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         February 13, 2023 Special Meeting...



         >> MS. THERESA RIEL:  I'm going to call the special session, new

    board member orientation, to order.

         >> DR. DOLORES DURAN-CERDA:  Good afternoon, Chairperson Riel and

    board members, colleagues.  We are very happy and very excited to be

    here on behalf of academic affairs to share all of the exciting work

    that we are doing and have been doing.

         This is our roadmap or agenda what we are going to be doing

    today.  I think you received, yes, the PowerPoint.  Excellent.

         So with that, I'm going to go to the next slide.  This is our

    office of the provost leadership.  So joining me today is the

    leadership team.  We will be introducing ourselves as we go along

    through the presentation.

         My name is Dr. Dolores Duran-Cerda, and I'm provost and executive

    vice chancellor for academic affairs at the college.  I have been at

    Pima College for 20 years, and I started off as an adjunct faculty

    way back in '97, and then in 2002 became full-time faculty in the

    world languages department at the Downtown Campus.

         I've got a lot of history here, and I have seen the evolution of

    Pima College.  Enjoyed it very much.  Now I have the honor and

    privilege of serving as the provost of this institution, and I'm

    very, very excited about that, as well.

         So academic affairs, as you have probably seen, is the largest

    unit at the college.  It's large, it's complex, and we've got a lot





    of things going on, but it's all exciting and we are leading, moving

    the needle to where the community needs us to go.  I'm honored to be

    here with my colleagues.  At the table is Dr. Morgan Phillips, our

    vice chancellor for academic excellence.

         Behind me are the rest of our leadership team.  We have Kate

    Schmidt who is over faculty affairs.  Wendy Weeks behind her, who is

    our AVC of accreditation and curriculum and quality improvement.  In

    front of her is Dr. Vanessa Arellano, who is our acting director of

    provost initiatives and assistant to the provost.

         We have other team members, but they are not here today.  So

    other team members I oversee are the deans, the academic deans, we

    have eight of those, as well as the academic directors, the

    department heads, and the faculty.

         So having come from faculty, I remember what it's like, so I'm

    able to keep that hat on and remember what it is that faculty, what

    the needs are of faculty, which have also been evolving too.

         In addition, we have part-time faculty, full-time faculty,

    department heads, discipline coordinators, adjunct faculty, and staff

    instruct ors.

         So it is an exciting time with all, you just came back from the

    ACCT conference, right, so you are seeing how things are changing,

    the landscape is changing in higher education.  A lot of it is due to

    the pandemic, results of that, the demographic shift.  Different

    factors.  Technology advancements.  We are in the capacity of meeting

    the needs of our students, our learners here at the college.  We are





    very happy to be leading that.  It's an opportunity.  So coming out

    of the pandemic, we are seeing opportunities.

         Let me continue here with the next slide.  Thank you.  So just as

    a refresher, we all know what our mission is:  Empower every learner,

    every day, for every goal.  As you notice, we are changing our

    vocabulary a little bit.  Instead of saying students so much, we are

    using the term learner.  We are thinking of lifelong learning, which

    never ends, right?  Student, it gives the connotation of a beginning

    and an end, but we are really here to help our community achieve

    their goals.

         The mission of community colleges is open access and to take our

    students and learners where they are from and where they want to go,

    whatever goal they have for themselves and for their families.  It is

    our responsibility in academic affairs and the college as a whole to

    be student-ready.  Many times we hear folks say, oh, we need our

    students to be college-ready.  Well, we are thinking the reverse.  We

    need to be ready.

         So what is it that we need to make sure we have the tools for our

    students to be ready for college and to succeed?  That is our role,

    to be innovative and visionary.  In addition, I think the pandemic

    brought up a lot of inequities.  We knew there were inequities.  But

    it really highlighted the need to address certain things.

         So in talking to faculty and other administrators, we see that we

    have to help our students holistically.  So it's not just teaching

    and learning in the classroom, but it's also those supports like





    childcare, like mental health, like transportation, food and

    security.  We have food pantries now.  We are taking care of the

    student holistically.

         We have created our own vision, the office of the provost.  My

    team and I collaborated on this vision.  It leads to us being a

    social justice institution, which means we are providing economic

    mobility for our students.

         Our leadership is equity-minded for all academic endeavors.  You

    are seeing new models emerging like FastTrack, and later we will talk

    about PimaFlexTrack for PimaOnline.  We are seeing what is it that

    students need?  Out of the pandemic we saw there were declines in

    enrollment, but it's also because people were wanting jobs or got

    laid off of a job.

         So what is it we need to prepare them?  Maybe offering short-term

    classes.  Instead of the full 16-week, maybe 8-week, maybe shorter,

    to get more stackable credentials for our community and to serve our

    community.

         So as I said, having been here for 20 years, I have witnessed all

    of the initiatives and, through the chancellor's leadership and the

    vision, how we have been transforming Pima.

         So let's go on to the next slide, please.  I would say this is

    our theme.  If you look at the orange triangle, it's preparing our

    learners for jobs through an equity lens.  That is preparing

    equitably our learners is our vision, our mission.

         We are preparing them for the workforce or if they choose to





    transfer to a four-year institution, and that leads to economic

    mobility.  You can see surrounding we have student success, of

    course.  That is our principal goal.  But also equity and community.

    Our partnerships with the community are essential.  We are a

    community college.  We are the heart of the community.  So we are

    taking the community and bringing them here and helping as much as we

    can as a comprehensive community college.

         As I mentioned, there are many issues that we are dealing with,

    such as a demographic shift, technology, globalized economy, so the

    needs of education are changing, constantly changing.

         My personal mantra is I seek social justice for all students

    through teaching and learning, and I take that very much to heart as

    well as my team.  We collectively work on that.

         So you can see partnerships.  We work with our K-12 partners,

    with the universities, specifically the U of A but also with ASU and

    NAU, we will talk about that a little bit later, and business and

    industry.

         Before we kind of neglected the side of business and industry,

    but now we have been partnering very, very closely, looking at career

    needs and apprenticeships and things like that.

         Then of course technology.  We learn that technology is vital to

    preparing our students.  We learned that through the pandemic and

    beyond.  That means Industry 4.0.  I mean, there are some students

    don't even know how to use e-mail or use the calendar.  So we are

    providing, we have a task force that's being led by some of our deans





    on literacy and fluency in technology, digital technology.

         The Teaching and Learning Center that Kate will be talking about,

    that has been essential.  That actually was established six months

    before the pandemic hit, and when we pivoted to virtual and online,

    it became the hub for our adjunct faculty and full-time faculty.

    That has provided professional development and connection and support

    for each other that we are very proud of.

         So our institutional targets.  These come from the strategic

    plan.  These goals were created with equity as a foundation and

    creating equitable outcomes.  So for the first one you see, increased

    completer counts to 6,000 by 2024-2025, I will give you a status on

    that.

         In 2021 and 2022, we had 3,103 completers, and our goal was 3,800

    completers, so we fell short but we are getting closer.

         Target 2, double the completer counts of Hispanic or Latino,

    American Indian and Alaska Native and Black or African American

    learners also by '24-'25.  The status of that is that our goal for

    the Hispanic Latino population was 1,493, and we had 1,372

    completers.

         For American Indian and Alaska Native population, the goal was

    95.  We had 60 completers.  For Black or African American population,

    the goal was 168 and we had 110 completers.  So all of our

    initiatives lead to reaching these institutional targets, and working

    with the community is vital to that.

         So the chancellor had asked for me to talk a little bit about the





    comprehensive community college, and I wanted to zero in on the

    evolution of Pima College as well.

         So as we know, the comprehensive community college is a two-year

    institution that provides academic programming but also skills

    training and prepares students for the workforce or for transferring

    to a four-year institution.  That's a definition from the Aspen

    Institute.

         So in 1901, the Joliet Junior College was established, and

    everybody looks at it as the very first community college.  Then in

    1947, the Truman Commission report really solidified the urgency to

    educate our community, especially with the veterans that were coming

    back from World War II.

         But with the evolution of Pima College, as we know it, it started

    in 1966 when then we constructed the West Campus.  The next

    generation, the college became a local agency that sponsored for the

    skills center and played a role in IBM's move to Tucson.  So that was

    instrumental.  Also, we signed a transfer agreement with the

    University of Arizona.

         In the next generation, we have Desert Vista and the Northwest

    Campuses opening, and then the Center of the Arts open at the West

    Campus.  We continued to grow our Pima and U of A partnership and

    also expanding to the other state universities.

         2006 to 2015, that's when the recession happened.  That's where

    we had our peak enrollment.  But we also were preparing our learners

    and the community for Industry 4.0.  That's when we started looking





    at mobile technology, AR/VR cloud computing, et cetera.  Also, this

    laid the foundation for our centers of excellence that you are now

    seeing that are coming into fruition through the education and

    facilities master plans.

         Then this current generation that we are in right now, you are

    seeing the centers of excellence coming and the reimagining of higher

    education, what we just talked about, and what does that mean for our

    community and the country as a whole and our university partnerships.

         So right now we are going through a gen ed refresh, so we are

    looking at how we can further develop our general education outcomes

    as well as the AGEC reimagining, and I will touch upon that in a

    little bit.

         Any thoughts or questions at this moment before I pass it on to

    Dr. Arellano?

         >> MS. THERESA RIEL:  What is it that we are doing differently

    now to meet those goals for the '24/'25 school year, doubling our

    completer counts for the different minority groups?

         >> DR. DOLORES DURAN-CERDA:  That's a very good question.  We

    have our Diversity, Equity, and Inclusion Plan that's being drafted

    now, the next version of it, 2.0, I guess I would say, looking at,

    and we are also looking at data very carefully, success data of our

    students in those demographic groups and reaching out to the

    community.

         We are also partnering with Excelencia in Education, augmenting

    use of data and sharing with other institutions what are we doing as





    a Hispanic-serving and as a minority-serving institution, so we have

    various initiatives in place to help with the population and making

    sure our administrators also are helping with faculty to understand

    disaggregated data and what it is that we need to do.

         So, for example, more supports in the classroom.  We have success

    coaches that are embedded in some of our classes.  The dev ed

    redesign has shown to be very, very successful for all students but

    in particular for certain groups.

         We have extended our partnerships with the Hispanic Chamber of

    Commerce.  Also with the African American networks that we have here,

    the local chapter, the NAACP, partnering with them, and also the

    Pan-Asian groups too.

         So I think more presence, and also looking at our hiring

    practices of faculty in particular, because it's important for

    students to see themselves in the front of the classroom.  So we are

    being very careful and thoughtful in our hiring practices, not only

    of faculty but of administrators too.  So that helps incentivize our

    students for completion.

         And focusing on our advising as well.  Not only through student

    affairs but also faculty advising, because faculty are the ones that

    are with the students on a more regular basis, ensuring them and

    telling them what it is the next step they have to do to be

    successful, to get the sequence of the class, to make sure they get

    the advising, reminders of deadlines to enroll.  All of these pieces

    are part of what have that is.





         Morgan, do you have anything else to add regarding initiatives?

         >> DR. MORGAN PHILLIPS:  A lot of the initiatives that we are

    working on right now are connected to our partners, either the high

    schools we are working with or our university partners.  We have been

    very successful in our CTE workforce programs and connecting with our

    area employers.  One of the places that we are trying to advance that

    now is these students, as they want to continue their lifelong

    learning, how do they take that CTE degree and turn it into a

    baccalaureate degree.  So we're working on developing those pathways.

         The students that are in high school that maybe never thought

    about something past high school, how do we get them to understand

    that certification, certificates, degrees are things that are going

    to help them in the workforce and help them to be successful.  So

    really, a lot of those connections are the things that we are working

    on right now.

         >> DR. DOLORES DURAN-CERDA:  Actually, this slide, before I pass

    it on to Vanessa, demonstrates that.  So strengthening the

    partnerships with our superintendents and principals and the teachers

    there, K-12, adult basic ed programs, Pima FastTrack certificate,

    AAS, our reskilling and upskilling and skilling initiatives, and

    transfer.

         So all of this leads to enrollment, persistence, retention,

    completion, and postcompletion.  That's something that we haven't,

    colleges as a whole, haven't really focused on, that postcompletion,

    making sure they are getting the job or transferring.  So all of this





    leads to economic mobility and student success.

         With that I will now -- sorry.  Dr. McLean?

         >> DR. WADE McLEAN:  What is your definition of completer?

         >> DR. DOLORES DURAN-CERDA:  Completer is that they have

    completed their program, so they graduate with their associate's.  So

    we have an issue with students graduating with their AGEC and then

    leaving -- AGEC is the Arizona General Education Curriculum.  So it's

    a block of courses that students take.

         It's a statewide agreement with the three state universities.

    Our students complete the AGEC, and they can transfer this whole

    block of classes to one of the state universities.  But they complete

    the AGEC, but then they don't complete Pima College.

         So that completer isn't counted, even though they finished their

    AGEC.  So we want to make sure that they get their AA degree,

    associate's degree.  That's what we will count as completers.

         >> DR. WADE McLEAN:  So what typically are they deficient in when

    they do the AGEC and they don't do the degree?

         >> DR. DOLORES DURAN-CERDA:  So the AGEC is general education,

    the foundational courses, but they are missing, like if they're

    getting an AGEC-A in the arts, or business, they are not completing

    what the business program has, let's say if it's AGEC-B.  Or AAS,

    which is the one for sciences, they are not completing all of the

    requirements that that particular degree is asking for.  They are

    just completing the gen eds, not the rest, if that makes sense.

         >> DR. WADE McLEAN:  So they get additional credit at the state





    universities for those other courses?

         >> DR. DOLORES DURAN-CERDA:  Well, if they haven't taken those

    courses, then they have to take them at the university.  For example,

    if they don't take a particular science class that would have led to

    completion at Pima College, they have to take it at the university

    when they could have taken it all here and then just directly

    transfer all of those credits, or most of them.

         >> DR. WADE McLEAN:  So those courses that they have to take at

    the university, could have taken here, does that designate them as

    deficient in those areas?

         >> DR. DOLORES DURAN-CERDA:  Well, I don't know if that's the

    word they would use, but they require them to take it and use their

    financial aid, for example, to take it.  That's why we are

    strengthening our partners with the universities so there is more

    transfer applicability.  But also, making sure that our advisors and

    our faculty, all of us, are reinforcing and encouraging our students

    to complete their degree versus the AGEC only.

         So in a way, deficient or lacking of credits, yes, that is true.

         >> DR. WADE McLEAN:  So are we going to hear about the success

    rate of our students once they hit those state universities?

         >> DR. DOLORES DURAN-CERDA:  I don't know if we have that today,

    but we can certainly get that.  We have that data and we can share

    that with you.

         >> DR. WADE McLEAN:  Where do you get that?

         >> DR. DOLORES DURAN-CERDA:  We have it here.  The STAR unit





    helps us get that data, because we have data-sharing agreements with

    the universities, so we have that.  We also know what our top three,

    and I'll talk a little bit later, the top three transfer programs.

         So our students, what are they going to study at the U of A?  So,

    for example, we have business, psychology, and computer science,

    those are the top three of our students that go to the University of

    Arizona.

         But I will talk a little bit more later on about that.

         >> DR. WADE McLEAN:  So when we get that report, how is the data

    used?

         >> DR. DOLORES DURAN-CERDA:  That's a good question.  We look at

    it in academic affairs.  We also share it with our deans, and the

    deans trickle it down to the faculty.

         So we are working on what we call productive grade rates.  It's

    also known as DFW rates, but that's kind of not the asset-minded,

    looking at ABCs.  So DFW rates is commonly known as students that get

    many Ds or Fs or Ws, withdrawals.  We want to find out what is the

    cause for that, the success rates, right?

         We are calling it productive.  We are looking at the positive.

    How can we increase the As, the Bs, and the Cs?  That is what our

    deans are looking at right now.  They have been looking at it, but

    they are making a concrete plan that a lot goes into conjunction with

    our institutional goals, the two goals about completers.

         And then they are talking to the faculty, the department heads

    specifically, how is it that we can increase those success rates.  So





    that's how the data is being used, as well as faculty advising and

    then student affairs also on their end, the program advisors, helping

    advise our students as well.

         >> DR. WADE McLEAN:  Thank you.

         >> DR. DOLORES DURAN-CERDA:  Yes, you're welcome.  Good

    questions.

         Vanessa, are you there?

         >> DR. VANESSA ARELLANO:  Good afternoon, Board Chair Riel,

    Dr. McLean, and Board Member Taylor.  My name is Dr. Vanessa

    Arellano, and I'm the acting director of the office of the provost

    initiatives and assistant to the provost.

         In the spirit of sharing a little bit about ourselves, I am a

    proud graduate of Pima Community College.  I earned my associate's in

    science, and then I transferred over to the University of Arizona

    where I earned my degree in biochemistry.

         Shortly thereafter, about three weeks after I graduated, I came

    to work for Pima Community College, because I was so deeply impacted

    by the faculty and advisors that I had here, that really shepherded

    me throughout my educational journey, and they made me feel like I

    could do it.  I believed in myself and they believed in me.  So

    that's a little bit about myself.

         I'm going to be going over our student makeup here at Pima

    Community College.  What we see here is we have diverse populations

    here at Pima Community College.  We have our K-12 where we have

    strong K-12 partnerships through our dual enrollment and our





    concurrent enrollment.  We also have our adult basic education

    students, as well, who do not have a high school equivalency yet.

    Here in Pima County we have over 82,000 Pima County residents that do

    not have a high school equivalency.  We at Pima Community College

    serve these students.

         We also have our career and technical education students through

    our PimaFastTrack, our certificate, and Associate of Applied Science.

    So these are students that want to get the skills that they need as

    quickly as possible to get a job so that they can support themselves

    and their family.

         We also have our reskilling and upskilling opportunities with our

    business and industry partners.  In order to remain employed in

    Industry 4.0 in the era of automation, artificial intelligence, what

    we see is that we need to have strong partnerships with our business

    and industry so we can truly catalyze our economy and keep it strong.

    We also have transfer students such as myself where Pima Community

    College is the first milestone, it's the first stepping stone to

    getting a bachelor's degree and higher.

         That's one of the most incredible things here at Pima Community

    College.  We serve diverse needs, and the thing is is that not all

    institutions are able to serve all of these different populations

    that we serve here at Pima Community College.

         So I'm going to tell you a little bit about our student

    characteristics here at Pima Community College for spring '23 credit

    term.  We have 62% non-White students.  As our provost stated, we are





    a Hispanic-serving institution, so 47% of our students identify as

    Hispanic Latino.  5% identify as Black or African American.  2%

    identify as Native American or Alaskan Native.  And the remaining

    identify as two or more races.

         We are seeing the impacts of our demographics shift, our

    shrinking K-12 population, and also 41% of our students are now 25

    years and older.  Within the next 5, 10, 15 years, we expect this

    percentage to increase.  This is really in alignment to what we're

    calling this new majority learner.  Before we used to term them as

    nontraditional learner.  These are our new majority learners now.

         The average age of the Pima Community College student is 28 years

    old.  57% of our students identify as female, so what we are seeing

    is that we match the national average where more female students are

    entering postsecondary education than males are.  We are also looking

    at that strategically in looking at our data in terms of how we can

    not only obtain more male students but also graduate them.

         68% of our students attend Pima Community College part time, so

    they are juggling additional responsibilities outside of the

    classroom, outside of online learning.  They work.  They could have

    children.  They have worked part-time, full-time, taking care of a

    loved one.  We saw that more than ever during the pandemic.

         One interesting fact as well is that 51% of our students are

    taking at least one online or virtual course.  Back in 2014 -- so I

    have been here since 2008.  So back in 2014 when our chancellor

    started his term, he was very visionary, and he asked us to grow our





    PimaOnline, embracing the trend of online learning.

         In 2017, only 20% of our students were at least taking one online

    course.  Fast-forward to now.  51% of our students are at least

    taking one online course, and when we ask our learners why that is,

    what we are seeing, it's because we offer the flexibility.  They can

    drop off their child at work.  They can take care of their loved one.

    They can do school after they put their kids to bed.

         This is an area where we will continue to see expansion,

    especially in the post-COVID era.  I just have to say this is one of

    the most incredible things here at Pima Community College where we

    have the infrastructure through our centers of excellence, through

    our PimaOnline, our transfer partnerships, and our K-12 partnerships,

    where we are really serving the needs of our community.

         I'm going to pause there for any questions or comments.

         All right.  I'm going to pass it back over to our provost.  Thank

    you.

         >> DR. DOLORES DURAN-CERDA:  Thank you, Dr. Arellano.

         Next we are going to have Dr. Morgan Phillips talk about dual

    enrollment, which he oversees.

         >> DR. MORGAN PHILLIPS:  Thank you so much.  It's good to be here

    with you today, Chair Riel, Dr. McLean, Board Member Taylor.

         My name is Morgan Phillips.  I'm currently serving as the vice

    chancellor for academic excellence here at Pima Community College.  I

    came here almost nine years ago to serve as a campus president under

    Dr. Lambert.  At that particular point in time, Pima operated six





    semiautonomous campuses.  So the world has changed several times

    since then.

         In my academic excellence role, I support Dr. Duran-Cerda now,

    working primarily with our dual enrollment programs, our online

    programs, and these partnerships that I was talking to you about with

    the universities and trying to increase students to be able to

    transfer to these universities and get baccalaureate degrees.

         I have a long background in community colleges.  I actually

    started as a Student Life coordinator/developmental math instructor a

    little over 35 years ago in two-year colleges.  I worked in multiple

    institutions, in Tennessee, Florida, North Carolina, and now here in

    Arizona.

         As a youngster, I was actually a dual enrollment student at my

    local community college where I got my associate's degree while I was

    in high school.  So dual enrollment is something that's very

    important to me.

         My family, between all of us, we have 10 community college

    associate degrees, and some of those are during high school, some of

    those are later in life or transfer, and then some of those are

    professional development as we are reskilling and upskilling.

         I have taken a lot of classes myself here in Pima focused on how

    the younger generation thinks, and Spanish for this particular area,

    which, as a deaf person, is challenging sometimes.  But I work hard

    at it.  I'm excited that that opportunity is available for people

    here at Pima.





         Let me talk to you a little bit about dual enrollment.  Our dual

    enrollment program has grown tremendously over the time that

    Dr. Lambert has been here.  It's growing exponentially.  It started

    off slow, but we have been continuing to build each in each year.

         We have 43 high school partners that we are working with right

    now.  Some of those are new partners that we have just now convinced

    to begin offering dual enrollment courses.  Some of those have been

    involved with the program since the time that I came to Pima and now

    have very large programs offering over two dozen different types of

    courses for students attending those schools.

