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         February 15, 2021 Study Session...



                >> MR. DEMION CLINCO:  Good afternoon.  Welcome to the

    February 15, 2021 Governing Board study session.  I'd like to call

    the meeting to order.

         Our first item for discussion is the fiscal year 2021/2022 budget

    discussion, and we have an hour set aside for this and an hour set

    aside for the draft mission fulfillment framework.  My goal is to

    really keep us on track and start the discussion on the fulfillment

    framework at 5:00.

         I know there was a lot community interest.  We've received some

    communication, so I want to let anybody watching know that that's our

    intention.  Unless we finish this item early, we will be starting

    that at around 5:00.

         Chancellor Lambert?

         >> DR. LEE LAMBERT:  Well, good afternoon, everybody.  Yes,

    Mr. Chair, we're very pleased to be able to share with you an

    important part of our budget development process, looking at some of

    the challenges we face and discussing some revenue projections and

    some of the expenditures that we see going forward.

         With that, I'm going to turn it over to Dr. Dave Bea to take us

    through the presentation.

         >> DR. DAVID BEA:  Good afternoon.  Hold on one second.  I have

    to change my screen a little bit.

         Can you see my screen still?  Now I can actually maneuver it.





    Before, I got stuck where I could see it but I couldn't maneuver it.

         Good afternoon, Chairperson Clinco, members of the board,

    Chancellor Lambert, colleagues and guests.  As Chancellor Lambert

    mentioned, this is an opportunity for us to go over, give an update

    on the various key budget parameters, talk to the board about some of

    the priorities, some of the challenges that we're going to be facing.

    And really, it's a study session, so this is an opportunity for the

    board to give feedback in terms of the board's priorities, how they

    want to see the budget come together.

         In some ways this is a very unique year.  Well, in lots of ways,

    obviously.  I think that goes without saying.  From a budgeting

    standpoint, it's also a unique year.  I will sort of walk through why

    that's the case and how it will play out a little bit differently

    than in the past.

         So we'll start with the ongoing challenges.  We'll get into

    revenue and expenditures and then sort of talk about CRRSA funds and

    funds coming from the federal government and how that's going to

    impact the budget as we go through the budget development season this

    year.

         The first slide, and I know you have seen this ahead of time, and

    I don't need to go through it too much and belabor exactly what it

    says, but our biggest challenge and our ongoing challenge has been,

    for a number of years and particularly now, is the decline in

    enrollment.  It is the college's priority to get our enrollment back

    up, not only back to where it was pre-COVID but start building back





    up from there.

         Our enrollment is down from a FTSE standpoint year over year

    about 18%.  On top of that, we have talked in multiple sessions in

    the last few months about the different changes to our revenue

    picture and projections.

         Our other revenues, there are a number of them that are declining

    and will continue to decline.  We talked about...

         >> DR. MEREDITH HAY:  Sorry, can you make it a little bit bigger?

         >> DR. DAVID BEA:  Oh, sure.

         >> DR. MEREDITH HAY:  Thanks.

         >> MS. MARIA GARCIA:  You made it smaller.

         >> DR. DAVID BEA:  Yeah, that's interesting, huh?  Okay.  Hold

    on.

         Now I've got both.  I have the bigger screen.  I have the bigger

    screen and I can now maneuver it.  There we go.  Big win.

         Sorry about that.  Looking at the enrollment picture is obviously

    the biggest problem, but the other problem we have, and it's

    compounded or it's related to enrollment, which is the structural

    challenges we have having so many facilities, having this lower level

    of enrollment spread out and the size of our staffing.

         We have talked about this, we have been working on it and we have

    been pretty successful the last number of years, reallocating the

    resources, being more efficient with the space utilization by leasing

    out some of the space, by eliminating the Community Campus and

    selling that facility.





         But as enrollment has gone down we are overall still not

    operating at a peak efficiency, and the goal is to get our enrollment

    back up and that we have capacity to enable us to handle that

    increase, hopeful increase in enrollment.  But we will continue to

    work on our efficiencies going forward, and that's classroom

    efficiencies in terms of our scheduling, and then the challenge of

    providing all services at all locations, and the expectation of that

    and how we are delivering services.

         So being more efficient, delivering services electronically or

    digitally and that sort of thing, without having a service

    degradation is part of what we need to do going forward.

         We always are challenged with limited resources.  I'm going to

    walk through some of the limitations in our resources going forward.

    And as I have mentioned and as we know, what we need to do is shift

    our resources from programs and services that we aren't providing

    anymore or there is not as much demand for them towards the areas of

    growth.

         We are doing that with the centers of excellence and with

    PimaOnline in particular are the big growth areas that we are seeing

    that, and we are going to continue to try and find ways to reallocate

    the resources in that way, so that's an ongoing challenge.

         I'm going to start out talking about expenditure limitation,

    because there are some elements to this that are still relevant, but

    mostly this is a good situation.  We have resolved and Proposition

    481 has resolved the key challenge.  I just want to point out what





    the key challenge was.

         What this chart shows is the changes in our expenditure

    limitation, that's what the columns are, over the last 10 years,

    along with the actual expenses that get tied to expenditure

    limitation.  That's the orange line.  And then the gray line is the

    amount of tax-based revenues that we get.  There are a few points

    that I absolutely want to make clear on this.

         You can see the bar charts, the bars, the columns, are

    color-coded.  Those show the different points in time.  Blue

    indicates when it was before the Senate Bill 1322 passed that changed

    the enrollments instead of being based on estimates to be based on

    actuals.  The first three years of that, that's the sort of golden

    color, is when there was a ten-year look-back period.  The gray

    column, which is what the current year, the year we are currently in,

    is when the ten-year provision went away, because it was a three-year

    sunsetting provision of 1322, and that switched to actual enrollments

    that were based on a rolling five-year average.

         You can see the huge dropoff.  That was a thing we had to plan on

    over the last number of years to get our expenditures in line with

    that.

         Now, as you can see, and this is what we have been talking with

    the board since COVID hit, is our actual expenses, the projected

    actual expenses, remember that's the orange line, we have always been

    under our expenditure limitation, but if you look at what fiscal year

    '21 is, our expenditure limit is dropping dramatically to about $87





    million and our expenses are going up.

         That's largely not because we turned around and just padded our

    budget and were spending more.  It's we have revenues that are

    outside of expenditure limitation that are dropping.  So our tuition

    revenue is dropping, our investment earnings are dropping, our

    auxiliary revenues are dropping.  These other revenues that otherwise

    take away those expenditure limitation expenses, now those get

    counted against the property taxes.  That's what makes that go up.

         In the current year, we are looking at a problem that's about $10

    million.  We have carry-forward for that.  There are sort of two

    solutions for this.  One is we can use accumulated carry-forward from

    the last number of years, from years past when we have been

    underneath the limitation.

         And then there is also statutory -- Arizona community colleges

    are pitching legislation that will for three years' time frame not

    only increase the expenditure limitations going forward, increase the

    weightings and some of the technical elements to it, but more

    importantly there is a provision that says starting in fiscal year

    '21 that if community colleges exceed their expenditure limitation

    there will be only a penalty of $100.

         So this could be a nonissue, this fact that we are over by $10

    million.  If it doesn't pass, we will use carry-forward, and then we

    move into the 481 world where you can see Proposition 481

    substantively changes what our base limit is, which means our

    expenditure limitation goes up significantly.  It will be just about





    $140 million.  We will not have an expenditure limitation problem

    with our budget.  But one of the things I wanted to make clear and

    the reason that that gray line is there, is that doesn't all of a

    sudden create new revenues.  That just means that we can spend

    revenues that we already have and that we have more capacity and we

    don't have this nightmare situation where we have to just cut our

    budget dramatically.

         So we avoided a massive reduction and gave ourselves flexibility

    to grow in the future.  It doesn't just have a huge inflow of money.

    It gives us flexibility and avoids catastrophe, basically.

         Now, moving forward, in a normal year, what we do with the budget

    is we come to the board about this time frame and we talk about,

    okay, here is what we expect our revenues to be growing, and here is

    what we expect in terms of our commitments and putting aside some

    money for compensation and salary increases, so we talk about it in

    terms of an incremental budget.

         We usually take that and we say, okay, property taxes are going

    up by $2 million.  If we do the property tax levy increase of 2%,

    that's another $2 million, roughly.

         Then we have maybe other revenues.  Maybe we are expecting

    another million dollars.  So you have an increase in revenue of the

    $5 million.  And then we say, okay, so our contracts and licenses are

    going to go up by a million, and our health insurance is going to go

    up by half a million.  And we have retirement increased costs of

    about a million dollars and then we net those.





         Oftentimes what we are doing at this point of the year is saying,

    okay, in order to do anything more than this base level, to keep

    operations going as they are, we need to talk about a tuition

    increase.  It's the one variable, it's the one revenue source that we

    have that is sort of at our discretion and can compensate.

         In a normal budget what I'd say is that what we're looking at is

    our additional revenues because of our lost revenues from tuition and

    these other revenues, we are talking about our revenues are going

    down about $6 million, and our base expenses are going up about $4

    million.  So we would, in a normal year, we would be talking about

    this unfortunate situation where we are about $10 million year over

    year worse off than we were the budget year prior.

         This year is a little bit different, though, because we've got a

    couple of other things that are happening.  Those numbers I just

    mentioned are real.  I will talk about, I just want to run through

    the different revenues.

         So just for reference sake, and I will get back to tuition in a

    second, but for reference sake, if we add a dollar of tuition, a

    dollar per credit hour, that increases the revenue by about $350,000.

    Some of the board members may remember that that number, that

    incremental add for a dollar of tuition, used to be quite a bit more,

    used to be 500 or 550.  That's because we have fewer credit hours, we

    have our enrollment has dropped.  So at the enrollment levels we are

    talking about now, we are talking about $350,000 per additional one

    dollar of tuition, okay?





