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         April 19, 2021 Study Session...



         >> MR. DEMION CLINCO:  Good afternoon, and welcome to the April

    19, 2021 Governing Board study session.  I'd like to call the meeting

    to order.

         Before we start our first item, there is some background

    information I think that it would be helpful to hear from our

    counsel, and so to do that, I would like to move that we move into an

    executive session.

         Is there a second?

         >> MS. CATHERINE RIPLEY:  Second.

         >> MR. DEMION CLINCO:  Is there any discussion?  Okay.  Hearing

    none, all in favor, signify by saying aye.

         (Ayes.)

         >> MR. DEMION CLINCO:  Anyone opposed?

         Okay.  Ms. Garcia, I'm not sure if you voted or not, but it

    looked like the other four members voted.  I'm not sure if you

    abstained.

         What we're going to do is, Andrea, if you could send out a

    separate link, and then board members and counsel will sign into the

    new link and we'll come back to this link and you'll have to wait a

    few minutes, everyone.  We appreciate your patience.

         >> I just sent that to everyone.

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

         (The board moved into Executive Session.)





         >> MR. DEMION CLINCO:  Let's go ahead call the meeting back to

    order, and we will begin with 2.1, our educational programs and plans

    to support career pathways.

         Chancellor Lambert?

         >> DR. LEE LAMBERT:  Yes, Mr. Chair, we are excited to be able to

    share with you the education programs and the career pathways that we

    have been working on that's really tied to our centers of excellence,

    especially in the building construction, technology area that

    integrates the virtual living lab, data analytics certifications, and

    the comprehensive energy management program that you'll get a chance

    to hear a little bit later.

         With that, I'll turn it over to Greg because Greg is going to get

    us started.  Greg?

         >> MR. DEMION CLINCO:  Dean Wilson, you are muted?

         >> GREG WILSON:  Good afternoon, everyone.  Thank you, Chancellor

    Lambert.  Chairperson Clinco, members of the board, Chancellor

    Lambert, guests.  Thank you for this opportunity.  I'm going to share

    my screen.  For some reason, I'm having a little bit of difficulty.

    I was all ready to go, too.

         >> MR. DEMION CLINCO:  You are sharing your desktop currently.

         >> GREG WILSON:  Okay.  Here we go.  All right.  David, can you

    see that okay?

         >> DR. DOLORES DURAN-CERDA:  We can see it.

         >> GREG WILSON:  I will turn it over to president of campuses,

    Dr. David Doré to get us started.





         >> DR. DORÉ:  Thank you, Greg.  Good afternoon, Chair Clinco,

    members of the board of the Board of Governors, colleagues and

    guests, Chancellor Lambert.

         So I want to give some context for the presentations to follow,

    putting it in the context of the living labs and our centers of

    excellence.

         Could you go to that next slide, Greg.  Next one.

         So the living learning laboratory concept is directly aligned to

    our centers of excellence.  Just as a reminder, the centers of

    excellence combine industry standards and thought leadership,

    partnerships with K12, postsecondary institutions, and then student

    engagement with industry is a very important component.

         World-class instruction, comprehensive workforce development,

    really looking at training from degrees to lifelong learning and

    multiple onramps, integration of credit, noncredit, and then

    recognized credentials, industry credentials and certifications are

    key components.  And then of course cutting-edge facilities and

    equipment.

         So the living labs are a component of our more comprehensive

    approach in addressing the skills gap and our role in economic

    recovery and the reskilling and upskilling of our local workforce,

    not only as a result of the pandemic but Industry 4.0.

         You know, for example, Pima, we recently announced we graduated

    our first autonomous truck driver program graduate.  This was a

    result of our partnership in collaboration with TuSimple.  This is





    the first graduate in the nation of such a certificate.

         What I want to do is then give you some examples of some of the

    living labs that we already created at our campuses.  You know, first

    in terms of the photo on the top left is of our information

    technology and cybersecurity center.  This includes the student-run

    data center, the cybersecurity operations center, and the live cyber

    warfare range.

         We have also developed at the East Campus a fusion space where we

    can then bring industry and students in.  For example, we recently

    collaborated with this center with political science department in

    their course on counterterrorism to demonstrate the role of

    cybersecurity in counterterrorism.  We also have the makerspace, the

    science makerspace at East Campus.

         Then the next photo on the top right is our newly acquired food

    truck.  This is an example of a living learning lab, as well.  That

    lab is going to be able to really travel to all of our campuses and

    allow students to get that hands on.

         In our health professions, instructors have already been

    integrating augmented reality and simulation mannequins into the

    learning experience.  At West Campus we are planning to establish a

    16-bay simulation center, and that's not only going to be able to be

    used by our students but by our healthcare hospitals and

    professionals partnering for continuing education as well.

         That just gives you a bit of an example of where we are going.

    And so in applied technology, the flexible industry training lab,





    that's going to train workforce on the latest advanced manufacturing

    equipment.  Of course the things that we are doing in our new

    automotive center are also that kind of examples of this living lab.

         Now Greg is going to specifically talk about our plans for a

    living lab in building and construction.  I will pass it on to you,

    Greg.

         >> GREG WILSON:  Thank you, David.  Everyone, you can see the

    next slide, we want to provide everyone with just a little bit of

    context with regard to our building and construction program and then

    get into the specifics of HVAC, which is one of the pathways within

    building and construction and just kind of share where the idea came

    from in terms of what the faculty would like our students to be able

    to learn.

         I will turn it over soon to Patrick Lawless who is the department

    head for building and construction, but we have several members of

    the building and construction team, including several adjunct faculty

    members who currently work in the HVAC industry.

         One of the other aspects of what we are trying to do with the

    building and construction program, you have heard us mention many

    times about wrapping around industry credentials.

         So the data analysis certification that Trane and NC3 have

    partnered on will be a big part of what we want to do going forward.

    This builds on top of the foundation that the building and

    construction program has already started with NCCER, another

    accrediting body in the construction curriculum industry.





         We don't ever really settle on one thing.  Just like our

    equipment, we like to have different certifications and Trane's data

    analysis is one of those.

         In fact, we can also share some student perspective.  As David

    mentioned, the workforce development piece is very important to us

    when you think about all of the partnerships.  Specifically, Trane

    already has an ongoing partnership with JTED and the high schools in

    Southern Arizona.

         As we do in other programs, when it comes to dual enrollment and

    working with JTED and the high schools, we always like to build and

    take students to the next level or two.  So that's part of what we

    are looking at with this development for the program.

         Of course, as David mentioned, our center of excellence, will be

    a community hub.  As we look at developing the workforce, there is

    also the work-based learning piece where we can train students or

    have them take on internships or apprenticeships, whether that's with

    Bill Ward and the facilities or with local employers.

         Quickly, for those of you who don't know, building and

    construction in the semesters leading up to the pandemic, we have

    about 350 unique students each semester, four full-time faculty, two

    lab staff members, and 12-plus adjunct faculty members depending on

    the semester, and as I mentioned, Brian, Andre and Jim are here with

    us this afternoon.

         Again, some of the certificates and certifications that we offer,

    NCCER, OSHA, NC3 would be one of those as well as EPA.





         With that, I'm going to turn it over to Patrick Lawless, who is

    the department head for building and construction, and can kind of

    frame the plans that we have.

         >> PATRICK LAWLESS:  Good afternoon, everybody.

         A few years ago, we were, the BCT team was talking about how our

    program is really based in residential and that there is a lot of

    opportunity in commercial and industrial HVAC.

         By chance, I went to a conference in New York City, the American

    Institute of Architects, and it was more about architecture and

    building and sustainability and things like that, and I took a tour

    of the roof of the Jacob Javits Center where they have, you can see

    this green grass up here, they have bees and bats and ways to feed

    birds.  It's like another whole ecosystem up there.

         But what caught my eye were these giant variable air volume air

    conditioning units.  There are 90 of them up there ranging from six

    tons to 60 tons.  So whenever I got an opportunity to ask a question

    on the tour, I asked a question about the air conditioners.

         So the tour guide, who also happened to be the building engineer,

    asked me if I wanted to see their control room when the tour was

    over.  So I did.  After the tour broke up I went down to the control

    room with them.

         If you could go to the next slide, Greg.

         In this control room, they had a number of people with these

    video monitors, and they are doing a continuous evaluation of the

    building as far as comfort goes, as far as energy consumption, and





    they are using all of these different data points from all over.  I

    think it's -- don't quote me, but I think it's 2 million square feet

    of conference space.

         They had this team there.  And they also told me that they had

    just hired a software engineer away from one of the big companies to

    help them develop these interfaces, these dashboards, and to help

    them decide how to collect this data in the building.

         I just thought this was amazing.  After talking with the engineer

    there, he said that, you know, moving forward, anybody who is going

    to be working in building engineering is going to need to know how to

    operate this equipment and how to do this analysis and things like

    that.

         So when I came back and I told the BCT team about this, we all

    decided that, you know, this is a great way to go.  We started

    looking into it.  We had a trainer in our lab that was -- it was old

    technology and it was very cumbersome to use, and by the time we got

    it up and running, it was even older technology.

         A company in town helped us get that up and running, but when we

    saw the potential in working with NC3, we sort of abandoned that and

    really wanted to move forward with some real-world technology that

    our students could really get something out of.

         We know that in itself, this training is not -- they are not

    going to jump out of Pima College and into a job, but this is

    certainly a technology that is going to be necessary for people who

    are graduating with certificates and degrees, and it will definitely





    help them to get a job and will definitely help them in their

    apprenticeship programs and will definitely be a one step up from any

    other type of HVAC training.

         Can you go to the next slide there.

         So this is just an idea of the type of interfaces that they were

    using.  You can see that a lot of the equipment is numbered there.

    They can click on any of those numbers.  They can bring up the

    information.  They can adjust it for, you know, the occupancy of the

    different rooms and things like that.

         It was really very impressive.  This was in 2018.  Now we're in

    2021 and this is old technology.  So working with a company like

    Trane or NC3, with the technology changing so quickly, it would

    really be to our advantage to be able to move along with that

    technology as it changes.

         Thanks.

         >> GREG WILSON:  Thanks, Patrick.  Before we go on, I think if I

    could just maybe talk to Brian, if you could share a little bit about

    your background.  Brian Ashe is one of our adjunct faculty members in

    building and construction, but he has, in this case, a particularly

    pertinent background when it comes to HVAC and control systems.

         Brian, can you share a little bit about your thoughts about us

    going in this direction.

         >> BRIAN ASHE:  Absolutely.  First of all, I'd like to thank

    everyone for having this meeting and allowing us to explain and

    explore our opportunities here.





         Quickly, I'll start with I went to a vocational school for high

    school, and I lived basically the collaboration with the outside

    entities.  The path of getting into the high schools and possibly

    junior highs with JTED and so forth I believe is of the utmost

    importance, and it works.  It simply works.

         I have an HVAC background coming through electronics and took a

    short time off for the Marine Corps.  Having worked with a lot of

    veterans, where I'm going with this is the experience that I have had

    in controls and what it allows for as far as an opportunity for us as

    the premier college here in our entire area is to diversify our

    program, BCT in particular and I feel HVAC, especially.

         I myself have a disabled veteran daughter, and to see what the

    online and electronic DDC type of interaction and human interface

    does for folks like that, I think for our program immediately it will

    allow for diversity, give us a wider range of the type and caliber of

    students that we are working with, because we can also collaborate

    with the cybersecurity department that is also something that comes

    into HVAC because of the different entities that we are working with.

         It's not like we are running a bank, but we do have proprietary

    and secretive information that we want to keep to ourselves as far as

    how we run our buildings and so forth, but the living lab idea, which

    I have spoken to the chancellor about, as well as a number of

    entities here in town, contractors, what we would be allowing the

    students to do is to take things from different industries that --

    you know, specifically I spoke to an individual the other day, he's





    in a wheelchair, and got really, really excited about the opportunity

    that he could actually facilitate his dreams as an HVAC tech doing

    this type of variety of work where most of what he's going to be

    doing is going to be computer-related.  He's going to be on a laptop

    and can also work remotely.

         There is a number of folks, Banner has a remote operations center

    that technicians from Tucson are actually operating and fixing

    equipment in Colorado and a number of other places in the state.

         I really believe that this is going to catapult our institution,

    to be honest with you, and I'm sure some of the other adjuncts can

    concur, we will be it.  The only other places or institutions that

    you can find this type of education, whether it's certificates,

    whether it is just CEUs for upgrading, getting a certificate for a

    certain class we are offering, which we have a number of, I just

    think that it will boost our program tremendously.

         We would be probably one of three or four nonproprietary places

    in the country that are teaching this type of information that

    basically brings IT, HVAC, and the health industries all together.

    It can only go up from here.  I truly believe that.  I know we have

    the staff and the individuals are so passionate about it, and we are

    just waiting for that chance.

         >> GREG WILSON:  Thank you, Brian.

         As Brian mentioned, the skillset for our students actually

    crosses several divisions, and one of the building blocks that we

    would like to add, as mentioned previously, is the data analytics





    certification offered in partnership from Trane and NC3.  Within the

    college, Jim Russell, one of our building and construction faculty

    members, is so far the only one to have gone through the training,

    part 1 of what we will be five pieces of training or five levels, I

    should say.  I just wanted Jim to mention quickly, and just so you

    know, Jim has 30-plus years of experience in the commercial HVAC

    industry here in Southern Arizona.

         Jim, can you share a little bit about the certification before we

    pass the baton?