         Any students participating in dual enrollment, we know from the

    data that those students are much more likely to matriculate to

    higher education.  We know that 18% of May 2020 dual enrollment

    graduates actually came here to Pima Community College after they

    finished with high school.  That number is twice as high as the

    percentage of students that had no dual enrollment experience that

    came here to Pima Community College.

         Dual enrollment, we also have partnerships with the universities,

    because we want to be able to help all of the students, even if that

    student is saying that, you know, I don't think Pima Community

    College is something I'm thinking about, but I would like to be able

    to get some credits, we want to make sure that we are offering things

    that transfer well for those students to wherever their destination

    is.

         The number of students attending higher education is really part





    of our goal.  AZ 60, which is 60% of Arizona adults that are of

    working age will have some type of postsecondary certification is one

    of the things that we are working toward, and we can't do that alone.

    We need to be working with our university partners to accomplish

    that.  So we are working on that effort.

         >> DR. DOLORES DURAN-CERDA:  Morgan, if I can chime in.

         Our dean of dual enrollment in high school programs partnerships

    is a former principal from Santa Rita High School.  I don't know if

    you're familiar with him, James Palacios.

         >> DR. MORGAN PHILLIPS:  So in our next slide, you can see this

    is -- on our next slide (smiling)...  There we go.

         You can see this is the data since James has been working with us

    for dual enrollment.  We have the head count and enrollment for

    students that are participating in dual enrollment.  Head count is

    simply the number of actual students that are taking at least one

    dual enrollment class.  Enrollment is how many classes are being

    taken.

         So when you see the number there, which is around 10,000 for the

    current year for enrollment with about 5,000 for head count, that

    means we've got about 5,000 students each taking two classes.  That

    would be on average for that.

         But you can see just over the last three years, that's basically

    doubled the numbers that we have had.  When you think about this is

    the time during the pandemic, one of the things that's happened

    because of the partnership between dual enrollment and PimaOnline, we





    were able to grow this particular area, because a lot of our public

    school partners were looking for ways to support their students with

    online and virtual offerings that they did not have the experience

    delivering that we had here at Pima.  So we were able to continue to

    grow, even though pandemic was something that was causing other

    enrollments to decline.

         PimaOnline is working to meet the needs of diverse learners that

    we have.  So one of the advantages with our online and virtual

    classes, and Dr. Duran-Cerda mentioned that before, is the

    flexibility for the students to be able to enter those programs and

    to take something that meets their needs that may not require them to

    come to the campus in the way that they have in the past.

         One of the challenges for this is this is a new area, so we have

    to focus on delivering high-quality learning, and PimaOnline's

    primary focus is how do we deliver the best experience we can for our

    students to help them be successful.

         PimaOnline has been recognized nationally now for the past three

    years for different courses and different employees and different

    students that have been involved in that program.

         We mentioned that enrollment has increased from 20% of students

    taking some type of virtual or online class back in 2017.  Through

    the pandemic it was actually very high because we were closed down,

    but now after the pandemic, students found that, well, in many cases

    I really like these virtual and online offerings.  We are still

    running 50% in that area now that we are after the pandemic.





         One of the new things that we have put in place for PimaOnline is

    what we call PimaFastTrack.  This is a program that allows us to

    deliver courses in eight-week blocks, so a student can come in, they

    take six to seven credit hours, two courses in an eight-week term,

    and over nine terms they are able to finish their Associate's degree.

         The big advantage that makes it FlexTrack is any of the

    eight-week terms, we have five of them spread out over course of the

    year, they can choose something that's in any of those nine blocks

    that they need.  So if the student is able to come for eight weeks,

    but because of job or family situations I can't come the next eight

    weeks, then I can just come back the following eight weeks and pick

    right up where I was before in block No. 2.

         So they can come in and out of the program and get done as

    quickly as their schedule allows them.  They are also very focused

    because they are only taking a couple of classes at a time, so they

    are able to look at those.

         This is very similar to the model that Arizona State University

    uses for their online programs.  This means that Pima Community

    College can deliver the first nine blocks in an Arizona State

    baccalaureate degree, and the students that like that model can shift

    to Arizona State and continue to using the exact same methodology at

    ASU to finish up their four-year degree.

         Let me skip down to open educational resources.  I think we

    talked about some of the rest of this in a previous person.  We have

    had open educational resources we have been developing for our





    students.  This is where we locate resources that are available.

    Free public domain that students can use in their class rather than

    having to buy an expensive textbook.  So far with open educational

    resources, we have had students save about $8 million in textbook

    costs over the past five years since we have started that program.

         This is another one of those areas that we started off slowly,

    but it's been growing rapidly.  We are really focused on finding how

    can we save students money.  The students have told us that I really

    don't like signing up for a class and then finding out I have to pay

    a couple of hundred dollars for a textbook.  I'd rather know up front

    what the costs are going to be and to be able to address that to

    begin with.

         That's an advantage of our PimaFastTrack program.  It's all

    included in the cost.  This OER program allows us to have courses

    that everything is included in the cost of the course.

         >> DR. DOLORES DURAN-CERDA:  Morgan, I will just chime in a

    little bit here.

         We want to scale up OER and low-cost materials, so we have a task

    force working on that.  Hopefully we can assign a staff member to be

    the coordinator and the liaison to the bookstore as well.

         >> DR. MORGAN PHILLIPS:  On this slide we have a list of the

    different types of curriculum programs and courses that we have kind

    of to align with the way students actually progress through the

    courses.

         I'm going to talk through this from the bottom up so you can kind





    of see how things fit together.  Students, they have the ability to

    engage here with us at Pima through specialized training at their

    location.  So that might be at their job, at GEICO, or that might be

    at the high school that they are attending.

         Any of those kinds of places that we have now partnered with,

    students can get connected to Pima Community College and start their

    experience with us.  A lot of these, especially in industry, are

    noncredit courses, because the employers are interested in the

    students acquiring the skills that they need to have.  They are not

    necessarily initially looking for the degrees for the students.  They

    just want to get them to know the things that they need to know to be

    able to be successful.

         Our adult basic education students, these are ones that are

    pre-high school, can come in and work in what we call IBEST or IET

    programs where they're working on their GED or GED equivalent at the

    same time they are doing courses with us at Pima.  So they are able

    to get the workforce training they need to be able to get a job at

    the same time that they are finishing high school.  So kind of like

    adult dual enrollment is what we doing we are doing with those.

         All of these offerings are stackable.  What that means is when

    the student takes that course with their local employer that we are

    offering there, the student takes those classes as a dual enrollment

    class or as an IBEST class.  If they decide I want to go on and get a

    credit certificate or a degree at Pima, the things that they have

    completed now transfer into that program, and they are given credits





    for what they have learned.

         So we have mapped out the competencies from the noncredit

    offerings to the competencies in the credit courses.  So if, in the

    noncredit class, you've got certification for network plus

    certification for IT, when you have the course that's the network

    plus certification course, you just get credit for that course right

    off.  You don't have to sign up for it and take it again.  You don't

    have to pay for the full amount for the course.  You just have that

    information that transfers that.

         Our certificates work the same way.  So a Level I certificate is

    one that any student can come in and they can start in that

    certificate from day one.  There is no prerequisite coursework they

    have to do, no developmental coursework that they have to do.  They

    can start working on getting workforce-ready from the very first

    minute that they walk in.

         A Level II certificate is a little higher level.  That one

    normally requires some type of prework.  Sometimes it's the Level I

    certificate.  You do Level I and then you can go into Level II.

    Again, everything transfers into certificates so the student's not

    losing credits.  Then the student can move into the degree program.

         The AAS degree is designed to be our workforce degree.  Those are

    tied to employment outcomes the student is going to be able to meet

    when they finish their associate's degree.  Those Level I and Level

    II certificates transfer into the AAS degrees.

         Now, another certificate that's down there says postgraduate.





    That's actually a workforce certificate that's after degrees.  So if

    a student goes through and they get their degree from the University

    of North Carolina in humanities, and through the things that they

    learned they decide, wow, I really want to focus on working in a law

    office to help people with social justice and I need some skills,

    they can come to Pima and do a postgraduate certificate in paralegal.

    They can become skilled to work in a law office and doing that as an

    addition to their baccalaureate degree.

         They decide they want to be a teacher.  They can come and they

    can get teacher certification through us through our teacher

    certification program.

         We have several of these postgraduate certificates that students

    can add on at the end of their baccalaureate degree to give them

    certifications they need.

         The AA, AS, ABUS, AFA associate's degrees are connected to

    university programs.  So those are for students that come to Pima

    that say I'm going to get my general education, the AGEC that Dr.

    Duran-Cerda was talking about.  I'm going to take some courses that

    transfer into my program at the university.  Then I'm going to

    transfer.  Those have different names just because of the different

    areas they are going to:  arts, sciences, business, or fine arts for

    each one of those.

         We are developing, have developed in some cases, still developing

    in some cases, guided pathways so we can tell students right away, if

    you're interested in business at the University of Arizona, here's





    the best things for you to take at Pima so you can get full credit

    for everything that you take here, and those degrees at Pima are

    stackable into the degrees at the university in the same way that our

    certificates stack into our degrees.  So we are trying to make sure

    that's happening in each one of those cases.

         The last degree on here mentions the AGS.  That's kind of our

    optional, you-can-do-other-things-with-it kind of degree.  That's

    primarily used or going to be used for students doing reverse

    transfer, because what that degree allows us to do is if the student

    transfers before getting their Pima degree, we can transfer back

    courses from the partnered university that student has completed, and

    then we can award them an AGS from Pima so they have a Pima degree.

         The AGS would also be useful if the student is transferring

    somewhere that's not an Arizona institution, so they don't recognize

    AGEC, they have some special requirements.  One of our advisors could

    work with the students to figure out, how do I actually set my degree

    up to transfer to Loyola University or wherever it is the students

    want to go.

         All of those things we are working on building the pathways, so

    students from wherever they are at, high school, pre-high school,

    adult education, in the workforce, that they can get into our

    programs, move through those programs at a pace that works for them,

    and they can reach the goal that they are trying to reach.  That's

    really the place where the number for success doesn't necessarily

    indicate that all the time like Dr. Duran-Cerda was talking about,





    but that's really for the students in their mind what they are

    thinking is success is I got what I came for.

         I think that's the end of my slides here.  Any questions you want

    to ask?

         >> DR. WADE McLEAN:  You said you had 43 high schools enrolled in

    dual enrollment programs?

         >> DR. MORGAN PHILLIPS:  43 high schools offer Pima dual

    enrollment courses, yes.

         >> DR. WADE McLEAN:  Are they all in the county?

         >> DR. MORGAN PHILLIPS:  No, they are not all in the county.  We

    have a few that are in Santa Cruz County because of our partnership

    with the Santa Cruz Provisional Community College District, and the

    high schools in that county that Santa Cruz is not able to provide

    courses for them.  We occasionally will have courses in Pinal or

    Maricopa County because one of the schools indicates they'd like a

    program that Central or Maricopa are not able to deliver.

         The number of those has actually went down since I came here to

    Pima, so we are almost entirely Pima County and Santa Cruz County at

    this particular point with very few to the north of us anymore.

         >> DR. WADE McLEAN:  So those 40-some-odd schools, how many

    school districts are included?

         >> DR. MORGAN PHILLIPS:  All of the public school districts have

    schools that are on that list.  The charter school districts, we are

    at a high percentage of those.  I would have to get James to tell me

    the particular number for that, because I don't know the exact





    percentage.  But that's one of the things that we are working on is

    each one of the school districts to be exposed to general education

    and have that opportunity.

         Dual enrollment, the blocks for us to be able to deliver dual

    enrollment actually are on the school side because they don't have

    credentialed faculty that they need to have to be able to teach the

    dual enrollment courses.  They have to have master's degrees to be

    able to teach those courses in whatever the content area is or a

    significant amount of graduate credit in the content area, or we have

    had some districts that have said we just don't see our students as

    Pima students, so we don't want dual enrollment.

         We have continued, though, some of our new schools that we have

    dual enrollment with are actually ones that we were able to provide

    data to them that shows a significant proportion of your students,

    one out of six, actually come to Pima, and so when they saw that

    data, they said, oh, okay, well, maybe dual enrollment would be okay.

    Those have been new schools that we have added.  But we are trying to

    get all of them.

         >> DR. WADE McLEAN:  So we have all the major high school

    districts in the county participating?

         >> DR. MORGAN PHILLIPS:  All the public school districts are

    participating.

         >> DR. WADE McLEAN:  As I sit here thinking about the lack of

    qualified teachers in high school classrooms, then I think you impose

    a master's degree requirement on that to be able to teach a Pima





    College course, what does the future look like with that model?

         >> DR. DOLORES DURAN-CERDA:  So that is actually in Higher

    Learning Commission, HLC, our accreditors, that's their requirement,

    that the faculty have either a graduate degree, master's, in the area

    they are teaching in.  I think we talked about before, like, for

    example, math, it has to be in math.  It can't be in higher education

    or teacher ed.  It has to be in that discipline or 18 credits.

         So because of the pandemic, there was an extension for expanding,

    an extension for faculty to be in a plan so they can acquire those

    degrees.  I think Kate will be touching upon that later.

         Sure, why don't you go ahead and do that.

         >> DR. WADE McLEAN:  Can I ask another question related to that?

    Back to my question -- I don't care who requires it.  Higher ed

    commission is not always the smartest group in the world.  But back

    to the model, is it sustainable the way it is without having changes

    in the requirements that the teacher must possess?

         >> DR. MORGAN PHILLIPS:  The model is certainly sustainable.

    That level of expansion that we could do could theoretically be

    impacted.  We are working with university partners to get high school

    teachers graduate credits in the areas that they need, so we have

    some university partners that have agreed to offer graduate-level

    courses to those faculty members to help out.

         The other thing is we can send Pima faculty members, either

    virtually, online, or physically to those particular schools to

    deliver courses with reimbursement from the public school district.





    So some of them, the charter schools particularly, have been doing

    that a good bit, because they don't have the faculty members, but

    what they do is rather than having one of the faculty members at

    their charter school, they use the funds there to hire Pima faculty

    members to come and teach dual enrollment classes for them.  So we do

    have some techniques that we can use to try and work through that.

         >> DR. WADE McLEAN:  Back to the universities offering the

    graduate credits classes, that's very, very expensive.  Do you see

    our public school districts paying for those teachers to go take

    those courses to be qualified to teach the dual enrollment courses,

    or is that not happening?

         >> DR. MORGAN PHILLIPS:  It's happening some.  The main thing

    with the universities is we're trying to work with them to have

    discounted rates for students that are in the public schools, and we

    have found some partners that are willing to do that.  We are trying

    to move forward.  I think that's one of the things --

         >> KATE SCHMIDT:  I don't have information about those

    partnerships, but I was just going to explain that accreditation

    piece.  But we have dual enrollment faculty on plans, because they

    now have, from our accreditor, we have an extension until 2023 to

    bring dual enrollment faculty up to those accreditation standards.

         So it's a master's degree either in the discipline they are

    teaching, and this is when they are teaching a transfer class, which

    is most of the dual enrollment classes, or a master's degree in

    anything.  So many of the K12 faculty with master's degrees end up





    with a degree in education, leadership, or curriculum development.

    So a master's degree in anything, and then those 18 credits in that

    discipline area, so 18 math credits at the graduate level.

         And with that extension from the Higher Learning Commission, you

    know, we are obligated to meet those requirements, sort of helped

    give us some time, kind of a glide path to bring those faculty up to

    speed.  They are able to teach the dual enrollment classes now as

    long as they are continuing to progress.

         I know that these relationships, and there was some state funding

    helping pay for those classes, I'm just not the expert on those

    details.  But Morgan and James can get back to you on that.

         >> DR. WADE McLEAN:  You said 2023, which is now.

         >> KATE SCHMIDT:  Fall '23.  This is the last semester.  This has

    been about five years that we have had that extension.

         >> DR. WADE McLEAN:  Thank you.

         >> KATE SCHMIDT:  I'm addressing this under faculty

    qualifications too, because this is a major concern with this ongoing

    initiative, is that we have this disconnect between the requirements

    for K12 and the requirements in higher education, and so these plans

    are to help connect those two.  It's like we speak two different

    languages.  We answer to two different accreditors.

         >> DR. WADE McLEAN:  I understand.  I don't know if we need an

    agenda item to direct those that will attend the HLC Commission

    meeting coming up to make them change this so we can have more

    students enrolled in dual enrollment at the high school.





         >> KATE SCHMIDT:  Right.  We are not the only school that

    struggles with that.  I absolutely applaud any, to urge any kind of

    policy change.

         But one of the accommodations the HLC made for all higher

    education institutions was this idea of having a time frame in which

    the faculty could meet that, so we didn't have to say no, we can't

    offer those classes.  We can say we can offer those classes as long

    as we are seeing the high school faculty continuing their education

    and adding those disciplinary courses.

         >> MR. GREG TAYLOR:  I'm remembering just a sentence that

    somebody said in another meeting, so I'm wanting to reaffirm it.

         To what Dr. McLean was saying, that's an HLC requirement, but my

    understanding from that sentence that was uttered in another meeting

    is not all of the accrediting bodies have that requirement.

         Is that correct?  It's just --

         >> DR. DOLORES DURAN-CERDA:  That is correct.  We are under the

    Higher Learning Commission, so we have to follow their -- that's

    their particular requirement.  That's correct.

         >> MS. THERESA RIEL:  So I just want to -- what do the initials

    AAS stand for and AGS?  What are the words that are associated with

    those?

         >> DR. MORGAN PHILLIPS:  AAS is Associate of Applied Science, and

    AGS is Associate of General Studies.

         >> DR. DOLORES DURAN-CERDA:  Thank you very much, Dr. Phillips.

    So the next slide, please.





         So Dr. Phillips talked about the student journey, the academic

    journey, which culminates in this slide, the awarded degrees and

    certificates.  So what you have here are the top 10 degrees or

    certificates that Pima awards.

         You can see the numbers there.  That's data from 2020/'21.

    Dr. McLean, you see the first one, Arizona General Education

    Curriculum.  That's what AGEC stands for.  We just say it faster that

    way.  AGEC-A, that's for the arts.  You'll see it again for the S.

    That's for the sciences.  Then B for business.

         These are our most frequently awarded ones.  It's complex work,

    and one of the chancellor's goals, you will see under academics, the

    very first goal, is to do a gen ed refresh.

         That is because the ABOR, the Arizona Board of Regents, changed

    their policy and revised their standards for general education for

    the universities, which means that impacts the community colleges.

         So that's why we are doing a review of that as well as the AGEC

    reimagining.  It's an opportunity.  I mean, it's intense work and

    it's statewide work, and we have Pima representatives on the AZ

    transfer committee and subcommittees, but as I said, it's an

    opportunity where we can really instill the 21st Century skills that

    are needed.

         We talked about the changing landscape of higher education, it's

    not so much of the knowledge of the content of the material but also

    how it's going to be applied and those 21st Century skills of

    collaboration, problem-solving, critical thinking, research,





    analysis, being flexible, et cetera, that employers are looking for

    as well as will prepare them for four-year institutions.

         So as we talked about AGEC before, AGEC is a block of classes,

    it's a statewide agreement through the three state universities of

    lower-division general education requirements that transfer directly

    to the U of A, ASU, or NAU.

         Of course, as I mentioned before, too, we want our learners to

    complete their degrees before transferring, associate of arts, fine

    arts, business administration, or science degrees.

         So it's part of our strategic plan in completing those

    institutional goals of completion, but maybe when you're out talking

    to your constituents, if you can also clarify that too about what a

    completer is, as you asked, that means completing the entire degree,

    not just the AGEC.  The more we can promote that, the better it is

    for our institution and for our community.

         These are our diverse approaches in instruction.  You have a

    question?

         >> MR. GREG TAYLOR:  It just occurred to me from that last one,

    are those numbers, if I'm understanding, are those numbers

    unduplicated?  For example, you said they had to complete that AGEC

    on the way to the associate's.

         Could that be the same person double-counted?

         >> DR. DOLORES DURAN-CERDA:  That is true.  Yeah, it could be.

    Good question.

         >> MS. THERESA RIEL:  They are not counted four times.





         >> DR. DOLORES DURAN-CERDA:  With this one, these are different

    modalities that we use, so we have been evolving with the technology

    changes.  We have the traditional classroom, of course.  We saw there

    was a need students wanted to be engaged in person, so we have

    increased those numbers of sections.

         We have the online asynchronous delivery, and asynchronous means

    they are basically on their own.  The virtual classes is like being

    in class at the same time with everybody with the instructor there,

    but it's virtual, it's online.

         We have internships and apprenticeships, as you see there.

    Program learning.  PimaFlexTrack that Dr. Phillips talked about with

    PimaOnline, eight weeks.  Cohort programs such as aviation and the

    health professions.  Prior learning assessment, which is where we

    give credit to those students who have worked or have gained prior

    life experience in that area.

         We offer hybrid classes, and then also HyFlex, which is pretty

    new and it came out of the need for, after the pandemic, this is new,

    it's innovative, we are going to have professional development, we

    are currently for faculty, because it's based on what the students'

    needs are.  As Dr. Arellano talked about, they may be dropping off a

    kid at school, their school, which may be by the Northwest Campus,

    but they usually take all of their classes at West Campus.  Instead

    of driving all the way to West Campus, they can beam in from

    Northwest Campus to West Campus where the class is, so the faculty

    will be teaching different modalities simultaneously.  And that





    requires professional development to be able to manage all of that.

         So we have approximately about 130 programs at the college, and

    academic affairs oversees all of that.  One piece of interesting fact

    that I wanted to share with you is that we were very, in some ways,

    prepared for when the pandemic hit because we were proactive in some

    features and some things.

         So, for example, our learning management system is D2L.  That's

    what students and faculty use to teach or to take a class online.

    Well, back in January of 2020, I had required that every single

    faculty member, full-time or part-time faculty, have a D2L shell so

    they could post their grades there, because high school students are

    used to getting immediate feedback, knowing live time what their

    grade is.  So grade books, also course syllabi, instead of having to

    ask for what is their grade from their instructor.

         And so because every single person had a shell, when we pivoted

    to virtual and online, they already had the framework to teach

    online.  So that saved us a lot of time.

         But I commend the Teaching and Learning Center that Kate oversees

    and also PimaOnline, because they collaborated with faculty to get

    that professional development during spring break.  If you remember,

    we closed on the Friday before spring break started and that whole

    week we shut down, we had to pivot immediately.  Faculty just rolled

    up their sleeves, didn't complain, just delved into it, and helped

    each other, how is it that we can deliver this new mode of

    instruction to our students so they can complete it.





         I was so proud, it was a proud moment with our faculty and our

    staff and administrators who worked collectively to focus on student

    success in such a very scary time.  Because before, I mean, with

    other initiatives, you can ask somebody, a provost, I could ask

    somebody in Kansas, what are you doing?  Well, nobody knew.  We were

    flying the plane as we were building it.  It was really gratifying to

    see the collaboration among everybody.