         Property taxes, the growth in new property, this is an actual

    number, this is new since we have last talked, it's about $1.3

    million, so that's money that without increasing the tax levy, it's

    what's called the levy neutral is just from new properties that have

    come on to the tax rolls.  The college will receive $1.3 million

    without a tax increase.

         Moving down, the next one down is the governor's budget, and the

    initial proposed budget includes $400,000 for STEM funding, used for

    equipment and will be used to cover some of the equipment expenses

    for the centers of excellence projects, if that happens.  Now, the

    governor's budget is not the legislative budget.

         One piece of good news for what we have talked about is that the

    projections now for Prop 207 tax revenues coming to the college in

    this fiscal year will be about $2.2 million.  Recall that we have had

    conversations with the board and that number will be significantly

    bigger than that in the future, but there is a phase-in component

    where they have to put the parameters together, get the businesses up

    and running, have the tax revenues come in, and then there is a base

    amount of funding for administrative costs and for some other support

    services and programs to get funded first.

         Then it starts getting distributed to the education institutions.

    So nevertheless, the good news is that we are going to be able to

    expect about $2.2 million in the coming year.  That money is to be

    used for workforce training, but it's a pretty generic term and we

    have lots of programs that qualify under workforce under that





    definition.  So that $2.2 million for all intents and purposes is

    going to help support the college's general operations.

         Now how things are different.  We've talked about the federal

    funding coming from CRRSA.  This is the bill that was passed in late

    December.  It's a significant increase over the current year's CARES

    Fund, last CARES Fund Act, in that it continues to fund us at about

    $5 million that will go directly to students, but the institutional

    funds increase from the CARES Act is about $5 million to somewhere in

    the neighborhood of 17 to $18 million will be coming to the college

    to help support the college needs.

         CRRSA is intended to fund, to defray lost revenue, to cover

    expenses associated with COVID.  Those include things like

    technological costs for computing equipment or getting licenses and

    things like that so that you can provide distance education for

    folks, and also includes other student support costs.

         There are a lot of costs at the college that qualify under CRRSA,

    and the goal for us is to make sure that we qualify and can account

    for that entire 17 to $18 million.  From the budgeting standpoint,

    because the money is going to be coming in and will cross over into

    the budget year, it essentially enables us to cover those deficits

    that I was talking about, those lost revenues that we talked about,

    to continue doing the things that we have done with the CARES Act

    funds, that is, to cover technical, like information technology costs

    for students, being sure that students have technology available,

    proctoring costs, additional financial aid assistance in terms of





    consulting and counseling software for students, and having money

    available to help the students.

         All of those things, the things that the college feels like are

    working really well with CARES, we are going to continue on.  We will

    talk more specifically about that in coming months.  And then it

    provides additional funds for us to do some other key things.

         There is a working group at the college, I mentioned this a week

    or so ago, that we have a group together talking about priority needs

    at the college.  We have mentioned that to the board.  A number of

    them are these continuing and ongoing CARES-funded projects and

    initiatives.

         On top of that, it is really focusing on getting students back

    on-site in the fall.  So a lot of the things that we are going to be

    talking about, a lot of the big costs are putting up more secure

    safety and security protocols for students for re-entry.

         Right now we have a procedure for a small number of students to

    check temperatures and go through the usual questions, that sort of

    thing.  If we scale up to 50% or more capacity, we have to have

    different ways in the systems for handling that.  That's one of the

    costs we are going to be talking about.

         We are going to be talking about putting technology in for HyFlex

    classrooms throughout the district.  That is so that they can have

    on-site and remote learning at the same time from the same classroom.

         We are going to be talking about sanitation systems so that you

    have ongoing cleaning of the air in the classroom space and costs





    associated with that, along with some of the things we have talked

    about, the mobile technology and things like that.

         We will be talking more with the board about how the CRRSA funds

    will be used, how we will qualify, the qualified expenses will be

    attached to that.  Essentially what that does is it covers these

    losses that we have and gives us some flexibility going forward in

    the budget.

         From the key standpoint of the revenue picture, and this is how

    things make it very different in terms of the timing of the budget

    this year, is when we went forward with Prop 481, we talked to the

    community about two things.  One is if 481 passes that we'd be

    looking at recommending not increasing tuition and also not

    increasing the property tax levy in the upcoming year.

         So at this point, those are two of the key things we are looking

    to get feedback from the board but that we are recommending, and that

    changes the timing, because at this point in the budget, a lot of the

    pressure is about making a decision about tuition, because in March,

    we want to make a decision on tuition so that we can get it into the

    schedule of classes so that when students start registering for the

    fall that they are charged the same amount right when registration

    opens.

         So what we are looking to do is take a recommendation to the

    board in March where we will continue tuition at the same rate at the

    current year's rates, and it will be a board action item as we want

    to set tuition for the next year, but it's not to include any change.





         So with that, I'm going to pause right there and ask if the board

    has any questions or feedback related to that.

         >> MR. DEMION CLINCO:  Any questions or comments from the board?

    Ms. Garcia?

         >> MS. MARIA GARCIA:  Hey, there is not going to be any fee

    increases, correct?

         >> DR. DAVID BEA:  The standard fees that we are talking about,

    so tuition and the base fees, like the student services fee, there is

    a student services fee, there's an information technology fee, and

    then the standard credit tuition rate.  What we are looking to do is

    not change those at all.

         There are some course fees that will change.  Those are direct

    cost related so that if you're taking a culinary class and the costs

    of food have gone up in that particular class, some of those have

    changed.  They are very minor in terms of what those changes have

    been.  Those have already been set, actually.  They were given as

    information to the board at the last meeting.

         But in terms of the standard fees, what we are looking to do is

    not increase them.

         >> MR. DEMION CLINCO:  Are there any other questions?  Okay.

         One of the other things...

         >> DR. LEE LAMBERT:  Just as an aside, Prop 207 is exempted from

    expenditure limitation.

         >> MR. DEMION CLINCO:  That's good to know.  Just to commend Dr.

    Bea and Chancellor Lambert for bringing forward an anticipation of a





    plan that doesn't increase any fees or tuition increases, because I

    think all of those things, especially now, whether they are perceived

    or real barriers, could really continue to impact getting people

    reenrolled into the programs and the classes that they were taking or

    just getting enrolled into the institution.

         So I'm supportive of that.  I think this is, especially with the

    CRRSA funds, I think it helps offset the economic realities that the

    institution is facing, but I think -- you know, Dr. Bea, what would

    be helpful for me is maybe you can sort of touch on this a little but

    if we see this being a K recovery for the institution where we have a

    deep decline and then a fast recovery, or are we going to see more of

    a long-range recovery, and then what are the real financial

    implications that we may be facing next year or the year after or

    three or four years down the road, I think sort of starting to have

    some discussions about those would be helpful, too.

         >> DR. DAVID BEA:  Yeah.  And it's an excellent point.  One of

    the things when we are looking at CRRSA and what kinds of priorities

    we have with that, what we are looking to do is use those to bridge

    the gap, right?  Which is, you know, when I mentioned what the point

    of CRRSA is is to cover and defray lost revenues, the idea is to use

    it to bridge the gap to where we are at right now and ensure that we

    have a sustainable future.

         That's one of the reasons why I showed that Prop 481, the

    expenditure limitation slide, is that our revenues are going to

    continue to go up from property taxes.  They are going to go up





    pretty slowly unless there is a tax increase in the future, but what

    it does do is that if we have that K-shaped recovery, as Chairperson

    Clinco mentioned and we have our tuitions get back to a stable point,

    then we're going to be in a much healthier place.  It's going to set

    us up to be healthy going forward, as well.

         >> MR. DEMION CLINCO:  Dr. Bea, could you just, for Board Member

    Ripley's benefit, could you talk about the levy and about, you know,

    if we don't extend the levy this year, you know, the accumulation of

    that percentage over time?  And sort of maybe recap what we did last

    year?

         >> DR. DAVID BEA:  Yeah.  Great point.  So the way --

         >> MR. DEMION CLINCO:  Wait a minute.  Board Member Ripley has a

    question.

         >> DR. DAVID BEA:  I apologize.  I can only see five people.  So

    thanks.

         >> MS. CATHERINE RIPLEY:  Sorry.  Well, while you're answering

    that, could you also just briefly -- if it's an extended

    conversation, we can wait -- but also briefly touch on that, the

    property levy, tax levy, and what all this means for next year,

    because we do need to think in terms of, you know, not just this year

    but the next three to five years.

         So without the CRRSA funds, without the $17 million of

    stimulation, how are we going to sustain ourselves in terms of our

    budget, especially since enrollment seems or tuition seems to be the

    major challenge here?  So how are we going to -- so you say we're





    setting ourselves up.  How are we setting ourselves up for next year?

    We can't count on another 17 million next year.  It would be great,

    but...

         >> DR. DAVID BEA:  Absolutely.  So I'll say this in fairly simple

    terms and then I will switch over to the tax levy question.

         So from the standpoint of our increased revenues this year, so

    there are essentially two, one is the property tax growth, 1.3

    million.  The other one is Prop 207 money.  That's 2.2 million.

         What we'd be looking at in a normal year, okay, those are our

    revenues that are going up.  Say enrollment is now stable.  Whether

    it's higher or lower, it's stable, right?  So year over year it's

    staying essentially the same.

         Those two revenue sources would be plus 3.3 million and then we

    have a handful of expenses that are increasing on a given year.

    That's where I was starting the point where if you take out the lost

    tuition revenue and you're talking more in terms of stable revenues,

    it would be more like we are going up 3.3 million, and then the

    expenses associated -- and this is before compensation, before salary

    increases -- would be more like an increase of about 4 million.  So

    it's not like $10 million bad.  In those stable terms it would be

    more like you're talking about a million or something like that.  Not

    good but not as devastating.

