we are looking,

    what we are actually doing in terms of the public budget, published

    budget, is that it's a capacity document that you can't spend

    anything above X, the board can always give direction to go below.

         But what you won't be able to do is say, oh, we have an

    enrollment increase, can you bump up the budget and add more money

    for it?  You wouldn't be able to do that.  It's a horrible process

    that you just wouldn't do.

         >> DR. MEREDITH HAY:  Okay.  So we don't need to worry about that

    otherwise as a board recognize the unknowns are unknown, and as they

    unfold this fall we can make adjustments downward as needed?





         >> DR. DAVID BEA:  Yes, that is what I'm presenting.  Yeah,

    that's what I'm saying.

         >> MR. JEFF SILVYN:  One other thing, and then, Dr. Bea, you can

    hopefully verify or correct me if I'm wrong, because this budget sets

    just the outward capacity, if there are significant categories inside

    the operational budget that later we need to adjust and move money

    from one fund inside that operating budget to another, you can do

    that.  The budget that we publish doesn't preclude you from doing

    that a month from now or six months from now.

         >> DR. DAVID BEA:  Right.  If you look at the pie chart that had

    how much is budgeted for travel, if we go into the year and we

    realize that we're going to have restricted travel beyond what we are

    looking at right now, then that money could be repurposed.  We would

    have the capacity to repurpose that money or we just spend less.

         Again, then you have a better financial performance at the bottom

    line.

         >> DR. MEREDITH HAY:  Do we also have cushion if we are not

    playing sports?

         >> DR. DAVID BEA:  Well, yes.  (Smiling.)  That generally is a

    cost, as in a cost center part of the cost.

         It actually -- and a lot of the money -- so the costs for the

    program are obviously sort of three-fold in terms of what the

    principal costs are.  Coaching salaries, which we would be continuing

    to have the coaches onboard until something changed.  The

    scholarships for athletes, which we would continue to do, hoping that





    those programs can have those programs.

         What might change would be the travel costs.  So those are the

    three biggest costs in terms of athletics.

         But we don't have a major revenue loss that we would be suffering

    from like the University would.

         >> MR. MARK HANNA:  Let me just be clear on the salary increase.

    This budget does indeed continue to have the salary increase.  That's

    correct?  And that is not a one-time increase?  It is an

    across-the-board salary increase?

         >> DR. DAVID BEA:  At this point it's structured to be COLAs,

    which would be 1% lift to the salary schedules and 1.5% to the

    adjunct load rate.

         >> MR. MARK HANNA:  So should we, going forward, if we do

    experience that 15 to 20% decrease enrollment, that salary increase

    is not one of the ways we would adjust.  It would be reducing number

    of employees?

         >> DR. DAVID BEA:  Right.  I mean, that's the scenario that

    -- yeah.  To undo a COLA would not be anything that would be high on

    the list of ways to approach this.

         By the way, the way you would say that and what you have seen

    other organizations -- and again, I don't foresee that we will run

    into this situation, but the other name for that in reality is

    actually called a furlough.

         I mean, that's what the University is doing where -- they are

    leaving people's base pay the same, but then they are potentially





    saving X percentage by having furloughs, and a 1% furlough doesn't

    make a lot of sense.  That would be really small.

         >> DR. LEE LAMBERT:  And I think, Mark, the other thing to keep

    in mind is that 15% scenario is premised on having that many less

    students, and therefore we have less demand for the sections of

    courses and should then also correspond to less demand for certain

    services of the college.

         So you'd rather adjust it based on that reality than tweaking

    around the edges around a percent or two in terms of salaries.

         We need to just account for that reduction in a very substantive

    way.  And so the model that Dave shared really does that very well.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  No, I'm going to forego my question.

         >> MR. DEMION CLINCO:  Mr. Gonzales?  Okay.  Okay.

         Are there any additional or last questions for Dr. Bea before we

    move on to our next action item?

         >> MR. MARK HANNA:  So let me just make a comment, and that is I

    still am extremely uncomfortable raising tuition in this time period,

    again predicated on rewarding -- or "rewarding" may not be the right

    term, but doing the right thing by our employees is an important

    component of that.

         So let me just say I appreciate, you know, the fluidity of this

    whole situation and that we may indeed have to look at it in the fall

    once again, but otherwise, I'm pretty comfortable with what we have

    done here.





         Thank you, Dr. Bea.

         >> DR. DAVID BEA:  Uh-huh.

         >> MR. DEMION CLINCO:  We will move on to the next item, 5.4,

    publication of fiscal year 2021 proposed budget in preparation for

    the June 2020 public hearing and special board meeting to adopt the

    budget and set the property tax rates and levies, which we're not

    doing.  So I will just exclude that one part from the agenda item.