         Okay.  I'm ready to pass it back to Morgan if there aren't any

    questions.

         >> DR. MORGAN PHILLIPS:  I just want to briefly mention a few of

    the programs that we have here, so you can kind of see how the things

    that we are talking about work.  Teacher education program that we

    have, this was developed in conjunction with the Arizona Department

    of Education to allow us to certify more teachers in the State of

    Arizona.  The program was created as one of these postbaccalaureate

    certificate programs so the students are coming in with a bachelor's

    degree indicating they're interested in doing teacher education.

         The students frequently are students that are already working as

    teachers in the school districts.  They are allowed to have what they

    call emergency certification because I need someone to teach my math

    class today.  So this individual can go into the class and work on

    teaching math, but while they are working on teaching their math

    class they can sign up for this program with Pima so they have

    someone that's supporting them in the classroom, they have someone

    that's going through online material with them, and they are able to





    get their certification while they are actually employed and working

    with the school district.

         So this is a partnership that we have with all of the local

    school districts, and it's been very successful for us.  On here we

    have the highest pass rate on the licensure exam among any of the

    state teacher education programs, the lowest student net cost.  So

    you had mentioned about the cost of going to the university.  This

    allows the students to do the same thing that you would be doing in a

    graduate program at the University of Arizona, for instance, by

    coming here to Pima and doing the certification program through us.

         This program has also been recognized as a Bellwether finalist

    for this year, and I know, Chair Riel, I think you are going to the

    meeting coming up in a couple of weeks where we are presenting that.

    This is something there is national interest in, and we were

    approached by the State of Illinois for us to potentially deliver

    this program in the State of Illinois in the same way.  Online

    content with practitioners in the classroom working with the students

    to be able to get their certification.

         Automotive technology, you probably had an opportunity, I hope,

    to see our new automotive building.  This program, when I first came

    to Pima, when Mr. Lambert first came to Pima, was not one of our most

    forward-looking programs.  And yet now it's a model nationally for

    what an automotive center might look like.

         They have the FastTrack program that's connected to automotive

    that can be completed in three months.  So you can come in and say, I





    don't have any skills, I need to get a job.  Three months later you

    can be done with that FastTrack program, and we have connections with

    the industry so that they are waiting for people to come out of that

    program so they can hire them.

         Our biggest challenge with this actually is the ability to get

    faculty members to be able to run more groups to go through the

    program.  So we are working on scaling that up and moving forward.

    We are hoping as people go through the program, eventually we start

    to build a group of people that have experience that can come back

    and be future teachers for the program too to help out their area

    employers.

         There is sponsorship available through the employers, so the way

    this works is I go through the FastTrack program, I get a job for one

    of the employers, work with them for a little while, and then they

    will send me back for a semester, and maybe I finish up a certificate

    at Pima, go back and work for the employer for a little while, and

    then come back and maybe I'm able to get a Level II certificate and I

    can go back and forth to be able to finish my degree.  We have

    already got a partnership with Northern Arizona University where, if

    the students complete their AAS degree and do their AGEC classes,

    they can transfer up to 90 hours, so that's three years' worth of

    coursework, into the degree at NAU, which means they only have 30

    hours, one year of coursework to complete, and they have their

    baccalaureate degree done.

         So this is a real great opportunity for us to be able to increase





    the number of people with these baccalaureate degrees through these

    kind of partnerships.

         >> DR. WADE McLEAN:  What does one do with a baccalaureate degree

    in this?

         >> DR. MORGAN PHILLIPS:  The way the baccalaureate degree is set

    up, you're a technician working in an automotive shop, and now the

    boss has decided that Greg guy is pretty sharp, he can be the floor

    manager for me, so I need him to have some leadership skills, some

    business acumen besides just the technology kinds of pieces so he can

    actually be the manager for my shop.

         The courses they take at NAU are primarily leadership-type

    courses.  So your degree that you end up with would be a bachelor of

    applied science in industrial leadership or an engineering

    technology.  They've got like three different flavors, but it's

    focused on that leadership component of being now I'm the shop

    foreman or now I'm the floor manager, one of those kind of things.

         >> DR. DOLORES DURAN-CERDA:  I also wanted to add something.

    What Morgan is discussing, these programs really feed into the

    centers of excellence.  It's not only about enrollment but also about

    retention and employability, such as partnerships.  For example, Ford

    ASSET is now a partner with us, so that is retaining our students as

    well.  JTED, we offer classes in the automotive center as well.

         We have been told it's a real-life job experience to be in there.

    The cleanliness, the uniformity, it really gives students a taste,

    like student teaching in a classroom, but this is automotive





    technology, and it prepares them and they see what it is like in the

    real workforce, so it prepares them.  There is a lot of ROI that

    doesn't have to do with dollars.

         >> DR. MORGAN PHILLIPS:  It's kind of interesting related to what

    Dolores just said.  On Facebook I had made a post about the

    automotive technology program.  Had a student that sent me a note and

    said, that's really cool, I want to come to Pima.  I thought, wow,

    automotive technology gets a student based off of my Facebook post.

         The student said, I'm really looking forward coming to Pima.  I

    want to be a music major.  It's like, but you said automotive.  And

    the student said, yeah, but if you're that forward-thinking, all the

    stuff that you do must be really cool and really great.  So I just

    want to go to a school like that.

         So the ability for us to impact lots of people with these centers

    of excellence, it's there.  It's one of the things where people see

    this is something that Pima is doing that shows they are trying to

    meet the needs of students.  So it spills over.  Impacts other

    people.

         >> DR. DOLORES DURAN-CERDA:  Let's go to our last example.

         >> DR. MORGAN PHILLIPS:  We have one more example here.  A lot of

    similarities.  This is cybersecurity, which is where our East Campus

    center of excellence is.  They also have a FastTrack program.

         It's a little bit longer because of the types of content that's

    in the program, but through that program, you get industry

    certifications for Google IT support, CompTIA A+, Net+





    certifications.  Also have industry partners that are interested in

    bringing in people for internships and apprenticeships.

         So that prior learning credit impacts this because I can go and I

    can do the FastTrack program, I can start working, and as I'm

    working, I can actually use my work experience to count for credits

    for classes.  So maybe I'm not even coming to Pima campus to take

    those classes, but I'm still getting the credit that I need.

         >> MS. THERESA RIEL:  Do you see all of us nodding your heads?

    One of our students, Melissa, went with us to Washington, D.C., and

    she is the student that runs the data center.  So it is an amazing

    program.  We heard her explaining it to all of the congressmen and

    the senators.  So we are familiar with how that works.  Just if you

    don't want to go into all of that again.

         >> DR. DOLORES DURAN-CERDA:  Yeah, thank you.  Isn't she the

    co-founder of Raices?  It's a local chapter of, yeah, cybersecurity

    for Latinos.  That's fantastic, yeah.

         >> DR. MORGAN PHILLIPS:  So I had the honor of being at East

    Campus at the particular point in time we started doing this.  That

    was always one of my favorite things was go over to the live fire

    cyber warfare range and talk to the individuals in there about what

    they were doing.  I took some Pima IT classes because of the

    connection for this, and wanted to know more about, so how does this

    stuff actually work?  It's a great program.

         >> DR. DOLORES DURAN-CERDA:  It is.

         >> MS. THERESA RIEL:  May I just jump back.





         Morgan, on that last slide, you said they could transfer 90

    units.  Prior, I thought we could only transfer 64.  Is that the

    universities decide how many units they will accept?  So NAU has just

    realized this is a great way for students to learn more and we can do

    all of the hands-on automotive, and they can just go to NAU for the

    leadership?  Is that why they are taking 90?

         >> DR. MORGAN PHILLIPS:  So the way it works is the universities

    are using an HLC provision that's kind of related to this prior

    learning assessment we are doing.  Through prior learning assessment,

    you can award up to 75% of whatever degree it is you have.

         So for us, we are limited to 45 credits, but that means at the

    university theoretically they could do 90 credits.  So what they are

    doing is they are block-crediting students for, oh, you have

    completed an AAS degree at Pima, so you have some industry, some

    technology experience.  We'll give you a block credit of 60 hours or

    whatever their number is for that.

         Then they add in their AGEC, which is 30-some hours that they get

    for their AGEC.  Those actually are transfer courses for them, and

    then they have to do the last 25% at the university because that's an

    HLC requirement.

         Our other university partners do similar kinds of things, but the

    number of credits for each one is a little bit different.  Right now

    University of Arizona has a bachelor of applied science program, they

    do 75 credits transfer into theirs.  So just depending on the area

    the students are going into, we've got a really good University of





    Arizona partnership for this program, that's a 75 credits going-in

    program that they have.  But variations on that same theme.  90 is

    the maximum, though.

         >> DR. DOLORES DURAN-CERDA:  So part of my role as provost, which

    I love doing, is building relationships with the community, and that

    includes K-12, superintendents, for example, three state

    universities, and because I'm a provost I have established

    relationships with their provosts and also the chief academic

    officers with my fellow colleagues in the Arizona community colleges.

         So this slide shows you who our largest transfer partners are and

    the credits, the 12 or more credits that Pima can transfer.  So these

    are what you see here, the top ones, largest transfer partners.

         I wanted to share with you what are the top three areas from each

    one.  Really quickly, University of Arizona I think I mentioned was

    business and also psychology and computer science.  Education and

    computer science are actually together.

         Arizona State University, it's social work, business, and

    nursing, among others, but I'm choosing the top three.

         NAU, it's nursing, business hospitality, and education.  Grand

    Canyon, nursing, elementary education, psychology.  Southern New

    Hampshire University, business, computer science, psychology.  So

    you're seeing a trend here of the common ones.  And then University

    of Phoenix it's just two, business and computer science.

         So we are keeping in mind of that, and we also receive data from

    Bank of America.  The top 20 occupations in this area, in Pima





    County, and a lot of it is related to the health professions.  So as

    we forecast ahead and we are building our center of excellence in

    health professions at West Campus, we're keeping that in mind.  What

    are the needs of this community?

         >> MS. THERESA RIEL:  I'm not going to have you answer this now,

    but I would like to meet with you at some point to talk about it, is

    you said social work was one of the top three that transferred to

    ASU, but I heard recently we ceased offering that program at Pima

    College.

         >> DR. DOLORES DURAN-CERDA:  No.  No, we continue to offer it.

         >> MS. THERESA RIEL:  Oh, okay.

         >> DR. DOLORES DURAN-CERDA:  Yeah, that's something that needs

    clarification, but I'll be happy to explain it.

         >> MS. THERESA RIEL:  Thank you.

         >> DR. DOLORES DURAN-CERDA:  You're welcome.  I want to make sure

    we have enough time with Kate Schmidt and Wendy Weeks.

         Kate, you're up with faculty affairs and development.

         >> KATE SCHMIDT:  Welcome.  I'm excited to talk about the work

    that I do.  I tried to think about what are the things the board

    would really want to know about faculty affairs and the programs that

    we have?

         I did want to mention I started here as an adjunct faculty in

    2000.  I was hired as a full-time staff in 2005 when my daughter was

    two-and-a-half years old.  So she grew up with Pima.

         After her freshman year in high school, started taking classes





    here at Pima, both dual enrollment and through, with my employee

    benefit.  Graduated from high school in '21 with 36 Pima Community

    College credits.  I was so excited for her to go to one of our state

    schools and have all of them transfer in, but she surprised me and

    decided to move to New York City.

         She started at Hunter College in Midtown Manhattan in the fall.

    Hunter took 30 of Pima Community College's credits, so she started

    off as a sophomore there.  We have a great product that is

    recognized, our courses are recognized as meeting requirements for

    other schools too.

         My home position is executive director of faculty affairs and

    development.  I started that in 2018.  I'm currently doing a little

    bit of an out-of-class role under the provost with a few extra

    duties, but for the most part, I have retained these areas.  I have

    the faculty hiring and qualifications, which we have discussed

    briefly.  The Teaching and Learning Center.  Faculty services and

    resource centers, as well as scheduling.

         I want to move on to faculty hiring and qualifications.  I have a

    team that's responsible for the process of hiring the full-time and

    part-time faculty.  I have two members of that team that have the

    SHRM certification, nationally known human resource certifications.

         We work in partnership with the human resource department, but

    really as the academic, it's really sort of an academic HR talent

    acquisition function.  There are a couple of things I think are

    probably important for the board.  One we have talked about already,





    the challenges with qualifications that we have to have with those

    academic areas.  We have to have a master's degree in the discipline

    or a master's degree in any discipline and those 18 credit hours at

    the collegiate level.

         One other kind of nuance there that comes up a lot is that

    education classes at the graduate level, like a math education class,

    typically will not have the content at the collegiate, the math

    content at the collegiate level.  So we have to look really carefully

    with our discipline coordinators, the syllabus from those classes to

    make sure that the math that's being covered in those classes covers

    a collegiate-level math so that we can add those to the

    qualification.

         The second thing that I think we are responsible for that often

    comes up is this idea of having a diverse faculty body.  That can't

    happen with a magic wand.  The only way we can continue to diversify

    our faculty body is through the hiring process.

         One of the things in 2018 that we put together with our DEI

    officer at the time was a framework for inclusive hiring, which

    included really looking at, well, how we advertise, expanding the

    pools, how we write the job description, and making sure that we have

    bias training for anybody that's participating on a committee, and

    opening up those committees.

         There had long been a policy where the only people that could sit

    on the hiring committees were the faculty themselves.  We have now

    moved towards an AP, which I think might be going to the board at the





    next meeting, where those committees can be the majority of faculty

    but we can bring in others from the institution to sit on that

    committee, which can help us diversify.

         We did have, for the first time, students sitting on the hiring

    committee for faculty, which was a longer story for another time, but

    was a really great opportunity both for the students and for us as a

    college.

         I want to talk a little bit about our adjunct faculty body.  Our

    adjunct faculty typically prepandemic were teaching about 50% of the

    courses.  One of the things that occurred to me when I took over this

    position was we didn't have structures in place for looking at that

    adjunct faculty workforce as a workforce.

         I think we sort of thought of the adjunct faculty as kind of

    one-offs or somebody who might be on their way to a full-time job.

    We had, in the last three years, 2,200 different individuals teach

    for us as adjunct faculty, and we had 51 full-time faculty openings.

    It's clearly not just a pathway to a full-time job.  We really wanted

    to look at how do we ensure we have a quality product, that we have

    quality education happening in the classroom when we're using this

    part-time workforce.

         So one of the things that actually the board in 2018 signed our

    approach to the Meet and Confer process to be that All Employee

    Representative Council, and for the first time I think probably in

    the history of Pima, adjunct faculty had a seat at that table to

    start talking about what are the working conditions and wage issues





    for adjunct faculty so that we could start developing policies around

    that.  Many of the policies you'll hear that come out of that AERC or

    I'd say probably the majority are specific to the part-time faculty.

         In the past few years, we have expanded that tuition waiver.  It

    used to just be the individual part-time faculty member.  Now it's

    anybody in their family or their dependents can take the Pima classes

    at the discount.

         We instituted this summer a tiered pay system, so a part-time

    faculty member who has taught for us for a certain number of years or

    a certain number of credits and has done some of the required

    professional development is actually compensated at a higher rate

    than somebody who is just newer to us.

         We started with the Teaching and Learning Center, which I will

    mention later, compensating those part-time faculty for the time that

    they're doing professional development.  You have heard the kinds of

    rapid changes in the way that we are teaching and the way we are

    offering our curriculum.  We need to make sure that everybody in the

    classroom is up to speed on what we are trying to do and the best

    practices.

         So there is no way to do that without professional development,

    and if we have those part-time faculty dedicating the time, we want

    to make sure they are compensated for the time to come to those

    trainings.

         We had never had in the history of Pima an onboarding process for

    brand-new adjunct faculty.  We now have the adjunct faculty





    institute, which is a semester-long process of helping adjunct

    faculty acclimate to Pima.

         I think that's all I want to talk about.  Moving on to the

    Teaching and Learning Center.  The Teaching and Learning Center was

    founded really through faculty interest in having a place where they

    could focus on the scholarship of teaching and learning and continue

    to professionally develop.

         It was created through the faculty and administration in 2019.  I

    think Dolores said that was one of the factors that we believed

    helped with the success of our transition into virtual during the

    lockdown, that that was already in place.  That continues to evolve.

         In 2021, the Teaching and Learning Center put together a

    certification program so that many of these workshops could start

    adding up to something that might be of greater value and would sort

    of signal the kinds of things that we want faculty to be focusing on,

    so we have implemented so far five of these certificates.  We have

    offered 368.  There have been 368 awarded over the last couple years.

    We can continue to add to those.

         That's really a continuing education unit sort of model, a CEU

    model.  It's not a particular curriculum but a collection of

    different workshops, and once you take a certain number of hours you

    earn a certificate.  That allows us to be flexible in the types of

    things that we can offer.

         You've probably read some of the articles lately about ChatGPT,

    which is really going to turn higher education and other industries





    on their head in terms of students being able to access and have

    artificial intelligence write their papers.  So we were able to very

    quickly put into place some panels and trainings on that so we can

    continue to have that college-wide conversation about how do we

    embrace this new technology and what does this mean for the

    classroom.  All of those workshops then can count for faculty members

    towards their particular certificate.

         You saw the numbers and sort of the frequency that we have these

    training opportunities for people.  Every single campus also has a

    faculty services and resource center.  It's a physical location at

    every campus that's been there for years to help support faculty.

    Those were all unified under the provost again in 2019 and early

    spring 2020.

         I think there were many faculty or people at the college that

    thought of those as sort of the copy center, the place you would go

    get your photocopies of your syllabus or your exams.  The fact that

    they were centralized allowed us to really look at that staff and

    make sure we had staff and the skills there to help support faculty

    in this new reality so that we now have, as people left, we

    literally, in the summer of 2020, had a position that was called

    printer operator, and it was a woman who worked in a room with two

    copy machines.  She retired, and we were able to repurpose that

    position into an instructional technologist.  So we have somebody

    with a higher-level understanding of the kind of instructional

    technology that faculty need support on.





         Those are our FSRCs.  And then as part of this work that I'm

    doing now for the provost, we are really looking at the opportunities

    and how we lay out our schedule to help meet student needs.  So even

    prior to the pandemic, we started looking at common start times so

    that at a particular campus a student could take more than one class

    in a day because they weren't overlapping.  It seems basic, but we

    hadn't really established those in the past.

         Do you remember what year that was?  Was that 2018?

         >> DR. DOLORES DURAN-CERDA:  I believe so, yes.

         >> KATE SCHMIDT:  We are also using software to optimize rooms so

    that we can match the size of a class with a classroom so that it

    doesn't have to be manually and we can create some efficiencies

    there.

         We are doing a project right now with the deans where we are

    looking at the course fill rates and making sure we have set those

    appropriately, that we have targets on how full a class should be and

    how we might be able to schedule them in a way that would ensure that

    they get to that level.

         We're looking at the shorter terms.  Morgan talked a little bit

    about the eight-week program through PimaOnline.  We have eight-week

    courses already in the schedule, but we are looking at creating these

    completion tracks so that a student could take an entire program  in

    an eight-week term.

         We do always need to be cognizant of what the data is telling us.

    When we started hearing from other schools around the country that





    they were moving to eight-week terms, Nic Richmond pulled some data

    for us, and we actually see higher success rates in our current

    eight-week classes for the first eight weeks but lower success rates

    in the second eight weeks.

         We are working on why is that and what can we do to overcome

    those lower success rates so that we are not putting a program into

    place that doesn't actually have a student set up for success to the

    best of our ability and knowledge.

         I think I might have covered it all.

         >> DR. DOLORES DURAN-CERDA:  I think you did.  Thank you so much,

    Kate.

         >> KATE SCHMIDT:  Any questions for me?  Thank you.  I appreciate

    your advocacy at the HLC level.

         >> DR. DOLORES DURAN-CERDA:  Thank you, Kate.

         We have run out of time.  We do have two other areas I wanted to

    mention.  Wendy oversees curriculum quality improvement and

    accreditation, but I think you have been interacting with her often,

    so I think we are good there.  If not, we can set aside some other

    time.

         But also under me is diversity, equity, and inclusion.  And just

    briefly, we don't have an officer right now but we have an acting

    officer, Brian Stewart, who is also the liaison to our tribal

    communities.  There is a DEI strategic plan that's being reviewed at

    the moment.

         I'd like to thank you very much for listening to our very large





    and complex unit, the largest unit at the college, academic affairs.

    This wonderful team that works with me, I'm so proud of them and

    grateful for their input and their work and leading their respective

    teams.  We are ever-evolving, we're transforming, trying to transform

    higher ed to what the needs of the community and the country are,

    looking at the future of education, moving from the industrial era to

    the digital era.

         We welcome any questions or if you'd like to set up more time

    we'd be happy to do so, but thank you so much.

         >> MS. THERESA RIEL:  Yes, thank you, Dolores, for all of you for

    coming here.  We really appreciate your time.  We know this doesn't

    mean that you don't have lots of stuff to do back at your desks, but

    to get us all up to speed, we really appreciate everything that you

    can do to fill us in on what's happening at the college.

         Thank you.  It's really entertaining.  Thanks a lot.

         >> MR. GREG TAYLOR:  Thank you for all your work and all your

    team's work.  It's really impactful.

         >> MS. THERESA RIEL:  We are going to recess for 10 minutes.  We

    will meet back at 12:15.  14 minutes, I mean.  12:15.

         (Recess.)

         >> MS. THERESA RIEL:  (Calling meeting back to order off mic.)

         >> MR. JEFF SILVYN:  Thank you.  So just really quick

    introductions.  So for this session we have three topics.  We are

    going to start off with kind of an overview of the shared governance

    model and policy development at Pima College, and that's going to be





    led -- that presentation will be led by Seth Shippee.  He's the

    deputy general counsel.

         Then we're going to have Jose Saldamando.  He's the head of

    internal audit.  Give you an overview of how the audit function works

    at Pima College and give you a couple of examples of what audit

    reports look like.  If, for any board member, who serves on the

    Finance and Audit Committee, you will see Jose at the quarterly

    meetings.

         And then we are going to run through the complaint process of how

    the intake works and how they are handled.  And Anna Townsend with

    Office of Dispute Resolution will lead that presentation.  Her

    colleague, Kelsang Wangmo, hopefully will be here, but she's doing

    some interviews related to a review that seemed to be running long.

    If she gets done on time, she will join us.  Otherwise it may just be

    Anna.

         >> MR. SETH SHIPPEE:  Good afternoon, new board members.  Let me

    be the 3,000th person to welcome you to our Pima family here and

    thank you for your service to our college and to our community.