         Going forward though there is a little bit different situation,

    because Prop 207 money should be increasing pretty dramatically.  So

    next year we should be looking at, I would say, quite a bit more than





    double that.  I think the initial estimates were we would be getting

    about $10 million a year.  That's coming fiscal year '23.  We should

    be looking at a pretty big influx of revenue from that source.

         Then the other one that we can sort of look forward to gets to

    the property tax levy question.  So the way that the property tax

    levy works, and I'm not going to tell you exact numbers.  These are

    close to real numbers but I'm going to keep it simple.

         So the way that -- the board has the ability to increase the tax

    levy by 2% a year.  So if you start at $100,000, the first year that

    the board increased by 2%, it would be generating another $2 million.

    And then essentially you could get about, it would grow but would be

    about $2 million each year thereafter.

         That's from that 2%.  And then growth is added to that.  So any

    new property that adds on, you get that revenue no matter what.  If

    there is big growth in Pima County, there is more revenue coming into

    the college.

         If the board does not increase, take the tax levy increase of 2%,

    we can continue to levy at what that maximum level was, so after that

    first year it was 102, and then it was 104, and then it's about 106,

    again, it's a little bit higher than that because it's compounding

    interest, so if that first year you say, okay, we're not going to

    increase the tax levy, we're going to stay at zero, that base level

    is now 100.  But the next year you can do 104.  Because you could

    have gone to 102 and now you have another 2% on top of that.

         So you have this sort of remaining ability to increase back up to





    what your levy max is.  We did not increase the tax levy last year,

    and if we don't increase it again, now we'll have a levy max capacity

    that's about 4+.  It will be a little over 4% on top of what you

    could do the next year, which is 2%.  So you could actually do a very

    big tax levy increase and generate another 6%, something like that.

    You'd have the ability to get all of that revenue back.  You can't go

    back in time, but you can get back up to the max.

         Now, there is a political cost to that, which is that if you do a

    big tax levy, tax percent increase, it's pretty apparent.  2% is not

    very significant when you're talking about a $100,000 property,

    pretty typical property in town.  That increase year over year for

    the college is a couple of dollars a year.  It's not that noticeable.

    If you start increasing and you get back up to the max when you

    haven't been for a while, then it's noticeable, right?  Then there is

    a big increase to the tax bill that taxpayers will see.

         That happened with Central Arizona a number of years ago where

    they increased their taxes by 20%, and lots of unhappy taxpayers are

    still angry I think about it and this is years later.

         We've got to be judicious about that.  You wouldn't want to jump

    all the way back with the big increase unless there was a real big

    need for it, but we still have the capacity to do that.  So we are

    not really sort of shooting ourselves in the feet.  And now from a

    expenditure limitation standpoint we have the capacity to spend it,

    which we wouldn't have had in the past.

         Hopefully -- I know I said a lot.  Hopefully that explains it.





         >> MR. DEMION CLINCO:  I have two questions on the tax levy.  One

    is a comment and then the question.  One is that the tax levy really

    keeps (indiscernible) that's really the amount that we're able to

    bring in through the tax levy is we are constantly sort of -- that's

    sort of by design, right?  That's part of the reason that we have the

    ability to do that?

         >> DR. DAVID BEA:  Yes.

         >> MR. DEMION CLINCO:  But could you talk to us about your

    understanding of what other taxing districts throughout the state and

    then Pima County are doing around their levies?

         >> DR. DAVID BEA:  I can speak more to the community colleges,

    both in terms of -- I can give an early assessment of tuition and an

    early assessment of property taxes, and the typical is to not

    increase either this year.

         It's not going to be exclusively true.  There are a few districts

    will be increasing tuition a little bit.  Northland Pioneer has a

    multi-year tuition plan, so they have already -- a couple years ago

    they set this three- or four-year path, so this was sort of

    predictable.

         And then a couple of them will I think will increase their

    property taxes.  But most are trying not to increase tuition, being

    cognizant of how challenging things are for students.  Obviously they

    all have the same enrollment challenges we have.  Most of them have

    dropped 15 to 20%, as well.  So they have the same -- they are in the

    same situation as us.





         >> MR. DEMION CLINCO:  Before I get to Ms. Garcia's question, I

    have one follow-up question, which is could you reach out to some of

    the other taxing districts in Pima County and just sort of inquire

    what they are doing around this, whether the school districts are

    doing anything or the county itself?

         >> DR. DAVID BEA:  Sure.  Be happy to.

         >> MS. MARIA GARCIA:  I have a question on the 481 proposition

    that we passed.  It was my understanding that there was money already

    there, and I don't know what the amount of money was that we could

    spend if we needed to.  Because now we didn't have a limit, or we

    didn't --

         >> DR. DAVID BEA:  Right.

         >> MS. MARIA GARCIA:  So what is that amount?  How can we spend

    it?

         >> DR. DAVID BEA:  The projections at the time where it was going

    to free up somewhere in the neighborhood of 10 to $12 million, what

    that really means -- let me translate what that means.  So if you

    recall in the last meeting, I talked about our annual financial

    surplus, like how much we had in surplus revenues over expenses last

    year, and it was in the neighborhood of 20 to 30 million, and it's

    going to be going down a little bit -- well, it would have gone down

    normally a little bit this year.

         What that essentially means was that we had more capacity to

    spend it on operating purposes and our surplus year over year would

    have been, we would have been shrinking that surplus.





         That's what we were talking about with flexibility.  We don't

    need to generate this much surplus, but right now, right now meaning

    before 481, right now we are in a situation where because we are

    capped on our expenses we are going to run these big surpluses.

         What we are looking to do is have Prop 481 pass, have more

    flexibility to spend it on operations, shrink what our surpluses are

    going to be, and that was to the tune of about that $10 million.

         Now, the thing that happened on top of it is the lost revenue in

    enrollment.  So it's a little bit worse than that.  It's a little bit

    lower than that $10 million.  But it does give us some flexibility.

    We'd be talking about things a little bit differently.

         First and foremost what 481 did though is when you look at that

    slide with that gray bar chart, and then you look at where it's going

    to be in fiscal year '22, it would have gone down to 86 million and

    our expenses are going to go up pretty dramatically like probably $5

    million over the prior year.  So we would have had a huge problem if

    not for 481.

         >> MR. DEMION CLINCO:  Chancellor Lambert, could you just remind

    us, when we went out to the voters, it wasn't just a blanket

    expenditure limit.  We sort of framed how we would utilize some of

    these funds.  Could you talk about the argument of sort of what we

    told...

         >> DR. LEE LAMBERT:  In fact, Dave anticipated your question

    there (smiling).  So this is some of the things that we were

    proposing to the voters that we would do with that flexibility, and





    obviously, you know, we have to kind of weigh and balance all of

    these pieces over time.  And then there were some other things that

    we also mentioned as part of the equation that's not really reflected

    in here.

         So instead of reading through that, you can kind of see what some

    of those pieces are about.

         >> DR. DAVID BEA:  And this list was there, because when we are

    talking about developing the budget, and again, we have talked a

    little bit about the CRRSA funds and the intended potential use of

    that, this is the other component that we want to factor in when we

    are building the budget, what are the priorities we want to make sure

    we cover, and that's where we go back to 481 and say, okay, these are

    the things we said to our taxpayers who supported 481, we want to

    show that we are making progress on these.

         So this is not going to be a one-year effort.  We will not all of

    a sudden in one year be able to do everything that we talked about.

    However, we will make tangible progress in particularly expanding the

    workforce training, integrating digital technology in the classrooms,

    and the educational offering in high demand fields.  Those three in

    particular we will make some substantive progress in this upcoming

    budget year.

         It's not to say that the other things aren't going to happen

    also, but those are the ones where it's really clear will have an

    impact.

         Any other questions on that?  I have gone through the CRRSA





    funding ideas.  Again, we will continue to come back to the board.

    We will continue to have conversations with the board throughout the

    spring.  Because, again, we are not going to be pushing or

    recommending a tuition increase, the key elements of the budget then

    become some of the contractual obligations that we have, so the

    health care benefit that we provide, the retirement obligation,

    particularly related to Public Safety Retirement System, some of

    those cost increases, the additional contract and licenses that we

    have on a normal annual basis, those are the things that we are also

    going to be prioritizing, as well as then -- this is getting into

    what we always talk about the additional priorities.  The first ones

    are the ongoing obligations I just mentioned.

         Reinvestment in plant, addressing deferred maintenance, doing the

    things we need to do as well as in some cases doing some of the big

    projects for centers of excellence, and then the energy management

    which we will be taking to the board in about a month with a great

    deal more additional information and some specifics on what we are

    trying to do.

         So investing in the plant to end up reducing our utilities and

    energy consumption going forward, but also folding in with that

    project, folding in the educational program and having living labs so

    they are actually going to be looking at and using information coming

    out of our systems and being trained on some of the same types of

    equipment so when they enter the workplace, they have

    state-of-the-art training, truly state-of-the-art training, they will





    be very much in demand as trained employees as well as in data

    analytics is another program we are looking to expand out of the

    information tied to the energy management program.

         And then, as always, we look to prioritize faculty and staff

    compensation.  That would be also not only looking at providing some

    kind of a reasonable cost-of-living increase, but as you know, we

    have a class comp study underway right now, and what we are looking

    to do in the budget, it will not be completed by the time the budget

    starts, but what we are looking to do is create a pool of funds from

    which we can address any class comp issues that are identified we can

    start making progress on that.