         >> JIM RUSSELL:  When I first went into this course of data

    analytics, I really didn't know what to expect.  As I studied this

    course that was given in construction with NC3 and Trane, I started

    to realize how much data is analyzed every day in this country from

    what we do here at the college to, as Dean Greg said, I worked in the

    refrigeration trade for many years, just thinking about how people

    analyze their electric bills, their sales, their customer base.

         This industry crosses, or data analytics crosses virtually every

    industry including the college here where we have to determine our

    completion rate with students, enrollment rates, all that.  That's

    all data that has to be analyzed.  With data analytics, you go in and

    use software to analyze your data.

         When you have an Excel spreadsheet that's 50,000 lines long and

    30, 40 columns wide, to do that by hand is virtually impossible.  You

    would go with a program like Tableau or something, pick out the

    parameters you want to analyze, and the software will begin the





    analyzing for you.

         This is going to be a huge program for the college, for our local

    economy and jobs that it's happening everywhere, and it's a great

    chance for us to help our students in the local area.

         >> GREG WILSON:  Thank you, Jim.

         Before I pass it off, as I mentioned last Wednesday during the

    board's session, we are looking to partner with the other divisions

    where this comes into play, because again, this is an intro level to,

    you know, analyzing data.  We're looking forward to working with

    Bill's team so that our students are able to tap into the building

    and actually see data and make decisions, which is just going to

    prepare them, whether it's an internship or an apprenticeship.

    Before they go out into industry, they will have done it with us for

    real, so they will be experienced.

         Then last but not least, Jim touched on it and Brian touched on

    it, our goal is to be a center of excellence across the country.  So

    when you think about either the fit lab or what we are going to do in

    the BCT lab, our goal is to attract students from across the country,

    which will in turn then attract more business to this area, knowing

    that they have a pool of skilled workforce readily available.

         With that, I will turn it over to Mr. Bill Ward.

         >> BILL WARD:  Thank you, Greg and team and David.  If you guys

    could go to the next slide for me.

         So I want to tell you a little bit about the center of excellence

    project that the board approved some time ago as part of the





    educational and facilities master plan, and also to, when we went out

    and selected our design team, just to let you know this project in a

    sense has already been designed.

         So to tie to what Greg and Dave and their teams have talked

    about, to kind of give you guys an idea, so the Downtown Campus

    energy lab is part of the CLE master plan.  The proposal integrates

    the ST building with the labs so the students can study these two

    buildings as part of the energy lab.  The ST building construction

    cost is about $4.5 million.  The ST west is about 21,000 square feet

    and the ST east is 12,300 square feet.

         The budget related to this project will be requested, because

    right now we can't -- as you know, we are building the advanced

    manufacturing facility, and we really can't do anything until we can

    move people.  We are in plans of getting that going.

         To give you guys a little knowledge too about what the change is

    here, is that -- and I know Greg and his team will really be excited

    to hear this, and the rest of this group may not even realize, but

    when it relates to their HVAC and controls training and things like

    that, they only occupy a tiny little spot in a building probably no

    more than a cubicle.  And I hate to say that.  And that's what Greg

    and his team have been utilizing for years.

         With this project that we are doing at the ST building, we are

    going to give them, increase their footprint to about 3,274 square

    feet, and within that square footage that we increase, the energy lab

    is going to be about 550 square feet, which is a major jump from





    where we were.  I mean, the teams have been working, I think they

    have been doing a great job, but when it relates to what they have

    had to train on and utilize, it's, you know, I mean, this is way more

    than what we have been doing or been utilizing in the past.

         I have worked with Greg throughout the years to where any time we

    have students that are interested in coming and working at

    facilities, and I know Greg in working with workforce development, we

    have had a few apprenticed, our students have gotten to come out and

    actually work side by side with the facilities team to get hours in

    the field.

         So this is a very exciting -- in my opinion, this kind of

    completes, in a sense, what we are doing at the Downtown Campus.

    This will be the last facility to be worked on.  It's not just HVAC

    but this was the major focus of today's presentation.

         So I don't know whether we are going to take any questions or not

    or if we are just going to move into the next phase.

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

         >> MS. MARIA GARCIA:  I have one.

         This is directed to Dave Doré.  Dave, with the presentation that

    has just been presented, does this meet all of your needs?

         >> DR. DORÉ:  So Board Member Garcia, yeah, I think what we are

    focused on from the academic side is really the living learning labs

    so that we will have, that our students will have access to these

    living learning labs.

         >> MS. MARIA GARCIA:  It looks really good, though.  I've got to





    say that.  I'm impressed with that, with the presentation that was

    given.

         >> BILL WARD:  Thank you.  Any other questions?

         >> MS. CATHERINE RIPLEY:  I have a question.

         Thank you so much for this presentation.  This is really

    important to myself, for one, as a board member.  But also, as a

    board member, before we move on, I want to commend all of those

    involved at Pima for the efforts, the research, the analysis, and

    really the passion and concern to prepare students for the real world

    and real training and real jobs.

         One of the things, I just want to bring this up really -- we can

    have another meeting on this at some other point, but one of the

    things I wanted to plant, I also believe that Arizona is arguably one

    of the most important places in the country and one of our most

    imminent crucial issues that we face today is climate change.

         So one of my questions to just think about is I would love to see

    the beginning of integrating logically the training and education of

    the use of sustainable energy, the smart use of resources, et cetera,

    whether it's through solar, our solar panels, electric and hybrid

    cars, for instance, in the automotive center, agriculture,

    healthcare, et cetera.

         I think that especially this generation of students, climate

    change, sustainable energy, all of this I think could really be

    easily integrated into all of the things you're doing and it really

    is, if we want this to be our premier center of excellence example





    for the country, I think that it would be important to not leave that

    out.  Thanks.

         >> BILL WARD:  Totally agree, Board Member Ripley, and one of the

    things I would say too is that is the world of today.  It's no longer

    just going out and working on a unit.  It's realtime data.  These

    systems we talk about, these energy management systems, they run

    everything from your lighting to your equipment.  Nowadays they can

    even send notifications or work orders to people in the field.

         So you're so right.  One of the things for me, and I will move

    on, when I first moved to Arizona 21 years ago, you know, I'm

    originally from Florida, and I was a high voltage electrician who

    transferred into air conditioning and was fortunate to have an

    institution send me all over the country.

         But part of my degree when I got into air conditioning was I

    learned about solar.  It actually, this was a long time ago, we don't

    need to go into that, but I was baffled when I came to Arizona and

    noticed 21 years ago there was no solar.

         So I totally agree with you.  This is all integrated now.  It has

    to be.

         >> DR. DORÉ:  Board Member Ripley, and this is so important, not

    just -- the sustainability concept, not just at this center of

    excellence but all of our centers of excellence in that our students

    have that access to really the state-of-the-art equipment in the

    industry.

         >> DR. LEE LAMBERT:  Cat, what you're seeing here is a key step





    to that total integration that you're referring to.  When you look at

    greenhouse gas emission, the single biggest offender are our

    buildings, and so this is a great place to lead from, but it's only

    the beginning and we are going to be working with the city and the

    mayor to integrate their plans with our plans, so this is going to

    lead to such a much bigger piece.  And we are going to become a model

    showcase not just for our community but for many other communities as

    well.

         Mr. Chair, we are ready to transition to the next presentation?

         >> MR. DEMION CLINCO:  Okay.  Let's move on to 2.2, the

    comprehensive integrated energy management program.

         >> DR. LEE LAMBERT:  I'm going to have Bill intro this

    presentation.  Bill?

         >> BILL WARD:  Thank you, Chancellor.

         I'd like to introduce Jim Knutson, the director of integrated

    solutions for Trane Technologies and his team.  Jim and his team have

    been out here for a good while auditing our systems, and you'll get

    to see some of that work plus what they found and what the

    recommendations are.

         Take it over, Jim.

         >> JIM KNUTSON:  Thank you so much.

         It is such a pleasure to represent our team.  We have some other

    team members with us today.  We will go into introductions as they

    come up if they are needed to answer questions.

         It's been truly a pleasure in not only that but a very





    interesting challenge to take the foundation that Pima Community

    College has built already in not only from Dr. Lambert's leadership

    in getting the things turned around over the last few years but just

    the solar that Bill and his team have developed, the facilities,

    you've got a wide variety of systems.  Obviously there is a lot of

    improvements.  Some of those buildings are aging.  The need for

    improvements in the technology aspect of coming up to speed in new

    technology.

         But the other thing that you have built, which is really

    impressive, is the staff that Greg and his team and David Doré and

    the team have built to take this and turn it into learning for kids.

         So the foundation of all of the systems that you have and to be

    able to hopefully we'll be allowed to move forward and save energy

    and repurpose those dollars in a way that's going to create learning

    opportunities as well as improve the environment and reduce the

    carbon footprint, so I'm excited to get into a few slides.  I will

    try not to take too much time.  I have been accused of talking too

    much before.  I will try not to do that.

         Next slide.  This is a pretty rough slide, but I think what you

    will find is that the meaning of it is pretty, just really

    transformative for the college.  We have found a way to improve your

    facilities and upgrade systems that will create $863,000 of energy

    savings that will be guaranteed by Trane that will result in over,

    being able to repurpose over $15 million of energy costs that would

    go to the utility.





         Instead we are going to turn that into upgrades, deferred

    maintenance enhancements, technology, and then duplicate that whole

    system for students to learn from.

         This is kind of just in the red slot part of it is really the

    ongoing utility costs.  In the green and yellow or orange is the

    savings that's going to be reduced through this project.  The green

    is the cost of the program over time if you divide it out over a few

    years.

         Next slide.  So we are very pleased and blessed to be selected by

    your team to help you with this project.  As the RFP requested and

    the expectations, it's on the left side, so this is a really busy

    slide and I hate those because I don't want to have too many words,

    so I won't read it.

         I think you can probably see as I bring out a couple of

    highlights here is that there is a lot of systems, and it's really

    hard when you're in an organization that is just trying to keep

    things going on a day-to-day basis, to come up with money to replace

    systems that are aging over 10, 20, 30, 40, 50 years.

         So you almost have to draw a line in the sand.  What we feel like

    is this is the opportunity for Pima Community College to really take

    a new fresh approach at making major replacements, completely

    upgrading the entire building automation system that Patrick Loveless

    did a great job of explaining how important that is.

         The intelligent solutions aspects of millions of data points

    annually.  Instead of just a limited number of utility bill data





    information, we literally can give you hundreds of millions of data

    points that can be used in a good way.  It's not what they call DRIP,

    which is data rich, information poor.  It's actually usable data

    that's filtered through the analytics programs that Jim Russell did a

    nice job of explaining.

         That data then comes back to the college to be used in a number

    of ways.  One, for Bill and his team to really be able to do a great

    job of analyzing systems, but also to be able to use that data for

    and duplicating it for students.

         These items on this slide are really the things that are

    integrated in addition to the basics that we asked for.  I'm going to

    let you just kind of go through some of those, but Dr. Ripley, I

    wanted to just mention that as you can see here, this, on the second

    item on the right side, it says our grid solutions and renewable

    energy and power solutions group, it's called TREPS, engage in the

    energy master plan and climate action planning process.

         Working with the community, and we just supplied $7 million,

    supported a grant with Northern Arizona University to get dollars for

    microgrids and vehicle charging, battery storage, distributed energy

    resources, we are doing these around the world in our federal team,

    and it's really an exciting opportunity for students to take all of

    these systems and pull it into their learning environment as well as

    use it for the facilities team and for your energy planning teams.

    We were really excited about working with you to get a climate action

    plan going, because this is the fundamental -- if you don't have





    data, it's really hard to use that to move forward.  I just wanted to

    highlight that, that that's definitely what we plan to do as we move

    forward with this project.

         Just a couple of real highlight items, budget neutral is

    important.  We want to make sure these programs will self-fund and we

    have come up with a program does that, as that first slide mentioned.

    Campus-wide system, it's really hard to do piecemeal, and sometimes

    that's what you're forced to do, but we feel like this is the time

    to, like I said, draw a line in the sand and make it a campus-wide

    improvement of lighting, controls, other mechanical upgrades.  A

    strong foundation for integrated education facilities, training

    programs not only for the students but also for your workforce and

    create the workforce of the future.

         One of the things that I think is always a concern is that a

    company like Trane is going to come in and make these improvements

    and all of the staff will get laid off and there is no work for us to

    be done.  I couldn't disagree more with that comment.  It's going to

    actually create really new and exciting opportunities.

         We will give the tools and the toolbox for those technicians and

    those staff members to be able to go out and actually have a really

    rigorous and robust experience of working with systems because they

    will have really good information to make those kinds of good

    decisions.  Again, that's where that virtual living learning lab

    comes in there.

         Next slide, please.  One of the things that Greg touched on





    briefly was what are the pathways this creates?  Lee has said many

    times this project is bigger than Pima, because we are really excited

    to create that excitement for kids in high school, freshmen.  We

    actually have curriculum in fourth grade on up to help kids

    understand energy and the opportunities to get into this type of

    work, but creating that virtual living learning lab that gets NC3

    certifications and workforce through the public/private partnerships

    that we are able to do, and them multiply it through the 90/30

    program you have with NAU.

         NAU is really an exciting opportunity for us to use these similar

    things to get the students come up and help them with their

    workforce.  They can't hire enough people.