         I'm Seth Shippee.  I'm the general deputy counsel here.  I have

    been with Pima since 2016.  I'm here to talk to you today about our

    shared governance structure and a little bit about how the sausage

    gets made in terms of our policy development processes.

         Referring you to our graphic here, this is kind of a top-down

    structure of how it goes all the way from the legislature in Phoenix

    down to our individual faculty and staff members at the college in





    terms of how our organization is run.

         So the Arizona legislature, as you know, writes the laws that

    give different communities the opportunity to create community

    college boards in districts such as yourselves.  Arizona is not

    unique, but it is in the minority in the United States of how that

    works.  There are only three other states with structures like

    Arizona's, that being where there is no state-level organization or

    administration for community colleges.

         We have ABOR for our four-year institutions, but each district is

    self-governing.  The only other states that do it that way in the

    United States are New Jersey, Nebraska, and Michigan.

         So from the states passing a law that creates the opportunity to

    organize community college districts, we have our governing boards.

    The governing boards then have their authority to set their own

    bylaws and to hire a chancellor.  Moving on again here to the

    chancellor here, the chancellor is delegated with the day-to-day

    operations of the institution, and the chancellor oversees the

    administrators who carry out the functionality delegated to them

    under the chancellor's authority which flows down to the chancellor

    from the governing board.

         The administrators then are responsible for the supervision of

    our faculty who deliver our instructional content to our students,

    and the staff who serve in a support role to make sure the education

    we provide is up to the par that we want it to be.  So that's pretty

    much the overall structure of it.





         I haven't used this clicker before.  I will press the big button

    and hope for the best.  There we go.

         Okay.  So talking about shared governance, what type of shared

    governance information flow is followed at the college depends on the

    type of issue that we're discussing, the topic that we are discussing

    through the shared governance processes.  Generally it breaks down

    into three different sections.  There's academic issues.  There is

    college-wide issues, college-wide being things that affect everybody,

    board policies and administrative policies, which is basically

    everything but the next thing, which is the carveout for personnel

    policy issues.  Those are going to be wages, hours, terms and

    conditions of employment, things that are unique to employees and

    their compensation.  So everything else that is not part 3 is

    subsumed by No. 2 there.

         So we will go through each of those a little bit briefly.  I know

    that you are absorbing a lot of information.  So if, at any point,

    you have any questions about this, feel free to jump in.

         Also, I will say at the end of this presentation, there are some

    links to the policies from which this information is derived.  Feel

    free to look at that at your leisure, and you can always contact me

    or Jeff if you have any followup questions.

         For academics, our shared governance structure flows starting

    from the left and moving to the right.  We have our individual

    faculty members, and they may have concerns and they may have great

    ideas and things that they want to bring to the administration about





    our academic standards or curriculum, that kind of thing.  That goes

    all the way to the top level, the chief academic officer of this

    institution, that being our provost, Dr. Duran-Cerda.

         So if I'm a faculty member and I have a great idea or if I have a

    concern I want to bring to the provost's attention, generally we

    follow a mode where they bring that to the next-level person above

    them rather than having a queue out the door at the provost's office

    all the time.

         There are various means that people can do that, and one of them

    obviously would be take it to their dean, their department head or

    moving to the right but going to the bottom here.  Can bring it to

    your department chair, to your dean, other academic administrators.

         But looking at the top level there, moving to the right, you can

    also go to our Faculty Senate.  Our Faculty Senate represents the

    constituencies within the college.  So if I have a representative

    senator on Faculty Senate and I have a great idea or I have a serious

    concern, I can always bring that to my representative through the

    Faculty Senate.

         So once we get our ideas moving up into the senate or to our

    academic administrator at the level of a dean, department head,

    et cetera, then we can move on to what we're just generally calling

    academic committees.  I don't think that's a defined term anywhere,

    but we are trying to make this as general as possible.

         Under our academic committees, we have a few different

    organizations there that all have the ear of the provost.  The





    provost meets regularly with each of these organizations, and they

    would pass along that information on to the provost.

         So basically the idea that we are dealing with the academic

    shared governance and with all of them is we are trying to distill

    the information down to what we may have a lot of input coming from,

    same idea or similar ideas coming from a group of people, having them

    kind of reach a consensus about what the concern is, and then passing

    it up through the chain to get to the appropriate administrator.

         >> MS. THERESA RIEL:  Quick question.  What is that first

    academic committee, ACOT, what does that stand for?

         >> MR. SETH SHIPPEE:  Great question.  I just looked that acronym

    up before I came here and I kind of forgot it.  I was hoping no one

    would ask me.  My best recollection is it's the Academic and College

    -- help me out --

         >> MR. JEFF SILVYN:  Campus?

         >> MR. SETH SHIPPEE:  -- Campus Organizational Team, I think,

    something like that.  But yeah, that's a great question.  I had the

    same one.  It just gets referred to as ACOT all the time.

         >> MR. JEFF SILVYN:  It's all the administrators, supervisor

    types, who deal with...(off mic).

         >> MR. SETH SHIPPEE:  The shorthand that was described to me, for

    the listeners who couldn't hear Mr. Silvyn, it's like ELT, the

    academic side of ELT.  Those would be the administrators who would

    make up ACOT.

         >> MS. THERESA RIEL:  Thank you.





         >> MR. SETH SHIPPEE:  You're welcome.

         Moving on, so that was what we would do when we are talking about

    our academic issues.  If we are talking about the college-wide

    issues, we are going to set aside for the moment, carve out the

    things related to employee wages, terms and conditions of employment

    and hours, that's a different process or a subset of this process.

         But if we are talking about anything, whether it's issues related

    to -- over the past years we have had things like the smoking man on

    college property go through this process.  Really could be just about

    anything of college-wide significance.  We take our board policies

    and our administrative procedures through these, this shared

    governance model.

         I don't want to speak down to anybody, but very briefly, the

    difference between a board policy and an administrative procedure, a

    board policy is just what it sounds like.  It's something that you as

    the board you create and are responsible for.  It's very high-level

    direction to the college.  It can be goal setting, can be a specific

    target that the board wants the college to strive for, to achieve.

         But it's almost, if you think about this in Schoolhouse Rock

    terms, a board policy is like we are talking about the Constitution.

    Then if we move down from there, the Constitution sets very broad

    goals, standards for the entire country.  Same thing with our BPs.

         The APs are like our laws of the country.  They have to conform

    to the board policies, have to follow the direction that they give.

    They have to be consistent with it.  But they are more specific, and





    they carry out the specific direction that the board gives in the

    form of the board policies.  The APs are officially under the

    chancellor, and the chancellor delegates that authority out to make

    the administrative procedures that carry out the direction given to

    the chancellor and the college through the board policies.

         If somebody has a great idea or concern about something that's in

    a board policy or they think should be or in an administrative

    procedure, again, starting from the left, if you're an employee, you

    can take these just like you could with an academic concern.  If

    you're an academic employee, you can take it to Faculty Senate, or if

    you're a staff member, which is everybody who is not on the academic

    side of the house, they can take it to their Staff Council and have

    these deliberations.

         We encourage that, because we do want to hear from the

    constituencies, but oftentimes if we can have that distilled through

    the filter of a committee that already sits down and discusses it,

    that's their ideas and where the commonality or points of

    disagreement may lie.  That's always optimal for us in how we can

    incorporate that into the policy development and revision here at the

    college.

         We also have representation, and we definitely want to hear and

    often do hear from our students and their represented officials are

    in the Student Senate.  Actually don't hear as much from our Student

    Senate as we would like to.  But when we do, we certainly highly

    value their input.





         On both the employee and the student side of the house, they have

    representation on the All College Council, and the All College

    Council is a creation of this board.  It is in board policy that says

    this college, thou shalt have this All College Council, and it lays

    out who those representatives are on that council.

         Again, ideally what we want to do is get input from all of the

    college constituencies.  It comes to All College Council.  They

    discuss it and then pass their concerns, their ideas, their

    suggestions and their input up to the Executive Leadership Team, the

    chancellor's ELT, or to specific operational units and responsible

    administrators.

         So each of our board policies and our APs are going to designate

    a sponsoring unit, and a sponsoring unit basically just means who is

    the most responsible for carrying this out here at the college?  It

    could be general counsel's office, facilities, provost.  Just depends

    on the topic.

         Those individuals are then tasked with trying to come up with the

    best way to address these concerns and it's not a situation in which

    -- ultimately we have a decision-maker who is responsible, and that's

    why they have that job, if they are the provost or the chief of

    facilities, that they are tasked with being responsible for a

    specific area, and they want to hear from their constituents, but the

    buck stops with them almost, because then the chancellor still has to

    approve something, because the chancellor is tasked by this board

    with carrying out the functionality that's been given to him through





    his designated authority.

         So down at the bottom, just brief footnote of how we make up the

    All College Council, that is set in policy, and the chancellor does

    serve on ACC but in ex officio capacity.  He's there because he's the

    chancellor.

         Any questions about All College Council or how our board policies

    and APs are developed and revised?  Okay.

         So most of the time you're not -- most things that we just heard

    briefly, most of the time you're not going to see these because we

    have to do periodic updates on these.  That could just be changing

    the contact information for a particular office, or if the title of a

    particular administrator is changed or modified, we just have to go

    and type that call that a minor revision and it doesn't come to the

    board.  Unless it's a board policy, you'll get notice that something

    has been changed if it's a board policy.  If it's an administrative

    procedure, it doesn't come before you because it's just not that

    important.

         But anything that is considered a substantial revision will come

    to this board.  If it's a revision to a board policy, it's your

    policy, you have to vote on it.  If it is an administrative

    procedure, it comes to you as an information item.

         So anything that's a new policy, a deleted policy, or a

    substantially modified one, will come before the board if it's a

    board policy, as something for you to vote on.  If it's an

    administrative procedure, it's just something for you to be aware of.





         I had mentioned before that we have a carveout in our shared

    governance process for things that relate to personnel policies.

    This does come from a board policy which this board is responsible

    for.  That's a defined term.

         So what is that?  What are we talking about when we talk about

    the things that are in this carveout?  Well, it's issues that are

    directly and substantially related to wages, salaries, and working

    conditions.  There are a lot of things I'm sure at the college that

    employees would feel are areas of concerns that maybe should be

    brought to the AERC, but there are other avenues for doing that, like

    the All College Council and other mechanisms.

         The All Employee Representative Council, or AERC, is limited in

    the scope of what it does by the board's designation to just these

    things that are directly and substantially related to wages,

    salaries, and working conditions.  That's what we are talking about

    when we talk about personnel policies.

         Effectively what does that mean?  The employee handbook is a very

    important one, and most recently the class and compensation work

    that's being done, those are all things, all examples of things that

    by policy do need to go through the AERC because they are directly

    and substantially related to these things.

         This is also defined in college policy who serves on that.  I put

    the footnotes down there at the bottom.  We have a certain number of

    representatives from various college constituencies.  As noted there,

    one of those seats or more of those seats, depending on who we are





    talking about, is designated for someone from our elected college

    representative groups.  That would be like PCCEA, AFSCME, basically

    the unions.

         We can have seats that are set aside for our representatives,

    even though by state law we don't have collective bargaining.  This

    isn't a union shop, so to speak, by virtue of state law, but they do

    have representation through the AERC with seats that are specifically

    set aside for their membership.

         Any questions about that?

         >> MS. THERESA RIEL:  Why is that word "total," right before

    PCCEA, why is that in parentheses?

         >> MR. SETH SHIPPEE:  Oh, just to indicate that that's one rep

    from PCCEA from both full-time and adjunct.  Sorry if that's

    confusing.  It's a very shorthand way of saying it's not one from

    adjunct and one from full-time.  It's all faculty have one seat

    reserved for PCCEA.

         Like I said, these are some links that you can click on and look

    at the policies that lay out these issues that I have been

    discussing.  I suppose the big takeaway from this is at Pima our

    shared governance model is one of input and recommendations and

    hopefully collaboration and idea sharing, and that those ideas, that

    input, those recommendations get passed up to the designated

    decision-makers through these channels that I have laid out.

         If anyone has any other questions, I'm happy to entertain them

    now.  But if you take a look at this and have any follow-ups please





    feel free to reach out to me or to Jeff.

         Speaking of delegation, the delegation of authority is to the

    general counsel for explaining these things and making sure that the

    processes are followed appropriately.

         >> MS. THERESA RIEL:  Thank you.

         >> MR. SETH SHIPPEE:  You're welcome.

         >> JOSE SALDAMANDO:  Good afternoon, Chairperson, board, board

    members, colleagues.  My name is Jose Saldamando.  I'm the internal

    auditor for the college.  Today I'm going to be covering the internal

    audit functions, overview of the functions of the department.

         I want to start first with the definition of what's the internal

    auditing.  So internal auditing is an independent, objective,

    assurance and consulting activity designed to add value and improve

    an organization's operations by bringing a systemic disciplined

    approach to evaluate and improve the effectiveness of risk

    management, controls, and governance processes.

         Some of the roles and responsibilities of the internal audit

    function is to assess risks across Pima Community College.  Determine

    whether internal controls are in place and effective.  Make

    recommendations to improve efficiencies and effectiveness of

    operations.  Assess compliance with policies, procedures, laws,

    regulations.  Consult on application of internal controls.

    Investigate and analyze reports of suspected wrongdoing and

    noncompliance.

         So this is just only a few of the roles and responsibilities of





    internal audit.

         The organizational structure of the office of internal auditor,

    or internal audit, we report directly functionally to the chancellor,

    administrative to legal counsel.  Then we do have access to the

    Governing Board and Finance and Audit Committee.

         Regards to the audit charter, so the internal audit is governed

    by an audit charter that sets forth internal audit purposes and

    responsibilities and gives internal audit the authority to have full

    and unrestricted access to all records and property relative to any

    function under review or audit.

         Obtain assistance from people and units under audit.  Maintain

    independence free of auditing influence.  Have free and unrestricted

    access to the chancellor, Governing Board, and the Finance and Audit

    Committee.

         There is two policies that supports the audit charter and

    provides a little bit more insights on the responsibilities and the

    roles of internal audit department.

         The first one I'm going to go over here, the board policy 7.01

    titled internal audits.  Basically this policy, this first paragraph,

    it basically provides the authority to perform audits and consulting

    engagement and related professional services that evaluates and

    improve effectiveness of risk management, internal controls, and

    governance processes.

         The next piece here is the guidance that internal auditor follows

    when we perform internal audits.  We have to perform work consistent





    with the Institute of Internal Auditor international standards for

    the professional practice of internal auditing.  The next paragraph

    it reflects the reporting structure and the independence.  Internal

    audit has to be independent of an objective, overall.

         And then the last part here is to make sure the reporting when

    there is engagements, making sure that internal audit presents its

    report to the Governing Board and the chancellor at least on a

    quarterly basis, or when there is issues or any important situations,

    those have to be reported as soon as possible.

         The next policy it refers to the administrative procedure titled

    internal audits.  Here pretty much this procedure provides more

    details on the internal audit purpose, on the objectives, the scope

    of work.  That means how we're going to be performing the work.  The

    organizational structure, independence and authority, professional

    standards, and accountability and responsibilities.

         So pretty much goes over the purpose of the internal audit, our

    mission, the objectives.  How we are going to be doing, what would be

    the whole purpose for those reviews and audit engagements.  The scope

    of work, how we are going to be doing that this.  Including here,

    some of the definitions.  The organization, independence, and

    authority.  Basically the reporting side of it, the structure.  The

    independent and authority, basically having access to all records and

    without influence.

         The professional standards, like I said, we are using the

    guidance of the Institute of Internal Auditor, international





    standards for the professional practice of internal audit, and then

    accountability and responsibilities.  This is some of the

    responsibilities and accountabilities of the internal audit

    department.

         The next slide here I'm going to talk a little bit more on the

    internal audit, annual risk assessment, and audit plan.  I'm going to

    start first with defining what's a risk assessment.  A risk

    assessment is the authentication analysis of relative risks to the

    (indiscernible) of organizational objectives in order to determine

    how to manage those risks.  So in other words, it is an analysis of

    what can go wrong.

         The purpose for this risk assessment is to assess the likelihood

    and impact of the risks to the college by measuring and prioritizing

    risks in order to focus management's attention on the most important

    threats and opportunities and to determine how to avoid or limit

    those risks.

         Then the audit plan is developed based on the risk assessment,

    basically on the risks and potential exposures that may affect the

    organization.

         So every year, internal audit develops a risk assessment, and

    that risk assessment includes also an audit plan.  I'm going to go

    over that plan with you here, the risk assessment report.

         Like I said, this report is completed on an annual basis.  It is

    shared with leadership, Governing Board, Finance and Audit Committee.

    Like I said, it really includes -- this is one of the areas that the





    Institute of Internal Auditors, international practices, standards,

    requires that internal audit has to develop a risk assessment and use

    that assessment in order to develop the annual plan of the

    engagements.

         There are several tools that we utilize in order to develop this

    risk assessment.  The first one is a risk assessment questionnaire

    that is sent over to director levels and above staff.  This is

    basically we get responses in regard to the different areas of

    concern within the management area as well as the college.

         Another process that we use is the meetings with management and

    key leadership just to get a better understanding, what are the

    concerns that might be affecting the college, not only the

    department, the college itself, as well to clarify some other areas

    that were noted on the survey.

         Then the other two that we use is to see what other colleges,

    higher educational institutions they are experiencing currently.

    What are the concerns, what are the areas that they have.  Those are

    the three pieces that we use in order to develop the risk assessment,

    and then from there we develop the audit plan.

         So here I'm going to go over just briefly on some of the

    categories, some of the sections of the report.  Like I said, this

    report is presented over in the Finance and Audit Committee in the

    month of June.  I'm going to go over briefly in some of the sections.

         Like I said, this is a standard that is part of the IIA standard

    in order to develop the audit plan.  Here is some definitions of what





    is risk, what is a risk assessment.

         Something to consider here that is a good business practice, that

    risk assessment is a process that's ongoing and that's the services

    and the interviews is only part of that process.  So anything can

    change in the meantime with that.  We have the college here,

    objectives, student success, but there are outside risks in there.

         Here on the risk process flow, so we have the risk, we have the

    responses, this is what management they are going to be responding to

    those risks, and then this is going to come out the results, how we

    are going to mitigate those risks with that.

         Then we come up with scope and methodology.  Like I said, there

    is different tools and processes that we use.  Like I say, one of the

    processes is the internal audit risk assessment questionnaire,

    interviews, and also the review of the community college internal

    audit department's risk assessment processes.

         Here, based on the 2022 risk assessment information and results,

    this is on the questionnaire, so it lists the top 10 risks that came

    up based on that assessment.

         You can see we have governance, human resources, advising,

    enrollment management, IT, facilities, risk management, provost,

    diversity and multi-cultural services, and grants services and

    compliance.

         Here is basically a snapshot of the results of that survey.

    Little bit more information on that.

         Then from here, we develop the engagement planning and risk





    assessment.  So in order to develop the risk, the planning, audit

    plan basically, we need to first identify the objectives.  What would

    be the objectives.  Then from there we need to identify what are the

    risks in order to meet those objectives.  Then we have to measure

    those risks.  Then prioritizing those risks and then select the audit

    and develop the plan with that.

         The next section here, it reflects on the risk matrix.  So in

    here it's basically measuring the risks.  The significance of risk is

    based on the impact and the likelihood.  In here I include a heat

    map.  It's a risk matrix.  This is just an overall, in case, if the

    current controls that we have are not working properly or we are

    missing internal controls within the different areas, like you see

    here, we have information technology as one of the highest areas

    here.  So if we don't have proper internal controls or missing

    internal controls, basically the impact will be very high, and then

    the likelihood of having some issues going on that will be very high

    too.

         Same thing with risk management and compliance side of it, you

    know, campus security, as well as the financial reporting.  So we

    want to make sure we have controls in place and management testing

    those controls to make sure they working properly and working

    effectively on those controls.

         Here is basically the audit resources and engagement plan in

    details.  Here is basically how internal audit allocates the time.

    60% of the hours or time is going to be allocated to audit





    engagements.  30% is going to be on external audit support and audit

    findings follow-ups.  10%, it's dedicated to advisory services, any

    special projects or any assistance to attend any committees or groups

    to assess any internal controls they are planning to put in place.

         Here is basically the audit plan.  This is from, like I said, for

    this fiscal year.  These are the projects that we are assigned for

    this audit plan.  Then we have the advisory services.  This can come

    at any time during the fiscal year, and of course we have the

    external audit support and follow-ups.

         The external audit support that refers to any agency, regulatory

    agency that comes in and do their audits, so internal audit supports

    helps and cooperates with them.  And then follow-up on internal audit

    findings.

         That's pretty much an overview of the risk assessment report and

    the audit plan.  So going back to the presentation here...  I thought

    I had it here, sorry.

         >> MS. THERESA RIEL:  Was it the 2022 Pima Community, was that

    the last one?

         >> JOSE SALDAMANDO:  This is the audit plan.  So I will talk

    about -- the next slide, it was related to the internal audit

    quarterly report.  The purpose for the quarterly report, this is

    issued every quarter and is presented over to the Finance and Audit

    Committee.

         The purpose for this report is to provide an update of all the

    activities, the internal audit work during that past quarter.  This





    report is shared with the chancellor, general counsel, chief of

    staff, and the finance committee of course.

         There are four sections on this report.  It has the general

    department update.  In this section, pretty much it includes all the

    activities that internal audit worked on.  One of them is to follow

    up on the audit findings, that they are still open.  In this case,

    what management is doing in order to remediate those items here.

         Some other items that are included in this section is the status

    of the current or upcoming audits.  In here, it's something that the

    grants management audit, it's currently being conducted, actually

    right now it's on the reporting side of it.  The planning on the

    human resources department -- those are some of the examples on this

    section here.

         Also, I include any advisory committees that I attend.  I attend

    the security and access control group.  Basically my role there is to

    assess and make recommendations on the effectiveness on existing or

    new proposed internal controls, and also assisting with other

    departments on college projects with that.

         The next section of the report is the audit recap.  This section

    basically provides an update on what audit findings are still open,

    what still have been closed during that quarter, and also provide a

    detail on what management has done and what's still pending in order

    to complete, finish the remediation process.

         There is some matrix here.  It includes the name of the audit,

    the date of that report, how many findings were issued, number of





    findings, if they are still open.  Who is responsible for that

    findings.  The expected completion date.  This is basically from the

    report.  Then the new completion date based on the follow-up that I

    complete.

         The fourth quarter there were five audits that had one or more

    open findings that management is currently working on.

         Here in this page here is just a snapshot of the open and closed

    findings for all the audits.  Then here is basically the audit

    finding, implementation status.

         This means a quarter of the circle means it's 50% or less has

    been implemented.  Half completion, half, 50% is 50% but not fully

    completed.  Then full circle filled means it's fully remediated with

    that.  Here is just the definitions and description of each of the

    tickmarks.