         It might take a couple of years for us to completely hit what we

    are trying to hit when we come out with the class comp goals, but I

    think it's reasonable to expect that we will probably have 2 to $3

    million of additional class comp recommendations coming out of that

    study to sort of change the structure, to move people to where they

    are in more of a market-competitive standpoint to create a structure

    where it's more adaptive and has some merit-based components to it,

    those kinds of things.  We will have additional costs tied to it, and

    what we want to do is start setting aside funds to be able to address

    those as needed.

         >> DR. LEE LAMBERT:  Let me just kind of build off of Dave's

    comments, especially on the class comp.  Employees have expressed

    concerns about potential job loss, getting their salaries cut.  So I

    was speaking to the Faculty Senate last week.  I wanted to allay





    their fears.

         Class comp study is not being used as a tool to eliminate

    positions at the college.  Also, the study is not being used as a

    tool to reduce people's current compensation.  It's not uncommon in a

    class comp study to do -- some states refer to it as Y rated, meaning

    that we are going to hold you harmless.  You may not see an increase

    because you're in a job category that's not going up or you may be in

    a job category where you're actually above it in terms of what your

    current pay is.  We won't adjust you down to that level.

         So I just wanted to assure folks, and I think it's important you

    are all aware of that that we are not going to lay people off because

    of it and we are not going to cut people's salaries.

         Also going back to the other point about Prop 481, we are going

    to take all of those items and create a dashboard.  Once that

    flexibility becomes available to us, we want to show the community

    this is how we were using that flexibility against some of those core

    messages.  You will see a scorecard.

         I think what you will see Dave do, especially for the finance and

    audit committee, every now and then update the finance and audit

    committee on how we are progressing with that.  Obviously we will

    share that with the full board and with the community, as well.

         >> MR. DEMION CLINCO:  Thank you for that clarification.

         Ms. Ripley?

         >> MS. CATHERINE RIPLEY:  Yes, thank you for this presentation,

    Dr. Bea.  I have a question.





         Since tuition and enrollment are our biggest if not only, you

    know, real challenge in terms of revenue, where on your plan, your

    budget plan, would be any kind of extra expenses spent towards

    enrollment in terms of recruitment and retainment, and, I mean, I

    would like to see a dedicated project that looks into the challenges

    of enrollment and our challenge to keep tuition the same if not lower

    in the future.

         >> DR. DAVID BEA:  I think that's really good feedback from the

    board.  So one thing is we had talked about in the previous slide

    where it shows the CRRSA funds and some of the ideas we are looking

    at is marketing is listed there.  On further review, as we got into

    it, the CRRSA funds can't directly be used to support marketing and

    preregistration-type activity.

         However, that doesn't mean that when we have enough expenses that

    qualify for the CRRSA funds that it doesn't free up other money to

    put into marketing.  So, you know, I think the board has indicated a

    priority.  I think it's critical at this point to put more money into

    marketing and to find a way to get the students who we otherwise

    would have seen at the college at this point, getting them back to

    the college is going to take some effort to get them back, and I

    think we're going to need to put some additional money in it.

         >> MS. CATHERINE RIPLEY:  Thank you.  Not simply a marketing

    campaign but dedicated resources towards supporting support staff

    whose job it is to recruitment and retainment.  Thanks.

         >> DR. DAVID BEA:  Agreed.





         >> DR. LEE LAMBERT:  So just to go along with what Board Member

    Ripley was touching on, our approach to enrollment is holistic.  It's

    not just the marketing and outreach pieces.  It's having those strong

    services components as well as making sure our programs are relevant

    and vibrant.  So we have essentially remade our business program and

    our IT pieces.

         Enrollments in those programs are actually going up as we speak

    compared to other parts of the college.  So we know that if by

    investing and modernizing programming, it does help with the

    attraction and the marketing of that relevant types of programming.

         So you'll see more of that as we go forward.  Again, it's a

    holistic approach.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  My question is when all these plans are

    coming up, where is the data that shows that there is going to be

    that interest when you look at the population?

         >> MR. DEMION CLINCO:  Ms. Garcia, could you just clarify the

    interest?  Are you saying the interest in the individual program?

         >> MS. MARIA GARCIA:  Individuals that are coming to the program.

    If you're not preparing them at a younger age in high school or even

    in the elementary, I guess I just don't see how that's going to

    happen, how we're going to bring these people in and they are going

    to know that all these opportunities are available.

         Our recruitment really hasn't been there.  We see advertisement,

    I think some of it is great, but are we branding, but who is really





    looking at it?  We continue to see the enrollment declining.

         >> DR. LEE LAMBERT:  Board Member Garcia, you know, yes, we have

    seen enrollment declining, but prepandemic, we had gotten to a point

    where we had stabilized the dropoff in enrollment.  So that's

    important to not lose sight of that.

         But also understand where that enrollment was going, a lot of

    that enrollment was going into PimaOnline and to some of these newer

    areas that we had invested in.  Remember, it's not just the high

    school students and the K12 students.  Our larger share of enrollment

    is really the working adult or what we call the working learners and

    the learning workers.

         So that's another big segment of what we have done.  So how do we

    know?  So when we work with employers, that is one way we know what

    the skills that they need in terms of what will be attractive for

    those working learners.  That's one way we know that.  We look at

    other trend data, and then use that trend data to really help us

    identify opportunities for growth and strengthening programs.

         That's why you're seeing like our business and IT areas are

    really taking off.  Cybersecurity is an example of that.  But if you

    want to look at aviation, which had been here, we work with the JTEDs

    and the high schools and there is clear interest in aviation.  That's

    why we were able to sell the governor and the legislature in making

    that $15 million investment to expand that.  We wouldn't have been

    able to make that happen without showing that there was demand for

    that program both on the employer side and on the student interest





    side.

         So we look at a number of different approaches to kind of make

    that case for our programming and marketing of those programs.

         >> MS. MARIA GARCIA:  And you also have to remember the cost, the

    aviation program happens to be one of the highest.

         >> DR. LEE LAMBERT:  Absolutely.

         >> MS. MARIA GARCIA:  And a lot of people who want to get into it

    can't afford it.

         >> DR. LEE LAMBERT:  That's why unfortunately it's a balancing

    act.  So there are other A&P programs that are far more expensive

    than the one we offer at Pima.  So what we have tried to do is make

    sure we can cover the costs so that's a differential tuition program,

    but also that there is the financial assistance to help those

    students who need it the most to be able to participate in that

    program.

         So that's why financial aid and really pushing and advocating in

    Washington, D.C., around the Pell and the like to help support

    specially low-income disadvantaged students.

         >> MR. DEMION CLINCO:  Chancellor Lambert, could you also talk

    briefly about the types of programs that we are investing in and what

    type of wages people can anticipate when they finish our programs?

         >> DR. LEE LAMBERT:  So an example of that, and this is where the

    short-term pieces are starting to come into play, short-term

    nondegree programs are growing.  An example of that is the Google IT

    support certification.





         As soon as we brought that online, it filled up immediately.  We

    only had capacity initially I believe, and Ian is online so he can

    correct me if I'm wrong, I think we were allocated like 50 slots

    initially, and we are going to be growing to 150+, I believe, and the

    enrollment is there.

         Folks coming out of that with that less-than-a-half-year program,

    they can make somewhere in the neighborhood close to $40,000 a year

    just with that certification.  That's short-term.  That's

    non-degreed, but it's paying off.  We are getting ready to bring AWS

    Cloud online, and you'll see a similar effect happen there, as well.

         So again, it's not one versus the other.  It's a full-spectrum

    approach, nondegree programs to degreed programs to lifelong learning

    programs like the academy with Caterpillar, the advanced technology

    academy.  So you will see us doing more of this full array which will

    help us attract additional students.  Then they will all pay

    differential rates depending on the nature of the program, et cetera.

         >> MR. DEMION CLINCO:  Any additional questions?

         So we have a few minutes left.  I would just want to echo what

    Board Member Ripley said.  You know, in the past, two years ago we

    had that sequence of initiatives around really targeting and around

    enrollment.  These were high-impact, we weren't taking on long-term

    operational costs, I think we referred to them, Dr. Bea, I think you

    referred to them as sort of an on/off faucet.

         I would again challenge the institution, particularly with the

    enrollment declines we have seen, because we know those people are





    out there.  This is not the birth dearth, this is not, you know, a

    slow falling off.  These are people who didn't continue with us

    because of the climate conditions that were impacting their life,

    whether they were uncomfortable continuing in the online environment,

    whether they had to go to their job at a 9:00 to 5:00 all of a sudden

    was, overtime and working around the clock and being paid more,

    whatever the sequence of events that occurred for people or they had

    to provide childcare to their kids who were taking classes on Zoom at

    home.  Whatever the reasons, an entire sort of cohort of individuals

    have, you know, chose not to continue with us, but I think we have a

    huge opportunity to get them back.

         I think we have a moral responsibility and obligation to figure

    out how to reach them, because that's a huge group of people who will

    be negatively impacted.  We know they will be negatively financially

    impacted for years and decades to come because of the interruption by

    COVID.

         On top of that, we have all of the students who are from all of

    the school districts, we have students who are increasing failure

    rates, people who are continuing to struggle, we're going to have to

    put more into some of those developmental ed classes to figure out

    how to move those kids into college ready in this hybrid environment.

    Maybe we'll be back, maybe we won't, there is still so much

    uncertainty in the space.

         So I would just challenge us to be bold, really, this is again a

    time to be bold and to do exactly what Ms. Ripley is saying which is





    aggressively pursue enrollment marketing and strategies to get people

    back and keep them in.

         I know that can come in many different ways, and I know some of

    the things we have done are working, but I cannot underscore enough

    how important that is to me that we put that front and center in this

    discussion and that we be bold in both the resources that we use,

    because it breaks my heart to think about that cohort.

         >> DR. DOLORES DURAN-CERDA:  Chairperson Clinco, may I add

    something?  This is Dolores.

