>> Call the roll. [ Inaudible Remark ] >> Present. [ Inaudible Remark ] >> Mr. Baum. [ Inaudible Remark ] >> Mr. Martin. [ Inaudible Remarks ] >> Alright. Is there anyone present who would like to address the Board on a closed session item? Seeing no one, the Board will adjourn to closed session Government Code 54957, Public Employee Appointment College President and we will reconvene at 7 p.m. [ Pause ] >> I would like to call the Board back into open session and Dr. Rey Castro will lead us in the Pledge of Allegiance. >> Join me. >> [Simultaneously] I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible with liberty and justice for all. >> I would also like to announce that the Board took no action in closed session and I would like to remind the--or inform maybe the Board members that these are voice-activated microphones. You need to be within 12 inches or we're not gonna hear you at all on the audiocast. Secondly, I would like to allot this morning--this evening, I would like to commend Dr. van Pelt and the whole team for the room for the work that they've done for having this ready for us, for having the clock so I can see what time it is since I've lost my watch. That's a hint, anyone who wanted to give me a Christmas present. And I would like to on behalf of the Board to thank all of the members of the campus community who came to our listening sessions, who spoke freely, who bared their heart as we asked them to do. We all found that extremely helpful. We have listened very carefully to what you have to say and we in some way hope to continue this dialogue. Any introductions, Dr. Sugimoto? >> No introductions. >> Public comment on non-agenda items. The Brown Act prohibits the Board from discussing or taking action on any item not on the agenda, but members may make a brief comment or ask questions in response to public comments. The members of the Board may request--the members of the public may request the opportunity to address the Board regarding any item on the agenda. To do so, please complete a request to address the Board form and give it to the Board's secretary prior to the deliberation of the agenda item. Individual speakers are limited 5 minutes. Total audience participation on any agenda item is limited to 30 minutes. Before we go to announcements, I would like to announce that, this is an announcement. Item H has been withdrawn from the agenda, and so Announcements. Start with our shared governance representatives. Mrs. Ligons, do you have an announcement? >> No. >> Dr. Bickley? >> Just that we're having, the Academic Senate is having its retreat on September 12th, Saturday from 9:30 to 1:30 at the Huntington Library. >> Mr. Lindemann? >> Classified Senate is having their retreat on the 11th approximately at the same place in about the same time. >> Okay. Mr. Tsay? >> Associated Students has had a great retreat this past weekend. We learned a lot about leadership and we look forward to working with everybody. >> Great. Student Trustee? >> No. None at all. >> No. Mr. Thomson? >> No announcements? >> Mrs. Wells-Miller? >> None tonight. >> Dr. Bradbury-Huang? >> None other than to echo all the thanks that you, Jeanette, have already offered. It was really--in this the first week of semester when everybody is crazy busy so I appreciated the new partnership that we're experiencing. Thank you. >> Dr. Rey Castro? >> Ah, yes. I have a short announcement. Councilman Chris Holden from District 3 is hosting a panel discussion on Saturday, October 31st 2009, that he wanted to extend an invitation to the Pasadena Community, to students and interested parties. The panel discussion is going to be on energy efficiency, green collar jobs and green technology so there'll be more information about that for anyone on the PCC campus who might be interested in attending and participating. >> Mr. Baum? >> I just want to make the announcement and express thanks to the administration for providing assistance to the students in my district that had to evacuate from their homes, and also the faculty and staff that--in order to preserve their spots and seats in classes this week. It's been a traumatic experience for a number of folks in La Canada and Altadena area as well as other impacted areas around the region. So, my appreciation to the administration for making those arrangements at the last minute, thank you. >> Mr. Martin? >> My announcement is to say "ooh" and "aah." [ Laughter ] [ Inaudible Remark ] >> I have no announcement. Next is approval of Minutes of Meeting Number 17, Special Meeting August 14th. >> Move to approve. >> Is there a second? >> Second. >> Alright. Any discussion? Student Trustee vote? >> Aye. >> Other trustees, all in favor please say aye. >> Aye. >> Opposed? Motion carries. >> Abstain. >> Oh, I'm sorry, one abstention. Mr. Martin abstains. >> Meeting Number 18, our regular business meeting August 19th 2009 and these minutes have been revised and you should have at your place the revised minutes. Do I have a motion to approve? >> Move to approve. >> Is there a second? >> Second. >> Are there any corrections or any--on this? Yes, Dr. Rey Castro. >> On page 5, Item P, Future Agenda Items, I believe it was myself that requested the basic skills study session on that item, although I know Trustee Wells-Miller is very supportive of that as well. >> How about if we just said you both requested it, would that be-- >> That's fine with me. >> It's fine. >> Do you have that--do you have that amendment? Any other amendments? Alright, are we ready to vote? Student Trustee? >> Yes, aye. >> Other trustees, all in favor please say aye. >> Aye. >> Opposed? Abstain? >> Abstain. >> Two abstentions? Alright, motion carries. The next is the Minutes of Meeting Number 19. Do I have a motion to approve? And this one is also revised. You should have the revision again at you places. Do we have a motion for approval? >> Motion to approve. >> Second? >> Second. >> Any discussion? Alright. This is a vote on the motion as the minutes as revised. Student Trustee? >> I'd like to abstain. >> Abstain. You weren't present, alright? Other board members, all in favor please say aye. >> Aye. >> Opposed? Abstentions? Motion carries. I have a request to address the Board of Trustees from an item that was not on the agenda and I think may be in light of the fact that no one can kinda find their way around, would it be all right if we ask this person to speak? >> Yes. >> And this is Mr. Andy Hawgood. Mr. Hawgood, will you come into the microphone and repeat your name 'cause I may not have got it exactly right. >> That was right, Andy Hawgood. First off, I'd like to thank you all for letting me speak today. This is my first time I've come to PCC, graduated from Cal State Northridge and I graduated in construction management and along the way I realized that I wanted to be an engineer. So, I've come back here because it's closer and it's easier to take classes here. I enrolled two weeks ago. I do not have the prerequisites as PCC. I've done the classes at CSUN so when I tried to enroll in the classes I couldn't get in. I've come to class on Monday and classes are extremely full. They are full to the point where it's very obvious that new classes need to be added. To give you an example, in my 7 a.m. class, which most people my age don't like to wake up that early for classes, there were 21 people trying to add to a 30-person maximum class and that was just one class. I did talk to the dean of the Math Department and I saw a list that showed similar numbers of people trying to add classes throughout the day. When I hear this I'm frustrated. One, because I can't get into the class but two, because I'm coming back for a second degree because I believe in education and I think it's something that everyone in this room should hold dear because that is part of the foundation of being better. I think that it's obvious that it needs to be a priority and right now it doesn't feel that way. And right now it doesn't feel like it's being treated that way, and when I talk to faculty I don't get any positive feedback as far as what we can do. They tell me, "We can't do anything." And personally I don't like that option and I told them I don't agree. I tried to be respectful but sometimes it can be difficult to be respectful. But I come to you here to say that I'm a student and there's plenty more like me that aren't here that feel this way, that there need to be more classes. And two, I'd like to ask you, is there anything that I can do further to help the situation out or get more classes here at PCC so that there aren't as many students not in class and not learning. >> Thank you. I read before if the agenda--if item is not on the agenda we can't discuss it. We can ask you a question if anyone has a question. Does anyone have a question for Mr. Hawgood? Mr. Baum. >> Were you able to enroll in any classes this semester at PCC? >> I just got into one which is why I was late but thankfully the meeting was late, into a physics class, yeah. >> So you're in one class this semester? >> One class. >> Alright, thank you. I'm sorry we can't discuss it any further. >> I mean what happens from here? >> Could he put it on the agenda-- >> Doctor--You know, I think Dr. Sugimoto or Dr. Jacobs could talk with you. Dr. Sugimoto is the president or Dr. Jacobs could talk with you afterwards. We can't--we just can't discuss it further. Could you make a very brief statement maybe Dr. Sugimoto? >> Well, I'd like direct you to certainly make an appointment to see either one of us because we could perhaps talk to you further about some options. >> Absolutely. Do you have a phone number or an email? >> I'm trying to remember what phone number I should have. >> Mrs. Thompson can give you that information right here at the front. >> It's 585-7201. That's the president's office phone. >> 626? >> Yes. >> And anyone in particular I should ask for? >> Yeah. >> Laurie. >> You could ask for Dr. Sugimoto. >> Dr. Sugimora? >> Sugimoto. That's fine. That's close enough. [ Laughter ] >> We'll respond to that. >> We'll get it for you. >> Okay, thanks so much. >> Thank you. And we have your contact information on this card. Alright. Next item on the agenda is Approval of Consent Items. Does any Board member have a consent item they would like to address? >> Yes. >> Yes, Mr. Thomson? >> 29-B and 32-B. >> 29-B and 32-B. Alright, anyone else? Dr. Rey Castro? >> 25-P. >> Okay. You wanna turn the timer off? >> Oh, yeah. [ Laughter ] >> Anyone else have a consent item you would like to address? Alright, 29-B. Mr. Thomson. >> I just wanted to point this one out. This strikes me as being a very, indeed a terrific program here and the authorizations with the grand proposal for it. It's called Welcome Home: Supporting Educational Success for Adult Re-Entry Students. We've talked a lot about career training and just this show a man talking about coming back with a college degree to get additional education and while he may be in a different type