         If we can get technicians and organizational support for them, it

    makes them viable just like it makes Pima and gives great

    opportunities for these kids as they go forward for either jobs

    and/or four-year degrees or beyond.

         Just a real quick slide.  The white circles around the bullets on

    the left actually came from partnership with the Arizona Institute of

    Digital Progress.  Lee's involved with the AZ60 -- I can't remember

    how to say it.  But really this again is just another way to show

    that the JTED, the Pima, the NC3 to NAU, all the way up into the Palo

    Verde generating station, NAU is trying to get their employees some

    neat opportunities, and this helps build that foundation.  It's that

    public private partnership on that we call a P5 with pathways in the

    platform.





         So I won't get into -- again, I feel myself talking too much like

    I tend to do, so I will try and shorten this up, but the student

    engagement model starts in fourth, fifth grade, all the way up

    through high school.  We have had a gentleman, Daryl Royse, who has

    been teaching for 20 years in the JTED organization, teaching HVAC

    classes, and he has been getting any material and trying to find ways

    to fund what he's been doing.

         We are so excited that this platform and what you are doing will

    help give those kids a vision of what they can come to at Pima and

    see with the technology that will continuously be updated.  Because

    as we have these systems working on your campus, we have to keep it

    fresh because that's the best way to keep students going, as well.

         I know a lot of times as an organization in education you buy a

    system or you get a piece of equipment, and then it sits there and is

    used for five years and all of a sudden it's outdated.  We have

    built-in upgrade to this through our program to continuously update

    systems as we go.

         We can skip through this.  It's just showing the annual utility

    costs are reduced, and it creates an opportunity for those dollars to

    be repurposed, and then also building the labs and the education

    components.

         One quick shot, I think this is a good slide just because it kind

    of gives others that maybe don't see this every day, but you have

    done an amazing job of a lot of solar systems, and that's a great

    foundation.  But there are some ways to help enhance that, and I





    think as a distributed energy resource, tying in, we get a little bit

    better data from your buildings and how to make them more efficient,

    that will create extra energy use we can use for charging stations or

    thermal storage or for batteries to even reduce it more.  So we are

    excited to see how this all comes together over time.

         But as you can see, the systems will all be duplicated.  That

    integration will mirror that system, actually create a duplicate of

    the front end that Bill and his team will use and allow students to

    learn from that, so they have this real data of every building across

    your, 76 buildings across your campuses can become labs.

         That's a transformational thing that Jim Russell was talking

    about is that when you can make it real for students, they get so

    much more out of it.

         Next slide.  Pretty much to the end here, except one more slide

    on rebates after this, I believe.  The ongoing data is as important

    as the up-front data.  Getting the recommissioning and the

    retro-commissioning and understanding, making sure things work the

    way they are supposed to and then measuring it and updating it and

    making it even better.

         The challenge for the students is going to help to create ideas

    that will be vetted and made sure that it makes sense, but then it

    can be actually tried on campus facilities and see if it actually

    works or not.

         Bill may be shaking a little bit, because that gets a little

    scary when you get students coming up with ideas, but if it's done in





    the right way, it actually can become a great learning experiment for

    students and to show them the reality that there is cause and effect

    to a lot of the things we are doing here.

         It meets the Trane technologies, our goals and commitments.  We

    have a gigaton challenge basically to reduce our customer carbon

    footprint by one gigaton of CO2, and it just really truly hits us at

    the heart of what we are as a company, but what is also needed by

    Trane, and so there is a little bit of a selfish goal here, and that

    is that we need to hire technicians.  It's the biggest limiting

    factor we have in our company right now.

         There isn't a training center that has this kind of robust

    learning within the Trane portfolio.  In the climate zone you're in

    especially, I mean, we can teach kids cooling, right?  That's

    refrigeration and big chillers all the way down to smaller units,

    this is a great place for this to happen.  Again, one of the reasons

    we are so excited.

         Finally, I put this slide in just to show you that we haven't

    incorporated these dollars into the program.  This is extra savings

    that would come from the TEP rebate application program.  We, as you

    may -- we have over 200 offices and 2800 technicians and all sorts of

    people within the company.  But to be able to individually go to each

    utility and understand it and use it, like Bill has done in the past

    for his solar, we want to expand on this with the energy efficiency

    side.

         That 6 to $800,000 can go into labs, more deferred maintenance





    changes.  There is going to be money coming back that can be

    allocated to better ways than continue to just have energy spin go

    on.

         I believe that's it.  I will turn it over to Dave Bea who will

    take over and discuss some of the financials.  Thank you so much,

    everybody, for this opportunity.

         >> DR. DAVID BEA:  Good afternoon, Chairperson Clinco, members of

    the board, Chancellor Lambert, colleagues and guests.  It's my

    pleasure to do a quick summary of the impacts that Trane's work so

    far has led to in terms of what they are proposing.

         I want to do a quick overview of where we are currently at.  This

    is the current state of our utilities.  Just focus on the bottom line

    here.

         So this is looking at the average costs for 2018 and 2019.  So we

    know that 2020 was an odd year because of the pandemic.  So we are

    focusing on comparing ourselves to the prepandemic, more normal

    operations, utility levels.

         The average utility costs across the college was about $4

    million, and when you take the interior space or the energy-based

    space it's about 1.2 million square feet.  Our costs per square

    footage for what's known as the energy cost index, which is what that

    figure is on the far right, it's about $3.36 of utility costs per

    square foot.

         You can go to the next slide.  I will come back and give some

    reference as we go.





         Trane's audit identified a series of projects, hundreds of

    projects, individually identified throughout from their walking

    around the district, identifying different lighting projects,

    different HVAC control projects they could do.  And they put them

    into these different categories.  And so it's HVAC controls, lighting

    upgrades, domestic water upgrades, HVAC system upgrades and

    transformer upgrades.

         You can see the proposed project costs.  Total including the lab

    and commissioning costs, total $13 million, $13.3 million, and the

    projected annual savings as a result of that.

         Jim just mentioned, was talking about sort of a holistic

    changeout.  The incrementalism, incrementally changing things is very

    difficult to take total advantage of and get, for example, the TEP

    savings, things like that.  In addition, it's very difficult to

    realize true savings on a utility standpoint.

         What they are looking to do is a series of many, many projects

    throughout the district totaling, and they're guaranteeing the

    savings to our annual costs will be over $860,000.

         From a simple payback, that's about 15 years.  Some would call

    that a return on investment, just so you know what simple payback is,

    that's essentially saving that amount of money each year, how many

    years would it take to pay for the full project costs.

         But when you think that a lot of these systems, a lot of the

    equipment needs to be replaced in the near future anyway, it's just

    doing it all at once is really also a critical part of what we are





    looking to do with this project.

         Next slide.  Looking at the actual reduced consumption that they

    are talking about with these different projects, changing out the

    system controls and creating a singular cohesive system, they are

    estimating they are going to save 4.6-plus million kilowatt hours per

    year, plus another 137,000 therms per year.  A therm, for those who

    aren't familiar with that term, that's 100,000 BTUs, kilowatt hours,

    a thousand kilowatts.

         Then a thousand gallons of water is also with the domestic water

    upgrades, changing out the toilets, flushing mechanisms, sinks,

    things like that, is estimated to save another 5,261 kilogallons.

    Again, that makes the number look smaller when you think in terms of

    that's thousands.

         Now you can switch to the next slide.  Now to put that in context

    for where we are, so the left hand, current slide is how much our

    annual consumption is in terms of electrical, the therms and

    kilogallons, and the sheer size of reduction that we are talking

    about with the Trane projects, so with electrical reducing by 7

    million kilowatt hours, it's about a 28% reduction of our

    consumption.  The BTUs consumed is about a similar range, 29%

    reduction.  And then the water is about an 8% reduction of our annual

    consumption of that.

         So we have very real savings in terms of the actual utility usage

    at the college.  Overall, the annual cost I mentioned was about

    $863,000.  It's a decrease of 22%, so we are talking about a sizeable





    recommendation or sizeable change as recommended from these projects.

         Then when you look back at that energy cost index, it drops that

    $3.36 number by almost 75 cents, a reduction of 22%.  These are

    sizeable changes that we are talking about.

         Next slide.  Now, to put it in the context, and Ms. Ripley, I

    think this might get at a little bit what you were talking about,

    this holistic perspective of the college's impact on the environment

    and getting into sustainability goals, because that is one part of

    this project, was to really kick-start a major sustainability

    initiative for the college.  When you talk about the energy savings

    we are talking about, the 7 million kilowatt hours, 140,000 therms

    per year, that's the equivalent of 5800 metric tons of carbon

    dioxide.  These conversions are from government-based converters.

         So you put in how many kilowatt hours you're expecting to save

    and it calculates out the savings, relative savings, and CO2.  Put in

    a different way, that would be the equivalent of taking 1260 cars off

    the street for an entire year or the amount of energy used in about

    680 houses over the span of a year.

         So what we have is we have recommended projects that have the

    ability to not only reduce the college's annual utility costs but

    make a notable impact on the consumption of energy for the community

    and really be leaders in terms of that.

         So you can go to the next slide.

         Then so the big question would be how are we going to fund this

    project.  There is a couple of things.  The board approved a new





    policy that sets this target threshold for our reserves at 75%.  If

    you look at the bar chart on the right-hand side you can see a little

    red dot.  That little red dot represents what our target threshold

    is.

         What we are looking to do is make sure we have reserves that are

    at least as high as that red dot.  These are projected for the end of

    the year, so these are estimates.  It may be a little bit different

    from this.  There are big changes happening because of the federal

    funds coming in.  But this is a reasonable estimate from where we

    will finish the year.

         On the left-hand side -- sorry, the chart should have been shrunk

    a little bit, sorry about that.  So we are estimating that the

    reserves available will be about 192 million.  The target I

    mentioned, the red dot, is about 126 million.  That's a net

    difference in about 66 million.  So we have at hand sort of above

    that target threshold to keep on hand about $66 million of available

    money for reinvestment.

         We have already talked about the Allied Health building, and the

    board has given approval to go forward, starting to reserve money for

    that project.  That's about $23.5 million.  So available, that would

    leave us with about $42 million plus.

         So we definitely have funds available for this project.  There is

    another component that is worth mentioning, which is of that $13

    million, about a little over $4 million of that we are estimating is

    eligible to be funded directly from HEERF funds, the federal funds.





    So that gives us a little bit more flexibility even on top of that.

    Basically what I'm saying is we have good reserves on hand to really

    take the opportunity now to reinvest in a holistic change at the

    college that really kick-starts this initiative.

         The advantages of this program, as you have heard through all of

    these different presentations, both series, the first two and then

    the latter two, is that this would give us a state-of-the-art

    training facility for HVAC and data analytics programs.

         Think about the students would have available through this

    program the ability to crowd-source like to work on projects together

    and you could have a faculty member saying to their students, here's

    a bunch of data, we want you to identify which air handler might be

    underperforming or might be costing more money than the others that

    would be a good one for replacement.

         Jim alluded to that, that that might make Bill a little bit

    nervous, but the ability for students to really get their hands in on

    real data and real live equipment will be I think immeasurable in

    terms of what their future career prospects will be.

         This gives us the ability to do a holistic change.  Having

    consistent, refreshed, and integrative systems and controls will be

    extremely valuable to more efficiently run the operation here at the

    college.

         As I mentioned, the most obvious one is we will have reduced

    annual utility costs.  With the way that this program is put

    together, that's a guarantee from Trane, so if we go forward with





    this program, they are guaranteeing that we will see the reductions

    that we are talking about here.  It puts that burden and the risk on

    them to go forward and make sure that we realize those savings.

         I alluded to this also is that a lot of this equipment is

    antiquated and will need to be replaced in the next number of years.

    That will reduce the annual maintenance cost and some of the deferred

    maintenance cost we will have to budget on an annual basis.  We

    holistically change -- think about the idea of a car.  When you have

    a brand new car, you don't have major maintenance for the first

    number of years, and then as that car starts getting to be older,

    then you start having to plan for more and more of that.  So think

    of, it's sort of the same way.

         Massively decreasing our carbon footprint.  As a college, putting

    forward and identifying clear sustainability program metrics.  And

    then obviously we have the publicity element to it where we can start

    promoting what we are doing as a college when we have these clear

    goals in mind, and then as we start attaining them you can start

    tracking them and promoting them at the college.

         And then lastly, and this was alluded to in terms of the solar,

    is as we go forward with the program, it's actually pretty likely,

    and Trane is expecting that as we go forward and start getting more

    data, that it will identify future savings opportunities.  There is

    probably potential to integrate solar and use our solar power in a

    different way than we currently are, and there may be some advantages

    going forward with integrating those kinds of programs.





         As we start this program going and get the data, it's going to

    start identifying some new opportunities that we can take advantage

    of.

         Last slide.  This is just a recap, and this was also in Jim's,

    one of his slides, but this was what we were looking to do when we

    went out and did a competitive RFP.  We were looking for firms that

    would be able to do this comprehensive energy management program for

    the college.  That is that to do a comprehensive assessment of where

    we were at with our current equipment, make recommendations for what

    we could do to get our systems into a current state-of-the-art

    status, to establish and track energy cost reduction goals.  Identify

    and provide funding sources.  And I have just talked about it that

    circumstances have led us to the point that at one point we put into

    the RFP the idea of potentially finance funding, doing some different

    ways to fund this over time.  But circumstances with our reserves,

    with some of the federal funds we have coming in, gives us the

    opportunity to just essentially front-load the costs of that.