         >> MR. DEMION CLINCO:  I can't see everybody, so thank you for

    saying that.

         >> DR. DOLORES DURAN-CERDA:  Yes, you're welcome.  I wanted to

    address Board Member Ripley and also Board Member Garcia's concerns.

         I think we need to have more of a presence in the high schools,

    and it's so difficult right now with the pandemic and the situation

    right now, but our thought is reaching out to the faculty at the high

    schools and middle schools, because the advisors are wonderful and

    the counselors can tell the students, but who is with the students

    every day?  That's the faculty.

         So we need to share all the good things that we are doing at

    Pima, like the Google certification, all the different relevant

    programs, so they can share that with the students because I don't

    think that's getting across completely.

         So that's one way I think we can help with this effort.

         >> MR. DEMION CLINCO:  Okay.





         >> MS. MARIA GARCIA:  Can I add one more thing?

         >> MR. DEMION CLINCO:  Go ahead, Ms. Garcia.

         >> MS. MARIA GARCIA:  I have a notice here from somebody, and

    basically, because I have been asking prior faculty members at the

    inception of the college, and so they sent me a quick note here, it

    says, for my question, in addition to encouraging Pima County

    residents to pursue their interests in PCC, the college in its early

    years was very personal in its approach to registering students for

    classes.  Each and every semester all of the full faculty were

    contractually responsible for meeting and helping those seeking to

    register for classes to get registered for classes.

         Because I have been out in the community trying to find out why

    is it that enrollment has dropped?  What did they do in the past when

    we had the high enrollment?

         So I just wanted to share that.  I believe it's more of a

    presence.  We have to be more present.

         >> MR. DEMION CLINCO:  Chancellor Lambert, do you want to

    respond?  Maybe you could also talk about what we're seeing trends

    nationally, as well.

         >> DR. LEE LAMBERT:  Be glad to, Mr. Chair.  We are actually

    putting together a hub and spoke plan, and that hub and spoke plan is

    to really increase our engagement at multiple levels within the

    community.  It's going to be in the high schools.  We are hoping to

    reach into the middle schools.  Then we want to create a greater

    presence community-wide, as well.





         That's what the hub and spoke piece -- that's why we moved to

    this campus VP model so that the campus VPs will be more engaged into

    the community as part of that piece.

         That's one element of our strategy, and then working more with

    employers to reach those working adults to get them to see the value

    of coming in and getting enhanced skills training, because one of our

    key messages to the employer community is, especially the

    small/medium, is that we are your training arm.  Look at us that way.

    Because a lot of them aren't Raytheons where they can invest in their

    own professional development of their employees.  So you will see

    this multi-pronged strategy to help with enrollment.

         With all that said, we have to keep in mind the larger context.

    All of us in Arizona are struggling around enrollments in terms of

    community colleges, and then aligning that with what's going on in

    the national.  Local data feeds into the state data which feeds into

    the national data.  That's why it's important to understand all those

    levels of data points to start asking certain questions, but we also

    know by reframing our programs, creating new programs, that it is

    generating interest in the community, whether it's the folks in K12

    or those working learners and learning workers.

         I got you to 5:00.

         >> MR. DEMION CLINCO:  Dr. Bea, any final comments or have you

    heard our biggest concerns?  I see your next steps up here.

         >> DR. DAVID BEA:  Yeah, no, I think that's really good feedback.

    Any feedback, we will have ongoing conversations throughout the





    spring, and this is just a basic calendar of how things will work

    out.

         Again, we will take the recommendation to continue to keep

    tuition rates at the current year rates in the March meeting, and we

    will do some updating of revenue projections and then keep you posted

    on the CRRSA Act recommendations.

         The big budget presentation will be in May and formal adoption is

    in June.  It's going to be sort of each month we will have

    conversations with the board, keep you updated on how things are

    coming together, and look forward to our continued discussions.

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

         Our next item is 2.2, draft mission fulfillment framework.  We

    have a presentation by Dr. Nic Richmond, the vice chancellor for

    strategy, analytics and research and strategic planning team members.

         I'm going to hand it over to Chancellor Lambert to give an

    introduction.

         >> DR. LEE LAMBERT:  We are very pleased to have Dr. Nic Richmond

    here and the entire team who has been working on our updating and

    renewing our mission fulfillment framework, which is so essential to

    our overall planning efforts and the development of our strategic

    plan.

         She's going to lead us through that conversation.  We want to get

    the board's feedback on the work that's already been done.  You're

    seeing a whole new simplification of what we have done in prior

    years.  And remember, just for those board members who weren't here





    with us when we first had to construct our plans, it was really under

    the pressure of the HLC.  The college didn't really have a clearly

    defined mission fulfillment framework or strategic plan, so we had to

    quickly put one together.

         You know, all things considered, it wasn't that bad.  But now we

    have an opportunity to really take it to another level.  With that,

    I'm going to turn it over to you, Dr. Richmond.

         >> MR. DEMION CLINCO:  If I could just interject one second, I do

    want to just acknowledge we have received a lot of feedback from

    community members.  We have received e-mails from Phil Lopes and

    former member Mark Hanna as well as others, and the board, we really

    appreciate the input and the guidance on this really important

    action.

         Dr. Richmond.

         >> DR. RICHMOND:  Thank you, Chair Clinco, members of the board,

    Chancellor Lambert, colleagues and guests.  It is my pleasure to be

    here with you this evening to share an update on the draft statements

    that we are developing for the mission fulfillment framework.

         As Chancellor Lambert mentioned, your input is critical to this.

    The input of community members is also critical, and this is one step

    in a review process as we develop statements that we will ultimately

    bring to the board later this semester for your final review and

    approval.

         I am going to share my screen, if you give me just one moment to

    get set up.  Do you see my slides now?  Okay.  Good.





         So our current framework has been in place for approximately five

    years.  As the chancellor mentioned, this was developed at the time

    when the college was on probation.  We made some changes, fairly

    significant changes, to the way we approached mission fulfillment at

    that time, including the addition of objectives and a comprehensive

    set of key performance indicators.

         But what we are trying to do now, we are away from that probation

    sanction, we are moving forward full steam with various different

    initiatives, and we want to take time now for comprehensive review to

    ensure the framework really represents Pima today.

         So I consider our existing framework really a stepping stone to

    the ideal state that we are trying to get to with this next step.

         Now, our current framework is comprised of a number of different

    elements, so we have vision, mission, core themes, objectives, and

    values.  Then as I mentioned, we have this set of key performance

    indicators.

         The current framework is posted online.  I will just open this up

    to give you a feel for what's in here.  It's not our purpose here to

    review the current framework, but this is available to any of you if

    you'd like to open this up.  But we have the mission, vision as you

    see here.  We have our list of values.  In particular, I want to

    pause here.

         This is our list of core themes and our objectives.  You can see

    this is a very lengthy list of items.

         >> MR. DEMION CLINCO:  Is there any way you could make that





    larger?  As we are talking about it, it is a little difficult to read

    on the screen.

         >> DR. RICHMOND:  How is that?

         >> MR. DEMION CLINCO:  Much better.  Thank you.

         >> DR. RICHMOND:  Now, the key detail to notice here is the

    amount of content that we have, and based on the time the framework

    has been in place we have received feedback at different points over

    the last five years and more recently as we have put the statements

    out for input.

         And among the feedback, things like it's too long, it's really

    hard to remember, there is a huge amount of KPIs which we have

    aligned with each of the objectives, and it's arguably more complex

    than needed.

         I think this is in part because we developed it while we were on

    probation.  There were lots of priorities at the institution, lots of

    change going on.  But what we want to try and do and one of the

    guiding principles that we have adopted as we go through this is how

    do we make the mission fulfillment framework memorable, easy to

    relate to, because this isn't something that you should have to go to

    a website to look up to check all the details.  This should be

    something that employees, our community members, can connect with and

    understand quickly and not have to go study.

         So to help us approach this, we have been carrying out a

    comprehensive review that has been running for some time.  Got a

    little bit delayed during the pandemic.  This was intended to be





    complete now, but the pandemic happened so we have been taking a

    little bit more time.

         This has been primarily driven by work by the strategic planning

    team from 2019 to now.  As Chancellor Lambert noted, we have many

    members of the planning team on the call with us today.

         We also held an administrative retreat in the summer of 2019 to

    gather some initial feedback and orientation for the move forward

    with the review, and we had a series of open forums across Pima sites

    in February of last year.

         Also we had the Futures Conference 2020, which focused on this

    topic, and it will be the topic of the first of a sequence of four

    shorter Futures Conferences this year, and I will mention those

    towards the end.

         Now, this is a list of the planning team members.  Within this

    committee we have a stakeholder model so we have representatives

    across the different key areas of the institution.  We have

    administrators, we have staff, we have faculty.  We also have two

    student members of this group.  We are leveraging the Futures

    Conference as a primary mechanism for community input into this

    process, though I am also always available to speak with interested

    community members, as I know my co-chair is, as well.

         Speaking of my co-chair, I'm going to hand you over to the person

    who has been leading the strategic planning team alongside me for the

    review period and as we develop the strategic plan, and I'm going to

    hand you over to Dr. Anthony Sovak to speak about the next few





    slides.

         >> DR. ANTHONY SOVAK:  Thanks, Nic.  Hello, everyone.

         When I first started this about a year and a half ago, I wasn't

    quite as (indiscernible) of the different structures of mission

    fulfillment framework or I probably wasn't the most knowledgeable,

    but over this time I have sort of come a little closer to it, and I

    wanted to lead this slide because I was particularly proud of how we

    were able to boil each one of these things down into one question,

    whether the purpose statement is why, right?  Which is to say why do

    we as Pima Community College do what we do?  Why do we exist?  Why

    are we here?  Why are we showing up to work?