of academic endeavor this is a wonderful program if we can get the money to go forward with it, so I think I just wanted to point out that it's something that we're very much behind and very much want to see come to pass. >> Any other comments on this, on this grant? I would just like to say that FIPSE grants are very difficult to get and if we do get this grant it will show the high esteem that PCC has held in by the federal government. Most of these grants go to research universities. The next, 32-B, Mr. Thomson? >> Just on this one, we have Southern California Gas Company for utility services where we pay 360,000 dollars. I'm wondering if there has been any reaching out to the gas companies to see whether we can get any type of a discount. I know with different nonprofit organizations they do from time to time make special arrangements and I'm wondering if we've tried that effort here. >> Dr. Sugimoto? >> Thank you, Dr. Mann. Dr. van Pelt, if you could address that? >> We have a very close working relationship with Southern California Gas, that's true both in terms of the rates as well as in terms of rebates that we get from them in joint projects that we work so anytime there's any money we work out a way to do this. This is the annual contract purchase order so this covers the entire year. >> Okay. >> Does that answer your question? >> Yes, alright. Thank you. >> Dr. Rey Castro, 25-P? >> Yes, on Consent Item 25-P, I would like the board to note that Edgar Nadkishore? >> Nandkishore. >> Nandkishore, the Director of Purchasing Services is retiring after 17 years of service and I think it's appropriate for the Board to recognize his dedication and his hard work all these years here at Pasadena City College. Clearly, Edgar is one of the family and we're all going to miss him and we want to wish him well in retirement. I'm looking out there to see if I can see Edgar. I don't see him here and it's a shame. That means I'll have to go out and run all over the campus and find him. But we certainly wanna wish you well, Edgar. Hopefully, somebody tells you that we've, you know the Board noted your retirement and that hopefully, you'll get on the audio tape and listen to the recognition that we've given to your years of service and the well wishes. >> Thank you. Do I have a motion to approve the Consent Items? >> So moved. >> Alright. Moved by Dr. Rey Castro, second by Dr. Bradbury-Huang. Are we ready to vote? Student Trustee? >> Yes, aye. >> Other board members, all in favor please say aye. >> Aye. >> Opposed. Motion carries. The next is Budget Update. Dr. Sugimoto. >> Yes, and I'd like to turn this over to Dr. van Pelt who is giving us weekly updates in our offices but certainly, the Board needs to know where we are in our budget. Dr. van Pelt? >> And this will be a brief update in anticipation of the next board meeting which will be the comprehensive budget report and presentation and approval of the budget. I do want to announce that last week we were in San Francisco and Standard and Poor's and Moody's went through the rating for the financial health of both the district and the PACCD, and we just received Moody's rating which was AA3 which is--means that it was unchanged, and they did note that Pasadena City College is in strong financial position. We probably would have gotten an increase in the rating aside from the fact that the state's budget is pretty precarious. >> You mean if we've been is Pasadena, Texas we'd have been okay? [ Laughter ] >> We also--Last time, I also mentioned that we're gonna get guidance letter from the Chancellor's Office and we did receive that, but it wasn't very helpful. Mostly what it covered was sort of a ploy of getting around some of the requirements for categorical programs, and it involved essentially the ability to move a single dollar from anyone programmed to another and thereby, satisfy all the requirements statewide for each one of those, the 12 categorical programs that they mentioned. We did discuss that with the auditors and they're not very favorable in that and in any event we had no intention of doing that so the guidance letter wasn't that helpful for us. We do have ongoing meetings with various groups on the campus in terms of the budget and the budget development. The worksheets, the budget worksheets were distributed and I think that we have all but just a couple of them back which means that tomorrow morning we're going to have the first pass at trying to reconcile the budget. I would point out that as we've said on a number of occasions, that each time that we try this there's a snapshot because the numbers are constantly evolving and what we did is we included all the various different reductions that we mentioned before in terms of right-sizing class schedules, utility savings. We did not take up the option of the early retirement program because that's something that has yet to go to the Board. We did not include any federal stimulus money because that's at this moment pretty speculative, the faculty released time, the reduction of travel at 50 percent, the reduction of consultants at 50 percent, and a transfer from the unallocated contingency reserve. Those were all factored in and what we found was is that there was still gap at that point mostly caused by the 500,000 dollars from the potential savings from an early retirement plan. >> But what we did is we added up the shortfall which was between 7 and 800,000 dollars at that point and we measured all the 4 and 5,000 objects which is the services and the supplies and that tallied up to be about 10-1/2 million dollars and then it was a ratio of the 10-1/2 million dollars and we needed about 800,000. So, that meant that we went to each of the three vice presidential areas and the presidents and requested specific dollar amounts which added up to 8 percent of those 4 and 5,000-object codes. So, the reports have been returned and tomorrow morning we will run the very first reconciliation in anticipation of bringing it back to the board next time. >> Are there any questions for Dr. van Pelt? Dr. Rey Castro? >> Ah, yes. Thank you for your report. I'm not just an oral learner but also a visual learner and, especially with budget items. I recall at the last meeting asking for a summary report of the--particularly the deferrals that were expected to be made to are budget starting in the spring and I haven't received one. You may have sent them out already, but I'm looking for them and I don't know about the other board members but I would certainly appreciate just a brief one page summary of the main points in your budget whenever you give a budget report so that I have something to carry home with me and put in my budget file and refer back to you. Because the budget is such a critical issue for this campus and it's something we're gonna have to monitor regularly, I wanna be able to look back into my file. >> Great. >> We were working on the revenue side today and I think that we're pretty close now. Like I said, this is an evolving thing and therefore you will have that certainly ahead of the next meeting. >> Alright, thank you very much. >> Yes, Dr. Bradbury-Huang? >> Yeah. My thanks also Dr. van Pelt. We're hearing a lot about the cuts around issues of supply and acknowledging that last year people already took major cuts. So, I guess what I'm interested in hearing is did it go over when you asked for this 800,000 and how can we be sure we're not being, what it's called, penny-wise but pound-foolish? >> Each one of the budget managers got to get and often together with the group so the division deans got together and they manage to work out a fair and equitable way of doing it and there was a give and take between the groups in order to try to come up with some balance. When 85 to 87 percent of the budget is wrapped up in wages, salaries and benefits and when we have something on the order of the 10 million dollar cut based on the 120 million dollars, it's difficult to attain those sorts of numbers without a certain amount of trimming and I think that the trimming was pretty judicious and I think that scalpels were used rather than the chain saws that some of the other districts have been using. >> Any other? Yes, Mr. Baum? >> Two quick things. One is we have to pass a budget now by October 15th and then I'd heard in other meetings too that--was there an across the board cut that the departments were asked to make a standard percentage? I was hearing some 8 percent cut was being asked to be made and how was that determined? >> Well, the determination was because we're about 800,000 dollars shy and we took out all the wages, salaries, benefits and therefore what was left was the services and supplies. We tallied that up to about 10 million dollars and 800,000 is 8 percent of that number. However, there were other areas where trimming could occur so we listed out what those were to the budget managers and it was spread out according to the numbers of what people had in those object codes. So, by way of example, instruction was cut 175,000 dollars, student learning services 23,000 dollars, the difference there being the size of their budgets. Admin services was 450,000 dollars and the president's area was 183,000 dollars. So, that was based on the 4 and 5,000 object code totals, so that it wasn't just, you know, each of the four areas had to come up with an equal amount of money. >> Let me--One of the things that a couple of folks brought up to me at the end of last year was the supply issue and that, you know, toner for a printer that you couldn't get working where a dean had to go run out and find the cable so that somebody's computer could work because they were given a specific stock that they couldn't purchase. And what I would recommend is that there is a--that there is some kind of pool of supply funds that can be with a certain level of appeal to help deal with some of these issues that may come up at the end of the year and I was reading in the minutes that we're gonna have 140,000 dollars savings in the election budget and so, or if there's a travel budget or something else that we needed to trim so that there's at least an emergency fund to dip into so that if somebody's printer is not--had toner that we can actually make that purchase and keep that department up and running. So, I just hope that we're creative and flexible enough in a way to make those types of decision so, like Dr. Bradbury-Huang said we're not, you know, I know the philosophy if you mind the pennies, the dollars take care of themselves but at same time we wanna have some flexibility for the staff in the department as well. >> Right. >> Anyone else? I have a couple of questions. I keep hearing and I'm--Dean Miles is out there and she gave us a very interesting thing about rumors. I keep hearing rumors. She has old dissertation on rumors. I keep hearing rumors that cuts are being made that are negatively affecting students, things like the library is being closed, I assumed that is not