         Do I have a motion -- Mr. Silvyn, is there a recommendation or we

    just take a direct motion?

         >> MR. JEFF SILVYN:  There is a recommendation.

         The chancellor recommends that the Governing Board approve

    publication in accordance with statutory requirements of the fiscal

    year 2021 budget in the Arizona Daily Star on May 18, 2020, and May

    26, 2020, and conduct a public hearing and a special board meeting on

    June 3, 2020, for the purpose of adopting a budget and setting

    property tax rates and levies.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?

         >> MS. MARIA GARCIA:  So moved.

         >> DR. MEREDITH HAY:  So moved.

         >> MR. DEMION CLINCO:  I think I heard that from Dr. Hay, and I

    think I heard a second potentially from Ms. Garcia.  Was that a

    second?

         >> MS. MARIA GARCIA:  Second.

         >> MR. DEMION CLINCO:  Any discussion on the item?





         Hearing none, Mr. Silvyn, if you could do a roll call vote,

    please?

         >> MR. JEFF SILVYN:  Mr. Clinco?

         >> MR. DEMION CLINCO:  Yes.

         >> MR. JEFF SILVYN:  Mr. Hanna?

         >> MR. MARK HANNA:  Yes.

         >> MR. JEFF SILVYN:  Dr. Hay?

         >> DR. MEREDITH HAY:  Yes.

         >> MR. JEFF SILVYN:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Yes.

         >> MR. JEFF SILVYN:  Mr. Gonzales?

         >> MR. LUIS GONZALES:  (No response.)

         >> MR. DEMION CLINCO:  Mr. Gonzales, are you still with us?

         >> MR. JEFF SILVYN:  Mr. Chair, I was just scrolling through the

    list of attendees that I can see, and he doesn't appear to be there

    anymore.

         >> MR. DEMION CLINCO:  Okay.  For the record, we have four votes,

    so four members attending would approve it.  The one member who has

    left the meeting is abstaining.

         With that, the motion carries.

         Next item, tuition rates for students employed by businesses

    participating in the tuition reimbursement assistance program.

         Mr. Silvyn, will you read the recommendation?

         >> MR. JEFF SILVYN:  Certainly.  The chancellor recommends the

    Governing Board adjust nonresident tuition for online courses for





    non-Arizona residents employed by a business with a presence in Pima

    County that is participating in the college's tuition reimbursement

    assistance program.

         The adjustment would align the tuition rate for students

    participating in the program with the current in-state tuition rate

    effective for the fall 2020 term.

         >> MR. DEMION CLINCO:  Do I have motion to approve the

    recommendation?

         >> MR. MARK HANNA:  So moved.

         >> MR. DEMION CLINCO:  Do I have a second?

         >> DR. MEREDITH HAY:  Second.

         >> MR. DEMION CLINCO:  Dr. Hay.

         Discussion?  If we could just check to make sure that

    Mr. Gonzalez didn't call back to the number and needs to be upgraded

    into the platform?

         Okay, Mr. Lambert?

         >> DR. LEE LAMBERT:  So we are so excited about the work that we

    have been doing over the last few years to really strengthen our

    partnerships with area businesses.

         As you know, we have a number of businesses in the community who

    also have presence in a lot of different locations within the state

    as well as locations outside of the state and globally.  What this is

    really allowing us to do, because of the partnerships we built here,

    not only offer the in-state online rate for the folks who are here

    but also to extend that to the entire employee base regardless of





    where they are.

         That's what this is about.  It really allows us to attract

    additional opportunities for individuals to be Pima Community College

    students by extending our reach through our partnerships.

         If you'd like to hear more about the details of how the program

    works, I'd be glad to have either David or Ian address those pieces.

         >> MR. DEMION CLINCO:  Are there any additional questions?  No?

    Okay.  Hearing none, Mr. Silvyn, if you could do a roll call vote?

         >> MS. MARIA GARCIA:  Wait a minute.  Hold on.  So I have a

    question.

         How does that relate to -- I understand that these are legal

    residents and perhaps from another state, but how does that relate to

    the undocumented students?  Because if they are not able to pay

    in-state residency, doesn't that create a conflict?

         Do you understand my question?

         >> MR. DEMION CLINCO:  Chancellor Lambert?

         >> DR. LEE LAMBERT:  I think part of the issue lies in the way

    the law is constructed.  The college is prohibited of being able to

    offer in-state tuition rates to DACA students.

         And I think that is probably the main difference.  I don't know

    if, Jeff, if you want to add on to that.