         Also in this section I include if there are any findings from my

    regulatory agencies or external agency, this is what I include my

    follow-up.  I do follow-up with any findings that came up from any

    external agency.

         Here is also I provide an update on the audit plan.  I put

    information what is the status, what has been completed, what's still

    in progress.  Same thing with advisory services.  This is ongoing.

    Sometimes there are things that I need to stop and do a quick

    investigation real quick.  Then also the external follow-ups here,

    external support and the follow-ups here, part of it.

         Then something that I included here due to the dynamics and





    environment of the college, risk environment, the plan will be

    reviewed quarterly and updated as necessary.  So this is something

    that that's the reason I updated here.  I put it as my quarterly

    update, so I inform the Fiance and Audit Committee on what's going

    on, keep them up to date with that if there is anything coming up.

         Then the last part of the report is basically, it's the important

    compliance and guiding items.  This is just for informational

    purposes.  This is if there is any new changes on regulation or there

    is something that is coming in.  I just include it as part of my,

    just for informational purposes only with that report, on the report,

    quarterly report.

         Go back here to the presentation.  That's pretty much what I have

    for today's presentation.  Any questions that I can answer today, or

    if there is any questions in the future, just let Jeff know or let me

    know.

         >> DR. WADE McLEAN:  Can you give us an example of one of your

    findings that resulted in a board policy change?

         >> JOSE SALDAMANDO:  There is no specifically board policy, but

    there is an administrative procedure that needed to be implemented,

    and that was more related on the IT side of it.  That was one related

    to the HIPAA requirements on how we're going to be securing the data,

    that information, the health information.

         That was something that it was not updated or was not

    implemented, so that was something that I was working with IT, and IT

    created that administrative policy related to that.





         But in regards to board policy specifically, I haven't worked

    anything related to that specifically.  But administrative policy,

    yes.  There has been findings related to that, uh-huh.

         Any other questions?  Okay.

         >> MS. THERESA RIEL:  Thank you.

         >> JOSE SALDAMANDO:  Thank you so much.  I do appreciate your

    time.  I think we are next.

         >> ANNA TOWNSEND:  Well, I will try to go through this quickly.

    I understand we have five minutes left.  My name is Anna Townsend.

    If you're like me, I remember faces, not names.

         I'm one of two investigators that work in the Office of Dispute

    Resolution.  There's myself and Kelsang Wangmo.  I'm guessing she's

    still busy in her interview right now.

         A little history about ODR, as it's been explained to me.  It

    started as an HLC recommendation that was implemented in July 2014.

    That's when the office started and was instituted.

         ODR, the services we provide surround complaints.  We are like a

    central institution that receives complaints, and we track them, we

    monitor them, and I will go through the process as we go along here.

         Part of that, I don't want to skip, making recommendations based

    on trends we're seeing, we will make recommendations.  I will go

    through that in a little bit.

         We are the central resource for taking in complaints.  There is

    only a few categories that we actually will do the full investigation

    for, and these are discrimination, harassment, retaliation, Title IX





    cases, and employee grievances were involved.  We are more involved

    in those processes.

         Oh...that's a little distracting.

         >> MS. THERESA RIEL:  We have been having really weird

    electricity problems.  Should we just turn that off?

         >> ANNA TOWNSEND:  Maybe.  That may be too distracting to focus.

         So I can proceed?  Our process, when we receive a complaint, when

    it comes into the office, it can come in via e-mail, phone, we have

    an ethics system, which is an online system where you can file a

    complaint.  So we will get that report and we will review it.

         Sometimes we will do an informal intake.  We will ask more

    questions and interview someone, and it's just informally to get more

    information on it.

         Then we move on to the investigation process if it's one of those

    categories that I just mentioned where we interview the witnesses,

    interview anyone that might be involved.  The investigation might

    lead us to review e-mails that maybe were part of the investigation

    or we will work with law enforcement to get more information.  So

    depending on the investigation, it's going to lead us different ways,

    and that's part of the formal investigation.

         Then we will make a referral to the decision-maker.  We will send

    them more findings, and then they will, between them and HR or

    student code of conduct, they will make a decision.

         So depending on where the complaint came through is where we're

    going to send our recommendations to.  Usually HR is involved.  We





    work really closely with them.

         Then we will send the respondent and the complainant the results

    of our investigation, and let them know how to obtain a copy of our

    investigation.

         I put on there, I skipped that, this is the ODR process but it

    excludes grievances.  That's a separate process.

         That leads me to grievances.  Grievances, it's a procedure used

    to resolve a claim that the proper interpretation or application of

    the college policy or procedure resulted in an adverse impact on the

    employee's working conditions.

         So here it is not a discipline, it's not discipline or

    termination.  If you worked in different fields, sometimes grievances

    you think you're appealing a termination.  This is not that.  This is

    strictly surrounding policy, a violation of policy.

         So we will review what is sent into us, determine if a policy was

    violated or not followed.  Then we will send it to the correct

    avenue.  Usually it's HR.  Then those are subject to appeal by an

    executive administrator.  So it goes through another process.

         I mentioned Title IX are some of the cases we investigate.  We

    will investigate those cases.  But when a Title IX comes through,

    whether it comes through to us or someone else, it first goes through

    the Title IX coordinator, which we know is David Parker and there is

    deputy coordinators.

         They will determine if the elements of what is being reported

    rises to the level of a Title IX.  In a Title IX, it's going to be





    sexual harassment or gender-based discrimination.  If they find that

    it rises to the level of a Title IX and they ask us to investigate,

    then we will investigate the matter.  When we are done with the

    report we will send it to them and it takes on a whole other process

    outside of us.

         Student complaints.  I didn't realize you would have links to

    this, so I printed out the student complaint matrix which you have in

    front of you.  It's 3.31.01.  That's the AP it falls under.

         When we receive student complaints, which is the majority of

    complaints we actually get, we look at this matrix.  Depending who

    the complaint is about, who the student is complaining about, is how

    we decide where we are sending it to be reviewed.  The reviewer will

    look at it, look at what the student is complaining about.  They will

    come up with an investigation plan of their own, which is usually

    interviewing the other party involved.  They will come up with their

    determination.

         They send it back to the student.  We ask that they copy us

    because we are tracking it through completion.  Then when it's

    completed, we close our case.  We are not really involved.  We are

    just making sure that it is handled appropriately and that it's

    addressed, it doesn't fall through the cracks.

         My guess is not only -- I should say my presentation today is

    talking about ODR, but also I imagine in your role is you're going to

    get complaints, so knowing our process and what we do, I know this is

    getting into the weeds a bit, this matrix and everything, I'm not





    asking for you guys to ever do this, but this is what we do.  You

    will see on the first one, it says against the chancellor and/or

    Governing Board.  If you ever see one, just refer it to us, we are

    going to monitor it, and then it would go to the appropriate areas.

         Number of complaints per year.  So I went through 2019 to 2023

    just to show you some of the trends of complaints we are getting.

    2023 -- actually, these numbers have already changed.  We have

    already gone up a little more, but you can see that they are

    progressing every year.  There is a little bit more.

         They are kind of all grouped together too, so it doesn't separate

    sexual harassment or those types, but the student complaints,

    employee, employee grievances, other, and total complaints.

         Do you guys have any questions about this page?

         >> DR. WADE McLEAN:  You want questions on anything or just this?

         >> ANNA TOWNSEND:  Yeah, any time you have questions.  I still

    have more to go through, but any questions you have.

         >> DR. WADE McLEAN:  I'll wait.

         >> ANNA TOWNSEND:  Okay.  I just saw you guys observing that one.

    I didn't want to skip through it too quickly.

         These are more totals, last year, we had six withdrawn.  That's

    sometimes they will submit a complaint and then decide they don't

    want to see through it.  A lot of times those are student complaints.

    They don't really give us a reason.  They just withdraw it.

         Insufficient information, a lot of those come from anonymous that

    we just don't have enough to go on and no one to talk to.  We are





    able to, through our ethics program, respond to anonymous complaints

    anonymously.  They know it's us, but we don't know who they are.

         They've actually never responded to those questions.  So a lot of

    times those ones are really hard to follow up on, depending on the

    information we have.  So last year we had 32 of those.  We still have

    7 cases open from last year.  I think a few of those are getting

    ready to close.  We had 3 substantiated cases, 10 unsubstantiated.

    These are from the ones we investigate.  Reviewed and addressed, 50,

    and referred, 39.

         This is our contact information.  If anyone makes a complaint to

    you guys, we ask you to refer them to any one of these options.  I

    gave you a little separate flier.  Just refer them to there, and we

    will make sure it gets to the right area.  I would say that's the

    biggest takeaway is knowing how to refer them to ODR.

         Yes, if you have any questions.

         >> DR. WADE McLEAN:  Tell me again why this office exists.  HLC

    recommended it?

         >> MR. JEFF SILVYN:  I can answer that, because I was here when

    it happened.  One of the concerns that HLC raised back in 2013 when

    the college was put on probation was that the college didn't have a

    clear place where people could go to file complaints, and it was too

    confusing, so people didn't always know where to go.  That was one

    concern.

         Another was that there was a concern that for certain types of

    complaints, human resources wasn't sufficiently objective because the





    complaint might involve an HR process.

         So combining those two elements, ODR was created.  As a catchall,

    if you don't know where to go, you have a complaint or concern, you

    can always go to the Office of Dispute Resolution, so that way people

    would always have a single point of entry into some system to get

    their issue resolved.

         And the second reason for establishing ODR was so that it was not

    inside the HR department.  So if someone had a complaint or concern

    about a personnel-related matter or human resources-related matter,

    there was some place to go that was completely separate from that.

         HLC didn't tell Pima how to address the concerns.  That's not

    typically what they do.  What they did is in their report identified

    here's two concerns that we have -- they had more than that,

    obviously -- but here's two concerns we have.  Pima, you should do

    something to address them, and the way Pima chose to address them was

    through the creation of the Office of Dispute Resolution.

         Is that the background you were looking for?

         >> DR. WADE McLEAN:  I'm curious, what's your background?

         >> ANNA TOWNSEND:  My background?  I'm a former police detective

    for the Albuquerque Police Department.  I worked in sex crimes before

    I left.

         Then my husband took a job with the State Department.  So we

    moved overseas, and I worked at two different embassies.  I did

    background investigation while I was there, but I also helped

    organize the community, the embassy American community through





    staying safe through acclimating to the country we were in.  I was in

    Tanzania and Israel.

         Then when we moved back here, I worked for the Office of

    Inspector General as an investigator, but I worked out of Phoenix,

    which was too long of a commute, and odd hours doing surveillance.

    Luckily I ended up here.

         I left out my banking.  It makes me feel old, but I did 10 years

    as a bank manager.  But my true love was investigations.  I told Jeff

    I found out that I was in the wrong field when I chased a bank

    robber.  My heart is in investigations (laughter).

         >> MR. JEFF SILVYN:  So for whatever it's worth, the other

    investigator in the office is a career Civil Rights investigator, so

    she spent most of her career in the State Attorney General's Office

    and the Office of Civil Rights.  Actually, I met her because I was

    representing private clients and she was investigating them.  And

    then after that she managed Civil Rights investigations for the City

    of Tucson.

         >> DR. WADE McLEAN:  So when we get a complaint on OCR, we have

    to write a formal report.  Who does that?

         >> MR. JEFF SILVYN:  So if we get a complaint, say it's from the

    Federal Office of Civil Rights and the Department of Education, OCR,

    or if it's from the state, ACRD, Arizona Civil Rights Division, if we

    are responding to one of their complaint requests, we always tender

    those to the trust.  We have outside counsel work with us.

         If we have known about it before and sometimes they have been





    through a process at Pima and they are unhappy and dissatisfied with

    that, so they go file a complaint, there previously already would

    have been an internal investigation, and that's among the materials

    that gets sent to outside counsel to look at to get their assessment,

    did we do enough, do we need to do any follow-up, and then they help

    us with that and then prepare the response to the investigating

    outside agency.

         >> DR. WADE McLEAN:  So our HR department doesn't do those

    reports?

         >> MR. JEFF SILVYN:  The HR department does not draft reports on

    discrimination or harassment complaints.  It's done outside of that

    unit.

         >> MS. THERESA RIEL:  So I just have a couple questions.  Thank

    you for being here.

         What's the length of your average investigation?

         >> ANNA TOWNSEND:  Our average investigation is -- okay, so

    investigation, talking about those categories I talked about, I would

    say between 60 and 90 days.  But some things are out of our control.

    When people take leave, especially faculty, that are not available

    during certain times, that usually -- I had said between 60 and 90

    days.  On the longer end, it's usually things that are out of our

    control, meeting with people and setting up interviews.

         >> MS. THERESA RIEL:  And then another thing that I would just

    personally like is if you could separate the data, so instead of

    lumping all employees, I'd like to see, you know, staff, nonexempt





    staff, faculty, I would like to see it, because it just tells a

    different story.  I'm talking about some of those graphs that you

    just had.

         >> ANNA TOWNSEND:  You said staff, nonexempt.

         >> MS. THERESA RIEL:  And faculty.  Those are the three groups we

    have, right?  Are administrators separate from the staff and

    nonexempt?

         >> ANNA TOWNSEND:  I don't --

         >> MR. JEFF SILVYN:  We could either count them separately or

    include them with exempt staff.  You want us to break that out?

         >> MS. THERESA RIEL:  Yeah, if you could.

         >> MR. JEFF SILVYN:  Do you want that by complainant or

    respondent?

         >> MS. THERESA RIEL:  I'm not an attorney, so I don't really know

    what you really mean by respondents.

         >> MR. JEFF SILVYN:  Sorry.  Complainant, meaning are you asking

    for data breakdown based on who is making the complaint, or are you

    asking for data based upon who is the subject of the complaint?

         >> MS. THERESA RIEL:  No, the complaint maker.

         >> MR. JEFF SILVYN:  The reporter?  We will use that as a term.

    Reporter.

         >> MS. THERESA RIEL:  Yes, I like it.

         >> ANNA TOWNSEND:  For 2022?

         >> MS. THERESA RIEL:  No, just any time that you report to us

    from this point on.





         >> ANNA TOWNSEND:  Okay.

         >> MS. THERESA RIEL:  You know, it would be nice, just because

    then we understand where they are coming from instead of just it's

    coming from the college.

         And then what's the procedure that you use if it is one of those

    last ones with substantial allegations, if it has a substantial

    allegation?  So I would assume that means that you read through it

    and you're like, oh, this is serious.  What's the procedure you use,

    is it different from just one that isn't as serious?

         >> ANNA TOWNSEND:  I'm trying to think and make sure I

    understand.

         >> MR. JEFF SILVYN:  I think you mean substantiated?

         So you're right.  There might be a different process depending on

    how serious the allegation is.  I'm unhappy about a broken light

    versus I was a victim of discrimination, that's going to get

    different treatment.  But I think your question was about

    substantiated, meaning they found that more likely than not that the

    allegations were true?

         >> ANNA TOWNSEND:  So if it's more likely than not, and we find

    it's substantiated, all we are saying is it more than likely

    happened, whatever the allegation is.

         So our process doesn't change.  Our process is always the same.

    We are doing our investigations.  We found it more than likely

    happened.  We write that in our report so that the decision-makers

    can make their decision.  Does it rise to a level of termination,





    write-up, coaching?

         >> MR. JEFF SILVYN:  So let's say that the subject of the

    complaint was a student alleged to have engaged in misconduct.  If

    ODR finds that it's substantiated, the student will get referred into

    the student code of conduct or academic code of conduct process, and

    then there are people who are responsible for that process, what's

    the sanction, give the student an opportunity to respond, that sort

    of thing.

         If it's an employee who's found to have engaged in a policy

    violation, then it would get referred to human resources and the

    appropriate supervisor with the findings and the recommendation from

    ODR, and then the supervisor in HR will look at it and say, okay, in

    this type of situation, how do we deal with that type of conduct,

    what's the appropriate level of corrective action?  Is it counseling

    and education?  Is it some level of discipline, a warning,

    suspension, termination?  They would then do that assessment, and

    then there is a process to impose discipline if that's what the

    determination is.

         >> ANNA TOWNSEND:  Also to add to that, we are not the

    decision-makers.  I didn't hear the last part, but we just write what

    we found.

         >> MR. JEFF SILVYN:  Oh, sorry, going back to Dr. McLean's

    question, the other reason ODR was set up the way it was is that it

    was just an independent fact finder.  The idea was they don't have

    any stake in the outcome.  Their job is to just follow the evidence





    and figure out what happened more likely than not.  Then provide that

    information to a decision-maker who accepts that as, okay, that is

    what happened more likely than not, and then based on our standards,

    what would be an appropriate way to address whatever the issue is?

         >> MS. THERESA RIEL:  And then I was recalling when I was an

    employee here and when I was an employee prior to working at Pima,

    and there were a few times when I got called in on the carpet for

    investigations.

         I was a union member, and I always had been, so I knew that I had

    a right to always have a representative or another -- didn't have to

    be from the union but just another, it's like going to the doctor,

    you want to have somebody there is who is listening since you're at

    high levels of anxiety.

         Do you have a procedure like when you are interviewing people

    that they can have a representative with them?

         >> ANNA TOWNSEND:  Yes.

         >> MS. THERESA RIEL:  Is it something they are told about

    beforehand?

         >> ANNA TOWNSEND:  Yes.  If they are being interviewed, everyone

    has a right to have an advisor.  Different from the union rep, but it

    is an advisor and someone that can be present with them.

         >> MS. THERESA RIEL:  Thank you so much.

         >> ANNA TOWNSEND:  I do want to add, all this information, we are

    not putting the burden on you to handle complaints or know where to

    go.  Just send them our way, or anyone that comes to you, send them





    our way.  And we'll figure out where it's supposed to go.  If you

    guys have a question, have someone who has a question, just want to

    run it by us or talk to us, feel free to contact us.

         >> MS. THERESA RIEL:  Yeah, we really appreciate that, because

    this is a nonpaid job, and we want to make sure that we have all the

    work go to the experts instead of us.  So thank you so much for doing

    what you do.

         All of you, I want to say thank you for the information.  I'm

    sure that we will have questions as this goes through our minds...

         Oh, I'm sorry, we do have questions right now.

         >> MR. GREG TAYLOR:  So this structure, sort of building off what

    Wade was asking, when the HLC said -- was this modeled after

    something?  Like if you went to Arizona Western or Maricopa or

    somewhere else, did they have a similar structure, or was this just

    something that Pima came up with?

         >> MR. JEFF SILVYN:  I'm trying to remember that part.  I don't

    think it's modeled on a particular place, but we looked at other

    institutions to see -- and some of them, there are certainly

    variations, and some places it's actually in HR but we made the

    decision not to do that.

         Does it follow a particular place?  No.  Did we kind of look

    around and look for models and wired what we thought would work at

    Pima?  Yes.

         >> MR. GREG TAYLOR:  Then in terms of how you would respond to

    the reporter, to use the word you were using before, you're saying it





    takes 60 to 90 days, how is that person in the loop during that 60 to

    90 days to know where you are in this process and that someone is

    working on it?  Or is it just kind of like I assume I'm going to wait

    a certain amount of time and I get a letter that says it's resolved?

         >> ANNA TOWNSEND:  We update the respondent and let them know,

    and even the complainant, we will let them know, but especially the

    respondent.  First of all, I will know at the beginning more or less

    how many interviews it's going to take.  Is it 20 different people

    and 20 different schedules?  Or is it just 5?  And I can give them a

    rough estimate.

         If it's going past two weeks, three weeks, we start updating them

    weekly or biweekly.

         >> MR. GREG TAYLOR:  Thank you.

         >> ANNA TOWNSEND:  Thank you for your time.

         (Recess.)

         >> MS. THERESA RIEL:  Hi, Nic.  Thank you for being with us

    today.  We are looking forward to hearing all of the information you

    have to share with us so we know what we are supposed to be doing on

    this Governing Board.  Thank you.

         >> DR. RICHMOND:  Good afternoon.  Thank you for allowing me to

    speak with you this afternoon and share some information about the

    office of strategy, analytics, and research.

         Before we get started, I did want to check in briefly about the

    time for this.  I know it was originally scheduled to finish at 4:00,

    and I just want to check in so I can be mindful and respectful of





    your time.

         When do you need me to be sure I am done by?

         >> MS. THERESA RIEL:  If you need the full hour, we can have you

    go the full hour, and then we will just have the chancellor come in

    when you're finished.

         >> DR. RICHMOND:  Okay.  Sounds good.  I will try and move

    forward in a timely way, but I will take the full hour as needed.

         Let me share my screen.  Give me just a moment to make sure I

    have the correct window.

         Are you seeing a blue slide saying strategy, analytics, and

    research?

         >> MS. THERESA RIEL:  Yes, we are.

         >> DR. RICHMOND:  Good.  Because we are over Zoom like this, I

    cannot see this.  So if any of you are confused, have questions, I

    cannot see you to read body language.  So please, if you have

    questions, please speak up so I can address any questions as we go

    along.

         I'm here to introduce the strategy, analytics, and research

    function at the institution.  I will touch on a few different things.

    I will start by giving you a general overview of the team, general

    topics that we look at and focus on, and then we will talk in a

    little bit more detail about mission and planning, data reporting,

    engagement surveys, and then a discussion for any questions you may

    have.

         We will spend the bulk of our time talking about data reporting.





    This is, in general, one of the more nuanced, more complicated areas,

    and there is a lot of very important details there as we work through

    about the performance of the institution, where the institution is

    doing well, where we have opportunities to improve.

         So we will spend a little bit of time there so I can try and

    explain some of those metrics, and especially if you have questions,

    please don't hesitate to let me know.

         The office oversees a number of different areas grouped in these

    three main lanes.  So within the strategy function, we focus on

    mission fulfillment, strategic planning, all other aspects of

    planning actually including the Education and Facilities Master Plan,

    unit plans, kind of all of them.

         We do some scenario planning work, and we do a lot of monitoring

    of external trends.  We very carefully monitor signals from outside

    the institution about changes that may come and impact the college,

    and that's a critical area as we think about long-range planning for

    the college so we can be sure we are taking all the different kind of

    potential variables into account as we think about recommendations on

    the best route forward.

         A recent addition in this area of sustainability planning, the

    college recently developed its first climate action sustainability

    plan, and that's something that runs in the strategy area of the

    college because any long-term decisions we make, any long-term

    changes we make need to go hand in hand with sustainability to ensure

    that we are addressing those considerations as we think of our





    strategy for the institution.

         Then we have analytics.  This is under the purview of institution

    analytics, which is a subunit within STAR.  This is where we develop

    our business intelligence system and provide all of the official data

    reporting for the institution.