supplies, that we were suddenly told several meetings ago that the social science lab which is tutoring lab was cut, that our community organizations are suddenly being told that the campus wouldn't be open on Saturday. This does not in a way mesh to me with what I'm hearing that the departments are being told. I guess what I'm saying is I thought the Board had made it very--please note, I labeled all these as rumors, okay? But I thought the Board had made it very clear that its priorities are student access and student success. So, I would think any cuts should be as, first of all, as far away from the classroom as possible and secondly, as far away from the services which enable students to succeed in the classroom. So, I would really like to have a response to this. >> I can respond to that. Some of that is a matter of communication. People have not received the approved budget so they don't really know what they have. We've discussed it and some of the things you mentioned have been taken care of. One of the things that was mentioned that certain funds they will get 50 percent now for this semester and then at the beginning of the next semester reassess and get the other part. So, if you had 100,000 dollars you might get--you will get 50,000 now and so they will plan for this semester. I think that was and understood by some and they thought that's all you're getting for the whole year and so the library situation and some others they have been cleared up. So, I think it's a matter--after the 16 when people have printed budgets then it will be better. >> Yes, Dr. van Pelt? >> One of the instructions in the--for the budget worksheets was that any impact, the students have to be included in the memo and that went to the vice presidents so that they could evaluate what the impacts were in order to avoid any kind of surprise, so that each of the vice presidents prior to the budget going in would see what was being recommended in order to trim the budget specifically to show student impact. >> Thank you. Dr. Sugimoto? >> And I think too at this point given that we've been discussing this amongst all of the areas that they have been very judicious about doing their best to stay as far away from student support and access as possible and it has been interesting seeing the memos that have come in to talk about the impact it will have on students. And some of them have said there is, at least in the student-oriented services that it's minimal in terms of the impact because of where they are cutting so that's a good sign to me. And we have been doing, I don't know if I wanna use this term but some horse trading so if in fact someone has more money in one area and says well, you can not necessarily use it this time. We can spread that out over the other areas that need it so we are working to be more collaborative and looking at where the reductions need to be. >> Does anyone else on the Board have any comments or questions? Dr. Jacobs. >> I would just like to add that I was very proud of the deans in the way they went about making reductions and they did--there were areas like the library that they spared from any reductions so that some of the others absorb those reductions and they were asked to come up with 175,000. They came out with 176,000 so they went over so I was very proud. I commended them today. >> Well, I wanna say I think I can probably speak for all the board members that I certainly appreciate that. I mean Mr.--looks like Mr. Hawgood has left but I think we've all been hearing from people in our district that students are having a great deal of difficulty getting classes and we know we're over enrolled and many classes closed in July and we've understood this all along, but to suddenly be told, you know, like the library isn't going to be open or Science for Girls' Day has been canceled or being called by someone from AAUW very upset about that. That's the kind of thing it would be nice to give us a heads up on and it gets a little well, all we can say is, well, you know, I don't ever wanna have to say I don't know. I've been quoted in newspapers saying that about 100 times so I would like then to say from now on well, I was surprised with that and here's the situation, right? >> Anything else? Yes, Dr. Rey Castro. >> I know recently I've asked for a study session on basic skills but given the situation with the budget and the fiscal situation here in California, I think it's important for this Board to consider having a study session on the budget. We're going to be preparing the final budget before October 15th, I believe it is, and I think we need to look, revisit our assumptions and look at our budget and really understand if there are any little hidden cookie jars there that we can raid to address this issue of where the money's gonna come from and we really need to understand the issue with regard to our reserves and the deferrals that we're gonna be hit with in the spring as well. So I would like to recommend that we have a study session on the budget. >> Okay. Put that down as a future agenda item then. Anything else on the budget? Alright, Item H as I indicated has been withdrawn. Item I is to receive and set public hearing regarding initial bargaining proposal for the Pasadena Area Community College District to the California School Employees Association Chapter 777: discussion with possible action. Do I have a motion? >> Move to receive. >> Second. >> Any discussion? Alright. We so done and we're--are we suppose to set a date for hearing? No. Just receive it. Alright, Item J, Amendment to Certification of Signatures. Do I have a motion on this? This-- >> Move. >> Alright. >> Second. >> Motion and second. What this does is it permits Dr. Lisa Sugimoto, acting president, to sign contracts and warrants in her own name as acting president for the benefit of the listening audience. Any discussion? Are we ready to vote? >> Yes. >> Advisory vote. >> Yes, yes. >> Other votes. All in favor please say aye. >> Aye. >> Opposed. Mr. Baum. >> Dr. Mann, after that's finished we should go back to Item I because we do have to set a date for the hearing. >> Okay, let's finish this then. So this motion passed. Now, we do have to set a date for the hearing on Item I. >> It doesn't say so. >> --designate the meeting of the Board of Trustees on September 16th as the time for receiving public comment on the initial proposal by--of the district. >> Is that--is that in there? >> Yes. Your approval actually has set that date but I think we can designate that. >> Okay. Alright. >> It is under bullet 2 on the recommendation to designate September 16th as the date in time for receiving public comment. >> Alright. So Mr. Baum you voted on the--in the winning side. >> So I just wanna clarify that our motion-- >> You're clarifying that that motion did include setting the date. Alright, thank you. Alright, the next item is VISION 2020: Presentation with discussion. Dr. Sugimoto. >> Yes. Behind your tab K is the information on VISION 2020 with the PowerPoint and I would like to turn this over to Mr. Bob Miller who will present VISION 2020. >> Thank you, Dr. Sugimoto. Thank you, President Mann and members of the Board. It's my pleasure tonight to present a brief status report on where we are with the educational master plan process thus far. I like to start by reminding those who are here in the audience and also those on the audio cast as to why the college needs a new educational master plan. First and foremost, we continue with the notion that it is about student success and student access. It's also about engaging our community in this activity as best as possible. We want to move forward and we wanna make sure that as time goes on that we are reflecting and we are reflective of the needs of our students in communities as we move forward into the future. The accrediting commission for community and junior colleges requires us to have an educational master plan for accreditation process as we continue--accreditation continues to be a priority for the years ahead and of course, an education master plan will work to inform in a very significant way both our technology and our facility's master plan and as we go forward, should it be the desire, decision of this board to seek additional funding for the district then an educational master plan will be very necessary for the next bond measure that we might wanna consider. So as we move forward, what is an educational master plan? Well, basically it's a significant part of the dialogue that's necessary to plan for the services and the programs that we need to tailor for our students and for the community going forward. It's certainly our comprehensive document that is reflective of the--not only the needs that we have right now but most importantly the future needs of our students as it relates to the workforce needs and the community in general. Certainly, the data that will be mined from this effort will prepare us to deal with the needs of our students and the workforce going forward, not only in our local community but in the state and the national--nation as general--in general because we know that so many of our students move on from this local region. And then the last but not least, the EMP is going to be a research based and best practice evidence document, if you will, that will include a great deal of input from the students in business and the community in general. How's the plan gonna be used? We're gonna use it to basically sustain the high standard that this institution is well known for and to make sure that we develop programs going forward that deal with the emerging fields as we know them and most importantly, that we deal with the enrollments that are projected for 2020 and beyond. I've been working along with Crystal Kollross with our consultant on the environmental scan and I can tell you that the demographics show in the population increase, it shows significant population growth to the year 2035 and beyond so I think this plan will help us begin to get a handle on that. And then as I mentioned earlier, the plan will help us to develop facility and technology plans as we move forward and start thinking about what our college needs to be going forward from both a brick and mortar as well as perhaps distance education or other forms of reaching out. Who's gonna be involved with the plan? Well, first and foremost, our students, our college community, and of course you as board members. As I mentioned, it is facilitated by MIG, our consulting group. This group is based here in Pasadena as you know and also has several locations throughout California and I'm happy to say that we're getting the full resources of the MIG team. They're giving us a wide array of consultants. What are some of the opportunities to participate in the plan? Well, first of all, we've got our town hall meetings and I'll talk about that a little bit later. We have our website www.pasadena.edu/vision2020 which is available right off of our website, a