         Vision, whether it's where, mission, what, behaviors, how.  We

    will go through all of these in a little more detail and share with

    the board what we are working with now to get your feedback to see

    where we're at.

         But as Nic was saying, these things needed to be functional.  We

    don't just want it to be something that fills in a box that gets put

    on a spreadsheet, gets put on a website, but something that's

    meaningful for the employees and the students and the community day

    in and day out, why does Pima exist.  We wanted a statement that's

    not only easy to remember but is inspiring in some way.

         And so hopefully you'll let us know where we got it right and

    where we need to improve.

         So why does PCC exist?  I think I maybe did this one already.

    Let's skip forward to the draft.  What we have so far is transforming





    lives through education.  So as you might suspect, this has gone

    through a number of different iterations, and I think I wanted to

    pause here to see if there were any board member or community member

    comments about this purpose.

         >> MR. DEMION CLINCO:  Comments from board members?  Okay.

         >> MS. CATHERINE RIPLEY:  I like it.  It's punchy.  It's good.

         >> DR. ANTHONY SOVAK:  Excellent.  So I know most of us have been

    teachers at some point in time, and there was this little trick in a

    classroom where if you waited four seconds people would be very

    uncomfortable and then they would talk, but I found in Zoom you have

    to wait a lot longer.  (Smiling.)

         Thank you very much.  If others have comments on this, or as we

    are going through, we can step backwards and revisit.

         >> MR. DEMION CLINCO:  This might be a place to also just, if we

    added, I don't want to wordsmith and spend the time doing that, but I

    think there are some themes that we have heard from the community,

    and I have certainly, some of the values and issues, and some I think

    some of the main ones I continue to hear and resonate particularly

    with me is affordability, accessibility, open access.

         I mean, all of these sort of, being sort of premier, offering

    highest quality, all of those things are some of the key components,

    but this may be a place to sort of put, before education, to just

    reaffirm the affordability of what type of education, because there

    is a lot of different ways you can transform lives through education.

    Some are more expensive than others.  It really is our mission to





    keep it as affordable and as accessible as possible.

         >> DR. ANTHONY SOVAK:  That's good feedback.

         >> MS. CATHERINE RIPLEY:  Well, I'm assuming that's going to be

    discussed though in the actual mission statement?  We are just going

    through the process at this point; is that correct?

         >> DR. ANTHONY SOVAK:  Well, our mission is our what, and we will

    get that in a couple of slides, but what I will say is we have heard

    that feedback from community members too, and regrettably in our

    wordsmithing it's not in our mission at the moment.  But when we get

    to that slide, I think it's a great suggestion.

         It was Phil Lopes who communicated with Nic and I about that, and

    we certainly think there is some -- I think one of the things that

    might help Nic and the committee and I is is it a why, is it a where,

    is it a what, is it a how?  That would kind of indicate where in the

    framework it would go.

         I think one of the things I found challenging is sometimes we

    want to put everything in all of these statements, and that's when I

    think it becomes like this wordsmith behemoth, which isn't to say

    affordable shouldn't go here or shouldn't go there, I think we all

    agree it should go somewhere, but where exactly it might want to end

    up.

         Is that about right, Nic?

         >> DR. RICHMOND:  Yeah, absolutely.  Yep.

         Other comments from the board on the purpose before we move on?

         >> MS. CATHERINE RIPLEY:  I think I am going to wordsmith





    (smiling).  Because I agree wholeheartedly with Demion and Mr. Lopes

    and a lot of our founding fathers and mothers who had some input,

    good input, and the affordability piece is truly the essence I think

    of all of it, and it might go transforming lives through affordable

    education or something, affordable or accessible, something like

    that.

         >> DR. ANTHONY SOVAK:  Yeah, as a former English faculty here at

    Pima Community College, I love wordsmithing, so it's okay by me.

         >> DR. RICHMOND:  Great.  Thank you for the input on this.

         Let's move on and take a look at the next statement in the

    framework.  So the vision is our where.  Where as an institution are

    we trying to go?  This is really what's our aspirational future

    state?  Now, typically a vision statement is something that we will

    never actually attain, but it's the goal to which we are always

    striving.

         As we have had this conversation with the strategic planning

    team, one of the ways I have encouraged the team to think about it is

    we have this lofty goal, right?  Achieve60 Pima County.  The vision

    paints a picture of Pima beyond that point in time.  So if we think

    about Pima 10 years from now, we have succeeded in our goals for

    Achieve60.  We have increased the completion rate or the number of

    completers to the point that 60% of our community hold a college

    credential of some kind.

         We have closed the equity gaps.  So that is 60% across the

    diverse populations that we serve.  Where might that college go next,





    and how might we think through that future state to kind of draft a

    compelling vision of the institution?

         I should note for this one, this is the least well-developed

    draft statement within this framework.  We wanted to work initially

    on part of the planning process to think through that future state a

    little bit as we discussed with the board last month, I believe it

    was.

         So we currently have two statements.  I don't think either one of

    them is the statement we will ultimately have, though I would be very

    interested to hear the input of the board from this.  And the two

    statements we currently have are shown here.

         The first one is essentially the current vision statement for the

    institution.  There is some minor wordsmithing in here essentially

    not that we will be "a" premier community college but that we will be

    "the" premier community college.  Some of the discussions with the

    planning team was, well, you know what?  We could just have the

    entire vision of "the" premier community college.  Done.  Leave it at

    that.

         But we also have a second statement here that was developed by

    one of the groups within the strategic planning team, that Pima will

    be every Pima County resident's first choice for education and

    upskilling.  For both of these there was a fair amount of discussion

    about buzzwords.  We are trying to ensure that we don't have

    buzzwords within this framework.

         We want things that are meaningful that use everyday language.





    "Pathways" is a possible buzzword.  "Upskilling" is a possible

    buzzword.  So we think there are things we may need to look to in

    terms of the wording.

         These are the current two statements that we have, and it would

    be great to hear from the board on your thoughts on these two

    statements or your perspectives of how you would summarize that

    future state for the institution.

         And I'm very sorry, I have a seven-year-old knocking at my door.

    I have to turn my video off for a moment, but I know Anthony will be

    listening.  I will be right back.

         >> MR. DEMION CLINCO:  Board members?  Go ahead, Ms. Ripley.

         >> MS. CATHERINE RIPLEY:  Since you're asking, I think that I

    agree with the buzzwords.  I mean, I don't know if -- I think

    "pathways" is, I don't know if it's a buzzword or it's just newer

    terminology, but I would wordsmith that to, if we had a choice,

    "pipeline" because I think that's been a longer-used term for, you

    know, a pathway, a pipeline.

         I think that even if we have it in the mission statement and in

    any other portions of this, I think this is some place where

    affordable, because we want to keep that word, you know, affordable

    pathway or an affordable pipeline.

         Even in vision 2, instead of using "upskilling" just first choice

    for quality and affordable education rather than -- because I think

    the upskilling piece is the how, not really -- or the what, sorry.

    This is what we offer.  I don't know if where is where it belongs,





    but then again, I haven't been working on this as long as you all

    have.

         That's my two cents on this slide.

         >> MS. MARIA GARCIA:  The only thing I would add from what

    Catherine Ripley said was diverse community.  I would like that in

    there, as well.

         >> DR. MEREDITH HAY:  Diverse community, is that on vision 1

    already?  The last two words?

         >> MS. MARIA GARCIA:  Aren't we putting them together?

         >> DR. MEREDITH HAY:  Right.  I'm not sure about the word

    "upskilling" either.  I'm not sure that fits.  That's just my two

    cents.

         >> MR. DEMION CLINCO:  I would say I really like this idea about

    being the premier community college, but I think we say students but

    we really are here to serve Pima County.  It's not just students.  We

    are serving businesses, serving the University of Arizona, serving

    the school districts of our community.  It's really the residents of

    Pima County that this institution serves, and I think maybe being a

    little clearer about that.

         But I would also love to see something about equity and inclusion

    here.  It's not just about serving the diverse community but it's

    also assuring that we are providing that equity and inclusion within

    the broader framework.  We are a leader in that area, and I think we

    have a responsibility as part of the driving goal of so many of our

    programs is to help achieve that equity.





         >> DR. ANTHONY SOVAK:  Lots of great feedback.

         >> MS. CATHERINE RIPLEY:  I have one more.  In vision 1, and

    since we need to, you know, be economic with our words because we

    want every word to count and punch, I would just maybe rethink PCC

    will be "the" premier community college.  I mean, we are the only

    community college in our county, so it almost sounds like we are the

    premier community college when we're only -- I don't know.  I have a

    little problem with that only because I think it might be a waste of

    a sentence.  I like it, it's great, but the premier, premier would

    basically infer that we are the premier in Arizona, in the country?

    I don't know.

         >> MR. DEMION CLINCO:  I would hope that it's inferring that we

    are the premier community college in the United States.

         >> DR. MEREDITH HAY:  I think United States, yes.

         >> MR. DEMION CLINCO:  Like how do we get to be the best, because

    I feel so strongly that the residents of Pima County deserve the very

    best educational opportunity, and part of how we get there is by

    being the best.  I see that sort of aspirational opportunity in that.

         >> MS. CATHERINE RIPLEY:  Yeah, I guess I was mixing it with

    vision 2, like it would be the first choice.  I mean, it's the only

    community college choice.  But, yeah --

         >> DR. MEREDITH HAY:  There is online choices though now, Cat.

    We have to focus on the online opportunities for students as well who

    don't live in Pima County, quite frankly.

         >> MS. CATHERINE RIPLEY:  Yeah.  Well, I guess maybe it's the





    community college piece, then.  The premier educational choice of

    education or something like that.