         This includes mandated reports to the federal government and the

    State of Arizona, as well as very detailed internal data that can be

    used for employees to support operations and to understand at a very

    fine-scale level how things like, for example, student course

    outcomes change by race/ethnicity in a particular subject code at the

    institution.  All of those data are produced at the analytics team.

         Then through research we conduct a number of college-wide

    surveys.  Of course the hard numerical data we have through our

    information systems is one thing, but we need direct input from our

    students.  The primary way we do that is through surveys.  We have a

    number of external surveys we conduct as well as many internal

    surveys for specialized purposes.

         We also conduct benchmarking and research of that type to bring

    information to the institution again so we can compare to other

    institutions and also see what best practices may be out there that

    we can bring to Pima to help support our learners.

         I will start with mission.  Mission of course drives everything

    at the institution.  As you can see on this slide here is our most

    recent purpose, vision, and mission statements.  These were approved

    by the Governing Board in spring of 2021, so they are relatively new





    statements.  I will talk a little bit about the development in a

    moment.

         Alongside these statements we also have the behaviors.  We added

    behaviors new in 2021.  Haven't had anything like that in the mission

    fulfillment framework in the past, but we felt this was important to

    bring in to kind of guide how we go about fulfilling our mission, and

    we have a number of key priority areas here, as you can see listed,

    and we have some discussions underway for things we may do next year

    to more broadly disseminate the behaviors across the institution and

    get employees engaged with these.

         Mission review itself was conducted by the strategic planning

    team.  That team is comprised of representatives from all the key

    areas of the institution.  It's a relatively small group, typically

    around about 25 people, with key responsibilities to report back to

    their stakeholder group.

         Mission review is very broad in scope.  We have many avenues for

    people to give input.  Some of those are through open discussions

    held at each of our sites, and then we also have an annual Futures

    Conference.  And when we're during a mission review year, that's

    always a topic we take forward to that conference.

         That's something we hold at one of the local hotels.  It is

    geared primarily towards community members.  It gives us a primary

    way to hear from the community we serve.  There is only one way

    through which we hear from the community, but it's a key one for

    mission review.





         The review of the mission is typically conducted in the year

    immediately prior to the development of a new strategic plan, but

    sometimes those things run in parallel.  But always the conversation

    about the mission is first, because we need to make sure we are, as a

    group, as a college, as a community, aligned around the mission,

    because that has to guide the directions we go as we develop the

    plans for the institution.

         The mission, as just mentioned, directly guides our planning and

    our strategic plan in particular.  So if we talk briefly about that

    strategic planning process, we use a hybrid approach.  It's very

    interesting in the world of planning and strategy.  There are some

    changes in methodologies that we are kind of transitioning to both at

    Pima and more broadly.

         In the past, planning has been very traditional.  It's very

    structured.  It involves a set of core elements, which I will share

    the ones we use in a few moments.  But the pace of change in higher

    education and other fields is accelerating all the time.  It used to

    be much more static than this, and change used to be more gradual,

    but now it's fast, very fast.

         So we need to be nimble in our planning to take those things into

    account.  Because of that, we use very traditional planning methods,

    but we're also bringing in futures methods as well, which there are a

    different set of tools and a different set of methodologies that

    enable us to look to the future in a very different way which helps

    make sure, as we develop our plans, we are doing that in a way that's





    going to be very relevant and appropriate for possible future states.

         For the traditional side of planning, we use the Society of

    College and University Planning's integrated planning model.  We use

    the first couple of steps of this, which is the planning roadmap and

    assessing the landscape.  That includes a variety of different steps

    as listed here.  The primary ones are along the second line here.  We

    have the environmental scan that looks to the outside world to figure

    out what's going on, be it social or technological, political, et

    cetera, that may impact the institution.

         We have an institutional context discussion, which looks within

    the institution, about our history, our culture, things like that,

    and a competitor analysis which looks outside college at other

    higher-education institutions who operate within either our

    geographic space or who are very active in the online space so we can

    see how we might position ourselves within that wider landscape, and

    then of course the classic strengths, weaknesses, opportunities and

    threats conversation.

         Those are all part of the planning work we do, but enhancing them

    now, we have foresight methods from the Institute for the Future, and

    there is lots of these, the four details don't matter at all, but

    this is a futures tool kit that enables us to look at things like

    signals and drivers to build forecasts and scenarios to help us build

    out possible future states based on the things and the signs, the

    indicators we see today.

         To elaborate on that a little bit, we think primarily around





    drivers and signals.  So drivers are clear and compelling

    evidence-based directions of change.  One key example I would use

    here is the growth of online education.

         Nationally there is an increase in people participating in either

    online education within individual institutions, participating in

    these massive online courses that are available through different

    providers such as Coursera, and so these are kind of clear inarguable

    trends that are occurring, and as an institution we need to make sure

    if we are not ready for them that we get ourselves ready for them.

         Then we have signals of change.  Signals are small and subtle.

    They may be one initiative that's been tried at one institution.  But

    they are little signs and little clues about the possible direction

    things may develop over time.

         So we very carefully monitor possible signals of change so that

    we can be aware as different things emerge that the college might

    need to respond to.

         When we think about signals, I will give a little more detail

    here, we track this within the STEEP framework, so we track according

    to Social, Technological, Economic, Environmental, and Political,

    which is the same framework we use for environmental scans for the

    traditional branch of planning.  This involves checking higher

    education news, national news sometimes depending on what it is, it

    can be things coming to us from conferences, can be announcements

    from different entities, but here are two examples of signals that

    were identified last month now in the social area.





         One is an article from Inside Higher Education, which was a

    discussion about whether class participation should be graded.  Now,

    sometimes for classes it is; sometimes for classes it is not.  It's

    in the purview of the faculty member leading the class.  But this was

    a very interesting discussion about whether, for this particular

    institution that was featured here, whether they would include

    participation in the long term for grading, because there was some

    interesting equity considerations here.

         For example, if you are a single parent taking classes, you may

    have barriers and challenges to being able to attend class every

    single session.  Doesn't mean you're not a committed student, but

    there are practicalities.  There is real life, right, that can get in

    the way.

         So the discussion here is around whether including participation

    in grades could be a barrier for some students.  Another here is that

    enrollment remains a top risk cited by colleges.  Another one as

    highlighted in the discussion here is recruitment and hiring.

         So there are a number of these different things.  Now, some of

    these are smaller scale, belong in the realms of, for example,

    academics in the case of the first one.  Others are more broad and

    impact the entire institution, but through the signal scanning we do,

    we are carefully monitoring different emerging signals, tracking them

    to see if they start building speed.  Do we start hearing the same

    thing from multiple places so we know it's something we need to pay

    more attention to.  When we engage in planning, we take these





    signals, these drivers, and bring them to bear as we think about the

    direction the institution may need to go.

         Some of the things that came out of the foresight work in the

    last planning processes are summarized here.  This is a section of

    text copied in from the current strategic plan, which was also

    approached in spring 2021.

         Some of the things that stood out as factors that may shape the

    future of the college, changes in college funding, some economic

    considerations, technology, increase in competition for learners.

    This is a key one, because the growth of technology has really opened

    up a variety of education opportunities, which coupled with a

    declining sense and value of higher education kind of works against

    us as a community college.

         We also need to think about the future of the Pima learner.  We

    have data from the Office of Economic Opportunity that gives us

    projections of what we think Pima County is going to look like in

    terms of key demographics when we get to 2040, 2050, et cetera.

    That's key for us to think about.

         Then the last one here is the nature of educational products.

    "Products" is in quotes, because it's not really a product as such,

    but as we think about we have traditional certificates, we have

    associate degrees, we have a growth in short-term credentials in

    which there is growing demand.  Also of course here within Arizona we

    now have the option to consider including a small number of four-year

    degrees.  So thinking about what kind of educational outcome our





    students are seeking is a really critical one for us to think about

    as we move forward as an institution.

         Just to give you a brief example, some of the priorities that are

    in the works right now and intended to be completed or at least

    partially completed for key milestones this year, we have a focus on

    standardization, simplification, and access to support learner

    progress.  This is about simplifying our processes to make them more

    transparent and easier for learners to navigate to find their way

    through and registered and through our programs.

         There are a number of milestones around guided pathways this

    year.  There were milestones last year, and there are other

    milestones in the upcoming year for guided pathways.  That's a huge

    project.

         Restructuring around areas of interest.  This is about taking our

    clusters of offerings.  So, for example, let's take, I will use

    Applied Technology as an example.  We have a number of programs in

    that area for our credit programs that are neatly aligned on our

    website under Applied Technology as a division.  But we have other

    avenues to which students can enter those programs, and we have other

    kinds of completion points such as industry credentials.

         You can find out about all those different things on our website,

    but this is about putting those things together so a learner doesn't

    have to go, I want to go and take an IBEST program through adult

    education, or I want to pursue an associate degree for transfer.

    They can go to one place and think, okay, I'm interested in Applied





    Technology, and they can see all their options with the college in

    one place.

         So this is much more about making us easier to understand from

    the outside as opposed to structuring how we're viewed outside the

    same way we are operationally structured inside.

         Then expanding completion points.  This is about

    microcertificates, about industry credentials, and recognizing that

    those bring value to the learners to earn them, and we that should

    recognize those as completion points within the institution.

         So these are all in the works right now.  There are other

    initiatives and projects underway that we will complete in later

    years.  It gives you a little bit of a flavor about some of the

    things in here.

         These items and everything else in the plan is structured around

    a very specific goal for the year 2030.  Within the State of Arizona,

    led through Education Forward Arizona, we have an Achieve60

    initiative, which 60% of Arizonans in the case of the statewide

    initiative, Pima County residents in the case of ours here, 60% of

    those residents age 25 to 65 holding a postsecondary credential or

    degree by 2030.  I won't go into the data right here in terms of what

    that currently looks like, but for certain groups, they are not at

    that level.  Some are, some are close, but some there is a bigger

    gap.  We recognize as a community college we need to do something

    about that.

         Of course we want to support the statewide effort as well.  So





    this is the central target that we have within the strategic plan.

    It's been in place now for a number of years.  Actually it was in the

    last plan as well.

         But completion is a critical thing for us to be thinking about.

    We have some targets that we establish for ourselves in the strategic

    plan.  In blue are the historical data.  In the orange-type color we

    have the targets.  You will notice in completion we were pretty flat

    for a number of years.  Now we are ramping up quite a bit in terms of

    our targets.  I will show you in a moment where we currently stand.

         In addition to that overall target, we also have specific targets

    for three of our minority populations.  These are populations for

    whom the educational attainment level is lower than other

    populations.  They are also highlighted in the Arizona initiative.

    So overall we are looking for a 65% increase in completers by the end

    of the strategic plan, but we are looking for 100% increase for these

    three populations.

         In terms of our overall current performance, we have the little

    chart I showed you before with the targets here in the upper right.

    The current performance is shown here in the green and blue lines.

    The line to pay most attention to here is the blue line, which is the

    completer count.  Each person is counted once here regardless of how

    many awards they earn.  So this is the unduplicated count of people

    we have in a given year earning an award from the institution.

         Now, the pandemic was not kind to us in terms of completers.  I

    mean, of course, it was not kind to the world in many, many ways.





    Our learners, many of our learners had other priorities that had to

    take precedence over their education.  Our enrollment dropped, our

    number of completers dropped.

         In the '21/'22 year we're starting to see that turnaround a

    little bit, but this is a critical area for us as we work to get back

    to the levels we were at before and then move past that to try and

    get back on track for Achieve60.

         Within the strategic plan we identify a number of metrics, so

    completer counts is one of those.  That's the big picture, ultimate

    target.  But of course that feeds in directly to enrollment.  It

    relates to retention, whether we keep our students from term to term.

    So as part of this in the strategic plan we identified what we termed

    here are institutional key performance indicators.

         I'm going to share with you some of the data aligned with these

    so you get a bit of a feel for where the college is at in terms of

    how we are doing in some of these different areas.

         These focus at the access end of the spectrum, so annual head

    count and enrollment.  We have progress measures, such as fall to

    next-term retention.  As well as completion metrics being a count of

    completers, looking at students who transfer from us to another

    institution, be it the University of Arizona or another higher

    education provider.

         A number of these metrics come from Voluntary Framework of

    Accountability or VFA.  I won't go into too much detail about what

    this is, but essentially the VFA was developed by the American





    Association of Community Colleges to fill a very specific need.

    There are a number of systems, I will mention one of them, that

    colleges are required to report to.  But a lot of those external

    accountability systems are originally designed for universities, or

    they focus on full-time students.

         For Pima, about two-thirds of our students are part-time, so we

    really can't with any good meaning use a system that looks at just

    full-time students because it's simply not representative of the

    community we serve.

         There are a number of progress-type measures, some related to

    developmental education, some not, which are really relevant to the

    community college that these national (indiscernible) accountability

    systems just don't include.  The VFA was designed by the American

    Association of Community Colleges specifically to provide community

    colleges with a way to look at measures that are meaningful for us

    and compare them to other institutions, so it gives us a different

    accountability system that's very appropriate and applicable for us.

         The data here highlights a little bit more the point I just made.

    This little pie chart is looking at spring 2022, student enrollment,

    and 71% of those students were part-time, about 29% of those students

    were full-time.  So we absolutely have to be thinking and focusing on

    our part-time students, because that's really where the bulk of our

    learners are.  If we are not focused on them, we are doing a

    disservice to the bigger proportion of our enrollment.

         I'm going to show you some of the key data, but I wanted to share





    first a few interesting data points about Pima County.  I'm going to

    move through this relatively quickly.  There is a link provided here

    and a copy of the full report can be released to the Governing Board

    if you'd like to see more about this.

         This was a study conducted by an external group, and they were

    looking at low-wage workers.  In this case, you are looking at a

    series of charts.  I'll highlight one particular area.  We're looking

    at Tucson, Arizona, 18 to 24, identified as low-wage workers, and

    they are not in school and they do not have a college degree.

         If you focus for discussion purposes right now on the race

    ethnicity chart in the lower right, we'll see if we look at that

    population, 35% of them are White, 54% of them are Latino or

    Hispanic, and I'm going to step through different levels of

    education.  I want you to watch how the White percentage and the

    Latino or Hispanic percentage change.

         First, same age range, but now we're looking at people who are in

    school with no college degree.  Note how the percentage of White

    individuals has increased significantly.  Note the decline in Latino

    or Hispanic individuals.

         If I go one step further, this is the same age range but now we

    are looking at people who hold an associate degree or more, and

    again, we see a further increase in the percentage of White

    individuals in this population and a decrease in Latino or Hispanic

    individuals in this population.

         This highlights a critical area that the college needs to focus





    on and try and address, and the equity piece around Achieve60 is key

    here if we want to support meaningful change in our community.

         The other metrics here are interesting.  I encourage you to take

    a look at those as well to see how they change as we move across

    different levels of education, because they are all important and

    have meaning for us here at the institution.

         Let's look at a few key data points for Pima.  So this is

    longitudinal trend, looking at data from 2011/'12 through to '21/'22

    and the blue line shows annual head count.  Orange line, highest in

    the chart, gives enrollment count.

         Enrollment is, just to clarify, a duplicated count.  So head

    count, we count a student once regardless of how many classes they

    are taking.  For enrollment, if a student is taking three classes, we

    count them as three times.  So it duplicates people according to the

    number of classes they're taking.

         As you can see here, there is a gradual decline over time, little

    steep at the beginning, starting in 2011, a little before that

    actually where we had this significant decrease in enrollment.

         Right about 2016/'17, we started to flatten off, which was great,

    but then with the impact of the pandemic you can see we saw

    significant drops in enrollment again over here, the right-hand side

    of the chart.  If you can compare any of these starting numbers with

    any of the ending numbers, we are at approximately half the head

    count, enrollment count, and unofficial FTSE that we were 10 years

    ago.





         FTSE here is primarily used for financial purposes.  This is

    full-time student equivalent.  There's an official version reported

    to the state.  This chart includes unofficial FTSE, which is a

    slightly different calculation, but it's a very similar final number

    to the ones we have going in to the state, though it does include the

    CTE multiplier, just so you know.  So this is a lower number than we

    report out to the state.

         It gives you a sense of where we're going, and institutionally we

    need to think very hard about what it means for us that our

    enrollment has dropped this much in this amount of time, and what

    does it mean in terms of infrastructure offerings, et cetera.

         In terms of gender, over 50% of our students, 58% for the most

    recent spring, were female compared to 40% male.  This used to be

    closer to 50/50.  We are losing our male students.  This is not

    unique to Pima.  This is a challenge facing higher education more

    broadly.  But again, it's something we need to think about and be

    mindful of to see how we can rebalance this ideally so we bring our

    male students into the institution so they have the educational

    opportunities as well as our female students.

         In terms of race ethnicity, 47% of our students in spring 2022

    identified as Hispanic or Latino.  This is a little higher than the

    proportion within the community, but within the community, Hispanic

    people are typically younger, so we would expect to see a high

    proportion of them attending here as we typically have younger

    students at the institution.





         White students are 38%, approximately, to the nearest percent,

    anyway, which is a little below the overall for the community.  Then

    the other populations are generally much smaller from the two

    dominant race ethnicity groups.  Of course, all of our students are

    very important, and when we compare ourselves to the community, we

    look across all these demographic groups because it's important that

    we meet the needs of every learner in the community.

         In terms of age, our highest age group is 18 to 24, which is very

    typical for a community college.  About 31% in slightly older age

    range, about 12% who are aged over 40.  As we move forward in time

    because of the birth dearth we are going to see declining numbers of

    students graduating from high school.

         The institution, as we think about enrollment, we need to think

    about how we can effectively engage with adult learners, because the

    pipeline is going to start dropping for younger-aged students.  So

    either as an institution, our footprint, we need to plan for further

    enrollment drops if we rely on younger age ranges, or we need to

    really ramp up how we engage with adult learners.

         That's a theme within the strategic plan, the engaging with adult

    learners is due to complete next year, so it's very much on the

    college's radar, but I wanted to highlight for the board so you can

    be aware of that as you make decisions for the institution.

         Let me touch on a couple of progress measures.  Now, there is a

    lot of information in the chart here.  I'd ask you to primarily focus

    on two areas.





         The first is this one in blue.  So when we complete the VFA

    reporting, we track cohorts.  So we identify students who start in a

    given semester, and then we track them over time to see what happens

    to them.  For this chart, we are tracking students who are new to the

    institution in fall of 2020.  We track them for two years.

         The blue line is fall to next term retention.  This reports the

    percentage of students who were new in fall 2020 who continued with

    the institution in spring of 2021.  So when we look at the full

    cohort, we retained 64% of those students.

         The one next to that, the green one, is the other one we will

    focus on.  This is no success first term.  This is the percentage of

    new students in fall 2020 who either failed or withdrew from every

    class they were enrolled in in their first semester.  It doesn't mean

    they didn't come back in the next semester.  They may have done, but

    it means that in fall 2020, that first semester with us, they didn't

    see any success.  As you can see, that number is 22%, which is very

    roughly 1 in 5 students.

         I'm going to apply a few filters to this.  Internally all of

    these data are available in our business intelligence system.

    College employees, if they have the appropriate security access to

    the data, which is pretty much everybody within the institution, can

    apply filters to see how these change for different subpopulations.

    I'm not going to look at many of those for today's purposes, but I

    want to give you a couple of examples so you can see the kind of data

    we have available and also see how some of these metrics vary across





    populations.

         First, I'm adding a filter looking at part-time students.  If I

    go back to the original one, we're at 64% and 22%, and then add part

    time, you'll notice the retention rate has dropped.  It's now closer

    to 50%.  The proportion of students who have no success in the first

    term has increased.  It's now closer to about 1 in 4 students as

    opposed to 1 in 5.

         Remember what I commented about before.  About 70% of our

    students are part time.  So the larger proportion of our students

    have this slightly lower retention rate.  Now, of course it means our

    full-time students retained a slight higher level, but this is really

    critical for us.  We retain approximately 1 in 2 of our part-time

    students who are new from fall and into spring.

         That's an area we need to focus on institutionally to figure out

    how we can keep those students, because obviously they cannot kind of

    progress with their educational journey, earn their certificate,

    transfer to the university if they are not staying and kind of making

    progress here with us.

         We take this a step further, and now we are looking at part-time

    students, but they are not all part-time students.  We are looking at

    the data for our Hispanic or Latino male students.  Note the

    retention has now dropped again and it's below 50%.  Note that no

    success in the first term has increased, and it's now closer to what

    is approaching 40%, but it's about 1 in 3 students very

    approximately.





         Now, we can analyze this what this looks like across all the

    different metrics in the VFA, but it kind of highlights for us that

    we can look institutionally at our KPIs and at the big-picture level

    we are reasonably comparable to the fall VFA cohort.  There are some

    differences, but they are not huge in most cases.

         But as we look at different subpopulations, we start to see

    increasing differences in terms of their progress and their outcomes.

    That's an absolutely critical focus for us as we work to address

    diversity, equity, and inclusion, social justice, and there's

    actually going to be an internal session at the institution on Friday

    where I'm going to talk in more detail about these data to release it

    broadly across the full college community so others are aware of what

    these numbers look like.  They are available internally in business

    intelligence but to kind of give some of the context around the

    figures.

         We can also through these data track trends over time.  In the

    case of what we are seeing here, these were again two-year VFA

    cohorts that we are tracking, and we are looking from fall 2013 to

    fall 2020.  We're looking at Hispanic and Latino and White,

    completion rates and transfer rates.

         Now, if we look back in fall 2013, the completion rate for our

    Hispanic students was 4.3%.  It was 5.7% for our White students.  So

    it was close but not exactly the same.

         Very significant gaps though in transfer rate.  It was about 15%

    for our Hispanic students, about 25% for our White students.





         We jump forward to the most recent cohort.  You will notice the

    overall numbers for completion rates have increased from about 5% to

    between about 8 and 9%, which is good.  It's great to see that

    progress and that increase in completion in two years.

         There is still a little bit of a gap in the completion rate

    between the race ethnicity groups, which is an area that needs focus,

    but it's not a huge gap.

         Transfer rate has generally dropped.  We have seen declines in

    transfer rate for a number of years now, and that's something that's

    under investigation and analysis in academics, but note there is

    still a fairly big difference in the transfer rate between these two

    populations.

         Again, as we think as an institution about our purpose in

    supporting equitable outcomes, helping any student regardless of

    where they start reach the educational goal they have, there is a

    question around that differences and areas the institution needs to

    think about.

         We can further slice on this.  Here we are looking at the same

    groups, male students only.  Notice that there are bigger gaps now

    between Hispanic populations and our White populations.

         These rates are lower than when we look at all Hispanic students,

    and the gaps are bigger between White and Hispanic.  So again, these

    are things we need to think about as a college.  Not to say that our

    rates overall are bad or anomalous compared to others, but we have

    real opportunity as we look to particular subpopulations.  There is





    real opportunities for us to improve (indiscernible) success for some

    of these populations.  That's the VFA.