lot of information there. We'll have a number of faculty, staff and student forums and there will certainly be a lot of online surveys or at least two I should say that I'm aware of right now. Three phases, needs assessment and plan framework. That assessment really is wrapped up around how the plan is going to be developed and then the comprehensive needs assessment that deals with the internal and the external scan activity and then our environmental scan which right now is a 54-page document. I referenced it a few minutes ago. We're really digging very deep. I think when you see this, you're gonna be pleased with its scope. Phase 2 program assessment, plan development and the strategy for implementing the plan going forward and then a significant documentation review and approval and adaption process. I won't take the time to go through this timeline and you can see you got the hard copies in front of you plus you can see it on the screens in front of you but generally speaking phase 1 is June, July, August. We're sort of at the end of that right now. We're about two or three weeks a little bit in the rears but we're doing very well. This is the plan that develops, has the website up and going, the outreach program, our internal scan activity, our external scan activity, and the environmental plan or departmental scan, excuse me. You'll notice at the top of phase 2 which runs September, October, November, the different constituencies and decision making groups that are engaged in this process and the amount of feedback back and forth. Sometime in the near future, the MIG people will be here making a presentation to you and then you can see down below the actual activities that occur starting with the--including the plan framework, the town hall meetings, et cetera. And then phase 3 is really the phase where we get into the draft, a review of the draft, a final draft version and then the final version that comes to you. This is the December, January, February, March and then at the end of this process, we bring the plan to you for consideration and adaption. I mentioned that we're having 13 town hall meetings. These meetings begin. On the 15th of December we start in Ms. Beth Wells-Miller, Area 7. It runs through October 10th. We have an equal number of town hall meetings in each of these areas. I wanna thank you each of the board members for your support of the team here on campus in trying to pull together the logistics and invitations and what have you. As I know you can imagine it's a pretty massive project. You can see that they continue, again as I mentioned, through October 10th and as I mentioned the feedback from some of the board members has been very, very helpful as far as location. Dr. Rey Castro, for example, has strongly recommended a Saturday session on October 10th and we were able to facilitate that, I think, very good idea. Now, let me just talk very briefly about our approach on this--to these town hall meetings. We're doing a great deal of promotion both press, newsletters, ads, fliers, what have you. You've got one or two examples in your packet. We are targeting the markets that we believe and the people that we believe really get interested in this kind of activity trying to get to make sure that we interest them enough to wanna participate. Our budget is such that we're limited in terms of promotion but I'm happy to say and I have the information at some point if someone wants to hear about it. Juan and his team have been great in working with us to develop a very good media plan, lots of coverage in all the local newspapers, banners. You'll see some banners on the Star News for several times, et cetera. We're doing number of e-invites to these groups as you noticed. The mailing list, the primary mailing list is going to be comprised of all of these mailing lists that you see in front of you, your groundbreaking and outreach CTE chamber list and of course your own individual list. It'll be a mailing that will be at least a couple of thousand by the time we're done with it and we're in the midst of that right now. Internally, there'll be a number of presentations and forums and one on one interviews with our shared governance groups, faculty, our students, our managers, our classified stuff and we're gonna have forums on September 12th with the presence of advisory committees, African-American agent and Latino. So in a very short quick overview, this is where we are right now. I wanna publicly thank the staff, a lot of people working very, very hard to try to pull this off and it's just the beginning and it's a long process but I truly believe it's gonna yield a very, very positive result for the district and it will be within budget. Be happy to take any questions? >> Thank you. Are there any questions from the board members for Mr. Miller? Mr. Baum? [ Inaudible Remark ] >> Okay. Right. >> Okay. I'll go first. When do you hope to start dropping letters in direct communication with these constituent groups? >> We will--we have a plan to start dropping the letters this Friday or next Tuesday at the latest after the holiday. >> So we're confident that they'll get their--people will [inaudible] about two weeks before their-- >> Absolutely, yeah. Our deadline right now is Arcadia in September 15th. However, I've been working with some Arcadia community members who've been very supportive and we've got other ways. We're getting the word out right now for that but yes, we need to drop them pretty quickly. I think there's a request for some electronic signatures, Mary, that we got to the Board tonight to sign on some white sheets. And if that didn't happen, we'll get that for you. What we're doing is we're gonna put the presidents of the Board's name on the general letter and then as we zero in on the specific areas within the districts list that you have provided us thus far, we'll put the individual Board members name on. >> And how do we ensure specific constituencies are getting the message? >> How are we-- >> For example, throughout Pasadena there are neighborhood associations which--a very vibrant network of neighborhood associations. >> Right. >> How do you--for example, in North East Pasadena, the Hastings Ranch, how do we make sure the Hastings Ranch Neighborhood Association gets that? >> Today, I saw a wonderful article that you placed in the West Pasadena Newsletter. Dr. Mann today forwarded me a list of neighborhood associations in her area. Dr. Rey Castro has done the same. Dr. Bradbury-Huang has worked with us and we're working quite closely with the South Pasadena Chamber who is doing a wonderful job of doing that. Ms. Elizabeth Wells-Miller has provided information. Mr. Thomson provided information. >> So what you're saying is just make sure--because each of these neighborhood associations has boards that they should try to get--we should try to get an individual message on to them. >> Yeah. Just this morning I was talking with Laurie Cruz [phonetic] who is the acting or the interim executive assistant in the president's office about helping to weed out addresses in such for some of these areas that we don't have but we know exist so we're gonna try to find those. >> And I wanted to just say because some had asked me about this and just for my own sake of disclosure too. It's unfortunate that these meetings are occurring--because it's taking so long to get to this point that these meetings are occurring in the middle of an election season because I think it would be unfortunate if the community perceives these meetings as having political motives as opposed to honestly soliciting outreach and if I were king, I wish we would divorce--be able to divorce the two but I just wanted to say that for the record. >> Very good. Thank you. >> Dr. Bradbury-Huang. >> Yeah. Thank you first of all. I feel immensely grateful for all the work that you've been doing behind the scenes, you and your team. I'm also deeply delighted that South Pasadena has jumped on board so much. They're even throwing a little money at it and I'm very, very grateful for all of that in such a short period of time. >> I agree. >> That's I think what's been so outstanding about it. Two red flags, one I've been remised about but I just want to acknowledge that Area 5 does include a very large part of Temple City and therefore, maybe Mr. Martin and I will talk a little bit more about this, but I would very much like to come and have my name be more officially involved perhaps with the Wednesday, September the 30th meeting because it is for the Temple City Unified School District. In other words, I don't wish to appear entirely absent for a very large chunk of my community and sorry that I didn't say that before. I'm sure it's just a-- >> Okay. We will address that. >> A little hiccup. And then the other piece was, in light of the very large percentage of Taiwanese community in my area, I wanted to get back to you on the issue of some Chinese-- >> Translation on the website? >> Information, yeah, yeah. >> Yeah. We've--thank you for reminding me about that. With the help of our faculty Susie Ling and some other of our faculty in the foreign language division, we will have a Mandarin, Korean, and Spanish roughly page, page and a half worth of content. They're working on that right now. It took us a little bit of time because of vacations and schedules in the first week of class to boil down which started out as seven page' worth of information down to a page, a page and a half. There's also some discussion about how best to put that on the website. I didn't wanna use flags because of some issues so we've, you know, we've resolved that. So I hope and expect that by late next week, we'll have those three images up on the top third of the site so that when Vision 20--when the educational master plan site comes up, you won't have to scroll down to see that there are translations. It'll be very evident for those three languages. >> Thank you for your sensitivity to that. Thank you. >> Yes, Mrs. Wells-Miller? >> Yes. I wanted to just say that I have a sizable segment of Chinese in my community and I wanted to be sure that the language would be appropriate for them and since mine is coming up first, when are the letters for Arcadia going out? >> They will be going out Friday. >> This Friday. >> This Friday. Tuesday at the absolute latest but Friday is our goal. >> Okay. >> Okay. And again, we're working towards that and I do wanna say that Dr. Cathy Wei in our Languages Division was consulted on the dialect, if you will, or the language, Cantonese versus Mandarin, what have you and the consensus was Mandarin. >> Thank you. >> Dr. Rey Castro. >> Yes. With regard to the neighborhood associations, the Office of Neighborhood Connections up on the corner of Walnut and Hill provides a directory of all the neighborhood associations throughout the area and they maintain up-to-date addresses and board members of individuals, et cetera. You may wanna cross check that with what's on your list