         Then implementing the smart technology and the data analytic

    platforms to monitor the efficiency and then optimize our own system

    performance, internal, making sure we are doing as much as we can to

    keep energy consumption as low as possible and keep costs down.

         Lastly, you get into what is really I think the shining element

    of this, the diamond of this whole program, is developing what is

    going to be nationally recognized as a state-of-the-art way to do

    HVAC and BCT-type training.  We will be premier in this area with





    this program.

         That is my summary of the impacts, and I will open it up if there

    are questions.

         >> MR. DEMION CLINCO:  Are there questions from the board?  I

    can't see everybody because of the presentation, so if you could just

    use the symbol, raise-the-hand symbol at the bottom.

         Ms. Garcia?

         >> MS. MARIA GARCIA:  Dr. Bea, are your numbers, do you stand by

    your numbers?  Are those accurate?

         >> DR. DAVID BEA:  Yeah.  So the numbers, getting to where that

    bar chart is, the figures before that are all from the Trane

    executive summary, so those are the numbers that they have put

    together that include the cost savings and the energy savings that

    they are expecting to realize.

         >> MS. MARIA GARCIA:  But we are going to...

         >> DR. DAVID BEA:  And then the bar chart are our estimates from

    our staff from the college.

         >> MS. MARIA GARCIA:  They are from our college?

         >> DR. DAVID BEA:  When you get to the bar chart, the bar chart

    one with the reserves and available reserves is a calculation from my

    staff.

         >> MS. MARIA GARCIA:  You know, and then the other question, I

    don't know whether you can answer that, but when we did the

    assessment of the equipment that Trane did, like the Northwest Campus

    was fairly new, I don't recall how new it is, and I know that some of





    the systems are aging, so the plan is to replace everything with this

    one company, okay, so that it can be on one system.  But the energy

    living lab, we originally had a plan to just be within the Downtown

    Campus.  That in itself was going to train the people with a couple

    of other, some other buildings.  But it didn't have to be entirely

    everything; is that correct?

         >> DR. LEE LAMBERT:  Ms. Garcia, that is not correct.  The whole

    purpose of the living lab is the entire college becomes the living

    lab.  The center of the program is located at the Downtown Campus,

    yes.  But the entire college is the living lab.

         >> MS. MARIA GARCIA:  Okay.

         >> MR. DEMION CLINCO:  Chancellor Lambert, could you talk to us a

    little bit -- have we, in the past as part of, have we created a

    comprehensive climate action plan for the college and have we

    identified carbon goals and reduction goals?

         Can you tell us -- I see Bill nodding his head.  Can you tell us

    how those align with this proposal?

         >> DR. LEE LAMBERT:  So we are working to build an integrated

    climate action plan that really touch on what Ms. Ripley was talking

    about earlier.  So we don't have all of that in place yet, and so

    this becomes a foundational piece that's going to lead to the

    integration of all those other pieces.

         So we have Dr. Nic Richmond who is going to be leading that

    effort for the college, working with Dr. David Doré and Bill and

    others as part of that, and then aligning with what the city is





    trying to do.  So we are headed in that direction.  Absolutely.

         >> MS. CATHERINE RIPLEY:  Thank you very much for the

    presentations.

         I just wanted to reiterate that I think it's great that we need

    to go full force strongly on our climate change policies and program.

    To that end, in addition to teaching students how to repair, how to

    take apart and put together HVAC systems, et cetera, I'm hoping, I'm

    assuming that there is a mandatory piece to teach them the theory and

    perhaps even -- not the politics but the theory and the concept at a

    local and global level and why energy and energy efficiency, not just

    climate change, but the whole concept behind energy efficiency.

    Since we are dedicating and devoting so much energy and money into

    this living lab, which is a great idea, the beauty of a community

    college is not just the vo-tech side but really preparing students

    for life in the real world and the opportunity to advance.  Thanks.

         >> DR. LEE LAMBERT:  Patrick, could you talk a little bit about

    that piece?  Because I know you have integrated that into your

    curriculum.

         >> PATRICK LAWLESS:  Yeah, we have a sustainability class that we

    teach now, and also, as part of the NCCR curriculum, sustainability

    comes up in several of the levels that are taught.  In addition to

    that, and what we are talking about here really is, you know, walking

    a fine line between comfort and sustainability and energy savings.

         You know, years ago they used to put cages around the thermostats

    so that people wouldn't turn the thermostats up in their office





    because that was the only control you had over it.  Now things are

    much more sophisticated, and they are much more advanced.  They are

    designed to optimize and to monitor consistently and constantly in

    order to make those changes.

         Those concepts are all, you know, a part of what we teach.  You

    know, we talk about venting and things like that, dangers of having

    different appliances vent into your house, carbon monoxide poisoning,

    things like that.  All those things go together.

         And also, when we talk about sustainability, we talk about, you

    know, the way that they used to build years and years ago and the way

    we build now and why we build now.

         When you go out to our Habitat For Humanity house that we are

    building on 24th and Park, you can see students, they are there

    building and learning these different concepts about the envelope and

    sealing the envelope and knowing exactly how much air is coming into

    your house and how much is leaving.  Things like windows and doors

    and (indiscernible) values, so they are learning all of that,

    learning how it affects the environment and how just simply, you

    know, making a house more energy efficient is going to reduce that

    carbon footprint.

         >> MR. DEMION CLINCO:  Mr. Ward?  Ms. Ripley?

         >> MS. CATHERINE RIPLEY:  No, thank you.  Just wanted to make

    sure that that was being taught.

         >> MR. DEMION CLINCO:  Mr. Ward?  Ms. Garcia?  You still have

    your hand raised, so I think you have a follow-up question.





         Mr. Ward?

         >> BILL WARD:  I just wanted to say that we are, as an

    institution of our size, we are actually bound in a sense by the

    state and the federal government to conserve energy.  So that's

    something that we have to do, that we have to look at all the time.

         So the issue is a lot of entities like us that are big have a lot

    of deferred maintenance backlog.  One of the things I would say to

    Board Member Ripley, to answer your question, is yes, we do, we

    actually have put together a plan years ago, and that's why we have a

    7.5 megawatt solar system, which is about 20% of the college's energy

    now, plus we were one of the first institutions going with electric

    vehicles, which are our Priuses, and we are looking right now, the

    police department has four electric motorcycles and we are looking at

    some electric police cars.

         We are also looking at adding charging stations to our solar.

    That's something that had been proposed a number of years ago by our

    solar provider.

         Then too with our water also, one of the things we have done is

    we made a commitment years ago to start doing away with your regular

    toilets and go to waterless urinals and other types of toilets that

    had different types of low flow and things like that.

         So the institution has it.  It's just at the end of the day we

    are sitting on 2 million square feet of facilities, and West Campus

    is 50 years old.  So we do have a lot of older equipment.  That's why

    I think when I talked to the board the last time, when you guys





    approved the -- we were talking about whether we were going to build

    a new health facility or remodel, and the board made the

    recommendation to support the remodel.

         With that said, we were able to do a lot of that deferred

    maintenance that we try to do.  It just all depends on how these

    projects are financed.

         One of the things I would say to the group too is I know we

    talked and I know the discussion is always talking about new.  I have

    been in this industry since 1979.  I have a lot of knowledge in this

    industry.  One of the things I would say is let's not lose sight of

    the fact that students need to learn how to work on the old stuff

    too.

         So that's something that I worked with Greg and his team to try

    to get more students, we have had a couple here and there, but

    remember, you're not always going to go work on brand new.  The old

    stuff is what the bulk of things are.

         And then to also answer your question, Board Member Gonzales, is

    we did receive the recommendations and the proposals from Trane and

    our facilities team is vetting it and looking at it, because one of

    the things I would say to the group here is we still have to vet

    things related to energy, in a sense, because we do have to report

    these things to the state.

         Also, we have two energy providers, TEP and we have Tesla, in a

    sense.  Solan is their contractor, and then Solan has the Northwest

    Campus is their system.





         So all these things have to be vetted.  We will be vetting that

    as we move forward with it, but just to let you guys know that this

    is something we are doing.  It's just that at the end of the day you

    have to finance it.

         So we are probably, Pima's probably sitting on about 30, $40

    million of deferred maintenance.  In my opinion that sounds high but

    it's not bad.  Most institutions have way more than that and a lot of

    them don't even get any dollars.

         You guys have been very good at supporting us throughout the

    years with our multicampus projects, and we have been able to hit a

    lot of things at the college.  But like I said, we are sitting on

    close to 2 million square feet of facilities.

         >> MR. DEMION CLINCO:  Ms. Garcia?

         >> MS. MARIA GARCIA:  Mr. Ward, you said we have how much in

    deferred maintenance?

         >> BILL WARD:  Carry a backlog anywhere -- when I first started

    here we were probably in the 100 million range and that was 21 years

    ago.  And so we are probably around, I would say, just off the top of

    my head, about 30 to 40 million.

         Actually, there is a proposal that is going to the board as part

    of this year's capital related to doing another facilities condition

    audit.  Remember, deferred maintenance isn't just related to air

    conditioning equipment.  It's roads, roofs, structures, sewer, water,

    all types of things, total infrastructure that we are sitting on.

    It's not just this stuff.  It's a lot more broader.





         And so that is something that is going to be going forward to the

    board because we always want to keep that updated so we know kind of

    what we are sitting on.

         If you allow your deferred maintenance to go too high, then what

    that does is it puts you in the position where really nothing that

    you do is going to take care of things because you're just too far

    gone.

         Like I said, you guys have been very great, very good to us

    throughout the years.  I could probably tell you that since we

    started our capital assessment in 2007, we probably spent over $100

    million just in general doing capital construction projects and

    things and stuff throughout the district.

         It is what it is.  I totally agree with what Board Member Ripley

    said.  You have to have an integrative plan related to all of this

    stuff, because at the end of the day, we are governed to save energy.

    That's part of -- I may even, I know I have the last directive from

    the last governor, not the current governor, that basically said we

    had to commit to lowering our energy, our numbers.

         And remember, too, people always think that if you just put new

    stuff in and get new systems we are done.  It's not just that.  It's

    how we run and operate our facilities.

         Are we going to run seven days a week, 24 hours a day?  Are we

    going to shut things off?  I think by some of the things we talked

    about that puts us in a good position because it gives us better

    control over our systems and things, stuff like that.





         Just understand this is not just something it's one and done and

    we're done.  You're never done.  Like the chancellor said earlier,

    when you're sitting on a lot of square footage like this, this is an

    everyday thing.  That's why my team are out there on it getting it

    seven days a week to keep things moving and running and stuff.

         >> MS. MARIA GARCIA:  One last question.  So you are going to

    present your assessment or your group's assessment in a comparison to

    what has been presented from Trane?

         >> BILL WARD:  Well, what we would do is go through the proposal,

    and if there are any questions or concerns or whatever, then our goal

    would be to work with Trane and Dave and others to ensure that it

    gets fixed or that it's correct.

         Because like I said, we are using, because we have received or we

    have given out third-party information related to our systems and

    things and stuff like that.  In other words, TEP, we provided a bunch

    of stuff from TEP.  They have provided it to us, they provided it to

    the team.

         We have also provided, the college did a bunch of energy audits

    years ago, and I think they ended in 2013 and we brought a high-level

    company in town who built two of the largest central plants in the

    United States, and they did our energy assessment and made

    recommendations.

         So we've also got them taking a look at it and also our solar

    provider.  One of the things that everybody has to understand is that

    when you go with the power companies, and Jeff will know this, you





    have to, you negotiate your rates.  The same with solar.  You

    negotiate your rates.  So you have to make sure that you're not going

    to do anything that in a sense could affect a rate that you have

    already negotiated with your utilities.

         So that's the main emphasis of what we are looking at is because

    we want to make sure we are not going to do something that in turn

    affects a rate or actually, in a sense, makes it to where we are

    really not saving any money on another side.

         So we are bound to do this, and as you guys know, all of our

    projects and everything that we do within this college, the minute we

    touch a building it has to go forward to the state fire marshal's

    office for approval, which in a sense would be submitted through me

    as the chief facilities officer for the district.

         So that's standard.  That's no different to me than any of my

    other counterparts in the state.  They'd have to do the same thing.

         >> MS. MARIA GARCIA:  Well, thank you.

         >> MR. DEMION CLINCO:  Thank you.  Mr. Gonzales?

         >> MR. LUIS GONZALES:  I just want to mention, make a comment, I

    think it was an outstanding presentation.

         One of the things that was mentioned by Mr. Wilson, I believe,

    that we're probably going to get more students from out-of-state in

    reference to what we are going to be providing to our community.

         I do go back into really let's focus on our population within our

    districts here.  I think there is a lot of (indiscernible) locally.

    I think that should be one of the emphasis we saw by a report that





    Mr. Lambert gave out to us, too.

         I know that Mr. Bea went over the finances, and one of the things

    that he mentioned that we are doing a guaranteed savings, and I hope

    that we are, that we will be doing those guaranteed savings as well

    too.  He did mention right after that, he mentioned that he had his

    team put into, that was part of the RFP and development of that, so

    which is good, which is good.

         It comes back around in reference to I have a statement that I

    want to do and will do.  In my statement, I must inform my fellow

    board members that myself and Ms. Garcia and I have firsthand

    information that indicates that Mr. Knutson has stated that he

    participated in the development of the energy management program, and

    I have reviewed Ms. Segal's second report in which she concludes that

    if Mr. Knutson participated in writing the energy management program

    RFP it would be a violation of the procurement policy.