         I will touch briefly on IPEDS.  There are also IPEDS charts in

    here.  I won't talk about all of them in detail.  IPEDS is Integrated

    Postsecondary Education Data System.  This is the federal data system

    for which there are a number of mandated reports that every

    institution, be they a community college or a university, are

    required to submit every year.

         It makes it a very good benchmarking tool for us, because we can

    access institution-level data for every community college in the

    country, and this gives us a very strong way to compare how we are

    doing compared to others.

         There are some of these measures that are better than others for

    doing those kinds of comparisons.  Definitions are kind of consistent

    but sometimes they relate to state definitions.  So things will be

    consistent within Arizona but they could be quite different between,

    say, Arizona and California.

         So there are some limitations to this, and the metrics are

    somewhat full-time focused, not 100%.  They have added additional

    metrics in the last few years, but it's a narrow set of metrics but

    for a broader set of institutions.

         Here, every institution, the VFA, the most recent year there are

    about 200.  So it's a big difference.

         We can access comparison data, as mentioned, through IPEDS and

    they provide some standard reports to us.  In January, you perhaps





    received both the original IPEDS data feedback report and the

    customized one.  Let me show some examples from the customized report

    here.

         For the custom report we used two sets of institutions from our

    peer institution list.  These are those like colleges, so they are

    like us.  They're big multicampus, high-enrollment institutions.

         Then we also included like cities.  So they are areas that look

    very much like the Tucson region in terms of their demographics,

    their characteristics, and so we looked to them, the colleges in

    those cities and the large multicampus districts, and compared to

    those.

         We can pick any comparison cohort, though, so if there is

    interest from the board of seeing a particular group of institutions,

    a request can go into the chancellor's office and we can look into

    that as well.

         We go through a series of charts.  Pima is in orange in each of

    these like the darker color.  The comparison group, the institutions

    on the previous slide are in this lighter color here.

         First off, we are looking at one that relates to federal

    financial said.  The percent of full-time, first-time, degree-seeking

    students who are awarded a grant, scholarship, or loans in the

    2020/2021 year.  Now, you will notice here for Pima it's a lower

    percentage for us across the majority of these categories.

         It's interesting for us to note, because finances show up in a

    couple different places when we hear from students and the need for





    support for their financial needs.  So this comparison is an

    interesting one to look to.

         We can also look at the federally defined retention rate.  Now,

    it gets a little confusing.  VFA talks about fall to next term

    retention.  When we use the term "retention" in a federal context,

    that typically means fall to fall as opposed to fall to spring.  But

    here we can compare our full-time student retention rate and our

    part-time student retention rate between us and the other

    institutions.  You will notice for Pima it's a little higher in both

    cases, which is really encouraging for us to see that we are kind of

    outperforming this group of colleges a little bit.

         We can also look to the graduation rate and transfer rate.  Now,

    this is the traditional end of IPEDS where they look at what they

    term 150% on-time graduation.  This would mean for an associate

    degree, for example, that they graduated within three years.  So the

    traditional two years for an associate degree plus the additional 50%

    of time.

         For these, our graduation rate is a little bit lower than the

    overall cohort, but the transfer rate is a little bit higher than the

    overall cohort.  So we kind of average out being about the same when

    we consider these two kind of key completion points, either earning a

    degree from us or making that step to transfer on to a state

    university.  I shouldn't say state university.  Any university would

    be picked up within this analysis.

         So this is an encouraging sign for the institution, but it does





    highlight the graduation rate in 150% of time is something we should

    focus on.

         These charts get a little bit more detailed as we go along.  So

    here we have the full-time, first-time, degree-seeking students

    earning an award within 150% of normal time, again, that would be

    three years for an associate degree, and we see it disaggregated by

    race ethnicity.

         Some of these populations are very small.  For example, the

    American Indian Alaska Native population is small, so that difference

    might be skewed somewhat because there are a relatively small number

    of students in that category.

         We like to highlight the numbers here in the middle for our

    Hispanic students.  Our graduation rate is a little bit higher for

    our Hispanic students than it is when we look to the comparison

    institutions, which is good to see.  It's a little lower though in

    other cases, so for our White students, we are a little bit behind.

    For our Black or African American students it's largely the same.  So

    we see gaps in places, but it's a very mixed story in terms of how

    this varies by race ethnicity.

         I mentioned race ethnicity before, and of course it's key as we

    think about the community we serve to ensure we are focusing on

    outcomes across our diverse community.

         This is another way of viewing this, but instead of 150%

    completion, this time we are tracking students for four, six, and

    eight years.  It gives us a much more representative period of time





    within which students may complete and earn an award.

         You will notice, we won't go into all the details, but if you

    look across those that were awarded a Pell Grant, those who were not,

    pretty much every category Pima is slightly outperforming the

    comparison group of colleges. That's not the case for enrolled in

    another institution.  That one is a little lower for us.  But when it

    comes to earning an award, be they Pell recipients or not, we're a

    little bit higher.

         However, I would have to note, look at these numbers.  Receive an

    award in eight years, it was 26% for Pima for our Pell recipients.

    That's a little higher than the comparison group, but it's still only

    26%.  There is a lot of potential there for us to kind of further

    what we are doing to support our students.

         Increase completion so we can make it to much higher percentages

    than that.  That's full-time students.  This is the same thing for

    part-time students.  Overall numbers are much lower, which is

    concerning for us, because keep in mind the comment that 70% of our

    students are part time, so it's important that we focus on this

    group, but again, we see slightly higher graduation rates for Pima

    students than we see for the comparison group of colleges.

         So it's not bad news.  This is very encouraging news in terms of

    how we are doing compared to similar institutions elsewhere in the

    country, but still, a 15% graduation rate for this population of

    students, there is plenty of scope for us to figure out a strategy,

    bring ideas to the institution to work to increase this further.





         The final piece of data I want to touch on is from the research

    branch of the institution, and it focuses specifically on the

    Community College Survey Student Engagement and the related surveys.

    I won't talk in too much detail but these, but essentially this is a

    set of surveys that are conducted by an external group based in

    Texas, and it's completed by a number of colleges every year, a few

    hundred colleges approximately each year.

         It's a survey that is administered in classes, either in person

    historically, with the pandemic it's currently online, but we get

    direct input from students on a range of statements that give us

    really valuable input about students' perspectives on lots of

    different topics related to student engagement.  So it's very

    different from the numerical data we were just looking at, but it's

    really important information, because those perceptions from students

    and the detailed questions within CCSSE really help us to pinpoint

    specific areas where we are doing really well or areas where we can

    work to improve.

         CCCSE pulls their results together in a series of benchmarks, and

    those are listed here, these five categories.  If an institution

    scores 50, then they are exactly average in the full cohort.  So the

    goal is always to be above 50.  So we are above average as an

    institution.

         What you can see here are the benchmark scores.  The average top

    10% of CCCSE institutions are in the dark color here.  So that's kind

    of our aspirational level, it's where we want to get to, right.  As





    an institution, we want to be in the top 10% as a premier community

    college.

         Pima scores are in the lighter color here.  You can see that for

    four of the benchmarks we are above average.  For one of them, we are

    below average.  And specifically support for learners is the one

    where we are not quite attaining the average of the full cohort.

         To give you a bit of context here, these numbers and these arrows

    relate to the previous administration of CCSSE.  So we completed

    CCSSE in the last academic year, so these are very hot-off-the-press

    numbers, but we did this before in 2018.  Before the benchmarks we

    have increased over where we were in 2018.  We were actually either

    at average or just below average for each of these before.

         This indicates good progress by the institution that we are

    tracking the right direction, and student engagement is gearing up in

    these different areas, which is really encouraging to see.  But one

    of them we have dropped slightly.  Now, that's an area of

    institutional focus.

         The key areas within the institution, if we see these data and

    kind of analyze and in turn understand what they mean, but a series

    of CCSSE questions kind of aggregate together to create the benchmark

    scores.  We have the specific results by each individual question,

    and so it gives us very good information where we can kind of dig in

    in detail to understand what's been declining for this particular

    area, so we can figure out what adjustments may be made in advance of

    the next assessment when we reassess and see how well we are doing.





         We have similar kinds of results through the other engagement

    surveys which includes a survey of entering student engagement, a

    faculty survey, and then we also have (indiscernible) race ethnicity

    survey as well.  So we have a wealth of information through CCCSE,

    and as I say, there are key people through the chancellor's goals

    working to understand those results and disseminate them and figure

    out what action the college needs to take.

         Just to hit on a final couple things before I wrap up, we know

    the highest area of student engagement based on CCSSE, and they are

    summarized here.  We are in the light blue here.  The darker color is

    a full cohort, and A is listed over here.  The highest area, one of

    the highest areas of engagement for us is whether the students ask

    questions in class or contributed to a class discussion, and the next

    one is receive prompt feedback from instructors on their performance.

         These things speak highly about the work being done by faculty in

    the classrooms.  These are areas where we are high relative to the

    full CCCSE cohort.  All of these items are identified by this

    external group as critical areas for student engagement.  So these

    are areas to celebrate where we are doing really well as an

    institution.

         At the other end of the spectrum, CCCSE shares with us our lowest

    student engagement, so identifies some areas where we have

    opportunities to improve.  Here, the biggest gaps are the top two

    statements here.  First one, providing the financial support you need

    to afford your education.  That stood out in CCSSE for a number of





    administrations of this survey going back quite a few of years.  This

    is a critical area for the institution to think about and figure out

    what strategies we might deploy in this area to better support our

    students in this regard.

         Another area with a slightly larger gap is a frequency of

    academic advising and planning.  Both of these fall in the area of

    support for learners, and they are among the statements that lead to

    us being down a little bit this time around compared to the last

    administration.  But these questions, like I say, give us clues and

    ideas where we need to look to, where we can work to improve.

         So that is a relatively quick tour through what I realize is a

    lot of information, just to summarize a few key priorities in the

    team for the upcoming year so you are aware of some of the other

    things in critical areas of focus for us.  We are building our

    timeline in process for the next comprehensive planning cycle.  This

    will include mission review, development of a strategic plan, new

    facilities master plan, education master plan, and a number of

    related plans.

         The team will be formed to work on these, and these are all items

    that will come forward to the Governing Board for review and approval

    at the appropriate time.

         The team is also responsible for the implementation of the

    Climate Action and Sustainability Plan, and we have a lot of work

    going on in that space to move the institution forward to become a

    climate-positive entity.  We are rolling out college-wide process





    mapping through a process we refer to as institutional quality.

         This is going to be a key step related to the strategic plan as

    we work to simplify our processes for our learners.  It's critical

    that we clearly map all of the processes we have, and that actually

    launches Monday of next week.  We're (indiscernible) analytics,

    bringing that to the institution so we can more fully leverage the

    data we have to understand what is working and what is not working so

    that we can share that information with the college community to

    inform decisions as we work to improve access, progress, and

    completion.

         Then lastly, we are directly responsible as co-leads for the work

    on HLC Criteria 1 and 5, which is essentially mission and resources

    and planning.  That's another central priority for the team during

    the course of the year.

         And with that, I'm going to stop showing my screen so I can

    hopefully see you again.  Turns out I can see myself, but hopefully I

    will be able to see you in just a moment.  I'd like to open it up for

    any questions or any discussion.

         >> MS. THERESA RIEL:  Thank you, Nic.  I think we got a full load

    of statistics and data.  I like those graphs, and, you know, they are

    informative.

         I'm not sure I understand what is meant by the average on slide

    44 and 45, but maybe that's something that we could talk about at

    another time, just if you could fill me in on why that 50% mark or

    the 50 on those two graphs is considered the average.





         >> DR. RICHMOND:  Yes, we could talk about that at a later date,

    but essentially for that one, they normalize the results.  So the

    average for the full cohort falls at 50.

         It's a numerical activity conducted on CCCSE's side.  They take

    the full results, normalize it to make sure that the average falls

    out at 50, and then place people accordingly above or below based on

    their aggregate scores across there.

         But I'd be happy to provide additional information.

         >> MS. THERESA RIEL:  Okay.  Thank you.

         Now we're going to have the chancellor and chief of staff join

    us.

         >> DR. LEE LAMBERT:  So three things.  I just want to ask if

    there are any questions we may be able to answer.  What do you think

    went well?  What might we do to improve on the orientation process

    for the future?

         So those are the three areas.

         >> MR. GREG TAYLOR:  I mean, I think for me, and this has been

    great, there is a lot to learn, especially not knowing as much about

    the college, so I really appreciate it.  Sometimes these things can

    feel like a slog, but that's just because there is a lot of

    information.  I can't think of, like, a better way to deliver it than

    just to kind of get through all of it.

         I don't have any thoughts there, but certainly, going forward,

    how we act on this, the thought that keeps coming into my head and

    this doesn't have to be answered right at the moment, it's just





    around, okay, so like as a board, not wanting to necessarily get into

    the minutiae of everything that the college is doing, but what do we

    need to do as the board to support you all to move some of these

    forward.

         Like, for example, we just got a lot of data from Nic on things

    at the bottom and things at the top, and I know we are hearing bits

    and pieces about what's going on, and being informed about that is

    important, but I'm in the place now with my brain where I'm looking

    for action items.  I feel like I kind of get a lot -- I'm sure there

    is more I don't know and I'm always happy to learn.  That's where my

    brain is going now.  It's like what's next?  What do we do to move

    the needle on all these different things?

         >> DR. LEE LAMBERT:  That's helpful.  Thank you.

         >> DR. WADE McLEAN:  I'm thinking about my meeting tomorrow with

    SALC.  When our question is supposed to be what is your vision for

    Pima College, my answer is going to be I don't have a vision for Pima

    College.  It's already been done.  I'm one board member, and I have a

    vision for what a board member should be.

         I'm trying to align my comments with what you just said in that

    what do I need to know as a board member, and if I'm supposed to

    function at the 30,000-foot level, did I get 30,000-foot information

    or did I get 5,000-foot information?

         We saw how many investigations we did and what categories today.

    I don't know if that helps me change the policy or influence the

    policy on due process in the college.





         So I guess what I'm saying is I've got a long way to go to take

    data, like an hour's worth of data on who's going to the university,

    who is not going to the university, are they Brown, are they White,

    are they Black, and what does that mean to the board table?  So maybe

    it goes back to my comment the other day when I said we need time to

    talk to each other about who we are and what we are supposed to be

    doing.

         You know, I think it's good that we got this information.  I just

    don't know how I'm going to assimilate it at the board table.  If you

    don't want us to get involved in the minutiae, why are we getting it?

    Maybe it would have been more of a broad stroke than a detailed

    stroke.  I know some people like the detailed stroke, but, you know,

    more maybe conversation with you at some point in time, what do you

    see the issues to be, what do you think we ought to do about them,

    what do you need from us, how do we assist, and what does that look

    like at a board table on a board meeting night on an agenda item.

         Something like that.

         >> MS. THERESA RIEL:  So I, having been exposed to Pima College,

    I thought the training was fabulous.  I think all of the people that

    talked to us and shared information, I think they did a really, an

    amazing job.  It's impressive, all of the things that are going on at

    the college.

         You know, there are always going to be questions.  I think that,

    you know, what my colleague was saying about having time to talk, you

    know, there are things from the last board meeting that we still





    don't have the answers to.  It's not imperative that we get the

    answers in any timely fashion.  It's just we can't make decisions

    until we have time to look at those answers.

         You know, from my point of view, coming from having been faculty

    for so long, I was looking over my notes from the last year's worth

    of board meetings that I watched, and I know on one of the board

    meetings, Makyla Hays had mentioned that 21 of the 24, and I can't

    remember if it was an action item or something like that, that they

    had talked about in the AERC wasn't in the class and comp study.

         So I think one thing that I would like to effect some change is

    the college is doing amazing on the things that we are doing amazing

    on.  But I think there are some areas as far as employee

    satisfaction, and I hear scuttlebutt about ODR taking a long, long

    time, and the process isn't necessarily clear.

         If we could figure out why some of our employees, faculty and

    staff, are not feeling like this is the most amazing place to work,

    and if we could fix some of those things, I think it would only

    improve the amazing things that the college is doing on the great

    side.

         I had a thought that just popped... oh, so when I was

    campaigning, I was approached by at least three, maybe four faculty

    that were from the social work program.  All of them -- and maybe I

    misinterpreted what they were saying to me, but I'm pretty sure all

    of them told me that the social work program had been canceled or, I

    can't remember what we used to call it when I was on the curriculum





    council for all those years, but when they were delisted.  But

    anyway, when Dr. Dolores Duran-Cerda was talking today, she mentioned

    of the three programs that transfer most to ASU, our social worker

    students transfer in the top three groups.

         I didn't ask her a question, I said, I'd like to meet with you

    and hear what happened with our social work program, because I heard

    that it had been canceled.  Kate Schmidt and Dolores both said that I

    had misinformation.  So that's okay, but my point is three current

    faculty members, I think they are still current, told me that it had

    been canceled.  So there is some disconnect between a client -- not

    client, but employee satisfaction.

         So I think that if we could fix the things inside the college

    that aren't at that amazing level that everything else is, you know,

    like the centers of excellence and all the new buildings we are doing

    and all the partnerships we have with different employers and

    different groups in the city and in the state, I think that that's

    one thing that I would like to, you know, see happen.

         But as far as this training went, I thought it was great.  It was

    long, but I think I'd rather have it in big long chunks in shorter

    amount of time so we can actually get into business.  So the training

    was fabulous.

         >> DR. WADE McLEAN:  So we got data -- I don't know if we got

    data.  Did we get data on a climate survey?

         >> DR. LEE LAMBERT:  Yes.  Well, I think you might have got -- I

    mean, the college has communicated the data to the entire college.





    Now, the question is whether, because you're new, whether you have

    seen that, that may be -- I don't recall that other than if you got

    it during the orientation.

         >> MS. THERESA RIEL:  It was in a board meeting.  It was in a

    board meeting.  I think it was in October or November that that was

    -- so it was before our time that it was presented to the board.

         >> DR. WADE McLEAN:  Okay.  So maybe in the future, you could ask

    the new board members what they want to know about before you put the

    training together.  So here's what we normally do.  What would you

    like to hear?  Are there some other things you don't want to hear

    about?  Maybe take a little poll to see if you're presenting

    information that people want to hear.

         And I don't know what that is, but climate survey may be one of

    them, we didn't hear it, I didn't see it, I don't know anything about

    it.  That would look more like a conversation again with you as

    opposed to a staffer that did the survey.

         So the conversation would be, yeah, you know, we got this from

    this area of the staff and this is what we are thinking about.  What

    do you think?  Back up to the high level.

         I had another one that I lost...

         Oh, I don't know what my role is in the budget process.  I don't

    know if there is a role.  I don't know what my role is in salaries,

    budget, any of that stuff.

         Now, we've gotten reports on the budget, but I don't know what

    that means as far as what I do.  Does that make sense?





         >> DR. LEE LAMBERT:  Yes.

         >> DR. WADE McLEAN:  Are you bringing us a budget in the spring?

         >> DR. LEE LAMBERT:  So I can answer some of these questions now.

    I will start with that question, right?  So big picture, obviously

    you have to approve the budget.  The college can't approve it.  You,

    as a board, have to approve it.  That's the first piece.

         Now we get into the mechanics of the budget in terms of what

    pieces do the board have to weigh in on as part of that overall

    decision.  So come March, first decision point will be around

    tuition.  So we will bring you a proposal around tuition, and you

    would decide what level you want to set the tuition at.

         Because that essentially influences our revenue.  So that's one

    stage of the process.  So in the study session coming up later this

    month, Dave will do a presentation I believe around the tuition

    piece, and then we get your input and then frame it into what that

    would look like for March.

         So then another decision point along the way will be around the

    whole levy.  Do we go to the max of the levy or something shorter

    than that, but that's all going to be driven by the priorities that

    the board wants us to focus on.

         So salaries is -- probably the single-biggest item in the budget

    is compensation.  So you will tell us what you're wanting to

    accomplish there, and then that will affect these levers, right?  How

    much do you set tuition, and how much do we set the levy at, because

    that's how much we have to work with.





         So those are the decisions that you are going to have to instruct

    us on.

         >> DR. WADE McLEAN:  So back to orientation, it would be helpful

    for me is we get a calendar that says these are the major decisions

    you're going to have to make and when.

         >> DR. LEE LAMBERT:  Okay.

         >> DR. WADE McLEAN:  And then I might be able to tell you what

    I'm going to need in order to be prepared to make the decision or

    help you decide what information I need.

         So if you tell me that I have to discuss salaries, I have no idea

    about that question.  I didn't get anything.  So if somebody says,

    well, we want to give a 3% raise in salaries, I don't know if that's

    good, bad, or indifferent.  Because in the orientation, if we are

    talking the orientation, I got nothing on salaries, historical

    salaries, compared to inflation or whatever metrics you use in order

    to make decisions on that revenue, those kinds of things.

         Because I can't make a decision on salaries unless I am involved

    at some point in time in deciding how we are going to divvy up the

    pie, if that makes sense?

         >> DR. LEE LAMBERT:  Complete sense.

         >> DR. WADE McLEAN:  And I guess we're going to do that in a

    month?

         >> DR. LEE LAMBERT:  There is different gates along the way,

    right?

         >> DR. WADE McLEAN:  There's another issue.  I've got to see all





    the gates before -- you can't, I don't think you can, but I don't

    know if I'm going to give you the answer you want, one gate is

    tuition based on what, I don't know what that is, because I don't

    know what the revenue and the expenditure is going to be.  The other

    is going to be salaries.  I don't know what that is, because I don't

    know anything about salaries.

         So to ask me to make three different decisions about the

    composition of a pie that I had nothing to do with is going to be

    real hard on me.

         >> DR. LEE LAMBERT:  So we'll talk to Dave about laying all of

    that out as early as this upcoming study session so you know what the

    gates are, and then you know what our current revenues are, our

    current expenses, and then what we are projecting in terms of what

    will be needed.

         And then that's where you'll know, okay, we think tuition needs

    to go up by X percent in order to get there in combination with the

    levy increase, or in some cases it's the other side of that, how much

    do we need to reduce the budget in order to fulfill that revenue

    requirement.

         So we can lay all of that out for you.  He's going to do that.

    He didn't do it during orientation, is what you're telling me.

         >> DR. WADE McLEAN:  But that's what we are talking about, right,

    orientation?

         >> DR. LEE LAMBERT:  Yes.  You're raising a good point.  Maybe it

    should be presented in the orientation so you can think on it before





    we get to these other components of the process.