just to make sure it's-- >> That's a find. Thank you very much. Thank you. >> Any other comments or questions from Board members? >> Just briefly to say thank you for a job very, very well done. >> Thank you. >> Thank you. >> Thank you. >> Thank you very much. >> Welcome. >> Next item is Item L, Title V/Teaching and Learning Center Update. >> Thank you, Dr. Mann. I would like to turn this discussion over to Dr. Jacky Jacobs and her people who will be making the presentation. >> Okay. Well, he's already at the podium. Mr. Brock Klein and Dr. Lynn Wright will be assisting, so-- >> I wanna thank you for inviting us to talk to you this evening. It's actually a continuation of conversation I presented several times before and Dr. Wright as well and we look forward to continued conversations. Just a very brief history to remind or inform you, the TLC was created in 2000, the year 2000 with the Title V grand from U.S. Department of Education. At that time, we made some very, very important decisions. First one was to create a space for the scholarship of teaching and learning and that meant that we were going to approach our practice and the policies that go with them with logic and intent and evidence. We see ourselves as a research and design arm of the college. Our goal is to look at programs, design programs, manage them and evaluate them and then offer to the colleges those programs with data that we think are worth keeping, worth sustaining or in fact scaling up. The second important thing that we decided on was to focus our attention on the needs of basic skills students, students who come to the college under prepared. This has put us in a good position in the state as the state now recognizes basic skills students as a serious issue that the state and the nation has to face. It's a growing population. And finally, we wanna look at those--the impact that we have on practice and policy and make important decisions based on them. We use that once again by using data. We have an external evaluator. We're very, very fortunate to have one from Claremont Graduate University who's very soon gonna be transferring to UCLA. We've been working with the institutional planning of research office as we do that. As you can see from the slide, we're very much involved with active collaborative learning. We wanted to see it integrated with structured supplemental support. We see that as counseling, tutoring, mentoring. We're right now piloting a case load management program actually suggested by Dr. Sugimoto and once again we see that as our goal, taking the wishes of the college, running them through a process and seeing how they work. Lynn is gonna talk to you for a bit about what the work that we've been doing with faculty. We see that work as tied very, very closely to the work of instruction and support services. At the end of the day, programs are important but they're less important than what is taught and how they're being taught and that has very much to do with professional development but I'm gonna talk to you about some of those programs that we have developed. One of the first programs and it's the longest running and in many ways the most successful. It's certainly the most complex as at the XL program. You can see that it's actually two programs. It's the Summer Bridge. We work very hard and we're focused on the Pasadena Unified School District to bring students who have graduated from high school in to the summer program. It's an intense six-week program and move them through for the entire first year very much like Puente and Ujima does in a first year program and in fact we've been collaborating with those two programs sharing resources with them as well as our evaluation capacity. We have recently completed an important second phase of a database that we have designed over the past two years that tracks students from the moment we have an initial contact with them all the way through to where they transfer. We can collect data and write out and think about the evaluation reports from the data that we collect from these students. We started with two cohorts of 60 students. We've now have four cohorts. We added a cohort for health sciences and this year, brand new, we have a STEM cohort, STEM - science, technology, engineering and math. We did this because we know that students who can define a major or career pathway have a greater chance of success. We also require them to take math and English because once again from local, state and national evidence we know that students who are enrolled in English and math in their first year of college have a better chance of staying in school. If they succeed in those courses, the chances that they're moving through and onto their career goal actually spikes. We have also worked with a variety of programs on campus. The ESL blocks come from the TLC that has now moved over to the ESL department. Sustainability program was housed for a while in the TLC. We sheltered it and supported it. Chicano studies program is now in our program and so we've tried to help faculty, deans and others to think creatively and help them realize their goals. I'm not gonna spend a lot of time on data. We have extensive data reports on our website. This is an example of the work that was done in an inquiry process. Lynn is gonna be talking about professional development in a minute but we weren't satisfied with our good data. We wanted better data, long story short, the inquiry process led us to increased retention and success and now in our eighth cohort, we're finding a stable level of success there. The second bullet is an interesting one. It has led us through an understanding of intensity and intimacy and the idea that students at the basic skills level need structured supplemental support along with their academic support and that you don't necessarily see that success right away but when sequenced overtime, we're finding that our XL students succeed at a rate two and a half times faster, at least in math, than their counterparts who are not in the program. So this was encouraging news for us. When you think of alternative programs in math for developmental students, you usually talk about slowing things down. We did just the opposite. We speeded things up. We looked at acceleration and intensity. Instead of taking a half of course in the semester, we thought about giving the students two courses in one semester. It's their entire 12 units because it includes supplemental support, student success class in math which we find critical. It's combined with tutoring and mentoring and counseling and you will see that the success rates are impressive in the fall of '06. They continued in '07 and we're seeing the same results for the '08 data that we're working with right now. The best news here is that the math faculty and the division as a whole has embraced it. We started with one pair of courses. We now have six. We worked with now eight faculties and two are coming on board in the spring. We have courses at the basic skills level but faculty and math at higher levels, specifically trigonometry, pre-calculus and calculus and linear algebra have also created math path courses. Those classes are constantly filled. We have no problem filling them. Lynn actually oversaw the Career Pathways program and this is really second year programs. We found that students wanted to stay in our program and we began working with, for example, the teacher program, folks in the art program who put together linked foundational courses. >> We're right now working very closely with health sciences and because of our National Science Foundation grant, we're working also with STEM as I mentioned before. We have an XL STEM program and we're working very closely with MESA program on campus as well who are our neighbors. I forgot to mention a very good news. This morning I received word from Excelencia in Education that the XL program was recognized as an effective program for moving Latino students through to transfer. It's going to be recognized to have an award in Washington D.C. at the end of this month. Math Jam will also receive the statewide award for--as a practice with promise. It has been replicated at about 15 different schools in California and we're now getting visits from schools outside the state who wanted to come and visit Math Jam, just ended last week. It's a two-week program and again showing the role that we play on campus. I received an email from Dr. Cussler in 2006. He said, you know, I like XL. I like Puente. I like Ujima. Can you build something that is scalable, that is sustainable and can be effective? Lynn and I got our heads together. We applied for a grant from the Irvine Foundation and we created Math Jam. It's free. It's open to any student who places in to basic skills math. It's really an orientation to college with math being a vehicle. We started in the first year with about 75--72 students. This year we had about 160 students. We're collaborating with the Ujima program, with Puente program, with the Student Athletes, with Math Path program. So a lot of our recruitment now is internal and that is the measure of our success. We have a database again that is linking all these. We're tracking students to see how they're doing. Preliminary data is showing us that it parallels the XL data that overtime students involved in learning communities feel comfortable on campus. They feel connected to the campus. They persist and eventually succeed. As I mentioned before, these programs are important. They allow faculty and staff with students and support staff to play out pedagogy methodology in different ways but they're arguably tied most importantly to professional development and Lynn is gonna talk about that briefly. >> I think what Brock has tried to show with our various programs in the evaluation that we do and in the modifications that we do and the findings of things we've learned about students and what they need really shows the role of action research and we have been doing that and really our faculty development is to get faculty involved in action research and we call these faculty inquiry groups. We also do more intensive things such as winter and summer institutes which focus on things like learning styles, multiple intelligences, culturally relevant pedagogy, these kinds of things but really, it's an inquiry. It's a faculty looking at their practice. It's looking at issues and challenges they may have finding out about their students, what strategies will work, having outcomes and then developing different strategies to employ in the classroom? It's been very successful. We have a couple of slides that show you that our math people in particular have taken off on this. They continue to do this on their own because they like working together. They like their findings and they really like the results they're getting in the classroom. The next two slides, this one and the next one are hosted by the Carnegie Foundation as Windows on Learning