         Because of Ms. Segal's report, I believe that I have an

    obligation to report this evidence to the full board.  I would like

    to share this in an executive session soon, very soon.  That's my

    statement.

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

         Are there any other questions from anyone else?  We have one

    other item this evening.

         >> MS. MARIA GARCIA:  I also have a statement.  I'm sorry.  In

    the past, members have failed to inform the board of important

    information regarding possible violations of statute or policy.





         So I guess I want to confirm that Mr. Gonzales and I want, that I

    have gotten from the same source the same information, and just

    wanted to share it with our staff.

         Furthermore, I would like to ask that prior to board approval,

    the Trane proposal be fully evaluated by facilities, staff, and that

    the evaluation be presented to the board in its entirety.

         That's it.

         >> MR. DEMION CLINCO:  Okay.  Thank you very much, Ms. Garcia.

         Again, if board members have concerns about any legality, please

    contact Mr. Silvyn directly and the chancellor directly about your

    concerns.  That is the stated policy.

         That is really the first and best way.  You brought it to our

    attention now, and I'm sure Mr. Silvyn will be reaching out to ask

    for additional information.

         Mr. Knutson, I have a question.  I can't imagine we are the first

    government or educational entity to partner with your company to

    undergo a process like this and then the resulting outcome looks at

    different mechanisms to finance through savings and these sort of

    guarantees.

         Could you just tell us about some of the other partnerships that

    you have been involved with, particularly in the education space, and

    maybe highlight one or two in the government space?  Then we have to

    move on because we have this other item to discuss.

         >> JIM KNUTSON:  Well, I'd like to mention that, yes, as an

    organization we have literally done billions of dollars over the last





    40 years of these types of programs.  Federal government is a huge

    proponent of energy-performance contracting.  Ms. Ripley, you're

    probably aware of some of the opportunities that Trane has been

    involved in with the Army, Navy, and the military forces.

         We have large bases across Japan and other locations in China and

    Korea that are currently underway in the 2 to $400 million that are

    all vetted.  All of our procedures and practices, by the way, just

    have the things that you guys mentioned were concerns and built -- we

    are totally open to having things vetted because we follow industry

    practices that is common throughout the entire -- there's over 50

    energy service companies in the country.  We are rated in the top 10

    of those organizations by the NAESCO organization.  We are more than

    willing to provide any resources that we can to show you that what we

    are doing is industry standard practices.

         One example is a school district I'd like to share, to answer

    your question, Chairman Clinco, and that is Mesa County Valley School

    District, a rural school district in Colorado in Grand Junction, has

    52 schools.  They had actually more square feet than Pima.

         About 10 years ago we completed a $10.7 million project.  I did

    forward to Dr. Lambert and a couple of your staff basically the case

    study that was a similar amount, it was between 7 and $800,000 of

    savings per year.

         And now, after 10 years, the energy manager who was there during

    that time did a submittal of a report.  Showed that we not only

    overachieved that but they are with an integrated climate action plan





    that we're excited to work with you on, have achieved over $1.8

    million in savings per year of actual dollars.

         Those numbers and all the information is pretty exciting.  I

    think it's a relatively similar project that was controls and all the

    buildings, it was lighting upgrades and mechanical and electrical

    system upgrades throughout their school district.

         So that's an example of one that has some age to that it's nice

    to see actual performance on.  Happy to share more information on

    that, have you talk to the principal of that project as well as the

    energy manager.

         Again, our federal team is more than willing, we did give some

    examples of some of those case studies, happy to do that.  We have a

    lot of other higher education organizations, and we have Mike Hines

    on the phone, and he's our national director for the CS programs, and

    I think he can answer, be happy to bring other national case studies

    that we are doing around the country.

         Is that helpful?

         >> MR. DEMION CLINCO:  That helps answer my question.  I really

    appreciate it.  Again, I appreciate your involvement in the

    institution and this proposal.

         I mean, I think what I'm hearing you alluding to is the $800,000

    in cost savings is really the lower-level benchmark guaranteed but we

    could anticipate perhaps more robust savings over time.

         >> JIM KNUTSON:  Yeah.

         >> MR. DEMION CLINCO:  I appreciate that, and I also just want to





    thank everybody involved in this presentation.  I know we had the

    scheduling issue for last week.  I want to thank you for adjusting

    your schedules for coming back and to present to us today.  We

    appreciate the open dialogue and the overview.

         Thank you, everybody.  Chancellor Lambert, and your team,

    everyone working together to advance innovative solutions to help us

    save resources.  Thank you.

         Looks like there are a few more questions about this item.  Let

    me start with Board Member Ripley, then to Chancellor Lambert,

    Mr. Ward, and Ms. Garcia, you still have your hand raised.

         >> MS. MARIA GARCIA:  I don't want anything.

         >> MR. DEMION CLINCO:  Okay.  Ms. Ripley?

         >> MS. CATHERINE RIPLEY:  Quickly for audience members, for the

    benefit of those watching, I don't want the bigger picture to be

    lost, either.  I think having centers of excellence is a great idea,

    and the concept of using a living lab is really what we are talking

    about here.

         I think bringing it all together in a holistic plan, all of these

    centers, but not just, again, like I said, teaching students how to

    put together and take apart HVAC systems but really training and

    educating a whole generation of students on sustainability, on

    climate change, on the responsibilities of being an citizen, not just

    locally but statewide, nationally, and globally is really what I

    would like as a board member that we all focus on because we are all

    going down our paths individually.





         Mr. Wilson, Mr. Ward, Mr. Doré, we are all doing what we need to

    do, but I think for the benefit of the audience, all of this, as a

    board member, I want to help bring this to a higher level of what we

    are really looking at for the future and how we can really bring

    Pima, for lack of anyone else doing it, I think Pima Community

    College has an opportunity to kind of pave the way.

         If anything, the solar capital of the world should be, or the

    nation, should be Arizona.  We are in the middle of a -- drought

    contingency plan is serious.  When people talk about an existential

    threat, it's used so often that it loses its meaning.  But we really

    here in Tucson can really make a dent.

         So muddling through all of the details I think is important.

    Thank you very much, Mr. Knutson, and everybody else for being

    transparent.  I hope we get through this.  So we can actually start,

    Mr. Bea mentioned $42 million or something like that in reinvestment,

    and to Board Member Gonzales' point, reinvesting that locally into

    recruitment and enrollment.  We had a study session on enrollment and

    recruitment.  It's one of my biggest issues, as a board member, is

    local recruitment.  That can be reinvested.  As a board, we can talk

    about budget and how to reallocate those funds.  To not just hire, or

    hire more and get more resources for recruitment and our enrollment

    folks, but really follow through with not just getting new applicants

    but seeing these students through their first semester, their first

    year.  I think that's really an important piece, because otherwise

    the centers of excellence won't be filled.





         I really wanted to try to, if anyone is tuning in and don't know

    what we are talking about, this is the bigger picture.  Thanks.

         >> MR. DEMION CLINCO:  Thank you.

         Mr. Ward and then Mr. Gonzales and then we are going to move on.

         >> BILL WARD:  Real quick, I just want to say, Jim, as we have

    been, keep working with you, keep talking with you, as we know, our

    teams are meeting all the time, so we will be in touch with you ASAP.

    I want to let everybody know that facilities and police and safety

    and everything, we love to have students as part of our team.

         Greg knows that.  So I know everybody, it was brought up a number

    of times that we are concerned.  Not at all.  That's the way I

    learned.  That's how I transitioned from one trade to another, and

    then I actually ended up transitioning to four different ones.

         But that's something that's near and dear to my heart.  Greg,

    you, Dave, Dolores, please understand we would love to have as many

    student workers that want to come out and learn how to work on this

    beast that we've got here.

         I'll take all the help I can get.  So I just want you guys to

    know that.  Please understand that's how people learn is they get

    -- not just in the classroom, they get hands-on training.  I just

    want you guys to know that.

         >> MR. LUIS GONZALES:  Actually, I pressed the lower -- but I

    will make a comment.

         What I wanted to say, I mentioned earlier, the students should

    always be first and providing those opportunities.  I think the





    center of excellence, it's a step towards it.

         I do commend Ms. Ripley and reiterate and in reference to my

    really focusing and recruiting and not only recruiting but also the

    retention of all students that live locally here within the Pima

    County.

         Always been an advocate and will continue to be, but I think more

    important the students are the future of tomorrow.  We are here for a

    little bit of time, but I think we can really do a lot for them.  And

    we will no matter what.  We will in reference to education and the

    training and what we want to do.

         But they are our future.  We cannot deny that, but I think we are

    in a good route, and we will see.  Thank you.

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

         Chancellor Lambert, when we work on the integrative climate

    action plan, I hope you come forward early on to the board to talk

    about some of those aspirational goals.  I would love to see this

    college moving towards carbon neutral.

         Moving on, let's get to our educational and facilities master

    plan midcycle revision.  I know we are going to run a little short on

    time, so if everybody is amenable, maybe we can plan to run an extra

    10 minutes.  Let's try to keep it as quick as possible.

         >> DR. LEE LAMBERT:  Mr. Chair, I want to hit two points and will

    transition us.  First of all, Ms. Garcia, we are not replacing

    everything, we are tying in to existing systems, as well.

         This project will probably address about 40 to 50% of our





    deferred maintenance needs.  And our focus is our community and our

    students in this community.  I don't want folks to lose sight of

    that, because that is the focus.

         So with that said, we are so pleased to be able to share with you

    the update on the educational and facilities master plan midcycle

    revision.  And so I believe I'm turning this over to you, right,

    Dolores?

         >> DR. DOLORES DURAN-CERDA:  Yes, you are, Chancellor.  Thank

    you.

         Good afternoon, Chairperson Clinco, members of the board,

    Chancellor Lambert, guests and colleagues.  It's my pleasure today to

    be accompanying my colleagues and our SmithGroup consultants to

    present and revisit of the education and facilities master plan.  I'd

    like to provide some context.

         As we know, the evolving information of the global pandemic,

    along with the growing social unrest and a significant demographic

    shift in the traditional student population, has impacted higher

    education forever.

         As we were going through this revisit of the education and

    facilities master plan from 2015, all of a sudden we are in the

    pandemic and social unrest, so we needed to even repivot again in

    this revisit, focusing on the post-COVID new normal.  That's what

    you're going to be seeing today.

         In addition, what you will be seeing are also recommendations.

    I'd like to make it clear that again this is a revisit, a refresh of





    the 2015 plan, and also that these are recommendations.

         So that means the college is going to be deciding whether to use

    these recommendations or not.  It's not set in stone.  Our

    consultants did an excellent job doing a thorough job in looking at

    analysis, data, talking to stakeholders within the college and

    outside of the college as well.  These are their results that they

    will be sharing with you.

         In 2015 we had the focus on the one aligned future, and that was

    looking at aligning like programs and services across the college.

    Also looking at the space that needs to be used more efficiently and

    reducing facility operating costs.  Also the establishment of the

    CoEs, centers of excellence.  We have done a lot since 2015.  They

    are going to share some of the accomplishments as well.

         Now the update for 2020 is the future of work and learning.  So

    you'll see the academic vision as well as the facilities vision and

    my colleagues will be sharing that, as well.  Also remember that we

    are looking at things through an equity lens.

         With that, I'd like to pass it on to my colleague, Dr. Doré, and

    then to Vice Chancellor Bill Ward and our consultants.  Thank you.

         >> DR. DORÉ:  Thank you, Dr. Duran-Cerda.

         I just want to make some brief comments, as well.  I think what

    you're seeing, and I think particularly, I think, Board Member

    Ripley, to some of your comments, we are very focused on the future

    of work and learning.  I think that's what you're going to see in

    this presentation.





         The workforce has changed due to not only the pandemic but

    Industry 4.0, and then the pandemic has only accelerated the need for

    us to continue to move even quicker.  Really, we know that we have

    plenty of space, but some of our spaces really need to be adapted to

    the future of work and the future of learning.  I think you're going

    to see a lot of that, as well.

         The centers are a key component to this educational and

    facilities master plan, and I want to just remind the board that

    these centers are being shaped by our local community and our local

    business and industry, and really, our design to serve the upskilling

    of this community and are designed to lift this community up in terms

    of wages.

         You're going to see a lot more focus on IBEST programs that

    really integrate bringing our adult basic education students on to

    our campuses and to complete, more short-term credentials for our

    working learners here in Pima County and so forth.

         With that, I want to turn it over to Bill.

         >> BILL WARD:  In the essence of time, our team prepared for a

    two-hour presentation, so basically what I will do is kick it over to

    Doug and Lauren and Frank.

         One thing I will say is Michael Smith down here in the corner --

    as Dolores alluded to, we started this in 2015, and I was able to

    work with this team since that time frame, but I want to let

    everybody know that Michael Smith, Michael is my lead analyst for

    facilities.  I have been the project manager for this project, and





    Michael is the assistant.  But I have to tell you he's just done so

    much work.  It's just amazing.  I'm just very proud of Michael, all

    the time that he has taken, including Saturdays and Sundays and

    whenever I call him.

         Thank you, guys.

         >> DOUG:  Thank you so much.  Board members, a great pleasure to

    be with you on this lovely Monday afternoon.  We will attempt to

    abridge our comments based on your schedule this afternoon.  My

    colleague Lauren will share some slides, and we will commence with

    our narrative today.