         >> MR. JEFF SILVYN:  Well, let me offer a little bit, and then

    maybe we can see whether we are addressing Ms. Garcia's question or

    not.

         >> MR. DEMION CLINCO:  And before you do, maybe I could just ask





    a question.  Isn't this only for -- this is really specifically for

    the employees of businesses that are --

         >> DR. LEE LAMBERT:  Of that organization.

         >> MR. DEMION CLINCO:  -- in the agreement with the college?

         >> MS. MARIA GARCIA:  That are working?

         >> MR. JEFF SILVYN:  Right.  So the individuals who could

    participate are employees who work for an employer who has a location

    in Pima County, also has locations in other venues and is providing

    tuition reimbursement assistance to its employees as an employee

    benefit.

         >> MR. DEMION CLINCO:  So this is really only for the employees

    of businesses that have a location in Pima County and are contracting

    with the college to provide education resources, but they can open it

    to their full employee base which may be outside of Pima County.

         >> MR. JEFF SILVYN:  Right.  So the idea is that Pima Community

    College would be the educator of choice for the entire business, not

    just their Pima County location.

         >> MR. DEMION CLINCO:  So it's really only for the employees of

    those businesses.

         >> DR. LEE LAMBERT:  That's correct.

         >> MS. MARIA GARCIA:  I'm okay with that answer.

         >> MR. JEFF SILVYN:  Okay.

         >> MR. DEMION CLINCO:  So hearing no additional questions, if we

    could have a roll call.

         >> MR. JEFF SILVYN:  Mr. Clinco?





         >> MR. DEMION CLINCO:  Yes.

         >> MR. JEFF SILVYN:  Mr. Hanna?

         >> MR. MARK HANNA:  Yes.

         >> MR. JEFF SILVYN:  Dr. Hay?

         >> DR. MEREDITH HAY:  Yes.

         >> MR. JEFF SILVYN:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Yes.

         >> MR. JEFF SILVYN:  Mr. Gonzales, do we have you back?

         >> MR. DEMION CLINCO:  Okay.  So the motion passes with four

    members voting yes, and Mr. Gonzales abstaining because he has left

    the meeting and has not called back as of yet.

         If he calls back, we will upgrade him.  We are watching for his

    return.

         Okay.  The last item on our agenda is 5.6, participation

    agreement.  Yellow Ribbon GI education enhancement program.

         Mr. Silvyn?

         >> MR. JEFF SILVYN:  The chancellor recommends the Governing

    Board authorize the chancellor or designee to enter a participation

    agreement for the Yellow Ribbon GI education enhancement program.

         The program creates a cost sharing mechanism between the college

    and the United States Department of Veteran Affairs to reduce

    nonresident tuition expenses for enrolled students.

         >> MR. DEMION CLINCO:  Do I have a motion to approve the

    recommendation?  I'll go --

         >> DR. MEREDITH HAY:  So moved.





         >> MR. DEMION CLINCO:  I will second it then.  Ms. Hay making the

    motion and I will second it.

         Is there any discussion?  Hearing none, let's have a roll call

    vote.

         >> MR. JEFF SILVYN:  Mr. Clinco?

         >> MR. DEMION CLINCO:  Yes.

         >> MR. JEFF SILVYN:  Mr. Hanna?

         >> MR. MARK HANNA:  Yes.

         >> MR. JEFF SILVYN:  Dr. Hay?

         >> DR. MEREDITH HAY:  Yes.

         >> MR. JEFF SILVYN:  Ms. Garcia?

         >> MS. MARIA GARCIA:  (Pause.)  Yes.

         >> MR. JEFF SILVYN:  I thought we lost you there for a minute.

         Mr. Gonzales?

         >> MR. DEMION CLINCO:  The motion passes with four members voting

    yes and one member absent.

         Item 6 is our request for future agenda items.  Any future agenda

    items people would like to have?  Mr. Hanna?

         >> MR. MARK HANNA:  Yeah, two things.  Before I get to future

    agenda items, I'd just like an opinion from our legal counsel that if

    Mr. Gonzales was cut off for some technical reason that he be able

    to, at the next meeting, be able to express how he would have voted

    on those.  Not that it will change.  It won't change the outcome.

    But that we make a provision for him to be able to do that.

         And then in terms of future items, an item that we have not





    addressed or the board has not taken a look at in some time, so

    either in a study session or as an agenda item, I'd like us to review

    our progress on our diversity plan.

         >> MR. DEMION CLINCO:  Okay.

         >> MS. MARIA GARCIA:  Okay.

         >> MR. DEMION CLINCO:  Any others?  Okay.

         Hearing none, the meeting is adjourned.  Thank you, everybody,

    putting everything together in this unique modality.

         (Adjournment.)





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