and you can go and see it from the very start to the finish, the assessment process, what this faculty had done and the results that they are having, and while they're doing this other faculty are observing them and becoming interested and so it's a growing trend and math really is doing this on its own. We also have done this interdisciplinary. We now have--we had what we call a clicker FIG. I know some of you have seen us use these audience response devices. Students seem to really like them. It's another way to be interactive in the classroom and we now have people across the campus using this in the classroom. Gosh. We have people in English. I don't know if you know but in English 400, our lowest level English class. They have a writing center component which is required and through a FIG process, we completely redesigned the curriculum and the online aspect of that course and this is really only possible because faculty spent that much time and did surveys, worked with people to develop this. We have things going on with biology. They've recently created a study skills class and ancillary course for students who show they have the need for this. They're currently working on--Bio 11 is, Biology 11 is working on different more interactive ways of presenting the curriculum. We have a lot of other FIGs going on. So this is growing. Ultimately, we take what we learn and we see where else we can go and Brock has already talked about our database and that other areas on campus are using this. He has already talked about what jams and the pathways. We now are united. Our XL program works with Puente and with Ujima. We share instructors, instructors are growing their ideas and creating new--one of the current study--one of the new study abroad has actually came out through a faculty member who was involved with us, teaching with us and going through the FIG inquiry process. We have some things related. We're closely related to the basic skills initiative. We are very well positioned to execute the things we need to do with the basic skills initiative because the teaching and learning center has been working on this for the last nine years. So ultimately, we see ourselves as three Is, the place of innovation, a place of incubation and a place of integration, the innovation being trying out new ideas taking the risk. There's an ongoing need for this. We will always need to try things. We will need to pilot them, experiment with them to see what works and what doesn't, evaluate them and then ultimately, the things that do work show people through the evidence that it's worth using and integrating in the college. We think we have achieved that. We plan to continue to do that because that need never ends. Thank you very much. >> Are there any questions? Yes, Dr. Bradbury-Huang? >> It was actually a comment. >> Alright. >> One comment I guess and one question. It's not even a comment, it's an experiential thing. I wanted to applaud you guys, so. [ Applause ] >> To use a very unboard member's word. Your numbers are awesome. [ Laughter ] >> Awesome. Social scientists get excited when it's 5 percent, you got like 90 percent. Your lowest is 56 percent. >> And we can sustain that. >> Unbelievable and I'm just so excited and so supportive. Question. In the spirit of innovation, I've been reading this work recently about international groups like your FIGs actually and one of the things that strikes some folks is the absence of students in FIG groups and how there's the danger of simply replicating the old ways by only, you know, would you be willing to give that some thought? >> I would love to because I think the student voice in all over the work that we do is critical. One thing that I say over and over again about our Math Jam, the most interesting thing that I find is how the student tutors are empowered and cross boundaries with the math faculty. We're doing a video supported by the Carnegie Foundation on tutoring and it's really the students that have transformed the center. I think students has a part of the inquiry process perhaps included in almost everything we do on the campus is critical. Absolutely, I support it 100 percent. >> Thank you. And Faculty Inquiry Group probably isn't the right name because we've talked about that managers and administrators should also be a part of this so we should just call them IGs, IGs, inquiry groups. >> IGs. Yeah. >> Any--yes, Dr. Rey Castro. >> I too would love to applaud you. The work you're doing is exciting and I'm just speechless by how successful you've been with piloting what's successful, what works and applying it into the academic areas. I'm just--you know, I just can't comment to you how excited I am about some of the success you've had. >> Thank you so much. >> It just really is awesome, okay. >> As you probably know, it's an effort going on around the state now. There's networks of support of people just like ourselves doing this work. >> Right. I have two questions. My concern is, how do--how successfully are we moving the proven techniques that you're developing XL, Math Jam, FIGs over into the regular academic program because when I hear your numbers and I see the success, this isn't the first time we've heard and seen of the success of some of these programs that you've develop and these techniques and tools. My primary concern is, how well we're transforming those into our regular academic program and in particular basic skills because I've seen the basic skill numbers not just up and down the state but also here at PCC and frankly, they're very discouraging and that's one of the biggest challenges that we face here. Not just at PCC but up and down the state and clearly we've got the answers. You know, some proven techniques for how to improve our basic skills, performance and success rates and turn this population around and how are we integrating these techniques into the basic skills program. How long is it gonna take. >> You know, research question for us several years ago was whether our program was right for integration, whether it was effective, whether it was scalable, whether it was sustainable and it is counterbalanced by this notion that, excuse me, that we have of intensity and intimacy that goes with it and really question for us has been where is the tipping point. When is the program too big? One could argue in some ways that program should remain small because we're seeing that basic skill students need an intense, intrusive intervention and so we grapple with that issue often. We have programs and we have given you some examples, the ESL blocks, the work that we've done with the art department, et cetera, that have been transferred over and integrated into their programs. We'd both sort of feel that Math Path is ripe, that it's ready to be taken over by the math department. We feel the same way about Math Jam. That is our final measure of success that we can pass something on with a little bit of support and move on to new things. Critical in all those, I think is the basic skills initiative. >> And I would say fortunately the basic skills initiative gives us a statewide mandate now which is a different platform than we had before where we did grants and people could say, well, that's nice but I don't have to do this and through our dialogues because we again are so well situated. We go around the state talking about helping them do things and that actually has come back to us. So now people on our own campus understand that we're out there in the world doing this and saying, oh, we have those programs so we are beginning to have this. Dr. Jacobs has been very supportive in our last basic skills meetings and making it very clear that this is a campus-wide initiative and that we all need to get on board. As he pointed out, intensity is important. Working with this faculty in an intense and sustained manner is what's happening. We're beginning to see the pay off. We're beginning to hear the chatter. We didn't talk about some of the things in English but we do have Reading Jams that English has initiated on its own. You know, Chem Jam for--over in chemistry. So it's beginning and we see this, it's not probably good to use the analogy of the fire right now but, well, you know, unfortunately like wild fire, we are beginning to see the dialogue occur and now I have a position where I am suppose to go out. We are situated. I have a proposal that we'll bring to the table tomorrow for developing a professional development program and that will enable us to educate faculty to become more interested in this and apply these things and again, the proposal is, winter institutes based around basic skills courses and then action research piloting in the spring and I think faculty find this intriguing. >> Right. One followup question, the writing across the curriculum component, is that built into the English Jam or is that a separate program? >> It's a separate program. We see this as part of the holistic approach. However, reading, writing, all of these things, we all need study skills, all need to be talking about these things and we hope faculty will discover this and learn ways. You know, again, we have to move away from the coverage idea and this will take a long time to make this clear how it happens but the Reading Jam is that we do teach writing. Our English courses are primarily writing courses but what the faculty needs to do is perhaps learn tools for teaching reading as well because that's critical to writing. >> Okay. Thank you very much. >> Any other questions or comments? Okay. Thank you very much for a very good report. >> Thank you. >> The next item is Item M. We have a policy review and discussion of three board policies and I'll turn this over to Dr. Bradbury-Huang who is the Chair of the Subcommittee Reviewing Policy. Dr. Bradbury-Huang. >> Thank you, Dr. Mann. Pretty much like I said at the last meeting, it's been honestly so long since our subcommittee looked at these that I'm seeing them pretty much as you're seeing them. To remind us also that they're coming to us having been through the internal usual procedures, changes that are made generally speaking are to bring us up to what the recommendations are from our taskmasters. So with that, I recommend these and move to approve them. >> Second. >> Alright, it's been moved and second to approve policy number of 4200, 4300, and 4320 and as a reminder, we're approving the policy. We are not approving the procedures but if there is a question about the procedure, there are some directions the board would like to give to the administration that is the time to do it. Any questions or comments on any of these policies? Well, I have a comment on Policy 4300, Item number 3. It says emergent cure for sudden illnesses. Should that be emergency care for sudden illnesses 'cause it's emergency care just above. So that's a typo, I think it can just be corrected without too much--Any other questions or comments. >> I have a question--just a comment. That