         You have seen this in advance, so we can perhaps migrate through

    some of this introductory material quickly.  There are four

    components to this afternoon's presentation that are listed on the

    screen.  We will first talk a little bit about where we are in terms

    of the context of Pima.  We'll spend a bit of time talking about

    analysis, and then we will conclude this afternoon talking about

    where you're going with recommendations and opportunities for you to

    make change.

         The first chapter is contextual.  I'd like to begin by focusing

    on a couple of things that are important to the college, and that is

    the underpinning of this plan.  It's been mentioned just moments ago

    the importance of the Achieve60 and your strategic directives.  All

    the content on the right you should be applauded for.  This is best

    in practice in higher education, a layering of strategic documents to

    the board to inform fiscal decisions that impact local students.





    This is what we are going to be talking about this afternoon.

         We of course, as the provost mentioned, are very focused and

    you'll see some recommendations specifically targeted at the six

    goals of your diversity, equity, and inclusion plan.  These are

    important to us.

         Also mentioned today but worth reiterating, we began this journey

    about seven years ago developing the one aligned future.  The four

    components along the bottom are important.  This is about strategic

    alignment, about space, about reduction of operating costs, which of

    course was the conversation we just had moments ago, and then the

    development of centers of excellence.

         I'm pleased to report, if you look backwards, we created two

    slides to celebrate you, the board members, some of the

    accomplishments you have been able to achieve through the lens of the

    educational master plan.  I'd like to pull out just a few because

    it's worth mentioning.  You have done great work, and we fully expect

    that the decisions you'll make in the future will be equally as

    great.

         Highlights include centers of excellence in applied technology,

    centers of excellence in public safety and security, development of

    center of excellence in art.  You've also developed fully online

    programs in the last few years and have implemented the Ad Astra

    classroom utilization tool.  These are tremendous accomplishments.

    You should be applauded for that.

         There have been some amazing accomplishments on the facilities





    side.  You're witness to those right now.  Those are coming out of

    the ground in new construction and/or renovating facilities,

    hospitality and tourism piece.  Of course your two footprints on the

    Downtown Campus, automotive technology and advanced manufacturing are

    fantastic accomplishments, along with your aviation center.

         This is just a highlight of where you have been and again we are

    excited to talk about the future through today's lens.

         A couple of footnotes before we get into all the details.  This

    plan is focused on a few things.  The provost and Dr. Doré mentioned

    that this is focusing on Industry 4.0 and the super powers.  It's

    about skills, about upskilling, about creating better ways for

    students to succeed and about modifying the facilities and operations

    to achieve those goals.

         A couple of last points that I think are worth reiterating, the

    focus of your update has narrowed a bit from the 2015 plan.  So this

    particular effort focuses educationally on the content on the left:

    centers of excellence review; diversity, equity, and inclusivity

    model; we will talk about that Downtown; PimaOnline; and finally the

    centers.  Those will be the purview of today's narrative.

         On the facilities side, you can see we focused on anything that

    changed in the site, your land holdings, your assets.  We conducted

    new space utilization and adequacy evaluation.  Finally, we looked at

    site strategies to accommodate these things.

         Again, to repeat, today the focus of this update is on those

    elements on the left.





         For you that were part of the plan several years ago, the

    schedule looks familiar.  It's an approximate 11-month process.  You

    can see across the top.  Through the middle we ran both of them

    concurrently, both educational and facilities piece.  We met with

    you, as you remember, at the end of last year in 2020.  Here we are

    at the end of our journey for your critique and counsel.

         We also wanted to celebrate -- for those of you that get asked,

    who participated in all this, you should be pleased, proud, Pima

    supporters saying we met with lots of folks, this was an inclusive

    process, it was transparent, and we believe it to be transformative.

         Finally, there are nine things to remember today.  If you take

    away a handful of things, these are the nine things that our plan,

    your plan, is focused on.  Better space use, based on changing needs

    pedagogically and for our students.  Industry partnerships, engaging

    them better and differently.  Growing online programs.  Transforming

    who you teach and how you teach them.  Those are highlights of the

    nine.

         We are going to get into a rhythm this afternoon, and it goes

    like this.  We will share some content like I just did, and we will

    pause for questions that will be repeated through each of the

    different four chapters for today.

         Before we go any further, I wanted to make sure if there are

    questions we address them right now.

         >> MR. DEMION CLINCO:  I would say for ease of this if the board

    members could use the hand function if you could just call on the





    board members as you're going, I think that would be easier and would

    just allow us more direct communication for this section.

         >> DOUG:  Chair Clinco, that sounds great.  Formally and for the

    record, because I know there are people in the community watching

    this, I'm Doug Kozma, vice president for SmithGroup.  It's a pleasure

    to be with you and the board members today.

         Okay.  Lauren, why don't we migrate to the second chapter which

    is focused on the analytics that got us our early recommendations for

    the board today.

         >> FRANK:  Thank you very much, Doug.  Good afternoon, everyone.

    Board, members of Pima Community College, and community members.  I'm

    Frank Markley, and I'm a principal with SmithGroup, and I am within

    campus strategy and analytics.

         Today we are going to talk about both internal and external

    analyses and look at the impact of the educational master plan that

    was created in 2015 on the strategy with respects to enrollment and

    student demographics.

         There is quite a bit of information here, and I know time is

    short.  So this is really a sampling of some of the things we look

    at, but it will give you an idea some of the comprehensiveness of our

    review.

         I think first and foremost is looking at first of all student

    trends and enrollment.  Also looking at student demographics, looking

    at how the head count in terms of age cohorts has shifted from 2015

    to 2020.  Little bit younger demographic in certain components.  And





    looking at the student demographic with regard to race and ethnicity.

           Here in the middle of the screen you can see in essence

    Hispanic, Latino, Black African Americans have increased.  So

    congratulate Pima Community College for the work that they do and

    part of their diversity plan.

         On the right-hand side is what we did is we took the annualized

    FTE by division and broke that down into career-oriented types of

    programs, what you see, the four at the top.  In the middle is more

    of the liberal arts, humanities, social sciences, and sciences, and

    then about two-thirds of the way down you see college readiness and

    then PimaOnline.  What you'll see here is percent of enrollment,

    growth, decline for that five-year period.

         So we are doing this simply to understand the impact of, first of

    all, pathways and second of all looking at overall centers of

    excellence and their impact of overall enrollment.  I think you'll

    see here that overall there has been some declines, but at the same

    time, when you look at the arts, humanities, social sciences and the

    sciences, you have to realize that overall since 1970 the number of

    BAs in liberal arts programs have declined roughly from 36% to 23%.

    This is also having an impact on some of the things we see from

    college choice all the way to the types of majors that students are

    selecting.

         When we look at this, we have to keep in mind that overall since

    2015 that we projected some enrollment increases along the way, and

    those simply have not materialized at Pima Community College.





         What you're seeing here is total undergraduate fall enrollment in

    degree-granting programs.  Again, nationally when you look at this,

    we are looking at going from roughly 7.88 million in 2010 to roughly

    5.9 million in 2019.  There has been roughly a 24% decline overall in

    U.S. production of two-year students.

         Obviously what we talked about was the pandemic and looking at

    changes in high school graduate enrollments and what happened between

    fall of '19 and fall of '20 all had impact on enrollments moving

    forward.

         Part of the assignment that we had was to look at how the

    demographics that we had in 2015 really compared to where we are

    today.  The strategies that we developed in 2015 as part of the

    educational master plan really had to start with trying to understand

    are those strategies or are those trends going to continue,

    especially as we move into the next part of the planning process.

         What you see on the left-hand side is the total and public high

    school graduates.  You are going to see State of Arizona starting in

    2026 a gradual decline.  You can see in Pima County population by age

    from 15 to 20 that we have already started to experience some of that

    from the U.S. Census.  So from that perspective, you're looking at

    shifts in demographics in terms of not only high school graduates but

    also age demographics.

         One of the things we do is also look at different surveys,

    especially national surveys, and this was at the height of the

    pandemic in 2020, and this was a study by Strada and Center For





    Consumer Insights.  What you see here is very illuminating.  They are

    talking about student-preferred options for college.  This was again

    in August of 2020.

         On the left-hand side you'll see that since the onset of the

    pandemic, Americans expressed a preference for nondegree and skilled

    training options.  25% for nondegreed credentials.  37% for skill

    training.  Only 12% for Associate's degree.

         On the right-hand side you can look in terms of what they are

    looking for in terms of factors, choosing an educational program.

    Streamlined, relevant, stackability, and value.

         Now, we have looked at, continue to look at different surveys.

    This is one that just came out last month.  It's called Family

    Voices, Building Pathways From Learning to Meaningful Work.  It was

    sponsored by the Carnegie and the Galet (phonetic) Foundation so very

    reputable in terms of the firm that actually did the work.  This was

    a national sample size of almost 3,000 results.

         When you look at these statements about what is really important,

    you'll see at the top in the middle 40% of parents prefer their child

    to attend college, express interest in career skill-building learning

    experiences, and down in the black box, parents twice as likely to

    say they want their child to complete a skills-based training program

    than prefer a two-year degree.

         Then the bar chart you can see very clearly when you start to

    look at different ways, interested in pathways for their children,

    it's very interesting to look at, especially apprenticeships when you





    look at the strongly agree categories, roughly 57% parents said that

    they would prefer that or look at that pathway for their children.

         What's also astonishing is the 64% in terms of apprenticeships.

    28% said very strongly agree.  29% said agree.  Clearly indication

    that this whole movement about looking at skills training is very

    critical, especially as parents look at value of education for their,

    you know, for their children.

         Other things that we looked at, and again, we started this study

    almost a year ago, but we looked at the Tucson economy called the MAP

    Dashboard.  This comes from University of Arizona college of

    management.  Indicators were up at that time.

         I want to focus just a minute on the graph on the right-hand

    side.  This was the total percentage change in growth rate.  This is

    from the Arizona Office of Economic Opportunity.  What you see here

    in terms of the largest change if you look and see postsecondary

    nondegree award and then looking at Associate's degree, it's very

    clear that it's not just about degrees.  It's not just about

    certificates.

         It's about those certifications and those credentials that are

    critical for moving forward, that are really taking place and

    understandable students want those particular skills to upskill or

    reskill.

         Then we look at social and economic trends, and from this

    perspective, looking at not only the degree outcomes in Arizona for

    two-year colleges in terms of success of White, Hispanic, Latino





    populations, but then the age cohort.  I found this interesting in

    with respects to looking at the age cohort and the 2020 unemployment

    from the Arizona Department of Administration, Offices of Employment.

         You can see right there very clearly the 25 to 34, 35 to 44, 45

    to 54 are all groups that had significant unemployment.  We started

    in 2015 with the educational master plan that said, Pima, you really

    need to start paying attention to the adult population.  Those are

    the ones that need skilling, reskilling, upskilling.  But again,

    don't lose sight of the transfer function, but there is a critical

    piece out there that really needs help.

         >> LAUREN:  Good afternoon.  I'm Lauren Leedy (phonetic).  I'm a

    principal and campus planner with SmithGroup.

         Over the next series of slides, I'd like to share with you the

    regional population analytics that we completed as part of this

    midcycle review, and the first one you see here on the screen is

    looking at population density.  We wanted to revisit, understand how

    population is distributed throughout the Tucson region as part of

    this midcycle review.

         What we found is that the highest concentrations of population

    are located adjacent to the Downtown Campus as well as the Desert

    Vista Campus.

         We also looked at population as it relates to ethnicity, using

    population data and mapping that with geographic information systems.

    Once again, we see that both the Downtown Campus and Desert Vista in

    particular are strategically located to serve the most ethnically





    diverse populations.

         At the same time we looked at population growth throughout the

    Tucson region, looking out over the next five and ten years, really

    see that there is continued growth to the north located near the

    Northwest Campus as well as to the south, both southeast and

    southwest, not far from Desert Vista Campus and also the East Campus.

         At the same time we tried to understand both community services

    and transit access, and one of the revelations that we found was the

    Downtown Campus continues to be very well-served in terms of transit

    as well as community services, retail options.

         There is an opportunity for those to be strengthened, and we know

    there is ongoing efforts that could help bolster these services such

    as the Thrive in the 05 that could potentially really shape the

    future of the Downtown Campus.

         Really, all of this in summary is helping to understand the

    external trends that we feel will really provide opportunities and

    drive strategy for Pima Community College, really thinking about how

    we can continue to better serve adult learners, nontraditional

    students, those that are unemployed or underserved.

         At the same time thinking about how these can help us to

    strengthen our partnerships with industry and business, and at the

    same time also ensure that we are maintaining the quality and

    vitality of transfer degrees and articulation agreements.

         With that I'd like to pause and open it up for questions or

    discussion.





         >> MR. DEMION CLINCO:  Are there any questions from board

    members?  Okay.

         >> FRANK:  This section is going to talk about utilization and

    space needs analyses.  The first thing we did was to do a full

    accounting of the space on the campus.

         What you see here in these charts is figure 5.1 over to the far

    left accounts for the campuses, the centers, district facilities, and

    you can see right there we are talking about assignable square feet.

    Overall, 1,067,031 square feet when you add up all those facilities.

         There are also several facilities either in design construction

    or nearing construction and those are in the middle at the top,

    figure 5.2.  You see the advanced manufacturing center, assignable

    square feet.  The automotive technology center and the aviation tech

    center.  All of those combined have total plan space of roughly

    149,431 square feet.