         >> DR. ANTHONY SOVAK:  If I might interject for some clarity,

    that second vision statement where it says Pima County resident's

    first choice, I think the committee very much wants to indicate the

    community that we serve in these documents, but kind of wordsmithing,

    how do we do that?  Sometimes we say Southern Arizona but we don't

    want to offend our other community college neighbors who also serve

    different parts of Southern Arizona.

         And I think by choice, just to address Board Member Hay's note,

    we were thinking, yeah, we've got a lot of competition coming in and

    competing for Pima County students, and they could choose the U of A,

    they could choose Southern New Hampshire University who enrolled

    about 140,000 students in the fall alone and is growing.  They could

    choose ASU, they could choose Maricopa.  And so I think that's just

    kind of -- that's how we arrived at these two kind of different ones.

         >> DR. LEE LAMBERT:  Mr. Chair, just to add, keep in mind we play

    a huge role in the economic development of the community.  You're

    seeing one of the reasons why companies are willing to locate here or

    even expand here is because we have set our sights high.

         I hope that we don't lose sight of that.  It's not just that we

    do education.  We are an economic development driver for this

    community.

         >> DR. RICHMOND:  This is great input.  Thank you all for your

    comments.  We are busy making notes.  The next version of this you





    will see will incorporate the feedback you're sharing with us.  To

    reiterate the comment Chancellor Lambert made...

         >> MR. DEMION CLINCO:  Dr. Richmond, just as an aside, could you

    reach out to Board Member Gonzales who was unable to make today's

    meeting, just to touch base with him and see if he has any input sort

    of as an aside?  I think that would be useful, too.

         >> DR. RICHMOND:  Absolutely.  Would be happy to.  Thank you.

         Let's move past the vision.  Let's take a look at the next

    statement, our mission.  For this, back to you, Anthony.

         >> DR. ANTHONY SOVAK:  All right.  This one is mine too.  So the

    mission is our what.  What is it we are today, what services do we

    provide, and to whom do we provide those services.

         So for these statements, again, I think we have two competing

    ones.  Then for both we have sort of some clarification that goes

    with it.  This is partly a solve to we have a lot to say, we want to

    be, as Board Member Ripley was saying, punchy but we also want it to

    include a lot.

         So for either or both of these, these would be the stuff

    underneath that says for both would be like a subsection where we

    could add further details.

         Since we polled our strategic planning team, sometimes liked

    empowering, some liked education, it's empowering every student,

    every day, for every goal.  Or education for every student, every

    day, for every goal.

         For both, we are an open admissions educational hub in Pima





    County providing comprehensive and flexible learning opportunities

    for all.  Then we go to sort of describe what we mean by every

    student, every day, every goal.

         Every student, we commit to meeting the diverse needs of every

    person who seeks to further themselves through education.

         Every day, we strive for excellence in teaching and support

    services to ensure that all of our students experience a welcoming

    and supportive environment that enhances their education.

         Every goal, we align our programs and services with meaningful

    careers, quality educational pathways, and equity-driven practices to

    empower students to succeed in their college and career goals.

         I will pause there for discussion or comment.

         >> DR. RICHMOND:  If I may, before there are comments from the

    board, something I'd like to add.  When I shared these draft

    statements with the cabinet on Wednesday, one of the things we talked

    about was choosing between language where we refer to students or we

    refer to learners.  There is more of a shift in language nationally

    towards the use of learners where we are thinking about more kind of

    active engagement in their education, and that's not to say we have

    to make the shift in here, but I wanted to share that perspective

    with the board in case you have a leaning, a preference, or thoughts

    between the use of student or the use of learner as you consider the

    mission statement.

         >> MS. CATHERINE RIPLEY:  Yes, I think, Nic, you got some

    feedback from some of our esteemed founding members of Pima Community





    College.  I really liked their feedback.  May I read the mission

    statement, which is very close to what you have, but I'm going to

    read what their input was, because I don't want to take credit for

    it.  But again, it's short and punchy and it includes lifelong

    learning and diversity.

         Replace the, for both statement, with PCC is an open admissions

    institution within a diverse Pima County community setting providing

    comprehensive educational opportunities that bolster student success

    and lifelong learning.

         >> DR. MEREDITH HAY:  That's not exactly punchy, Cat.

         >> MS. CATHERINE RIPLEY:  Yeah, it's a lot, but it does hit some

    important words.

         >> DR. MEREDITH HAY:  It's a little bit long.  We have to shrink

    that down a little bit, though.

         >> MS. CATHERINE RIPLEY:  Shrink it down, but if we can include,

    because you have open admissions, this is good.  The word diversity,

    diverse should be in there, lifelong learning, student success,

    lifelong learning.  I think flexible learning opportunities for all

    can be more precisely focused on student success and lifelong

    learning perhaps.

         So I just wanted to support the inputs that we all received.  And

    again, they also asked that we look at what you have already have,

    the words affordability, which we can place in the vision or

    elsewhere, but that's, yeah.

         But I also love the every student, every day, every goal piece.





    That's really good.  Thanks.

         >> MR. DEMION CLINCO:  Any additional comments from the board at

    this juncture?  Okay.

         >> DR. RICHMOND:  Thank you.

         >> DR. ANTHONY SOVAK:  Before we go, Nic, I'd say, thank you for

    mentioning that, because when I got the e-mail, I thought they wanted

    to -- I thought they were suggesting replacing mission 1 with that

    statement, but I think using that as a way to sort of merge what we

    have here under for both, I think we might be able to come up with

    something that's got a bit more punch but hits all the notes that we

    want to hit.  I would agree that the "for all" is a little weak at

    the end there.

         >> DR. RICHMOND:  Thank you for the input.  We appreciate all the

    comments where people have reached out to us.  We have been trying to

    engage with different stakeholders who we know are particularly

    interested in these statements, and we will continue to do that as we

    revise the statements and make changes to ensure that the framework

    that we have in the end fully represents the direction of the

    institution, the services we provide, and alliance with the

    expectations of the community that we serve.

         >> MR. DEMION CLINCO:  Could you just talk a little bit about the

    choice of the phrase "educational hub"?

         >> DR. RICHMOND:  Absolutely.

         >> DR. ANTHONY SOVAK:  I can, if you want.  I think I'm the one

    who put it in there at some point.





         We talked a lot about, and I think in part this resonated with

    some of the things that Lee may have said, sorry if I'm

    mischaracterizing or misremembering it, but we had talked a lot about

    in the strategic planning team how if we were to think about this

    without necessarily having to think in words what would Pima

    Community College be, and we really thought of it as a place where

    people would come and they would go and they would come and go and

    almost like a gas station or something and fill up on excitement and

    knowledge and fuel and certificates or whatever and then go off and

    go do stuff, and if we thought about what the future really held, you

    know, I have heard the word "engine," an educational engine or

    something like that.

         We did hub, and I don't want to predict sort of, but it does kind

    of feel a little passive, like we are just kind of a thing that sits

    here and waits.  I don't think that that's exactly right either.

         But that was kind of how we got to it, I think, Nic.  I don't

    know if you wanted to add anything else to that.

         >> DR. RICHMOND:  Yeah, I would agree with that completely.  One

    thing I would note is the word "hub" kept coming up through a series

    of different meetings that we had.  That connection that we provide,

    both connections with schools, with the community, with business,

    with industry.

         And then ongoing lifetime connection with our students.  So that

    we don't have a student who graduates and leaves.  We have a student

    who graduates and comes back to Pima through their career, or they





    need to kind of learn different skills or progress in their career.

         We did discuss this earlier in the week, and I had a conversation

    with cabinet.  One word that was proposed by Dr. Bea was "catalyst,"

    a more active term about what we do within our community.

         So this is absolutely a statement that we are going to take

    another look at based on the input we have received to kind of

    wordsmith this and ensure it really captures the key things that we

    need to make sure is reflected in this statement.

         But, yeah, in terms of the background for hub, that's one of the

    terms that keeps coming up but it's not quite the right word for in

    here.

         Any other comments on the mission before we move to the last

    section of the framework?

         >> DR. ANTHONY SOVAK:  If I may...

         >> MR. DEMION CLINCO:  Ms. Ripley, your hand is still up.  Do you

    have a question or comment?  I think no is the answer.

         >> DR. ANTHONY SOVAK:  I guess did we get the idea of that right

    to the board members, the idea that that's -- even if hub or catalyst

    or whatever, engine, aren't exactly the right words, but is that

    concept something that you would approve of or see PCC as being?

         >> MR. DEMION CLINCO:  I think it's interesting that we don't say

    community college.  I mean, is that by design?  I'm just curious.

    That's why we chose educational hub as opposed to just saying what we

    are?  I'm just sort of curious.  It's in our name.  It's clearly part

    of the mission.





         >> DR. RICHMOND:  Absolutely.  One of the things that we keep in

    mind, depending on the phrase we pick, for example, for vision, is

    mentioned there as a community college, and one of the challenges we

    have is we think about this framework is we don't have to mention

    everything in every statement.  So it's what belongs in which

    statement, which is in the vision, which is in the mission.

         But, I mean, absolutely we are a community college.  So that's

    something we can think about in terms of the language.

         >> DR. MEREDITH HAY:  I like hub, but I would say that instead of

    saying we are "an" open admissions, we are "the."  I don't know if

    there is another one in Pima County, is there?

         >> DR. RICHMOND:  I don't think so, huh-uh, no.  There is the

    external competitors, as you mentioned, online institutions, but

    obviously a key function we have is serving this community.