policy, what is interesting about that policy is it positions PCC in its role as a public health agency especially in the time of H1N1 or other issues and so that will be new for us I think to acknowledge the college in its role as a public health, a protector of public health or provider of public health issue. >> Yes, I certainly agree with that. That is one of the things that is new. Any other questions or comments? Are we ready for a vote? >> Yes. >> Student trustee. >> Aye. >> Alright. All--other board members, all in favor please say aye. >> Aye. >> Opposed. Motion carries. Alright. The next item on the agenda, Item number 9--Item number N is how are students selected for admission to a class if students exceed numbers of places. This was brought to the board's attention by Dr. Bradbury-Huang and tonight we are not going to discuss this as a topic but really Dr. Bradbury-Huang will tell us why she thinks this is something that might justify staff research and bring it back to the Board as a policy or action item. Dr. Bradbury-Huang. >> Right. Very briefly and perhaps even reiterating what you yourself was saying upfront, Dr. Mann. I'm sometimes confronted with the question of why that such and such get in and not me or you know, how do you guys do it? Because I've been told of three different ways in which selection is made. If I recall it was random, just random. Another I believe write an essay and I guess the best essay got in and in other words, there's more than just one way so I think for us to have a fair, equitable and transparent system, we ought to at least deliberate on this. >> Yes. >> [Inaudible] my experiences have just been--the teacher has just told you at random. Others done through drawing or and whether lined up and the random number is chosen on the countdown of numbers, so--and so those--even though there is no set policy--there's a class that I've been in, I mean I've seen teachers add people. It's just been done at random in one way or another, or whoever shows up on time, I guess, who's in the room, they would call on random. >> Thank you. Dr. Rey Castro. >> Yeah, I would be interested in hearing Dr. Bickley on this item and where the Academic Senate stands on this issue. >> I'd be glad to comment. The Senate would love to participate in some research efforts to kind of help us understand where we are so we can better decide where we wanna go on this issue. I think we all kind of favor the idea of first come, first serve and have a wait list that is 15 people long or something like that and we just go ahead down that list but of course not everybody who's on that list will show up and then there will still be a few that hope they can get in but I do a lottery. I sometimes have students begging and telling me this is the last course they need to graduate this semester and so it's sometimes hard to stick to your guns but by and large I make every effort to stick to the lottery making exceptions occasionally but there are others that try to do a first come, first serve, do it by emails and the dates of the emails, you know, so there's a variety of ways it can be done, has been done, will continue to be done but it would be good to be--We would like to participate with other segments of the PCC community to research it so we can come up with maybe a more universally approved plan. Now, saying that, there are faculty they're gonna want to be able to at the last minute decide to let somebody in. So I don't think they're gonna get around that. >> Mrs. Wells-Miller. >> Yes. I just wondered if there wouldn't be some advantage to whatever we decide to do it should be consistent across the campus. >> Right. Mr. Thomson. >> I would support Hillary's request to go back for some further study and come back to us with a report and perhaps recommendation if that's the conclusion of the increased reach because we heard the young man here speaking this evening. It's obviously a very real issue and one that comes up quite frequently so I think it deserves study and report back to us. >> Right. Dr. Sugimoto. >> Yes. I don't wanna curtail the discussion but certainly this is something that you are to decide whether you wanted to be taken back to administration, have then it fed through the processes and brought back for further discussion so we can do that if you wish. >> Mr. Baum. >> Just really briefly. I wanna echo Mr. Thomson and appreciate the administrations. This is gonna become even more of an issue. I've had more students contact me this year than any year that I can recall about access to classes and then statewide, our cap is gonna go down in the classes that were funded for creating classes as an even more scarce resource at this institution. >> Alright. Dr. Rey Castro. >> Yes. I'm also supportive of this going back to--through the shared governance process and you know, 1725 is very clear that this would be considered an academic and professional matter. >> Right. >> So it's really within the purview of the Academic Senate to discuss and make some recommendations with regard to how to proceed in this area. So I would be very supportive of following that process. >> Yes. Mr. Abadia. >> I think the real issue at hand here is why is it that there are certain classes that have so many people trying to add. I think that's where the real issue is. I think it would be good to research on the--on how professors add and who are they gonna add but I do personally think that it would be good to leave some kind of flexibility to the professor just because I do know that every situation is different for them. Sometimes in the first day, they have a lot of people trying to add and then come second day they'll have three spots open again and then. You know, so I do think that leaving some flexibility for the professor would be good were we ever to make some kind of action on this. >> Dr. Jacobs, did I see your hand? >> Yes. I wanted to say-- >> Twelve inches. >> Yes. Okay. Yes. We'll be happy to bring this back to you. To address some of this, we started with wait list so that at one time we didn't have a wait list. Now we--every beginning this fall, every division, every section we have wait list for and that has helped some and then we have add slips that faculty can give out so that we'll try to keep it as impartial as possible. But we would love to tell you what we're doing and then work through the Academic Senate to bring this back. >> Okay. I think the consensus then is that this is something that the board does want some staff effort put into to look at this, work with the Senate, and come back with the report or some recommendations and I think I heard that what we're really concerned is that whatever the policy is it should be fair and it should be transparent and it should serve--and consistent and it should serve the students but I do think the other question is also something that needs to be addressed. Are there classes where they have 15, 16 students, are these English 1A classes? Are these other classes and why are there, you know, is this an enrollment management issue? I think there is a larger question here. Maybe we could have at some point a report on how that's being addressed. >> We will. Okay. Anyone else, anything else on this? Alright. The next item is the president's report. Dr. Sugimoto. >> Just very quickly. We wanted to give you since we're talking about enrollment that at this current time we're 105.6 percent filled. So that gives you some notion of some of the comments that have been made by our students and the desire for them to get into classes but we are certainly quite filled which is a good thing and also a challenge for us. I also wanted to thank the board members who participated in the groundbreaking, ribbon cutting, welcome day and I am gonna figure out an acronym for that because we're very good as educators figuring out acronyms. Well, thank you very much for your support in being there as hot and as smoky as that day was. It was a wonderful day to see all of you there and see all the students that were here and supporting all of our dignitaries that arrived to give us support in all that we do. I wanted to thank the executive team for their support over the weekend in getting the word out about the fires and what we would do to help and support the students. I need to let all of you know that they were here on Sunday putting together information that we could post on the doors for the faculty and staff in getting the word out to our students via the newspaper and thank you Mr. Baum for your assistance with that too. This room as my last comment is very symbolic of I believe the transition and the newness on campus. The people that have been working with the Board and with me are excited about what is happening and they feel that there is a healing process that's beginning and I appreciate that very much but this room is very symbolic of that and thank you Dr. van Pelt and all other people that have worked to get this together for this particular day. >> Thank you Dr. Sugimoto. The next is a report by shared governance representatives and members of the Board, Ms. Ligons, Management Association. >> No report. >> Dr. Bickley, Academic Senate. >> Yes. I would just like to thank the Board for inviting the various campus constituencies to the round tables that we held, I believe, Friday and today. I thought I was very constructive. The question of enrollment management, I heard that. That has been an issue for the faculty for years and is not gonna be an easy one to solve but I had like 35 to 40 students signed on the list trying to have one of my classes and the question was, well, should they offer more of my particular course so that we don't have so many students clamoring for a very high domain class prerequisite for the nursing program, that sort of thing. But when you start getting in to issues like that then you're gonna cut in to somebody else's offerings 'cause we have a limited number of courses we can offer but it's certainly an area that we should look at. The students' comments certainly point towards that kind of campus-wide attention to the matter and hopefully, we can do that. Thank you. >> Yes. Mr. Lindemann, Classified Senate. >> Just to reiterate that we're having a retreat at no cost to the college or whatsoever and that would be on the 11th of September. Thank you. >> That's the kind of retreat we like. [ Laughter ] >> Mr. Tsay, AS. [ Inaudible Remark ] >> No reports. >> Alright. Mr. Abadia. You have a report? >> I have no reports. >> Mr. Thomson. >> No reports. >> Mrs. Wells-Miller. >> No. >> Dr. Bradbury-Huang. >> No. >> Dr. Rey Castro. >> No. >> Mr. Baum. >> Nothing to report. >> Mr. Martin. Well I have nothing to report either. So our next item on the agenda is future board meeting days. We're scheduled to have a regular meeting on Wednesday, September 16th and another one, a regular meeting on October 7th. Now, all we scheduled here is the start time which is when we go into closed session. If we