         Now, hotel properties are still looking at being determined in

    terms of their usability, and then the study really doesn't take into

    account your most recent RFP on buildings H and J for renovations for

    healthcare.  Right now we have existing usable and planned space of

    1,216,462 assignable square feet.

         In 2015 when we did this accounting of space, there was 1,124,744

    assignable square feet.  At the end, for these particular components,

    there will be a net increase of little over 91,000 square feet with

    the addition of the planned space by 2022.

         This is a breakdown of space by what we call space category.  You





    can see very clearly here that offices, teaching labs, classrooms,

    social and study space comprise the largest components of Pima's

    overall space inventory.

         And you can see down at the bottom in terms of offices are

    roughly almost 185,000 square foot, 21% of the space teaching labs,

    classrooms, so forth.  When we look at this, this gives us an idea of

    the comprehensiveness of not only how much space but what category is

    it in.

         The next few slides will talk a little bit about what we call

    classroom use and utilization.  I want to first preface this by

    saying we have data for all the campuses and in some cases the

    district and also the aviation center.  Obviously due to time and due

    to the amount of information, we simply can't portray all of this

    information in this particular study session.  The report does

    include pretty much all comprehensive components of Pima Community

    College just like it did in 2015.

         So there is two graphs on this page.  One to the left is Desert

    Vista Campus.  You'll see six graphs are labeled Monday through

    Friday with an average of Monday through Friday.  What you're seeing

    in each one of those is the percent of classrooms in use at given

    times.

         If you look at Thursday at 10:00 a.m., 11 a.m., 11:30, you'll see

    there 100%.  What that means is that during those times Desert Vista

    had 10 classrooms.  100% of them were in use at that particular time.

    If you want to try to schedule additional courses at that location





    during those times, obviously it's going to be very difficult.

         I should say and I failed to suggest that this is 2019 data.

    This is in essence what we call pre-COVID data, because obviously in

    March of 2020, the campus moved to 100% online instruction, and none

    of this would make any sense.  So we looked at the last data where

    students were all on campus.

         Now, on figure 5.9 on the right-hand side of this graph, was West

    Campus with 62 classrooms, and you can see some patterns emerging,

    especially Monday and Tuesday where you see 9:00, 10:00, you see

    about 68% or more of the classrooms, tapers off in the early

    afternoon for lunch, picks up a little bit in the afternoon and then

    again trails off.  So by 4:00, 5:00, 6:00, 7:00, you can begin to see

    overall the classroom use is pretty light.

         What I want to point out is obviously on Friday.  You don't see a

    lot there, and that's in some cases typical of some institutions, not

    typical of others.  But as Pima begins to really understand campus

    utilization and looking at this, obviously there is opportunities for

    scheduling of additional courses during not only Fridays but also

    evenings, some afternoons.  What you see on the West Campus is that

    at no time are more than 71% of the classrooms in use at any given

    time.  So again, there is opportunities for additional courses as the

    college moves forward.

         This is a summary of the district level of what we call classroom

    utilization, and we started classroom utilization at Pima Community

    College back in 1998.  If you think about that, that's quite a ways





    back.  The two numbers we will talk about is average weekly room

    hours, and that's simply the number of hours a week that a classroom

    is scheduled.

         Then student station occupancy.  When the room is scheduled, what

    percent of students are actually occupying seats in that particular

    room.

         Now, what we have on this side is analysis for 2001, to the far

    left, for each of the campuses.  Now, the Northwest Campus wasn't

    around at that time, so there is no data there.

         The campus had, or the district had 161 total rooms.  2014

    analysis is in the middle, and then the most recent analysis is on

    the far right-hand side.

         Now, the two red arrows that you see there are those two metrics

    that are most important.  If you scan across, in 1998, PCC had 142

    classrooms, were using them roughly 44 hours per week.  Now, if you

    come back to the graphs that you see for the average, in 2001, 40

    hours a week, 2014, you can see average weekly room hours, 27.  Our

    most recent analysis was 23 average hours per week.

         We did the same thing for teaching labs.  Again, we had

    information going back to 1998.  Labs were used 35 hours per week.

    You can see in 2001, 2014, and now in 2019.  So how in 2001 we had 33

    hours a week.  71% of the seats or stations in the lab were occupied.

         That maintained a pretty consistent level in 2014.  That's great.

    Then 2019 you will see a little bit tapering where the red arrows

    are.  Again, before pre-COVID, labs were being used roughly 24 hours





    a week, 68% student station occupancy.

         This is really a summary of when you look at 2015 and 2019,

    again, we stopped right before COVID, in terms of the building

    assignable square feet, between '15 and '19, and it shows a slight

    decline because the other buildings that are planned are not quite

    online yet when we started this study, so we can count those as they

    come online, but as of 2019 those facilities were still under

    construction.

         We also look at term FTE between '15 and '19, roughly a 10%

    decline.  The third box, the bullets over or the circles talks about

    assignable square feet per FTSE.  When you divide the building and

    assignable square feet by the term FTSE, you come up with a number,

    and in this case, 83.4 assignable square feet per FTE in 2015 going

    up to 87.7 assignable square feet per FTSE, roughly an increase of

    5%.

         I want to add just a little bit of context to that, because Pima

    Community College is in the process of going to centers of

    excellence, pathways, and so also looking at more technical types of

    programs and workforce programs.

         So when you look at that, from a benchmarking perspective, we do

    quite a bit of this in our business, and so if you look at North

    Carolina with roughly almost 20 million square feet of space, their

    number is roughly 147.8 assignable square per FTE, and they have

    quite a bit of technical colleges.

         In Louisiana they also have a community and technical college





    system.  They have six technical colleges and six community colleges.

    They have roughly 150.6 assignable square feet per FTE.

         In the state of Washington, 34 two-year institutions.  Five are

    technical.  Roughly 120.5 assignable square feet per FTE, based on a

    2019 statewide study.

         The numbers you are seeing here, 83.4 going to 87.7, are

    understandable given that again we are pivoting to centers of

    excellence, also trying to augment that with also space for workforce

    development and strategic partnership programs.  So you're going to

    see some additional space go in that area.

         Lastly, on the far right, classroom efficiency, 74% going down to

    60%, really for two reasons.  Enrollment decline and then second,

    because more and more of the courses at Pima have shifted to a

    PimaOnline or a hybrid platform overall, reducing the needs of those

    particular areas.

         This is the space needs analysis for, and again, it's at a high

    level.  What you see here, I will give you the sort of the high-level

    overview of this, the green is the guideline, the blue is existing.

    If you look at the chart on the left-hand side, but overall, you can

    see right here that right now the college is sitting on roughly about

    136,000 assignable square feet of what we call excess capacity.

         Just to put that in a frame of reference, Northwest Campus has

    about 148, 149,000 assignable square feet of space, so it's almost

    the equivalent of campus.

         I know there is a lot on this chart, but one of the biggest space





    surplus is in office space, and if you follow me on the left-hand

    side it says average office, there are over 800 offices between the

    District and Downtown and you can see the average size of those

    offices, minimum/maximum size.

         Now, you know, one of the things you can see below that is an

    open office of 64 square feet and a private office of 120.  From that

    perspective, it probably doesn't make sense to try to reduce 800

    offices to fit guidelines.  Your space saving is really not within

    individual offices.

         Up at the top there with the multi-colored diagram in the center

    of the page, what you see there is Pima's OneStop concept that was

    developed in 1997.  I was working with the firm that actually

    developed that.  On the right-hand side at the top you'll see that

    the space needs for that OneStop center.  From that perspective

    roughly 12,000 square feet for about 10,000 students.  It's a factor

    of what we call 1.2 ASF per student.

         Down at the bottom, center of the page, this happens to be the

    OneStop center for Desert Vista Campus.  When you look at this and

    when you take all these factors, PCC was on the cutting edge with

    OneStop centers when they were first developed.  This was implemented

    in 1999/2000, so it had a variety of self-service and high-touch

    components with offices around it.  I believe it's still there, still

    functional.

         What that center was designed for was an enrollment of roughly

    9,000 students.  You can do the math.  It's about 8,200 square feet,





    and so that gives you an idea of the comprehensiveness of that space.

    In fall '19 there were only about 3,100, little bit more, students at

    the Desert Vista Campus.  If we look at space savings, that's

    certainly one area we can look at.

         And then the chart on the lower right-hand side where you see the

    red line, the pandemic has forced us to really begin to think about

    the extensiveness of web-based, virtual services, student in-person

    transactions, OneStop, and as we move forward, as Pima gets involved

    in some of this, it's really going to be clear that the virtual

    services of many offerings within the district of offering virtual

    components of student services could also continue to dive into this

    space.

         I will leave it at that and say that these things obviously are

    all critically important, but you start to see how all these

    different things come into play.

         So I think we will wrap it up with the next slide and look at any

    discussion questions.  So you can see in terms of the space surplus

    for fall of 2019, as I said, all that space is not continuous.  All

    of it may not be available for reuse.  I think that there is

    opportunities for greater space efficiencies, but there is costs with

    that.  Usually it's because you have to either move people or

    instruction and recoup those particular spaces.

         In some cases, costs really don't outweigh the benefits.  You're

    going to have to have new facilities.  You can see here the other

    bullets, space surpluses, don't say that you don't need funding for





    capital projects, as you look at 21st Century learning, and as I said

    before, that fourth or fifth bullet, the move to centers of

    excellence, workforce integration, more space intensive model,

    requires more types of space.  Also looking at centers of excellence,

    in terms of being campus based, building specific.  I think any time

    you look at space surplus, you have to look at the repurposing of

    space in terms of capacity, trends, processes, and functionality.

         With that, I will leave this section and answer any questions

    that may arise.

         >> MR. DEMION CLINCO:  Any questions from the board?  Looks like

    Mr. Ward has a comment.

         >> BILL WARD:  Yes.  Thank you, Chair Clinco.  I wanted to let

    the board know and others on here it's kind of like Frank said

    related to the space, I mean, we can look at it as if it's an overage

    in space or we can look at this is it's an opportunity for us to do

    other things.

         So as you guys, those of you may know is when we look at this

    plan in 2015, and we looked at the space that we had, that was why we

    ended up going out for our revenue bond after the plan was approved

    to come and build additional new space.  Because the space that we

    have in place really didn't support the programs, and I think just

    like with the Trane presentation, we talked about where we are with

    our BCT group and what they had.

         So what I would say to the board is this is also, in other words,

    there are also opportunities here for partnerships, leases, you know,





    or for us to develop more makerspace and things like that.

         These are things that we have not asked the planning team to kind

    of look at this.  These are things that myself, Dave, Dolores, the

    chancellor and others are looking at internally to see as things move

    forward what we can do with this excess.

         Thank you, Chair.

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

         Any other comments?  Okay.

         >> LAUREN:  One additional piece we want to highlight that was

    part of the midcycle review was educational adequacy assessment that

    we completed.  This was a comprehensive look at classroom space to

    really understand its educational quality.

         We looked at all five campus locations and the three learning

    centers and based it on an EDUCAUSE national rating criteria, looking

    at technology, what's accessible and available within the room, and

    its condition, as well as the physical environment itself, looking at

    things like its environmental quality related to lighting, views,

    thinking about layout of furnishings and also general condition.

         I think really all of this together is to help you really focus

    any reinvestment, repurposing efforts, as we found and compiled in

    this overall dashboard really understanding and providing detail on

    where each campus fell within the rating system as well as looking

    down to actually classroom levels, so you can look and see at each

    criteria how those classrooms were evaluated.

         In many cases what we found I think consistently, the rooms that





    were more heavily utilized, per Frank's evaluation of space

    utilization, were also those that scored the highest in terms of

    educational adequacy rankings.

         >> BILL WARD:  Yeah, Lauren, I'd like to weigh in on that too.

    When we did this assessment related to utilization and space in

    general, we wanted to take a hard look at how are we delivering

    education now and what does it look like?  I think Board Member

    Ripley brought this up earlier about how are we going to deliver it

    in the future.

         We wanted to take a really hard look at these different spaces,

    because I will tell you a lot of our space was developed a long time

    ago, a lot of it really in my opinion was not -- in other words, it

    didn't do what we needed related to the programs that Dolores and

    Dave and others have.

         So this helps us kind of take a hard look.  This helps us also

    develop some strong standards as we move forward with remodeling and

    design and stuff like that, because in the past a lot of times we

    would develop space and it wasn't adequate for what we really needed

    it for and how things in a sense were today.

         >> MR. DEMION CLINCO:  Were there any other questions for the

    board at this point?

         Okay.  You guys want to continue or is this...

         >> MS. CATHERINE RIPLEY:  I have a comment, question.

         Thank you.  So far I know we are running short on time, but,

    yeah, I just want to -- there is a lot of data here and a lot of work





    done by the SmithGroup, a lot of data analysis.  I think we are going

    to have a board retreat next month, but I think there is a lot that

    we have to soak in, because what happened pre-COVID and what's going

    to happen post-COVID, you know, we can't look at the facilities in a

    vacuum because I think all bets are off.

         I mean, there is a chance there will be more online and stay

    online because they like it.  But there is also a chance that people

    are hungry to get back in the classroom.  So before getting rid of

    this space, I would like to take a better look at reallocating it,

    repurposing it.  I like the idea of leasing.  That could be a nice

    short-term fix as well.  There is a lot of ideas and a lot of

    brainstorming and creativity that has to go into looking at our

    spaces.