         >> MS. CATHERINE RIPLEY:  I have a question.  Would arguably the

    mission statement be the more go-to thing rather than the vision

    statement?  And if so, I would think that maybe instead of we, just

    put Pima Community College is an open admissions educational hub?  I

    like hub too.  I like the concept and the idea that we are the center

    of education.  When you come off Speedway, Downtown Campus.  And that

    way, I think the word "community" needs to be in there somewhere as

    well.  That way you have Pima Community College, or it could also go

    at the end, opportunities for the entire community, lifelong

    learning, lifelong learning opportunities for the community might

    make it more, make for a more solid mission statement if in fact the





    mission statement is what most people -- if they're going to read

    one, they are going to read the mission versus the vision, I would

    think.  But I could be wrong.

         >> DR. RICHMOND:  I would say you're entirely correct.  The

    mission is the most commonly referred-to statement within these

    frameworks, and that's why we put more detail into this.  I would

    also note, I like KPIs obviously with my role at the institution, and

    the mission is typically the level where build in accountability.

         So this is where we will build in metrics to hold ourselves

    accountable that we are fulfilling the mission that we have committed

    to.  That's another way in which the statement becomes particularly

    important and we can leverage data, tracking, and accountability to

    ensure we really are moving in the right direction in these different

    priority areas as highlighted here.

         All right.  Let's move on to the last section within the

    framework.  This is our behaviors.  This is our "how."  As we fulfill

    our mission and work towards the vision for the institution, how do

    we engage in that work?  What behaviors do we model that really

    reflect the experience that our students, the community, and our

    colleagues can expect from us?

         I should make a little note about the language here.  We are

    terming these behaviors.  These are kind of comparable to the values

    in the current system, and some people still use values as a term for

    this.

         We chose behaviors, though, because we want these to be very





    action-based.  We want these to encourage kind of those that work at

    the institution to engage in these behaviors as we work with

    students, as we work with the community or with each other.

         We don't want them to be kind of dry and sit on the shelf and

    nobody really uses them.  We want them to prompt action and kind of

    how we engage in business.

         This is somewhat lengthy.  Anthony and I will kind of alternate

    our way through this.  This is what we have.

         Our behaviors.  We talked about simplifying these into a few key

    topics to make them easy to remember, three or four items, but we

    really had a lot of different themes that emerged through this.

         We have instead gone for an approach where the first letter of

    each of these spells out the word choices.  We all have choices in

    how we engage in our work.

         I should say the behaviors came before the selection of the word

    "choices," so that kind of drove our choice as opposed to us starting

    with a word that we liked, which is not what we did.

         But as we have this here, so we champion these behaviors that

    exemplify the spirit of our college to foster a compassionate,

    productive, educational environment for our whole community.  Every

    member of the college community is encouraged to...

         Commit to equity and social justice.  Meet each student where

    they are and seek to improve equity in our community through every

    decision that we make.

         Before I hand over to Anthony to talk about the next one, we





    chose this language very specifically.  We didn't want to just say

    equity.  We wanted to commit to equity and social justice.  We want

    people to take action, think about this and follow through on our

    kind of focus on the diverse population that we serve.

         Anthony?

         >> DR. ANTHONY SOVAK:  And the second one, H, have frank, open

    conversations and give each other the benefit of the doubt.  Act

    earnestly, ethically, and value integrity in everything we do.

         As I recall from our site visits where Nic and I went to every

    site and talked about the current mission, being able to be open and

    honest with each other resonated at a lot of the sites.  It was in a

    lot of the feedback that we got.  This is in part where this value

    came from, this behavior came from.

         >> DR. RICHMOND:  Then we have open up to change and endeavor to

    serve our students and the community by soliciting, valuing, and

    using their input.

         This is really to encourage our employees to be open to new ways

    of doing things, to listen to our key stakeholders, and be open to

    the ideas that they bring forward as we work to improve the

    institution.

         >> DR. ANTHONY SOVAK:  Innovate.  And I think some of these

    behaviors aren't necessarily things we don't do already, because I do

    think as a college we have very innovative already, but I think it's

    something we want to continue to do.  Actively seek new ways of

    serving our students and bring creativity to everything we do.  Do





    not be afraid to take risks.

         >> DR. RICHMOND:  Then we have challenge our processes,

    assumptions, and the status quo to remove barriers and find more

    efficient ways to operate.

         Again, this isn't because we have bad processes or the status quo

    in certain areas is necessarily a bad way of doing business, but we

    hear this less now but it's not unheard of working with different

    areas of Pima for the response to be, "but that's how we have always

    done it."

         How we have always done things may not be the best way moving

    forward.  We need to kind of push back, we need to ask questions, we

    need to respectfully ask questions about the status quo to ensure

    that we really are engaging in our work in the way that's best to

    support the success of our students.

         >> DR. ANTHONY SOVAK:  Evaluate our effectiveness, assess

    outcomes regularly to champion what has proven to work well and

    direct resources to the areas in greatest need of improvement.

         This came out of the desire to keep making sure that what we are

    doing is working, and when we find something that is working well to

    help spread that innovation throughout the college, or when we see

    that something isn't working well to figure out how to make it work

    better.

         >> DR. RICHMOND:  Then the final one is serve.  Provide

    outstanding service to our students, the community, and each other.

    Work closely with employees, employers, corporate and nonprofit





    partners, schools and government agencies in the service of our

    students.

         This is really recognizing that every single one of us is in a

    service role.  We all serve our students, the community, different

    units of the institution, and we really wanted to focus on that as a

    priority within the behaviors.

         So with that, that's a full list of what we currently have in

    terms of the how the college operates to fulfill our mission and make

    progress towards our vision, and I would like to open this up to

    feedback from the board.

         >> MR. DEMION CLINCO:  Is there feedback?  Ms. Ripley?

         >> MS. CATHERINE RIPLEY:  Yes.  Excellent.  I think we are coming

    to the end of it.  I think this is our last piece of it.

         So somewhere, and perhaps in the behaviors piece of it, I would

    like to see a reference to staff and faculty, because, you know, we

    as board members and administrators are the ones, for the most part,

    crafting the mission and the vision and the behaviors, and I think

    it's in large part to attract our students but also to attract and

    keep faculty and staff, quality faculty and staff, to ensure that

    they are also valued and heard.

         So I'm not sure, because I kind of get that the behaviors thing

    is, I get it, but maybe it could be worded so that it addresses the

    fact that faculty and staff are also part of this, every member of

    the college community, so I'm assuming that's staff and faculty and

    administrators.





         But I'm not articulating this very well, but somehow in all of

    this, some reference to faculty and staff.

         Does that make sense?

         >> DR. RICHMOND:  Absolutely.  Thank you.

         >> MR. DEMION CLINCO:  Any other comments?

         I particularly like this as a way of framing it.  I love that

    it's very active and I think these really enumerate, you know, really

    the hows that we get there.

         >> DR. RICHMOND:  That's great.  Thank you all for your input on

    this.

         I have one last thing I'd like to mention today before I move on

    from this, so I'd like to extend a thank you to the strategic

    planning team who have been working extremely hard on the development

    of these statements, and thank you to those people who have engaged

    with us, be they other employees, students, community members, to

    share their perspectives on this.

         It's through gathering broad input that we are going to get to

    the strongest place in terms of this framework, so thank you to

    everyone who has been involved.

         The last thing I'd like to mention is the 2021 Futures

    Conference.  We have four events planned.  The first one is coming up

    this Friday.  It will follow the same kinds of things we have spoken

    about today, but this will be an opportunity for us to hear input

    from community members, students, and employees to further shape

    these statements.





         Then as listed here, we have three other two-hour events running

    in parallel with the strategic planning process to again ensure we

    are engaging different stakeholders in that process.

         And with that, that reaches the end of our presentation for today

    on this topic.  Thank you all very much.

         >> MR. DEMION CLINCO:  Dr. Richmond, I want to just say thank you

    for your leadership in this and the entire team and for everybody

    being on the call to really talk about, you know, the process and

    then the really remarkable work that you've gotten.  The fewer the

    words, the harder it is to get there.

         Thank you for your leadership.  And then just so we understand,

    could you just give me a, provide to the board just a little more

    clarity about when this will come back to the board and when there

    will be additional opportunities for our input before we have a final

    version and sort of what's the timeline?

         >> DR. RICHMOND:  Absolutely.  I'd be happy to.  My goal is to

    bring this back to the board no later than April for adoption and

    approval.

         The reason for that timeline is we will be bringing forward the

    strategic plan in May, and I'd like to ensure that we have the

    completed review and finalized statements by April.

         If there are other times when the board would like to see these

    developing statements, please let us know and we can ensure that

    there is opportunity for that before that date in April.

         Then, as I say, once we have this in place, this is in part





    guiding the strategic planning work, and our plan is to bring that

    new plan to the board in May.

         >> MR. DEMION CLINCO:  I would maybe recommend that we make sure

    that this is a report maybe at the March meeting?  I think it's

    important that there be an ample opportunity -- I don't want to -- I

    just don't want to end up where at the April meeting we are trying to

    wordsmith and we're changing all of the work and all of the input

    that's come through.

         I think the more opportunities we have for sort of those early

    discussions so we really have a final product, the better we will all

    be, because I don't want to be changing the mission of the

    institution which I think can become a frustrating experience for

    everyone based on limited past experience.

         So if that works, I think, Chancellor Lambert, is that suitable

    for you?

         >> DR. LEE LAMBERT:  Mr. Chair, what we will do is every upcoming

    regular board meeting, we will just do an update on this.  That way

    you'll get a five-minute update along the way and an opportunity to

    let us know with each iteration if there is pieces that you think

    should be included leading up to that final approval.

         So we can do that.  Andrea, will you make a note of that?  Also,

    I want to be able to recognize the committee.  The committee consists

    of faculty, consists of staff, and it consists of administrators.

         It's a great mix and balance of all of our employees at the

    college, so this is not -- I just want to be clear it's not a board





    or administration-driven process.  This is truly all employees

    involved in the crafting of this what you're... (end of video).



         (Adjournment.)





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