should want to have a longer closed session, do we need to take any action to do that? >> I believe you do based on the fact that you would have to get that announcement out and it is a board action to be in closed session, so. >> All you have to do is to identify a start time. You don't have to start at that time. You can delay and start it later. In other words you're better off putting start time at 7 o'clock for example. And if a closed session runs longer as this evening, you just begin the open session later. If you said 8 o'clock you can't do anything. >> You can't do anything until it starts. So shall we just leave it as it is? We may have to go over a little on the closed session. >> Unless you wanted to meet earlier, is that the possibility? >> I don't know. It's possible for me but I'm not the one that drives a long way. >> Some work issues. >> There's work issues, so we'll just keep these dates and the times as they are with the understanding that we may have to run over and to the closed session to the open session. Okay, future agenda items. Dr. Bradbury-Huang? >> I would welcome some information, be it a report whatever on how we're addressing the swine flu. I know there's a more politically correct term, the swine flu, and perhaps supporting a move away from handshaking as we come into heavy duty flu season. >> Do you have that? >> I did write that down, yes. And we are addressing that. We do have all across information. We'll be happy to send you a report on that. >> Great, thanks. >> D you--Would you make accepted written report on that Dr. Bradbury-Huang or would you want to come up before the Board for discussion and so on? >> I'll defer to Dr. Sugimoto although I think it would also be important to share with the public that we're on it. >> Okay, alright, we'll put it as future agenda item then. Okay. Anything else, did I see another hand? Yes Mrs. Wells-Miller? >> Yes, I have several. I would like to hear from our technical people on the subject of televising our board meetings. >> I think that's on, is that on our list? >> No, it's not. I checked, it's not here. >> Alright. >> And I would like to be sure that we set up some kind of tutoring program perhaps with PUSD to help our students who are below the grade level. Perhaps some of our students could work with the PUSD district and receive some kind of special credit for their help with PUSD unless something like that is already happening. >> Dr. Sugimoto? >> I need to understand, is that an agenda item or are you asking us to at least perhaps give you information regarding what we're currently doing? >> Well I figured it would have to be on the agenda to do that but I would like to know if there's anything we could do to have our students receive some kind of special credit for helping with the tutoring and PUSD. >> Why don't we do this? Let me find what we're doing and see if I can get a written report to you so that you should get that information and then further information required in a board report to the Board. >> I hate to bother you to make it a written, I'd be perfectly happy to just hear from you, whichever way is best for you. >> Alright. >> And I would like us to see if we can find a way to utilize Cal Tech for our students if there's anything we're not doing that maybe we could work together with them for the advantage of our students. >> Dr. Sugimoto, there's one for you. [ Laughter ] >> Well, we're doing quite a bit with Cal Tech. Actually, in our biotech program, stem cell research, but maybe I can defer this one to Dr. Jacobs. And if we want to get more information to you, we can also make sure she provides that for you. >> Okay, why don't we have a written report on this one also? >> Okay. >> And lastly, I noticed that the topic of arming campus police was requested more than a year ago and it's still in the College Coordinating Council, it says. How long of a process are we looking at for that to come out of the Coordinating Council? >> It actually hasn't gone to the College Coordinating Council yet. It is something that is being still worked on and then we'll be going to the College Coordinating Council for their review and discussion. >> Oh then, there's an error here, thank you. >> Excuse me. There's not an error. It just shows that what the process is. This is the next step. Yes, Mr. Baum. >> Our process is to for the Board members to bring ideas and then we discuss whether we want to devote staff time to it. Some of the things I think that Mrs. Wells-Miller mentioned are worthwhile items but are more for information for Mrs. Wells-Miller. So perhaps Dean Chase could brief Mrs. Wells-Miller about our outreach efforts to PUSD that I know. And that might be sufficient just in a phone call rather than something like that. >> Will that be satisfactory, you could work with Dr. Sugimoto and define which, however which way is best to receive the information. >> Absolutely. >> Right, right. Mr. Thomson? >> I would welcome that as a public report because it's not just a matter of Beth knowing what's going on. I think we have the whole public to know it. So I think we don't have to take up time on agenda necessarily but a [inaudible] document. >> Well, then what we would do then is we'd bring it up and say do we want to ask the--direct the administration to invest the time to prepare a public report on this. That's our process I understand. >> Alright, it would then go on, yes, the ones that we need to decide if we need to have the first discussion-- >> And I don't object to that but I'm just saying that our process would call for. >> Well but, all we're asking I mean, if I understood what Dr. Sugimoto said, we're already doing certain things with PUSD and with Cal Tech. Just put those on a piece of paper, let's see that then we can decide whether we want to have more work done. That's all we're asking, I think that's all Beth is asking for. >> That's right. >> I'm just saying though is our process would say, you bring the idea here and then we as a group agree to direct the administration in an agendized way to do that. And I don't think anybody objects to presenting information but it's just a process that we'd establish. >> That is our process. We can change our process as we want but I think it's actually in by law that this is the way we do this. That it comes up once and then we put it on the agenda. Yes Mrs. Wells-Miller? >> Yes. My understanding, it doesn't have to be a group decision, individual board members can decide whether something should be agendized. We don't have to have the approval of the entire board for that. >> Individual board members can request that items be put on the Board which is, on the agenda which is what you're doing. What the Board decides is whether or not we want to expend staff time into preparing to address that. That is the issue. Dr. Rey Castro? >> Well, when we have a regular budget report from Dr. van Pelt and I asked him earlier to, if he would be so kind as to provide a short summary when he gives that report. I think that's kind of the same concept, very short summary report of the report he gives us anyway. So I don't know whether that's the same thing or not but I think that's the idea. >> Dr. Sugimoto. >> I think what it comes down to is if we already are doing some things and if the board member chooses to have us give a written report because that would satisfy this particular board member, we're more than happy to do that. It is a matter of how much time we spend on putting reports together for the Board. If it is something that needs to be a public document that the Board wishes us to bring to the public as a presentation, we could be directed in that way. And the administration can then produce that report for you. But, I think the procedure is very specific in how the procedure is to work, so. >> Dr. Rey Castro. >> I think the difference here is that Dr. van Pelt's report has already been authorized as a regular report. Whereas the request by Trustee Wells-Miller is a new report on this item and I guess what we're asking for is not just an oral report but a summary of that report when the presentation is made. >> Yeah. Mr. Thomson? >> This is not to do about nothing. If we're going to make an oral report, why can't you just put on a piece of paper, hand out the piece of paper and we'll look at that. And then we can decide if there's some need to have staff do more work. This is not, you know, this is not really a major issue. >> It's not algebra. >> Well-- >> Yeah. Mr. Baum. >> I just have to say that we assume things are not a major issue but when we direct staff to do something. There are a number of issues that we set up a process because all of us have questions at times that we'd like the administration to answer. We'd like a report on transfer, we'd like a report on intercollegiate athletics, we'd like a report on career and technical education and we could delve into that but then we as a group have to decide collectively what we want to direct the administration to come up with. I agree, if it's a matter of giving us a couple of bullet points in what she's doing, that's one thing. But what happens is, when we ask for something the administration doesn't take it lightly no matter how inconsequential we think it might be. And I just want to be mindful of that request, of all requests, that's why we set up this process. >> Yes, Dr. Sugimoto. >> And I think there are levels of presentations you're requesting here, one might be a quick oral report that Dr. Jacobs can give you, the other would be a formal report that perhaps we pull in faculty or rather administrators to provide. So if it something that we can quickly give you and a report that one of our VPs can say to you or one of our executive team and include as Dr. Rey Castro wanted in your notebook just basic information, we can do that. It could be a short three-minute report, four-minute report. It sounds like that's perhaps what is being asked for. >> I don't want to take any more time on this, but all of you have a sheet of paper that looks like this I think in your binder. And one of the reasons we did this, if you remember a couple of months ago this was like four pages of pending agenda items. And what was happening was there's so much going on and people want so much information that we just had this mass of information. We've been trying to figure out, Mr. Martin helped us sort through them, put this in priorities, the way to get the information and to use the Board's time to the best advantage. This is why we set up this process, we can always change it, it's our process. But, right now this is what it is. So do you have your direction there, Dr. Sugimoto? Any other future agenda items? Okay, if there are none other I would like to adjourn the meeting with a moment of silence for the student, Edward Reyes, a student of Skyline College who was wounded today in a shooting on campus. So let's have a moment of silence. [ Silence ] >> Meeting is adjourned. [ Noise ]