         Like I said, I think there is a lot we can't assume.  We are in

    the weird transition period.  And before we make any hasty decisions

    and shift paradigms on how we approach Pima Community College and its

    future, I think we need to settle and really look at this data before

    we make any firm decisions on what to do with this 136,000 excess,

    possibly excess surplus space.

         We have beautiful campuses.  We have beautiful classrooms.  I

    taught.  I think students are going to come no matter what if they

    really want to come.  I don't think they're going to care if the

    building is ugly or if there is no grass on the lawn, which we

    shouldn't have anyway because we're in a drought, but I think being

    wise about it and not just looking at the campuses and the buildings





    themselves but really, I'm going to preach on this, but go back to

    recruitment and retention and enrollment and getting those so-called

    butts in seats and making it attractive not by beautiful campuses,

    because I think they are beautiful, but I think by making the

    curriculum and really making the centers of excellence as well as our

    traditional two-year liberal arts offerings much more attractive,

    kind of getting over the stigma of, if there still exists, a stigma

    of community college.

         That's all I have to say.

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

         Dr. Doré?

         >> DR. DORÉ:  I just wanted to, on the space issue, I just wanted

    to provide just a little bit of context as an example.  Our

    automotive technology center space right now is 11,000 square feet,

    and in this new facility it will be 47,000 square feet, which

    actually points to less efficiency on the space perspective, but this

    is the right kind of space and then aligns to national best practice.

         I just wanted to give that perspective.

         >> MR. DEMION CLINCO:  That's true.  Could the group, I know you

    have alluded to it in the past, but sort of this center focus on sort

    of the Downtown and the West Campus as sort of like the two major

    hubs within the system.  There seems to be a continual migration as

    they move programs to the Downtown Campus.  We have made some of

    these key other sort of high-value strategic investments into the

    West Campus, seem to be moving in that direction.





         Could you talk sort of about that?

         >> FRANK:  I guess we have slides that talk a little bit about

    that.  If we want to move forward.  We can certainly discuss that, as

    well.

         >> LAUREN:  The next series of slides it does begin to speak to

    those draft strategies and recommendations.  Beginning really looking

    district-wide, so this first set looks at a little bit holistically

    at the district and the different strategies and recommendations.

         Beginning really about thinking about the future, what is that

    post-COVID environment?  We saw obviously pre-COVID, it was mainly

    bricks and mortar, students in person.  Obviously shifted to this

    all-virtual environment.  Now what we are seeing and hearing from

    students is really a desire for a mixture of the two, in many ways, I

    think when those students that would be back on campus wanting a very

    collaborative interactive engaging experience.

         So what we are beginning to see and the trends in emerging spaces

    in what we are calling a networked or hybrid campus are these spaces

    that allow for a lot of increased flexibility, thinking about new

    types of spaces, makerspaces or innovation hubs, thinking about

    increased technology throughout those spaces.  And also a shift and

    focus on expanding student services and academic support offerings on

    campus in person as well.

         To kind of reference back to the slides that you saw Frank share

    earlier, we do feel there is an opportunity to really think about how

    you could repurpose some of the surplus space.  At the same time even





    think about potentially reducing your physical capacity as it relates

    to your lease spaces and even rethinking the opportunities for the

    District Office.

         >> FRANK:  This is where we talk a little bit about what we call

    resource realignment.  We went back and looked at statewide policy,

    statewide site designation policies for a number of states.

         What typically happens is that each state has some type of, I

    guess you can say, understanding with colleges you have to reach a

    certain size before you're either classified as an instructional

    site, campus, branch campus, and so forth.  So we pulled two of them

    that we were very familiar with because of our work, especially in

    the policy area.

         You can see in Indiana and Florida you really can't be a campus

    unless you have at least 500 FTSE.  In Florida it's a thousand FTSE.

    If you want to be a center, then you have to have at least 100 FTSE

    in Indiana and a little bit less than a thousand in Florida.

    Instructional sites could be learning centers or lease facilities in

    those two states.

         In essence, Arizona doesn't have this type of designation

    policies that limit to say you could open up 10 different sites and

    call them campuses and there is really not anything that says you

    couldn't do that.  But it's more than just that.  It's really looking

    at the goal to reduce duplication of resources and space.  You have

    five, in essence, campuses.  So we also understand that digital

    learning, virtual student services are also reducing the need for





    robust resources on each of your campuses.

         There are a series of recommended strategies about strengthening

    Downtown and West, continuing to build programs and support services

    at Desert Vista.  And like I talked about in the space needs section

    looking at streamlining or consolidating key student service,

    academic support functions at other campuses.

         But then looking at Northwest and East Campuses, especially with

    regard to first of all the potential impact on green opportunities,

    but looking at potentially delivering services in a virtual format or

    during peak periods of demand, there are other ways to deliver

    student and academic support services.

         Like I said, the college will need to assess campus designations,

    look at possible impacts, and really do a thorough feasibility study

    before they move in this direction.

         Then the other component that we did quite a bit on is the

    District Office research and benchmarks.  We certainly did our due

    diligence in this area, so we reviewed a lot of national studies,

    looked at the advantages and disadvantages of centralized and

    autonomous administrative structures, looked at the current district

    location not only now but in 2015.  Operational efficiency, ability

    to serve for the long term.

         But then we did a benchmark of five large multicampus districts,

    and you can see here in the third bullet in terms of district offices

    were autonomous, within the fabric of a downtown community, oldest

    campus or district's largest campus.





         We looked at what key positions would need to be around the

    chancellor, and in essence about 200 individuals or offices.  Then

    the rest of those could be rebalanced to a campus location.

         >> LAUREN:  I think in the essence of time, we thought it might

    make sense to jump to kind of our final chapter, if Chairman Clinco,

    you agree, and we can open up to questions?

         >> MR. DEMION CLINCO:  That sounds terrific.

         >> LAUREN:  Just one moment.

         Doug, I'll turn it over to you.

         >> DOUG:  Yeah, we want to thank you, board members, again for

    creating time this afternoon to talk about this.  You have this

    content, and although we skipped several slides, I think to Lauren's

    and Frank's point it would be nice to leave you with a clear and

    succinct set of ideas for you to consider.  We will walk through each

    of the different things in the next couple minutes, beginning with

    the Downtown Campus.

         Just for consistency, you'll note that the colored squares on the

    left are opportunities for change, draft recommendations for your

    consideration.  The graphic on the right is a representation of the

    migration strategy.

         The Downtown Campus presents some wonderful opportunities for you

    to consider, beginning with the establishment of the IRSRC, equity,

    diversity, and inclusivity program, and also offers opportunities for

    dual enrollment, space you already have, and creation of a Pima

    County OneStop.





         Across the bottom on the left, you can see as Frank mentioned we

    believe the Downtown footprint is an ideal candidate for the

    relocation of the administrative functions of your Downtown

    administrative office space.  That's represented in the dotted line

    on the graphic on the right.

         Finally, teaching learning centers, social services can be

    expanded within this existing footprint.  These are powerful

    recommendations.

         As we pivot to the West Campus, I want to just highlight some of

    the top-line recommendations, beginning with collaboration space for

    your health partners, third-party folks that allow your students to

    gain access to that in concert with your health services building we

    have been talking about, makerspace, and the development of center

    for excellence in the arts.  Wonderful opportunities for you to

    consider.

         Across the bottom, some other opportunities to use the space you

    have on campus differently for the creation of these different

    opportunities.

         The last few are equally as exciting and powerful.  East Campus

    has the opportunity to absorb some of the assets at 29th Center, in

    particular the public safety space as a center of excellence.

    Short-term opportunities highlighted include some renovated space.

    Longer-term views should you migrate in this direction include a

    larger suite of tools to create a full public safety center of

    excellence.  Doubling back on the center of excellence and IT on





    these campuses, again, a great opportunity for your consideration.

         The last two also equally as important, Desert Vista, wonderful

    campus, has a real opportunity for very tactical and low-hanging,

    easy-to-implement improvements, beginning with partnerships for early

    college, interdisciplinary labs for your students, enhancing the

    hospitality and tourism center of excellence, and adult basic

    education center.  These are really serving the need of this part of

    the Valley.

         Finally, to conclude our narrative this afternoon, the Northwest

    Campus.  Three things to take away from this as opportunities.

    First, we believe some of the back-of-house operations that are

    located in the District Office could be migrated to the Northwest

    Campus to use some of the space that Frank mentioned, and finally, we

    believe it could be a home for PimaOnline and wonderful partnership

    for your four-year partners across the state and the region.

         So that is a whirlwind tour this afternoon of our draft

    recommendations and thoughts for your critique.  We have several

    things to do, highlighted on the screen.  In summary, they are

    simple.  We will continue to seek stakeholder input, your critique

    and counsel, and come back later this spring with additional

    finalizations for your plan.

         Thank you for your attention.  Chairman, I will turn the

    microphone and conversation back to your board members.

         >> MR. DEMION CLINCO:  Thank you very much, and thank you for the

    comprehensive overview and the recommendations.





         Are there any comments or questions from the board members?

    Doesn't look like there are.

         So I really just want to thank you for again a very comprehensive

    evaluation of our assets and how we can better align and serve our

    students.  You know, I think because of the shortness of time and

    that we have actually lost two of our board members because they had

    other meetings that they had to move to at the end, I think what

    would be great is if people could send any comments or work with the

    chancellor's office to get you any additional comments or thoughts on

    the plan as you are sort of moving through your process.

         Chancellor Lambert, in terms of our formal adoption of this, of

    this plan, what is the next steps as we sort of see a final product?

         >> DR. LEE LAMBERT:  So we are probably looking at June at the

    latest is when we would bring this to you.  We are balancing that

    with a number of items that we need to bring next month.

         But I do want to respond to a comment that Cat made.  It's not my

    intention to recommend getting rid of any of our facilities.  I have

    been consistent with that for many, many years.  I think we can

    partner, we can reuse, we can leverage what we have.  So that's the

    approach I would be continuing to advocate for.

         >> MR. DEMION CLINCO:  A key component of that, Chancellor

    Lambert, that I heard was a reduction of or modification of the type

    of in-person services that are provided at each of the campuses,

    moving more to the virtual peak hours and providing a more nuanced

    approach to be able to stretch our resources further and still





    provide the same level of service to our students.

         I did hear that correctly?

         >> DR. LEE LAMBERT:  Correct.  You did hear that correctly.

         >> MR. DEMION CLINCO:  I think really getting, as part of this,

    having a little bit -- I'm sure that will be part of the discussion,

    but I think having a little bit of understanding about sort of how we

    vision that occurring over time, because we certainly know just from

    this experience of the last year, that there is a receptivity to

    virtual services, and we have been able to meet that high-level

    quality without having in-person at every location all the time.  I

    think using the lessons that we have learned from the COVID year in

    this new model I think will be really helpful.

         Board Member Ripley and then Mr. Ward.

         >> MS. CATHERINE RIPLEY:  Thank you so much.  That was excellent.

    I think that this is moving along beautifully.  We had a study

    session on enrollment and recruitment which scratched the surface of

    what we need to do.

         I think this takes it to the next step as far as facilities and

    education master plan, but I think it's important to keep in mind the

    demographic and the community for which we serve and keeping that

    -- I mean, I always want to remind everybody that Pima Community

    College is the most affordable and perhaps the only way in the spirit

    of diversity, equity, and inclusion that a large demographic of our

    community will ever get.  Not just education and training and getting

    jobs but a liberal arts degree and basically an educated citizenry.





         I love how we are just building on this concept with this master

    plan.  Thank you.

         >> BILL WARD:  Chair Clinco and Chancellor, board members, I want

    to tie into what the chancellor said about space.

         One thing to remember, too, is that it makes my job a lot easier

    when there is more space that we can, as all this construction and

    things we are doing gives us the opportunity to move people around.

         So when you have excess space, then we are able to move people

    around as we transition into these newer facilities or remodeled

    facilities.  I just wanted to put that on the table.  It does help us

    as we go down this path that we are going.

         >> DR. DOLORES DURAN-CERDA:  I just wanted to reiterate that

    COVID has really opened up the fact that our students need more

    flexibility because they are working, because they have their

    families, because of many, many components.  So we are responding to

    the students' needs.  As I have said many times before, we need to be

    student-ready rather than expect the students to be college-ready.

         That flexibility in offering options, we have many students who

    desire to be in the classroom face-to-face with their instructor, and

    they need that guidance and that face-to-face interaction.  But we

    also have students who really enjoy hybrid, doing a little bit of

    both, and then yet others virtual and online.

         So we will make sure to provide all those options for our

    students as we move forward.  Thank you.

         >> MR. DEMION CLINCO:  That's terrific to hear.  Dr. Doré?





         >> DR. DORÉ:  Chair Clinco, I think to your point we have learned

    so much from the pandemic about quality service, and it is our

    intention to offer higher quality service moving forward

    postpandemic.

         I think, you know, the challenge that I put out to my team is we

    don't want students ever having to stand in lines again.  So we

    actually want to leverage what we have learned in terms of virtual

    services.

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

    appreciate the work, the work that you did in 2015 has really helped

    guide the last six years for this institution and has really helped

    us provide a clear focus not only for this board but for our

    community in providing this high-quality service to students.  We are

    very appreciative of the work you are doing and we look forward to

    seeing the final document.

         If any of the board members have questions, they should just

    contact and go through the chancellor's office to get them to the

    SmithGroup.

         With that, since I don't see any other questions, our meeting is

    adjourned.  Thank you all very much.

         (Adjourned.)





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