         >> DR. WADE McLEAN:  Well, if we had a calendar that said I'm

    coming on board in January, you're going to make this decision in

    March, I'm already going to be panicked, because I don't know how to

    make that decision in March.  So what do I need to know in the

    orientation that's going to lead towards making decisions on these

    benchmarks, whatever they are, contracts, salaries.

         >> DR. LEE LAMBERT:  Sure.  Now, some decisions and the time

    frames are known, and then the other ones are they happen along the

    way, if you will.  So we can lay out the known ones in terms of a

    calendar.  Then other ones are probably more ambiguous when they come

    along.

         But remember, that's like 70, 80% of the pie is just that budget

    side of the equation, right?

         We have some others that are going to come up.  That's what I'm

    going to talk to the two of you about in another day or two, I think

    we meet Wednesday, right, and then we will bring it to the full board

    in the study session.

         So setting up your study session calendar, try to coincide that

    with what we know are some known decisions that have to be made.  You

    do a study session so you know what you need to be thinking about

    before we come to a decision point.  A lot of this will evolve around

    the capital pieces of the equation.  So immediate capital pieces are

    going to be around the hotel properties and the 29th Street Center

    and East Campus.





         So we're going to have to come to you in the next few months

    around decision points related to those.  But we will lay that out

    for you, first in the study session and then decide when we will

    bring the actual action item.

         >> DR. WADE McLEAN:  So maybe those initiatives that have come to

    new board members in the first six months maybe should be part of the

    orientation.  I mean, I don't know.  I'm just one...

         >> TOM DAVIS:  (Off mic.)

         As much as we know, because like one item, the 29th Street thing,

    just came up because of, yeah, having to replace an HVAC system, is

    it worth it or not, do we stay there or not.  Those kinds of

    decisions will come up as they come up.

         >> DR. WADE McLEAN:  Sure, that's understandable, yeah.  But to

    give some thought and warning to -- that's a major decision, I guess,

    on this hotel thing, which I don't know anything about.

         >> DR. LEE LAMBERT:  Right.

         >> DR. WADE McLEAN:  I know nothing.  If we have a study session,

    I have two hours of conversation about that and then a decision

    shortly thereafter.  I'm just saying, orientation-wise, maybe some of

    the immediate concerns or issues embedded into the training of -- you

    could do all that in one of the sessions, I mean, I don't know.

         >> DR. LEE LAMBERT:  Your point is well made.  If we know

    something within a six-month time horizon, build it into the

    orientation.  That's pretty straightforward.  That's easy to work

    with.





         Also what we do is even in a study-session context, if you want

    to have, you know, private meetings on a particular topic, we can do

    that too.  If you want to go even deeper than what you have heard in

    a study session, we can do that.  Sometimes that has to be done, you

    know, individually, and sometimes that can be done collectively.

    Just depending on what you feel your comfort level is.  We don't want

    to bring you something that you're not going to feel comfortable

    enough to make a decision on.

         Obviously there are some decisions that have to be made sooner

    than later, and in some cases, some emergency decisions and how much

    time we have to make those decisions.  But more or less, your point

    is well made.

         >> MS. THERESA RIEL:  So I think it's not just for orientation,

    right, but, you know, on our Month 6, so in June, if we could get a

    calendar 1st of July to let us know what's coming up for the next six

    months, big things, that would be great too.  Just so we always know

    where we're going instead of -- somebody mentioned something that's

    going to be on our next board packet, and I'm not saying specifically

    about that that I wish I had known months in advance, but I'm sure

    there are some things that would be better to have time to process

    and to ask all of our questions.

         So as far as the budget, you know, there are people who have

    degrees in accounting and finance who are doing this budget.  I don't

    feel, even though -- I bet you there are a hundred questions in here

    I circled and wrote questions.  But I don't feel as concerned about





    this, because I'm trusting somebody is going to be doing the math

    right.

         What we need to know is how tuition, how the tax levy, and all of

    the different scenarios, if we raise taxes but we don't raise

    tuition, if we don't raise anything, and then all of those different,

    what's going to happen to what we can do operation-wise.

         As far as the hotels go, I mean, for the most part, we don't know

    anything about them except for that they were purchased and that, you

    know, we don't know what they are going to be used to for, we don't

    know how much it's going to cost, we don't know if it's in the

    college's best interest to keep moving forward, even though we have

    already spent a lot of money, right, but we need just more

    information if we are going to be able to make -- well, I shouldn't

    talk collectively, but I think some of us, we want to make sure we

    are making the best decision, and we are completely outside of the

    knowledge circle right now.

         >> DR. LEE LAMBERT:  Sure.  And that's why these study sessions,

    I will sit down with the two of you coming up and we will map out,

    here are all the topical areas that we anticipate over the next six

    months, maybe year, and then bring it to the full board in the study

    session, and you tell us when you want to hear these, and we will let

    you know when we think these need to happen.

         So because of, like Tom just pointed out, we've got an AC problem

    out at 29th Street.  We need to know, sooner than later, are we going

    to stay there or are we going to move them all to East Campus.  But





    to move them to East Campus, there are second- and third-order

    effects.  We can't keep doing what we are doing out at East Campus if

    we move PSESI out there.

         So we're going to have to vacate some other portions.  But we

    will be laying that out for you.  I had thought we had more time, but

    instead of pumping in a million and a half into 29th Street on an

    HVAC system, will it just be better doing it out at East Campus where

    that is the home that we plan to move it to.

         This is a foreseen mechanism on that.  Again, that wasn't

    something we anticipated happening as quickly as it is going to

    happen, but we wanted to present to you all the details of the master

    plan so you have an understanding where we are, what's left in terms

    of projects, what the timelines associated with them, and then that

    way you can kind of anticipate when certain key decisions are going

    to come up.

         But I know Greg asked the question about the healthcare center of

    excellence, so I now have a better idea of when I think that's going

    to come online.  It's going to be like fall of 2024.

         So now that we know that, we can better anticipate what are some

    of the key decisions that the board will have to make?  Now we have

    done the assessment, the architect's come in and done their piece,

    all the planning documents are just about completed.  Now we can

    clearly lay out a vision around that project.  That's true even for

    the hotel properties, too.

         >> MS. THERESA RIEL:  Just one last thing.  The Facilities Master





    Plan, Educational Master Plan, they have been mentioned so many

    times.  I don't know how big those documents are.  Maybe that would

    have been something good for us to have either access to online or

    something like that, so when it's referenced over and over and over,

    we would have had a chance to maybe just glance through them.

         >> DR. LEE LAMBERT:  And I can have Andrea -- they are on the

    website.  But we can send you the link so you can go and read that.

    There is two pieces.  There is the initial plan, and then what we did

    is, just so you know, we first created a concept plan.  Then we took

    the concept plan and said this is what we are actually going to do as

    a result of the study that was done.

         Then we did a refresh of this, because, you know, we are more

    than halfway down the track of it.  The refresh of that is

    problematic, so we are going to need to go back and revisit it.  I

    don't think it was well done like the initial plan was.

         So you're going to see us doing that.

         >> MR. GREG TAYLOR:  That might have been, as you're talking

    about it, obviously going into these I didn't -- I guess I could have

    anticipated that it was going to be referenced as many times as it

    was, and I read it when I was running, but I don't remember every

    detail.

         So just in terms of the context for it, if we were doing it

    again, it may have been useful to start with those and present them

    in some way with the idea that everything else was going to start

    referencing them as kind of here is the master plan, I use that term





    generically, that all these things are in, and then you will start

    referencing back to it.  That makes sense to me in terms of a

    structure.

         >> DR. WADE McLEAN:  Another thought.  Understanding that the

    people that get elected to the board don't know anything, how do we

    purchase real property?  I couldn't answer that if somebody asked me

    -- I know how I used to do it, but I don't know how you do it.

         So if capital improvements need to be made or land needs to be

    purchased, where's the money come from, how much lead time, is it a

    bond conversation, is it a capital conversation?

         I don't know the answers to those, but it seems like we're going

    to have to make some capital decisions.  So in the orientation, maybe

    just a small segment on how do we purchase real property or make

    major modifications in facilities?  Who pays for a new football

    field?  Things like that.

         >> DR. LEE LAMBERT:  I mean, these are all great.  So we will be

    glad to address some of this, because this notion of real property, I

    just got a recent message about we have an opportunity to purchase

    some real property.  I mean, it just came up.  It was like within the

    last few weeks.  And do we want to purchase it?

         Now, this is a topic that's come up in prior years, but we could

    never get to a reasonable place with the owner.  But now the owner

    has listed the properties for sale.  We have talked about even

    through the, what do you call it, the condemnation process.

         >> DR. WADE McLEAN:  Eminent domain.





         >> DR. LEE LAMBERT:  Eminent domain, that's right, to take them

    over.  Now it's on the market.  So it's one of those things where

    it's been discussed, and we have never executed on that part of it.

         So this has to do with Downtown Campus, and do we extend our

    presence all the way to Main Street?  Not because we are going to do

    anything with it presently, but for future boards and future members

    of the college, now you have capacity to expand the footprint.  Even

    though we might not do anything in the next few years or for quite a

    while.  But it gives us the capability of doing that.

         Downtown is becoming probably, I hate it say it like this, but

    it's going to become centerpiece, the proximity to the University of

    Arizona, proximity to I-10, really makes it an ideal location, right?

    Although West Campus is the biggest campus, but our potential to grow

    out that Downtown is significant.

         Let me go back to this climate piece for a moment.  What I talked

    to the team about is climate survey is just one way to assess overall

    employee satisfaction.  It should not be "the" way to do that.

    Because from an HR standpoint, there is a number of other measures

    that you look at to gauge employee satisfaction.

         Because the survey is only going to give you some data but not

    complete data, right?  So I want us to build a more holistic system

    to make that determination.  Here is some examples:  Turnover.  I

    know those of you who ran your businesses know that employee turnover

    is another important metric in the equation.  Our turnover is very

    low.  So put aside what you hear, if it's this bad, why isn't there





    more turnover?  That's an important piece.

         How much are you putting into professional development of your

    employees?  Are your wages competitive?  Are your benefits

    competitive?  We are going to develop a more complete way to think

    about employee satisfaction, because I think too much of the district

    has been focused on the survey.  It's like, no.  So you're going to

    see that.  I just don't want us to lose sight of that as a more

    comprehensive thing than just a single data point.

         >> DR. WADE McLEAN:  Like you said, it's just an example.

         >> DR. LEE LAMBERT:  Absolutely, right?  But your point is well

    made on the survey piece, but we need to do a better job of helping

    people understand the more 360 perspective on it.

         >> MR. GREG TAYLOR:  I guess, off the top of my head as we are

    talking about -- I mean, the detail was nice and it was interesting

    and the ability to kind of really see all the thought and all the

    good work that's going into it.  Again, just in terms of thinking

    about if I would do it all again, there almost maybe needs to be like

    an executive summary version of each one of those things, because

    there was a lot underneath it.

         Just something as simple as these are the top three successes in

    this area.  These are the top three challenges that we are trying to

    work on.  Just so we have some idea.  Because I was kind of

    extrapolating it as we were going along, but I may, just with my own

    biases, think certain things are more important or maybe a bigger

    challenge than what they actually are.  It's helpful to put that in





    context.

         It was good, because it allowed everybody to speak to the

    successes they are having.  The way I would extrapolate those may not

    be the way they would extrapolate those.  I'd be interested to know

    what they would pull out as the most important.

         >> DR. LEE LAMBERT:  Anything else?

         >> MS. THERESA RIEL:  The number of people that we have met over

    the last two or three weeks has been pretty impressive.  Sadly, I'm

    going to see somebody at a restaurant or in passing, and I might not

    remember them.

         So I really appreciate when they gave us the organizational chart

    of the, I think that was the second session we had, that was super

    important.  Maybe that's something that, I don't know if that's

    already online, but, you know, if we can, you know, not only know who

    they are but like where they work so we are walking on the West

    Campus, these are the people we might see when we are touring their

    center of excellence or whatever.

         You know what I'm saying?  Thank you.

         >> DR. LEE LAMBERT:  So to that point, so this is why we have

    these (pointing to badge).  I mean, it's partly why we have these,

    right?  But what they don't do is tell you where the person works.

    We might want to think about our next version 2.0 of these ID cards

    to help people, because people do move in the district.  I think

    that's part of the challenge.  But doesn't mean we can't update them.

         Not only you have the org chart but you have these IDs where it





    becomes apparent.  We need to get you all IDs as well if we haven't

    already done -- it's been ordered?  Okay.

         I will say when we first brought this online, it was not

    overwhelmingly received in a positive way.  Now, what some of the

    drivers of this was was safety and security, and as you all know, we

    have had in this city an unfortunate experience around safety and

    security, Pima being a big part of that dynamic.

         So some people supported these and some people didn't.  But I

    think as we move across the time horizon, I think this is going to

    grow in significance.

         So we know who each other are, right?  You can't quickly identify

    who is a Pima employee, who is not, and this allows us to do that.

         And we are tying this to your ability to enter buildings, so

    that's another, because as we have gone through and rekeyed all of

    the facilities or in the process of doing that, moving to a more

    electronic digital version of that, these become more important to

    that process.

         Anything I can answer today?

         >> DR. WADE McLEAN:  All in all, I'm very impressed.  I will

    leave it at that.

         >> MR. GREG TAYLOR:  Yeah, I mean, there is a lot of fantastic

    work being done.  I mean, clearly.  Yeah, I mean, like genuinely when

    I started with my brain is sort of to what's next, and I don't mean

    like move on from orientation necessarily, but what does the college

    need to do next so that we, as a board, are focused sort of forward





    into the future and less down and into the organization.

         There are things we have to approve and all that that we just

    talked about and things we are going to be involved in, but ways we

    can spend our time to figure out how to support you and everyone else

    and what we need to do to move forward and less time with all the

    noise that doesn't necessarily have to come to this level.

         >> DR. LEE LAMBERT:  To that point, I don't know if Nic touched

    on this or not, but we are working on Vision 2040 now, so there is

    going to be that we are now just entering into early phases of that

    conversation.  We are going to start talking more about how do you

    diagnose, when you start thinking of your overall strategy, right,

    you talk about the diagnosis component of that, and then developing

    some guiding principles that come out of your diagnosed work.

    Ultimately setting your immediate strategies or your coherent action

    steps you are going to take to start to move you closer in that

    direction, and then how do you build an accountability structure

    around that.

         So that's going to be the next level of work.  So I think that's

    why, and I appreciate that all of you went to NLDS, because that's an

    important part of that 30,000-foot work.  If you're able to go to the

    conference in the fall, that also helps with that elevation, because

    you get to see some of the best practices happening across the

    country.  That starts to give us ideas.

         But it may not help answer that long 2040 question, but it starts

    to give you an idea of where we are relative to others and what needs





    to be thought of as we go forward.

         Your input is critical to that as we shape the overall strategy

    of the institution.  So we got to where we are now because we did

    that master planning work, but we know that that's coming to its

    natural life cycle.  We need to think about the next phase.

         >> MR. GREG TAYLOR:  I will say this in my board comments in our

    regular meeting too, but I appreciate the opportunity to do that.  If

    there is one thing that was clear and consistent to me in all of the

    -- well, the formal presentations but also the informal conversations

    I was having with other trustees that were there, we are ahead of

    where a lot of other folks are.

         Like there seem to be more or less general alignment on where it

    needs to go, but the things that other folks were mentioning in terms

    of, well, we wish we could, were things that Pima has already done or

    is very nearly going to do, we have already done all the work and the

    development on things, I was even more impressed with what you and

    the team have done here.

         >> DR. LEE LAMBERT:  Thank you for that input.

         By and large, this is an incredible institution.  When I first

    arrived here, the bones are good.  It needed a focus, and that's what

    we brought.  Now it's just now we need to sharpen that focus even

    more, make the systems clearer to everybody and the processes that

    need to be in place to make sure you're in alignment with your

    systems and then making sure the systems all connect to each other,

    and then what you probably heard was how things are becoming more





    integrated.

         Because when I first got here, things were so stove-piped.

    That's what you probably picked up from these other institutions too,

    too much stove-piping happening and not enough integration occurring.

    But the integration comes with its challenges, because folks are used

    to doing business in their stove pipes.  That's not the direction I

    have been trying to take this institution in.  I don't think that's

    sustainable, it's highly inefficient, can't afford it anymore.

         But that's going to cause, going to ruffle feathers.  Some people

    are going to be uncomfortable with that.

         That's what I need the board to ultimately come to understand.

    We, as a team, we are leading change.  That's what it comes down to.

    When we are leading change, it's going to be -- if people aren't

    complaining, you should be asking me, are you pushing enough?

    Because that should elicit response, right?  But then the question is

    are you being respectful, are you being civil, all that.  That is an

    important part of that process.

         >> MS. THERESA RIEL:  One thing that I was thinking about when I

    think Nic was talking about, 6,000 completers by 2024, so I don't

    think we have heard as a board what we are doing to make that happen.

    You know, in my mind, I was thinking, well, it's obvious to me.

    Let's increase enrollment greatly, right?  And then we could have an

    opportunity to get closer to those numbers.

         I mean, I personally want that to be the solution, but I don't

    know if that is the most reasonable way.  You know, obviously if we





    fix what's not working, the best for students that aren't completing

    and retaining and all of those words for continuing on, but that's

    one thing that we really haven't heard I don't think anything about

    is what we are doing to improve enrollment.

         >> DR. LEE LAMBERT:  I think what you're hitting on in part is so

    we have this high-level goal.  This goal is in alignment with

    Achieve60, which is the state has set, and in some ways I don't think

    it's a realistic goal, but in order for us to get there we have to

    hit this by this point and then sustain that.  This is kind of where

    this is coming from.

         Now, if you step back and say, realistically, given enrollment

    patterns, given retention strategies, et cetera, this is a major

    stretch goal.

         Now, we have things that we are doing that might help with

    getting closer.  So, for example, there is this notion of reverse

    transfer.  What that simply means is there is a lot of students who

    leave us before they complete their associate's degree, but once they

    get to the equivalent of an associate's degree, when they get to the

    university, can we reverse-transfer that back to us and we count that

    as a completer.

         That's some of the work that's going to address this number, and

    that's underway.  But I think to your point, if you just look at the

    demographics, the demographics are not in our favor in this county,

    and you heard that even at this NLDS.  Enrollments are not healthy

    for our country as a whole.





         I think that we are probably not going to see the days of, I

    don't know what number she showed you, but there was a time when we

    were hitting 200,000 enrollments at Pima.  We are down probably at

    100,000 enrollments now.  When I say enrollments, the people who sign

    up for credit.  Not individual head count but duplicated.  We are

    probably not going to see that 200,000 number again.

         So can we go from 100 to something a little bit above that?  Then

    can we optimize that by having more individuals complete?  I think

    that's where a lot of the strategy starts to shift to is around

    retention and persistence and completion as opposed to just trying to

    bring more numbers through.

         You're right.  Bring more numbers through, likelihood, you're

    going to increase your completers, but I don't think that's going to

    work now, just given that enrollment reality.

         But can we get closer to this?  I'm hoping that we can.

         Not to mention, and you know this, that the issues in the high

    school, not just high schools, but the whole K12 pipeline is frayed.

    You saw it when you were in the classroom, right?  A lot of the young

    folks coming out who aren't ready for college-level math and not

    ready for college-level English.  That's not gotten any better.

         So that's again another big challenge that we are going to have

    to work through.  Those of you, you all three were at the breakfast

    that last day, that's what the economist was touching on, among other

    things.

         >> DR. WADE McLEAN:  Well, it doesn't help us when a student goes





    through a community college in Arizona and then gets ready to

    register at one of the, two of the state universities, they say, oh,

    by the way, write a $12,000 check.  Of course they're not going to

    go.

         >> DR. LEE LAMBERT:  That's right.  Yeah, there is a lot of

    moving pieces here.

         >> MR. GREG TAYLOR:  I think next steps for me, and I'm glad you

    said what you said about -- because I'd love to have some of those

    discussions going forward.  I mean, because we could sit up here and

    say you need to quintuple enrollment in five years.  Okay, just make

    up whatever number you want, like what do we feel like is a

    reasonable trajectory from -- and I don't mean specific to

    enrollment.  I mean anything.

         What are those sort of key quantitative measures we are looking

    at, and what do we actually think are realistic goals.  Stretch goals

    are great, we should have those two.  It's hard to evaluate things

    against stretch goals, because if you know it's a stretch goal going

    into it, if you achieve it, fantastic, you have to have underneath it

    the reasonableness to know, okay, we're not here but we're here or

    here.  I'd love to get a better sense of that.

         >> DR. LEE LAMBERT:  To that point, I talked to the team this

    morning about coming up with more coherent actions that we can do

    right now that is clear what that is.  And not this fluffy, oh, we're

    going to get to 6,000.

         That doesn't tell you anything.  But what steps are you actually





    going to do that are going to help you move in that line, and

    sometimes that step may be, simply, you know what?  I've got send

    folks to training so they better understand what their role is and

    what we are doing.

         That's not always comfortable to say that.  But sometimes that is

    exactly what you have to do, and this speaks to the customer service

    component of things, as an example.

         >> MR. GREG TAYLOR:  The other reason it's helpful, too, at the

    end of the day, all of us on the board are elected officials, and

    we're accountable to those voters and those constituents, and for us

    to be able to not just to get re-elected but for us to be able to

    like accurately articulate what's going on, it would be easy for

    someone to even watch today and see that 6,000 number, and if we

    don't hit that 6,000 number, to go, well, that's a failure, not

    understand the full context of what's going on.

         So the more, at least for me, that I can understand what's the

    realistic trajectory and then articulate that at least to people in

    District 4, that's helpful to tell the right story.

         >> DR. LEE LAMBERT:  But I think, and I'm glad we are having

    this, this is how we might think about how we set up study sessions.

    It's different than us bringing you a bunch of information.  But

    maybe they are strategy conversations, and we just set some of those

    key points and then we have this kind of conversation.

         That's different than how our study sessions have been set up in

    the past.  It's been more about, here, let me just tell you about





    what we are doing.

         Doesn't sound like this board constructed now wants to be doing.

    You don't want to just hear what we are doing.  You want to be part

    of having dialogues how you, as a board, can help support addressing

    the challenges and the opportunities that are in front of us.

         I really appreciate that.  I think that goes to the questions you

    are all raising.  So what's our role?  I really would like to see

    that's what your role is is really that higher-level set of

    conversations.  That means getting out of the weeds.

         That's a hard thing to pull away from, because people kind of

    want to pull you back into the weeds.  I don't mean me, but you're

    going to get the phone calls, whether it's internal or people outside

    of the college.

         >> MS. THERESA RIEL:  Thank you very much.  I'm going to call

    this meeting finished.

         >> DR. LEE LAMBERT:  Thank you.

         >> MS. THERESA RIEL:  I really appreciate you guys.

         (Adjournment.)





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